Supporting 3D modeling in the academic library
| DOI | https://doi.org/10.1108/LHT-11-2016-0121 |
| Published date | 19 June 2017 |
| Date | 19 June 2017 |
| Pages | 240-250 |
| Author | Tara Radniecki |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
Supporting 3D modeling in the
academic library
Tara Radniecki
Libraries, University of Nevada, Reno, Nevada, USA
Abstract
Purpose –An increased number of academic libraries are providing access to nontraditional technologies
including 3D printers, 3D scanners, laser cutters, and more. However, these new equipment offerings require
users to learn new literacies and skills in order to fully utilize them and realize their full potential to impact
creativity and innovation on campus. The purpose of this paper is to share how one academic library is
providing services and resources to help users acquire the necessary 3D modeling skills to design and
successfully 3D print new knowledge objects.
Design/methodology/approach –The library is providing access to online tutorials on many different
3D modeling programs, gives instruction on 3D modeling through group workshops, and provides individual
consultations with 3D modeling experts. These instruction efforts were assessed by analyzing usage
statistics, attendance, and user satisfaction surveys.
Findings –Usage statistics show that the online tutorials are heavily utilized by UNR users and that many
different 3D modeling programs are of interest to our community. Usage statistics and user surveys show the
individual consultation service to be helpful and often exceeding expectations. Workshop attendance is
generally low and appears to positively impact far fewer users than the other services.
Originality/value –While more libraries begin providing access to maker technologies, few are addressing
the need to teach new skills and literacies necessary to utilize those technologies fully. This paper may prove
valuable for other academic libraries to start providing avenues of learning for new and nontraditional library
skills, such as 3D modeling.
Keywords Academic libraries, Higher education, Library instruction, 3D printing, Makerspace,
3D modelling
Paper type Case study
Introduction
DeLaMare Science and Engineering Library at the University of Nevada, Reno is entering
its fifth year of 3D printing and also offers a wide variety of other non-traditional resources
and services in its makerspace and lending technology collections. The collection was
originally developed in consultation with faculty and students, primarily from the STEM
disciplines. Yet, soon after opening, the space began to be shaped by the needs of all
students and faculty on campus, including those studying art, psychology, anthropology,
and other disciplines in the humanities and social sciences. The DeLaMare Library now has
multiple 3D printers, two 3D scanners, a vinyl cutter, laser cutter, pcb milling machine,
micro controllers, virtual reality equipment, and more. With the introduction of each new
equipment offering, it became apparent that new literacies and skills were required for users
to realize the full potential that these new technologies could have on teaching, learning, and
research across campus. Users needed to learn 3D modeling and often reverse engineering
skills to create new objects to 3D print. The more complex the projects became on the laser
cutter, the more requests the library saw for help with learning Photoshop and other
design-related software to create original files. The need for computational literacy learning
resources has also greatly increased as the library continues to add more micro controllers
and programmable equipment, such as Arduinos and virtual reality apparatuses.
This paper will focus on the library’s efforts to support users in learning 3D modeling
skills by offering workshops, online tutorials, and individual consultations. It will discuss
how these various avenues of instruction were provided to library users and analyze
the usage statistics of these resources and services, along with user surveys to determine the
effectiveness of each method.
Library Hi Tech
Vol. 35 No. 2, 2017
pp. 240-250
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-11-2016-0121
Received 3 November 2016
Revised 9 February 2017
Accepted 16 February 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
240
LHT
35,2
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