New Horizons for Academic Libraries? Progressing new services through collaboration.

Presentation delivered at the CILIP Brieifing: Skills for the future academic library. Wed 28th Nov 2018

Studio 55: Library makerspace with a difference

AUT Library launched Studio 55, the Library Makerspace in 2017, the first in a New Zealand university library. While the concept of a library makerspace is not unique our approach has been a little different. We have adopted a more ‘low-tech’ approach in that we don’t have a 3D printer and other more ‘hi-tech’ equipment that is fairly standard in most makerspaces. It is a highly visible space that is open to all to ‘think, make, do’ and share skills, ideas and work together across disciplines. It is designed to engage the community in new ways of working and learning As we are operating in a constrained budget environment we were only able to allocate 0.2 FTE position to coordinate activities. Further support is provided by an active and competent Makerspace Operations Group comprised of staff from across the Library. We were also fortunate to have an Artist-in-Residence, funded by Student Services, based in the space in the latter part of the 2017. The workshops he offered greatly enhanced the range of activities offered. This presentation will discuss our approach, the workshops held, the learnings to date and a way forward

The Role of Responsive Library Makerspaces in Supporting Informal Learning in the Digital Humanities

Makerspaces make a unique contribution to the partnership between academic libraries and digital humanities by providing a creative, informal space for learning skills and new knowledge, sharing materials and equipment, and exploring and experimenting through an problem-solving, inquiry-based learning approach. The concept of the makerspace as a "liminal" space, containing inherent contradictions and tensions between formal and informal learning, structure and agency, forms a basis for understanding the role the makerspace plays in shaping, and being shaped by, a digital humanities community of practice. This chapter discusses particular experiences that demonstrate some of the ways in which the Curtin Library Makerspace in Western Australia has been involved in digital humanities since it was established in 2015. It has nurtured a creative environment for informal learning through facilitating maker activities; fostered collaborations with teaching academics to support the curriculum; and supported the development of longer-term research projects. We discuss the issues particular to each of these experiences, as the Makerspace negotiated the challenge of retaining the informality of the makerspace, while at the same time recognizing the need for infrastructural support to enable it to participate as an equal partner in digital humanities research projects

Disruptive Innovative Library Services @ international Nalanda University: Present and Future Roadmaps

This paper discusses innovative technologies that have implemented at international Nalanda University, Rajgir, Bihar, India and also planning to implement some other advanced tools and technologies in future. The Nalanda University is an avant-garde International University, a truly “sui generis” supported by 17 partner countries of the East Asia Summit. The Government of India designates it as an “Institution of National Importance” under the Ministry of External Affairs. The Nalanda University envisions its library to be the central fulcrum of its master plan, both in terms of its design and bearing. This paper explains in details the services which are categorized into five different areas such as (1) Infrastructure (2) Collection Development (3) Emerging Tools and Technologies (4) Research Support Service (5) Other Social Responsible Activities. Under the “Infrastructure” this paper enumerates in details about the good ambience for best study environment for the users to attract towards the library; illustrates various types of resources, setting up a Common Archival Resource Centre (CARC) and Digitization of Nalanda’s Discovery under “Collection Development”; and also explains various types of “Emerging Tools and Technologies” to reach out the to the users such as Integrated Library Management System (ILMS), Customized Online Public Access Catalogue (OPAC), Web-scale Discovery Service (WSDS), Library Portal, Remote Access and Single Sign-on, Institutional Repository, Radio Frequency Identification (RFID), A to Z Link and Open URL Link Resolver, Cloud Computing, Electronic Resource Management System (ERMS), Course Reserve, M Library, Content Management System (CMS), Google’s Custom Search Engine (GCS), Artificial Intelligence (AI), Virtual Reality (VR) & Augmented Reality (AR), Gesture-based Computing, Crowdsourcing, QR Code, Internet of Thing (IoT), Popular Aisles, Library Utensils, 3D Printer, Library Wearable, Learning Management Systems, Web 2.0, and MakerSpace. This paper also explains in details Information and Reference Services, Reference Management Tool, Citation database, Thesis and Dissertation, Scholarly Archive, Anti-plagiarism Tool, Academic Writing, Personalized Research ID, Data and Visualization Service, Copyright and IPR issues, Information Alerts on Core and Allied Subjects under “Research Support Service”. It also elucidates in details about “Other Social Responsibilities Activities” such as Mobile Library Service, Workshops for local communities, Libraries in Jails, Competitive Examinations Centr

Addressing English Learner Teacher Shortage: Conceptualizing Collaborative Efforts Between K–12 Schools and Higher Education

