Thursday, April 21, 2016

First, a nice little video on why we should care about the possible demise of school libraries

We'll get back to the video later.

It is true, as ably described by Lauren, Verna, Geoffrey, and the other posters, that there is much to be discouraged about concerning the future of school libraries. Many libraries are facing cuts in materials budgets and (more importantly) staffing. They are not given highest priority in many schools as people question their necessity in this internet age.

I wanted to explore one specific recent years that offers hope for the future of school libraries that Verna mentioned. That is Congress passing (with bipartisan support!) the Every Student Succeeds Act (ESSA), which President Barack Obama signed on December 15, 2015.

(image of signing ceremony from whitehouse.gov)

Emily Sheketoff, executive director of the American Library Association Washington Office (ALAWASH), headed the ALA's federal lobbying efforts, and expressed gratification over its passage -- even though it did fall short of her ideal. `"If I were the king of all things," she told School Library Journal editor Rebecca T. Miller, "I would have wanted a section [in the bill] for school libraries that required every school...[to] have a school library with a state-certified school librarian and such staff as that librarian needs to teach every student in the school what they need to know." (Miller, 2016).

ESSA does not have that. But it still has "a lot" according to Sheketoff. Provisions in the new law that might impact school libraries. One advance is is simple recognition throughout the law's text that libraries are an integral part of effective schools. "School libraries and school librarians are really recognized as critical education partners in this bill" says 2015-16 ALA president Sari Feldman. (Heitin, 2015). The "acknowledgement that an effective library is part of a good school" means that "if a school is failing, one of the things the school district needs to look at is if [it has] an effective library program" according to Shektoff (Miller, 2016).

In addition, ESSA includes the Innovative Approaches to Literacy program, which empowers to Secretary of Education to award grants and contracts to promote literacy programs -- monies that could theoretically be awarded for library resources and professional development for librarians. It also permits the use of Federal Title II funds to support instructional services "provided by effective school library programs" and encourages schools and districts to promote digital skills and literacy -- tasks well-suited for libraries. (Heitin, 2015).

However, the law as written permits and encourages states and local school districts to seek out grants and improve library programs, it does not mandate them necessarily. ESSA in general gives more leeway for local control decisions than the legislation it replaced (No Child Left Behind). There is no federal dedicated funding stream or line item funding for school libraries in the law.

What that means is that the future challenge for school librarians and school library supporters is to marshal support from school administrators to aggressively take advantage of the funding opportunities from ESSA and convince districts that supporting libraries (with federal, state, and local monies) is necessary to create vibrant school environments that promote learning. Basically it means that librarians still have the burden of lobbying for more funding for their positions and to try to marshal both administrative and public support for school libraries.

Which means more public relations efforts making arguments similar to what is seen in the video above. (see, I told you we'd get back to the video). ESSA does not guarantee the future of school libraries, but it gives more resources -- and the imprimatur of government recognition -- to those librarians seeking to both preserve and transform the school library -- and perhaps one day achieve the dream of a library and a librarian in every school.

Resources linked and cited in this post

[Captstone Publishers]. (2014, October 22). School libraries matter: the changing role of the school librarian. [Video File]. Retrieved from https://www.youtube.com/watch?v=6eilZJp3_h8.

Heitin, L. (2015, December 9). How literacy programs and school libraries fare under the new federal bill [Web log post]. Retrieved April 21, 2016, from http://blogs.edweek.org/edweek/curriculum/2015/12/literacy_school_libraries_ESSA.html

Miller, R. T. (2016). A new start: With school libraries in ESSA, on the the next phase of advocacy. School Library Journal. Retrieved April 21, 2016, from http://www.slj.com/2016/01/opinion/editorial/a-new-start-with-school-libraries-in-essa-on-to-the-next-phase-of-advocacy-editorial/#_

by: Marcela Miramontes

Neal-Schuman's Library Technology Companion defines a makerspace as a place where technology tools are available for interested community members to create audio, video, or physical items (Neal-Schulman 212). I do not recall having seen makerspaces at the schools I attended when I was younger, but I have seen similarly described spaces in the school libraries I've visited throughout the San Diego Unified School District and often wondered what the purpose of these spaces was. Walking into a library and seeing a group of students hard at work on some crafts one day , I asked the librarian if they were making decorations for the library, but she replied that, no, the students were actually working on creating cars out of miscellaneous objects and that they would be holding a race the following day. She also told me a bit about how their makerspace came to be; most of the students at the makerspace had attended the Gizmos and Gadgets Kids Labs Camp during the summer where they had a blast creating and testing science projects, making art, learned about new technology, and learned from each other.

