Many public libraries are using arduinos, makey makeys, raspberry pis, littleBits, Scratch software and so much more to educate and explore with children all the way through adults. Public libraries like Skokie Public Library and the Chicago Public Library as well as my own library, Vernon Area Public Library District, in the Chicagoland area alone are all exploring open source software with technology. Want to make a banana piano? Purchase a relatively inexpensive kit through Makey Makey and check out their free apps or work with free Scratch software to come up with your own invention. Want to learn how to program code and work with a breadboard? Purchase a relatively inexpensive arduino, which is the hardware, and use their open source software to make it do something interactive.

But Shapiro is right, more public libraries need to make use of open source technology because in the end we can benefit not just by increasing our relevance as a source for digital literacy, but also save quite a lot of money in the long run as an institution. Charlie Reisinger, an innovative IT Director for Penn Manor school district in Lancaster County, discusses some of the incredible things his juniors and seniors are doing in a TED talk. His students are literally writing the code for an operating system that is run for the entire high school and used by all students and teachers.

Open source software allows the public to learn about innovation and invention, and collaboration, so that they are no longer “technology tourists” but have the control and confidence to be a part of this community as well.  One of the most interesting elements of this is that open source is actually more secure and stable than proprietary software or “closed” software because more people are looking at the code and constantly making it better, more reliable, and more productive. Whereas proprietary software can only be manipulated by the original “authors” of the code, open source allows for not only improvement but also the expectation that the code will continue to be shared by everyone. If the original authors no longer work with the code, the software will still be out there and available for public use.

Reisinger discusses how free and open source software is a “philosophy of free living.” It’s a way to study and review code, to modify it and give software control to the public, to the community, and to schools as well as public libraries. There are no costly computer programs where the “building blocks for coding are literally locked under glass.” (14) Public libraries are empowering their patrons in so many ways, why not also empower the institution itself? Something to think about.

Link to source article:  https://opensource.com/life/16/9/public-library-open-source

The post Open Source and Open Access: A Perfect Marriage first appeared on Public Libraries Online.

During the last decade, technology has provided us with tremendous individual power, and this has encouraged the development of what is being called the Maker Movement. This movement is having a profound effect upon the manufacturing sector as well as the individual’s ability to explore and share creative ideas using computer-aided design and an online network of collaborators. In response to interest in participating in self-directed projects that utilize digital tools and knowledge, libraries and other community-based organizations have created makerspaces. These facilities provide users with the physical tools and space to pursue their interests and collaborate on projects. Educational research shows that this type of activity can facilitate learning, but little is known about what the users themselves perceive to be the benefits of access to makerspaces. This exploratory study examines users’ perceptions of their experience in public library makerspaces.

In order to determine the usefulness of makerspaces in their current form, it is necessary to understand the reasons people participate in “making” and the benefits they feel come from this activity. The growing popularity of makerspaces in recent years, and of the so-called Maker Movement as a whole, indicates that these facilities meet a need or address an interest shared by a large number of people. To explore the reasons that people use makerspaces, and what impact that use has on their lives, the following questions should be considered:

• What motivates people to use makerspaces?
• In the opinion of users, what specific skills or attitudes are fostered through use of a makerspace?
• How do makerspace activities affect the lives of users?

Gathering to collaborate on shared interests may have personal benefits and also encourage the development of new skills and attitudes. Intuitively, it makes sense that the interactive and social nature of making encourages active learning, and educators find active and collaborative learning to be an effective way to develop skills in experimentation and problem-solving.¹

Significance and Rise of the Maker Movement

A look at the developments that led to the creation of makerspaces can help us to understand just what goes on in makerspaces. These developments have really just occurred over the last decade, and were set in motion by the tremendous individual power provided by technology. Digital tools give people the ability to adapt ideas and designs quickly and easily. With minimal investment
of time or money, ideas can be tried out and then discarded or tweaked for optimal results. Although “makers” (under the names
“inventor” and “tinkerer”) have existed for as long as there have been people, they have a new ability, through the use of digital
tools and the Internet, to share and combine ideas as never before. Instant communication, unimpeded by distance or even language barriers, allows like-minded individuals to collaborate on projects, improving the outcome and drastically reducing the time required to refine ideas. Experts in many fields make their designs and ideas freely available, open to being adapted and improved by an online community of makers.² Freely shared information is a hallmark of the Maker Movement, which advocates open access to software and adheres to the notion that any idea can be improved through collaboration. Altering existing designs to suit the user produces satisfying customized results, while collaboration adds new richness to ideas.

Interest in making has spread rapidly since 2006, when the first Maker Faire was held in San Mateo, California. Maker Faires are gatherings, often held annually, at which makers can display their projects, interact, and share ideas. Maker Faires have spread all over the world, with dozens now held each year. South America’s first Maker Faire was held in 2013 in Santiago, Chile, and Tokyo’s second annual Maker Faire was also held in that year.³ In June 2014, the White House hosted its first ever Maker Faire.

Maker Faires increased interest and enthusiasm for making, and as a result there arose a demand for spaces where makers could gather to work together on projects, using equipment that they were not likely to have in their homes. Depending on the requirements of a given project, makers might want access to 3-D scanners and printers, digital routers, laser cutters, welding and soldering equipment, or other specialized tools.

As important as the availability of tools is the need for a physical space in which to gather and collaborate. To meet this need, entrepreneurs established commercial makerspaces that give users access to a wide variety of tools, along with instruction in their use, in exchange for a monthly fee. TechShop is one example of such a space. The first TechShop opened in 2006 and there are now several locations in major US cities. In addition to giving people a place to work on leisure-time interests, workspaces like these have been instrumental in the development of new product ideas and small business ventures. The idea of makerspaces as incubators is an important facet of their story.

As interest in making continued to grow, public facilities moved to provide their users with access to digital tools and making activities. The first makerspace in a public library was established at the Fayetteville Free Library in upstate New York in 2011, and since then dozens of makerspaces have been established in libraries, museums, and schools.⁴ The equipment and services provided at these facilities vary greatly, and depend upon available funding, space, and the needs and interests of users. This, combined with the relatively short time that they’ve existed in their current form, makes it difficult to precisely define makerspaces. However, some common elements can be found:

• Physical space.
• Access to equipment and instruction.
• Responsive to user interests and skill levels.
• Opportunities for collaboration.
• Self-directed work.

Based on these common elements, a satisfactory definition for makerspaces might be as follows: A makerspace is a physical space that provides access to equipment and guidance in a flexible format that responds to the interests and skill levels of users collaborating on self-directed projects.

The connection between makerspaces and public libraries or other cultural institutions may be puzzling to some initially, but their inclusion supports the overall goals of these institutions: equity of access, community development, creating relationships among patrons, and encouraging lifelong learning. These are all potential benefits of public access to makerspaces as well.⁵
Evidence of the beneficial effects of makerspaces is beginning to be documented. In a 2013 report, high-school-age users of YOUmedia at the Chicago Public Library listed these effects:

• Feeling of safety, community, and belonging.
• Greater involvement with chosen interests.
• Improvement in at least one digital media skill.
• Improved academic, communication, and writing skills.
• Better understanding of opportunities after high school.⁶

The Chicago report relates makerspaces to the Connected Learning Model, which is further described by the authors of Connected Learning: An Agenda for Research and Design:

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.⁷

The role of makerspaces in education has yet to be fully established, but we do know that the type of active learning that can take place in a makerspace has many benefits. Collaboration and experimentation are powerful learning activities, and they can result in a higher level of engagement and more sustained interest.8 Active learning has been the subject of many decades of research in education.

Benefits of Active Learning

We know that learning has both individual and social components, and each is essential. Engagement and exploration should be followed by reflection and application. For decades, educational studies have shown the importance of the opportunity to learn through interaction.

Considerable work has been done in determining how active learning affects student outcomes. In his 2004 survey of the literature on this topic, Michael Prince discusses the various attributes of what may be called active, collaborative, cooperative, or problem-based learning. Although their focus may vary slightly, these terms are often used interchangeably and they all require student engagement, interaction, and some degree of self-direction. Prince finds “extensive empirical support for active learning,” including these major points:

• Academic achievement is enhanced when students work together in small groups.
• Cooperation promotes higher quality individual problem solving than does competition.
• Active learning leads to better student attitudes and improvements in students’ thinking and writing.
• Cooperation improves learning outcomes relative to individual work across the board.
• Cooperation also promotes interpersonal relationships, improves social support, and fosters self-esteem.⁹

More recently, David W. Johnson and Roger T. Johnson have examined the effects of cooperative learning activities on individuals in terms of achievement as well as individual behavior. They found that achievement was higher in “cooperating individuals.” Additionally, they found that “cooperative experiences promote more frequent insight into and use of higher level cognitive and moral reasoning strategies than do competitive (effect size = 0.93) or individualistic (effect size = 0.97) efforts.” The cooperators also spent more time on task and tended to have better outcomes in terms of these measures:

• long-term retention;
• intrinsic motivation and expectations for success;
• creative thinking (i.e., process gain);
• transfer of learning;
• positive attitudes toward the task and school.¹⁰

Relating cooperative learning to Social Interdependence Theory illuminates its social and behavioral benefits. Cooperative learning creates positive interdependence, which has favorable effects on motivation, and “facilitates the development of new insights and discoveries and the more frequent use of higher level reasoning strategies.”¹¹ Johnson and Johnson cite extensive research showing that positive interdependence also influences social development and behavior among collaborators: it’s characterized by individuals acting in trusting and trustworthy ways, exchanging needed resources and information more effectively, assisting and encouraging other group members, striving for mutual benefit, having low levels of anxiety and stress, and being better able to explore others’ points of view.¹²

Research into the benefits of self-directed, collaborative learning indicates that this sort of work contributes to the development of strong problem-solving skills. In a series of studies, researcher Sugata Mitra tested the ability of children to learn to use computers and the Internet collaboratively, without intervention or instruction. The learning generated by this peer interaction, despite the children having no previous access to technology or schooling, was significant, and suggested that self-directed learning in a group of peers is often the most effective approach for acquiring new skills.¹³

Further studies conducted by Mitra’s colleagues confirmed that “young children learn most effectively when they are engaged in interaction, rather than in merely receptive or passive activities.”¹⁴

In an extensive study of thousands of college students, Alexander Astin found that interaction with peers was shown to have a positive effect on such student attributes as knowledge of a field, analytical and problem-solving skills, critical thinking skills, interpersonal skills, and overall academic development.¹⁵

Potential Contributions

There can be little doubt that collaborative activity can be an effective way to learn new skills. This, along with the social benefits implied by the popularity of making, creates a strong argument for the value of providing makerspaces. Participation in making can enhance people’s lives socially as well as intellectually, so its value to individuals is clear. Value to society as a whole can also be seen when we consider the increased demand in many emerging occupations for just those skills that collaborative, self-directed learning can produce.

Technology has become a part of nearly every modern occupation and related skills are essential for success, particularly in the so-called STEM fields—those related to science, technology, engineering, and math. These occupations represent much of the work that helps to improve society as a whole, and are the source of innovations in medicine, manufacturing, transportation, and many other critical areas. Jobs in these areas are among the fastest growing and best paid of all occupations. The Bureau of Labor Statistics reported in 2010 that STEM jobs increased at more than twice the rate of non-STEM jobs in the previous decade, and projected that their growth would accelerate in the coming years. The same report shows that the average earnings for STEM workers exceed those of workers in other areas with the same level of education.¹⁶ The skills that best prepare people for these types of jobs mirror those mentioned in the discussion of active learning outcomes above.

The Accrediting Board for Engineering and Technology lists many of these skills in its criteria for effective engineering programs:

• ability to design and conduct experiments, as well as to analyze and interpret data;
• ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
• ability to function on multidisciplinary teams;
• ability to communicate effectively;
• ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.¹⁷

The potential for makerspaces to foster positive attitudes toward lifelong learning, interpersonal and collaborative skills, and vigorous problem-solving skills suggests that they can help fill the skill gap currently seen in the STEM fields. In response to the need for workers in these critical fields, the US Defense Advanced Research Projects Agency (DARPA) is providing a total of ten million dollars in grants to projects designed to establish makerspaces in one thousand high schools by 2016.¹⁸

A Closer Look

With their potential for enhancing learning as well as improving communication and collaborative skills in users, makerspaces merit the attention they receive, and the enthusiasm of their proponents is understandable. As their use becomes more widespread, it is worthwhile to examine how well makerspaces are measuring up to expectations. This study sought to determine the benefits of makerspaces, as perceived by their users. It involved conducting a focus group at an urban public library makerspace recognized for its innovative approach; the 4th Floor at the Chattanooga (TN) Public Library. This site was selected because it includes a dedicated space and extensive array of equipment, is staffed, and has been in operation for more than one year. The makerspace is known as the 4th Floor, and its vision, as stated on its website, reflects the priorities and unique advantages of the space:

The 4th Floor is a public laboratory and educational facility with a focus on information, design, technology, and the applied arts. The 12,000+ sq. foot space hosts equipment, expertise, programs, events, and meetings within this scope. While traditional library spaces support the consumption of knowledge by offering access to media, the 4th Floor is unique because it supports the production, connection, and sharing of knowledge by offering access to tools and instruction.¹⁹

User opinions were gathered through a focus group discussion held at the makerspace. To recruit participants, library staff members were asked to inform their users of the upcoming meeting and create a list of those interested in participating. An anticipated minimum of five participants was not met, so the focus group consisted of four participants. Two staff members at the location were also interviewed. This yielded useful information about the 4th Floor, including when it was started, what equipment is available, and how it is staffed.

