Monográfico makerspaces en bibliotecas

Monogrรกfico Universidad de Salamanca Facultad de Traducciรณn y Documentaciรณn Biblioteca Web

Empleo InfoDoc 14 de julio de 2016

Monogrรกfico: Makerspaces en bibliotecas

Dado que la información se está convirtiendo cada vez más en un recurso de más fácil acceso a través de redes en línea, las bibliotecas están reforzando sus espacios físicos para mantener su relevancia. De este modo las bibliotecas públicas están respondiendo a una amplia gama de necesidades actuales y emergentes. Se trataría de crear un potencial de proyectos de desarrollo desde la biblioteca, para la provisión de espacio público en un mundo en privatización. Los makerspaces son espacios donde se fomenta el intercambio tanto de conocimiento y habilidades, como de ideas. Es así como nace la sinergia, se fortalece la colaboración y se refuerzan los lazos como comunidad.

Durante siglos las bibliotecas han atesorado los baluartes del los conocimientos, y este concepto de biblioteca se ha mantenido casi imperturbable desde el principio de los tiempos, sin embargo las bibliotecas del siglo XXI enfrentan algunas cuestiones que están incidiendo sobre lo que ha sido la biblioteca. Las bibliotecas siempre han sido vulnerables. A veces fueron y siguen siendo destruidas. Pero también se ve afectadas por otras cuestiones, principalmente por dos hechos como son la disrupción tecnológica y los recortes de fondos. De esta manera algunos se cuestionan un hecho ¿Por qué vamos a pedir prestado un libro en una biblioteca cuando se tiene a disposición Internet, recursos en línea, plataformas comerciales que proporcionan servicios que venían proporcionando las bibliotecas y dispositivos que facilitan una cómoda lectura?

Otra de las tareas históricas de la biblioteca ha sido la preservación de los conocimientos para futuras generaciones. Es fácil asumir que lo que se publica en línea permanece para siempre, pero en realidad casi todo desaparece, y más rápido de lo que creemos. Algún estudio dice que el 14% de los enlaces de internet desaparecen al año, por ello iniciativas como Internet Archive, un proyecto sin ánimo de lucro recorre la web y archiva instantáneas de todos los documentos, hasta la fecha ha archivado 436 mil millones de páginas web, y permite realizar búsquedas de páginas desaparecidas a través de su motor llamado Wayback Machine. El Proyecto Rosetta utiliza un modelo de biblioteca híbrida digital-analógica diseñado para almacenar información de forma más fiable, durante miles de años ante las posibles amenazas de cambios de formato y ciberseguridad. El proyecto cataloga documentos en todas las lenguas del mundo, tanto en línea como en discos de níquel grabados con láser que contienen 13.000 páginas en 1.500 idiomas, legibles con un microscopio. El disco Rosetta, de ahí su nombre por la analogía con la piedra Roseta, que permitió descifrar la escritura jeroglífica egipcia, se encuentra actualmente a bordo de la sonda Rosetta en órbita del cometa 67P / Churyumov-Gerasimenko.

Las bibliotecas del futuro seguirán preservando y transmitiendo conocimientos como siempre, pero los retos a los que las bibliotecas enfrentan como espacios han estimulado su reinvención casi radical. Si bien el cambio tampoco es algo exactamente novedoso, ya que las bibliotecas públicas siempre han contribuido al desarrollo económico local a través de los servicios tradicionales, tales como el acceso a oportunidades de educación y de formación, búsqueda de patentes, talleres de redacción de currículum y búsqueda de empleo. Sin embargo, con un renovado énfasis en las alianzas y experiencias, ahora ofrecen oportunidades para la expansión de los servicios orientados al desarrollo económico a través de nuevos conceptos como placemarkin, makerspaces o FabLabs.

Los makerspaces son espacios con recursos comunitarios enfocados a la fabricación de elementos que unen lo físico con lo tecnológico. En esencia los FabLabs son lo mismo que los makerspaces, que sería el término más genérico, si bien los FabLabs, o “laboratorios de fabricación” son espacios eminentemente tecnológicos donde los estudiantes cuentan con recursos casi ilimitados para diseñar y desarrollar sus inventos. Estos espacios tienen origen en los hackerspaces, lugares donde se puede crear de todo usando la tecnología, que ya existían en Alemania en los años 90, quizás el ejemplo más conocido es C-base. El informe Horizon del NMC es un documento publicado anualmente que recoge las tendencias y tecnologías que dirigirán el cambio educativo, el informe de este año habla que una de las tendencias, retos y tecnologías que están afectando y afectarán a bibliotecas en los próximos años es la adopción de los makerspaces.

