Exploring Makerspaces in Libraries

Exploring Makerspaces in Libraries

Melissa Pepe

University of Arizona 

Author Note

LIS 504 Section 202

Abstract

Libraries are rapidly evolving to offer new services and resources to the patrons that the institutions serve.  One such emerging trend is the makerspace within libraries.  These makerspaces can be multifaceted and include many types of technology and equipment to encourage learning and growth. Budgeting for these spaces is very important.

Keywords:  makerspace, makers, technology, library, budget

Exploring Makerspaces in Libraries

Modern public libraries strive to provide innovative and creative services to their patrons and the communities that they serve.  In the ever-changing landscape of what a library is, new programs and services have emerged.  One such space that has started appearing within public and academic libraries is the makerspace. A makerspace according to Kroski (2017) in the simplest definition is “places where people gather to make things”(p. 3).  The goal of this paper is to discuss the definition of a makerspace in more detail, explore the types of technologies that can be found within the makerspace environment in libraries, and discuss some of the way’s libraries fund the equipment and staff within makerspace.

In addition to defining a makerspace, the history of their development and how they can differ from an academic and public setting will also be discussed.  The technologies and resources found within makerspaces will be broken up into different categories: the tools can differ based on what the makerspace is meant to be used for. Not all makerspaces will have all elements, each makerspace will be unique.  Funding for makerspaces will be addressed including different ways of developing a makerspace on a budget.

What is a makerspace?

Definitions can cover a wide range of varied in concept. A makerspace usually refers to a combination of space, tools, technologies, supplies, staff and the community (Hicks, Long p.99).  Burke defines this as “A type of space with new technology where a product can be created with the collaboration of fellow users” (2014). However, makerspaces do not always need to have the latest technology, as the spaces can also use crafting tools and even toys such as Legos. A makerspace is a designated area that invites people to gather and innovate new ideas.  This can also be a mobile unit with carts full of items used to create (Pope 10:00). The space provides room, tools and resources to make things, experiment, and tinker. As stated by Amanda Sweet in Chapter 16 of Makerspace for Adults “Makerspaces dare people to dream big, then provide the tools to make it happen.” (Markgraf, Hillis p.306).  A Makerspace might be thousands of dollars of high-tech digital equipment or a small collection of tools in a corner of a meeting room (Burke 2014). In other words, a makerspace within a library should be developed around the community that is using it.

History:

The term “makerspace” appears around the year 2005 (Doughtery 2016). This was also linked to the magazine “Make”, and Maker Faire in 2006.  The word makerspace emerged from the Makers Movement which evolved from the European hackers collective of the late 1990s and early 2000s (Benton, 2013). The Makers Movement focused on learning by doing and making.  A “maker” viewed technology to as a means to create, explore and experiment. Makers can be artist, inventors, engineers, crafters or any person who creates. (Dougherty). Some other names that can be used are hackerspace, fab lab, tech zone, or multimedia lab (Cavalcati 2012). The name of the makerspace in a library can sometimes hint at the focus, for instance a Robotic lab would mostly focus on working with and making robotic technology. The main difference between hackerspace and makerspace is that a makerspace focuses more on DIY and less on hardware or software exclusively. The first makerspace in a library setting appeared around 2010 at the Fayetteville Free Library in New York.  It was dubbed the “Fab Lab.” 

Academic libraries develop programing and curriculum directly linked to the makerspace and design the makerspace to enhance existing or emerging courses.  Academic libraries in the university tend to limit the users to currently enrolled students, staff, faculty and alumni.  Public libraries may limit the makerspace by age groups, children’s services areas may have children or teen only makerspaces and there may be ones exclusively for adults over a certain age due to safety concerns regarding equipment. Programing will usually state what age group is best for the class. Libraries have to consider the population and target audience when developing a makerspace (Pope 2:30). New policies and procedures should be created in regard to the makerspace area to account for who and what is allowed in the lab (Willingham, DeBoer, & DeBoer, Jeroen p.21).

Inclusion and accessibility are both important issues to address when developing a makerspace. True accessibility and inclusion often necessitate moving beyond legal requirements. (Hicks, Long 11). In chapter 2 of Re-Imaging the Library Makerspace the authors express the concern of exclusion of women and people of color in tech spaces and gender bias within the STEM field (Melo, M., & Nichols, J.).  Other considerations libraries need to focus on are public outreach programs that can be combined with the makerspace, such as community projects.  How to advertise, market and let patrons know about the new space is another key point in making sure the makerspace is utilized and successful.  Libraries offer access to spaces, equipment, technology, supplies and trading to support the growing trend. (Markgraf, Hillis 306)

What kinds of technologies are in a makerspace?