The discussions were recorded, and eight core questions related to the participants’ usage of the makerspace and what specific benefits they derive were discussed in the focus group. Transcripts of focus group discussions were reviewed and coded to uncover themes and similarities among responses. The following sections include quotes from interview and focus group participants.

Findings

Staff

Staff interviews provided background information on the 4th Floor, as well as insight into operations and services. Interviews were conducted with the library’s associate director and its project manager, both of whom are deeply involved in developing the 4th Floor.

Their discussions primarily focused on three areas: (1) community engagement, (2) experimentation, and (3) flexibility.

Community Engagement

Much of the associate director’s work related to the 4th Floor is concerned with forging relationships with community groups and making the facility a well-known asset in the community. The space can be called a “Civic Laboratory,” because of its public availability. The library’s associate director mentioned two current collaborative projects, both associated with the fact that the city has one-gigabit Internet, which opens up a whole new world of functionality and applications—he calls it a “next generation network.” The first project is funded through a grant from Mozilla and the National Science Foundation to establish a Gig Lab for exploring these possibilities. An area of the 4th Floor is being refitted to accommodate the lab and equipment is beginning to be purchased.

In partnership with a local startup called CoLab (Company Lab), the 4th Floor is organizing a “Gig Tank” group, which will collaborate and explore the use of such a powerful (unlimited) high-speed tool.

Experimentation

The 4th Floor is an experimental space, and there is an element of trial and error in the library’s practices. The staff is building policies as they go, and often amend and improve them over time. One example involves the procedure for determining the fee for 3-D printing. Access to the equipment is free, but the library asks users to pay the cost of materials. The staff started out allowing open access and free use of their 3-D printers; this gradually evolved into a system in which users are asked to reserve a printer in advance and pay a small fee for the consumables. For 3-D printing, the user is charged by the gram of material used. The 4th Floor developed a method for determining the cost of a given project automatically, based on information in the design file, and this method is now being used throughout the city’s library system.

The 4th Floor often serves as a beta space for the rest of the library branch and system. One example of this is the design and setup of a recording booth for the library’s teen floor, which was completed and debugged by the 4th Floor staff.

Flexibility

The 4th Floor staff members value flexibility, since it allows them to be responsive to user needs and interest and also to capitalize on partnership opportunities. Because many of the ongoing projects at the 4th Floor do involve grants and partnerships, the staff must consider varying levels of funding in any long-term plans. They strive to align these plans as much as possible with the interests of their users, and provide programming and instruction in those areas as well. It is often the case that a patron will have more experience in a given area than any staff member, and workshops and projects led by users themselves are common.

A third staff member, working part time and exclusively on the 4th Floor, spoke from his perspective as both a staff member and a user of the space. He stressed the benefits to the community and the opportunities to learn from other users on the 4th Floor. He described some of the users that frequent the space, and what they do there:

One person is working on a violin, using 3-D printing and laser cutter.

• An engineer designed and printed a part for an eighteen-wheeler that he sells to truck drivers.
• A father made pieces for his child’s train set.
• A woman printed personalized Legos as a gift for her husband.
• An art student uses the laser cutter for school projects.
• High school students work on senior projects here.
• Ezra Reynolds created a prosthetic hand for his son.

This staff member also commented on the following topics:

• Noise Issues: The staff usually doesn’t have to deal with this. The rules for who can use the space are very minimal and flexible. Generally, if anyone is being disruptive, the other users talk to them. The space is self-policing in that sense.
• Programming: Staff, community experts, or users run the 4th Floor programs. Content of the sessions is tailored to attendees. Types of programming and events:
  • Hackanooga (in cooperation with NSF, Code for America, Open Chattanooga, and other groups).
  • Arduino Nights.
  • 3-D printing intro.
  • Community Pi (Python coding class).
  • Digital Map-Making.
  • Bitcoins Meetup Group (formed by users).

Focus Group Discussion

Four 4th Floor users participated in a focus group discussion, sharing their impressions and experiences in using a makerspace. The most common themes derived are listed in figure 1.

Social interactions are a big part of what draws these users to the 4th Floor. One user compared the space to a garage: “This is the big collective garage—like this is where projects happen, it’s the physical space, it’s got the tools and it also has —you know—your neighbor sticking his head um, over the fence and giving you advice. . . and finding out what’s going on.”

The exchange of ideas that takes place among users was an important feature for the participants: “Honestly, I think that’s where the makerspace in the library makes the most sense—it’s the sharing of knowledge. It’s the. . . you know, yeah, there is an expectation. You come up here and you work, and somebody walks up and asks you what you’re doing, . . . that’s the price you pay (to use the space), that’s exactly what it is.”

This interaction among people with widely varying backgrounds and experience provide a “much . . .wider perspective on this idea of what—I don’t know—making something or even technology is.”

The 4th Floor brings together people with interest and people with expertise. Focus group participants expressed appreciation for the fact that people could apply skills to help other users. The Arduino Nights program was first facilitated by staff, but was eventually taken over by high school students who had come to work on senior projects (building robots): “So then they started hanging around for Arduino Night, which turned into them doing stuff on Arduino Night, which turned into them teaching Arduino Night. And I think that’s—I don’t know, that to me is a really cool thing that can happen in a place like that.”

Users value the opportunity to pursue and share their interests at the 4th Floor. Working alongside people engaged in a variety of activities also leads them to expand their interests and try new things:

“The staff kind of supplements a lot of the things that happen up here, and not necessarily runs them.”

“I’ve had the background of having access not to definitely as much—not to 3-D printers, which weren’t around, definitely laser cutters—that’s awesome, but soldering irons, that sort of thing, growing up, but then kind of rediscovering that and being able to come explore those things with others and share what I’ve learned over the years with others [has been very interesting].”

Sharing expertise and the access to the knowledge of other users and community experts is a benefit of the 4th Floor, according to the focus group.

The idea of community came up frequently in the discussion. The users see the 4th Floor as a point of community pride and an indicator of an innovative spirit in the city:

“The library having a makerspace is a good indicator of the culture that we see that makes some of our economic development initiatives work, actually. So, that collaborative learning . . . our community’s kind of permeated with the spirit of collaboration, I think.”

The respondents mentioned that people from out of town frequently come to see the 4th Floor, and a wide variety of community groups make use of the space. This leads into the idea of providing access:

“Something like this happening in [our city]—that community service aspect of it. This is . . . that we can give public access to some of these incredible things . . . that you can come and learn without having to belong to a paid makerspace or be in school or . . . you know it is just an equity of access kind of thing.”

Access to space for creative work is valued, as users pursue projects related to a small business, create prototypes, and experiment with new equipment. Often, the 4th Floor is where they have their first encounter with this technology.

“That was definitely the first time I’d ever seen a 3-D printer work, or a. . . laser cutter, so having access to technology I’ve never even thought about before was just mind-blowing to me. . . . But it was just amazing to me that we could have this here, you know? And that it was possible.”

Implications

The results of this exploratory study may lead to a better understanding of the actual benefits users receive from their experience in makerspaces. With this information, libraries and other institutions can design their makerspaces and plan programming that maximizes these benefits. This will help make the most of limited budgets.

Proof that users derive life-enhancing benefits from access to makerspaces will be a powerful tool for attracting funding, both from public and industry sources. Helping people to develop their potential in problem-solving and improve their ability to work collaboratively has potential benefits for many stakeholders, as is evidenced by the emphasis being placed on these efforts through various government and education initiatives.

The focus group discussion brought to light the fact that the presence of a free, publicly accessible makerspace reflects upon the overall community’s attitude toward innovation. This public library makerspace serves as a resource to local entrepreneurs as well as a partner in large-scale projects, like the Gig Lab. It provides a place for people with ideas to make contact, and helps to create a community environment that attracts them.

Other benefits perceived by users at the 4th Floor include many of those associated with active and collaborative learning. As Generation Z comes of age, providing opportunities for collaborative work should be an educational priority. This information on the potential role of library makerspaces may be useful in developing facilities that not only contribute to social and personal growth but also serve as centers for the development of critical thinkers who are empowered to make full use of the digital tools at hand today and the many others that are just over the horizon.

References

1. David W. Johnson and Roger T. Johnson, “An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning,” Educational Researcher 38, no. 5 (June 2009): 367, doi:10.3102/0013189X09339057.
2. Chris Anderson, Makers: The New Industrial Revolution (New York: Random House, 2012).
3. Sabrina Merlo, “The Year of 100 Maker Faires,” Makezine, Jan. 1, 2014.
4. Sarah Hashemi Scott, “Making the Case for a Public Library Makerspace,” Public Libraries Online, Nov. 11, 2012.
5. Ibid.
6. Penny Bender Sebring et al., Teens, Digital Media, and the Chicago Public Library (Chicago: University of Chicago Consortium on School Research, 2013): 35–39.
7. Mizuko Ito et al., Connected Learning: An Agenda for Research and Design (Irvine, CA: Digital Media and Learning Research
   Hub, 2013): 4.
8. Michael Prince, “Does Active Learning Work? A Review of the Research,” Journal 1. of Engineering Education 93, no. 3 (2004): 224, doi:10.1002/j.2168-9830.2004.tb00809.x.
9. Ibid., 223–231.
10. Johnson and Johnson, “An Educational Psychology Success Story:” 371.
11. Ibid., 368.
12. Ibid., 368–369.
13. Sugata Mitra and Ritu Dangwal, “Limits to Self-Organising Systems of Learning: The Kalikuppam Experiment,” British Journal of Educational Technology 41, no. 5 (Sept. 2010): 672–688, doi:10.1111/j.1467-8535.2010.01077.x
14. Ritu Dangwal and Preeti Kapur, “Learning through Teaching: Peer-Mediated Instruction in Minimally Invasive Education,” British Journal of Educational Technology 40, no. 1 (Jan. 2009): 19, doi:10.1111/j.1467-8535.2008.00863.x.
15. Alexander Astin, What Matters in College? Four Critical Years Revisited (San Francisco,: Jossey-Bass, 1993).
16. David Langdon et al., STEM: Good Jobs Now and for the Future, Economics and Statistics Administration Issue Brief #03-
    11 (Washington, DC: U.S .Department of Commerce, 2011).
17. “Criteria for Accrediting Engineering Programs,” (Baltimore: Accrediting Board for Engineering and Technology, 2012): 2.
18. Dale Dougherty, “DARPA Mentor Award to Bring Making to Education,” Makezine, Jan. 19, 2012.
19. “4th Floor,” Chattanooga Public Library, accessed Nov. 4, 2015.

The post Why Make? An Exploration of User-Perceived Benefits of Makerspaces first appeared on Public Libraries Online.

Libraries are different now than they were then. More than just books and a reference section filled with microfiche, magazines, and newspapers for research, they are community centers. Most offer Internet access and computers. Many offer makerspaces and other educational programs. Ideally, everyone would have access to a library close to home.

It’s happening in Chicago. Thanks to a partnership between the Chicago Public Library and the Chicago Housing Authority (CHA), mixed income housing developments will house small libraries. “This is leadership and creativity at its best,” said Molly Sullivan, senior director of communications and media relations for the CHA. “We follow the lead of Mayor Emanuel on this. We will join a few other cities like Los Angeles, Milwaukee, Brooklyn [and] New York in [building] actual libraries that are co-located in publicly supported housing.”[1]

It’s a good financial decision, as building the libraries will be more affordable and they will be more accessible to patrons. The libraries will not just be mini-libraries filled with books either. They will all sponsor programs in their respective neighborhoods.

Social Workers

As part of the community outreach, social workers who specialize in providing social services for parents and children will conduct parental training and other workshops at the libraries. These workshops are designed to help patrons deal with everyday stresses associated with balancing work, children, and other family obligations. At the same time, libraries face other challenges. The same things that make them great leave them vulnerable, and keeping them safe and drug free can be a challenge. In this effort, social workers are often like first responders, helping detect issues and direct patrons to where they can get help.

Early Childhood Active Learning Spaces

Children will have access to great resources like makerspaces, technology, and the Teacher in the Library program. Undergraduate education students will assist children with their homework during after school hours. This not only provides children with more resources, but also develops a pipeline for “teachers in training” to gain hands-on teaching experiences. Libraries will work with local university teacher certification programs, as well as other programs which require students to acquire a certain number of  service learning hours. University of Illinois at Chicago was the first institution to participate in the program.

Teen and Adult Technology Support

The library will of course offer technology and teacher support to teens as well. Adult programs will also be offered including everything from financial counseling and job search support to writing resources, guides, and classes. Neighborhood artists and authors will be encouraged to showcase their work through events and workshops. Programs will on environmental responsibility also are planned.

Not only are these kinds of libraries good for the neighborhoods where they are located, but they are serving as a model for other library districts all over the country. The days of large central libraries may never be gone entirely, but small satellite branches in the neighborhoods where patrons live certainly seems like an affordable solution to making libraries readily accessible.

References

1. The Columbia Chronicle, “Mixed Income Housing To Be Co-located With Libraries.”

The post Bringing the Library Home: Mixed Income Housing and Libraries first appeared on Public Libraries Online.

