The processes of maker learning and information behavior in a technology-rich high school class

This mixed-method study investigated the processes of making and information behavior as integrated in self-directed learning in a high school maker class. Twenty students engaged in making projects of their choice with low- and high-technologies for 15 weeks. Data collection included visual process mapping activities, surveys, and Dervin's Sense-Making Methodology-informed interviews. Findings included inspirations, actions, emotions, challenges, helps, and learning that occurred during the making processes. Information played an integral role as students engaged in creative production and learning. Students identified information as helps, challenges, how they learn, and learning outcomes. The study proposes a new, evolving process model of making that illustrates production-centered information behavior and learning. The model's spiral form emphasizes the non-linear and cyclical nature of the making process. Squiggly lines represent how the making process is gap-filled and uncertain. The study contributes to the scholarly and professional fields of information science, library and information studies, maker, and STEAM (Science, Technology, Engineering, Art, and Math) learning.