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VIDEO - What makes a good practitioner or staff member? - ideas from Knowle West Media Centre's YCR

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VIDEO - What makes a good practitioner or staff member? - ideas from Knowle West Media Centre's YCR

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What Makes a Good Practitioner - by KWMC YCR

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An animation by Youth Co-Researchers from the Making Spaces project about what they think makes a good practitioner in a makerspace.

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In this poster, S analysed two photos portraying ‘scientists’. While in one photo she observes that there is gender inequality, she contrasts that image with another image of women doing science, where she notes that ‘women are doing work without the support of men’. This poster was created during a youth co-researcher workshop in Nepal.

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Mentors' reflection: role model, inspiring stories, comfortable environment

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Mentors' reflection: role model, inspiring stories, comfortable environment

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S and M in Slovenia interviewed with the mentors of the girls-only workshops. They expressed how they suppored the girls' paricipation into STEM and shared what they observed.

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"Our makerspace is inclusive of both young people's and staff's opinions. They are listening to us and we are listening to them in equal partnership." - C

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What makes young people feel included and excluded in a makerspace?

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What makes young people feel included and excluded in a makerspace?

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Youth co-researchers in the project shared the things that make them feel included and excluded in makerspaces. They also conducted research into other participants feelings of exclusion and inclusion. Their combined results are in this table. What makes young people in your makerspace feel included or excluded?

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YCR in USA use emoji's to evaluate their makerspace programme

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We discussed and agreed an inclusive makerspace needs to have these features.

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Barriers attending my makerspace - Salina

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Barriers attending my makerspace - Salina

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Translation:

I am Salina Sunuwar. It is difficult for me to come to school because it takes a lot of time to directly come here from my home.It takes a lot of time for me to go home and then come here. Similarly, I have to change multiple buses for coming here. This makes it much harder for me. I feel unsafe in the bus. Because of the frequent changes of buses and the pollution outside, my health has been affected. Thank you.

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We brainstormed and found these elements may make us feel excluded in a makerspace.

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Good practice for running girls-only workshops​

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Good practice for running girls-only workshops​

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As a group of youth co-researchers, we interviewed with the girls (participants), their parents and mentors to understand what made the best practice for running girls-only workshops. We then analysed the transcripts and found these key ideas.

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M created this collage using cardboard, magazines, drawing and stickers during a workshop so we could find out more about him and what he likes to do in his spare time. Creating an 'About Me' collage can be a great way to get to know young people attending your makerspace!

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"Everyone learns from each other and their individual skills are valued." - A

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VIDEO - Tip Tips for new makerspace staff!

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VIDEO - Tip Tips for new makerspace staff!

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Young people share their top tips for new staff starting to work with young people in a makerspace

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Top tips from young people for new staff joining a makerspace

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Young people give their ideas to help new staff working with young people in a makerspace

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Poster exploring STEM and gender inequalities

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Poster exploring STEM and gender inequalities

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By YCR in Palestine

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This quote is from an interview a YCR did with a participant of a STEM summer camp in Palestine run by their makerspace.

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R explores the impact of technology in her community. As makerspaces can encourage the use of tech for young people, R felt that she wanted to explore the ethics of technology and data storing more widely.

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Pedagogical strategies for running the girls-only workshops​

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Pedagogical strategies for running the girls-only workshops​

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These are pedagogical strategies for running equitable workshops for girls, based on the interviews we did with the participants and mentors in Slovenia.

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VIDEO - Advice to staff members working in a makerspace!

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VIDEO - Advice to staff members working in a makerspace!

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Listen to a young person's advice for staff working in a makerspace.

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A young person explains her tips for staff working in a makerspace.

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Young people's tips for making an evaluation sheet

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Young people's tips for making an evaluation sheet

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Young people's perspectives on designing evaluation sheets young people actually want to do!

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YCR from FabLab Nepal explain why they joined their makerspace, and how it has benefitted them.

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Why we joined our makerspace - FabLab Nepal

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Youth co-researchers from FabLab Nepal explain why they joined their makerspace

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How do you overcome barriers for women, girls and non-binary participations attending a makerspace?

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How do you overcome barriers for women, girls and non-binary participations attending a makerspace?

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A YCR in the UK explores the strategies her makerspaces takes to overcome barriers for women, girls and non-binary people attending their makerspace.

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Poster exploring STEM and gender inequalities

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Poster exploring STEM and gender inequalities

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By YCR in Palestine

“Although STEM is very important for both genders, females tend to face more problems, more issues when they try to learn about STEM and use it in their lives. So young girls do not have the same opportunities as young men throughout the fields of STEM education. Sometimes the programmes places have are less for females or they are not eligible. […] society expects less from ladies, therefore treatment varies between both genders, society doesn’t expect for women become a scientist or an astronaut, they are just expected to be cooking at home”.

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A quote from a YCR's interview with a participant attending a STEM makerspace camp in Palestine.