In all types of libraries, services, collections, and spaces are being redesigned as a response to changing patron needs and preferences.  Advancement in technology is fueling these changes. Outside of libraries, these changes are causing businesses to rethink their products, services, and delivery methods.  All of this together is changing how the modern workforce performs its work and the skill sets it needs in the dynamic modern workplace. At Johnson County Library, located in the Kansas suburbs surrounding Kansas City, these factors combined, led  to the creation of a makerspace.[1]  As the library re-evaluated its approach to traditional business reference services, a redesign of the central library was also in the planning stages.  Moreover, a flexible approach to programming allowed these three forces to combine, creating fertile grounds for the launch of a makerspace.

Getting Started

Often times getting started can be the biggest hurdle.  Makerspaces can take on many forms and include a wide variety of tools.  Meredith Nelson, the reference librarian who launched Johnson County Library’s MakerSpace, offers a pragmatic approach to creating the makerspace that your community wants and needs. “Start out with programming. The people that show up are your supporters. Talk to them… Before investing, figure out what the community wants,” she said.[2]  Her advice demonstrates that having a physical makerspace is not a requirement for embarking on related activities.

Similarly, Michelle Luhtala, New Canaan (CT) High School librarian, recommends not investing heavily in tools and technology initially.  As she transformed a traditional high school library into a makerspace, she started with “a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.”[3]  Both Nelson and Luhtala employed an approach that tested the makerspace waters before diving in head first.

Customizing Your Makerspace

Notably, makerspaces can take on many forms ranging from large dedicated spaces to a mobile concept where technology travels to patrons in various locations.  Additionally, the types of technologies and tools made available in makerspaces ranges greatly.  In short, makerspaces are not one-size-fits-all.  For optimal success, makerspace resources, services, and programs should be customized to the community. For example, a public library serving a rural community may want to focus on soil science tools and drone technology as both are at the forefront of modern agriculture.  This focus wouldn’t be a good fit for an urban community that likely would have other interests. Referring to Nelson’s advice to start small with programming, your patrons can tell you want they want and need.  As you test the making waters, collect feedback to inform what your makerspace should look like as it matures.

Engaging All Ages

Often programming focuses on a singular age group. Storytimes are aimed at specific age ranges, while book discussions target a more mature audience.  Programming that targets mixed age ranges is more difficult.

Like other library programming, makerspace programing can also focus on a specific age group.  However, there is ample potential for families that encompass multiple age groups.  Nelson says that she has seen “whole families engaged” in the Johnson County Library MakerSpace.  Parents and grandparents visit with children and grandchildren to use the space’s tools and resources. As families, they attend programming activities like the MakerSpace Passport program, launched in the summer of 2016. Example projects in the Passport program included coding, soldering, a sewing project, woodworking, and a stop-motion movie. During the Passport program 2,333 projects were completed.  Nelson notes that this programming series was very hands-on for staff, and therefore, quite time intensive. As a comparison, an interaction on the reference desk may be quite brief.  The interactions in the MakerSpace tend to be more technical and in-depth, requiring significant staff time and expertise.

In summary, the idea of starting a makerspace can be overwhelming given the resources, expertise, and time commitment.  However, you can ease into the project to develop a space that is useful for your community.   No clear guide exists for creating the ideal MakerSpace, this is because they are focused on local needs and specific to each community.  This ambiguity creates opportunity in crafting the best makerspace for your community.

References

[1] MakerSpace Home. (n.d.). Retrieved September 12, 2016, from https://www.jocolibrary.org/makerspace/makerspace-new.

[2] Meredith Nelson Interview [Personal interview]. (2016, September 7).

[3] Schwartz, B. K. (2016). Launching a Makerspace: Lessons Learned From a Transformed School Library. Retrieved September 12, 2016, from https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/

The post Getting Your Makerspace Off the Ground first appeared on Public Libraries Online.

Buy in Bulk

Purchasing craft supplies in bulk means that I can stock up on craft material for a reasonable price. I use Amazon Prime for the free shipping as well as Dollar Tree to purchase additional items. One would be surprised at all of the crafting possibilities there are for one dollar! Some staples to have in your craft collection are Mod Podge, acrylic paint, ribbon, and E6000 adhesive. Of course, my office is swarming with “crafts in progress” and several different types of adhesives, but I have saved a lot of money by going this route. What’s more, I can preserve my programming budget and use it for artists who specialize in an art form, like basket weaving.

Crafters Block

Trying to make budget-minded crafts that look great has proven to be a challenge. To expand the range of possibilities, I started asking the craft-program attendees for ideas. I have found they have startedy donating some supplies and also proactively bringing me ideas for future projects. This crowdsourcing has helped not only in keeping the crafts classy but also with crafter’s block.

Community=Friendships

Bringing patrons in to your library for crafts creates a following. I started out with only a few persons in attendance and now I have a waiting list. I have patrons coming in for Girls’ Night Out events, as well as mothers, daughters, friends, and sisters. I love how the attendees have formed friendships and am happy to hear about them going out for drinks after the program! If only I could draw more men…

The Product

So, what are some of the crafts we have made? To name a few, we have created dinner plate clocks, burlap pumpkins, yarn Christmas trees, Easter egg garland, concrete stepping stones, Independence Day door pallets, cupid’s bow wreaths, terracotta wind chimes, shabby chic skeleton key chimes, mason jar snow globes, dryer vent pumpkins, garden plate lawn flowers, clay leaves, picture frame wreaths, and shadow painted canvases, etc. I plan craft programming ahead of time so that I can estimate what supplies will be needed and also provide a sample to boost interest. This also allows me time to solve issues that might come up ahead of time, such as the glue not holding.

For more ideas, please feel free to contact me at marchpane81@gmail.com. Share your crafting ideas in the comments!

The post Crafting at the Library first appeared on Public Libraries Online.

The libraries involved consisted of Arapahoe Library District, Broomfield Library- Mamie Doud Eisenhower, Colorado State Library, Denver Public Library, Loveland Public Library, and Pikes Peak Library District. Participating companies were IT-Works, SketchUp, and SparkFun. The COLab evolved from ALA’s 2015 Midwinter in Chicago where Denver Public Library and SparkFun worked together to do a smaller version of a COLab-like event and saw potential for growth. Denver Public Library’s Cody Yantis said, “With PLA in Denver, we realized we could go big and showcase some of the cool stuff Colorado libraries and businesses are up to.”[1]

During session breaks, the space was hopping as conference attendees took advantage of a variety of activities, including 3D modeling and printing demos, Fruit Mario, button-making, soldering, sewing, yarn-spinning, robots, circuitry, and mini-catapults, as well as talking with other library workers about their maker programs. IT-Works’ president, Jamie Leben, stated that they wanted to be involved because “[i]t was a great opportunity to interact with attendees by providing an interesting activity that was new to many of them, rather than just a ‘sales’ interaction typical of a trade show booth.”[2] From a library view, Amber Holmes from Loveland said, “I was so excited to share how Colorado technologies are being used in Colorado libraries. Our partnerships with local robotics, circuitry, and 3D printing companies have greatly increased the services we provide to youth and their families. Many of these technologies aren’t financially accessible for individual ownership within our service population, so the library acts as an access point for instruction and use. It’s incredible to see the level of creativity and collaboration that results from these partnerships!”[3]

After the event, I asked some COLab staffers if anything surprised them. Yantis stated, “I was confident that we’d be well received, but I had no idea how slammed we would be. Also, I was really pleased at how many of the people I visited with mentioned that COLab was a really cool and useful resource.”[4] SketchUp for Education’s program coordinator Chris Brashar said, “The sheer amount of companies that support the industry was a shock. More contextually, the amount of librarians that are passionate about expanding the role of their library as a conduit to tech education. Most of the librarians I met were advocating for makerlabs of their own [sic].”[5]

When asked about interactions with attendees, Nick Taylor, supervisor, Tech Experience, from Arapahoe Library District said, “Attendees were super positive! They were impressed by Colorado library offerings and we had lots of opportunities to hear about other library makerspaces and initiatives. On the day we were there, my employee Matilda sat people down at the table to make sewn LED bracelets, and they were enamored.”[6]

I was able to assist when Pikes Peak Library District helped staff the space. My entire time there reminded me of why I love working in libraries—the free sharing of information and ideas, asking a colleague questions about what he/she does and how, and experimenting with something new!

References

[1] Cody Yantis, librarian, in an in an interview with the author, April 14, 2016.

[2] Jamie Leben, president of IT-Works, in an interview with the author, April 15, 2016.

[3] Amber Holmes, teen services manager, in an interview with the author, April 20, 2016.

[4] Cody Yantis, librarian, in an in an interview with the author, April 14, 2016.

[5] Chris Brashar, program coordinator at SketchUp for Education, in an interview with the author, April 21, 2016.

[6] Nick Taylor, Tech Experience supervisor, in an interview with the author, April 19, 2016.

The post COLab: Making at PLA 2016 first appeared on Public Libraries Online.

The first three spaces all deal with groups of different sizes. Being able to work with a group is important for projects, whether you’re working on a class assignment, a new marketing strategy, or other discussions. Rendina suggests having several different ways of sharing information, like dry erase boards and technology sharing options.[2] Working in a library, I’ve seen the use of these tools prove to be highly useful for collaboration. The importance of flexible furnishing is also stressed. Larger spaces also make it possible to hold functions and special events for big groups. Even if you don’t have a large meeting room, if you have easily movable furnishings, you can make this kind of event possible in another area of your library.[3]

Technology isn’t really optional anymore. Too many parts of life depend on Internet access for libraries not to be providing technology to patrons in one way or another. In a 2013 Pew Internet study, 77 percent of survey respondents reported technology access as an important library service.[4] As Rendina points out, many tech options can be offered from desktops, laptops, and tablets to specialty software that allows for creation and learning. As more technology is readily available, libraries need to continue to evolve and provide access to things patrons may not be able to access as easily, like specialty software and hardware.[5]

The fifth area that Rendina cites is a quiet place.[6] Often when I’m working on the public service desk, I’ll be asked where a quiet place can be found. Many people need a more silent environment to focus on their work, and when you have several places that focus on group meetings, you need to also try to provide for the person working on his/her own. The Pew Internet Study found that quiet spaces were important to respondents even while some libraries have become a bit more boisterous over time.[7]

Finally, makerspaces are recommended as an important active learning space.[8] I work in a department that has two rooms specifically for making. They provide fantastic opportunities for using fabrication machinery and attending hands-on learning activities; however, makerspaces don’t have to be a permanent structure. Any meeting room or open area can become a makerspace for a few hours. Activities can be just about anything—coding to coloring to sewing to 3D printing. Makerspaces can provide something for any interest.

The beauty of the library is that it can be many things to many people. Providing a variety of spaces to your patrons will help you meet their needs and have many happy returns.

References:

[1] “Active Learning,” Center for Research on Learning and Teaching.

[2] Diana Rendina, “6 Active Learning Spaces Your Library Should Have,” Knowledge Quest Blog, January 27, 2016.

[3] Ibid.

[4] Kathryn Zickuhr, Lee Rainie and Kristen Purcell, “Library Services in the Digital Age,” Pew Internet and American Life Project, January 22, 2013.

[5] Diana Rendina, “6 Active Learning Spaces Your Library Should Have,” Knowledge Quest Blog, January 27, 2016.

[6] Ibid.

[7] Kathryn Zickuhr, “Should libraries shush? ” Pew Internet and American Life Project, February 6, 2013.

[8] Diana Rendina, “6 Active Learning Spaces Your Library Should Have,” Knowledge Quest Blog, January 27, 2016.

The post Provide a Variety of Library Spaces first appeared on Public Libraries Online.

In August 2011, the city of Tulsa stepped toward a renewed Central location by inviting architects to present ideas. The winning firm was selected that October and the planning phase began. Two years from the start of the plan, the original Central library building closed its doors in preparation for the building phase; in order to continue providing services, the Librarium  opened nearby, an innovative solution to the public’s continued need for services in spite of the newly-begun construction.

As 2016 begins, the remodel is on track and doors will open this summer. What’s new? There are many exciting changes. An outdoor children’s garden area will host a variety of outdoor activities, possibly including storytime, hula hoop contests, and paper airplane races. A large number of study rooms for large groups and individuals will debut, along with a parking area that features energy-saving LED lighting and security call posts. Other green efforts include the Active Chilled Beams system instead of the traditional HVAC heating and cooling. You can see how TCCL will gain LEED points here.

TCCL is also joining the nationwide STEM emphasis by adding the Schusterman Learning and Creativity Center, a collaboration and makerspace where children and teens can generate ideas and create. The renewed Central location will cater to the needs of the twenty-first-century user with increased access to a variety of technology, more spaces to collaborate and create, and resources to foster youth, working adults, educators and more.

TCCL has made many improvements over the years, bettering the opportunities for the citizens of Tulsa County. Touchscreen self-checkouts, e-books and audiobooks, special teen areas with 3D printers, and iPads are just some of twenty-first-century improvement in the last few years. Yet this Central branch renewal is perhaps the greatest indication of this library system’s dedication to the needs of its users. The people of Tulsa look to their library to provide the resources they need and the information professionals, city government, and hard-working architects and builders are providing just that.

The people spoke and the Tulsa City-County Library listened. Today’s world is learner-driven, technology-based, and it belongs to the makers and creators. And those who still find solace in holding a book, turning pages, and tucking into a study carrel will find their refuge enhanced with comfortable seating, improved shelves and lighting, and more.

