To see the other types of publications on this topic, follow the link: Makerspaces in libraries.
Journal articles on the topic 'Makerspaces in libraries'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Makerspaces in libraries.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Cao, Fenfang, Shuheng Wu, and Besiki Stvilia. "Library makerspaces in China: A comparison of public, academic, and school libraries." Journal of Librarianship and Information Science 52, no. 4 (March 10, 2020): 1209–23. http://dx.doi.org/10.1177/0961000620908657.
Full textAbstract:
This exploratory study identified and compared the organization, services, challenges of and motivations for makerspaces in public, academic, and school libraries in China. Although there is a significant body of literature on makerspaces in libraries, this study is one of the first ones that provides a comparison of library makerspace organization and operation by library type. Data was collected using paper and online surveys from 158 librarians. Supporting learning was the most frequently identified motivation for establishing a makerspace by all three categories of librarians. While makerspaces in academic libraries were mostly operated by library staff, school libraries more evenly relied on teaching staff, volunteers, library staff members, and paid instructors to operate their makerspaces. Makerspaces in public and academic libraries were funded mostly from the libraries’ budget, while school libraries were funded more by other units on the campus and institutional or individual investments. The most frequently selected technologies were 3D printing and modeling technologies, and makerspaces in academic libraries were better equipped than makerspaces in the other two types of libraries. Group study rooms and learning commons centers were the most frequently occurring physical spaces in academic and public library makerspaces. School library makerspaces differentiated themselves by offering wooden crafts centers more often than other library makerspaces. While participants selecting budget limitation and inadequate equipment as barriers to implementing makerspaces was not surprising, public and academic librarians also often cited the lack of professional instructors. Based on the findings, several suggestions were offered to the practice of planning and operating a makerspace in libraries such as bringing together internal and external funding to support makerspaces, consolidating the required physical space of makerspaces and the existing space arrangement of libraries, and developing additional training programs to address the problem of a lack of professional instructors.
2
Moorefield-Lang, Heather. "Lessons learned: intentional implementation of second makerspaces." Reference Services Review 47, no. 1 (February 11, 2019): 37–47. http://dx.doi.org/10.1108/rsr-07-2018-0058.
Full textAbstract:
Purpose What happens when a librarian outgrows their maker learning location or transfers to a new library? The purpose of this study is to explore the planning process for second and/or new library makerspaces. Is the planning more intentional? Is there more focus on how the makerspace should be put together for the community served? Is the community further involved? This study will explore those questions and more. Design/methodology/approach Using content analysis, the perspectives of practicing librarians in the achievement of subsequent makerspaces are examined. Data include librarian interviews, an analysis using NVivo 11 through the lens of design thinking, and a final review using member checking by each research participant. Findings Makerspaces continue to grow in popularity in school and public/community libraries. What is unexplored is the moving from a first makerspace to the implementation of a second and/or new maker learning location. More intentional planning is involved. The community served by the library is further engaged in the planning. Study results illustrate the value that community insight and intentional planning play in the design and implementation of makerspaces. Originality/value Makerspaces in libraries continue to grow in popularity; in turn, the body of peer-reviewed, scholarly publications also continues to grow. Librarians in the field are beginning to move from their first to second makerspaces. This study investigates those perspectives. Much can be gained from the experiences of those who have implemented their second or third makerspace.
3
Masenya, Tlou Maggie. "The Creation and Adoption of Technology-Centred Makerpaces in South African Academic Libraries." International Journal of Library and Information Services 12, no. 1 (March 24, 2023): 1–17. http://dx.doi.org/10.4018/ijlis.320224.
Full textAbstract:
Libraries of today are not just a place to consult books and other pedagogical materials but have completely transformed into a space where users can interact, create, and collaborate. Library and information centres are creating spaces called makerspaces in this digital transformation era, whereby researchers work together and share ideas in their various areas of specialisation. Makerspace are relatively new phenomena that create a collaborative and innovative environment for individuals to work on projects and learn about emerging technologies. Technology-centred makerspaces are increasingly being built in academic libraries, typically featuring high-tech machines and software that facilitate creation and design. This study investigated the creation and adoption of technology-centred makerspaces in academic libraries and the impact that makerspaces have on academic innovation. The study utilized literature review analyzed secondary data from articles, journals, periodicals, and publications to identify the need to design makerspaces, what is required in setting up a makerspace, and how academic libraries utilize makerspaces. The benefits accrued from makerspaces, barriers to effective adoption of these spaces, factors enabling adoption of makerspaces, and the state-of-the-art facilities offered by the library were also explored in this study. It is recommended that library management should not hesitate to establish makerspaces in their respective academic libraries, as this will aid in promoting knowledge-sharing, collaboration, creativity, and innovation.
4
Okpala, Helen Nneka. "Making a makerspace case for academic libraries in Nigeria." New Library World 117, no. 9/10 (October 10, 2016): 568–86. http://dx.doi.org/10.1108/nlw-05-2016-0038.
Full textAbstract:
Purpose This paper aims to give a highlight on the concept of makerspace and its perceived benefits in academic libraries in Nigeria. Design/methodology/approach The searches encompass current journal articles, books, newspapers, magazines, personal experiences on the concept of makerspace, 3D-printing and technologies in libraries. Practical examples of libraries that already have makerspaces in operation were sourced. Findings Findings of this study create awareness of benefits, challenges and strategies for developing and managing makerspaces in Nigerian academic libraries, using Zenith Library as a hypothetical sample. Research limitations/implications Only the proposal guide has been drafted. There is need for more investigations on the awareness of, and plan to adopt makerspace technologies in Nigerian academic libraries. Practical implications Librarians need to appreciate the makerspace technologies and forge ahead in establishing makerspace in strategic areas of their libraries which should serve as a meeting point for all users in the university community, and for the sharing of innovative ideas. Social implications There is need for a paradigm shift in Nigerian university libraries, hence the shift in librarians’ thinking and approach to find their place in the new maker movement. Originality/value The originality of the paper lies in its justification for establishing makerspace in Nigerian academic libraries alongside the drafted proposal which has been designed to serve as a guide to libraries in Nigeria, as no makerspace has been documented to be existing in any Nigerian library.
