Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace

Abstract

This article presents a cultural-historical analysis of what making becomes in the transition to a public library makerspace in Norway. We pursue this topic by applying the concept of expansive learning, and ethnographic notes, interviews, official documents, and video data comprise the data for analysis. We focus on historical changes in Norwegian public library policy, how systemic needs become visible in how making emerges, and how staff re-construct making for primary school children. Findings suggest a Zone of Proximal Development for children’s making that moves toward a pedagogy for real-world problem-finding and storytelling.