This is what the Central Library renewal brings. One thing that will not change, however, is the user-centric focus and the excellent customer service those who live in Tulsa County expect from their library.

Resources:

Central Library Renewed

Tulsa City-County Library

Librarium

The post Tulsa City-County Library Renewal first appeared on Public Libraries Online.

Makerspaces are wonderful places for people to learn about and explore new technology. They can also be labs for inventors developing new products. People create incredibly unique, ingenious, and desirable products, but it can be expensive to create prototypes and initial runs of products. The article mentions that makers and their success in business “will depend on how much support the city and state provide…”^[1] Libraries can step in and help in major ways at this point.

Working in a department that houses two makerspaces, I have seen makers – from teens to older adults – using the machinery to develop their ideas and build their businesses firsthand. We have had people come in to print 3D prototypes, try them out, and then bring back a new, slightly altered design. Having access to low-cost 3D printing allows them to develop their ideas with little cost for materials and no upfront purchase cost for machinery that they may not really need long-term. This availability also fits especially well with businesses employing a lean startup model by depending on the library to provide resources typically only available to large companies in the past.

The same can be said of people’s use of the laser cutter and CNC machine. A local costume company, Elope, for instance, has used the laser cutter several times to make prototypes of new items that they then decide if they want to have mass-produced. Easy access to these tools in the library allows them to more quickly obtain their prototype and make any decisions they need to before sending the designs to be manufactured.

Libraries can also help to develop the workforce by providing makerspaces. One of the conversations I’ve had with local manufacturing businesspeople was about how finding people with the necessary skills to employ in their plants can be difficult. Not as many people are learning the expertise needed to work with the various machines. In the last few years, various news outlets, like Forbes^[2] and CNBC^[3], have been covering this lack of skilled workers. If businesses can’t find skilled workers in their city, they may move or not be able to continue, affecting local economies. By providing access to machines like the CNC, albeit on a much smaller scale, libraries may offer patrons a chance to explore a new skill and perhaps spark a new interest that they never would have considered before.

The opportunities that people have access to can greatly shape your community. Providing technology and machinery in makerspaces is just one more way libraries can help their patrons to develop their ideas and create the next breakthrough.

Sources:

[1] Stanley, J. Adrian. “Making It.” Colorado Springs Independent, December 9-15 2015: 19-21.

[2] Wright, Joshua.  “America’s Skilled Trades Dilemma: Shortages Loom As Most-In-Demand Group Of Workers Ages.” Forbes, March 7 2013.

[3] “Survey shows growing US shortage of skilled labor.” CNBC, July 20 2015.

The post Supporting Your Community Through Making first appeared on Public Libraries Online.

If you don’t have a hard-wired makerspace incorporated into your public library building, can you follow Provenzo’s 4-step process to create makerspaces where you are?  His recommendations:

1. Find the Space: Provenzo found the perfect place in his school’s library:  an always open, dedicated space where students could go any time before, after, and even during classes.   Since it was not a shared space, students did not have to pack away equipment and projects between visits.  Many public libraries—like the Nashville (Tenn.) Main Library, San Francisco Public Library’s the Mix, and the Fab Labs at DC Public Library’s Central MLK Memorial Library—have carved out similar space in existing buildings to make high-tech havens for teens and other interested in the maker movement.  However, you can have success with makerspaces in swing space or pop-up space in your library.  Joslyn Jones at the Bowie Branch of Prince George’s Public Library converted the branch’s meeting room into a teen space during after school hours and has incorporated makerspace activities partially by joining Google’s Maker Camp program at www.makercamp.com.  She received free supplies, weekly guidelines, and updates on projects she could make with her group.  Similarly, Sara Morse, Manager at the Nashville (Tenn.) Library’s East branch has a maker closet full of library supplies equipment that the kids pull out during makerspace time after school.

2. Find the Money: You will need seed money.  The amounts are dictated by the space needs and type of projects planned.  Provenzo highly recommends writing as many grants as you can with the student’s help to supplement any funds that might be available through the school or organization.  Crowdfunding like that on Edutopia’s site is another funding source he recommends.  Public librarians have found funding support through the library, Friends of the Library groups, Library Foundations, schools, and other community partners.

3. Find the Tools: Provenzo recommends the Makerbot 3D printer brand and found it provided an extra option for “stretching their creative muscle.”  Ideapaint, a special paint that turns regular walls in the white-boards, is recommended for the walls to allow users to write plans directly onto walls.  He noted that Makey Makey got the kids thinking about programming and making something new out of everyday items.  Finally, Provenzo invested in Chromebooks for his school’s makerspace which gave kids ability to access Code.org, TinkerCad.com, and other STEAM web sites from home in the makerspace.

4. Find the Students: Word of mouth helped Provenzo drum up interest in the makerspace.  Many students began hanging out in the library as soon as they heard a makerspace was coming.  They also advertised in the school newspaper, on announcements, and fliers around the school.  Maker contests helped spread the word, too.  Once the equipment and some students made the space home—the rest took care of itself.

All are ideas any sized-public library can use to bring more teens, kids, and creativity into our spaces.   I’m looking forward to the challenge; my home system DCPL, just approved pop-up makerspaces at branches around our system.

The post Creating a Space for Makerspace first appeared on Public Libraries Online.

One of the great aspects to this program is that not only are they reaching out to young girls, but they are also inspiring the girls’ mothers, providing an opportunity for both generations to learn in a fun environment. This ten-part workshop series provided opportunities to learn about circuits, engineering, architecture, art, and more. Many of the classes had the participants considering ways to better their worlds, like the first program where attendees considered how to make human experiences better in public spaces, or the workshop where they worked on posters highlighting shelter animals up for adoption.[1] Looking at the pictures in the Make-HER blog shows a glimpse of the fun had by attendees while learning.

Leading the instruction was a group of ladies who all have myriad experiences that enabled them to teach various skills to the attendees. Looking at their bios, one of the impressive things about the instructors was that they all had different backgrounds; some of them had studied their field of expertise, while others were self-taught.[2] What a great way to showcase the wide variety of ways you can learn and be excited about a topic!

While writing this post, I was thinking quite a bit about why a program like this is important. Providing an opportunity for girls and their mothers to work and learn together is a huge benefit. However, knowing what I’ve heard about girls and women studying and working in careers in STEM fields, I decided to see what kinds of articles I might find on the topic. Several pieces came up regarding girls and the maker movement, many of which focused on using making as a way to get girls interested in STEM studies.

One article that provided some insight came from Kristin Houser for iQ by Intel. The article mainly discussed findings from a report called, MakeHers: Engaging Girls and Women in Technology Through Making, Creating, and Inventing. This report says that the maker movement “could help bridge the gender gap in STEM fields.”[3] By hosting programs for girls, Sunnyvale is contributing to closing this gap. Houser also had information from Forbes stating that girls don’t often have female mentors or role models in the STEM world.[4] By having all female instructors for the Make-HER program, Sunnyvale Public Library has provided the participating girls with women they can look up to as examples.

Not only did Sunnyvale hold all these programs, but they put much of the information on their website. Check out the activities at home (or maybe in your library, too). A listing of some of the major materials used for the various projects is also included. I know looking at the different projects definitely got ideas flowing for me!

[1] “Blog.” Make-HER. 2015. https://sunnyvalemakeher.wordpress.com/blog/ (accessed August 19, 2015).

[2] “#LadyMakers.” Make-HER. 2015. https://sunnyvalemakeher.wordpress.com/ladymakers/ (accessed August 19,      2015).

[3] Houser, Kristin. “Girls in Technology: Maker Movement is a Natural Entry Point.” iQ. January 16, 2015.

http://iq.intel.com/report-shows-maker-movement-natural-entry-girls-women-technology/ (accessed August 20, 2015).

[4] Ibid.

The post Make-HER at Sunnyvale Public Library first appeared on Public Libraries Online.

During our visit to this space, we listened to Jason Quaynor, Youth Program Specialist at the Hennepin County Library Best Buy Teen Tech Center and Aaron Lundholm, Teen Tech Center Coordinator talk about the importance of the space. They talked, at length, about the space as a program or the space knowing the answers. Yes, this teen space runs no programs. They believe the space is a continual program.

Some have argued that the library is place. Others have argued that the library is platform. I want to suggest that, maybe, the library is an ecotone.

The concept of ecotone emerges from the field of ecology. An ecotone is defined as “a transition area between two biomes. It is where two communities meet and integrate.” Ecotones are responsive, dynamic, electric, yet sensitive spaces. For example, climate change is more readily seen in ecotones because they are more attune to change. Ecotones, or from the Greek “habitat tensions,” is the fertile edge effect between these two separate systems.

Ecotone is where some amazing growth happens. Not only is this where growth happens, but also the scientific literature suggests that this is where radical growth happens. From the transitions of the Rocky Mountains to the transitions of marshland, growth–amazing, radical, life-giving growth– occurs in this space between two things.

Ecotones are where things happen. Mysterious, powerful, awe-inspiring life occurs in ecotones. There is life grown, created, and developed in ecotones that is found nowhere in either of the two meeting ecosystems. There is stuff that will only grow in the space between two living things. Evolution (and I would argue revolution) does not occur in stable ecosystems, but only in these messy ecotones.

May I suggest that the library is an ecotone? We are the space between work and home. We are the space between childhood and adulthood. We are the space between illiteracy and literacy. We are the space between unemployed and employed. We are the space between bullying at school and abuse at home. In the library ecotone life bursts forth; life that could only have begun in our space.

May you remember the importance of the library as ecotone. May you come to realize that our space is life-affirming and life-giving. May you remember that in the times when our space feels chaotic, it simply means that life is buzzing, and may you know that for far too many patrons, our space may be the only safe space they have.

References

[1] Ecotone (n.d.). In Wikipedia. Retrieved June 9, 2015, from http://en.wikipedia.org/wiki/Ecotone

The post Library as Ecotone first appeared on Public Libraries Online.

Our committee is a cross-section of talented staff from all departments and all levels, with a vibrant interest in our ACL MakerSpace project. We convened at the end of last year, and began by sharing what we knew. We first focused on gathering information, bringing examples from other libraries who have successfully built their MakerSpaces. After a month of envisioning where our MakerSpace would physically fit best and how we could finance it, suddenly we were stymied. We found ourselves considering a detour from our original direction. Why did we move from a project focused on Come-Do to one that invited How-To?

We couldn’t answer a major question: what would our adult patrons really want in the ACL MakerSpace? We already have some MakerSpace activities in both the Children’s and Young Adult Departments, like squishy circuits and Lego® challenges, but an adult-centered MakerSpace would be far too expensive to mount if based entirely on the philosophy of build-it-and-they-will-come. Our staff reflects the demographics of adults, ages 30 to 50, that we wanted to target, so months earlier we polled them about what they thought our MakerSpace should be. We found that although they showed a high interest in 3-D modeling and other technology-based activities, the majority chose more craft-based topics, more prescriptive and dependent on a set of ordered rules or directions. Would those activities lead to collaboration and experimentation inherent in an ideal MakerSpace? Again we wondered if we were heading in the wrong direction.

How could we reach our patrons easily to find out what they want to see in our library? One of our committee members suggested we hire someone to build a revolving, free-standing, four-sided, white dry-erase board kiosk, on which we would write questions to solicit patron input. It now stands in the space across from the Circulation Desk, and our Adult Programming Librarian monitors it. As appropriate messages are posted, she captures the input digitally and then erases the posts. She writes new questions on each side on a regular basis. We have gleaned a lot of patron opinion this way.

But what about our wider Anderson community? How could we reach them? A new business incubator project, e-Merge@The Garage, was coming to life in the remodeled City of Anderson garage. Its focus is to build and grow local and regional entrepreneurs, and is heavily funded with heavy-duty sponsorships. We invited the founder of e-Merge to share his vision with our committee. He offered his Grain Ideas, an open forum at his local pub, to help us find out what his clientele—who fit our targeted demographics—would like to see in ACL’s future MakerSpace. The forum was fun, and we established another community business ACL supporter, but unfortunately we did not gather enough representative feedback.

Each committee member had been searching for ideas as to what other libraries are doing to attract more residents to come to the library. Among all the interesting information we gathered was the article in American Libraries about Louisville (Ky.) Public Library’s first How-to Festival. Their schedule of presentations inspired us. If we held a similar venue, would it draw a large attendance? We could use our “How-To” to ask citizens what they thought a future ACL MakerSpace should be. “Yes!” we all agreed. “Let’s stage a How-To-Fair.”

Then cold reality hit us. The ACL calendar was already heavily booked with upcoming major events for the year: our Friends of the Library Spelling Bee, the Children’s Book Carnival, the Summer Reading Programs, the ComiCon, and our Friends of the Library annual three-day Storytelling Festival in the early fall. The only time when all our conference and meeting rooms were available on one day was in late April. We had less than two months to get it accomplished!

What did we need to do first? Find presenters to donate their time and talents? Advertising? Scheduling? All of it! One committee member quickly developed flyers to explain the nature of the event and to solicit presenters. Other members delivered them personally to community businesses as ACL ambassadors of the How-To Fair. We sent out emails to all staff members for suggestions as to anyone who knew someone who could do such-and-such. We made hundreds of phone calls and inquiries throughout the community. Key members of the committee created a presenter application form, a patron survey, the events schedule, plus a mapping of tables and locations, inside and outdoors. Within a month over 30 community presenters made firm commitments, and in less than two months our program was written in stone. With some trepidation and great anticipation, we held our first ACL How-To Fair on April 23^rdfrom 2-8 p.m. .