5
Moorefield-Lang, Heather Michele. "When makerspaces go mobile: case studies of transportable maker locations." Library Hi Tech 33, no. 4 (November 16, 2015): 462–71. http://dx.doi.org/10.1108/lht-06-2015-0061.
Full textAbstract:
Purpose – The purpose of this paper is to describe the implementation of mobile makerspaces in libraries and educational settings. Insights, decisions, challenges, and mobile makerspace projects will also be shared. Design/methodology/approach – This paper delves into six case studies of librarians and educators who made the decision to go mobile with a makerspace. The case studies include public and school librarians, as well as educators in higher education settings. The author of this paper will describe the cases, projects, challenges, along with other aspects of implementing of a mobile makerspace. Findings – Makerspaces, while becoming very popular in the field of librarianship, can be incredibly exciting to employ but often come with their own challenges and successes. What happens when the brick and mortar location is not enough? Librarians and educators begin to think creatively and bring the makerspace to the patrons if the clients cannot come to the space. Originality/value – Currently the research on makerspaces is growing but there is still a limit to scholarly material in this field. When focussing on mobile makerspaces there are only blog posts and popular pieces. Nothing has been written on a wider range of case studies focussing on mobile makerspaces. This paper sets the foundation for further exploration in how librarians and educators can further serve patrons by making makerspaces mobile.
6
Williams, Rachel D., and Rebekah Willett. "Makerspaces and boundary work: the role of librarians as educators in public library makerspaces." Journal of Librarianship and Information Science 51, no. 3 (November 23, 2017): 801–13. http://dx.doi.org/10.1177/0961000617742467.
Full textAbstract:
This article explores public librarians’ performance of boundary work in relation to teaching and learning in library makerspaces. Boundary work occurs when individuals delineate their domain of knowledge. We use interviews with 23 library staff to analyze the forms and characteristics of boundary work connected with the role of libraries and librarians in makerspace programming. Our findings show that public librarians perform boundary work in relation to the roles of (1) libraries as spaces for book-based and maker-based experiences, (2) librarians as information specialists and educators, and (3) libraries as spaces to access individual and social resources for learning. The forms and characteristics of boundary work include coordination, identification, justification, reflection, and change.
7
Moorefield-Lang, Heather Michele. "User agreements and makerspaces: a content analysis." New Library World 116, no. 7/8 (July 13, 2015): 358–68. http://dx.doi.org/10.1108/nlw-12-2014-0144.
Full textAbstract:
Abstract – The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA. Design/methodology/approach – The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements. Findings – Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs. Originality/value – At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms.
8
Curry, Robert. "Makerspaces: a beneficial new service for academic libraries?" Library Review 66, no. 4/5 (July 4, 2017): 201–12. http://dx.doi.org/10.1108/lr-09-2016-0081.
Full textAbstract:
Purpose The purpose of this paper is to start exploring the possibilities for makerspaces to function as a new learning space within academic library services in higher education (HE). This original research study ask two key questions: How is learning achieved and supported in makerspaces? What can academic library services bring to the effective organisation and support of makerspaces? Design/methodology/approach An extensive literature review is followed by a template analysis (King, 2012) of data from an online forum of three professionals operating makerspaces in academic library services in the USA and a discussion incorporating relevant educational theory and philosophy. Findings The three overarching learning themes found were: experiential learning (Dewey, 1909; Kolb, 1984), communities of practice (Lave and Wenger, 1991) and self-efficacy through social learning (Bandura, 1997). Research limitations/implications The one-week forum of three professional library staff provided detailed and informative data. Substantial field work with students will also be required to see how far this professional lens has provided insight into how students are learning and supported in these and other makerspaces. Social implications The wider cultural implications are examined, including the potential social value of makerspaces as transformative creative spaces empowering communities and individuals. Originality/value This is the first study to date on the potential educational value of makerspaces within HE, and the specific support academic library services can offer if they choose to host a makerspace (including teaching information, digital and critical literacies).
9
Wang, Fangmin, Weina Wang, Sally Wilson, and Namir Ahmed. "The State of Library Makerspaces." International Journal of Librarianship 1, no. 1 (December 12, 2016): 2. http://dx.doi.org/10.23974/ijol.2016.vol1.1.12.
Full textAbstract:
In this paper we describe the maker concept, movement and culture and its impact on and relationship with libraries. We provide a comprehensive review of library makerspaces in North America supported by several case studies. We intend this review to be used as a reference resource or tool for libraries planning to implement a new makerspace.
10
Okuonghae CLN, Omorodion. "Creating Makerspaces in Nigerian Libraries: Issues and Challenges." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 49–52. http://dx.doi.org/10.51983/ijiss.2019.9.2.625.
Full textAbstract:
The existence of makerspaces in libraries ensures that libraries are able to build a society were citizens are able to think critically, solve problems and collaborate in order to succeed in STEM and other areas of life. Makerspaces provide creative time and space for people of all ages to build prototypes, explore questions, fail and retry, bounce ideas off one another and build something together. This paper examined makerspaces in Nigerian libraries, low-tech and high-tech makerspaces, as well as makerspaces and libraries. The paper also explored makerspaces set-up requirements for Nigerian libraries, steps for developing makerspaces as well as the benefits of makerspaces to library users. Furthermore, the issues and challenges facing makerspaces in Nigerian libraries were extensively discussed. The paper concluded that, makerspaces, in addition to building the critical thinking ability of citizens, will also foster the development of their interpersonal, communication, teamwork, leadership and mentoring skills
11
Mann, Leah. "Information Literacy and Instruction: Making a Place for Makerspaces in Information Literacy." Reference & User Services Quarterly 58, no. 2 (January 18, 2019): 82. http://dx.doi.org/10.5860/rusq.58.2.6927.