Below is a description of the Gizmos and Gadgets ethos and mission:

Gizmos & Gadgets Creative Lab

Gizmos & Gadgets is a creative lab for kids where they are free to develop and pursue their own ideas through hands-on project based learning experiences in science, technology, engineering, art, math & maker (STEAM).

At Gizmos & Gadgets, our goals are to:

Expose children to the real vocabulary, tools, processes, and content of STEAM fields and give them a head start in those subjects
Provide a fun and engaging experience for children so they view STEAM fields in a positive way.
Create confident children who are able to follow their own ideas, problem solve, work in teams, and who don’t give up.

Once back at school, some of the students continued working on and adding to their summer projects during lunch, which ignited curiosity among their peers. After some parents proposed a makerspace in the library, the school allowed the use of a part of the library as a makerspace two days a week.

Works Cited

"Makerspaces Implemented at Every Calvert School | Spotlight | Somdnews.com."SoMdNews.com. N.p., n.d. Web. 21 Apr. 2016.

"Makerspaces in Libraries." YouTube. N.p., n.d. Web. 21 Apr. 2016.

The Neal-Schuman Library Technology Companion, Fourth Edition: a Basic Guide for Library Staff. American Library Assn., 2013. Print.

"Tools + Support + Community = Our School Library Makerspace." YouTube. N.p., n.d. Web. 21 Apr. 2016.

BYOD (Bring Your Own Device)

The age of the micro portable computer is upon us, and the iterations are vast. Everyone has a phone, tablet or laptop and many of them have more than one. The age of information is upon us and with this new age libraries need to become more than just a place where patrons can check out books. People are moving away from reading paper or physical books and would like everything delivered in a digital fashion. The have e-readers that they would like to check out books on, phones, tablets and laptops that they would like to access the internet with. The opportunity for a library to provide services much greater than their collection has become a reality.

Libraries can and should take advantage of "extra workstations", supplying internet is enough for most people to access all of the library's digital tools and collections.

The millennial is not focused on the collections at the local library. “77% [of patrons] say free access to computers and the internet is a very important service of libraries.“ (pewinternet.org) With this new reality the services that the library renders has grown. They now offer services for e-check out of virtual materials, e-books, e-magazines, and e-newspapers. Patrons do not come into the library to access these services, but choose to access them through the internet. The stacks and collection of the library are growing 10 times year over year as materials are made available virtually.

The expansion of new materials, music, movies, and online services are now available through services provided by companies like Overdrive. Their company monicure is “Borrow eBooks, audiobooks, and more from your local public library - anywhere, anytime. All you need is a library card.” (Overdrive.com) No longer is it necessary for a patron to come in to the library.

Electronic media can enhance the library experience; complimenting, not replacing, a collection of books.

Libraries have begun to offer a new set of services to aid in the access to these services. They provide free internet services, access to computers. One library in Fallbrook, CA offers Laptop checkout for patrons to enjoy access to the internet or cloud services to complete their studies.

BYOD, or bring your own device, has changed the library in ways that were not predictable. It now behooves the librarian to make use of them to give their patrons the best set of services that they can.

http:// overdrive.com

http://libraries.pewinternet.org/2013/01/22/library-services/

The demise of school libraries

School Libraries and the SDUSD

by: Marcela Miramontes

After reading John Owen’s article Not as We Remember It: Public Education Is Being Gutted, I was not too surprised when he brought up the lack of funding for school libraries, but I was shocked when he mentioned how a “school without its own library is now all too common” and how proof can be seen on a crowd-sourced Google map titled “A Nation Without School Librarians” (School Library Journal, Sept. 2013). After reading this piece, I immediately looked up this map on Google, and sure enough, it shows a map of the U.S as well as the rest of the world dotted with pins indicating which schools have no libraries or certified librarians. I was sad to see how such a wealthy nation as our own was dotted with so many pins.