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A parent's perspective on having the girls-only workshops

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A parent's perspective on having the girls-only workshops

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S in Slovenia interviewed a parent who signed up the girls-only wokshop.

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Report by L.G. Reflecting on her participation in a STEM Camp with her makerspace

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Report by L.G. Reflecting on her participation in a STEM Camp with her makerspace

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As a co-researcher and participant at [the camp], which focuses on developing attendees' environmental problem-solving skills through technology methods, I attentively investigated the camp's outcomes and experiences. My study methods included personal interviews with several fellow participants, as well as group discussions and interviews. I kept track of their responses throughout the process. It's worth emphasizing that my grasp of the camp's goals was obvious from the start, and I've been actively participating in the camp's activities for the past two weeks. My research also required good observing abilities.

Participants ranging in age from 12 to 17 years have unanimously expressed gratitude for the camp's thorough organization and systematic delivery of content. Spark's camp greatly facilitated their acquaintance with and acquisition of information about technology and programming. The participants are unanimous in their belief that their skills are expanding and that they are acquiring new insights into the field of technology—an essential prerequisite in today's world. It is clear that the participants realize the importance of technology, with many expressing thankfulness for the possibility to independently investigate environmental issues.

The camp's experiential learning component, in which participants went into local communities to connect with residents and engage in conversations about environmental issues, was a major highlight. I had the honor of joining them on these field trips, and I was struck by their active participation in the talks and real enthusiasm in delving into the nitty-gritty of environmental issues. During these events, I actively participated beside them.

Furthermore, the camp has played an important role in raising awareness about the environmental concerns that our society faces and instilling a sense of responsibility in tackling these issues. Participants uniformly applauded the lecturers' skill and efficacy, expressing gratitude for their instruction.

The necessity of networking and collaboration with peers was a common subject among the participants. They stressed the priceless opportunity to make new friends, discuss ideas, and nurture friendships. This contact has considerably improved their camp experience and learning journey.

In conclusion, as a co-researcher and an active participant in [the camp], I can confidently affirm that the program has been met with resounding enthusiasm and gratitude from its participants. The meticulously organized activities, the profound technological insights, the immersive community engagement, and the effective mentorship have collectively contributed to a highly positive and enriching experience for all involved.

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Poster exploring STEM and gender inequalities

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Poster exploring STEM and gender inequalities

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By YCR in Palestine

“Here we have a picture of many scientists which come from different backgrounds, different ethnicities and they are all women. I’m really proud of this picture because it really shows inclusivity and its very diverse. It just shows that a women can be a mom, a daughter, a sister, a scientist, and can be whatever she wants if she tries.”

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E. created this collage so we could find out a bit more about him. It shows his favourite foods (Pizza, burger king) favourite colours (blue, red and green) and says 'I like switch and mobile and all of it like and my life'.

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What aspects of my makerspace programmes are gender inclusive, and what is gender exclusive?

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What aspects of my makerspace programmes are gender inclusive, and what is gender exclusive?

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Research by 'Turtle' explores gender in her makerspace programme by doing a quantitative observation of a coding session.

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YCR from Manchester made this mind map to explore their ideas around research, and what is might mean to be a youth co-researcher.

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Jack from Manchester explored inclusive spaces where he lives from different perspectives.

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'Mike' was a character that we imagined joining a makerspace for the first time. I made this character map in one of the workshops to think about the barriers he might face in his journey at the makerspace.

Mike is signed up to start at a makerspace next term and is excited to meet some new people, learn how to use the machines like the laser cutter and see how he can use his skills in the community projects. Mike is however a bit worried about how he will fit in with the other young people as he has a prosthetic leg which gives him a slight limp and means he has to take more time going up and down stairs. He doesn’t want his disability to change how he takes part in activities or what other people think about him, but it can sometimes be hard to communicate with others about.

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This list was put together from the experiences of the youth co-researchers from across the different makerspaces. 

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What are the barriers young people might face to participation in a makerspace?

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What are the barriers young people might face to participation in a makerspace?

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What makes us feel included and excluded?

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What makes us feel included and excluded?

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YCR from Manchester here explore things that can make them feel excluded and excluded in different environments.

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Barriers attending my makerspace - Aarati

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Barriers attending my makerspace - Aarati

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Translation:

Namaste, I am Aarati Khadka. I love coming to the Fab Lab. However, it is difficult to manage the time. It is because the pre-board exams of 12th grade are coming soon. Before, my parents used to encourage me to come here. However, they now tell me to manage time for coming here. I had enough time before. Now, I have to study for the exams. Therefore, my parents tell me not to come here.

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A, a co-researcher from Nepal, maps out the barriers that a young person might have to experience a makerspace. She highlights how there might be societal pressures on the young person who might feel ‘judged’ for wasting time in activities that are not directly linked to school. The young person might also feel anxious about some of the language differences between the language used in the makerspace and their home language. A highlights that while the experience in the makerspace might be good, the engagement with the makerspacce can cause friction with social expectations.