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Follow our journey to encourage permanent makerspaces in rural communities by providing 35 libraries a temporary makerspace. Paired with support and marketing tools, the communities garnered local support and an awareness of makerspace benefits. The Library Innovation Studios project proved valuable in broadening library services. Learn about the multi-faceted project – the makerspace kits, sustainability strategies employed, partner/library responsibilities, and the opportunity to make improvements as cycles progressed. We blended community engagement processes, trainings, user-friendly instructions, and supplied materials to promote immediate making. Other facets included local and statewide events and on-going networking tools – an e-mail group and a makerspace database. [ABSTRACT FROM AUTHOR]

Scholarly investigations into the extent and nature of schools and public libraries collaborating in the "maker/making" space are scant. This research sets out to address this knowledge gap, by investigating the perspectives of public libraries' staff: How public libraries and schools have worked together on makerspaces and "making" programmes, the motivations for and the nature of collaborations, and challenges that need addressing for successful collaborations, and their perceived outcomes of such collaborations. This study shows how through collaborating with schools, public libraries can make meaningful contributions to social and digital inclusion in their communities, fulfilling their roles as social institutions. Our findings highlight the importance of contextual flexibility to be considered in such collaborations, with partnering organizations negotiating a suitable model for working together. The roles and contributions of each party involved could be considered across spectrums of engagement, planning, resource-sharing, and activities, depending on the contextual needs, priorities, and requirements of the partnering institutions. We discuss how these can be achieved through dialogic communication for sustained partnerships. [ABSTRACT FROM AUTHOR]

This article explores the tensions and contradictions in the potential success of maker-learning in Higher Education (HE) as supported in academic library makerspaces. Insights are formed from an in-depth, Cultural-Historical Activity Theory framed case study on a well-established North American HE academic library-based makerspace service. Lessons are drawn from the organisational tensions that emerged as challenges in its development. Participants were from the library service, students and academics from different disciplines that make significant use of the library makerspace. The 'relational agency' and 'common knowledge' of academic librarians in bringing together academic and student perspectives on the utility of maker-learning is found to be key. Maker-learning is observed to be an intertwined embodied/haptic, social/dialogic and rational/critical expansive cross-disciplinary system in a Zone of Proximal Development. Evidence of attempts to address the themes of inclusivity, diversity and sustainability to achieve ethical-maker-learning outcomes are discussed and developed. The article then expands on Ratto's Critical Maker pedagogy utilised by the case study library service. I conclude with the proposal of a potentially transformative new concept for supporting cross-disciplinary maker-learning systems, 'Critical Material Literacy' (CML), whereby technical and material awareness connects with progressive concerns for people and the planet. This new theoretical concept is designed to start proactively addressing the key case study themes, with academic librarians becoming critical agents in creating ethical-maker knowledge hubs. [ABSTRACT FROM AUTHOR]

As the novelty of makerspaces in libraries slowly fades, this study examines how participation, expertise, and embeddedness in the library organization and surrounding community are sustained in library makerspaces. Based on interviews with makerspace practitioners in 13 Danish libraries, practices of maintaining, scaling, replicating, and evolving library makerspaces are analyzed. The findings propose a variety of practices and tensions concerning sharing ownership with user communities; scaling and prolonging users' participation; building expertise through documentation, repetition, and sharing; collaborating with local community partners; and embedding makerspace practices into existing library practices, resources, and values. The results inform a discussion of participation, expertise, and embeddedness, which are distilled into three guiding principles that can help libraries reflect and address the sustainability of their makerspace over time. [ABSTRACT FROM AUTHOR]

Job satisfaction is a crucial piece of workplace behavior and productivity. This study sought to understand the levels of job satisfaction of librarians and library staff from all types of libraries and positions and to determine what factors influenced their job satisfaction. A total of 770 respondents completed the Job Satisfaction Survey (JSS). No differences were found between librarians and library staff or by gender, race, library type, position in the library, and library work performed. Strength of identification with current library was found to significantly influence job satisfaction and accounted for 31% of the variance in job satisfaction. Several key factors were found that influenced respondents' job satisfaction. These include strength of identification with their current library, and culture & work environment; colleagues; leadership; pay; diversity & inclusivity; workload; meaningful work; external recognition of the value of the library; and being personally valued & appreciated. [ABSTRACT FROM AUTHOR]

This column explores a variety of prizes awarded to children's literature and their positive impact when leveraged in school libraries. [ABSTRACT FROM AUTHOR]