Full textAbstract:
In recent years, many libraries have experimented with the idea of creating makerspaces in their facilities. Library makerspaces provide patrons with opportunities to experiment not only with different technologies, but with different ways of thinking. In this column, Leah Mann explores the relationship between making and information literacy and describes how librarians can use makerspaces to create unique pedagogical opportunities to develop practical real-world skills, build problem-solving abilities, and enhance knowledge transfer. She explains how the maker movement can affect not only school libraries, but other types of libraries as well.—Editor
12
Li, Ming, Weiguo Fan, and Xiaolan Luo. "Exploring the development of library makerspaces in China." Information Discovery and Delivery 46, no. 2 (May 21, 2018): 127–35. http://dx.doi.org/10.1108/idd-08-2017-0061.
Full textAbstract:
PurposeIn response to the government’s decision to make “entrepreneurship and innovation for all” a national strategy in its 2015 annual work report, Chinese professionals in the library field have expressed a growing interest in makerspaces. This study aims to provide an overview of their current research studies and attempts in constructing makerspaces.Design/methodology/approachThe authors aggregated research materials on library makerspaces in China from two sources: journal articles from the China National Knowledge Infrastructure Database and online news reports from the search engine Baidu.com. Content analysis was used to extract information regarding visions and perceived values, service models and technology adoption.FindingsWhile a growing number of Chinese academic publications are concerned with library makerspaces, the existing research focuses on foreign cases and offers few empirical studies on domestic application scenarios. Libraries and researchers in China hold a positive and supportive attitude toward makerspaces. 3D printing is the most frequently mentioned technology, and free-to-use, promoting communication and realization of ideas and dreams are the most emphasized values. Libraries should highlight their own unique advantages and tap into their resources and services in mutually beneficial collaborations with other types of makerspaces.Research limitations/implicationsFirst, the results of this study cannot fully summarize the development status of makerspaces in Chinese libraries. Second, the research materials used in this study may be biased, especially the news reports.Practical implicationsThis paper presents a semantic, visualized analysis of aggregated online news articles and journal articles on library makerspaces in China in an attempt to summarize their characteristics and guiding values, validate the advantages of library makerspaces and give suggestions on improving their service models.Social implicationsThis paper introduces the development trend of makerspace in Chinese libraries, so that researchers at home and abroad can learn more about the development of Chinese library.Originality/valueThis study comprehensively overviews the development of library makerspaces in China. The results provide suggestions to improve maker services in library.
13
Levy, Dalia. "Makerspaces in Libraries." Emerging Library & Information Perspectives 4, no. 1 (July 2, 2021): 206–13. http://dx.doi.org/10.5206/elip.v4i1.13479.
Full text
14
Ketchum, David. "Makerspaces in Libraries." Journal of Access Services 13, no. 3 (July 2, 2016): 210–11. http://dx.doi.org/10.1080/15367967.2016.1208017.
Full text
15
Yuliani, Tri. "APPLICATION OF SPACE MAKERSPACES IN BATUSANGKAR IAIN LIBRARY: LIBRARY DEVELOPMENT STRATEGY." Alfuad: Jurnal Sosial Keagamaan 4, no. 2 (December 15, 2020): 76. http://dx.doi.org/10.31958/jsk.v4i2.2006.
Full textAbstract:
In this paper, we describe the maker concept, movement and culture and its impact on and relationship with libraries. We provide a comprehensive review of library makerspaces in IAIN Batusangkar supported by several case studies. We intend this review to be used as a reference resource or tool for libraries planning to implement a new makerspace.
16
Craddock, IdaMae Louise. "Makers on the move: a mobile makerspace at a comprehensive public high school." Library Hi Tech 33, no. 4 (November 16, 2015): 497–504. http://dx.doi.org/10.1108/lht-05-2015-0056.
Full textAbstract:
Purpose – The purpose of this paper is to describe the implementation of a mobile makerspace program in a public school setting. Insights, challenges, successes, projects as well as recommendations will be shared. Design/methodology/approach – This paper describes a mobile makerspace program in a public high school in Virginia. It discusses the growth of mobile making, the advantages and disadvantages of mobility, and how the program was implemented. Findings – Mobile makerspaces are a fast-growing manifestation of maker culture. It is possible to have a makerspace in a public school and take the maker culture to other schools in the area. Having a steady supply of students or library interns that are willing to travel to other schools is critical. Originality/value – Makerspaces in libraries is still a relatively new phenomenon. While the research is coming on stationary makerspaces, mobile making is a new horizon for the maker movement. This paper seeks to provide a description of one such program.
17
Kingsley Efe OSAWARU, Angela Ishioma DIME, and Emordi Herbert OKONJO. "The Right Time for Makerspaces in Nigerian Academic Libraries: Perceived Benefits and Challenges." International Journal on Integrated Education 3, no. 10 (October 12, 2020): 103–15. http://dx.doi.org/10.31149/ijie.v3i10.694.
Full textAbstract:
The present study investigates makerspaces in Nigerian academic libraries: perceived benefits and challenges. Four objectives guided the study: what constituted makerspace in academic library, the level of awareness of makerspace by academic library benefits and challenges of adopting makerspace in libraries. The descriptive survey design was adopted and questionnaire was used for data collection. The population of the study comprised of professional and paraprofessional librarians of Ambrose University and University of Benin, from which a sample size of 119 was drawn using total enumeration sampling technique. Out of the 119 copies of questionnaire administered, 94 were retrieved and analyzed using simple percentage and frequency tables. Findings revealed that, the respondents were aware of what constitute makerspace which are library space, 3D printers, computers and projector. It was also discovered that, the respondents had a high level of awareness of makerspace in the library. Some of the benefits associated with the use of makerspace are: it facilitates group interaction, it improves knowledge and provides access to wide varieties of tools and technology. Some of the challenges encountered in the adoption of makerspace are training of academic library staff, security of makerspace gadgets, poor funding, erratic power supply, high cost and maintenance of equipment. It was however recommended that; librarians should make deliberate effort to explore the potentials in makerspace in the enhancement of their services and training should be conducted regularly to enhance librarian’s skills in the use of ICTs.