This article immediately brought to my mind two interviews I watched recently; in the interview videos, two school library technicians, Theresa and Sarah, expressed the need for more staff and aides in school libraries.

Theresa mentioned that one of the challenges she has struggled with the most is limiting the amount of time and the number of students who can use the library because of staff shortage ("RBHS Library Tour and Interview") and Sarah mentioned that she would like an aide to help her with shelving and checking out books so that she can have more time for library lessons and helping other students. Sarah herself admitted that although the students do a fine job as volunteers, they are still too young to keep up with the duties of a library technician ("LCM Library Tour and Interview”)

I do not think students should be barred from the library simply because there are not enough staff members available. I understand that in an elementary school or middle school students may need more supervision, but I found it annoying as a teen when staff insisted on treating me like a five-year-old when I was three weeks away from my 18th birthday. A solution to this problem I’ve seen some High Schools take is to have students volunteer as library assistants for a certain amount of time a week during the school year. The advantage of this arrangement is that the volunteers can gain valuable experience in a professional setting, their peers will feel more comfortable asking them, a fellow student, for help, and the library will be more accessible to all students.

Because of my job with the San Diego Unified School District, I have had the opportunity to visit several school libraries throughout San Diego, but I have never really thought about the struggles faced by the libraries and the library staff; after asking them about their position and what they would change, most of them expressed dissatisfaction with the current school system, their part time position, and the lack of support.

Works Cited

Owens, John. "Not As We Remember It." School Library Journal 59.9 (2013): 20. Academic Search Premier. Web. 21 Apr. 2016.

"LCM Library Tour and Interview." YouTube. N.p., n.d. Web. 21 Apr. 2016.

"A Nation Without School Librarians." Google. N.p., n.d. Web. 21 Apr. 2016.

"RBHS Library Tour and Interview." YouTube. N.p., n.d. Web. 21 Apr. 2016

Cloud computing in libraries

Cloud Computing: Case Studies and Total Costs of Ownership.

By Geoffrey Blakeley

"This paper starts with literature review of articles in cloud computing, some of them describing how libraries are incorporating and evaluating the cloud. The author introduces cloud computing definition, identifies three-level of services (SaaS, PaaS, and IaaS), and provides an overview of major players such as Amazon, Microsoft, and Google. Open source cloud software and how private cloud helps are discussed. Then he presents case studies using different cloud computing providers: case 1 of using an IaaS provider Amazon and case 2 of using a PaaS provider Google. In case 1, the author justifies the implementation of DSpace on AWS. In case 2, the author discusses advantages and pitfalls of PaaS and demonstrates a small web application hosted in Google AppEngine. Detailed analysis of the TCOs comparing AWS with local managed storage and servers are presented. The analysis shows that the cloud computing has technical advantages and offers significant cost savings when serving web applications. Shifting web applications to the cloud provides several technical advantages over locally managed servers. High availability, flexibility, and cost-effectiveness are some of the most important benefits. However, the locally managed storage is still an attractive solution in a typical case of 10TB storage. Since Amazon offers lower storage pricing for huge amounts of data, readers are recommended to do their own analysis on the TCOs." (Han)

Han, Yan. "Cloud Computing: Case Studies And Total Costs Of Ownership." Information Technology & Libraries 30.4 (2011): 198-206. Library, Information Science & Technology Abstracts. Web. 21 Apr. 2016.

http://web.b.ebscohost.com/ehost/detail/detail?vid=6&sid=d30c02ae-365d-40b6-aa40-dc5ee66169e4%40sessionmgr114&hid=101&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=67229032&db=lxh

makerspaces and libraries

What is a maker space exactly? And what do libraries have to do with them?

Education Week published a good overviewish article on makerspaces and schools in 2015. One of things noted is that there is no one simple definition of makerspaces. They can be part of the school program or an afterschool program; they can be high tech or low tech, they may not even be called maker spaces. The main theme linking various makerspaces together is innovation/creation. They are places where students (in schools) can exercise different brain muscles by making and creating things. These could be computer apps, 3d-printer items, articles of clothing sewn in sewing machines, or Lego structures.

Many school libraries have explored and set up maker spaces as a way to stimulate student learning activities in the library. One that has been the subject of several media reports and academic case studies was implemented at New Milford High School in Bergen County, New Jersey. Here is a short news video about that project.

