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Literatura académica sobre el tema "Makerspaces in libraries"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de agosto de 2024

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Artículos de revistas sobre el tema "Makerspaces in libraries"

Cao, Fenfang, Shuheng Wu y Besiki Stvilia. "Library makerspaces in China: A comparison of public, academic, and school libraries". Journal of Librarianship and Information Science 52, n.º 4 (10 de marzo de 2020): 1209–23. http://dx.doi.org/10.1177/0961000620908657.

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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.

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Moorefield-Lang, Heather. "Lessons learned: intentional implementation of second makerspaces". Reference Services Review 47, n.º 1 (11 de febrero de 2019): 37–47. http://dx.doi.org/10.1108/rsr-07-2018-0058.

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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.

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Masenya, Tlou Maggie. "The Creation and Adoption of Technology-Centred Makerpaces in South African Academic Libraries". International Journal of Library and Information Services 12, n.º 1 (24 de marzo de 2023): 1–17. http://dx.doi.org/10.4018/ijlis.320224.

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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.

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Okpala, Helen Nneka. "Making a makerspace case for academic libraries in Nigeria". New Library World 117, n.º 9/10 (10 de octubre de 2016): 568–86. http://dx.doi.org/10.1108/nlw-05-2016-0038.

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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.

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Moorefield-Lang, Heather Michele. "When makerspaces go mobile: case studies of transportable maker locations". Library Hi Tech 33, n.º 4 (16 de noviembre de 2015): 462–71. http://dx.doi.org/10.1108/lht-06-2015-0061.

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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.

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Williams, Rachel D. y Rebekah Willett. "Makerspaces and boundary work: the role of librarians as educators in public library makerspaces". Journal of Librarianship and Information Science 51, n.º 3 (23 de noviembre de 2017): 801–13. http://dx.doi.org/10.1177/0961000617742467.

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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.

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Moorefield-Lang, Heather Michele. "User agreements and makerspaces: a content analysis". New Library World 116, n.º 7/8 (13 de julio de 2015): 358–68. http://dx.doi.org/10.1108/nlw-12-2014-0144.

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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.

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Curry, Robert. "Makerspaces: a beneficial new service for academic libraries?" Library Review 66, n.º 4/5 (4 de julio de 2017): 201–12. http://dx.doi.org/10.1108/lr-09-2016-0081.

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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).

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Wang, Fangmin, Weina Wang, Sally Wilson y Namir Ahmed. "The State of Library Makerspaces". International Journal of Librarianship 1, n.º 1 (12 de diciembre de 2016): 2. http://dx.doi.org/10.23974/ijol.2016.vol1.1.12.

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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.

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Okuonghae CLN, Omorodion. "Creating Makerspaces in Nigerian Libraries: Issues and Challenges". Indian Journal of Information Sources and Services 9, n.º 2 (5 de mayo de 2019): 49–52. http://dx.doi.org/10.51983/ijiss.2019.9.2.625.

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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

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Tesis sobre el tema "Makerspaces in libraries"

Vennerström, Inger. "”Från ord till handling” : Makerspaces roll på folkbibliotek". Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11932.

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The aim of this thesis is to examine the opinions of Swedish public library staff, managing makerspaces, regarding the role of their spaces. The material is derived from four semi-structured interwievs with, and four e-mail answers from staff managing makerspaces at seven public libraries in Sweden. Directed content analysis was used to interpret the results of the empirical study. The theoretical framework is based on a model for library development presented in 2012 by the Danish researchers Henrik Jochumsen, Casper Hvenegaard Rasmussen, and Dorte Skot-Hansen. According to the model, the library´s mission is to support the following four goals: experience, involvement, empowerment, and innovation. The model also presents four spaces, in which the goals should be supported. These spaces are: the inspiration space, the learning space, the meeting space, and the performative space. The results show that the interviewees view makerspaces in their public libraries as a way to promote democracy and digital inclusion by offering collaborative learnings spaces.

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Edin, Elisabet. ""I thought libraries were about books" : Mål och funktioner inom kreativa rum på australiska bibliotek". Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295658.