A local blacksmith set up his forge and made square nails. A local dog trainer demonstrated canine handling. The beekeepers association gave tips on local bee husbandry. Our genealogical staff helped visitors use online databases for family research. Reference librarians in our computer lab showed how to use Novelist and Mango. Rabbits cuddled in a conference room and chickens clucked in the Children’s patio area, as their breeders offered their expertise. Master gardeners talked compost, flower arranging, pruning, and heirloom seeds. Home Depot demonstrated cordless tools, how to make a sink backsplash, and summer garden preparation. Backpackers shared their love of trail walking. Lowe’s helped DIYs with deck treatment. AnMed Health sent a representative who spoke on advanced directives planning. There were demonstrations on making balloon animals, quilting, crocheting, origami, fabric bracelets, scrapbooking, how to brew the perfect cup of coffee, digital photography, how to pack a suitcase, how to repurpose junk, and how to jumpstart your creativity. The local theater group showed how to audition. Yoga sessions, kicking a soccer ball, and salsa dancing lessons added to the excitement! The Teen room ran continuous activity stations, like underwater painting, and the Children’s Department had Lego® challenges. Committee members were assigned areas to direct traffic, answer questions, and provided a hospitality room with refreshments for the presenters. It took every staff member who wasn’t at a service desk—our library maintained normal operations!–to work the Fair.

As one committee member commented, “We didn’t know where we were going, but we sure had fun when we got there.”

But, to where?

In our post-event analysis, we found that we had these positives:

• a collaborative and talented committee, seriously dedicated to staging the event, and newly emerging leaders;
• a successful and fierce social media blitz to advertise the event;
• enthusiastic presenters and attendees—a good start to amplifying community relations;
• a wide-variety of sessions of interest to a large cross-section of attendees;
• encouraging survey responses from both attendees and presenters, with calls for “do it again” next year!

But what about any 2^nd Annual ACL How-To Fair? What should we do the next time?

• Establish a How-To Fair Committee.
• Brand our How-To Fair and develop a logo for advertising, and even emblazon it on staff T-Shirts.
• Consult/contact other library systems that have held a How-To event. There is a lot of practical advice online from other libraries, but we reinvented the proverbial wheel. Learn what they learned.
• Plan far in advance. . . at least six months. Two months is not enough time to advertise effectively, communicate with potential presenters, and allow for last-minute scheduling adjustments.
• Appoint or elect a committee member to be the clearinghouse for presenter applications and contacts.
• Restructure the schedule to avoid clumping events in too narrow a time frame.
• Allow attendees more time to get from one presentation to another.
• Refine the presenter application and questionnaire.
• Encourage presenters to give multiple sessions.
• Consider soliciting local business sponsorships, perhaps to help with advertising, the hospitality room, etc.

Did we find out what our community wanted for the ACL MakerSpace? No, not really. We made the assumption that the public-at-large would know what a MakerSpace is, because we librarians know. MakerSpace terminology is so much a part of our active vocabulary that we neglected to provide something at the How-To Fair to explain it to our public. When we asked our attendees to fill out a survey as they left the venue, their focus and emotional involvement was with this How-To Fair and not necessarily with providing input for a future MakerSpace. We do know, however, that this sort of event truly appealed to them, and that alone was worth the effort.

And our ACL MakerSpace Committee’s future plans? We have refocused and are considering. . . ah, but that’s for me to tell you in a future blog.

References:

1. Kristin Fontichiaro & the Michigan Makers, University of Michigan School of Information, “What’s In Your Patron’s’ Dream Makerspace?” accessed May 20, 2015, http://fontichiaro.com/uploads/2014/booklist-makerspace-list.pdf.

2. “Grain Ideas-Growler House, Anderson,” accessed May 20, 2015, https://roundtown.com/event/2712891/Grain-Ideas-Growler-Haus-Anderson-Anderson-SC.

3. Judy Rosenfield, “Barbecue? Flamenco Dancing? Learning Gets Interactive in Louisville,” American Libraries, October 30, 2012, accessed May 20, 2015, http://americanlibrariesmagazine.org/2012/10/30/barbecue-flamenco-dancing-learning-gets-interactive-in-louisville/.

4. “eMerge @ The Garage: Driving entrepreneurship,” accessed May 20, 2015, http://www.emergeandersonsc.com/#!about_us/cjg9.

5. Website for Anderson (SC) County Library System: http://www.andersonlibrary.org

6. Link to Anderson (SC) County Library System’s How-To Fair: http://www.andersonlibrary.org/how-to-fair/

7. Facebook event page for Anderson (SC) County Library System’s How-To Fair: https://www.facebook.com/events/1593649477548555/

8. Facebook album for Anderson (SC) County Library System’s How-To Fair: https://www.facebook.com/media/set/?set=a.952981931400316.1073741828.354814934550355&type=3

The post From Come-Do to How-To first appeared on Public Libraries Online.

As the application’s tagline suggests, capturing and sharing moments at the library is considerably easy but it requires some digging to uncover inspiring posts. Discovering the accounts of prominent public libraries such as the New York Public Library and your own local libraries can be simple enough. The accounts could be searched for by name using Instagram’s search function, but discovering new libraries and library related trends can be overwhelming.

Hashtags allow content on Instagram to become accessible to a wider audience. Instagram users can explore content that are publicly uploaded by searching the hashtags that the creators have coupled with their posts. Browsing results of the most popular tags can prove to be impractical and daunting. Exploring the popularly employed #librariesofinstagram, for example, yields thousands of images that are related to libraries; searching for #library yields million of hits. As of yet, the only way to browse results on Instagram is through infinite scrolling. Since the results are ordered from the most recent to the least recent, seeing all of the posts for a given hashtag depends on one’s willingness to continue scrolling.

Results that are more relevant to your interests are accessible by searching for specific hashtags. Here is a sampling of hashtags being used by libraries today:

• Examples of tags that encourage participation include #bookface and #bookfacefriday which showcases creative uses of book jackets. #libraryshelfie features library shelves with or without library staff members to accompany them. Newly created #libraryinmyhand promotes electronic resources and services offered by libraries.
• Librarians that are fashion conscious may be keen on viewing posts tagged with #librarianwardrobe or #librarianstyle to see what librarians are wearing.
• Teen librarians may be interested in posts that are tagged with #teenlibrary, #teenlibrarian, #makerspace, and #yalit.
• #childrenslibrarian, #storytime, #flannelboard, and #earlyliteracy are relevant to librarians working with children. Some libraries have also chosen to have Instagram accounts for teens such as Franklin Park Library Teens.
• Anyone seeking inspiration on promotional displays may be interested in those tagged with #librarydisplay.
• Examples of responses to reference questions appear upon searching for the cheeky tag #letmelibrarianthatforyou.
• Posts of programs at the library can be seen by searching #libraryprogram and #libraryevent. (Some nationwide programs have their own tags such as the early literacy program #1000booksbeforekindergarten.)

While hashtags offer a way of accessing Instagram posts from the perspective of the library, location tagging is unique in that it offers a way to re-discover the library as it is experienced by its visitors. Library users on Instagram are publicly uploading their own content and are tagging the library’s location. Regularly reviewing the content allows libraries to assess how visitors are using the library and uncover what patrons like and dislike about the library.

The post Libraries of Instagram first appeared on Public Libraries Online.

For five days in July, the library will be full of girls participating in STEAM projects under the supervision of library staff and 10 middle-school-age counselors-in-training.  Planned events for this summer’s program include a field trip to the College of Engineering and Computer Science at Syracuse University and a day of learning about space, with a special Skype chat with a scientist from NASA.

Hands-on activities from last year’s weeklong event included Peeps chemistry, building circuits, creating marble runs, 3D printing, and launching rockets. The week also brought guest speakers from nearby colleges to talk about biology, chemistry, computer programming, psychology and law, and technology.

In February, the library held a one-day version of Geek Girl Camp with a Harry Potter House Cup theme. The girls were split into houses named after rad ladies in STEAM fields and they earned points for their houses by performing real life experiments based on Potions class, Quidditch, and the Hogwarts Express.

The camp is partially supported by resources already housed at the Fayetteville Free Library’s Fab Lab and by donated materials including a trebuchet. Funding for other resources and costs comes from the camp fee, which this year is $35 per camper. The library offers four scholarship opportunities for campers who cannot afford the fee.

Geek Girl Camp was created for the 2014 summer reading program at the Fayetteville Free Library to fill a need for STEAM opportunities for elementary-age girls in the area. The FFL’s established STEAM programming, including a Creation Club for middle schoolers and a Little Makers program for 5-8-year-olds, was attended primarily by boys. Since the inception of Geek Girl Camp, more girls have participated in these monthly programs, and the library’s Coding Club is almost evenly split.

“We asked girls on the first day of camp what they wanted to be when they grew up. The answers were a variety of ‘teacher, actress, singer,’ but on Friday we asked the same question and the answers changed to ‘working at Google, pilot, physicist, computer scientist,’ and more. One girl actually said when she grows up she wants to be ‘a computer programmer and an actress on the side,’” said Meredith Levine, Director of Family Engagement at the Fayetteville Free Library.

The camp has encouraged the library to introduce new programming as well, including a two-day Superhero Camp and one-day Self Defense camp this summer, along with other day-long STEAM programming on the local schools’ days off. The counselor-in-training program for this summer’s Geek Girl Camp is also new, providing girls in grades 6-12 an opportunity to gain leadership experience and enjoy the STEAM subjects.

For librarians interested in trying something similar, Levine recommends that they “relentlessly innovate, be brave, and take lots of risks.” The FFL found its resources and experts in the local community and organizations, utilizing services like LinkedIn and Meetup to find people interested in sharing their STEAM knowledge with elementary schoolers. The library also got its first counselors from library staff and teen volunteers who expressed interest in the program.

“It was amazing to watch FFL staff as a whole participate as the library turned into something wonderful for that week,” Levine said.

Sources:

Geek Girl Camp. Accessed May 6, 2015. http://fflib.org/just-for/kids/geek-girl-camp.

Levine, Meredith. “Fayetteville Free Library’s Geek Girl Camp: Creating a Community of Future STEM Leaders.” School Library Journal. Accessed May 6, 2015. http://www.slj.com/2015/01/programs/fayetteville-free-librarys-geek-girl-camp-creating-a-community-of-future-stem-leaders/.

Levine, Meredith. E-mail interview by author. May 11, 2015.

The post Geek Girls Camp at the Library first appeared on Public Libraries Online.

The true beauty of the initiative was the freedom for sites to design any type of Maker activity. After bouncing around several ideas at my library (Lee Memorial Library in New Jersey), we opted to hold our first annual Inventors’ Fair. This program hit on an unfilled need in our community: a science fair-like activity that would promote strategic research and experimentation, alongside important engineering skills local students may not be learning in school. Offerings from some of our neighbors included a Maker Faire; workshops with technology such as MaKey MaKey, littleBits, 3D printers, and Arduino; myriad craft sessions; and cooking lessons.

Because this was my library’s first true Maker event, the initial planning process was slightly overwhelming. Fortunately, the NJ Makers Day Committee was comprised of librarians from around the state who have already had hands-on experience with Makerspaces. Numerous planning webinars and trainings were offered in the months leading up to March 21, and participants received free literature to aid in preparation. Once we figured out the logistics of actually holding the event, reaching out to some of our dedicated volunteers helped tremendously in spreading the word. They were able to publicize the fair to various community organizations, in addition to putting us in contact with local science teachers who were willing to promote the program to their classes. Some were even willing to serve as guest judges.

Our next step was to enlist community partnerships. This turned out to be far less difficult than we thought. The first two businesses we approached, a tutoring center and children’s museum, were more than willing to jump on board. In return for putting their logos on our promotional materials and allowing them to have tables at the library on the day of the fair, they helped promote the program to their customer bases and offered free prizes to the winners. This was a great way to help both of these relatively new businesses feel more included in the community, as well as garner some potential new customers. For us, not having to spend money on prizes and accessing patrons we may not have otherwise reached was a huge boon.

NJ Makers Day was a huge success, not just in my library, but across the state as well. It brought the public new awareness of the Maker movement and how public libraries can fit into it. I am proud to say that my library was a part of it, and I look forward to running more Maker events in the future.

*Editor’s Note: The author of this article, Gretchen Kaser, was the director at the Lee Memorial Library in Allendale, NJ, at the time when this article was written. She is now the director at the Worth Pinkham Memorial Library in Ho-Ho-Kus, NJ.

Photo Credit: Lee Memorial Library, NJ

The post New Jersey Hosts First State-Wide Makers Day first appeared on Public Libraries Online.