18
Fourie, Ina, and Anika Meyer. "What to make of makerspaces." Library Hi Tech 33, no. 4 (November 16, 2015): 519–25. http://dx.doi.org/10.1108/lht-09-2015-0092.
Full textAbstract:
Purpose – Much has been published on makerspaces: the history, development and progress and how they are used – stories of successes and opinions on their potential. The purpose of this paper is to comment on such publications within the library and information science (LIS) literature and to warn libraries to not only focus on providing physical spaces and tools but to explore the bigger potential of extended, interconnected spaces for information and information resources and “mutations” of makerspaces such as makerlearning. Design/methodology/approach – The contribution is based on a pragmatic and reflective analysis of the LIS literature on makerspaces. The questions are: what to make of the literature, and what needs to be done to enrich the subject literature to support an interconnected approach to makerspaces and information resources and information support? Findings – There is a very strong focus in the literature on libraries as physical spaces for makerspaces, the planning, provision, maintenance and how-we-do-it approaches. Although very important this does not sufficiently explore an interconnection between makerspaces and an expanded information-related involvement of libraries, e.g. in information literacy training, guided inquiry, bridging the digital divide, research (embedded librarianship) and community support. Research limitations/implications – There are many publications on makerspaces in the LIS literature. They however, mostly do not reflect on the opportunities to take a more holistic look at the potential of makerspaces in libraries interconnected to the use of information resources, and information-related support and intervention from libraries. Originality/value – Although there are many papers on makerspaces the purpose of this contribution is to focus on extended input from libraries.
19
Zhang, Helen. "Self-Representation and Decolonial Learning in Library Makerspaces." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 2, no. 2 (May 4, 2021): 53–69. http://dx.doi.org/10.29173/pathfinder33.
Full textAbstract:
This paper explores how Indigenous digital storytelling can be used as a mode for self-representation and decolonial learning in library makerspaces. Digital storytelling involves expressing your lived experiences and stories through a dynamic combination of textual and digital literacies. Implementing Indigenous digital storytelling programs allows library makerspaces to show the value of technology, digital and visual literacy, Indigenous Storytelling, and Ways of Knowing by letting Indigenous Peoples represent themselves and their lived experiences. This paper lays the groundwork on how library makerspaces can incorporate Indigenous approaches to digital storytelling. I argue that creating and implementing Indigenous-centered digital storytelling programs helps decolonize makerspace programming. Using integrative literature review methods, I will qualitatively identify the values of Indigenous Storytelling and digital storytelling to see how they interconnect. I examine how Indigenous Peoples have used digital storytelling and what libraries have done to support digital storytelling and Indigenous Storytelling to explore how these practices can be better adopted by library makerspaces.
20
Mathuews, Katy, and Daniel Harper. "One size does not fit all: Maintaining relevancy in the modern makerspace movement." College & Research Libraries News 79, no. 7 (July 5, 2018): 358. http://dx.doi.org/10.5860/crln.79.7.358.
Full textAbstract:
As academic libraries have reimagined their facilities to meet the needs of 21st-century learning, makerspaces have been championed as a means to support contemporary learning, innovation, and collaboration on campus. Makerspaces in libraries are considered particularly fruitful for enabling cross-disciplinary collaboration, a hallmark of the library tradition.1 Thus library makerspaces often attempt to serve all campus constituents, even catering to campus-wide initiatives to improve student performance outcomes and bolster academic notoriety.2
21
Davis, Ann Marie Lynn. "Current Trends and Goals in the Development of Makerspaces at New England College and Research Libraries." Information Technology and Libraries 37, no. 2 (June 18, 2018): 94–117. http://dx.doi.org/10.6017/ital.v37i2.9825.
Full textAbstract:
This study investigates why and which types of college and research libraries (CRLs) are currently developing Makerspaces (or an equivalent space) for their communities. Based on an online survey and phone interviews with a sample population of CRLs in New England, the investigator found that more than two dozen (26) CRLs had or were in the process of developing a Makerspace in this region. In addition, a number of other CRLs were actively engaged in promoting and diffusing the Maker ethos. Of these libraries, most were motivated to promote open access to new technologies, literacies, and STEM-related knowledge.
22
Tod Colegrove, Patrick. "Makerspaces in Libraries: Technology as Catalyst for Better Learning, Better Teaching." Ingeniería Solidaria 13, no. 21 (January 1, 2017): 19–26. http://dx.doi.org/10.16925/in.v13i21.1724.
Full textAbstract:
Introduction: Across disciplines, the practice of education continues to evolve. Supporting organizations such as the library are responding by reworking existing practices while developing new ones. With roots grounded deeply in constructivist learning theory, the emerging practice of makerspaces in libraries is proving an effective step in that evolution. The article was written in the year 2016 at the University of Nevada, Reno. Methodology: Examples of associated active learning activity at one such library —an early adopter and first mover among academic libraries in adopting and integrating makerspace in libraries— are presented. Results and Conclusions: The product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library, a blending of formal and informal learning, leading to increased innovation, entrepreneurship and collaboration across disciplinary and organizational boundaries, appears a natural result.
23
Dunford, Helen. "Makerspaces in libraries (Library Technology Essentials)." Australian Library Journal 65, no. 2 (April 2, 2016): 132–33. http://dx.doi.org/10.1080/00049670.2016.1182160.
Full text
24
Mello, Mariana Rodrigues Gomes de, Everton da Silva Camillo, Leda Maria Araújo, Fabiana Sala, and Rosemari Pereira dos Santos Alves. "Convite à emancipação à luz da mediação da informação makerspace e inovações no contexto da biblioteca pública." Páginas a&b Arquivos & Bibliotecas, no. 15 (2021): 71–85. http://dx.doi.org/10.21747/21836671/pag15a4.
