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Makerspaces are now a common feature in many public libraries in the United States. However, there has been little research into how these spaces function for adults with disabilities. In this study, qualitative data were collected from patrons with disabilities and public librarians through online focus groups, interviews, and an online survey to address this gap in knowledge. Findings speak to the needs of a significant subset of public library patrons, describe current practices in public library makerspaces, and suggest areas for implementing more inclusive practices. [ABSTRACT FROM AUTHOR]

Plant-based materials and edible films have emerged as promising alternatives to conventional packaging materials, offering sustainable and environmentally friendly solutions. This mini-review highlights the significance of plant-based materials derived from polysaccharides, proteins, and lipids, showcasing their renewable and biodegradable nature. The properties of edible films, including mechanical strength, barrier properties, optical characteristics, thermal stability, and shelf-life extension, are explored, showcasing their suitability for food packaging and other applications. Moreover, the application of 3D printing technology allows for customized designs and complex geometries, paving the way for personalized nutrition. Functionalization strategies, such as active and intelligent packaging, incorporation of bioactive compounds, and antimicrobial properties, are also discussed, offering additional functionalities and benefits. Challenges and future directions are identified, emphasizing the importance of sustainability, scalability, regulation, and performance optimization. The potential impact of plant-based materials and edible films is highlighted, ranging from reducing reliance on fossil fuels to mitigating plastic waste and promoting a circular economy. In conclusion, plant-based materials and edible films hold great potential in revolutionizing the packaging industry, offering sustainable alternatives to conventional materials. Embracing these innovations will contribute to reducing plastic waste, promoting a circular economy, and creating a sustainable and resilient planet. [ABSTRACT FROM AUTHOR]

Analyzing interactions between actors from a systems perspective yields valuable information about the overall system's form and function. When this is coupled with ecological modeling and analysis techniques, biological inspiration can also be applied to these systems. The diagnostic value of three metrics frequently used to study mutualistic biological ecosystems (nestedness, modularity, and connectance) is shown here using academic engineering makerspaces. Engineering students get hands‐on usage experience with tools for personal, class, and competition‐based projects in these spaces. COVID‐19 provides a unique study of university makerspaces, enabling the analysis of makerspace health through the known disturbance and resultant regulatory changes (implementation and return to normal operations). Nestedness, modularity, and connectance are shown to provide information on space functioning in a way that enables them to serve as heuristic diagnostics tools for system conditions. The makerspaces at two large R1 universities are analyzed across multiple semesters by modeling them as bipartite student‐tool interaction networks. The results visualize the predictive ability of these metrics, finding that the makerspaces tended to be structurally nested in any one semester, however when compared to a "normal" semester the restrictions are reflected via a higher modularity. The makerspace network case studies provide insight into the use and value of quantitative ecosystem structure and function indicators for monitoring similar human‐engineered interaction networks that are normally only tracked qualitatively. [ABSTRACT FROM AUTHOR]

Follow our journey to encourage permanent makerspaces in rural communities by providing 35 libraries a temporary makerspace. Paired with support and marketing tools, the communities garnered local support and an awareness of makerspace benefits. The Library Innovation Studios project proved valuable in broadening library services. Learn about the multi-faceted project – the makerspace kits, sustainability strategies employed, partner/library responsibilities, and the opportunity to make improvements as cycles progressed. We blended community engagement processes, trainings, user-friendly instructions, and supplied materials to promote immediate making. Other facets included local and statewide events and on-going networking tools – an e-mail group and a makerspace database. [ABSTRACT FROM AUTHOR]

The global growth of makerspaces, focusing on STEM (Science, Technology, Engineering, Mathematics) disciplines, supports participatory child-centred learning and fosters essential skills in areas such as creativity, critical thinking, and collaboration. We argue that establishing a makerspace pedagogy in schools fosters children's engagement in digital/technological learning in a way that is in-keeping with the creative practices of the early years. This paper reports on findings from a research project that took place in one local authority in the north of England focusing on the educational implications of makerspace participation for young children and teachers. The project explored children and teacher engagement with a 'MakerBox' containing a story sack, language and maths activities and maker activities in 17 early years classrooms (Nursery and Reception). As a way of recording children's learning we devised the Makerspace Learning Assessment Framework (MLAF) based on the Characteristics of Effective Learning (CoEL). This framework has been developed as a way of supporting teachers to assess children's skills, knowledge and understanding when participating in makerspaces in a child-centred and holistic way. Through interviews with teachers, we explored their perception of the educational implications of makerspaces for children's learning and their own professional development. Our findings indicate that engagement in makerspaces enhances children's learning experiences as evidenced by the CoEL and positively impacts teachers' STEM knowledge and practice. We conclude that makerspaces offer an holistic, child-centred approach to learning and skill development, aligning with early years creative practice and teacher professional growth. [ABSTRACT FROM AUTHOR]