Laura Fleming, media specialist/librarian for New Milford High School, used her experiences in creating this particular maker space to write a book and an article for Teacher Librarian (with Stephen and Debra Kurti) on how schools and libraries could create maker spaces. The authors summarized the process she used in seven steps:

Observe students to find what they were interested in
Review school curriculum and goals to see what activities would complement them
Review national/global trends in technology and culture
Use these observations to formulate broad themes
procure a space and materials (Fleming started with old computers that could be taken apart, Legos, some hand tools, a 3d printer, Mackey Mackey kits)
promote student "ownership" of the makerspace -- encourage students to experiment on their own without obvious adult supervision. "Spacemakers acting as experts on a subject will generally limit the users of the space." write Kurti and Fleming. "To remove this limitation and give the students ownership of their learning, it is crucial to stand slightly to the side and allow the students to make their own mistakes and find their own solutions." (Kurti and Fleming, 2014).
keep the makerspace fresh and evolving by adding new items and tools each semester. Making the maker space requires "tinkering" just as much as an individual maker space project.

The key to successful Maker spaces is not necessarily a high budget or expensive gizmos and facilities, Kurti and Fleming conclude in the Teacher Librarian article. Rather, it is an educator with "a powerful vision and a willingness to try new things."

Works mentioned, linked, and cited in this post

Bell, J. (2015). School librarians push for more 'maker spaces' Education Week, 34(30), 10. Retrieved April 20, 2016, from http://www.edweek.org/ew/articles/2015/05/13/school-librarians-push-for-more-maker-spaces.html

[CBS New York]. (2014, February 27). New Jersey high school getting creative with makerspace.[Video File]. Retrieved from https://www.youtube.com/watch?v=zZE8nCABAX4.

Fleming, L. (2015). Worlds of making: Best practices for establishing a makerspace for your school (Corwin Connected Educators Series). Thousand Oaks, CA: Corwin.

Kurti, S.R., Kuri, D., & Fleming, L. (2014). Practical implementation of an educational makerspace. Teacher Librarian, 42(2), 20-24. Accessed from Academic Search Premier, April 20, 2016.

Cloud Applications, by: Hailey Jackson

What is Cloud Computing?

Cloud computing is a revolution in accessibility for library patrons. It can be compared to the advancement of the digital card catalog system. Where before the ability to access all the books and media that the library had available, cloud computing is the extension of this net of information to the information catalogs of the world. The insertion of the internet into the libraries came with a new set of challenges that required the library staff to become an assortment of IT professionals that would maintain and update the computers that were to be used to access it. Software and hardware had to be purchased and tested to make sure that they would endure the patrons use. “A variety of library systems are used to achieve libraries’ goals to support research, learning, and teaching.“ (Han, 88) These systems are integral to the library services, but at great cost.

Cloud computing is the extension of this infrastructure with the exception that software is converted into a SaaS (Software as a Service) model, meaning that it is no longer installed on the computers, but rather that it is provided upon request through the internet. Cloud computing has become a world equalizer allowing all libraries of any size or budget to have access to the same programs and software. There are many of these software suites, but in this article I will be covering just a couple of the main categories:

Office & Productivity

Up until the late 2000s a user had to use a built in software suite known as a productivity or office suite to create documents. Some of the legacy suites were Microsoft Office, Word Perfect, Lotus Notes, etc. They were a suite of programs that were installed locally and sharing them with others meant that you needed to ensure that they had the same software and version that you had. This of course cme with a great price tag for the libraries.

Online applications, or cloud applications have recently received great fan fare for their ease of use and simplistic approach to sharing and collaboration. Some of these applications are, Google Docs, Microsoft Office 360, and Only Office. While most of them provide a free solution, they all have similar features. They are accessible through the cloud, they do not have to be installed on your computer to work. They are easily shared with others since those that you send it to can use the free online software to view and alter your documents. Finally they have collaboration that is not hindered by a local network, or specific hardware. Library patrons can come to the library and use any computer to connect to their cloud accounts. All of their documents can be found, viewed, edited, or printed.

All you need is internet access and you can view, print, edit and share your documents.