Full textAbstract:
The public library brings with itself the social dimension, which creates a space for training and social change. However, society requires innovations and libraries are part of this context. Thus, this work is justified by understanding the role that public libraries have for society. It lacks spaces for access to innovative technologies and information mediation actions. To make the research feasible, the research problem consists on the following question: to what extent do the investigations on public libraries aim at increasing innovation and makerspaces to reinforce their social function? Then, the aim of this study is to ascertain the number of publications in scientific journals that relate innovation and the makerspace in the emancipatory context of public libraries. Methodologically, it was drawn a qualitative and quantitative exploratory research. An exploratory search was carried out in databases considering papers pusblished by authors dealing with the themes, as well as in the abstracts of papers in journals and proceedings in the databases Library and Information Science Abstracts (LISA) and the Base de Dados Referenciais de Artigos de Periódicos em Ciência da Informação (BRAPCI). Findings reveal that it lacks the relationship between public libraries, makerspace and information mediation, concomitantly, in investigations in the area of Information Science between the years 2009 and 2019.
25
Wu, Kevin J., Timothy C. Burg, and Karen J. L. Burg. "Reshaping the Higher Education Makerspace and Harnessing Current Disruptive Events." Technology & Innovation 21, no. 4 (December 1, 2020): 1–10. http://dx.doi.org/10.21300/21.4.2020.6.
Full textAbstract:
"Sustainable futures: propelling innovative ecosystems" was the theme intended for the Ninth Annual National Academy of Inventors Meeting. With the meeting cancelled, the content for the conference is being distributed online and in print format. Indeed, rather than shifting the conference's theme, the COVID-19 pandemic has required us to examine ecosystems in a new context that likely would not have been fully explored otherwise. Makerspaces, an important part of the innovation ecosystem, rose alongside the maker movement as physical places where fabrication equipment is accessible to the masses. As the benefits of the spaces and the maker mindset were learned, libraries and educational institutions introduced makerspaces as a service for patrons and students in support of their missions to increase intellectual growth and creativity. Makerspaces have now become ubiquitous in the higher-education landscape; most campuses have one, if not multiple, makerspaces. An unstated goal of makerspaces is often to turn the patrons into "makers." Most university campuses have embraced the maker mindset; however, while this approach may inspire some students, many do not participate. Even those spaces created as a catch-all way of introducing students to new technologies fail to attract large numbers of students and are not seen as equally beneficial or inviting by all students. University makerspaces have disparate origins, many created for department or discipline-specific needs. Thus, with the university as an institution where people of vastly different backgrounds, education levels, and knowledge come together and connect with the local, scientific, and business communities, the discipline-centered approach falls short. As universities train disciplinary specialists who can work in a broader context, their makerspaces must evolve past these limiting perspectives to better address the changing needs of the work-force and industries. The continued work and outreach of makerspaces despite the shuttering of campuses for COVID-19 may help us appreciate that facilitating, promoting, and organizing the connection of people and ideas to solve problems is as important as the physical spaces. We have witnessed makerspaces become rallying points where technology and resources, diverse skill sets and perspectives, and the mindset of reducing ideas to practice are combined to tackle urgent problems and create impactful solutions through interdisciplinary approaches that unite education, research, community, and industry efforts. Now is the time to capture this growth in reach and responsibility in the mission and format of the evolved makerspace.
26
Lakind, Alexandra, Rebekah Willett, and Erica Rosenfeld Halverson. "Democratizing the Maker Movement: A Case Study of One Public Library System’s Makerspace Program." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 234. http://dx.doi.org/10.5860/rusq.58.4.7150.
Full textAbstract:
The maker movement has found a home in public libraries. Field leaders including public libraries in Chicago, Chattanooga, Houston, Louisville, and Toronto have built robust makerspaces, developed maker programming for a diverse range of patrons, connected community experts with library users for the purpose of sharing information, and fostered communities of practice. Characterized by open exploration, intrinsic interest, and creative ideation, the maker movement can be broadly defined as participation in the creative production of physical and digital artifacts in people’s day-to-day lives. The maker movement employs a do-it-yourself orientation toward a range of disciplines, including robotics, woodworking, textiles, and electronics. But the maker ethos also includes a do-it-with-others approach, valuing collaboration, distributed expertise, and open workspaces. To many in the library profession, the values ingrained in the maker movement seem to be shared with the aims and goals of public libraries. However, critiques of the maker movement raise questions about current iterations of makerspaces across settings. This article highlights critiques and responses regarding the “democratic” nature of the maker movement, and in particular, the article analyzes ways librarians involved in a prominent public library maker program discursively construct making and maker programming in relation to the maker movement more generally.
27
Prato, Stephanie C., and Lauren Britton. "Digital Fabrication Technology in the Library: Where We Are and Where We Are Going." Bulletin of the Association for Information Science and Technology 42, no. 1 (October 2015): 12–15. http://dx.doi.org/10.1002/bul2.2015.1720420106.
Full textAbstract:
EDITOR'S SUMMARYMakerspaces are environments where crafters and techies can come together to create, share and learn. Many libraries support the maker movement by providing access to a variety of technologies from sewing machines and looms to recording equipment and production tools, an expansion of services that is in line with promoting literacy, community and lifelong learning. About one third of makerspaces charged a fee or required membership in 2013, though some, including libraries and museums, are supported by major funding agencies. Digital fabrication technology or 3D printers are increasingly available through library‐based makerspaces and extend opportunities for STEM education, but libraries face challenges from high initial and ongoing costs, user training and even encouraging users in 3D thinking and design. 3D printers can be a powerful stimulus for creativity, learning and sharing, even promoting jobs and community development.
28
Bers, Marina Umaschi, Amanda Strawhacker, and Miki Vizner. "The design of early childhood makerspaces to support positive technological development." Library Hi Tech 36, no. 1 (March 19, 2018): 75–96. http://dx.doi.org/10.1108/lht-06-2017-0112.
Full textAbstract:
Purpose With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework. Design/methodology/approach This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA. Findings Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them. Originality/value By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.
29
Haruna, Bala, and Kiran K. (Corresponding Author). "Intrinsic motivation as a determinant of perceived usefulness of library makerspace: the influence of learning dimensions." Malaysian Journal of Library and Information Science 28, no. 1 (May 11, 2023): 15–34. http://dx.doi.org/10.22452/mjlis.vol28no1.2.