Current research underscores that there are only a few evidence-based programs that teach STEM (science, technology, engineering, and mathematics) as part of their curriculum, especially for autistic students. Even fewer programs focus on engineering and design learning. Hence, we developed an informal afterschool maker program to develop autistic and non-autistic students' interests in engineering to understand their experiences learning STEM concepts and values while applying the engineering mindset to develop projects. This qualitative study aimed to explore and understand students' experiences participating in STEM activities in the maker club. We interviewed twenty-six students (seventeen autistic and nine non-autistic), nine teachers, and thirteen parents representing diverse cultural and socio-economic backgrounds across three public middle schools in a large urban metropolitan city between 2018 and 2019. Our thematic analysis yielded four themes: (1) active participation in STEM; (2) curiosity about STEM topics, concepts, and practices, (3) capacity-building to engage in STEM learning; and 4) understanding of the importance of STEM education in daily life. The results of this study enabled us to understand that students were deeply engaged with the content and curriculum of our program, expanded their knowledge base about scientific concepts, used engineering-specific scientific terminologies, and engaged with the engineering design process to conceptualize, test, improvise, and problem-solve. Furthermore, this afterschool engineering education program created a safe, nurturing, and stimulating environment for students to build engineering readiness skills. [ABSTRACT FROM AUTHOR]

'Design and Technology' has been propelled into the spotlight with the popularity of the idea of 'STEM'. So much so that it is now common for primary schools to have 'STEM classrooms' or makerspaces. Whilst there has been an increasing exploration of the use of makerspaces, there has been limited research on the impacts, particularly with pre-service teachers (PST), who are known to lack confidence in STEM-related subjects. Therefore, in this research, we explore how different aspects of makerspaces may influence PST confidence. Participating PST worked in small groups in the Uni Makerspace to design a product as part of a formal university assessment in a primary education Science subject. The case study design includes four groups of PST and data from interviews, observations and artefacts. Results outline confidence development amongst PST with several key Makerspace influences identified, including the importance of learning to use sophisticated equipment and the key role played by the Makerspace facilitators. Implications for Makerspaces and STEM education are discussed, including the potential to leverage the 'novelty effect' of Makerspaces, and the need to offer extensive support, particularly in the early stages of engagement. [ABSTRACT FROM AUTHOR]

While maker platforms, such as FabLabs and Makerspaces, are commonly perceived as drivers for transformative trajectories, little is known about how the dynamics of experimental collective agency are mobilizing transformative capacities that foster change on the local level. This paper contributes to the understanding of collective innovation dynamics of maker platforms that aim to support collective experimentation and translate novel practices to incumbent institutions on the local level. By drawing on the strategic niche management literature, a comparative case study of six maker platforms in Germany is conducted. Findings indicate three relevant modes of translation that could be identified: Firstly, translation by active shielding and institutionalized adaption emphasizes the role of harbouring universities in fencing off market pressures and offering events as well as workshops to regime actors. Secondly, translation by enabling learning mechanisms highlights the effect of implementing proper formats for assessment and learning on mutual translation. Thirdly, translation by sustained cooperation and coordination between maker platforms and local institutions stresses capacities for cooperation and a demand-oriented coordination between maker platforms and incumbent institutions. [ABSTRACT FROM AUTHOR]

Extrusion‐based three‐dimensional (3D) printing has been extensively studied in the food manufacturing industry. This technology places particular emphasis on the rheological properties of the printing ink. Gel system is the most suitable ink system and benefits from the composition of plant raw materials and gel properties of multiple components; green, healthy aspects of the advantages of the development of plant‐based gel system has achieved a great deal of attention. However, the relevant treatment technologies are still only at the laboratory stage. With a view toward encouraging further optimization of ink printing performance and advances in this field, in this review, we present a comprehensive overview of the application of diverse plant‐based gel systems in 3D food printing and emphasize the utilization of different treatment methods to enhance the printability of these gel systems. The treatment technologies described in this review are categorized into three distinct groups, physical, chemical, and physicochemical synergistic treatments. We comprehensively assess the specific application of these technologies in various plant‐based gel 3D printing systems and present valuable insights regarding the challenges and opportunities for further advances in this field. [ABSTRACT FROM AUTHOR]

While early childhood education worldwide has become increasingly interested in integrating makerspaces into their curricula, little research has examined how this can be done. We conducted a comparative case study to understand how three pioneering and prominent teachers have established such spaces, their perspectives regarding makerspaces and their role in them, and what characterizes these spaces. Observational and interview research data were organized and analyzed for patterns, themes, and relationships. Three main themes were identified: (1) the makerspace design, activities, and teacher's role are impacted by the reasons and goals teachers espouse for establishing them; (2) all three sites provided limited scaffolds for the making process – five different forms of teachers' scaffolding were identified; and (3) while advanced technologies (robotics, 3D printing) were present, their use was limited as they required significant troubleshooting by the teacher and close supervision. These results can be used to construct a theoretical framework that provides guidance to early childhood educators who wish to integrate makerspaces in differentiated ways suited to teachers with different inclinations. [ABSTRACT FROM AUTHOR]