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Creative spaces, or makerspaces, is an emerging and global phenomenon in libraries. The aim of this study is to examine the objectives that underlie the creative spaces in Australia, expressed by library professionals, as well as the purposes they fulfil in the library context. The material is derived from seven in-depth interviews with staff working with creative spaces at three public and one state library. Additionally, one observation was conducted in the creative space at each of these libraries. “The four spaces model”, created by Danish researchers Henrik Jochumsen, Casper Hvenegaard Rasmussen and Dorte Skot-Hansen, comprises the study's theoretical framework. According to the model, the library's objective is to support the goals: experience, involvement, empowerment and innovation. The library spaces, in which the goals should be supported, are the inspiration space, the learning space, the meeting space and the performative space. The study shows that the most distinct objectives of the creative spaces are experience and empowerment. Involvement and innovation are also present, but not as prominent. Further, the study shows that the purposes fulfilled by the creative spaces places them within the learning space and the meeting space, and to some degree in the inspiration space and the performative space. Findings reveal that creative spaces support STEM-based (science, technology, engineering and maths) learning and digital literacy through both collaborative and individual learning. The learning takes place in informal settings where play is a significant factor. The creative spaces function as “high-intensive” meeting places for the local community, and the library professionals highlight the importance of the social aspects of the creative spaces. This is a two years' master’s thesis in Archive, Library and Museum studies.

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Hawley, Johnnie Sue. "The Evolution of the Library Media Center: A Study of the Past, Current, and Projected Future Library Services Available in Johnson City, Tennessee". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3046.

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The purpose of this qualitative study was to indicate changes in library services available to the citizens of Johnson City, Tennessee. The study covered library services available in educational and public settings for patrons from preschool to adult ages. Librarians in this study all worked in either a public library located in Johnson City, TN or worked in the Johnson City School System as a media specialist in either an elementary, middle, or high school. This qualitative study was conducted using interviews of librarians to gain their perceptions of the library and their roles within the libraries of Johnson City. Librarians were interviewed to determine their views in the past, present, and future of the library as an establishment. Documents from the various libraries were also analyzed to determine changes in library services. Various themes emerged from the data analysis. Participants discussed their roles as librarians, the library as an institution, and collection development. Other themes that emerged were discussions of library materials that were now or would become archaic. Participants also made projections as to the future of the library itself and whether or not it would become obsolete. The results of this study suggest that libraries will continue to evolve as technologies and community needs and expectations change. The appearance of the library will evolve to contain more learning spaces for active and group learning. The role of the librarian will evolve as the technology evolves. It will become more focused upon teaching patrons how to use learning tools and access information rather than simply managing and controlling the library’s assets. The librarians’ role has the potential to become one of service leadership in the community and in the school setting. The impact of the library and the librarians’ role will directly affect students, teachers, and community members. Recommendations from this study may assist in transitioning the librarian/media specialist’s role to a great service leadership model that supports individual growth and community development.

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Bonte, Achim. "More kitchen than grocery store: The SLUB Dresden as an example of functional change and library developability". De Gruyter Saur, 2021. https://slub.qucosa.de/id/qucosa%3A75114.

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Libraries have quietly changed over the last 20 years. They have adapted early and consciously to the changes of digitalization, they have recognized the changed need of their users for collaborative work and derived new spatial concepts from this. Transparency and access to information, knowledge and encounters are the prerequisites for holistic social development. It is the challenge of the 21st century as the information age.

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Libros sobre el tema "Makerspaces in libraries"

Caso, Olindo. Atlas: Makerspaces in Public Libraries in The Netherlands. Delft: TU Delft Open, 2019.

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author, Bernhardt Matthew, Horowitz Lisa R. author, Lu Wenqing author, Shapiro Randi author y Association of Research Libraries, eds. Rapid fabrication/makerspace services. Washington, DC: Association of Research Libraries, 2015.

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M, Pawloski Lynn, ed. The maker cookbook: Recipes for children's and 'tween library programs. Santa Barbara, California: Libraries Unlimited, 2014.

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author, DeBoer Jeroen 1973, ed. Makerspaces in libraries. Rowman & Littlefield, 2015.

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Willingham, Theresa y Jeroen de Boer. Makerspaces in Libraries. Rowman & Littlefield Publishers, Incorporated, 2015.

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Willingham, Theresa, Chuck Stephens y Jeroen de Boer. Library Makerspaces. Rowman & Littlefield Publishers, Incorporated, 2017.

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Moorefield-Lang, Heather, ed. School Library Makerspaces in Action. ABC-CLIO, LLC, 2018. http://dx.doi.org/10.5040/9798216011262.