Full textAbstract:
An increasing number of academic libraries are providing techno-savvy spaces, generally regarded as makerspace, that plays a significant role to serve the learning needs of university students. Yet, the underutilization of these makerspaces among learners in Nigerian universities is a growing concern. This study suggests a model using the Self-Determination Theory and the Tinkering Learning Dimensions Framework to investigate the influence of intrinsic motivation and learning dimensions (learning engagement and social scaffolding) on the perceived usefulness of library makerspace among Nigerian university students. Using a quantitative approach, four hypotheses were developed to examine the relationship between the constructs. Data from 323 valid respondents were analyzed using structural equation modeling. The findings reveal that intrinsic motivational factors have no direct statistically significant influence on the perceived usefulness of library makerspace. However, the relationship is mediated by an indirect influence of learning engagement. Social scaffolding and learning engagement were both found to have a direct significant influence on the perceived usefulness of makerspace. This study contributes to understanding the factors that influence the perceived usefulness of makerspace which would then lead to the increased use of this collaborative workspace. Contribution to the literature of the utilization of makerspace is discussed based on the presented framework.
30
Noh, Younghee. "A Study on Creating and Managing "Makerspaces" in Libraries." Journal of the Korean Society for information Management 31, no. 1 (March 30, 2014): 53–76. http://dx.doi.org/10.3743/kosim.2014.31.1.053.
Full text
31
Pisarski, Alyssa. "Finding a Place for the Tween: Makerspaces and Libraries." Children and Libraries 12, no. 2 (September 10, 2014): 13. http://dx.doi.org/10.5860/cal.12n3.13.
Full text
32
Lille, Maria. "Evaluating the success of markerspace in a public library." New Library World 117, no. 9/10 (October 10, 2016): 587–95. http://dx.doi.org/10.1108/nlw-04-2016-0030.
Full textAbstract:
Purpose Arising from the modern IT-driven society, libraries in Estonia face tremendous challenges. They are no longer viewed as collection facilities but rather as knowledge enhancers and creators. Libraries carry a significant potential to make a greater impact on communities by enabling informal ways of learning new skills and technologies. This paper aims to evaluate a pilot project at Narva Library MakerLab launched by the Narva City Government to motivate the citizens of Narva to learn new skills and improve their employment prospects. Design/methodology/approach The focus of the study was on understanding how a library makerspace makes an impact on users’ skills, knowledge and attitudes. Quantitative measures for indicators were designed to evaluate the new skills and knowledge that participants learn during the workshops. Semi-structured interviews aimed to show values, behaviour, perception and aims for the future. Findings As an outcome of the study, it was found that the MakerLab project was successful; the participants learned new skills, felt an increase in self-confidence and improved their teamwork abilities. Many users engaged with prototyping and initiated new projects. Originality/value Setting up a makerspace in a public library is a recent trend and not much research has been done in this area. The study aims to contribute to the knowledge of the impact of makerspaces in a library environment.
33
Beavers, Karen, Jennifer Esteron Cady, Amy Jiang, and Liberty McCoy. "Establishing a maker culture beyond the makerspace." Library Hi Tech 37, no. 2 (June 17, 2019): 219–32. http://dx.doi.org/10.1108/lht-07-2018-0088.
Full textAbstract:
Purpose The purpose of this paper is to describe the process of fostering a maker culture in a liberal arts university. It explores the impact of making on student learning and engagement, as well as the role of the library’s maker program. Design/methodology/approach This paper is a case study that presents the tools and activities used in an academic library’s maker program. Structured interviews were conducted with faculty, staff and students to review the program and maker culture influence on campus. Findings Findings highlight the library’s role in supporting maker culture on a liberal arts campus and address ways making contributes to student engagement and learning. Interviewees also recommend strategies to increase awareness and market the library’s maker program to engage a wider community. Originality/value Though there are many articles written about the maker movement and libraries, this study contributes to the growing body of research on makerspaces in higher education, with particular focus on a library at a liberal arts university.
34
Willett, Rebekah. "Making, Makers, and Makerspaces: A Discourse Analysis of Professional Journal Articles and Blog Posts about Makerspaces in Public Libraries." Library Quarterly 86, no. 3 (July 2016): 313–29. http://dx.doi.org/10.1086/686676.
Full text
35
Melo, Marijel (Maggie), Kimberly Hirsh, and Laura March. "Makerspaces in Libraries at U.S. Public Colleges and Universities: A Census." portal: Libraries and the Academy 23, no. 1 (January 2023): 35–43. http://dx.doi.org/10.1353/pla.2023.0007.
Full text
36
Boronina, N. V. "IDSP activities of scientific libraries in the era of digitalization." Scientific and Technical Libraries, no. 4 (April 26, 2022): 78–89. http://dx.doi.org/10.33186/1027-3689-2022-4-78-89.
Full textAbstract:
The author reviews cultural and leisure activities of scientific libraries. These activities is realized in the form of intellectual, development and educational activities (IDEA) in the era of digitalization. The author defines the range of libraries that offer services and technologies that correspond to IDEA and IDSP (Intellectual Development and Science Popularization) in the digitalization era. The author provides the leisure definition and predicts the merge of educational and leisure activities. Based on the national and foreign experience in the area, the author offers the most promising vectors for scientific libraries: virtual reality (VR) technologies; augmented reality technologies (AR), science documentaries, robotics courses, prototyping and 3D-printing, makerspaces for digital technologies, digital storytelling. She concludes that IDEA and IDSP activities have made a quantum leap as compared to cultural and leisure activities of public libraries. The factors of this transformation are discussed. The author concludes on the prospects of developing IDSP activities of scientific libraries.
37
Boronina, N. V. "IDSP activities of scientific libraries in the era of digitalization." Scientific and Technical Libraries, no. 4 (April 26, 2022): 78–89. http://dx.doi.org/10.33186/1027-3689-2022-4-78-89.
