基于连接学习理论的公共图书馆创客空间建设探索
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摘要
连接学习理论提倡将青少年的学习兴趣、生活经验联系起来,通过同伴互助进行实践性创新活动。连接学习理论和美国公共图书馆的成功案例对我国公共图书馆创客空间建设具有积极的指导意义。公共图书馆在创客空间建设过程中,对外既要和相关组织取得广泛联系以获得更多合作和支持,对内又要进行创客生态系统建设,加强公共图书馆管理,开发有特色的创新性活动,更好地为青少年提供高质量的服务。
Connected learning theory advocates connecting youngsters learning interest and life experiences,and doing practical creative activities through peer-supported.Connected learning theory and the successful cases of American public libraries are of positive guiding significance to the establishment of domestic public library maker space.During the process of establishing maker space,public library not only needs to get wide connections with relative organizations for gaining more cooperation and supports to the outside,but to the inside,establish maker ecological system,strengthen public library management,and develop special creative activities,providing high quality services for the youngsters in a better way.
Connected learning theory advocates connecting youngsters learning interest and life experiences,and doing practical creative activities through peer-supported.Connected learning theory and the successful cases of American public libraries are of positive guiding significance to the establishment of domestic public library maker space.During the process of establishing maker space,public library not only needs to get wide connections with relative organizations for gaining more cooperation and supports to the outside,but to the inside,establish maker ecological system,strengthen public library management,and develop special creative activities,providing high quality services for the youngsters in a better way.
引文
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[18]刘小芳.图书馆创客空间的馆员能力及培育研究[J].河南图书馆学刊,2015,(11):111-112.
[19]金志敏.创客空间与图书馆服务模式的创新[J].图书馆学刊,2015,(7):78-82.
[2]Mimi Ito,Kris Gutiérrez,Sonia Livingstone,et al.Connected Learning:An Agenda for Research and Design[M].Irvine:The Digital Media and Learning Research Hub,2013.7-9.
[3]Buechley,L,Peppler,K.A.,Eisenberg,et al.Textile Messages:Dispatches from the World of E-Textiles and Education[J].Journal of Adolescent&Adult Literacy,2013,(2):118-128.
[4]Crystle Martin.Information Sharing,Connected Learning,and a Professional Wrestling Fan Community[J].77th ASIS&T Annual Meeting,2014,(11):17-21.
[5]徐智仕.杜威儿童教育革新思想综述[J].图书馆建设,2002,(2):51-54.
[6]李青.从异化到共生--蒙台梭利教育法的本土化探索[J].学园,2012,(1):32-34.
[7]The Connected Learning Alliance.WHAT IS CONNECTEDLEARNING?[EB/OL]http://connectedlearning.tv/frequentlyasked-questions#pastandpre-sent,2016-2-8.
[8]陶蕾.图书馆创客空间建设研究[J].图书情报工作,2013,(14):54-56.
[9]陈艳冬.连接式学习视角的青少年创客空间及教育研究[J].晋图学刊,2016,(2):54-58.
[10]张茂聪,刘信阳,张晨莹,等.创客教育:本质、功能及现实反思[J].现代教育技术,2016,(2):14-19
[11][13]杜瑾,杨志萍.国外图书馆IC空间建设研究新进展[J].图书馆学研究,2013,(2):11-14.
[14]陈冀宏.公共图书馆创客空间发展策略研究[J].河南图书馆学刊,2015,(12):19-21.
[15]宋述强,钟晓流,焦丽珍,等.创客教育及其空间生态建设[J].现代教育技术,2016,(1):13-20.
[16]邓建平.“以学生为本”:何以可能及如何实现[J].教育研究,2014,(6):67-72.
[17]王佳韵,邓雅琴.科技+文化+创意“把长沙创客的家搬进图书馆”[N].中国文化报,2015-04-8(10).
[18]刘小芳.图书馆创客空间的馆员能力及培育研究[J].河南图书馆学刊,2015,(11):111-112.
[19]金志敏.创客空间与图书馆服务模式的创新[J].图书馆学刊,2015,(7):78-82.