Makerspaces are slowly gaining popularity at schools, colleges, and universities across the globe, thereby substantially improving the learning experiences of students by providing them with an opportunity to develop their creative capacities and building skills in a hands-on environment (Fourie, I & Meyer 2015 Smay & Walker 2015). This paper aims to review the current literature on the use of makerspaces as learning hubs in academia and to explore their application in developed countries. Literature Review A makerspace or a hackerspace is a physical or virtual location that allows people to gather, work collaboratively on projects, share information, and resources (Savage 2013). Makerspaces have been inspired by the hacker culture associated with self-directed unscheduled gatherings of like-minded individuals for technological experimentation, idea development, and prototyping (Sheridan et al. 2014). Therefore, makerspaces are often associated with computer science and STEM fields. However, despite its acceptance by tech-oriented students and professionals, the concept of learning through an unstructured hands-on approach has grown in popularity among self-directed learners outside academic communities. The last decade witnessed the creation of cross-disciplinary zones of inquiry-based learning and a wide-range application of makerspaces in art, music, and cooking projects (Sheridan et al. 2014). Students around the world have embraced the maker movement. Virtual spaces and libraries have become the location of choice for the majority of students wanting to learn the twenty-first-century skills (Loertscher 2015). There is no surprise that libraries that hold a unique position in academia, are capable of providing learners with shared spaces “that foster making and active learning” (Purpur et al. 2016, p. 132). By giving students easy access to a wide range of resources and technology such as 3D printing and electronic instruments, libraries foster the creation of learning environments that are far superior to those created by other means. Despite grooving popularity of the maker movement, the number of libraries in the U.S. providing students with maker learning spaces is still extremely limited. However, if the current trend continues and attitude toward the new method of education changes, even further libraries with makerspace facilities will soon become a commonplace occurrence. If this is to happen, “libraries at the school, public, and academic level” (Moorefield-Lang 2015, p. 107) have to engage in the creation of a vibrant atmosphere for learning that comes with patron training and resource allocation. A recent article written by Oliver (2016) reveals that makerspaces preferred by students are categorized according to the specialty areas they represent. The most common activities conducted in makerspace locations across the world fall in the following groups: circuitry and electricity, textiles and soft circuits, robotics and mechanics, rockets and flight, carpentry and architecture, construction and deconstruction, programming, and 3d printing (Oliver 2016). The basic understanding of 3D digital models can be gained with makerspace applications such as Meshmixer