Full textAbstract:
The author reviews cultural and leisure activities of scientific libraries. These activities is realized in the form of intellectual, development and educational activities (IDEA) in the era of digitalization. The author defines the range of libraries that offer services and technologies that correspond to IDEA and IDSP (Intellectual Development and Science Popularization) in the digitalization era. The author provides the leisure definition and predicts the merge of educational and leisure activities. Based on the national and foreign experience in the area, the author offers the most promising vectors for scientific libraries: virtual reality (VR) technologies; augmented reality technologies (AR), science documentaries, robotics courses, prototyping and 3D-printing, makerspaces for digital technologies, digital storytelling. She concludes that IDEA and IDSP activities have made a quantum leap as compared to cultural and leisure activities of public libraries. The factors of this transformation are discussed. The author concludes on the prospects of developing IDSP activities of scientific libraries.
38
Fernandez, Peter. "“Through the looking glass: envisioning new library technologies” educational trends that will impact library technology." Library Hi Tech News 34, no. 1 (March 6, 2017): 1–5. http://dx.doi.org/10.1108/lhtn-01-2017-0003.
Full textAbstract:
Purpose This column takes a big picture look at some of the technology-related trends in education to identify potential opportunities for libraries. Design/methodology/approach In particular, it is inspired by the 2016 NMC Horizon Report, which attempts to identify and describe emerging technologies likely to have an impact on learning, teaching and creative inquiry in education. Findings Although this report was created in the context of higher education, it impacts all libraries that support lifelong learning. In fact, some of the concepts considered in the report, such as digital literacy and makerspaces, are already well integrated into the operations of many libraries. Originality/value This column’s focus will be on the concepts of personalized learning, competing models of education and the blending of informal and formal learning, and it will examine how libraries can use related technologies to position themselves to best assist their patrons in the future.
39
Holland, Anne, Jen Jocz, Stephanie Vierow-Fields, Zachary Stier, and Lindsay Gypin. "Community Dialogues to Enhance Inclusion and Equity in Public Libraries." Journal of Library Outreach and Engagement 1, no. 2 (September 13, 2021): 78–95. http://dx.doi.org/10.21900/j.jloe.v1i2.856.
Full textAbstract:
Over the past decade, public libraries have shifted from quiet repositories of knowledge to raucous centers of public engagement. Public libraries seek to fill the educational and social gaps left by other informal education organizations (such as museums and science centers) that target specific populations or require paid access for their resources. These gaps are filled by hiring social workers, providing accessible makerspaces, developing English language learner (ELL) programs, facilitating hands-on STEM activities, providing information about community resources and social services, providing summer meals, and much more. But what are the next steps to continue this high level of engagement? By utilizing a Community Dialogue Framework (Dialogues), libraries have engaged with new members of their communities to reach groups not currently benefiting from library services, provided equitable access to new resources, engaged with new partners, and - in the time of COVID - began to address the digital divide in their communities. An examination of forty public libraries’ engagement with and learning from Dialogues was conducted using a qualitative approach and reflexive thematic analysis. An account from a librarian who hosted multiple Dialogues is also presented as a first-person narrative describing their methods and successes using the tool. Benefits and practical considerations for conducting Dialogues are discussed in the results section, followed by limitations and recommendations for further research in this area.
40
Anderson, Amelia, and Abigail L. Phillips. "Makerspaces Designed for All: Creating Equitable and Inclusive Learning Environments in Libraries." Proceedings of the Association for Information Science and Technology 58, no. 1 (October 2021): 806–7. http://dx.doi.org/10.1002/pra2.569.
Full text
41
Chang, Yunkeum. "A Study on the Concepts and Programs of 'Makerspaces' at Public Libraries." Journal of the Korean Society for Library and Information Science 51, no. 1 (February 28, 2017): 289–306. http://dx.doi.org/10.4275/kslis.2017.51.1.289.
Full text
42
Slatter, Diane, and Zaana Howard. "A place to make, hack, and learn: makerspaces in Australian public libraries." Australian Library Journal 62, no. 4 (November 2013): 272–84. http://dx.doi.org/10.1080/00049670.2013.853335.
Full text
43
Moorefield-Lang, Heather. "Change in the Making: Makerspaces and the Ever-Changing Landscape of Libraries." TechTrends 59, no. 3 (April 23, 2015): 107–12. http://dx.doi.org/10.1007/s11528-015-0860-z.
Full text
44
de Boer, Jeroen. "The business case of FryskLab, Europe’s first mobile library FabLab." Library Hi Tech 33, no. 4 (November 16, 2015): 505–18. http://dx.doi.org/10.1108/lht-06-2015-0059.
Full textAbstract:
Purpose – The purpose of this paper is to describe the emergence of the mobile library FabLab FryskLab, a project of Bibliotheekservice Fryslân (BSF). There will be special attention on how the business case has been established. Design/methodology/approach – The author examines the broader development of (mobile) FabLabs in libraries. Based on the description of sub-projects that together make the project FryskLab the approach of BSF is described. Findings – The design of a mobile library lab speaks to many people’s imagination. However, achieving a sound business case requires a lot more than just driving around in a bus and providing practical workshops. Developing supporting projects is necessary. Originality/value – At this time most publications on mobile library makerspaces are held in the realm of popular publications (blogs, magazines). Very little has been written on a wider range of case studies where mobile library makerspaces have been integrated into library services. This paper serves as an insight on how BSF developed the FryskLab project.
45
Norouzi, Kinnula, and Iivari. "Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review." Multimodal Technologies and Interaction 3, no. 4 (October 28, 2019): 71. http://dx.doi.org/10.3390/mti3040071.
Full textAbstract:
The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.
46
Shivley, Kate, Lisa Jarrell, and Dixie Denton. "Ready, set, make! Exploring library resources in a residential hall makerspace." College & Research Libraries News 79, no. 7 (July 5, 2018): 360. http://dx.doi.org/10.5860/crln.79.7.360.
