Diversity and Making: A Living History Quilt

Autor/inn/en	Huber, Sarah; Sari, Pamela K.; Meher, Robin
Titel	Diversity and Making: A Living History Quilt
Quelle	In: Journal of Learning Spaces, 10 (2021) 3, S.97-106 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-6195
Schlagwörter	Academic Libraries; Photography; Personal Narratives; Asian Americans; Asian Culture; College Students; Cultural Awareness; Shared Resources and Services; Educational Technology; Minority Group Students; STEM Education; Technology Uses in Education + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Fotografie; Erlebniserzählung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Collegestudent; Cultural identity; Kulturelle Identität; Gemeinwirtschaft; Unterrichtsmedien; STEM; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Due to a lack of diversity found in the maker movement, makerspaces are going through an evaluation. Academic libraries have an opportunity to rebuild makerspaces and programming from a place of equity. At a University located in the Midwestern United States, the Library maker program collaborated with the Asian American and Asian Resource and Cultural Center (AAARCC) to make a quilt from printed archival photos, student photos and recorded stories. The result was a "living history" quilt that reflected Asian community and culture on campus. This paper explores diversity in making through collaboration, details of the project process and lessons learned. (As Provided).
Anmerkungen	University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01