Many times, makerspaces provide for specific purposes, and the technologies within often reflect that purpose. A makerspace can have many different stations with different technologies, or just one area.  For example, a makerspace could have a DJ lab, a podcast room, a green screen with cameras, or a makerspace could only have sewing machines and tools for sewing.  The equipment will also vary based on the target age group.  The technology within an elementary school makerspace will look different from that of an academic library, especially with regards to safety.  Budget can affect how big and extensive a makerspace can be.  Makerspaces should be developed around the needs of the community.

3D Printing

3D printers are common within makerspaces, as the technology can be small and comes in a variety of price points.  There are free software programs for building 3D designs such as Tinker CAD and Thingaverse, an online library of completed 3D models that can be downloaded and printed.  The type of 3D printers chosen will need some research as they can vary in size, price and quality. When choosing between FDM or Resin, research different types to find one within the budget which best suites the needs of the users (Pope 14:11). 3D printers can be used by a variety of people such as those with an interest in computer science, architecture, or product design, and can appeal to a wide age group.  It is important to note that 3D printers require time to complete printing projects and may need extra care after the print is complete to remove support structures. Notifying patrons of expectations is important when hosting 3D classes, to ensure they don’t expect instant perfection from a finalized product.

Audio and Visual Equipment

Another use for a makerspace is setting up audio and visual equipment such as a green screen, digital cameras, and recording equipment. The computers in the space or near the space should have software that can edit movies and music.  Sound boards, podcast rooms and DJ studios are other elements that can be used in the space.  Soundproofing is important for spaces that will be used for recording audio or music. These can sometimes be called a Whisper Room.  Photography cameras and equipment can also compliment a makerspace with a focus on audio-visual technologies. Digital photography and photo editing classes can be implemented. These makerspaces tend to be targeted towards an older audience, teenagers and up, as some of the equipment would be difficult for children to use. More staff interaction and training on how to use the software and hardware is another key element in making an audio/visual based makerspace successful. These makerspaces are sometimes dubbed multimedia labs. If utilizing cameras that require SD cards or flash drives, libraries should be sure to have those available, either for free or for sale so that if users forgets to bring their own, the space can still be used.

Arts and Crafts

Makerspaces can be used for “Crafternoon” programs for all ages. Crafternoon is a type of programing found in libraries that involve a craft project that can be completed within an afternoon, usually supplies, space and instructions are provided by the library. Partnering with outside non-profit organizations for community outreach such as knitting and quilting blankets for underprivileged is another way to promote a makerspace that has knitting machines and sewing machines. Arts and crafts supplies provided to users can be decorating the library with public contributions.

The types of technology can include knitting machines, large format sewing and quilting machines, and printers to print out designs. Die cut machines such as Circuit brand machine may also be utilized for an arts and crafts makerspace. These machines are great for paper crafting or scrapbooking classes. Cross stitching and sewing classes can be low tech, teaching basic stitches with just fabric and needles.  Recycling and upcycling programs can be implemented to help reduce waste by making crafts with reused materials such as cans, discarded books, old CDs, or other waste materials.  When tackling this type of project, start a recycling drive to obtain the materials, make sure they are cleaned, and then host the program. Having a display of the final project will help encourage people to donate recycled materials and participate. Vinyl and laser cutters and wood engraving are other equipment that can be used, but these should be targeted at an older group as they can be dangerous to handle without proper training or supervision.

STEAM

STEAM education stands for Science, Technology, Engineering, Art and Math, sometimes just referred to as STEM without the Art aspect. Makerspaces have a focus on many of these same skill sets, and they can be a practical means of putting the theory of the classroom to work according to Burke (2017 p.5). Not every element of STEAM must be present at each class, but different programs can focus on one or more aspects.  Although the Art aspect can be created in an arts and crafts makerspace, a STEAM makerspace combines art with science and technology such as e-textiles, that would use circuits and sewing. STEAM labs can vary in shape and size based on the focus of learning. STEAM labs tend to aim at school age patrons, since these skills are linked with learning. 