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School Library Makerspaces in Action is for any librarian looking for inspiration for their own makerspaces, hackerspaces, fablabs, or DIY locations and how to use these spaces in libraries and educational settings. Contributions from authors around the world address the needs of most all readers, including how to provide the staff training necessary for a successful makerspace. Each chapter is written from an author's personal experience, and with only a little fine-tuning and imagination, many of these ideas can be used throughout all levels, disciplines, and subjects in K–12 education and carry over into higher education. The successes and optimism shared in this collection will inspire librarians and educators to think positively about how to implement maker learning locations, train staff, and use makerspaces in their libraries and classrooms to promote and share new ideas.

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Mathuews, Katy B. y Daniel J. Harper. Academic Library Makerspaces. ABC-CLIO, LLC, 2020. http://dx.doi.org/10.5040/9798400606366.

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Moving beyond simplistic equipment lists, this book provides contextual and practical information to help academic library personnel learn how to plan, collaborate, and sustain relevant makerspaces positioned within the broader ecology of campus innovation. The makerspace movement within academic libraries has largely focused on providing space and equipment for making. Academic libraries, however, have a unique opportunity to push beyond the 3D printer to create makerspaces that complement the broader ecology of innovation happening on campus. Intended for academic library personnel, this book is for those seeking guidance on how to establish a makerspace that is more than an equipment room. Katy Mathuews and Daniel Harper provide important context for the maker movement, a review of the process of making, and an overview of the various types of makerspaces, including the hub-and-spoke model, the centralized model, and the mobile makerspace. Additionally, the book provides practical steps to consider, including situating the academic library makerspace within the campus environment, creating valuable collaborations on campus, finding innovative ways to support the entire making process, programming, curriculum planning, and sustaining daily operations such as staffing, funding, and public service.

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Makerspaces: Top trailblazing projects. Chicago: American Library Association, 2014.

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Willingham, Theresa. Library Makerspaces: The Complete Guide. Rowman & Littlefield Publishers, 2017.

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Capítulos de libros sobre el tema "Makerspaces in libraries"

Koh, Kyungwon, June Abbas y Rebekah Willett. "Makerspaces in Libraries". En Reconceptualizing Libraries, 17–36. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315143422-3.

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Kim, Soo Hyeon y Andrea Copeland. "Toward Context-Relevant Library Makerspaces: Understanding the Goals, Approaches, and Resources of Small-Town and Rural Libraries". En Diversity, Divergence, Dialogue, 441–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71305-8_37.

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Hughes, Janette y Laura Morrison. "Role of the Teacher-Librarian". En Making, Makers, Makerspaces, 93–105. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09819-2_6.

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Cheung, Cho Yiu, Apple Hiu Ching Lam y Dickson K. W. Chiu. "Accessing User Satisfaction of Makerspace in Academic Libraries". En Advances in Library and Information Science, 202–38. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8671-9.ch009.

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Makerspaces have developed from a trend to a core service in higher education libraries. Many academic libraries have been actively expanding the “makerspace” within the physical library and revitalizing the library as a center of learning and innovation. This case study investigates the application of makerspace technologies in a major comprehensive library in Hong Kong, which has designed a specific makerspace to encourage innovation and creativity. Few studies have focused on in-depth studies of makerspaces in East Asian academic libraries and how patrons perceive makerspace services and innovative spaces. A survey instrument was developed using the 5E instructional model (engage, explore, explain, elaborate, and evaluate) to evaluate makers' experiences systematically. The finding revealed that respondents applauded the importance of innovative spaces and the perceived outcomes from makerspaces, including nurturing creativity and critical thinking. However, they did not have sufficient skills to use emerging technologies, resulting in low usage.

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"Makerspaces in Libraries". En Encyclopedia of Library and Information Science, Fourth Edition, 2990–96. CRC Press, 2017. http://dx.doi.org/10.1081/e-elis4-120053780.

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Paul, Yitzhak, Amy Vecchione y Patrick T. Colegrove. "Makerspaces in Libraries". En Reference Module in Social Sciences. Elsevier, 2024. http://dx.doi.org/10.1016/b978-0-323-95689-5.00186-3.

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Webb, Katy Kavanagh. "Makerspaces". En Development of Creative Spaces in Academic Libraries, 37–40. Elsevier, 2018. http://dx.doi.org/10.1016/b978-0-08-102266-5.00007-4.