Memory Cafés bring services to families and individuals experiencing memory loss, mild cognitive impairment, early Alzheimer's, or other dementias. Memory Cafés situated in libraries are designed to be safe, engaging, and welcoming gathering spaces. These equalizing opportunities provide mind-stimulating activities and respond to the growing need to create dementia-friendly library environments. The aim of this article is to highlight management considerations for creating Memory Cafés. Issues such as building community partners, budgeting, planning, library staff training, and marketing are highlighted. Overall, Memory Cafés can be inclusive library spaces for people experiencing different phases of memory loss and their care partners. [ABSTRACT FROM AUTHOR]

In library makerspaces, there is a potential for users to infringe on other’s intellectual property rights through illegal reproduction. There is also the opportunity for makerspace users to create their own new intellectual property which could then be protected. This article presents a case study from a library makerspace working to address intellectual property issues, as well as a survey of other library makerspaces detailing how they are currently addressing such concerns. Results conclude that while currently there is a lack of targeted services and resources, libraries need to create policy, services, and collections targeted towards intellectual property in their makerspaces. [ABSTRACT FROM AUTHOR]

• Makerspaces and integrated STEM labs require high-quality safety training. • 48 STEM educators from three states participated in this safety training study. • Shorter, fully online training demonstrated the smallest safety benefits. • In person training with a lab activity demonstrated the greatest safety benefits. • Safety perceptions improved as hands-on activities and training duration increased. Introduction: The rising popularity of makerspaces and integrated science, technology, engineering, and mathematics (STEM) education labs has increased the safety/health hazards and resulting potential risks that schools, libraries, community centers, and educators must be prepared to address. Previous studies have demonstrated that adequate safety training can enhance educators' safety perceptions and reduce accident rates. Method: Safety training was conducted in three different U.S. states for 48 educators working in K-12 STEM areas. Differences in the mode of delivery, length of the training, and types of hands-on activities instituted at each training site were examined in relation to the level of influence these factors had on educators' safety perceptions. A modified version of the Science Teaching Efficacy Belief Instrument (STEBI) was used, which had previously been adapted for similar safety studies and showed strong reliability measures. Results: The pre- and post-survey responses revealed that educators at the fully online and shortest training session did not experience significant changes in their safety perceptions. However, participants at the two face-to-face sites demonstrated significant gains in their safety perceptions. Most notably, the site that offered the longest training and integrated the most hands-on lab activities recorded the greatest gains. Additionally, correlational analyses corroborated that as the amount of hands-on activities and length of the trainings increased, there was a positive significant association with changes in educators' safety perceptions. Conclusions: This research helps bridge the gap between industry and K-12 STEM education research regarding better safety training practices. The findings from this study can help promote safer teaching and learning environments, while also reducing liability and the chance of a serious accident. Practical Applications: State departments, higher education institutions, teacher education programs, school districts, and others providing STEM safety training to K-12 educators should utilize this research to reexamine their safety training policies and practices. [ABSTRACT FROM AUTHOR]

Recent trends in librarianship point to themes of crafters, artisans, and makers in library spaces. The American Library Association's Center for the Future of Libraries includes the Maker Movement as one of its trends. Librarians can support these makers and entrepreneurs by thinking of libraries as a place to create through community building and engagement, and considering job skills needed for success and confidence to staff such spaces, but this transformation requires administrative support. This article summarizes this movement for libraries and suggests a route to success through a case study of a year-long grant on Making Maker librarians. [ABSTRACT FROM PUBLISHER]

Library maker services are a current focus of the industry's theoretical research and practice. With the popularization of the maker movement and the development of "mass entrepreneurship and innovation" in China, the library has been forced to re-examine itself and seek new development opportunities and spaces. Based on the experience of library maker service activities both at home and abroad, this paper explores the design of the library space transformation and the practice of the maker services in Shenyang Normal University. In the face of "mass entrepreneurship and innovation" and the background of education, library maker services have become the main melody, and the construction of makerspaces is the panacea to boost the development of library services. Every qualified library needs to be transformed, insufficient ones need to be reformed, and maker services are not only a development drive of the era, but also the essential path to the future. [ABSTRACT FROM AUTHOR]