Deciding to hold a Mini Maker Faire was easy. PPLD was in the process of opening a new location, Library 21c, with a heavy focus on the maker movement, and already had strong maker programs throughout the district. Having partners for this endeavor was important. When looking at the community, the Colorado Springs Science Center, the Colorado Springs Science Festival, and the University of Colorado-Colorado Springs Center for STEM Education seemed like natural fits to work with PPLD to bring a Mini Maker Faire to the area.[1]

Then, it was time to apply to Make for a Mini Maker Faire license. The application process requires quite a bit of information, including several short- answer questions, letters of support, and budgetary information. Once accepted, certain aspects of the Faire have to be handled in particular ways, like publicity being approved and specific websites being used. Carolyn Coulter, Information Technology Officer for PPLD, stated, “We felt that the branding and relationship with Make magazine was valuable to us, and we will continue that relationship in coming years.”[2]

At the beginning of planning, the team broke into sub teams to address various components of the Faire: funding, marketing, and programming. In the early stages, some of the items that had to be tackled included Faire website set up, Facebook profile development, marketing material creation, reaching out to makers in the area to attract participation, and maker fees. We also needed to come up with some criteria for vetting makers according to the goals for the event.

As we drew nearer to the day, marketing materials went out, including flyers, posters, and press releases. Members of the team attended events, like the Southern Colorado Manufacturing Expo, to tell people about the library’s Mini Maker Faire. The Faire was also publicized throughout the Colorado Springs Science Festival

Planning the building set-up was quite a task. Fortunately, several people involved with the planning had prior experience with large festivals. After the team walked the building, one of the PPLD staff, Sean Anglum, was able to create a map with all of the information on where we could set up tables, including power capabilities. Armed with this knowledge, we were able to assign the makers space according to their needs while also having a variety of activities spread throughout the building.

Volunteers were another big part of the day. Several high school students came to assist with set up, helping makers find their assigned table, and answering directional questions. To add to the festival atmosphere, we had food trucks in the parking lot and our café in the library provided snacks. Volunteers were given a credit that they could use to eat while helping with the event.

What were some of the cool things coming out of the Colorado Springs Mini Maker Faire? From Coulter’s perspective, “More partnerships and more visibility into what the library is doing and becoming. I felt a great deal of enthusiasm for this sort of programming and education at the Maker Faire, and people really seemed to be on board with our vision of continued growth at PPLD.”[3]

To see some of the highlights, check out our recap video.

Sources:

[1] Coulter, Carolyn, interview by Becca Cruz. Information Technology and Virtual Services Officer (January 9, 2014).

[2] Ibid.

[3] Ibid.

Cover Photo Credit: Science Gallery Dublin (CC BY-ND 2.0)

The post A Mini Maker Faire at the Library first appeared on Public Libraries Online.

Developing an Idea

The state library agency in Maryland is housed in the State Department of Education as the Division of Library Development and Services (DLDS). In 2012 DLDS staff began laying the groundwork to help bring the spirit of the maker movement to public libraries statewide.

Nini Beegan, DLDS’s project coordinator, first came across this concept during a 2005 Library of Congress episode on C-SPAN. During the episode, Neil Gershenfeld, director of the Center for Bits and Atoms at MIT, challenged librarians to consider fabrication in public libraries as a means to bring people together to solve community problems. In 2010, Beegan attended BetaScape, a tech offshoot of the popular Baltimore art festival ArtScape. She talked with people who had built 3D printers using materials they had ordered from MAKE magazine while her children eagerly launched handmade rockets into the sky. This experience reminded her of Gershenfeld’s challenge; inspired, she began to explore ways that DLDS could help Maryland libraries use the maker movement to further their community-building work. Beegan met with local makers to explore potential library partnerships. This conversation marked the beginning of DLDS’s partnership with makers in support of Maryland’s public libraries. Later, when PLA’s 2012 Virtual Conference included a session about making and public libraries, DLDS knew that it was time to act.

DLDS decided to host a Maker Meet-up in fall 2012 to be followed by a hybrid event for library staff and the public in the spring of 2013. Beegan conducted an Internet search for makerspaces and hacker spaces to find more local contacts. She quickly discovered Michael Smith-Welch, an Artist-in-Residence at the American Visionary Art Museum in Baltimore; Smith-Welch was using his background in education and art to set up a makerspace in Takoma Park (Md.). He introduced DLDS to Matt Barinholtz, director of then-fledgling FutureMakers, a mobile maker and education lab that uses children’s innate love of tinkering to teach youth of all ages the core values of traditional crafting, contemporary design, and futuristic digital fabrication. As the newly hired youth services coordinator at DLDS, I helped keep our team’s efforts aligned with STEM education initiatives. DLDS reached out to other makers and do-it-yourselfers, and we established a group that included academics, tool librarians, video game designers, and others. In the fall of 2012, we hosted a Maker Meet-up. One hundred library administrators, public service staff, systems staff, and others met with our group of makers at the West County Area Library of the Anne Arundel County public library system. The day included a keynote, lightning presentations, hands-on maker fun, and plenty of time for questions and answers. The packed meeting room buzzed with energy, and great ideas were developed as library colleagues and makers conversed. DLDS set up a Maker Meet-up electronic mailing list for interested library staff to continue their conversations.

We returned to the idea of sharing these great learning opportunities with the public; we wanted to provide a venue for library staff and the public to interact within the context of the maker movement. We knew that in order for maker events, makerspaces, or even isolated programs and classes to be truly successful, we would need buy-in from library administrators, public service staff, and technical services staff. But what kind of event could generate this buy-in? In the fall of 2012 there had been a few libraries nationwide that had held Mini-Maker Faires, which are maker events officially endorsed and branded by MAKE magazine. The brand is very successful, and we thought that the caché it carried for individuals in the maker community might help us find quality exhibitors, as well as giving the event some instant legitimacy in the eyes of the public. We postulated that it would be more efficient to work with an existing template that was known to produce successful results. We filled out the application, entered into negotiations with MAKE, and began to consider options for a suitable venue.

Planning and Logistics

We were determined to hold the event in a library. We wanted public libraries to progress in their role as physical, collaborative, hands-on learning spaces, and holding the event in a library would allow both the public and the librarians to witness this in action. Our first choice was the Maryland State Library Resource Center (SLRC). SLRC provides cooperative, cost-effective resources and services for Maryland libraries and their customers—they are the resource arm of the state library. SLRC is physically located at the Central Library of the Enoch Pratt Free Library (EPFL) system of Baltimore, and has a collection and customer base typical of any large urban public library. SLRC’s presence means that EPFL’s Central Library also has deeper research resources and statewide and national customers who utilize them. The library is housed in a beautiful block-long building with neoclassical influences. Built in the 1930s, the library features large display windows and a street-level entrance to entice passersby. It also has a large central hall that houses a computer commons, a grand piano, several book displays, an information station, a laptop lounge, and the circulation desk. It is a wonderful place to hold events and it is regularly used for concerts, weddings, graduation ceremonies, speaker events, and fundraising galas. In addition to the library having advantageous architecture, it is located in central Maryland, making it an ideal spot for a statewide event.

Barinholtz from FutureMakers worked closely with me to craft a preliminary explanation of the event to share with the library’s administrative team. We had no interest in just “using the space,” but instead wanted to work in full partnership with the library. We hoped to ensure that the event was something that would be a success for their regular customers and staff as well as for the people who would be travelling across the state. As we worked with the administrative team of EPFL/SLRC, it became clear that the partnership with MAKE was not in our best interest. The primary reasons were financial—MAKE charges a fee to use their brand, a cost that is often defrayed through ticket sales and vendor license fees. Events sponsored by DLDS, SLRC, and EPFL are always free to library staff and members of the public, and we didn’t want to charge the exhibitors since we wouldn’t be allowing them to sell anything at the event. Additionally, the more we dug into the details of the planning process, the more our event deviated from a Mini-Maker Faire both in scope and intent. We let our contact at MAKE know that we were backing out, and parted on good terms. There have been very successful Mini-Maker Faires held at public libraries before and since, but we have never regretted this decision. Our event was being carefully crafted to fit a variety of needs and expectations, and it needed to be custom-built. I continue to be astounded by the generosity and the organic collaborative process that went into developing this event that is largely about collaboration and the free exchange of ideas.

After we ended our partnership with MAKE, we began to explore the possibilities for our event in terms of physical space. MAKE had been very concerned that we didn’t have a large outside space to work with; we contacted the city and discovered that it wasn’t terribly difficult or expensive to shut down the block of street behind the library. Although this would have undoubtedly added to the festival atmosphere and to the types of exhibits we could offer, we decided to forego the outdoor space. It would have cost quite a bit to rent the tables and tents, and the city charges extra if the event requires electricity. In the spirit of equality of access we would still not have been able to sell anything, including food or beverages. We probably would have needed to hire additional security. We also thought about holding exhibits throughout the library rather than only in the central hall. This idea, too, was eventually dismissed. Wesley Wilson, chief of SLRC and EPFL’s Central Library, and DLDS agreed that we wanted to keep the event manageable—we thought it would be far better to plan a smaller, more predictably successful day. If the event was a hit and we decided to hold it annually, there would be time to expand later.

Ensuring that event attendance was appropriate for the venue size was a major concern. We didn’t want 6,000 people waiting in line outside the building causing security issues and general mayhem, but we also wanted to be sure that people showed up. We didn’t want to spend months planning only to have an enlightened individual with a 3D printer sitting in a corner of the exhibit hall making whistles for a handful of random passers-by. We needed to send out a call to makers and figure out what kind of publicity we wanted. Barinholtz and I looked at the security waiver from MAKE and consulted with the library administrators about what kind of exhibits they were comfortable having in this historic library space. We worked with the library to find out how much electricity and Wi-Fi bandwidth would be available. We came up with a list of requirements that we sent out along with the call for makers, so that potential exhibitors would be able to make an informed decision about whether or not this event would be a good fit for them. We also let them know up front that they would not be able to sell anything at the event. In order to participate, exhibitors had to agree not to utilize items that emitted noxious or dangerous fumes, open flames (circuit soldering was permitted), fuel-powered projectiles, large power tools or machines, items that emitted smoke or particulates, weapons that could cause injury, and anything that could be considered dangerous in a large room full of people. We welcomed questions. We set up a Google form for registration. In addition to the usual contact information we asked for the age-range of the intended audience, the number of power outlets they’d need access to, and the type of interactive elements that would be included in their exhibit.

After we came up with the perfect name, Innovation Expo, we had a personal contact who is a design graduate student create a logo. We used this logo on all promotional items for the expo, including the one-inch buttons worn by all the exhibitors. We created a Facebook event page, and EPFL hosted a dedicated information page for the event which included links to the exhibitor application and the Facebook page. The library’s design department used the logo to create a large window banner that was displayed prominently on the front of the building. DLDS spread the word through statewide library communications, and the panelists shared event details with the maker and education communities. I spent some time doing Internet searches and setting up face-to-face meetings with local makers.

As these preparations were underway, it became clear that holding the expo in a large public library had some hidden benefits. The library already owned all of the display tables and chairs for exhibitors that we needed, so we didn’t have to rent furniture. They have a full-time professional security staff which, along with the exhibitor waivers, allowed us to keep our focus on the event itself rather than security logistics. The library has a large auditorium, as well as more intimate meeting rooms. These physical amenities made it possible to hold library staff trainings and host a keynote speaker presentation as parts of the event. Barinholtz suggested that we ask Corey Fleischer if he would be interested in giving the keynote address. Fleisher was a thirty-year-old senior mechanical engineer at Lockheed Martin and a contestant on (and later winner of) the Discovery Channel’s Big Brain Theory. Fleisher was also an avid supporter of makerspaces. He was excited about the event and agreed to both present the keynote and run an exhibit showcasing an adult-sized working go-kart that is controlled by a Wii remote.

Beegan facilitated the library staff training portion of the day, which featured a panel discussion with Michael Smith-Walsh; Barinholtz of FutureMakers; Jan Baum, the director of Towson University’s Object Lab; Ben Walsh, director of Pure Bang Games and the founder of BetaScape; John Shea, director of the Station North Tool Library; Gary Mauler, founder of Maryland’s RobotFest, which is held annually at the National Electronics Museum in Linthincum, Maryland; and Mary Murphy from the Center For the New American Dream. Library staff who had been motivated by the Maker Meet-up and kept their excitement stoked by participating in the resulting electronic mailing list were excited to have their well-formulated questions answered by the diverse panel. Together they planned their own maker events, programs, and classes.

Fleischer’s keynote was well attended, and the expo was deemed to be a success by the library staff and customers who attended, the exhibitors, and the staff at SLRC who had worked during the extra-busy Saturday. Everyone agreed that it would be held again the following year.

The Second Annual Innovation Expo

Because we had already worked out the logistical challenges we focused our time on fine-tuning the event in 2013–2014. The public and library staff had largely been introduced to the concepts of the maker movement. Bre Pettis, founder of MakerBot, one of the most popular brands of consumer 3D printers, was interviewed by Martha Stewart. Dale Dougherty, the founder of MAKE magazine and the inventor of the Maker Faire, spoke at the American Library Association’s 2013 Midwinter Conference. Maryland public libraries had embraced the movement and hosted creative maker programs, hired FutureMakers to provide hundreds of classes across the state, held their own public maker events, and, in some cases, had even drawn up plans to build their own makerspaces. People were definitely still interested in experiencing the movement, but they no longer necessarily had to come to the Innovation Expo to do that. We felt that the tagline from the first Expo, “DIY in Maryland,” wasn’t exactly the message we wanted to convey. The DIY movement is definitely something that libraries should be involved in, but we wanted the name of the Expo to encompass more than that. We felt that “Create and Collaborate” was a better fit.