Advanced Computer Applications

Many opponents to the cloud computing solution have said that there is a problem with the cloud and that it cannot perform advanced services. Recently there have been advancements in this space that have brought video editing through WeVideo and Magisto, and photo editing through Photoshop Online, Pixlr, and Google Photos. The web is ever-evolving and with a new year comes a burst of cloud software that can complete your tasks through a variety of providers and all levels of interaction from the advanced user to the simplest user. Cloud computing has created a solution that really is catered to the individual. Resolving any limitations that had previously prevented a patron from using creativity software due to budget constraints and availability.

Magisto brings video editing to the cloud platform. Libraries no longer need to purchase expensive software suites and train personnel to use them.

Hardware Agnostic

In conclusion I wanted to touch on one of the greatest features of cloud computing and that is hardware anonymity. It does not matter what computer you used to start your document, or edit your video on. The simple statement applies every time. The computer that you are on is the right computer because it can access the cloud, and it is the cloud that gives your computer the power to do everything. Your email is already setup, the last document that you were working on has all your most recent changes, the video that you edited last week is there. You are on the cloud and the only thing that the computer in front of you has to do is access the internet and you are ready to go.

The movement into the cloud does not end there, you can access all of your digital life from any device, phone, tablet or PC (Apple or Windows). It is on the move with you.

Works Cited:

Yan, Han. "On The Clouds: A New Way Of Computing." Information Technology & Libraries 29.2 (2010): 87-92.Academic Search Premier. Web. 18 Apr. 2016.

Dreams crushed: the Demise of Public School Libraries, by: Hailey Jackson

I’m in my final semester to obtain a “Library Information Technology” certificate from Palomar College in San Marcos, California. Final semester. I sat across the table from a professor and two other students, both of whom already worked at elementary school libraries in Southern California. The information shared with me was nothing short of jaw-dropping. “The jobs aren’t what they used to be.” “Librarians used to be credentialed teachers.” “The union is really coming down on ‘media technicians’ doing anything that could be taken as ‘teaching’.” I couldn’t believe what I was hearing. I had been persuing this certificate for the last 18 months hoping to secure a job at my kids’ elementary school once they were all going for full days. It was a good fit, and I’d get to make a difference! The “librarian” there now does a handful of story times each week and does the laminating for each teacher. Surely, there were improvements to make, things to teach, ways to get kids excited about reading and make meaningful connections. The librarian should be working with teachers so that the students’ time in the library coincides with Common Core curriculum. But no. And it will never be.

According to the California Department of Education, “California continues to rank at the bottom of professional library staffing numbers.” Professional staffing numbers refers to trained, or credentialed librarians. That said, the CDE states that sixteen percent of schools in California don’t have a library. So are libraries reaching the end of their usefulness in schools? Is there hope for people like me, who want to work in school libraries?

An empty library at a New York Public School. Funding enabled the creation of the library, but is lacking for staffing.

Clearly, there is a place for libraries. Studies abound online that show a correlation between access to books and success, so how can libraries be saved. The answer, like it so commonly is, is money. “Once, students held bake sales and car washes to fund some activities. Now, principals, teachers, and parents have been forced to assume that role on a grand scale to pay for books, athletic equipment, after-school activities. Instead of cupcakes and soapsuds, they use today’s equivalent of the hat in hand—the grant application—to beg foundations and corporations to underwrite what, until recently, most Americans would have considered the birthright of students in our public schools.” (School Library Journal, Sept. 2013) Even the CDE states that library funding has gone the way of the Grant, meaning that administrators, teachers and parents now have to petition private industry and the government to solicit funds for everything from playground equipment to books for libraries and classrooms. And while it seems grim, there is hope. Even for someone like me, in her last semester of obtaining a certificate that seems doomed. While credentialed librarian positions are decreasing in the state of California, libraries themselves seem to be making an impact. In my own local school district, our once antiquated librarian is running STEM programs at lunch time. The job is not the same as it once was, but now I don’t need a teaching credential to work at the school. And my hope still exists that I can make a difference in the lives of children in my community.
Works Cited:
Owens, John. "Not As We Remember It." School Library Journal 59.9 (2013): 20. Academic Search Premier. Web. 21 Apr. 2016.

Wednesday, April 20, 2016

BYOD and libraries

I enjoyed reading the posts on this topic by Lauren and Verna; I will try to add what I can.

