When makerspaces go mobile: case studies of transportable maker locations
| Pages | 462-471 |
| DOI | https://doi.org/10.1108/LHT-06-2015-0061 |
| Published date | 16 November 2015 |
| Date | 16 November 2015 |
| Author | Heather Michele Moorefield-Lang |
| Subject Matter | Library & information science,Librarianship/library management,Library technology |
When makerspaces go mobile:
case studies of transportable
maker locations
Heather Michele Moorefield-Lang
University of South Carolina, Columbia, South Carolina, USA
Abstract
Purpose –The purpose of this paper is to describe the implementation of mobile makerspaces in
libraries and educational settings. Insights, decisions, challenges, and mobile makerspace projects will
also be shared.
Design/methodology/approach –This paper delves into six case studies of librarians and
educators who made the decision to go mobile with a makerspace. The case studies include public
and school librarians, as well as educators in higher education settings. The author of this paper
will describe the cases, projects, challenges, along with other aspects of implementing of a
mobile makerspace.
Findings –Makerspaces, while becoming very popular in the field of librarianship, can be incredibly
exciting to employ but often come with their own challenges and successes. What happens when the
brick and mortar location is not enough? Librarians and educators begin to think creatively and bring
the makerspace to the patrons if the clients cannot come to the space.
Originality/value –Currently the research on makerspaces is growing but there is still a limit to
scholarly material in this field. When focussing on mobile makerspaces there are only blog posts and
popular pieces. Nothing has been written on a wider range of case studies focussing on mobile
makerspaces. This paper sets the foundation for further exploration in how librarians and educators
can further serve patrons by making makerspaces mobile.
Keywords Libraries, Case studies, Qualitative research, Makerspaces, Mobile makerspaces
Paper type Research paper
Introduction
Makerspaces continue to increase in popularity in library settings around the world.
Librarians in public, school, as well as university settings have begun to incorporate
these learning spaces and maker technologies in their libraries during the last two
years. Maker learning spaces are seen as a new way to provide service, a space where
knowledge and content can be created. Libraries in the past have been seen as locations
where information was absorbed, not created, and makerspaces change tha t.
While makerspaces are still new and exciting, what happens when clients, patrons,
and students cannot travel to the makerspace? What should be decided for those
schools that do not have a budget for a makerspace? What can be implemented for the
branch libraries that do not have room for a maker location? These are only some of the
questions that inspired librarians and educators to make makerspaces mobile.
Makerspaces are sites where students and patrons can produce, craft, solve
problems, collaborate and develop new skills (Preddy, 2013). They are locations
where users can learn through experimentation and play. Makerspaces are places
where users can gather, share, and explore (Britton, 2012). No makerspace is the same.
Library Hi Tech
Vol. 33 No. 4, 2015
pp. 462-471
©Emerald Group Publishing Limited
0737-8831
DOI 10.1108/LHT-06-2015-0061
Received 3 June 2015
Revised 23 June 2015
Accepted 30 June 2015
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
The author would like to thank all of the participating librarians and interviewees for making
this study and research possible. Without their insight, time, and shared narratives these case
studies would not have been available to share.
462
LHT
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