Un FabLab es un taller completamente equipado donde las personas tienen la oportunidad de fabricar algo, de transformar una idea en un objeto concreto. Son espacios que funcionan como talleres tecnológicos, que por sus dimensiones permiten hacer trabajos a gran escala, pero sobre todo, contienen grandes y costosos equipos que difícilmente podrían ser comprados por una persona a título individual. Entre estos tipos de maquinaria encontraríamos máquinas para hacer cortes con láser y por chorro de agua, espacios para soldar, para trabajar con plásticos o madera, impresoras 3D, software especializado y programas de diseño en 2D y 3D. El espacio en sí es otro de los principales puntos fuertes de estos proyectos. Se trata de espacios amplios donde la gente se sienta cómoda y se propicien las relaciones. Por lo general hay grandes mesas y espacios compartidos para estimular la socialización y colaboración entre los participantes, además de máquinas o servicios que proporciona café, e incluso algunos de ellos tienen cocina.

Para cualquier persona interesada en la publicación de la biblioteca, un buen lugar para comenzar a explorar la zona es la editorial de la biblioteca. Desde esta perspectiva la publicación de biblioteca es un conjunto diverso y creciente de actividades, que puede proporcionar servicios útiles para una amplia gama de investigadores y estudiantes. Aunque la definición de “publicación” no siempre está clara y, a menudo parece significar (en este contexto) “difusión”. Las bibliotecas apoyan todo tipo de programas. Sobre todo con revistas de acceso libre, y algunas ya editan libros. En estos casos la actividad es financiada en un

número de maneras, pero los fondos operativos de la biblioteca general, son una parte importante de la ecuación; y por supuesto algunas bibliotecas expresan una misión de “recuperar la publicación” de las entidades comerciales rapaces.

Pero el espíritu creador que ha alcanzado gran popularidad en las bibliotecas públicas, también a alcanzado el corazón de bibliotecas universitarias de investigación, de esta manera la biblioteca de la Universidad de Harvard, la mayor biblioteca universitaria en el mundo ha encargado a un grupo de académicos denominado Library Test Kitchen Group, un proyecto cooperativo de este tipo, y de este modo trazar un camino hacia un futuro digital para reacción de prototipos de un espacio híbrido en el que coexiste lo digital y lo analógico, incluyendo una biblioteca emergente portátil, talleres de edición literaria y un laboratorio de productos comestibles creados por impresoras 3D. El objetivo principal de estos servicios es compartir recursos, conocimiento y crear. La labor de la biblioteca en este espacio sería fundamentalmente establecer dinámicas comunitarias, abiertas y participativas que estimulen la creación, el aprendizaje y la creatividad. En los makerspaces se forma una comunidad de inventores donde los participantes colaboran unos con los otros.

Aunque puede también haber personas especializadas contratadas por la biblioteca que proporcionan cursos especializados sobre estas materias.

De este modo las bibliotecas públicas están respondiendo a una amplia gama de necesidades actuales y emergentes. Se trataría de crear un potencial de proyectos de desarrollo de la biblioteca, para la provisión de espacio público en un mundo en privatización. En este sentido los makerspaces favorecen la capacidad de experimentación, el aprendizaje, son una excelente oportunidad para aprender haciendo, el trabajo creativo, la posibilidad de favorecer y propiciar el empleo activo entre los miembros de la comunidad, de ellos surgen nuevas ideas, nuevos prototipos, y un enorme potencial de desarrollo para la comunidad y sus miembros. Es un espacio donde las ideas se hacen realidad apoyadas por el conocimiento puesto común y el estímulo proporcionados por los demás miembros.

Para lograr estos objetivos las bibliotecas han de integrar tres elementos esenciales: la conexión entre las personas y el fomento de de las relaciones entre los diferentes actores de la comunidad para fortalecer el capital humano de la misma; la utilización de los espacios físicos y virtuales de las bibliotecas para potenciar formas innovadoras de aprendizaje y educación; el uso de las diferentes plataformas para fomentar la socialización de las ideas y los conocimientos comunitarios.

El auge de makerspaces en bibliotecas que prestan herramientas es una señal prometedora de que las bibliotecas seguirán cumpliendo con su papel como espacios comunes para el intercambio de conocimientos, a la vez que se mantienen al día con la digitalización de contenidos y la tecnología moderna.

