HOMAGO-ing in the Library

• In Event: Millennium Hotel Roundtable Session 5
  In Roundtable Session: Understanding Youth Engagement in Digital Media Production Within and Across Complex Learning Environments

Abstract

Setting. This public library program is a drop-in learning studio for teens (ages 12-18) that is open after school and evenings during the week. This program provides a studio space “where teens can come and unabashedly express themselves while simultaneously learning new skill sets and gaining hands-on experirence with current technoolgy by playing video games, recording music, shooting and editing film, sewing, painting, button making, and much more.” In both of its pedagogical and architectural designs, the studio is grounded in the HOMAGO framework (Ito et al., 2009).

Data Sources. During October 2015 – May 2016, eighteen observations resulted in 126+ pages of fieldnotes and ASOP analyses, 75+ images, and eight interviews. Quantitative data included 3 YPQAs and 24 youth completed the PSES.

Results. The object and outcome of the studio is HOMAGO. The elements of this setting that nurtured engaged learning include freedom of movement; play; youth-driven, interest-driven and agentic activities; “third space” conversations with mentors; and language plurality. There is notable tension between the studio activity system itself and the larger library system it operates within that impacts learning and engagement in learning. The most frequent type of engagement is best described as “bouncy” where youth move freeing around the space, moving from activity to activity, without the pressure of completing the activities.
One relationship between a teen (Omar) and mentor (Liz) provides a snapshot of how engaged learning happened within the studio. Omar self-describes himself as a “YouTuber,” and modeled hanging out, messing around, and geeking out behaviors. It is through the positive interactions between that the studio’s object and outcome are lived.

Authors

• Cassandra Scharber, University of Minnesota

• Maggie Ann Struck, Hamline University

• Fan Ouyang, University of Minnesota