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Harrington, Eileen G. "Makerspaces". En Academic Libraries and Public Engagement with Science and Technology, 19–44. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-08-102124-8.00002-7.

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Edobor, Priscilla Eghonghon. "Tinkering and Makerspaces for Sustainable Library Practices". En Advances in Library and Information Science, 220–26. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5964-5.ch016.

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Libraries all over the world have been tasked with the responsibility of not just providing knowledge but making users producers of knowledge. Tinkering and makerspaces provide users with serene and adequate environments for learning, innovation, tinkering ability, development, collaboration, knowledge creation, and sharing. These spaces are in two categories, which are the high-tech and the low-tech makerspaces. Both technologies offer adequate opportunities for innovation and productivity. This chapter examined tinkering and makerspaces for sustainable library practice, uses, makerspaces set up requirement in libraries, steps for development and benefit of makerspaces. The major benefit of creating makerspaces in libraries is that it fosters the development of users' interpersonal communication, teamwork, leadership, and mentoring skills. The challenges facing the use of tinkering and makerspaces were also discussed and recommendations proffered. Libraries need to embrace and take advantage of this trend which will bring about positive development in sustainable library practices.

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"11. Urban Gardening, Foodsharing and Makerspaces". En Going Green: Implementing Sustainable Strategies in Libraries Around the World, 122–34. De Gruyter Saur, 2018. http://dx.doi.org/10.1515/9783110608878-013.

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Actas de conferencias sobre el tema "Makerspaces in libraries"

Radniecki, Tara, Chrissy Klenke y Erich Purpur. "MAKERSPACES IN ACADEMIC LIBRARIES: OPPORTUNITIES FOR TEACHING AND LEARNING". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1009.

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Mersand, Shannon. "Makerspaces in Pre-K–12 School Libraries: A Preliminary Empirical Analysis". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431363.

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Ireton, Daniel y Angie Brunk. "Accessible Games Day: Building Successful Community Engagement". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003649.

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As games and gamification have become more intrinsically linked to both education and libraries, two librarians at a public university developed a tabletop gaming event in part to raise awareness of how games can be developed or modified in order to expand access to a larger population by addressing accessibility of play. While games work very well in building communities, much of the tabletop gaming industry does little to mitigate exclusionary design for individuals with disabilities. The vast majority of games use color alone to distinguish player pieces from each other despite the prevalence of various types of colorblindness. It is estimated that 8% of the male population experiences some form of colorblindness, and a lack of accommodation eliminates and alienates these players unnecessarily, as the simple addition of patterns, shapes, or textures corrects the issue. Using their expertise in game design and human factors, the authors carefully reviewed and play-tested multiple games for inclusion in the event. While no individual game can be created or modified to have universal accessibility, playing games with an eye toward accessibility is the only suitable way to best determine what games have better design. Providing descriptions and write-ups of what specific games do well (or poorly) along with tested modifications prompt players to consider how design can be improved for accessibility.Key to reaching a broad audience and ensuring a wide variety of perspectives, development of programming such as this requires cross-departmental partnerships. Faculty, students, and community members offer differing insights. Critical among these partnerships are disability support advocates. In Universities, this often takes the form of student services geared toward accommodations in class. In another successful partnership, the authors were able to promote the event within the structure of a university acculturation class. Student attendees were asked to write brief reflection papers, promoting greater engagement with the event and its educational goals. In developing events like these, the greatest expense comes from building game collections. While more familiar board games are generally quite affordable, these are generally among the worst when it comes to accessible design. That said, certain companies have created modified versions, including large print, braille, and tactile modifications. While these do expand human diversity in playability, most of these are post-market modifications which increases costs by as much as 500%. With the rising prevalence and falling costs of 3D printing and makerspaces, replacing or modifying the pieces and parts of existing games is far more effective, if the right facilities are available in your area. The authors will also share informational resources, including informational sites that will help in growing your own list of games suitable for playtesting, with factors such as popularity, time investment, complexity level, and design mechanics. 3D printing files are free or inexpensive, and multiple online communities devoted to accessibility in games can be found through both gaming and disabled perspectives.

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Informes sobre el tema "Makerspaces in libraries"

Approaches to safe 3D printing: a guide for makerspace users, schools, libraries, and small businesses. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, noviembre de 2023. http://dx.doi.org/10.26616/nioshpub2024103.

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