Citizens, including those living in poor and developing countries, need equitable access to information daily to satisfy their diverse and multiple information needs. In this information age and information economy era, easy and instant access to information and knowledge, which are inevitabilities for socio-economic development, cannot be overemphasised. With rolling out of public libraries even in disadvantaged rural communities due to the library conditional grant in South Africa, the study is aimed at investigating factors influencing the Internet access and use in public libraries in Limpopo. The study adopted a qualitative research approach. The twenty four users of three rural, semi-rural and urban public libraries were selected through convenience sampling. A well-placed government official of the Department of Sport, Arts and Culture was purposively selected. All informants were interviewed face to face to collect data. The study found that, although public libraries studied have networked computers for the Internet access and use, there are many challenges. The officials of the relevant department need to study the recommendations of this study to ensure that the people have digital access in public libraries to mitigate the diverse socio-economic challenges they are facing to improve their lives. [ABSTRACT FROM AUTHOR]

Libraries are increasingly building makerspaces and technology labs which are aimed at portraying them as innovative, progressive, and future-oriented to meet the changing need of a technology-centered society. The Auraria Library designed several spaces with these ideals in mind, yet after running them for several years, the authors have redesigned and re-prioritized its services, staffing, and values. Using critical making as a framework, the authors interrogate some of the implicit logic of library makerspaces that contributes to sexism and ableism and outline how libraries can create inclusive creative technology spaces and services that center people over technology. [ABSTRACT FROM AUTHOR]

This article leverages an innovative maker program at the University of Southern California Libraries to explore how academic libraries are uniquely positioned to partner with student researchers to unite experimental modes of digital scholarly communication with a maker ethos. Focusing on one instance of the program, the result of which was a novel, research-driven annotated VR experience of a terraformed Mars, the author argues that academic libraries, and innovation labs within those libraries, can foster experimental scholarly communications, with students and others, by advancing key partnerships across campus and by providing a potent mixture of space, technology, and in-house digital literacy skills. [ABSTRACT FROM AUTHOR]

Students acquire, communicate, share, and create knowledge through more than the printed word. Libraries are in a position to provide equitable access to a variety of multimodal resources enabling students in this learning process. Embracing this process, one medium-sized public academic library, in a state with major, well-publicized budget cuts to higher education, was determined to open a makerspace. Through collaborative relationships, intentional communication, and creative repurposing of what was available, the librarians successfully implemented a makerspace. This article focuses on communication strategies used to manage perceptions of such an undertaking in a climate of austerity. [ABSTRACT FROM AUTHOR]

Library technology is a broad concept that encompasses infrastructure and spaces, services, access and more. This special issue of College & Undergraduate Libraries is entitled Library Technology: Innovating Technologies, Services, and Practices and reflects the range of technology services and practices in academic libraries. These articles were grouped into narrower technology themes: innovative services, immersive technologies, makerspaces, web and application (re)design, and research practices. May these articles inspire another wave of innovation. [ABSTRACT FROM AUTHOR]

Within the framework of a professional co-operation agreement between the National Circus Arts Centre and the Eötvös Loránd University Faculty of Humanities (concluded on September 6, 2019), the Institute of Library and Information Science takes part in establishing the Library of the Centre. This library will work at the same time as the Central European Research Centre and Data Store in the field of Circus Arts. By identifying and listing foreign circus arts institutions with important public collections, and analyzing their best practices, the parties intend to support the adaptation of state-of-the-art content delivery systems and community programmes organized by libraries in Hungary. [ABSTRACT FROM AUTHOR]

In this article, affects are discussed as forces or intensive powers causing movements in individuals and groups and their subsequent social, cultural, and material (together and in sum, political) expressions. 1 The article suggests that the movements we should try to produce or support through libraries and other documentary institutions are movements of change toward longer-lasting and more sustainable affects that support life. It is desirable to adopt a production and reproduction model in libraries and documentation centers based on supporting institutional and individual agents that can modulate affects and redirect and create new trajectories toward responding to dire planetary and human needs that are now denied and repressed. This suggests that such institutions may wish to further critically examine how they reflect and how they direct and modulate epistemic and social forces, which forces they act upon and support, and which agents and powers they empower and to what degree they do so, toward long-term generative production and reproduction. [ABSTRACT FROM AUTHOR]

As populations grow more diverse and different cultural identities become increasingly prevalent, intercultural competence will be a requirement for successful communication and cultural harmony. Community colleges host the most diverse population of students in the United States, often considered a reflection of the communities they serve. As centers of institutional learning, libraries at community colleges have a responsibility and an opportunity to provide service grounded in the tenets of intercultural competence. These service standards are having and following a diversity policy; providing a welcoming and accessible environment; offering services and materials that match students needs and backgrounds; communicating in a way that is "culturally humble;" and lastly, hiring practices that ensure a diverse staff. [ABSTRACT FROM AUTHOR]