This research investigates how academic and public library makerspaces transitioned to online maker programming during COVID-19. Using a collective case study methodology based on interviews with library staff, the findings describe three resources that supported the online transition—existing knowledge, technology infrastructure and staff with technology expertise, and interorganizational collaboration—while navigating challenges related to logistics, lack of staff and training, substitution for the benefits of experiential learning, facilitation of online interactions, online marketing and program assessment, and social issues. The findings illustrate how online maker programming has expanded through changes in approaches. This article illustrates an increased level of accessibility, new skills for future maker programming, and changes in perceptions about online learning and making, as three central outcomes. These findings lay the groundwork for future research developing robust design guidelines for online maker programming beyond the pandemic. [ABSTRACT FROM AUTHOR]

Corporate makerspaces (CMSs) have gained attention from both academics and practitioners. The paper introduces the first empirically-tested CMS framework, describing elements and their impact on users and companies. A mixed-method approach triangulates data from (i) a semi-quantitative online survey among 22 CMS managers and users, (ii) in-depth, structured interviews with CMS managers from 11 manufacturing companies, and (iii) an observation study and desk research on CMSs of the interviewed companies. The study shows that CMSs typically include prototyping infrastructure, community infrastructure, and facilitation. CMSs impact users by supporting prototyping, creativity, experimentation, and knowledge sharing. CMSs have an additional effect on the company by increasing innovation culture, collaboration with external stakeholders, intrapreneurship, employee retention & attraction. Thus, this paper is beneficial for innovation and engineering management practitioners who have or plan to have a CMS and for academics who want to do further research on CMSs and innovation. [ABSTRACT FROM AUTHOR]

Packaging and packaging technology constitute a pivotal industry deeply intertwined with our daily lives and prevalent in various settings, including grocery stores, supermarkets, restaurants, and pharmacies. The industry is constantly evolving thanks to technological advances. This article delves into the dynamic landscape of 3D printing in packaging, exploring its profound implications and potential. While this article highlights the advantages of traditional packaging approaches, it also highlights the many benefits of 3D printing technology. It describes how 3D printing enables personalization, rapid prototyping, and low-cost production, streamlining packaging design and manufacturing processes. Offering innovative solutions in design, functionality, and accessibility, the potential of 3D printing in packaging is promising. [ABSTRACT FROM AUTHOR]

To think through the tools, methods, and practices for a queer approach to bibliography, I consider my role as an assistant at BookLab, the University of Maryland's English department makerspace, and how the letterpress printing we do there informs new pedagogies of bibliographical work. I conceptualize this method of bibliographical instruction through queer theory to think through the value that makerspaces bring to bibliographical instruction and the book arts, broadly conceived, especially when organized around concepts such as creativity, experimentation, and failure. Queer makerspace bibliography not only de-essentializes books in a way that contributes to a deeper bibliographical understanding of them, but also allows students to produce material objects that matter to them and resituates affect as a core component of bibliographical work. Furthermore, I argue that BookLab's identity as a queer counterpublic space invites further examination of the relationship between queerness, makerspaces, and the book arts. [ABSTRACT FROM AUTHOR]

Selective laser melting can be used to create custom‐made monolith reactor components with embedded microscale catalytic sites. Doping with noble metals (0.01–0.04 % of Pt, Ir, Ru, or Rh) gave clean incorporation of the active metal particles metals. Yet catalytic activity was low, due to distribution of the active particles between the surface and the bulk of the monolith. Switching to cobalt enabled doping in higher amounts (1.5–2.0 %) with corresponding increase in activity. Using borohydride hydrolysis as a test reaction, we showed that a combined stainless steel and cobalt monolith was active in both batch and continuous systems, for at least 48 h, albeit with some loss of active material. The advantages and limitations of this catalyst/reactor preparation method are discussed. [ABSTRACT FROM AUTHOR]

Craft and e-textile circuits are technologies that bridge the gender gap in Science, Technology, Engineering, and Mathematics (STEM) learning. Acknowledging the need to study girls' underrepresentation in STEM, this article delves into the identity negotiations of four girls aged eleven to fourteen as they construct craft and e-textiles at a library makerspace. Qualitative analysis of their talk at the workshop found that several factors shaped the girls' identity work, such as their awareness of their abilities and fellow participants' projects, their understanding of parents' expectations, and their strengths in other STEM domains. While all four girls reluctantly participated in making circuits, the reason for their reluctance varied from an interest in craft and the messiness of working with conductive thread to the preference for familiarity and complexity within other STEM domains such as programming and engineering. Further, as the girls questioned their need to engage in circuit-making, their preference for a particular identity became apparent. Overall, this study's findings underscore the tensions in learning in technology-rich environments such as makerspaces, highlighting maker technologies' affordances and limitations and emphasizing the need for a deeper understanding of what shapes learners' participation and identities. [ABSTRACT FROM AUTHOR]

