Tag Archives: makerspaces

Make it Work! Starting a Makerspace in an Academic Library, Phase 1

ACRLog welcomes a guest post from Hannah Pope, Emerging Technologies Librarian at Appalachian State University.

Makerspaces are cropping up in libraries everywhere, but the process for creating one of these areas in an academic library can often be layered and confusing. This is especially true for librarians and staff who have had very little prior makerspace experience. A factor that can make the process even more difficult is the lack of agreement over what exactly a makerspace is. My personal definition is: a makerspace is a place where patrons have access to tools where they can create and innovate while simultaneously inspiring one another as a community. Like with all things in libraries, that definition can be up for debate!

Over the course of the next several months, I am going to be sharing with you the process of creating and implementing a new makerspace. A little background first: I am the Emerging Technologies Librarian at a mid sized university located in the mountains of North Carolina. Our library has been progressively moving into a more innovative direction, and the makerspace has been a natural extension of that growth. Although there has been a lot of institutional support, we have encountered numerous issues leading up to the creation of the space…

Space Issues

Like many of you, our library suffers from a distinct lack of space. To remedy this, we began a massive library renewal project which heavily featured weeding old materials and the creating of new learning spaces. While our building is only a mere decade old, it quickly became apparent that the changing physical landscapes of libraries were not represented in the original building plans.

Many of you are working in a similar situation; either the library is in an older building, or the current space that you have just never quite seems to accommodate what you need it to. We’ve all been there. The important thing is find a space that will work for you and the makerspace that you are trying to build. There are many factors that should be taken into account that are too numerous to list here, but a few important ones include: Is there enough space for the equipment you want? Will you need access to an outside wall to ventilate your machines? What flavor should your makerspace be? Luckily, my library has finally gotten to the stage of the process where the area for our temporary makerspace has been cleared out. Whew! One hurdle down. That being said, it is a temporary space. Although we will be offering a variety of machines to work with, our space will not reach its full potential until we construct a better ventilated area in the near future. The important thing for right now is that the makerspace program will be able to start helping students and faculty in the early spring.

Creating a Makerspace Theme or Lack Thereof

I mentioned before that makerspaces can have a certain ‘flavor’ or theme. This is especially true in universities. Some can concentrate on arts-based programming and learning, while the most readily recognized types include STEM capabilities. The nature of your makerspace is ultimately up to you – and the patrons that you serve. Even though some makerspaces tend to focus on providing machines and tools that are related to certain areas, others contain a hodge-podge of anything and everything. The makerspace in my library will definitely fall into that category. The people at my library and within our community have a wide range of interests, and our makerspace will reflect that.

Equipment and Budget

Once you have the space and theme, it is time to decide what to purchase for your library’s makerspace. Rule of thumb: always overestimate the cost! When purchasing for a makerspace, there are going to be unforeseen costs to making it all run smoothly, including replacement parts, supplies, and required accessories. While there will always be new and exciting things to buy, it is important to remember that the needs of the patrons come first, so stick to the budget. It is also imperative that the physical space is taken into account. It wouldn’t be a good idea to purchase five 3D printers if you don’t have enough the space to house them. Ideally you would have someone who had the expertise to run each of the machines that you choose to buy. While it is expected that there will be at least a bit of a learning curve, it isn’t generally a good idea to buy a variety of machines if no one in the library has used them before. Getting more people involved is always a good idea, but if you or your staff don’t have any training, starting out slowly in regards to equipment may be the best approach. Academic libraries commonly start a 3D printing service before they move into full makerspace territory. This gives the library a sense of patron demand, and it also allows for staff to learn the equipment properly. My library has used this model and it has been very successful so far.

The lack of physical space didn’t keep us from implementing a 3D printing service, but now that there is a designated makerspace, we need more equipment to fill it. As I mentioned, our makerspace is going to be as eclectic as the student body that we serve. We will have a CNC machine, vinyl cutter and 3D printers, as well as a sewing machine for e-textiles and electronics in the main workspace. I am also creating an area that is specifically for instruction so that classes and workshops are surrounded by the ‘making’ environment as they learn. In addition, we are also tagging on a more nontraditional makerspace element – a virtual reality and gaming room. The room will have multiple gaming consoles as well as the HTC Vive and Microsoft Hololens available for students to explore. We also provide software so that patrons can create video games. The variety of equipment speaks to the varied interests of our students, faculty, and staff.

Developing Curriculum

One of the most vital parts of creating a successful makerspace is developing instruction and activities that highlight student potential. Even though my space was not open this semester, I still conducted workshops about 3D printing, 3D design, Arduino and e-textiles. By offering up these opportunities, I was able to introduce the campus to some of the technology that we currently have and build momentum for the makerspace opening in the Spring. I also partnered with a number of professors who incorporated the technology into their classes.

Next semester, I will be expanding the instruction by adding more courses and creating e-learning modules for patrons to use when learning about the new tools available. There will also be more outreach activities that will consist of directed projects that revolve around one or more machines within the makerspace. The opportunities for expansion are endless!

Are any of you creating makerspaces in your libraries? Stay tuned for the next piece of the makerspace journey.

Making Things in Academic Libraries

The past few months have seen lots of discussion about makerspaces in libraries. What’s a makerspace? Buffy Hamilton’s great post over at the Unquiet Librarian has a couple of good definitions, but essentially it’s a place for folks to make things, perhaps writing and illustrating a zine, using the open source Arduino computing platform to program a robot, screenprinting, or creating model houses with a 3D printer. Makerspaces often include tools and equipment that are too expensive or specialized for most people to have in their homes, as well as provide a gathering place for like-minded hobbyists to create and collaborate.

Makerspaces seem like a great fit for public libraries, which often run programs designed to teach new skills and to create something, like an arts and crafts hour for kids. And indeed, some public libraries are experimenting with makerspaces, including Fayetteville Free Library in New York, Westport Public Library in Connecticut, and Cleveland Public Library in Ohio.

What could a makerspace look like in an academic library? What do we help our patrons make? We have computer labs, some more specialized and high-end than others, and we could add equipment like 3D printers. Of course, not every library will have the funding and staff to create tech-centered makerspaces. And faculty and departments may already have that equipment for students to use, especially those in engineering, computer science, and other technical majors.

For those colleges or universities that can’t create a physical makerspace, what are some other ways we can encourage the maker ethos in our libraries? When it comes to instruction and information literacy, I’ve definitely got a some ideas about how to make things with students in a semester-length course. We could produce a student journal or create a zine, and I have a colleague who asks students to create their own citation style. But I’m struggling with the idea of the one-shot instruction session as makerspace. What can students “make” in a one-shot? If we give them a worksheet to fill in or ask them to come away from the session with a specific number of sources to use for their assignment, have they made something?

Perhaps applying the makerspace concept to library instruction and information literacy really means expanding our own understanding of what we do when we work with students. We’re not just teaching them to find information — when we help them zero in on a source that really fits their needs, we’re supporting them as they make: make new knowledge for themselves, construct the outline for their assignment, build their ideas into an argument.

All the same, I’m interested to think about how we as academic librarians can take the concept of libraries as makerspaces even further, especially with students. We need to find ways to support creating, not just finding. The Student as Producer project at the University of Lincoln in the UK is an interesting model to consider. Undergraduates are deeply involved in research across the curriculum, and thus come to their college studies to actually create knowledge rather than passively consume it. Again, this is something that perhaps comes more easily to faculty teaching semester-length courses or doing lab research with their students.

How can academic librarians, our contact with students often limited to a few minutes at the Reference Desk or an hour or so in the classroom, become involved at the making, producer level with students?