How to use this Page

By Kelly Czarnecki and Marie Harris

In the fall of 2014 our library in Charlotte, NC applied for a grant with the John S. and James L. Knight Foundation to fund Idea Box, a Makerspace in our downtown location. The funding was to be used for equipment as well as consultation to help meet our goals:

• Generate new energy around this lifelong learning center
• Attract new users; especially those ages 19-34
• Be a place where anyone can bring their ideas to life
• Build partnerships/collaborations with the local maker community
• Create a prototype space within the library that can be refined and expanded on with testing and use

As the generous funding that was received did not cover staffing, administration appointed two existing staff as project leads whose task it was to have the space open and operable by January 2015. They in turn went through the process of establishing a dedicated Makerspace (now called Idea Box) team that would focus on developing policies for the space, programming, and focusing on bringing our target audience through our doors. Fortunately, our organization has over seven years of experience in a similar space at one of our branches for youth where film and music creation and editing has been a part of how teens are served, and we had a staff of many talents to choose from.

While the staff were unexperienced as trained Makers, they were definitely enthusiastic and brought with them experience in everything from film making to graphic design. Once the team of ten was established through an online application process that asked questions related to their experience with the kinds of activities and technologies the space would have, the task of how to get everyone on board with knowing how the major equipment works was going to be the next step in the process. Did the secret lie in an Arduino code that you can plug the library employee into? Or do you start from scratch and prototype a librarian Maker in Inkscape (a free software design program) to cut out on the laser cutter?

Here in Charlotte, NC, we opted for training, old fashioned practicing and a bit of trial by fire. While there weren’t any other public library makerspaces nearby, we were able to visit those affiliated with a local college as well as stand-alone organizations and tap into the wisdom of local “gurus.” Before the library even opened the doors to Idea Box; back when the room was still an underused meeting room; a local community college opened the doors of its Fab Lab to future Idea Box staff members. They invited us to come see the space and to receive a tour explaining the layout and the various pieces of equipment. We also had the opportunity to receive hands-on training on 3D printing and laser cutter operation at a local STEM professional development facility. And of course, a librarian is nothing if not curious: all of us continued to pursue training opportunities and online tutorials through resources such as Lynda.com, and continue to build our knowledge base through hands-on experiences with every shift worked in the space. A number of Idea Box staff even come into the space during its closed hours in order to get in practice time.

Our team consisted of ten brave library employees as well as the two team leads, all eager to get started making and uncertain of the perfect pathway to doing so. Team member Aubrey H. says that she has always considered herself to be a Maker. “Whether it's baking, carving, painting, anything really; I'm just happy as long as I'm making something. I knew this was something I wanted to be a part of.”

Marie H., another team member shares, “I personally felt that same compulsion, and knew that I wanted to share that with library patrons. There’s nothing like the sense of accomplishment after creating something yourself. However, most of my making experience in my outside-of-work life involved more traditional crafts, such as crocheting, lace-making, and baking. I will fully admit to trepidation and nervousness at the thought of becoming proficient with a 3D printer or laser cutter! Luckily, we had great community partners that we were able to call on for training and advice.”

It’s hard to believe, but in just a few months’ time, most of us have become confident with the space, the equipment, and the software. Our enthusiasm has only continued to grow, as we continue to make things ourselves and as we help library patrons become makers. Team member Kim A. says, “The chance to see and use a 3D printer is a big draw, but what is even more fascinating is to hear how patrons visualize using it in their personal life either to further their technological education or to spur on a business notion. Being a part of the Idea Box staff allows me to step out of my daily role as a manager and get back to “playing.” The hours in the space do not even feel like work! I can’t believe I get paid to have fun!”

It’s important to keep in mind that no one piece of equipment defines a Makerspace which means there’s plenty of room for staff to bring a variety of skills to the table, and develop their interests in everything from sewing to making food. How you define your Makerspace, and your path to becoming a Maker, is up to you!

