Continuing education and professional development of library staff involved with makerspaces
| Pages | 866-882 |
| Published date | 18 November 2019 |
| Date | 18 November 2019 |
| DOI | https://doi.org/10.1108/LHT-06-2018-0081 |
| Author | Jennifer Horton |
| Subject Matter | Library & information science |
Continuing education and
professional development
of library staff involved
with makerspaces
Jennifer Horton
Library Affairs, Southern Illinois University Carbondale, Carbondale, Illinois, USA
Abstract
Purpose –This paper reports the results of a survey of library staff members working with a library
makerspace or with makerspace-related technologies. The purpose of this paper is to identify who is working
with library makerspaces, what methods of training they have used, what training methods they prefer, and
what topics they would like to see included in professional development and continuing education.
Design/methodology/approach –A 17-question survey was posted to two library makerspace-related
listservs for two weeks.
Findings –The survey results found a varied array of job title of individuals working with library
makerspaces. It also identified the preferred training methods, as well as the varied topics requested for
professional development, showing a large need for a makerspace training in library staff.
Originality/value –This is the first study conducted about the preferred methods and topics of
professional development and continuing education of library staff members working with makerspaces or
makerspace-related technologies.
Keywords Technology, Professional development, Continuing education, Library, Makerspace, Maker
Paper type Research paper
Introduction
Makerspaces are a growing trend in many types of libraries and library professionals are
being tasked with creating, maintaining and overseeing these spaces. Library s taff are
often unfamiliar with all or any of the technologies and activities found in makerspaces
and require some form of education and training on these topics. Those with makerspace-
related skills will need to keep up with these technologies, through some type of training
and professional development. The number of librarians and library staff involved in
some way with a makerspace or makerspace-type technology is growing along with the
need for comprehensive, deliberate, professional development opportunities. It is essential
to understand what type of training library staff prefer, what they find useful and what
subjects they feel will best prepare them in their makerspace-related job duties. This paper
examines the results of a survey sent to library staff members belonging to two
makerspace-related online discussion groups concerning professional development
preferences and needs.
Literature review
Makerspaces
Makerspaces come in many forms, from large-scale facilities with thousands of dollars of
equipment to mobile makerspaces that may encompass materials housed in a couple of
boxes. Each makerspace is different and each serves a unique community. As per
Will Holman (2015 ), the Executive Director of the Baltimore makerspace Open Works,
“The maker spectrum oscillates between bleeding-edge application and grown-up play,
between small businesses and corporate giants, between promising technology and
unfulfilled potential.”
Library Hi Tech
Vol. 37 No. 4, 2019
pp. 866-882
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-06-2018-0081
Received 13 June 2018
Revised 21 December 2018
29 March 2019
Accepted 1 April 2019
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
866
LHT
37,4
Makerspaces can have several different names, including fab labs, hackerspaces,
innovation centers, idea labs, etc. A 2015 Maker Ed survey of makerspace sites found they
used over 40 different titles to refer to themselves. The term makerspace can have an
equal number of definitions. A definition of what a makerspace is can be difficult to
ascertain and can be as unique as the individual facility. Caitlin Bagley’s (2014) definition
states that the term makerspace refers, “[…] specifically to a space that has been designed
to allow users to create, build, and learn new projects and technologies.”In a blog post, the
Library as Incubator Project defines makerspaces in the following way, “Makerspaces are
collaborative learning environments where people come together to share materials and
learn new skills.”The authors go on to stress that makerspaces are not defined by their
space or materials, but by, “a mindset of community partnership, collaboration, and
creation”(Batykefer et al., 2012). For the survey used for this paper, Lauren Britton’s
definition was applied. She states, “A makerspace is a place where people come together to
create and collaborate, to share resources, knowledge, and stuff”(Britton, 2012). This
definition was chosen for this survey due to its inclusive nature. It is not limited to
advanced technology nor is it limited to the type of library area dedicated to making. It is
centered on individuals coming together to make things and not necessary the place.
Many libraries have large elaborate areas dedicated to maker experiences, but others
have smaller areas or a mobile makerspace which can go to individuals rather than
individuals coming to it. Library staff working with different types of makerspaces or
makerspace-related technologies can apply this definition to their own circumstances
when answering this survey’s questions.
Makerspaces are showing up in a multitude of locations including private facilities,
corporations, K-12 schools, public libraries, community colleges and universities. Each
location has its traits and purposes, but each depends heavily on people, whether they are
using the makerspace or facilitating the learning. Research into makerspaces shows that in
addition to relying on the people involved with the space, there are a wide array of
technologies, tools and platforms used. These can be relatively low tech, such as knitting,
model making and sewing to more high-tech gear (Whitmer, 2016). A 2015 review of
university makerspaces found that the most common item reported in the 35 makerspaces
were 3D printers, followed by laser cutters, wood working and metalworking tools,
electronics, and soldering capabilities (Barrett et al., 2015).
Makerspaces in libraries
Research in the field of library makerspaces is growing as more libraries establish
makerspaces or provide makerspace-type technologies. Several books have been published
in the past five years relating to makerspaces in libraries. Some cover the broad overall topic
of makerspaces in libraries (Burke, 2014; Kroski, 2017; Willingham and DeBoer, 2015;
Willingham et al., 2018), while some cover makerspaces in particular types of libraries (Cox,
2018; Graves et al., 2017; Moorefield-Lang, 2018; Preddy, 2013). Other makerspace books
include more specialized topics like legal issues in library makerspaces (Minow et al., 2016)
or project-based manuals (Bagley, 2014; Wall and Pawloski, 2014).
Much of the literature has focused on case studies or examples of how makerspaces were
set up in libraries. These articles spotlight specific makerspaces and provide tips and advice
on creating a makerspace in a library (Abram, 2015; Herron and Kaneshiro, 2017;
Moorefield-Lang, 2014; Zaugg and Warr, 2018). Other articles provide information on
specific technologies or types of projects found in library makerspace facilities and not
necessarily makerspaces as a whole. These research articles include projects based on Legos
(Lotts, 2016), 3D modeling (Radniecki, 2017), 3D scanning (Reuscher, 2014) and 3D printing
(Gonzalez and Bennett, 2014; Groenendyk and Gallant, 2013; Pryor, 2014; Scalfani and
Sahib, 2013).
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Library staff
involved with
makerspaces
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