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What happens when a librarian outgrows their maker learning location or transfers to a new library? The purpose of this study is to explore the planning process for second and/or new library makerspaces. Is the planning more intentional? Is there more focus on how the makerspace should be put together for the community served? Is the community further involved? This study will explore those questions and more.

Using content analysis, the perspectives of practicing librarians in the achievement of subsequent makerspaces are examined. Data include librarian interviews, an analysis using NVivo 11 through the lens of design thinking, and a final review using member checking by each research participant.

Makerspaces continue to grow in popularity in school and public/community libraries. What is unexplored is the moving from a first makerspace to the implementation of a second and/or new maker learning location. More intentional planning is involved. The community served by the library is further engaged in the planning. Study results illustrate the value that community insight and intentional planning play in the design and implementation of makerspaces.

Makerspaces in libraries continue to grow in popularity; in turn, the body of peer-reviewed, scholarly publications also continues to grow. Librarians in the field are beginning to move from their first to second makerspaces. This study investigates those perspectives. Much can be gained from the experiences of those who have implemented their second or third makerspace.

The purpose of this paper is to describe the use of podcasts, online radio broadcasts, YouTube channels, and other technology medium to deliver information and professional development to peers in the field and professionals in librarianship.

This paper explores five case studies of librarians and library professionals who have created online programs specifically geared to the field using technologies such as podcasting, YouTube channels, Twitter Chats, and Google Hangouts. The case studies include librarians in the public, academic, and school settings as well as one professional from The American Library Association. Interviews via Google Hangouts took place to gather information for each narrative. NVivo 10 qualitative data analysis software was used to pull out themes and commonalities among narratives. Some examples include, intended audience, program focus, platform topics, technology, and challenges.

Face-to-face delivery of information and professional development can be difficult with librarians and professionals located across the USA and the world. These five interviewees share new opportunities and examples in the delivery of training and information in the field of librarianship without ever needing to leave an office or desk.

Podcasting in librarianship is a topic of modest popularity but it is typically used with students and at the academic library level where the topics of podcasts and libraries are addressed. The topics of podcasts, online radio broadcasts, and other technologies in librarian peer-to-peer instruction and professional development are uncharted territory in the field of scholarly research. This piece opens research to multiple opportunities in both practice and scholarship in how technology can aid in professional development and information delivery to peers and practitioners in the field.

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.

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.

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.

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.

The purpose of this paper is to describe the implementation of 3D printing and maker spaces in various library settings. Insights, challenges, successes, projects as well as recommendations will be shared. Commonalities across libraries 3D printing technologies and maker space learning areas will also explored.

This paper delves into six case studies of librarians that have implemented 3D printers and/or maker spaces in their libraries. The case studies focus on libraries at three different levels: school, public, and higher education with two case studies from each type. The author of this paper will describe the cases, projects, challenges, successes, along with other aspects of 3D printer, and maker space integration.

3D printing and maker spaces, while very popular in the field of librarianship can be incredibly exciting to implement but they come with challenges and successes just like any type of new technology. Librarians have to be fearless in implementing this technology, willing to learn on their feet, and be excited to explore.

At this time most publications on 3D printing are held in the realm of popular publications (blogs, magazines, zines, etc.). Very little has been written on a wider range of case studies where 3D printers and maker spaces have been integrated into libraries of various types. This paper sets the foundation for further exploration in how 3D printing and maker spaces could be a part of library services.

The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA.

The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements.

Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs.

At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms.

Evaluation of public library makerspaces traditionally examines achievement of library goals, which reflect leaders’ and funders’ values. Understanding makers’ experiences and perspectives may help evaluators frame their inquiry to reflect community values, test assumptions about makers and support democratic and equity-focused aims. This paper aims to inform how evaluations of public library makerspaces are framed to address the experiences, values and visions for success of adult women, a group that is often marginalized in making and makerspaces.

Informed by democratic approaches to evaluation and activity theory, this paper draws on semi-structured interviews with women makers engaged with digital fabrication in public library makerspaces.

The women in the sample leveraged digital fabrication to deepen existing creative practices, challenging gendered distinctions between crafting and technology. They directed making toward economic survival and thriving, including creative-sector entrepreneurship. Making was also directed toward strengthening families and communities, centering relationships beyond the makerspace. Learning emerged as a byproduct of engagement, organized to produce specific artifacts. Library resources, arrangements and rules supported women with varying technology skills and also constrained some making activities.

Findings suggest evaluators should resist deficit framing of women and making; broaden science, technology, engineering and mathematics-focused definitions of making; focus on the personally meaningful ends to which making is directed; expand conceptualizations of community; examine arrangements and resources that mediate making and learning; and center the perspectives of local women makers.

This paper presents an empirical account of makers who are often marginalized and identifies six implications for evaluations of public library makerspaces.

The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.

Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).

Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.

Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.