With the development of new construction technology, increasing attention is being paid to 3D printing due to its construction efficiency as well as its sustainability. Numerous researchers have determined its benefits in cost reduction, resource savings, safety assurance, etc. Although various advantages have been identified, there are limitations and challenges in technology implementation. Especially since it is a new construction method, 3D printing construction projects will have a very different supply chain compared to traditional projects. As part of a research programme investigating the 3D printing construction supply chain in a New Zealand context, this study systematically analysed the research about 3D printing adoption and supply chain challenges in the construction sector. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was adopted as the guideline for literature selection. PRISMA is designed to assist researchers in reporting the review research focus and methodology, and examining the findings from published literature. NVivo was then adopted to code and analyse the selected publications to gather the data necessary for our study. The literature was analysed from the perspectives of the research focus, research methods, and findings. Studies about 3D printing implementation, benefits and barriers, as well as its significance are also analysed. As a result, this research found existing research gaps, including the fragmented situation of management-related research in the 3D printing construction sector, insufficient research in top management for 3D printing construction implementation, and changes to supply chain management practices in 3D printing construction projects. A decision support system demo for supply chain management is drafted in this paper, which requires further study. The research outcome highlighted the existing studies in 3D printing construction implementation and supply chain, and initiated a research topic on supply chain decision making. The result contributes to the theoretical and practical development of 3D printing technology in the construction industry. This review paper also inspires future studies on supply chain frameworks and theoretical models. [ABSTRACT FROM AUTHOR]

(1) Background: Orthopedic surgery has been transformed by 3D-printed personalized instruments (3DP-PSIs), which enhance precision and reduce complications. Hospitals are adopting in-house 3D printing facilities, using cost-effective methods like Fused Deposition Modeling (FDM) with materials like Polylactic acid (PLA) to create 3DP-PSI. PLA's temperature limitations can be overcome by annealing High-Temperature PLA (ann-HTPLA), enabling steam sterilization without compromising properties. Our study examines the in vivo efficacy of ann-HTPLA 3DP-PSI in pediatric orthopedic surgery. (2) Methods: we investigated safety and efficacy using ann-HTPLA 3DP-PSI produced at an "in-office" 3D-printing Point-of-Care (3DP-PoC) aimed at correcting limb deformities in pediatric patients. Data on 3DP-PSI dimensions and printing parameters were collected, along with usability and complications. (3) Results: Eighty-three ann-HTPLA 3DP-PSIs were utilized in 33 patients (47 bone segments). The smallest guide used measured 3.8 cm3, and the largest measured 58.8 cm3. Seventy-nine PSIs (95.2%; 95% C.I.: 88.1–98.7%) demonstrated effective use without issues. Out of 47 procedures, 11 had complications, including 2 infections (4.3%; 95% CI: 0.5–14.5%). Intraoperative use of 3DP-PSIs did not significantly increase infection rates or other complications. (4) Conclusions: ann-HTPLA has proven satisfactory usability and safety as a suitable material for producing 3DP-PSI in an "in-office" 3DP-PoC. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study, most recent advancements in threedimensional (3D) printing have focused on the fabrication of components. It is typical to use different print settings, such as raster angle, infill and orientation to improve the 3D component qualities while fabricating the sample using a 3D printer. However, the influence of these factors on the characteristics of the 3D parts has not been well explored. Owing to the effect of the different print parameters in fused deposition modeling (FDM) technology, it is necessary to evaluate the strength of the parts manufactured using 3D printing technology. Design/methodology/approach: In this study, the effect of three print parameters − raster angle, build orientation and infill − on the tensile characteristics of 3D-printed components made of three distinct materials − acrylonitrile styrene acrylate (ASA), polycarbonate ABS (PC-ABS) and ULTEM-9085 − was investigated. A variety of test items were created using a commercially accessible 3D printer in various configurations, including raster angle (0°, 45°), (0°, 90°), (45°, −45°), (45°, 90°), infill density (solid, sparse, sparse double dense) and orientation (flat, on-edge). Findings: The outcome shows that variations in tensile strength and force are brought on by the effects of various printing conditions. In all possible combinations of the print settings, ULTEM 9085 material has a higher tensile strength than ASA and PC-ABS materials. ULTEM 9085 material's on-edge orientation, sparse infill, and raster angle of (0°, −45°) resulted in the greatest overall tensile strength of 73.72 MPa. The highest load-bearing strength of ULTEM material was attained with the same procedure, measuring at 2,932 N. The tensile strength of the materials is higher in the on-edge orientation than in the flat orientation. The tensile strength of all three materials is highest for solid infill with a flat orientation and a raster angle of (45°, −45°). All three materials show higher tensile strength with a raster angle of (45°, −45°) compared to other angles. The sparse double-dense material promotes stronger tensile properties than sparse infill. Thus, the strength of additive components is influenced by the combination of selected print parameters. As a result, these factors interact with one another to produce a high-quality product. Originality/value: The outcomes of this study can serve as a reference point for researchers, manufacturers and users of 3D-printed polymer material (PC-ABS, ASA, ULTEM 9085) components seeking to optimize FDM printing parameters for tensile strength and/or identify materials suitable for intended tensile characteristics. [ABSTRACT FROM AUTHOR]