When my supervisor set me the task of planning and developing a makerspace for our library, panic set in immediately. I am a school librarian at a relatively well-known independent school in New England. While my school has successfully turned out students with the ability to think and create creatively and critically for decades, it is sometimes slow to adopt major innovations. And why should it? Why mess with a formula that works? Myself and my fellow librarians know the formula provides a sound foundation for our students' learning; however, we think it is time to replace the roof and the windows (so to speak).

I began with the research, of course. I put together a Google Doc of all the major articles and blog posts I could find about makerspaces in libraries, and specifically school libraries. I re-visited Buffy Hamilton's fantastic series of posts on the topic, which led me down the rabbit hole to a wealth of resources I am still shifting through. My panic quickly turned to excitement as I encountered idea after idea, happily looking through programs for high school and middle school students (we serve grades 7-12). I am in the middle of distilling the research and ideas down to a single page document that will convey the goal and purpose of a makerspace in my school library. Although I have had conversations with my supervisor and a couple of teachers, we have yet to approach our tech department or administrators. When we do reach that stage, I don't want to present something overly complex (especially since makerspaces change and adapt so quickly), and would rather distribute a "facts and goals sheet" that gets to the point quickly.

I firmly believe that it is best to see something in action whenever possible. My supervisor is planning a visit to one of our peer schools to see how they designed their makerspace and how it is being incorporated into the school's curriculum. The latter is our biggest concern - design and equipment is the exciting part - and we only have a few leads so far. Right now, our firmest plan is supporting and hosting the Hour of Code during National CS EdWeek from December 7 - 13. We also feel confident that we can reasonably convince our 7th and 8th grade Science teachers to incorporate maker projects into their curriculum, as it is already hands-on and full of projects. The final lead is an English teacher who hopes to make writing for the online sphere a core component of her writing-based 11th grade course. While this will not use "maker" equipment, we feel this project could fuse collaboration and creativity and be considered a maker-like course unit.

At this time, everything feels thready and disconnected. I am having a hard time visualizing the future of our makerspace and how it can meaningfully impact the curriculum at my school. For better or for worse, independent schools do not align with common core standards and curriculum development is not nearly as structured between departments and throughout grades. This feature of my school is simultaneously freeing and frustrating - how can we garner collaborative support when there is no standard or requirement that students learn these skills? Is this better, as we can experiment and shrug off failure more easily? Will we even find teachers interested enough to experiment? Will students want to film their stop-motion animation videos in front of our planned green screen, or would they rather retreat to the familiar (yet ill-equipped) media lab in the arts department?

Does your school library have a makerspace? What was the most frustrating part of your planning and implementation? What was the most exciting part? How would you measure your meaningful impact in your school community? Please respond in the comments below!

Back in October 2014, I wrote about a report entitled: “America After 3 PM.” The Afterschool Alliance was writing about how students spend their time after school. In it, I raised the point of libraries as hubs for after-school activities, a free spot for teens to come if they don’t have the resources or access to other after-school programs. At the end of January, Alia Wong from Atlantic wrote an article called “The Activity Gap,” which discusses the access issues students from various socio-economic classes face with participating in after-school and extracurricular programs.

Wong begins the article by comparing two different students, Ethan and Nicole, whose family backgrounds contribute to two different lifestyles and life paths. While their names have been changed, these two students do exist and were case studies in a study published in Voices of Urban Education. This national study was conducted by Brown University’s Annenberg Institute of School Reform.

Their results are nothing we didn’t already know. The article states the researchers were “alarmed” at the results, but we’ve been seeing and hearing about this growing income achievement gap for a while. I come back to the same question I raised in my October 2014 blog post: how can libraries help?

I can offer an example of a space happening in my community at the Urbana Free Library. Our library is able to offer a Teen Open Lab a couple days a week. The auditorium in the library is opened up and staff and teens set up essentially a mini-Fab Lab/makerspace/hangout area. It’s a spot where teens can come after school, hang out, or create anything from stickers on a Silhouette cutting machine, to using a 3D printer, video and audio production, or simply playing Minecraft or video games. The library has been able to provide another space for teens to go who might not have other after-school options.

