Introduction
Makerspaces are open, shared and collaborative spaces where people with common interests (in craft, technology, design and product development, etc.) can come together to socialise and work on projects while sharing ideas, equipment and knowledge (Mboa, 2020, p. 1). They can be located in a variety of environments, such as communal, educational (schools, libraries, universities), museum, commercial venues as well as in autonomous non-profit centres (Ahmadi et al., 2019; Irie et al.,, 2019; Geser et al., 2019, 61). Makerspaces are characterised by their ideological foundations (do-it-yourself (DIY), open source, open science, etc.), the values shared by members (openness, sharing, inclusion, accessibility…), the tools found there (3D printer, laser cutter, Arduino, sewing machine…) and practices (ideation, prototyping…). At the heart of this dynamic is the construction, conservation, appropriation, accessibility, distribution and circulation of knowledge, which have been accelerated by the Internet. In this sense, makerspaces can be defined as Digital Innovation Hubs (DIHs) that drive local, digital innovation, learning, skill building and collaboration through digital prototyping, design, fabrication as well as smart manufacturing.
In our project (mAkE) we have chosen to work with makerspaces because of the important and growing role they play in the digital innovation ecosystem, particularly in Africa where manufacturing has been identified as a critical growth area to bring more jobs to the African economy. Indeed, makerspaces enable communities to actively shape social computing and innovation, especially marginalised groups in the so-called Global South, youth, and women (Blikstein, 2013; Cervantes & Nardi, 2010; Fitton et al., 2015; Fox et al., 2015, Gershenfeld, 2005; Hook et al., 2014; Richard et al., 2015; Tanenbaum et al., 2013). As digital manufacturing technology becomes cheaper and more ubiquitous, they are offering possibilities to quickly switch from concept to prototype, then to unit and/or serial development (Bouvier-Patron, 2015). This opens up commercial opportunities for makers, in particular in countries lacking traditional industrial production facilities. Further, makerspaces provide young people and students in Africa access to digital prototyping and fabrication tools, and thereby the possibility to actively contribute to digital innovation, which they would otherwise not have access to.
The Open Makerspace Toolkit (OMT) provides Key stakeholders (makers, policymakers, funders…) of the maker movement with materials and resources for professional development, outreach, collections, and programs on how to set up, manage, equip and sustain different types of open, collaborative and innovative makerspaces. The Toolkit consists of five main parts: 1) Creating a makerspace; 2) Making activities; 3) Good practices; 4) communication; and 5) Business models.