PARA SABER MÁS…

"7 Things You Should Know About Makerspaces - " EDUCAUSE.edu vol., n.: pp.: https://net.educause.edu/ir/library/pdf/eli7095.pdf

Jerry, a freshman in fine arts at a private college renowned for its cross-disciplinary curriculum, is new to the campus makerspace. He’s here to work on his first assignment in a course called “On the Corner of Art and Technology.” Jerry’s assignment is to build a portion of a pinball machine using any medium: cardboard, plastic, felt, clay. The finished product must react to a rolling ball in an appropriate manner. Before he takes a seat at one of the tables, Jerry pokes through labeled Plexiglas bins with arduinos, Legos, Tesla coils, cardboard, rockets, yarn, LED lights, duct tape, batteries, and solar receptors. He’s looking for ideas for his eproject. One bin in a row of art supplies even has a

"El movimiento "Maker" en bibliotecas." bibliotecarios 2020 vol., n.: pp.: http://www.nievesglez.com/2013/01/el-movimiento-maker-en-bibliotecas.html files/5830/el-movimiento-maker-en-bibliotecas.html

¿Qué es el movimiento Maker? Es "hacer", "crear", "cambiar". Desde un punto de vista más social, el movimiento Maker es hoy todo un fenómeno que incluye a todos aquellos que están dispuestos a hacer algo nuevo, a salirse del mercado y de la producción en serie. Este movimiento anima a usar lo que la gente ya tiene, a reciclar, a darle una nueva función a un objeto olvidado en algún ropero de la casa, salir de lo establecido y buscar nuevas formas de expresión (Revista Ohlala).

(2013). [e-Book] La Smart City al servizio del cittadino. Milan, SCE. Texto completo: http://www.ricercasit.it/public/documenti/Dottorato/Documenti/SC_serviziodelcittadino2. pdf

Smart City Exhibition nasce grazie alla partnership tra Forum PA e Bologna Fiere, una manifestazione che raccoglie in sé l’opportunità di riflettere sul concetto di città, intesa come insieme di flussi informativi e reti di relazioni e comunicazioni, fisiche e digitali, caratterizzate dalla capacità di creare capitale sociale, benessere per le persone, migliore qualità della vita. Fra i principali obiettivi che questa manifestazione intende raggiungere troviamo: mettere in luce i passaggi fondamentali per un approccio strategico e olistico all’ecosistema urbano; proporre momenti di sensibilizzazione e di formazione per la classe dirigente politica ed amministrativa sul tema delle nuove città; individuare e divulgare le migliori esperienze italiane e internazionali e identificarne i modelli; offrire ai cittadini e all’opinione pubblica un resoconto puntuale e indipendente sullo stato dell’arte dell’innovazione nelle città, con particolare attenzione alla accountability. Cambia la prospettiva geografica con cui si disegna lo spazio urbano. I danni irreparabili dell’urban sprowl sono noti e prendono piede concept della città ben più stimolanti della villetta a schiera a un’ora d’auto dal centro storico. I modelli sono vari ma la sostanza non cambia, dalla “Twenty minutes walkable city” di cui parla Kent Larson[v] del MIT di Boston, una città fatta di tante micro città dove tutti i servizi essenziali sono raggiungibili camminando una ventina di minuti, alla “Città fatta di quartieri a velocità umana dentro ad una metropoli iperconnessa a zero emissioni”, ovvero la Barcellona immaginata dal suo architetto capo Vicente Guallart[vi]. Il quale introduce un altro concetto interessante, la variabile tempo nella progettazione dello spazio urbano. Strade che nei giorni feriali servono al traffico e poi si trasformano nel week end in aree pedonali dove non solo si cammina ma possono svolgersi delle attività. È incredibile vedere cosa accade a Quito, in Equador, la domenica mattina, quando uno degli assi stradali principali che attraversa longitudinalmente la città viene chiuso al traffico e questa specie di autostrada, da caotico serpentone di auto incolonnate si trasforma in una colorato andirivieni di biciclette di ogni forma e prestazione, monumento vivente della riappropriazione dello spazio da parte dei cittadini e dell’iniziativa imprenditoriale[vii]. A lato della strada spuntano infatti come funghi punti di gonfiaggio e assistenza, noleggi, banchetti di ristoro. È lo spazio urbano che diviene community asset variamente fruibile.

(2013). [e-Book] Makerspace Playbook, Maker Media. Texto completo: http://makered.org/wpcontent/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf

We know that the thought of getting a Makerspace started can be daunting, whether it’s finding a facility, engaging members or students, recruiting mentors, dealing with liability, etc.

We want your Makerspace to ucceed, to expand the Maker community and grow the Maker movement, to share the Maker mindset and DIY mentality, and to engage and stimulate your neighborhood, school, town or region. We wrote this playbook for Makerspace advocates like you—teachers, parents, Makers, etc.— to make it easier to launch a space and get a program up and running.