While the county library systems plunged forward with the maker movement, DLDS began deeply investigating public libraries’ relationship with education. The 2013-14 school year saw the rollout of Maryland’s new Career and College Readiness standards in all public K-12 schools. Citizens, librarians, and educators were all new to the standards, and struggled to figure out how best to implement them and discern what that implementation meant to communities. As I met with colleagues at the State Department of Education and traveled to various library systems throughout Maryland, I began to think about the education that children receive in public school. Maryland has been rated as having the best public schools in the country for several years in a row, but that doesn’t mean that each individual school provides the same level of opportunity or that there isn’t valuable learning that takes place elsewhere. In fall 2013, I read an article in WIRED magazine about a teacher in Mexico who got astounding results from his students by letting them study what they wanted to learn.1 I do not think that public schools in the United States will ever fully embrace this method, nor do I think that it would necessarily be appropriate for them to do so. However, the kind of learning that was discussed in that article, and that I subsequently read about in a variety of studies, is precisely what public libraries can offer. As I spoke with state leaders in other out-of-school time educational enterprises and continued to follow the latest education trends, I discovered that this kind of learning is particularly valuable and hard to find in the STEM sector. Students are, for example, rarely given the opportunity to take computer programming courses until high school. This is a gap that public libraries can fill. FutureMakers had already been offering digital classes and workshops along with their traditional crafting experiences. Why not add another degree of complexity without taking away the joy of tinkering? Why not offer our youth the opportunities to create their own video games in our libraries instead of just playing them? Barinholtz arrived at this same conclusion independently and FutureMakers began adding more computer science programs to their roster of curricula. New technical education organizations in Maryland were forming at this time, too. I met Gretchen LeGrand, the director of Code in the Schools at the Maryland Out of School Time (MOST) network’s STEM Symposium. Her nonprofit is helping Maryland schools offer fun and interactive computer coding classes to elementary and middle school students. I asked if they’d work with public libraries, and the response was a definitive, “yes.” I discovered that CPL had held a citywide coding camp in 2013. I started to think about the possibility of doing something similar at the state level in Maryland.

Education Is a Key Focus

This new idea helped us to develop a fresh strategy for the 2014 Innovation Expo. Instead of focusing purely on maker culture, we focused this year’s event on serendipitous STEM learning for all ages. Instead of adding exhibitors, we narrowed the field. Some of the organizations we invited included: The Maryland Science Center, The Baltimore Underground Science Space (BUGSS), The Prototyping and Design Lab from the University of Maryland, FutureMakers, Code in the Schools, The Baltimore Robotics Center, and The Digital Harbor Foundation. In 2013, each exhibitor had one table; this year, each exhibitor had several tables where they offered unique but thematically similar projects. Some of the activities included: learning how to solder circuits, playing a fruit keyboard, designing and 3D printing an iPhone case, electro-etching your own drawings into dog tag necklaces, designing levels of a video game, extracting DNA from strawberries, bio-painting, operating robots, and more. Because we have been rolling out statewide Minecraft programs in public libraries, we also set up a Minecraft Zone where people could play the game in a world designed specifically for the Expo. Carroll County Public Library provided a Minecraft Craft table that allowed participants to make a variety of Minecraft-themed jewelry, artwork, and other analog objects.

Teen and youth services librarians from all corners of the state came to participate in a library-staff-only workshop presented by Justin Hoenke from CPL. He told them that youth services is often the driving force behind library innovation, and offered them some practical ideas for engaging young people. The reviews of the workshop were overwhelmingly positive, and he stayed in the auditorium for a long time chatting and answering questions.
Hoenke also provided the keynote, “Create and Collaborate and Be an Awesome Person for Your Community,” in which he discussed the importance of forming equitable community alliances and how to leverage library programming as a positive change-agent for communities. This year we added an after event called After the Expo, which was held at the Baltimore Robotics Center. At the event, state library staff, the exhibitors, and other out-of-school time and STEM education organizations were invited to discuss future library and community involvement in tech education.

The second annual Innovation Expo was also a success. The exhibitors, library staff, and members of the public all commented that it was inspiring to see so many diverse people enjoy learning together. Throughout the day exhibit stations were perpetually populated by people of different ages, cultural, and economic backgrounds working together. We were all delighted by the exceptionally high ratio of entire families who engaged in the projects as teams. The visiting library staff members were pleased with the number of concrete programming ideas they walked away with, and were excited to see how much energy the customers exhibited while working on the various learning projects. Library customers had fun engaging with new ideas and technologies, and parents were enthusiastic about the level of family engagement engendered by the event.

The exhibitors had fun engaging with customers in new ways, and were glad to have the opportunity to learn more about partnering with public libraries. In his exhibitor evaluation, Tom Burkett of BUGSS wrote, “I really liked the way the public engaged in all of the activities, not just ours. I think the Innovation Expo is a great forum for makerspaces and educational programs in general.”

Reference

1. Joshua Davis, “How a Radical New Teaching Method Could Unleash a Generation of Geniuses,” WIRED (Oct. 13, 2013), accessed Dec. 4, 2014, www.wired.com/2013/10/free-thinkers.

The post Feature: Innovation Expo: Create and Collaborate in Maryland first appeared on Public Libraries Online.

The Westport Library in Westport, Connecticut, has contributed a great deal of resources towards several expensive high tech purchases. One such acquisition is the SolidWorks computer-aided design software.[1] This was used to reach out to a niche community—primarily postgraduates trying to hone their skills—a purchase that benefits a fairly small audience.  Funding such projects could be controversial in some communities since it is funneling general funds towards a service that requires a fair amount of expertise to use and hence is fairly limited in reach.  The other way to view this is that the library is providing value to a group that might not otherwise look to the library for services.  It can also be a way to create advocates in the community from different sectors, particularly in this instance where it was in response to a suggestion from a local biomedical engineer.[2]

Generally, these decisions might be difficult to gain support for, but outside funding sources can greatly impact how an idea is sold to the Board of Trustees and the broader community.  The funding for a pair of programmable NAO Evolution robots was provided by a family foundation.[3]   While the funding for the robots was provided, it still required time and effort to promote these purchases, create programming around them, see that they are used in a manner that keeps them in good repair, and avoid any usages that might cause harm to patrons or the device.  This is not for every library, but it seems to have been well utilized by Westport.  The library received a great deal of media attention from news services throughout the country and from Russia, Spain, and Vietnam.[4]  This publicity can greatly enhance the library’s visibility and can inspire community members to look to the library for non-traditional services.

Yet investing in makerspaces is not only about creating media coverage. The high tech resources allow the library to create and share knowledge in new and unconventional ways.  Maxine Bleiweis, executive director for Westport Library, has noted how these additions are in line with the latest information on learning theories and how creating new content shows a high level of understanding of a given concept. She also correlated these costs to subscription costs for databases.[5]

Libraries should consider whether they can and should contribute part of their collection development budget towards new learning technologies. A key question that every library needs to consider when making a large investment of time and resources is how it relates back to the institutions mission.  The mission of the Westport Library “to empower individuals and strengthen the community, providing a welcoming destination that stimulates curiosity, encourages lifelong learning and promotes the open and lively exchange of information and ideas.”[6]  The high tech additions of the makerspace seem to effectively fit into this mission, and they have the resources to support this new technology.

A recurring question in library circles is what the library of the future will look like.  A key aspect of this is the extent to which makerspaces and particularly high tech makerspaces are a part of this future.  While it is unlikely that every library will have highly technical, expensive equipment, it should not be inconceivable that a library can provide this type of support if there is the community desire and the available resources.

Works Cited

[1]    Enis, Matt.  “Westport Maker Space Expands with Robots, SolidWorks Courses and Volunteer Training.”  Library Journal.  Accessed November 22, 2014.  http://www.thedigitalshift.com/2014/10/hardware-2/westport-maker-space-expands-robots-solidworks-courses-volunteer-training/

[2]    ibid

[3]    ibid

[4]    ibid

[5]    ibid

[6]    “About WPL.”  Westport Library.  Accessed November 22, 2014. http://westportlibrary.org/about

Cover Photo Credit: CSM Library CC BY 2.0

The post High Tech Makerspaces first appeared on Public Libraries Online.

If you’re thinking about starting a makerspace, the good news is that other libraries and organizations have blazed the trail. Whether it has to do with payment for materials or safely handling tools, policies you can pull from already exist. Fayetteville Free Library has great information about their makerspaces for interested library staff to look at, including their Safety Guide.

Non-library organizations can also be a great resource for information. If you plan on providing possibly dangerous tools in your space, you need to think about how you’re going to handle safety, and what requirements you will want for use of various items. Looking at creating levels for tools might be something to consider. Club Workshop in Denver, Co., created categories for their tools using ski slope classifications – something most people in the area are already comfortable with as a guide for difficulty and danger.

The Makerspace Playbook, while still in draft form, can also provide you with good information for safety. Particularly look at Chapter 3, “Tools and Materials,” which contains a section on safety and training, and Chapter 10, “Resources,” which has a sample liability waiver and a safety plan. The High School Makerspace Tools and Materials document also has recommendations for specific safety items and how to handle various types of making situations.

If you decide to provide potentially hazardous tools, your organization will probably want to look at having a liability waiver. Fayetteville Free Library’s Maker Agreement has several liability statements. While working on the policies and agreements for Pikes Peak Library District’s soon-to-open makerspace, our insurance company was also able to share a sample waiver with us. After you have things written up, you can have your library’s lawyer and your insurance company look over your forms.

Providing tools, and the possible issues that can arise from doing so, can seem daunting. However, one of the key tenets of libraries is creating lifelong learning. Facilitating knowledge of hands-on arts fits into that core belief. Learning these skills can also be costly, so providing tools and training to our patronage for free or low cost brings a new opportunity to those who would otherwise not be able to afford it.

The post “Making” a Policy first appeared on Public Libraries Online.

What we proposed to Mr. Melrose was a daring and different plan, where no other public library has gone before with such a concerted multi-pronged effort. While a few other libraries have created digital video labs or makerspaces, no other public library has created a space with the  many creative functions assembled in the Melrose Center. This project exemplifies Orange County (Fla.) Library System’s (OCLS) willingness to embrace unique new roles for a public library and its ability to live with risk-taking and be on the edge of completely new library services.  By fostering and creating community content and not just serving up content from other vendors, OCLS has done something very dramatic  and game changing, which other public libraries might perhaps follow. What was presented to the donor was a technology innovation and creativity space of 26,000 square feet that opened to the public in early February 2014, comprising the following areas:

• Dorothy’s story and introduction to the Melrose Center. In the story area space, users are introduced to the functions and services available in the center, but more importantly, they are introduced to who Mrs. Melrose was, what she stood for, and how her influence has shaped the services offered. A large-scale avatar of Mrs. Melrose greets visitors to the center and tells how she is thrilled by this new OCLS space. She speaks about her life, and her commitment to education and technology. Visitors can hear the narrative from Mrs. Melrose and listen as she introduces them to library personnel, who talk about the services available in the facility and explain how easy it is to use the reservation system and the special terms of use for the facility and equipment. Visitors can also see one of her artifacts, a clock that Mr. Melrose provided, which is enclosed in a small shadowbox in the story area.
• Video Production Studio. The place is equipped for HDTV multi-camera production, live streaming of shows, narrative and documentaries, and YouTube-style content. It features a three camera set up, with two controlled remotely and one on tripod; an  industry standard studio lighting and grip package; and a green screen that can be live chromo keyed or digitally composited in the  many editing stations equipped with Adobe CS6. It’s a learning center for camera operation, lighting, audio recording, and editing, designed to allow patrons to learn by doing and to start and finish a professional-grade production. Two editing bays are also available.
• Audio Production Studio with a control room, vocal booth, and big space tracking room, with a ProTools HD system that has 16X16 IO and a C/24 control surface for Pro Tools HD recording, editing and mixing. Various dynamic and condenser microphones. It also has a separate editing/cueing room, separate viewing room, with space for a twenty five person choir and the editing software necessary to produce professional sound records with professional sound abatement utilized throughout the studio. There are also two individual soundproof vocal recording booths suitable for voice over and narration function.
• Simulation Lab features a driving simulator that can teach one how to drive a vehicle, with driving exercises in 200+ driving scenarios and exercises. This includes crash avoidance, night driving, and driving under the influence scenarios, with expressway, mountains, test track and driving track, crash avoidance, and adverse weather conditions. Simulator displays vehicle dynamics modeling, including compact car, midsize sedan, small SUV, large SUV, minivan, and large delivery truck. There is another simulator that can teach one how to fly a fixed wing aircraft, using full cockpit displays, panoramic views, and surround sound to give a realistic audio experience. It has approach training for most every airfield on the planet, with the airfields geographically and topographically correct. Users can follow a flight plan and are able to train for visual flight rules, instrument flight rules, and GPS flight plans, as well as fly instrument landing system approaches. A third simulator features a construction excavator that scoops up materials and moves it to another site in a simulated environment. A fourth simulator demonstrates how to use a forklift.
• The Learning Classroom next to the Simulation Lab is equipped to teach the aspects of simulation creation with particular emphasis on learning and using underlying math concepts of geometry, algebra, kinetics, and physics to create simulation scenarios.
• Fab Lab where participants can learn how to program on a raspberry pi, configure arduinos, make jewelry, create their own 3D printed objects, learn electronic circuitry, make snapbots, and learn the software needed to create the digital files to create these objects. Classes are currently offered in Introduction to Radio Electronics using Snap Circuits; Introduction to Electronic Prototyping Using Arduinos; Adobe Photoshop; Introduction to Computer Programming; Introduction to Mobile Web App Development; 123 Design; InDesign, teaching layouts and formats in digital publishing; Adobe Illustrator; Adobe Premier; and Adobe Audition.
• Photography Studio where users can photograph their favorite models, or objects to sell on eBay, or create the photographs to accompany their graphic designs or video commercials shot in the Video Production Studio, along with the graphical design digital software. It is outfitted with a light box, Canon T51 Digital SLR Camera with tripod, monolight strobe softbox, flash boom lighting, muslin background, and portable green/blue screen.
• Tech Central where residents can attend live presentations about digital designs, creative projects, and entrepreneurship efforts launched and perfected in the Melrose Center for Technology, Innovation & Creativity.
• Conference Room (equipped with teleconferencing capability featuring two 80-inch display screens, sound system, and Internet connection) that is also available for renting out to local groups.
• Interactive Media Wall featuring digital screens where users of the center can display project designs on a thirteen-foot surface, as well as share and collaborate on their projects created in the center.