Is this a great space? I think so. I visited there a few weeks back (my assistantship has a graduate student helping out at the Teen Open Lab so I went for a visit). The atmosphere was exciting. The teens seemed to be happy. They’ve reached a point in the Teen Open Lab where things are going well and they can keep thinking about where does this space go next. But, we can’t forget the process and time it took to get from point A (the teens had little space) to the idea of the lab, to the creation (and funding), and now the maintaining and sustaining. Perhaps what the Urbana Library Teen Open Lab teaches us is that we need to start having those conversations. If we look out at our community and see that our teens need a free space, we can start having those conversations about what a space for them might look like. I think it’s fine to say, “Look we have this income achievement gap and need to do something about it” but we need to do more than just say it. And maybe libraries aren’t the spot, maybe this conversation is meant for a broader audience, pulling in our education system and college admission process (which places value in extra-curricular activities and involvement outside of the classroom). What I’ve been thinking about in my community engagement class this semester is that libraries are the hub to have those frank conversations. We can open up a space to bring a community together to talk. We’ve been doing it since we first began as public institutions.

The Atlantic article does not offer many solutions and I am not sure I have many to offer either. I still think this is an important conversation to have, but we need to continue to think about the broader context and how we can help or at least provide resources to help. For additional resources on this topic, make sure to check out YALSA’s Professional Tool page on their website. Additionally, you can look at, Cool Teen Programs for Under $100, resources on YALSA’s Wiki page about Maker and DIY Programs, Making in the Library Toolkit, or A Librarian’s Guide to Makerspaces.

Do you have any ideas about how we can bridge this activity gap? I would love to hear your thoughts (or great articles to read and resources to use) in the comments below!

3D Systems, in collaboration with YALSA, is committed to expanding young people’s access to 21st century tools like 3D design, 3D scanning and 3D printing.  The MakerLab Club is a brand new community of thousands of U.S. libraries and museums committed to advancing 3D digital literacy via dedicated equipment, staff training and increased public access.

3D Systems is donating up to 4,000 new 3D printers to libraries and museums across the country who join the MakerLab Club and provide access to 3D printing and design programs and services for their communities.  Libraries can apply to be part of the MakerLab Club via an online application. now until November 17th, 2014. Donated printers will be allocated on a competitive basis.

ELIGIBILITY AND MEMBERSHIP REQUIREMENTS
Membership in the MakerLab Club is available to libraries committed to creating or expanding makerlabs and/or making activities and to providing community access to 3D printers and digital design.

MAKER LAB CLUB BENEFITS
Libraries can receive up to four donated Cube 3D printers, as well as regular access to workshop curricula and content via webinars. Libraries will also receive exclusive equipment discounts and opportunities to win free hardware and software. In addition to resources and training library staff can join and participate in communities of practice in order to exchange ideas and best practices.

LEARN MORE ABOUT MAKING

Learn more about making in libraries via the resources on YALSA’s wiki, including a free webinar and downloadable toolkit.  And be sure to mark your calendar for March 8 – 14, 2015 when we celebrate Teen Tech Week with the theme “Libraries are for Making ____________.”

My district has been all over Participatory Learning for several years now and when I first saw Makerspaces I thought, oh, yes, perfect. Our libraries already have a rudimentary beginning for this and what’s not to like about a DIY space?

“Makerspaces come in all shapes and sizes, but they all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making.” From Makerspace Playbook

Makerspace as in create, build, design bring to life an idea. Not digital 21^st or web 3.0 tools, but real tools like my dad had in his workroom.

Not sure what to do or how to start? Download the Makerspace Playbook and get started!

With our new STEAM Academy, makerspace-like areas will be the norm, but why can’t an area in our libraries become a niche space for collaborative hands-on projects?  We need places where the 8 or 18-year-old student can teach not only classmates but also the teacher.

This is a pivotal time for our libraries to stand up and reshape the old notions of what can or cannot be done while in the library. I say, bring on the tools…my dad would be proud!