The use of makerspaces in Norwegian compulsory education is growing. However, using makercentred learning to support creativity has yet to be examined extensively in the Norwegian context. Consequently, the aim of this research is to explore Norwegian makerspace teachers' conceptions of the use of maker-centred learning to augment creative capabilities and digital competences. The study focuses on teachers' understandings of creativity and makerspaces along with various aspects of maker-centred learning and how they support creativity. The data was collected via six semi-structured interviews with teachers working in school-based makerspaces. In the interviews, the teachers conceptualised creativity related to makerspaces and reflected on various pedagogical aspects of managing creative makerspace activities. The research indicates that teachers have similar understandings of makerspaces but different interpretations of creativity. As a result, the makerspaces are designed differently, and the teachers use a variety of teaching methods. The findings also indicate that the teacher must be able to change their role from being an instructor to a facilitator and observer while also managing the utilised technology. Digital technology, collaboration, and constraints were also found to be factors that supported students' creativity. [ABSTRACT FROM AUTHOR]

In the Maker–Breaker vertex colouring game, first publicised by Gardner in 1981, Maker and Breaker alternately colour vertices of a graph using a fixed palette, maintaining a proper colouring at all times. Maker aims to colour the whole graph, and Breaker aims to make some vertex impossible to colour. We are interested in the following question, first asked by Zhu in 1999: if Maker wins with k colours available, must they also win with k + 1 ? This question has remained open, attracting significant attention and being reposed for many similar games. While we cannot resolve this problem for the vertex colouring game, we can answer it in the affirmative for the game of arboricity, resolving a question of Bartnicki, Grytczuk, and Kierstead from 2008. We then consider how one might approach the question of monotonicity for the vertex colouring game, and work with a related game in which the vertices must be coloured in a prescribed order. We demonstrate that this 'ordered vertex colouring game' does not have the above monotonicity property, and discuss the implications of this fact to the unordered game. Finally, we provide counterexamples to two open problems concerning a connected version of the graph colouring game. [ABSTRACT FROM AUTHOR]

Three-dimensional printing (3DP) technology in pharmaceutical areas is leading to a significant change in controlled drug delivery and pharmaceutical product development. Pharmaceutical industries and academics are becoming increasingly interested in this innovative technology due to its inherent inexpensiveness and rapid prototyping. The 3DP process could be established in the pharmaceutical industry to replace conventional large-scale manufacturing processes, particularly useful for personalizing pediatric drugs. For instance, shape, size, dosage, drug release and multi-drug combinations can be tailored according to the patient's needs. Pediatric drug development has a significant global impact due to the growing needs for accessible age-appropriate pediatric medicines and for acceptable drug products to ensure adherence to the prescribed treatment. Three-dimensional printing offers several significant advantages for clinical pharmaceutical drug development, such as the ability to personalize medicines, speed up drug manufacturing timelines and provide on-demand drugs in hospitals and pharmacies. The aim of this article is to highlight the benefits of extrusion-based 3D printing technology. The future potential of 3DP in pharmaceuticals has been widely shown in the last few years. This article summarizes the discoveries about pediatric pharmaceutical formulations which have been developed with extrusion-based technologies. [ABSTRACT FROM AUTHOR]

The role of creativity has been well recognized in wholesome development of children's personality and attitude. Among various approaches to foster creativity in children, design thinking (DT) has emerged as a significant approach. The study presented in this paper explores the implementation of DT into maker education to help K-12 students acquire creativity effectively. Majority of the studies in the literature have measured students' creativity using a traditional creative ability scale, instead of work performance or both. We proposed a Three-Stage DT Framework (TSDTF) suitable for maker education, which has three stages, namely pre-design, in-design and post-design. TSDTF provides more specificity to indicate students' learning process iteratively. Then we applied TSDTF to the 3D model-design curriculum to see the impact on the students' work performance, learning achievement, and creativity ability. The study engaged two sixth-grade classes, with a total of 90 students, wherein the experimental group (45 students) was taught using TSDTF and the control group (45 students) was taught with traditional pedagogy. The results showed that there was no significant difference in basic knowledge of learning achievements for the students in both groups, while the students in the experimental group improved their work performance, operational skill of learning achievements, and creative ability more significantly than those in the control group. The qualitative analysis of the interview data revealed that the DT approach helped the students to be creative, thus enabling them to develop innovative works. The study showed that it is important for teachers to utilize the DT learning strategy in maker education in developing the students' creative thinking. [ABSTRACT FROM AUTHOR]

With the advance of the Maker movement, teacher professional development is needed to prepare K-12 teachers for maker-centered instruction. This study examined the influence of teaching experience in learning maker-centered instruction. Data included surveys, 3D models, and maker lesson plans created by 162 in-service K-12 teachers. Results show that, overall, years of teaching experience did not make a difference in knowledge, attitudes, and design of maker lessons between veteran and novice teachers. Both teacher groups held positive attitudes, yet were concerned with limited maker knowledge and skills. After the initial training, both groups were able to integrate maker technology and design maker lessons in creative ways. Research and practical implications are discussed for the maker-teacher professional development of K-12 teachers. [ABSTRACT FROM AUTHOR]

As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort. [ABSTRACT FROM AUTHOR]

