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Introduction. Studies of information behaviour can inform the design of information systems, services and creative workspaces. Creative workspaces are associated with access to tools, expertise, guidance, innovation and constructivist learning. The work of Kuhlthau on information seeking, the information search process (ISP) model, zones of intervention, and later with third space(s) might hold value for the exploitation of creative workspaces in academic libraries. Method. A thematic analysis of a selection of key publications of Kuhlthau is presented focusing on the value for creative workspaces. Analysis. Publications were analysed according to key characteristics of creative workspaces using makerspaces as an example: applicability to diverse contexts; provision of access to tools, expertise, and skills; the provision of safe spaces; providing an open environment for expressions; space to support a hands-on learning environment for guided and constructivist learning; and providing a space to cultivate character traits important to collective creativity. These were compared with information behaviour themes noted in the work of Kuhlthau. Results. Various issues in the work of Kuhlthau hold potential for creative workspaces; acknowledgement of uncertainty, complexity of tasks, the need for sense-making, and affective and cognitive experiences throughout information searching, seeking and other information activities encompassed by information behaviour. Conclusion. Kuhlthau's work can inform information behaviour studies that guide the development of creative workspaces in academic libraries. Specifically, with reference to the phases of creation, information seeking, information searches, thoughts, feelings, the development of zones of intervention, and third spaces. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]