With the rapid increase of English Learners (ELs) in K–12 schools, school districts are struggling to find ways to meet the needs for EL teachers. One approach to address the shortage is to build teacher capacity by collaborating with higher education institutions where English as a Second Language (ESL) teacher preparation programs are offered. However, such collaborations are expensive to local schools due to the credit hours that those programs require. In this paper, comparing the contexts in the State of Michigan and the State of New York, we describe a partnership experience between a university in Michigan and its neighboring K–12 partner school districts. In 2016, the collaboration secured a five-year, 2.53 million, grant to support districts’ efforts to address such teacher shortage. Using Richardson’s (1994) crystallization method, we identified the unique features of three evolving stages of the school district’s capacity-building process. We conceptualized these stages into a two-layered model, based on the partners’ discourse patterns, role played, ownership, and information flow. We argue that the model can be used by other K–12 higher-education collaborations, particularly in the States like New York and Michigan. Specific recommendations are offered to maximize such collaborative efforts

Analysis of the impact of the training workshops developed by State Distance University's (UNED) FabLab in Costa Rica

El rápido desarrollo tecnológico-industrial, ha puesto de relieve la necesidad de una alfabetización tecnológica que permita a las personas entender, manipular y realizar creaciones físicas o digitales. En el presente trabajo se evalúa un modelo formativo probado en el laboratorio de fabricación Fab Lab Kä Träre de la UNED de Costa Rica. Se desarrollaron diez talleres formativos en el uso de tecnologías abiertas, con un total de 106 participantes totalmente noveles. En todos ellos se siguió una propuesta metodológica construccionista ligada a los manifiestos makers. Para la evaluación de la incidencia de los talleres, se utilizó un análisis semántico de una pregunta abierta que se realizó al final de cada taller. Los resultados muestran que más del 70% de las personas participantes fueron capaces de imaginar nuevas aplicaciones adecuadas a su entorno de interés, usando las tecnologías abiertas utilizadas en los talleres. No obstante, solo un 32% indicó cómo sería el desarrollo de lo propuesto. Considerando que cada grupo participó en un único taller, se concluye que el modelo formativo es válido, pero se observa la necesidad de otros talleres de profundización que permitieran abordar los desarrollos propuestos por las personas participantes. Este tipo de propuestas, no solo serían extensibles a centros educativos, sino que también podrían desarrollarse en ámbitos educativos no formales, facilitando el empoderamiento tecnológico de las personas que ya no estén en edad escolar.The rapid technological-industrial development, has highlighted the need for a technological literacy that allows people to understand, manipulate, and develop physical or digital creations. This work introduces a training proposal made with different groups at the fabrication laboratory Kä Träre of the UNED of Costa Rica. Ten training workshops were held on the use of open technologies, with a total of 106 inexperienced participants. In all of them, a constructionist methodological proposal linked to the manifesto makers was followed. For the evaluation of the impact of the workshops, a semantic analysis of a open question was used, which was given at the end of each workshop. The results show that more than 70% of the participants were able to imagine new applications adapted to their environment of interest, using the open technologies learned in the workshops. However, only 32% indicated how the proposal would be developed. Considering that each group participated in only one workshop, we considered that the training model is valid, but we noted the need for other deeper workshops to address the developments proposed by the participants. This type of proposal could not only be extended to educational centres, but could also be developed in non-formal educational environments, facilitating the technological empowerment of people who are no longer of school age.peerReviewe

Makerspaces: A beneficial new service for Academic Libraries?

​Purpose In order to start to explore the possibilities for makerspaces as a new learning space within Academic Library services in Higher Education (HE), this original research study ask two key questions: 1) How is learning achieved and supported in makerspaces? 2) 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 US, 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)

How Public Librarians Perceive Makerspaces Impacting Youth Development

Makerspaces have been a topic of interest for libraries as of late, and research has described how library makerspaces are able to impact their designated communities. However, many libraries themselves that have or want a makerspace do not explicitly state or even know the benefits makerspaces have on youth. The purpose of this study is to fill the knowledge gap between teen development and the impact makerspaces have on those developmental assets by stating how research defines and connects the two areas. In particular, this study will look at the perceptions and experiences of public librarians that work with teens and makerspaces.Master of Science in Library Scienc

A Holistic Approach to Makerspaces and Pedagogy: Linking 20th Century Pedagogy with the 21st Century Makerspace Classroom

This major research paper is a narrative account of Makerspaces and my experiences as a teacher who has embraced this pedagogy. Educational reformers are calling for a dramatic shift in educational practice to meet the needs of the 21st Century learner. A Makerspace is an innovative 21st Century concept and describes a space where people can meet to share ideas, collaborate, invent and use hands-on approaches. It is a do-it-yourself movement that often involves technology, such as a 3-D printer, but also may involve knitting needles and a sewing machine. I examine the content, processes and guiding pedagogies within Makerspaces in education. Alternative forms of education such as Reggio Emilia, Waldorf and Montessori are explored to make connections to the Maker Culture. Chapter 4 offers an e-book that is intended as an educator resource. This resource may help educators and school leaders to implement a Makerspace in their own contexts

Thematic analysis of the value of Kuhlthau’s work for the investigation of information behaviour in creative workspaces in academic libraries

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 expression; 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.http://informationr.net/iram2017Information Scienc