Publication Date

8-2022

Date of Final Oral Examination (Defense)

4-25-2022

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Yu-Chang Hsu, Ph.D.

Supervisory Committee Member

Yu-Hui Ching, Ph.D.

Supervisory Committee Member

Ross Perkins, Ph.D.

Abstract

This qualitative research explored the impact of the COVID-19 pandemic on makerspaces in the United States which were subject to public health guidelines and challenged with limited/no access to facilities. This multi-case study examined two public library makerspaces, and addressed these research questions: (1) How did the pandemic affect makerspace operations and access, and the teaching and learning that occurs there? (2) How did makerspace leaders respond to the challenges of the pandemic? (3) How did makerspaces evolve during the COVID-19 pandemic? I developed the Conceptual Framework for Studying the Impact of Pandemic on Public Library Makerspaces which informed the research questions and functioned as template for the research. I collected data digitally and used qualitative coding for within- and cross-case analysis. Findings indicated that the makerspaces shifted from a physical to a virtual setting using community of practice elements. Makerspace staff responded to challenges by reallocating or seeking alternate funding, embracing virtual opportunities to engage patrons in events and instruction, implementing online scheduling calendars, and restructuring services to offer maximum events/access. The makerspaces evolved in terms of staffing, funding, operations, equipment, and offerings. Findings support makerspaces as communities of practice. The study informs makerspace professionals who are adapting to change.

DOI

https://doi.org/10.18122/td.2005.boisestate

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