Computer Programing and Robotics:

Certain software programs may be required for elements of a makerspace.  Graphic Design software such as Adobe Creative Cloud includes programs that allow for manipulation of computer graphics with Adobe Photoshop and Illustrator, creating movies in Adobe After Effects, and UX and UI design using Adobe XD.  The library may also need to update existing computers or purchase new computers to ensure the necessary programing can run efficiently.  A library may consider having flash drives and SD cards for sale for patrons to purchase or borrow or notify patrons one is needed for classes and programing. The computer program Arduino creates prototypes with code and can be on the cheaper side budgetwise.  Equipment like Raspberry Pi, a minicomputer Linux operating system, would be ideal for creating projects to show what it can do.  Coding, hacking, and web design are other types of activities that can occur in a STEAM focused makerspace. Small items like Cubelts and Makey Makeys can be purchased for a younger audience to play with and experiment. 

Legos:

Legos have become a popular tool especially in youth service areas in public libraries and K-12 school libraries.  These building blocks provide a fun way to educate children about construction, prototyping, and engineering. Engaging the audience of children with these common toys is an easy way to get kids interested in becoming makers.  Libraries can allow for free play, competitions, team building exercises or combine the building blocks with Lego Mindstorms to build robots. This is explained in detail in Chapter 10, Legos in the Library, the makerspace librarian’s sourcebook by the author Megan Watts (Kroski 2017).

How do libraries pay for a makerspace?

Like Rome, a makerspace is not built in a day.  Planning a makerspace is not an overnight task.  Budget is a big part of making a makerspace a reality within a library.  Depending on if the library is creating new space or repurposing old space, the cost will differ based on existing area.  Be sure to respect fire codes and accessibly accommodations when developing a new work area (Willingham, DeBoer, & DeBoer, Jeroen p. 17). Observe already existing equipment in storage, what can be used in the new makerspace.  If a library already has supplies for crafternoons or computer software installed, be sure it is utilized and moved into a makerspace area.  Hiring a new staff member or training an existing one should be debated. Training can be extensive (Pope 1:45). Tech support for the new equipment is vital to keep the makerspace fictional. Staff should be trained and knowledgeable in the software programing involved with the makerspace equipment before the makerspace is opened to the public. Some new equipment may require upkeep, updates or supplies which should be put into the budget as well. Donation drives for small supply items and crowdsourcing with sites like GoFundMe can be a way to cover smaller expenses involved. A finished budget should include the price for all individual equipment, so if funds are short, the library can decide to purchase some equipment and start a makerspace and leave other technology for another year. 

Funding:

Once a budget is decided based on what the makerspace needs, there are several ways libraries can raise money to pay for the new equipment.  Libraries may seek donors, large and small to help provide funds for the project.  Having a presentation of what the complete space should look like is a great way to encourage possible donors to be excited to participate in fundraising efforts. If a library already has some equipment, hosting a maker faire or craft sale is a great way to raise money for expansions.  These fairs can show what the makerspace can do. Start small, with just one 3D printer and use the equipment to make items to show to potential funders or sell items to raise money. More expensive technology and equipment may have leasing options as well, like with large format printers in libraries.  If the library decides to lease instead of purchasing the equipment, that should be factored into the budget and the terms and costs outlined.  

Naming opportunities are another important funding tool.  As stated in the article Makerspaces in the Libraries ,“A common practice in most libraries for meeting rooms and special areas, offering naming rights to your makerspace or a portion of it can be a resourceful and community-building way to help fund your space” (Willingham, DeBoer, & DeBoer, Jeroen p. 18).  This usually appeals to larger donors, who might want to name the whole makerspace, as in the case with the Las Vegas Clark County Library having three makerspaces named the following:  Best Buy Teen Tech Center at Clark County Library, COX Teen STEAM LAB at Enterprise Library, and SWITCH ROBOT LAB at West Las Vegas Library. However smaller naming opportunities can be presented, such as naming bricks or individual equipment pieces after donors.