The construction industry in New Zealand is significantly impacted by the importance of housing, particularly as urbanisation continues to grow in major cities. Modern construction methods, such as offsite construction and building automation, evolving into digital manufacturing and construction in the industry, have become prominent. Despite the global recognition of 3D printing technology, its adoption in the construction industry in New Zealand is still relatively limited. This study aims to examine the feasibility of 3D printing construction in response to current market challenges, innovation, and the 2050 net-zero carbon goal. Utilising Building Information Modelling (BIM) and Life Cycle Assessment (LCA) approaches, this study investigated the environmental impacts of three housing types: 3D printing (3DP), light steel framed (LSF), and timber. This study used cradle-to-cradle as the system boundary. The results indicate that the 3DP house emits 20% fewer carbon emissions than the traditional timber house and 25% less than the LSF house. Additionally, the 3DP house exhibits a 19% lower annual electric energy consumption than the timber house. Therefore, in response to the growing housing demand in New Zealand, the construction industry must innovate and embrace digital and advanced construction methods, including the adoption of 3D printing. [ABSTRACT FROM AUTHOR]

Scholarly investigations into the extent and nature of schools and public libraries collaborating in the "maker/making" space are scant. This research sets out to address this knowledge gap, by investigating the perspectives of public libraries' staff: How public libraries and schools have worked together on makerspaces and "making" programmes, the motivations for and the nature of collaborations, and challenges that need addressing for successful collaborations, and their perceived outcomes of such collaborations. This study shows how through collaborating with schools, public libraries can make meaningful contributions to social and digital inclusion in their communities, fulfilling their roles as social institutions. Our findings highlight the importance of contextual flexibility to be considered in such collaborations, with partnering organizations negotiating a suitable model for working together. The roles and contributions of each party involved could be considered across spectrums of engagement, planning, resource-sharing, and activities, depending on the contextual needs, priorities, and requirements of the partnering institutions. We discuss how these can be achieved through dialogic communication for sustained partnerships. [ABSTRACT FROM AUTHOR]

Space grid structures are widely used in the field of structural engineering due to their good mechanical properties and simple construction procedures. This paper reviews the development of space grid structures and mainly introduces the development of space grid structures in China in recent years. Some typical applications of space grid structures are introduced and the technical developments are summarized. It shows that China not only has a large number of engineering applications of space grid structures, but also a rapid development of related technologies. Finally, some prospects for space grid structures are discussed. [ABSTRACT FROM AUTHOR]

To better grasp the issue of underrepresentation in makerspaces, it's crucial to closely examine the environment where these problems arise. A spatial enumeration of a makerspace, which is a complete listing of items within a collection or environment, extends such an evaluation. By responding to this overarching research question, "why do students from underrepresented communities turn away at the threshold of a makerspace," this article provides findings from the first phase of a five-year, qualitative research program. Specifically, this paper presents the sensory features (sight, sound, smell) that comprise a university makerspace. The process and findings from enumerating a makerspace offer vital insights into how STEM-focused environments convey inclusivity. Seventeen makerspace leaders from a university network were asked to discern what a typical makerspace looks, sounds, and smells like. The findings from this study provide information professionals with entry points to analyze their makerspace from a DEI standpoint. [ABSTRACT FROM AUTHOR]

Faced with the current unsustainability and recognizing the importance of engineering (and technology) in the Capitalocene, it is important to develop educational approaches that facilitate the awareness and training of engineering students to the sustainable future's construction. The main objective of the study is the evaluation of the educational approach developed (educational board game). It was used an action-research methodology and a quasi-experimental method. These results show that the developed game can be an important contribution in the engineers training to change the role of engineering to an ethical and responsible construction of a sustainable and fair future. [ABSTRACT FROM AUTHOR]

Makerspaces democratize technology access and therefore improve the chances for innovation and entrepreneurship. Nevertheless, we know little about how innovation happens in collaborative innovation spaces like makerspaces. To unleash the full potential of makerspaces, it is essential to understand what resources and environments support innovation for makerspace users. Against this background, this research study aims to explore how different makerspace user groups leverage makerspace resources during their innovation process. To achieve this, we use the resource‐based view in combination with an open innovation perspective and examine the relevance of makerspace resources (knowledge, technology, social, and financial) during the different stages of the innovation journey (ideation, development and prototyping, commercialization and diffusion). In contrast to prior work, we focus on different makerspace user groups within an industry‐specific makerspace and investigate how open innovation strategies (inbound, outbound, and coupled) are used to leverage the makerspace resources to develop innovation projects. Since the object of investigation is broadly unexplored and complex, we use an embedded single case study approach to explore 10 different projects within a makerspace with a specific focus on photonics. Photonics is described as a so‐called enabling technology that carries a considerable potential for cross‐industry innovation. The qualitative content analysis revealed that professional and hobby users differ in their makerspace resource use and their modes of openness across the innovation journey. Furthermore, we find that makerspaces can take the role of a facilitator or incubator depending on who uses the makerspace to innovate. [ABSTRACT FROM AUTHOR]