BYOD, of course, stands for Bring Your Own Device. In the library (and school library) context the devices in question are iPads, tablets, smartphones -- electronic devices that can search for information on the Internet and provide media objects (text, visual, audio). Doug Johnson, director of media and technology at a Minnesota school district, refers to these devices as having a library in one's pocket, and argues that they "call into question the need to traditional, print-oriented libraries, as well as traditional print-oriented teacher librarians."

My own personal observations on this phenomenon include

in substitute teaching high school and middle school, I reckon 98 percent of students bring some sort of device with them
98 percent of the time, the devices are used for goofing off.

I have seen some more productive work done with school-issued Chromebooks, including teachers using Google classroom for assignments and such. (Johnson and Lagarde make a distinction between 1:1 programs in which the school district furnishes the electronic device,and BYOD, in which the family pays for it; BYOD might appeal to some as less costly to the district. However, the disruptive elements of this information technology seem to apply regardless of who is paying for the devices).

According to Johnson, school librarians and those who staff them should get out in front of popularity and potential of electronic devices and make themselves "indispensable to school efforts in "giving all students continuous access to online resources."

One ramification of the goal of continuous network is the library's own wireless network. Johnson and Largarde contend that school libraries should include a robust wireless network infrastructure, ideally with enough bandwidth to support four devices per student. They also suggest that perhaps schools can create a separate wireless network for students and guests, keeping it separate from the computer network dealing with online gradebooks, payroll, library circulation, to minimize security risks.

Johnson explores other ramifications in a 2012 article first published in Library Media Connection, in which he calls for librarians to ask several questions about themselves and their school programs. These include

Do library rules help or hinder students in utilizing their mobile devices? Johnson argues that libraries should not ban these devices, but rather encourage their use to to access information and etextbooks. It can also support their use by making sure their wireless connectivity is strong and battery charging be made convenient.
Does library staff have prompt and accurate answers to electronic device-related questions, including solving problems linking to the wireless network, program logins, and finding digital resources. Johnson argues that the library should become the default "go-to" place for such questions. l
Are library resources procured with their potential use by mobile computer devices in mind?Johnson argues that digital resources should be usable on a wide spectrum of large and small devices.
Are library instructional programs and templates available on Google Docs or similar cloud programs, and do seminars by library staff teach students how to use their own devices to access library resources?

Focusing on these and other questions, Johnson contends, will help libraries and librarians harness the power and popularity of electronic devices most students have to productive uses, and in the process ensure that libraries and librarians survive as a vital part of America's changing school and technology landscape,

Works Cited

Johnson, D. (2012). "BYOD to the library," Library Media Connection," August/September.

LaGarde, J., & Johnson, D. (2014). Why do I still need a library when I have one in my pocket? Teacher Librarian, 41(5), 40-44. Retrieved April 20, 2016.

[Chuck Norris picture taken from from Doug Johnson's Blue Skunk Blog at http://doug-johnson.squarespace.com/blue-skunk-blog/2012/11/7/byod-a-short-list-of-resources.html]

Makerspaces and Teens, by: Hailey Jackson

A new revolution in keeping libraries current in today’s online society has been the evolution and implementation of Makerspaces, simply put, it is a place to make things. From the Cincinnati Public Library with a sewing studio, vinyl printer and laser cutter to the Brooklyn Public Library with an amateur recording studio and many other libraries implementing more simple programs in their Makerspaces like Digital Photography stations and Lego building blocks.

Makerspaces give members of the community access to tools they might not otherwise be able to own or even use like 3D printers or plotters and provide services to aspiring authors like the Espresso Book Machine which will print a copy of a book on-demand. One audience that seems to be thriving in and among Makerspaces are teens.

Teens use "Little Bits" at the Public Library of Mount Vernon and Knox County, Ohio

Karen Young, the Young Adult Services Coordinator at the Public Library of Mount Vernon and Knox County, Ohio, began their journey of creating a Makerspace by hosting “Maker Mondays” during their teen Summer Reading Program. The Monday events were such a hit that adding a space to the library for teens to create became a no-brainer. Among the first tools and technologies they introduced were: A “Stickbot” stop-animation studio, digital photography software on dedicated work stations, a button-maker, and coding/robotics tools. She believes that adding small tech items has also worked to their advantage because items can be rotated in and out to keep them fresh.

