Beyond metrics. Connecting academic library makerspace assessment practices with organizational values
| Published date | 18 June 2018 |
| Date | 18 June 2018 |
| Pages | 306-318 |
| DOI | https://doi.org/10.1108/LHT-08-2017-0181 |
| Author | Amber N. Welch,Krystal Wyatt-Baxter |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
Beyond metrics
Connecting academic library
makerspace assessment practices with
organizational values
Amber N. Welch and Krystal Wyatt-Baxter
University of Texas Libraries, The University of Texas at Austin,
Austin, Texas, USA
Abstract
Purpose –The purpose of this paper is to describe an approach to developing a makerspace assessment
plan. This approach focuses on connecting organizational and service point mission statements with
outcome-based assessment plan goals, strategies, methods, and success measures.
Design/methodology/approach –This paper will outline the steps taken by an academic research library
to design an outcomes-based assessment plan that monitors the human ecology of a makerspace. The paper
includes a history of the space, the role of the library within the campus makerspace environment, the
connection between mission statements and assessment plans, and how that connection can facilitate and
drive space and service design.
Findings –Designing assessment plans that are centered on a makerspace mission statement can ensure
that progress toward fulfilling the mission, values, and goals of the space is constantly monitored.
Originality/value –Academic library makerspace assessment literature is still in its infancy. This paper
seeks to contribute to the literature on academic library makerspace management and stewardship.
Keywords Academic libraries, Assessment, Social justice, Library facilities, Makerspaces,
Instructional technology
Paper type Case study
Introduction
Over the last five years, makerspaces have become increasingly popular in academic
libraries. The service models for these spaces vary widely, but largely center around
providing access to spaces and technology for the express purpose of fostering creativity
and collaborative problem solving. Technology like 3D printers, virtual reality headsets,
mills, computers with gaming software and rendering technology, sewing machines, and
various electronic and coding tools such as Raspberry Pi and Arduino allow patrons to
experiment with making, programming, and electronics. Described as a “learner-driven
environment that revolves around hands-on experimentation with a variety of materials and
tools […] a social movement with an artisan spirit, makerspace[s] encourage individuals to
work individually or collaboratively on projects, sharing resources and knowledge.
They also help foster the development of skill sets that are transferable to the workplace”
(Rickes, 2016, p. 32). Library makerspaces usually provide patrons with a mix of access
options, requiring that some of the technology be used in the space, and allowing other
technology to be checked out.
Despite the fact that the literature on makerspace programming and service models
continues to slowly increase along with the presence of academic library makerspaces, there
are relatively few studies examining assessment practices within the scope of academic
library makerspaces, though the literature has grown in the last year. It is important for
academic libraries to document and share their approaches to assessing makerspaces.
This is especially crucial because the service ethos behind each academic library
makerspace is unique. Some makerspaces provide “on demand”services and allow patrons
to, for example, submit files to be 3D printed in the library for later retrieval. Other
Library Hi Tech
Vol. 36 No. 2, 2018
pp. 306-318
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-08-2017-0181
Received 24 August 2017
Revised 18 December 2017
Accepted 24 December 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
306
LHT
36,2
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