The guidelines about Third Mission/Social Impact published by the Italian relevant authority (ANVUR) in November 2018 are focused also on the academic libraries' heritage and on the activities aimed to promote it. This heritage - not only the special collections but also the buildings where libraries are housed - is unique and original, so can identify each library. As libraries' heritage is often fascinating, as well as outstanding from the historical and artistic points of view, and sometimes of local interest, it can attract non-academic audiences, too. Many different skills (about history, bibliography, ICT, marketing, financial management etc.) are required to manage projects on libraries' heritage, so cooperation both with academic staff and external partners may be helpful. Furthermore, this perspective can make academic libraries explore new ways to strengthen their role in society (e.g. cultural tourism). An evaluation scheme for such activities is proposed thanks to some methodological suggestions gathered from professional literature, guidelines, reports and case-studies. The scheme refers to academic libraries in the context of Third Mission/Social Impact. [ABSTRACT FROM AUTHOR]

Going Green is a recent IFLA book, which contains an excellent review about what libraries are doing, in various parts of the world, to protect the environment and help their communities, all the collectivity, to face the ecological crisis. In addition, the reading of Going Green also allows us to reflect on implications that a green and sustainable option involves in the way of interpreting the social role of the libraries, inspiring their management policies, improving their perception within the public sphere, assessing their impact. This article aims to frame and discuss the contents of the book in the light of conceptual and practical developments of the Green Library Movement. The latter tend now to entrench - in and with the libraries - a not only environmental, but also social, economic and cultural idea of sustainability. [ABSTRACT FROM AUTHOR]

Across the United States, one in five children has or will have a serious mental illness. This project intended 1) to determine current efforts among rural school libraries and communities to promote mental health literacy, and 2) to determine rural school libraries' capacity to promote community health literacy. This project used a mixed method design, including activities such as a quantitative survey of mental health support administered to rural school librarians, counselors, and administrators; qualitative interviews and focus groups with rural school librarians, counselors, and administrators; environmental analyses of school libraries where best practices are happening. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose – The aim of the survey which is presented in this research study, was to obtain information on senior literacy competences in the field of information literacy and their interest in learning on various topics related to Internet and ICT work. The main research question was focused on finding the topics in which seniors want to be educated. Design/Methodology/Approach – This research is a component of the empirical part of the dissertation thesis and is based on already published results of qualitative research that examined the needs of seniors in the work with the Internet. The obtained results were subsequently verified on the level of generalizability by means of quantitative research. The questionnaire survey obtained more than 750 responses. The research design was set to the parameters of applied research and quantitative research was one of its sections. Results – Research has shown that seniors are generally very interested in learning through the libraries network. Topics that are interesting to them are more often related to content (such as editing photos) than to using software and using e-mail, text editors, etc. At the same time, elderly people declare a relatively high degree of competence in everyday internet activities and technology. Originality/Value – Due to the fact that the process of education of seniors in libraries is not dealt with in a general and systematic manner and each library prepares lessons itself, ten topics that emerged from the research were didactically transformed into educational lessons. This methodical guide is freely available through eknihy.knihovna.cz portal and has the ambition to become a practical guide not only for librarians but also for other institutions dealing with senior education. [ABSTRACT FROM AUTHOR]

This article presents the history of the Professor Osni de Medeiros Regis Library, located at Av. Mauro Ramos, n.1344, in the city of Florianopolis, SC, Brazil. The study reports the history of the library, describing the creation processes, the construction of the physical space, the composition of the collection and the creation of the foundation to maintain the library and provide access to the public. Establishing an analysis of the importance of the library to the florianopolitan community, and describing the types of services the library provides to the community at large. The methodological procedures that guided the construction of the article were bibliographic research, documental research and interviews, enabling to verify the importance of the library for the community and fr the area of library science. [ABSTRACT FROM AUTHOR]

The article addresses the efforts of libraries in Washington to address issues as they pertain to reaching 'Hard to Count' populations, as well as seeking to ensure that staff are adequately trained on how to answer questions about the census. Topics discussed include purpose of the census results, importance of counting 'Hard to Count' populations, and reasons many Washington Library systems have championed involvement in the 2020 Census.