Of course, bringing in all of this new technology has meant that there is a lot to learn about new products and how to promote these services in the library. In the Public Library of Mount Vernon and Knox County, staffing was approached by hiring additional help for the maker space as employees left for various reasons. This is a beneficial approach for a number of reasons because the library is able to select potential candidates who are familiar with the technologies available in the makerspace. Otherwise, it is important that all employees who will work in the space are qualified to use and teach others how to use the software, cameras, tools, etc. that are available.

A teen assembles and "codes" a robot at the Chattanoogs Public Library.

Hopefully, this Makerspace will inspire similar spaces in libraries across the country. As Ms. Jensen states, “I love the excitement our maker space generates. In fact, our young patrons often teach us just as much as we are teaching them.” (School Library Journal, Feb 2016)

Works Cited:

JENSEN, KAREN. "SMALL TECH BIG IMPACT. (Cover Story)." School Library Journal 62.2 (2016): 22-25. Academic Search Premier. Web. 18 Apr. 2016.

Makerspaces

Makerspaces: A Practical Guide for Librarians
Book review.

I found a book review on a book for librarians to create a makerspace. The review starts off explaining what a makerspace is. for those who don't know, it's basically an area designated to allow and inspire creativity. Examples of makerspace devises could be 3D printers, book printers, audio recording with editing software, Photoshop, art programs, video recording and editing software. If it can let you create new things you normally couldn't on your own, because you lack the funds to own or the ability to use the programs. It'll can be in makerspace.

Back to the book, whats great about this book is it offers much practical guidance on how to run the makerspace. (Miller)
It even incluces, "various approaches to setting up and running makerspaces, how to attract funding and create a budget, as well as develop, furnish and equip a library makerspace."(Miller)
"It considers issues such as support roles for library staff, administration, training, program development and outreach." (Miller)

The book also talks about, "the more common makerspace activities, covering audio, image and video creation; crafts and artistic pursuits; electronics, robotics and programming; 3D printing and prototyping; as well as some lesser known making such as Minecraft, button making, and even the rather Book Reviews 223 idiosyncratic ‘hog butchering’. Other helpful inclusions are a list of resources and an extensive bibliography, demonstrating the wide interest in makerspaces, supported by an active maker culture." (Miller)

http://www.amazon.com/Makerspaces-Practical-Guide-Librarians-Guides/dp/1442229675

Miller, Karen. "Makerspaces: A Practical Guide For Librarians." Australian Academic & Research Libraries 46.3 (2015): 223-224. Library, Information Science & Technology Abstracts. Web. 20 Apr. 2016.

BYOD (Bring your own device)

Will Smart Phones and Other Bring Your Own Devices (BYOD) Dominate How Academic Library Services are Developed and Delivered for the Foreseeable Future?

By: Geoffrey Blakeley

The article talks about how recent BYOD is and how could bring changes to libraries. The article also talks about how the increase in mobile devises is changing how people communicate and do their work.

"The key to thriving in this turbulent, fast changing environment is to ensure that the academic library maintains a detailed and current insight into the information behavior of their users. There is no point in completing an information needs analysis unless the results are acted upon. This work cannot be seen as an isolated activity but has to be ongoing and kept current. If neither of these occurs, there is a real danger libraries will continue supplying services not required by users and also not develop new services that will be valued. " (page 2)

The article talks about a small study that was done with the students of an Australian university. They surveyed students to see if what devises they used in the library and for what purpose. The survey found that students used to station computer in the library primarily for academic work, their mobile phones for social media and fun, and those who brought their laptop, did a mix a of both. page 2.

The article then finish off with this, "It is impossible to establish whether smart phones and other Bring Your Own Devices (BYOD) will dominate how academic library services are developed and delivered for the foreseeable future. The only way academic librarians will be able to determine what will transpire is by having an informed insight into users’ needs." (page 3) I feel that the last sentence is what needs to be focused on. To better aid our patrons, we need to look at what services are going to be required of us with the further advances in technology.

Walton, Graham. "Will Smart Phones and Other Bring Your Own Devices (BYOD) Dominate How Academic Library Services are Developed and Delivered for the Foreseeable Future?." New Review of Academic Librarianship Jan. 2014: 1+. Library, Information Science & Technology Abstracts. Web. 20 Apr. 2016.

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