Full textAbstract:
Increasingly, the maker movement has spread across the nation in various contexts. Emerging from this movement are sites called makerspaces, which bring individuals together to create and learn collaboratively via engagement with resources and materials. Libraries are natural partners in the maker movement. At Ball State University, Bracken Library has access to collections and resources to support student making and learning. The library provides expert assistance, support, and resources for students in their homes (i.e., residence halls) and encourages both faculty and students to use the space for projects, presentations, and workshops.
47
Jiang, Amy, Karen Beavers, Jennifer Esteron Cady, and Liberty McCoy. "Re-positioning library technology support on Campus-Wilson Library’s journey." Library Hi Tech News 32, no. 9 (November 2, 2015): 14–16. http://dx.doi.org/10.1108/lhtn-08-2015-0053.
Full textAbstract:
Purpose – The purpose of this paper is to discuss the changing role of the academic library, in relation to technology support services. It proposes that library technology services should expand to take a central role in developing student academic technology skills, and shows how moving into non-traditional areas of technology support can expand a library’s operation capabilities to include entrepreneurship and innovation for faculty, staff and students. Design/methodology/approach – The paper outlines how our library expanded its technology services to include course management support, technical literacy training and three-dimensional (3D) printing, and details future developments into robotics and software development. It details the authors initial objectives, the issues encountered, the improvements made in response and what the authors hope to do in the future. Findings – We are at a time when technology has made innovation and creation available to many. Academic libraries should take on this opportunity of repositioning technology services to provide and promote technical applications, becoming a central point for library users to share ideas and collaborate on projects. As a result of the interdisciplinary nature of academic libraries, the authors are in the best position to make this happen on campus. Originality/value – Even though continual change has been a theme in the development of libraries, very little has been written on the role of technology support services. This paper sets the foundation for further exploration in how taking on academic technology support services, 3D printing and makerspaces could be a part of library services.
48
Lavolette, Ryan. "From makerspaces to language spaces: An investigation into Maker Education in EFL." JALTCALL Publications, no. 1 (March 31, 2024): 60–78. http://dx.doi.org/10.37546/jaltsig.call.pcp2023-07.
Full textAbstract:
Language learning and teaching is under increasing pressure from stakeholders to adapt and evolve in response to changing policies, rapid technological advances, and evolving needs. There is pressure to add more value to language teaching and learning by integrating content and skills instruction. In many contexts, such as schools, community centers, and libraries, a new educational approach, Maker Education, which focuses on learning through constructing hands-on projects, is an effective way of building learner’s skills and content knowledge (Bevan, 2017; Martin, 2015). Researchers have noted Maker Education’s potential for language learning, as it situates language in an immediately relevant context (see Dubreil & Lord, 2021). However, little research has been done on whether the Maker Education approach can maintain its efficacy in English language learning contexts. Accordingly, this paper will explore a Maker Education approach based on core principles derived from established Maker Education frameworks in a Content Language Integrated Learning context. Participants (n = 129) participated in Maker Education activities and immediately reflected on their experiences. The reflections were analyzed for evidence and alignment to the core constructs, showing strong support for Maker Education’s capability to help learners develop skills and competencies even in a language learning environment.
49
Maceli, Monica Grace. "Making the future makers." Library Hi Tech 37, no. 4 (November 18, 2019): 781–93. http://dx.doi.org/10.1108/lht-01-2019-0005.
Full textAbstract:
Purpose The purpose of this paper is to identify and explore curriculum related to makerspaces and making within library and information science graduate programs and continuing education opportunities available to librarians. These findings are compared against prior assessments of makerspace-related educational offerings, as well as contrasted with recent practitioner survey results indicating the number of library practitioners involved in makerspace work and their needs. Design/methodology/approach This paper employs content analysis to assess makerspace topics within American Library Association (ALA)-accredited library and information science Masters programs’ course catalogs and in continuing education opportunities for librarians. Findings This work identified a total of eight courses from seven ALA-accredited Masters of Library Science programs relating to makerspace and making topics. A series of past and current makerspace-related continuing education opportunities were noted, with a variety of durations and structures, all offered in online format. As compared to prior research, these findings describe a notable increase in training and curriculum relating to library makerspaces. Research limitations/implications A limitation of this work is the difficulty in assessing frequency of course offerings, details regarding special topics courses and the potential continuing education materials that may have been removed from the internet since their offering. Originality/value Although significant research efforts have focused on makerspaces, little work has directly assessed the ongoing impact of the makerspace trend on library and information science graduate programs and continuing education opportunities.
50
Garcia, Moriana M., and Tod Colegrove. "Introduction to Special Section: Considerations and Potential Impacts." Bulletin of the Association for Information Science and Technology 42, no. 1 (October 2015): 8–11. http://dx.doi.org/10.1002/bul2.2015.1720420105.
Full textAbstract:
EDITOR'S SUMMARYASIS&T Special Interest Group/Scientific and Technical Information convened a panel at the ASIS&T 2014 Annual Meeting that explored potential impacts of 3D design and printing on libraries, museums and educational institutions. Rooted in the 1970s, the current 3D printing process was first used in 1984 and now allows limitless creations to be made by downloading or scanning and printing a digital file. The tangible product vitalizes interaction with the original and among viewers, enhances understanding and stimulates creativity. But, as with the use of photocopiers, questions of ethics and intellectual property arise. Management of the technology also raises practical questions of access, workflow, budgeting and support.This special section delves into 3D technologies as teaching tools and considers policy, copyright and intellectual freedom, critical issues for information professionals. Articles open with a discussion of the use of 3D printers in library makerspaces by community members, the potential for broad experiential learning and practical issues for libraries. An exploration of 3D printer use for academic studies far beyond traditional areas follows, with a look at collaborative efforts between university departments to support and use the equipment and a reminder of the need for ethical management and consumer education about 3D resources. The final articles explore the benefits of manipulating 3D copies of museum pieces and enjoying the creative potential for hands‐on activities in various settings, as well as contemplating libraries' role in adapting intellectual freedom policy for 3D technologies.