The purpose of this study is to provide a foundation for the ideal 21st century new school library for the era of the 4th Industrial Revolution as an educational space where students can develop the ability to cope with the rapidly changing trends of ...
The purpose of this study is to provide a foundation for the ideal 21st century new school library for the era of the 4th Industrial Revolution as an educational space where students can develop the ability to cope with the rapidly changing trends of the times by applying maker education, which is being discussed as an appropriate educational method in the era of the 4th industrial revolution, and the appropriate response space, MakerSpace, to the school library. This purpose is based on three backgrounds. First, creative ideas are presented and active activities are required accordingly as the right people of the future but our educational environment has little space to directly realize what existed as an idea. Therefore, there is a need for a maker space where creative ideas can be proposed and people can freely engage in creative activities. Secondly, the school library already has an optimized environment for maker education. Library has accumulated information on print and digital materials covering almost every topic, and it is a space where it can be done very easily to add and store tools such as 3-D printers robot kits, woodworking tools, and tools for maker education because it has a facility infrastructure that provides access to various creative learning. Thirdly, poor public education in Korea is appearing as intensive and deepening of private education. Parents' economic ability not only improves learning ability of children but also has a huge impact on their growth as a creative talent. School library is an institution that maintains intellectual equality by providing free knowledge information to students.
Against this background, this study identified that school library provides makerspace to help students freely engage in creative activities and it is necessary to change as a future educational space to share learning.
The composition of this study is as follows.
First, this study analyzes the concept and spatial characteristics of maker space, which is the learning environment of maker education through the concept of maker education and effective theoretical consideration,
Secondly, this study investigates and analyzes domestic and foreign maker space operations, focusing on factors applicable to school libraries.
Thirdly, this study lists the elements applicable to domestic school libraries through case analysis and derives applicable factors by conducting a survey on students, teachers, and parents in Gyeonggi-do.
Fourthly, this study proposes validity of the introduction of makerspace in domestic school libraries by synthesizing the above research processes.
The results of this study are summarized as follows.
First, the introduction of makerspace is already progressing rapidly in domestic and foreign libraries and various national support is actively underway.
Secondly, makerspace in school needs to provide programs suitable for students of different ages by organizing and providing different contents for each elementary, middle, and high school type.
Thirdly, the introduction of makerspace in school library can maximize the advantages of maker education and will increase the use of school libraries.
This study is meaningful in that it has considered the introduction of makerspace in school library as a future learning space by presenting a space for maker education that is in the spotlight, It is expected that this study can be used as a reference when introducing makerspace into the school library as an alternative to school library services in response to the changing educational environment.