Charging a small fee for services to patrons who utilize the space can also be a way to continue funding a makerspace. For example, charging a rate for finished 3D printed projects such as per gram or per hour.  If this is implemented be sure all fees are clearly stated and explain what the cost covers.  If a program within a makerspace requires supplies, the library can choose to charge a small fee to cover costs or encourage patrons to bring their own supplies. (Kroski p 239)

Grants:

Many larger libraries have a designated grant writer. Federal grants provide more money but can have more applications to compete with and require more paperwork.  Grant funding is the main income stream for public or private libraries (Willingham, DeBoer, & DeBoer, Jeroen p 25). The Institutes of Museums and Library Science (IMLS) grants are common for libraries to apply for in order to fund projects. There are over 2,500 grants to service the Library and Science Technology Act (LSTA) and no cap on how many grants a library can apply for or win (Kroski p. 9). Grants are most useful during the initial creation of the makerspace, as they are usually a onetime payment and suited for purchasing equipment and building a space (Kroski p. 331). Local and state grants are also available in smaller amounts. Emphasizing the needs of the community, the usefulness of the space and the goals of the library are important to featuring in grant writing. 

Conclusion

In conclusion, the definition of a makerspaces is an area that fosters creation by providing space, resources and tools to encourage making things. The technology within makerspaces can widely differ based on the needs of the community, budget limitations, and the target audience. Some of the common technologies found within are 3D printers, digital computers, arts and craft supplies, along with computer programs. These are not inclusive of all elements that can be found, just an example some of the more common currently within makerspaces in a library setting.  Libraries create a makerspace around the communities they serve. Some ways libraries can budget and fund a makerspace include grant writing, fundraising, and donors. Creating a budget to build and maintain the makerspace is the first step in determining what funds will be needed. Makerspaces do not need to be expensive but can include technologies that have costs.  When developing a budget, a library should consider staff, training, and upkeep of equipment, not just the costs of developing the space. Reaching out to the community that is being served is one way to raise funds to create a makerspace, though supply drives, craft fairs, or providing naming opportunities.  Once a makerspace is created, encouraging patrons to use the space with programing and classes is important to make sure the space is used.  Libraries and the Makerspaces inside will continue to evolve along with emerging technologies to include more services and resources to the patrons they serve.

References

Benton, C., Mullins, L., Shelley K. and Dempsey, T. Makerspaces Supporting an Entrepreneurial System, working paper, Michigan State University 2013, https://reicenter.org/upload/documents/colearning/benton2013_report.pdf

Burke, J. (2014). Makerspaces: A Practical Guide for Librarians. Rowman& Littlefield.

Cavalcanti, G. (2013, May 22). Is it a hackerspace, makerspace, Techshop, or FabLab? Make. Retrieved October 16, 2022, from https://makezine.com/article/education/the-difference-between-hackerspaces-makerspaces-techshops-and-fablabs/ 

Dougherty, D., & Conrad, A. (2016). Free to make: How the maker movement is changing our schools, our jobs, and our Minds. North Atlantic Books.

Graves, Rendina, A., Graves, Aaron, Rendina, Diana L., & ProQuest. (2017). Challenge-based learning in the school library makerspace.

Harper, & Mathews, K. B. (2020). Academic Library Makerspaces: A Practical Guide to Planning, Collaborating, and Supporting Campus Innovation. Libraries Unlimited.

Hicks, J., & Long, J. (2020). Makerspaces for adults: Best practices and great projects. Rowman et Littlefield.

Kroski, E. (2017). The makerspace librarian's sourcebook. Facet.

Markgraf, & Hillis, D. (2021). The 'stone soup' approach to creating a library makerspace. College & Undergraduate Libraries, 27(2-4), 305–325. https://doi.org/10.1080/10691316.2021.1880347

Melo, M., & Nichols, J. (2020). Re-making the Library Makerspace: Critical Theories, Reflections, and Practices. Library Juice Press.

Pope, H. YouTube. (2017). Developing a Makerspace from the Ground Up . Retrieved October 17, 2022, from https://www.youtube.com/watch?v=jyHLPMtJZhY.

Willett, R. (2016). Making, Makers, and Makerspaces: A Discourse Analysis of Professional Journal Articles and Blog Posts about Makerspaces in Public Libraries. The Library Quarterly: Information, Community, Policy, 86(3), 313–329. https://www.jstor.org/stable/26561677

Williams, & Willett, R. (2019). Makerspaces and boundary work: the role of librarians as educators in public library makerspaces. Journal of Librarianship and Information Science, 51(3), 801–813. https://doi.org/10.1177/0961000617742467

Willingham, DeBoer, & DeBoer, Jeroen. (2015). Makerspaces in libraries.

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