The paper addresses the issue of library value through two aspects: first, how libraries add value to societies and communities in a very general way; second, how libraries help to create equal and inclusive communities and societies. Five functions of library system and libraries are identified in the library literature, all of which help to create a more equal and just society in one way or another. The more concrete ways, in which libraries address the issues of social inequalities, are illustrated by examples of Lithuanian library activities. [ABSTRACT FROM AUTHOR]

Column description.TheTechnologycolumn examines current and developing technology topics in libraries. The column’s focus is creative uses of technology, introductions to new technologies, and critiques of current technologies, their uses, or their future. Readers interested in contributing ideas or writings to this column may contact column co-editors Suzanne Townsdin and Susan Whitmer. Makerspaces provide an opportunity for libraries to build upon services they already offer while reaching out to students and faculty who do not frequent the library on a daily basis. By implementing a makerspace in the campus library, the space is seen as more neutral and approachable by students and staff from all academic departments. Broadly interpreting what a makerspace needs to be allows institutions the opportunity to match the space to the specific needs of their student body, while leaving room for the space to change and grow over time. The smaller scale implementation of makerspaces and collaboration technology provide institutions with a testing ground for future trends and can encourage academic departments to independently adopt new instruction trends in the classroom. In addition to the services provided by the space, students benefit from the opportunity to participate in a more creative, kinesthetic style of learning that stimulates their decision-making skills. [ABSTRACT FROM AUTHOR]

The paper examines the awareness and use of library makerspaces. A well-structured questionnaire was used for collection of data. Around 700 questionnaires were distributed among the Indian library professionals. A total of 500 filled in questionnaires were received, out of which, only 470 questionnaires were selected for analysis of the data. The overall response rate was 67.14%. The result of the study demonstrates that among all users, 70% male and 30% female are aware of library's makerspaces. Majority of users utilising library makerspaces are pursuing master's degree. It has been found that nearly all of the academic libraries employees are using makerspaces facilities. Maximum number of respondents' (68.09%) using makerspaces facilities for academic and research purposes and reported them as a tool to educate students for the local and global economy (42.55%). When asked respondents about the state-of-the-art tools, technologies or forms for creating makerspaces, 44.68% of respondents claimed that their makerspaces have computer workstations. Approximately, 51.06% respondents indicated that their library's makerspaces offer students workshops/seminars/conferences. Furthermore, the study reflects that maximum number of respondents, i.e., 36% understand the significance of library makerspaces and evaluated them as "valuable". [ABSTRACT FROM AUTHOR]

Despite the abundance of research on library makerspaces, systematic reviews of library makerspace research are lacking. As research on library makerspaces advances, the field needs reliable empirical findings to examine the impact of library makerspaces and identify research areas that are valuable for future research. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement, 43 out of 838 records were selected for the systematic review. The overall trend of research methodologies and theories, settings, participants, research purposes, as well as tools, technologies and programming in library makerspace research were identified. The findings reveal that qualitative studies that were descriptive in nature were the predominant approaches. While appropriate literatures were explored, theoretical frameworks were less used. This systematic review contributes new areas and directions for future research, including the need for expansion of research methodologies and theoretical frameworks and investigation of diverse users and types of making. • A systematic review of library makerspace research was conducted on 43 studies out of 838 studies. • The overall themes of research methods, theories, purposes, tools, equipment, and programming were identified. • This systematic review demonstrated that qualitative studies and adopting one data source were the predominant approaches. • A limited number of studies focused on school and rural public library makerspaces. • Research methodologies, theoretical frameworks and investigation of diverse users should be expanded. [ABSTRACT FROM AUTHOR]

Learning Labs and Makerspaces provide informal learning spaces in which teens can create, invent, socialize, and work with mentors and peers. These innovative learning spaces facilitate teens' authentic and social learning experiences, promoting their twenty-first-century skills and multiple literacies. Little research has focused on the challenges, achievements, or goals of professionals in these spaces. This study addresses this gap by studying the experiences and perceptions of learning space professionals. The research question is: What are the challenges, achievements, and goals perceived by professionals of learning spaces in libraries and museums? We discovered the following challenges: having enough personnel, obtaining necessary funding, changing the perceptions of library and teen learning, being able to develop a vision, and providing consistent access to the space. Achievements included: increased teen engagement, staff developing necessary skills, and changing the perception of what a learning space can provide. Goals emphasized the desire to sustain and expand learning space programming, as well as other professional goals. Evaluation approaches included mainly outcome measures, though some output measures continue to be used. Lastly, implications for practice and LIS education are discussed. [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]

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. [ABSTRACT FROM AUTHOR]