The Maker–Breaker domination game is played on a graph G by two players, called Dominator and Staller, who alternately choose a vertex that has not been played so far. Dominator wins the game if his moves form a dominating set. Staller wins if she plays all vertices from a closed neighborhood of a vertex v ∈ V (G). Dominator's fast winning strategies were studied earlier. In this work, we concentrate on the cases when Staller has a winning strategy in the game. We introduce the invariant γ SMB ′ (G) (resp., γ SMB (G)) which is the smallest integer k such that, under any strategy of Dominator, Staller can win the game by playing at most k vertices, if Staller (resp., Dominator) plays first on the graph G. We prove some basic properties of γ SMB (G) and γ SMB ′ (G) and study the parameters' changes under some operators as taking the disjoint union of graphs or deleting a cut vertex. We show that the inequality δ (G) + 1 ≤ γ SMB ′ (G) ≤ γ SMB (G) always holds and that for every three integers r , s , t with 2 ≤ r ≤ s ≤ t , there exists a graph G such that δ (G) + 1 = r , γ SMB ′ (G) = s , and γ SMB (G) = t. We prove exact formulas for γ SMB ′ (G) where G is a path or it is a tadpole graph which is obtained from the disjoint union of a cycle and a path by adding one edge between them. [ABSTRACT FROM AUTHOR]

Background: It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported using high levels of active learning in their introductory chemistry, mathematics, or physics courses. We conducted interviews with 27 instructors in these 16 departments to better understand the characteristics of such departments. Results: Using grounded theory methodology, we developed a model that highlights relevant characteristics of departments with high use of active learning instruction in their introductory courses. According to this model, there are four main, interconnected characteristics of such departments: motivated people, knowledge about active learning, opportunities, and cultures and structures that support active learning. These departments have one or more people who are motivated to promote the use of active learning. These motivated people have knowledge about active learning as well as access to opportunities to promote the use of active learning. Finally, these departments have cultures and structures that support the use of active learning. In these departments, there is a positive feedback loop that works iteratively over time, where motivated people shape cultures/structures and these cultures/structures in turn increase the number and level of commitment of the motivated people. A second positive feedback loop was found between the positive outcome of using active learning instruction and the strengthening of cultures/structures supportive of active learning. Conclusions: According to the model, there are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components of the model are important. A weak or missing component may limit the desired outcome. The second is that desired outcomes are obtained and strengthened over time through two positive feedback loops. Thus, there is a temporal aspect to change. In all of the departments that were part of our study, the changes took at minimum several years to enact. While our model was developed using only high-use of active learning departments and future work is needed to develop the model into a full change theory, our results do suggest that change efforts may be made more effective by increasing the robustness of the four components and the connections between them. [ABSTRACT FROM AUTHOR]

Makerspaces, especially in their diverse proliferating forms, support a broad variety of learning outcomes. There is rich work in attempting to understand and describe these learning goals. Yet, there is a lack of support for practitioners and educators to assess the learning in events and programming at makerspaces (and similar environments) without extensive videorecording and documentation. In this paper, we present our design iterations at adapting the Tinkering Studio's Learning Dimensions Framework (LDF) into tools usable by makerspace facilitators. These tools are intended to support recording observations, to inform the design of events they organize. Coupling an activity theory perspective (Cole and Engeström in The Cambridge handbook of sociocultural psychology. Cambridge University Press, Cambridge, 2007) with Tatar's (2007) Design Tensions framework, we highlight key categories of considerations that emerge in creating and implementing such an assessment system, namely, tools, terminology, and practice. These interlinked categories foreground the following tensions which expand our considerations for the practice of assessment in makerspaces: supporting real-time, informative observation increases granularity of data collected, but also imposes a cost on facilitator attention; using a common assessment framework across different facilitators requires developing and establishing shared vocabulary and understanding; and tool-driven assessments need repeated adaptation and responsiveness to different facilitator practices. Additionally, this analysis also surfaces the learning for facilitators themselves in such a co-design process of creating and implementing tools to understand, recognize and assess learning experiences through the lenses of personal and shared values around productive learning. [ABSTRACT FROM AUTHOR]

This special issue aims to sketch the present state of maker learning research, reveal possible tensions, and present future possibilities to articulate principles for learning through design in the era of maker education. The special issue was announced in 2022 in ETR&D, a leading academic journal in educational technology. Of the 50 submissions to the special issue, eighteen (18) were accepted for publication. The editors favored a robust inclusion of papers to help define the contours of the field at present. Four clusters of topics are identified in this collection of papers: (i) STEM+ disciplinary and transdisciplinary learning spaces; (ii) Digital technologies in making, opportunities and challenges; (iii) Assessment practices and frameworks; (iv) Representation, inclusion, and tensions around maker-centered initiatives and reforms. The editors of the special issue believe that these clusters reflect the current state-of-the-art in the field as well as significant questions to guide near future research. Reflecting on these papers but also the overall editorial process, the editors identified several opportunities and provide suggestions on how the field might expand moving forward. [ABSTRACT FROM AUTHOR]

This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors' problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students' abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to "see" the various components and their ways of interacting, making them more like expert engineers. [ABSTRACT FROM AUTHOR]

Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring algorithms that prioritize the White male experience. Though not a panacea, greater representation of traditionally marginalized groups in the STEM workforce will help reduce and safeguard against digital racism, sexism, and ableism. Advocates of greater representation in STEM fields suggest that makerspace pedagogy and design that is rooted in equity and inclusivity can attract students from traditionally marginalized groups and make STEM more accessible and welcoming to all. To this end, this paper proposes a modification of the TPACK theoretical framework (Koehler and Mishra in Contemp Issues Tech Teach Educ 9(1):60–70, 2009) that centers knowledge of technological and inclusive practices in Makerspaces, giving rise to the Maker Technology, Pedagogy, Inclusion, and Content Knowledge (MakerTPICK) theoretical framework. Additionally, this paper presents the Makerspace Planning, Implementation, Establishment, and Reassessment (PIER) conceptual framework. This framework outlines the process for makerspace leaders to create and sustain an inclusive makerspace through the MakerTPICK framework, be they teachers in a school setting or makerspace coordinators outside of the field of K-12 education. The paper describes future implications for these frameworks in terms of practical applications for makerspaces and applied to research settings. [ABSTRACT FROM AUTHOR]

Makerspaces persist as formal and informal spaces of learning for youth, promoting continued interest in studying how design can support the variety of learning opportunities within these spaces. However, much of the current research examining learning in makerspaces neglects the perspectives of educators. This not only hinders our understanding of educators' goals and how educators navigate makerspaces but also constrains how we frame the design space of the learning experiences and environments. To address this, we engaged in a set of semi-structured interviews to examine the contexts, goals, values, and practices of seven educators across five makerspaces. A thematic analysis of the data identified six key categories of competencies that these educators prioritize including a range of skills, practices, and knowledge, such as technical proficiency, communication, and contextual reflection. The analysis also identified five categories of strategies to accomplish certain goals, such as scaffolding, collaboration, and relationship building. Last, it also shed light on three categories of challenges faced at the student-level, teacher-level, and institutional level. We conclude with a discussion on our insights into how we can broaden the problem space in the design of educational technologies to support learning in makerspaces. [ABSTRACT FROM AUTHOR]

A qualitative study was conducted in a secondary school to evaluate student learning processes and outcomes by examining their inquiry questions, journals, and maker artifacts in a curriculum-based maker learning environment supported by the Guided Inquiry Design (GID). Thirteen 8th-grade students in a suburban middle school in the southwest of the United States participated in the study. Inquiry questions, maker artifacts, and inquiry journals were collected and analyzed with rubrics that were developed based on a critical review of literature drawn from different bodies of literature. The objectives of this study were three-fold: (1) evaluate the quality of students' inquiry questions and maker artifacts, (2) assess students' internal knowledge representation (IKR) and external knowledge representation (EKR), and (3) develop a robust and valid assessment framework for maker learning considering students' expertise development over time. The findings revealed that the students progressed at different developmental levels; therefore, expertise development should be incorporated into the assessment framework for maker learning. This study also implied that scaffolding should be tailored to meet special needs of each student in a maker learning environment. The originality of this research is that the assessment framework takes into account individuals' development and progress towards expertise over time, instead of focusing on their learning outcomes at a specific time point. An additional value of this study is that the tools and supporting materials that serve as instructional scaffolds also serve as tools to collect evidence about student learning performance, processes, and outcomes. [ABSTRACT FROM AUTHOR]

Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand assessment scholarship and practices related to public library makerspaces, we offer two contributions. First, we share findings from a qualitative research study in which we analyzed how 17 library staff and maker educators define success and identify evidence of success in their maker programs. The findings from that study, in conjunction with our collective experience as research partners working with public library makerspaces, laid the foundation for a series of analysis tools we developed to help stakeholders identify the assessment needs of such learning environments. The Properties of Success Analysis Tools (PSA Tools) represent our second contribution; these tools invite library staff and maker educators to reflect on and unpack their definitions of success in order to identify what features a relevant assessment tool should have. [ABSTRACT FROM AUTHOR]

As we mark the 50th anniversary of information literacy it is timely to predict that the future of information (and digital) literacy will involve a creative turn. An epistemological movement towards cooperative inquiries, embracing learner creativity and the inclusion of previously hidden voices is emerging in response to calls to decolonise and liberate our libraries. Library creativity has gained traction through the library makerspace movement. Library makerspaces provide a physical location for co-creation, collaboration and active dialogue in a making environment. Positioning learners from marginalised groups as co-leaders and knowledge creators and attending to power and belonging is vital to the success of this movement. [ABSTRACT FROM AUTHOR]

This article explores the levels of engagement that students experience during maker-centered instruction, with a particular focus on students in two secondary STEM classrooms. The authors first define key terms related to making and maker-centered instruction, emphasizing the importance of experiential learning and the maker mindset. The authors then describe the lesson context and discuss how engagement was perceived by students. The article draws on three views of engagement: engagement as a partnership with students, engagement as a multidimensional construct, and engagement as a continuum of student actions. The authors conclude with implications for promoting student investment in learning through explicit attention to engagement in lesson planning and implementation. The authors highlight the importance of maker education in supporting content knowledge and skill-building while also empowering students to invest in their learning. Ultimately, the article emphasizes the potential for maker-centered instruction to promote active and engaged learning for all students and highlights the need for the support of student engagement through explicit lesson design and student reflection. [ABSTRACT FROM AUTHOR]