The Gift

After Mr. Melrose reviewed suggestions for a possible space named for his mother and the concept of how the space would be used, he chose the west side of the second floor of the Main Library. The close proximity of the hands-on technology classrooms and the public computer space clinched the selection for him, due to the steady stream of visitors to that area. Once Mr. Melrose accepted the space, he signed a letter of intent to donate the money to the library in March 2012. Preparations were made to present the ideas to the board. In April 2012, a formal check ceremony was held after hours, with many of Mr. Melrose’s former high school mates in attendance. A legal agreement was drawn up and signed by both the library board and Mr. Melrose in May 2012, spelling out the commitment the library was making to him and for how long a time the space would remain named for Mrs. Melrose. In turn, Mr. Melrose agreed to the two-part gift spanning two fiscal years. The first $500,000 check was received in June 2012 from the Kendrick B. Melrose Family Foundation and the second in October 2012. A First Nail Ceremony was held on June 12, 2013. Periodic updates and presentations on the progress of the center were made to the board.

Planning and Implementation

Focus groups from the public were invited from the various creative segments of the community to give the library input. The facilitated sessions with invitees brought forth ideas, potential concerns, perceived conflicts, and suggestions. A blog was set up for the public to provide ideas and to share progress on the center.

Addressing employees at each quarterly branch meeting and at Main Library staff meetings, the director explained how the gift came to be given and elicited suggestions about the services to be offered, as well as how to improve on the focus-group concepts. Many staff members indicated, even at this early stage, that they were quite interested in being a part of this and learning the new technology and definitely wanted to help provide these new services.

A request for proposal (RFP) was advertised to find local creative firms to help the library flesh out the ideas and bring forth a concept that could be used to advertise for architectural and construction bids. The local team of FX Group/Design Island was awarded the bid as digital media consultants in May 2012 and worked with library administration to create the concept paper that would form the basis of the delineation of services. This white paper became part of the RFP to seek architectural services to redesign the current space of 26,000 square feet and create an edgy feel in the space.

The design team of HKS Architects and TLC Engineering submitted the winning bid and were awarded the architectural services contract in December 2012. The Library Board awarded the construction manager contract to Skanska in February 2013. The design and specification work began in January 2013. The board approved the guaranteed maximum price of $1,311,820 with Skanska in June 2013. Construction of the space by Skanska started in summer 2013 and was completed in January 2014.

The initial cost of the project was estimated in 2012 to be $2,000,000, to be split between two library fiscal years. With a delay in the permitting, the majority of the construction costs fell into the FY2013 budget. Total budget approved by the board for the project was $2,500,000, with the interactive screen addition added later to the project at an additional cost of $215,000. It was decided to purchase the products on the Florida State contract, when possible, to enable our money to go further.

Staffing

Project management and implementation of the Melrose Center was given to Debbie Moss, OCLS assistant director and head of the Technical Support Division. The center was aligned administratively with the Technical Education Center (TEC) due to the similarity of staff roles and the technical classes already being offered to the public by the TEC staff. TEC Manager Ormilla Vengersammy was named manager of the Melrose Center. Ann Collins became the assistant manager under Vengersammy. The team immediately looked into the various software options commercially available for the different labs, using the guidance of TLC Engineering’s recommendations. The team chose to go with open-source software, where available, with the Adobe Creative Suite 6 Master Collection as the standard package that staff would teach. Copies were ordered and staff began learning the software in preparation for teaching in a few months.

Vengersammy and Collins immediately started reaching out to the community, briefing the project to Full Sail University, Valencia Community College, University of Central Florida, DeVry, ITT Technical Institute, the Downtown Development Board, the Downtown Orlando Partnership, and Orange County Public Schools (OCPS); meetings were also held with OCPS administrative staff, school board, and local organizations such as Girl Scouts, YMCA, and homeschoolers’ groups. The managers and staff have continued to reach out to community groups throughout the construction process to recruit volunteers for the space and to spread the word about the coming Melrose Center.

New Software and Equipment Classes

Training classes were already a big part of OCLS’s public services, accounting for more than 13,600 classes in the 2013 fiscal year. The system currently averages 1,200 classes a month, the vast majority of them hands-on, and many given in Spanish and some in Haitian Creole, as well as English. There are such “untypical for a library” offerings as Advanced Image Editing using GIMP, Understanding Computer Networking Concepts, Cloud Computing, HTML5, Microsoft Visio Fundamentals, and Preparing to Become A Microsoft Office Specialist (MOS), among others.

In planning for the rollout of the Melrose Center, more classes for the public were developed that would feed into the services the Melrose Center was already offering. The additional classes featured Basic Electricity Using Snap Circuits and Basic Engineering Using K’nex to stimulate STEM learning in children. These products were introduced to all branch staff at hands-on meetings and toolkits were subsequently purchased for branches to facilitate hands-on programs for children and their families. These STEM-oriented classes have been given on a periodic basis by branch personnel at all of our facilities across the 1,000 square miles of our library district.

By November 2013, OCLS was already offering hands on courses in Autodesk 1-2-3-D to create designs for the 3D printer; Adobe Dreamweaver for creating professional looking websites for graphical user interface; Adobe InDesign to create layouts for prints and digital publishing; Adobe Illustrator to create vector images for publishing; Adobe Premiere to edit, split and trim video clips; and Adobe Audition to edit, arrange, and mix audio clips. Design and Print Your Own Custom Cookie Cutters Using the 3D Printer, Introduction to Radio Electronics Using Snap Circuits, Introduction to Electronics Prototyping Using the Arduino, and Adobe After Effects were offered to the public in December 2013.

Access Policies

Because the Melrose Center featured extremely expensive equipment, and because FEATURE | Technology Center Focuses on Innovation and Creativity of the complexity of the software needed to be learned in advance of using most of the equipment, the library decided to control access to this very special space to those who can establish competency or who already knew the software and how to use the equipment. Competency can be established through attendance at the specialized classes or instructional sessions in the use of the equipment or through successful passing of a quick assessment administered by staff. A special one-hour session on the unique rules governing the Melrose Center spaces and equipment would need to be attended and an electronic signature obtained that verified the user was agreeing to abide by all the rules of conduct for the center. The signed agreements and the competencies a customer established would be recorded in the integrated library system’s customer database, where all staff would have easy access to the competencies a customer had earned or  established.

Casual entrance to the center is not allowed, with the exception of open public events (such as periodic group visitor tours or speaker presentations in the presentation area). A staff desk is positioned just inside the entrance for this purpose. Violation of the rules of the center  are grounds for terminating privileges to the center for one year, or up to three, based on the severity of the offense. The center is available to use for anyone with a valid OCLS library card, under the competency requirements. For those not living in our district, a fee-based  structure was established for out-of-district residents. The same competency requirements for entrance to the Melrose Center still apply.  After-hours access to the center is a feature that the library staff thinks would be desired. We would like to offer this service, but it has not yet been fully costed out nor presented and approved by the Board of Trustees. Much thought has been given to these special access policies and they could be modified in time, as our circumstances and our experiences with customers and their interactions with the center evolve.

Before Opening

Construction was completed by January 2014 and the month-long “shake down period” began. During this month, staff from branch locations and other departments had opportunities to test out equipment, learn the appropriate software, and become familiar with the offerings and capabilities of the center. In this way, they will be able to help promote the center to their local customers. Pre-opening special tours for dignitaries, VIPs, and Friends of the Library Board members are planned.

Marketing of the Center

Finally, we needed to introduce the Center to the community. To that end, a logo was developed by a local graphic design studio, Lure. A marketing plan was created by OCLS Community Relations Administrator Tracy Zampaglione, with input from library trustee Herman Tagliani. The aim of the marketing plan is to introduce the Melrose Center brand, build awareness, create buzz, and attract new users to the library and the Center.

OCLS plans to use its own media, including our newsletter Books and Beyond, our website, announcements during OCLS classes and programs, outside banners, and posters at all locations to promote the Melrose Center. We also will be using Facebook, Twitter, Pinterest, email blasts, blogs, promoted posts, and other social media to share details about the center with the community and build excitement. We are also planning to use print media, online ads, and back-of-the-bus ads. In addition to all of this, we are creating t-shirts and flashing badges with the Melrose logo for all library staff to wear.

Gala and Grand Opening

The center opened in early February 2014. A fundraiser sponsored by the Friends of the Library was held on February 7. This ticketed event featured hands-on opportunities for invited guests. The gala was sponsored by the University of Central Florida. The center opened to the  public on February 8 with state and local dignitaries in attendance. There were demonstrations of the equipment and software for the  attendees.

Melrose-ing the Branches

OCLS’s challenge for the future remains how to keep the Melrose Center fresh and up-to-date with the current versions of the software and technology. Systemwide, OCLS needs to address how to incorporate the successes and extend the availability of the services provided in the Melrose Center to the smaller spaces of the fourteen branches of OCLS.

Giving Thanks

OCLS is extremely indebted to Mr. Melrose and the Kendrick B. Melrose Family Foundation for making the Melrose Center possible. Without his gift, none of the services would have been possible. The expert advice, questions, and ideas generated by members of the Board of Trustees added much to the success of the project. The library’s administrative team, managers, and staff all made significant contributions to the success of the Melrose Center and without their scrutiny, suggestions, and comments, it would be much less than it is today. The initial help from FX Group and Design Island got us started on the road to defining the concept of the center. The expert advice and guidance of HKS Architects, TLC Engineering, Skanska USA, and Empire Office kept us from losing focus and staying the course to completion. And the fantastic media wall and avatar made possible by the combined talents of EdgeFactory, LMG, and TLC brought Mrs. Melrose to life for all of us. Together, all of these groups have made possible a wonderful place for the greater Orlando community to learn new skills and technology, pursue new creative opportunities, and experience collective and individual innovation.

The post Technology Center Focuses on Innovation and Creativity first appeared on Public Libraries Online.

A 3D printer can actually be purchased fairly inexpensively– for what it is. A quick online search shows that one could be bought for between $1,200.00 and $3,000.00 dollars.  The Westport (Connecticut) Library, actually has two. After training, residents can use the printer for free, while others are charged a nominal fee.[ii]

On the surface, this may seem like an interesting new direction for the public library. Who wouldn’t want to be able to see their ideas develop into something tangible before them? It is understandable to me that libraries would find this an appealing service to offer. However, I fear it is a path that is not fully thought through. After my initial exclamation, “How cool is that?” I began to consider the implications of having such a printer in a public library. I had an intuitive sense that this was a can of worms, but not any idea why. Clearly, it’s an expensive item should someone break it. Is there a maintenance contract? If something goes wrong it’s a far bigger issue than a paper jam. Though I suppose if one can afford to purchase the machine, the rest will fall into place.

As time has gone on, it appears that public use of a library’s3D printer comes with several other concerns. Librarians should have seen this coming. (Though I admit, it didn’t cross my mind.) Like paper printers there is the problem of copyright and in this case, also patent infringement.  Just because we can make something, or in this case, a copy of something, doesn’t mean we should. Like with the music industry this infringement has potential to not only include intellectual and creative property, but the extended concerns for file sharing and other forms of copying. [iii] The number of possible legal issues on this front alone could allow for the development of  a journal on the topic.

But there’s more to be concerned with. Problems have arisen not only with the legality of making the object, but with the objects being made. Among other things, it is a relatively simple and quick process to fabricate a complete working gun with no metal parts.[iv] The implications of this ability are frightening. What will all this mean for public libraries that have or get a 3D printer? Will there be additional insurance costs? By this I’m no longer thinking of the costs of protecting the equipment, but of protecting the library from any misdeeds that might be perpetrated by the person using the machine. If a patron uses the library’s printer to print a weapon and then uses it in a crime, does the library have any liability? How can we regulate users and not be discriminatory? And what of manufacturers who may wish to hold someone responsible for counterfeit items, sharing of design features, etc. We are, after all, just coming out of the smartphone design legal wars.[v]

As a public library, if you choose not offer this new device, it may not concern your patrons.  Apparently it is fast on its way to becoming available to home consumers.[vi]

The post 3D Printers – A New Can of Worms? first appeared on Public Libraries Online.