Guiding Questions

  1. How does STEAM education support curriculum expectations?
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    • STEAM education is connected to various curriculum areas that have a specific focus in math, science, language and the arts and provides integration of skills from all subject areas. 
      "Using STEAM education results in students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!" (Institute for Arts Integration and STEAM [IAS], n.d.).
    • The foundation of STEAM education is built up inquiry-based learning, critical thinking and the process of problem-solving.  STEAM-based learning does not mean that the areas of language arts and social studies are neglected either.  STEAM education focuses on creative think and finding solutions to problems, and because of this, the humanities are well integrated into STEAM education.  This integration provides a comprehensive, well-rounded curriculum for 21st-century learners (IAS, n.d.). 

  1. How can teacher-librarians work collaboratively with classroom teachers to support learning goals?
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    • One way teacher-librarians can help classroom teachers enhance their lessons is by establishing makerspaces in the school library learning commons.  Makerspaces allow students to have more meaningful learning experiences with the content they are learning about (e.g. if grade 7 students were studying parts of a plant and wanted to take a more in-depth look, the TL could provide tools and supplies for students to use that allow them to label and design their own plant models, which would promote their creativity and design skills)
    •  Collaboration amongst the TL and teachers allows students to have access to resources in a variety of formats in order to meet the demands of the curriculum and the varied capabilities, learning styles, and interests of the students.
    • Collaboration amongst the teacher-librarian and other educators can provide students with different STEAM activities at different levels of engagement.  Through collaboration, TL’s and teachers can work together to create activities and student-centred projects for students based on their academic levels, needs, interests, and learning styles. 
    • Collaboration between a TL and teachers provides valuable learning opportunities for students to develop 21st-century skills such as thinking, creativity, and communication in a safe learning environment.

         “As classroom teachers and teacher-librarians join forces to design, create and assess learning experiences together, it is important that they create designs together that not only accomplish the goals set out by each partner but contribute to critical thinking, deep understanding, making, and that use technology to boost both content and 21st Century skills.” (Learning Commons, 2012) 

  1. How do makerspaces and STEAM education positively impact student learning?
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    • Makerspaces and STEAM education provide students with meaningful experiences that allow them to feel connected to their “hard-wired world”.  It engages a Net Generation of learners by providing them with opportunities to explore, create and collaborate using a variety of tools and technological devices.
    • Makerspaces provide a safe environment for students to make mistakes and explore their learning environment.  When experimentation and trial and error are the foundation of STEAM makerspaces, students will understand that failure is to be expected when working on projects
    •  STEAM education and makerspaces teach students to accept failure, take risks, and explore new alternatives when searching for a solution.
    • Makerspaces create an inclusive learning environment that is welcoming for students of all ages, abilities, genders, and languages. It provides students with a CHOICE in regards to what they explore and work with.
    •  Maker spaces and STEAM education teach students how to collaborate with one another, question/challenge different opinions, create an argument supported by research or evidence to defend your position, and how to identify strengths in others when assigning group roles.
    • Harron & Hughes (2018) found 5 ways that makerspaces support the school curriculum and these include:  making as a new curriculum, using making-supported activities to support existing disciplinary curriculum, connecting making to project-based learning, using making as an extracurricular activity, and connecting making as an alternate form of as assessment. 
    • Makerspaces can compliment lessons by providing students with hands-on learning experiences
    • Elements of design and creation can be linked to and support curriculum areas in science
    • Makerspaces provide opportunities of discovery that otherwise wouldn’t be possible with just classroom resources
    • Makerspaces transform a variety of curriculum-based activities into engaging, interactive, and hands-on experiences for students (e.g, using a 3D laser printer or cutter to create 3D shapes when teaching students geometry)

  1. How can technology be integrated into the SLLC to support student learning?
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      Technology is a valuable tool in delivering students a quality education, and in the promotion of STEAM education. Today’s students are large digital consumers, making use of a variety of technologies for entertainment and communication purposes. However, students often don’t understand how to use technology effectively in the educational setting to achieve their learning goals (Ekjime & Opala, 2017).
      Successful integration of technology into the SLLC and the school as a whole also relies on having staff members who are knowledgeable and skilled in working with said technology and able to troubleshoot issues when they occur.
    “Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it” (Johnston, 2013). 
    Teacher-librarians play a significant part in teaching and promoting digital literacy in addition to information literacy. They often have the role of being the technology specialists at their school and are expected to be proficient in working with information technology like computers, laptops and tablets, and how to navigate information resources online (Johnston, 2013). 


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