"Cómo se está transformando el papel de los bibliotecarios en la era digital." Universo Abierto vol., n. (2015). pp.: https://universoabierto.com/2015/12/21/como-se-esta-transformandoel-papel-de-los-bibliotecarios-en-la-era-digital/ files/5852/como-se-esta-transformando-el-papel-de-los-bibliotecarios-en-la-era-digital.html

Es lógico pensar que los profesionales de la información proporcionan un valor significativo en una economía basada en el conocimiento. Los avances tecnológicos están impulsando un paisaje global cada vez más interconectado, lo que contribuye a un cambio muy acelerado en casi todos los aspectos de la vida, desde lo político, económico, social a lo ambiental. Los sistemas de comunicación más rápidos y un mejor acceso en todos los países a la información contribuye a la vinculación, las economías y los negocios en formas mucho más complejas de lo que nunca antes se había concebido. Contrariamente esta interdependencia a escala global incrementa a su vez los riesgos de lo que se ha denominado “Brecha digital” que se refleja a su vez en el aumento de la desigualdad socioeconómica y la fragilidad social. En este contexto las bibliotecas representa una estrategia sumamente importante para la mitigación de esos riesgos, pero para ello las bibliotecas deben ser ágiles, creativas, centrarse en el usuario y sus necesidades, y sobre todo implicarse en el aprendizaje.

"La biblioteca como plataforma de aprendizaje." Universo Abierto vol., n.

(2015). pp.: https://universoabierto.com/2015/12/14/la-biblioteca-como-plataforma-deaprendizaje/ files/5856/la-biblioteca-como-plataforma-de-aprendizaje.html

Las bibliotecas públicas siempre han contribuido al desarrollo económico local a través de los servicios tradicionales, tales como el acceso a oportunidades de educación y la formación, la búsqueda de patentes, talleres de redacción de currículum y búsqueda de empleo. Sin embargo, ahora con un renovado énfasis en las alianzas y experiencias, ofrecen oportunidades para la expansión de los servicios orientados al aprendizaje y al desarrollo económico de sus comunidades. Para ello las bibliotecas públicas deben ser socios esenciales para los individuos, grupos, empresas y gobiernos, y en general para la propia sociedad, y los bibliotecarios los facilitadotes y dinamizadores de estos servicios

"Espacios, edificios, arquitectura y bibliotecarios." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/04/28/espacios-edificios-arquitectura-ybibliotecarios/ files/5838/espacios-edificios-arquitectura-y-bibliotecarios.html

A medida que las bibliotecas amplían su enfoque de colecciones hacia los formatos digitales, los espacios físicos se están transformando hacia formas que mejoran la participación de la comunidad en la era digital. Repensar el espacio de la biblioteca puede permitir ampliar las posibilidades para interactuar con los usuarios y la tecnología teniendo en cuneta la capacidad formativa, creativa y recreativa para mejorar el concepto de comunidad. Las bibliotecas del pasado se centraron principalmente en el consumo de información individualizada. En el momento actual cuando la información es más accesible, los aspectos comunes de interacción y difusión de la información por parte de la comunidad representan la misión central de la biblioteca del siglo 21. Las silenciosas, bellas y grandes salas de lectura de Nueva York, Seattle o Boston se están transformado en “salones” comunales y flexibles. Internet es ahora la biblioteca del pasado, y como resultado de ello los roles primarios de las bibliotecas físicas de hoy están cambiado.

"Estado de las bibliotecas de Estados Unidos 2016." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/04/15/estado-de-las-bibliotecas-de-estados-unidos2016/ files/5842/estado-de-las-bibliotecas-de-estados-unidos-2016.html

Las bibliotecas ya no son importantes sólo por las colecciones y recursos que tienen disponibles, si no que también lo son por lo que hacen para y con las personas. Las comunidades todavía se está recuperando de la gran recesión de los últimos años, por eso las bibliotecas públicas están en proceso de cambio generando recursos y servicios para satisfacer las necesidades de los usuarios con el objetivo de seguir siendo relevantes en la era digital.

"Hacia un nuevo concepto de biblioteca más allá del libro." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/04/25/hacia-un-nuevo-concepto-de-biblioteca-masalla-del-libro/ files/5840/hacia-un-nuevo-concepto-de-biblioteca-mas-alla-del-libro.html

Las bibliotecas de hoy están diseñadas para servir a todos y son esenciales en las comunidades más desfavorecidas. En muchas de ellas los bibliotecarios son los grandes dinamizadores, y las bibliotecas lugares donde todos son bienvenidos a pedir prestados materiales, conectarse a Internet, buscar trabajo o simplemente pasar el tiempo y relacionarse con los demás. Si se trata de reducir la brecha digital, la biblioteca proporciona un espacio de trabajo tranquilo para la creación de proyectos empresariales, ofrecer un sitio donde la gente puede consultar su correo electrónico, o comunicarse y compartir experiencias y aprendizaje con otros ciudadanos.

"Informe Especial: Humanidades Digitales en Bibliotecas." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/01/08/informe-especial-humanidades-digitales-enbibliotecas/ files/5848/informe-especial-humanidades-digitales-en-bibliotecas.html

La investigación contemporánea en humanidades se ha expandido más allá de lo que podría ser considerado tradicional. Los historiadores están construyendo mapas digitales interactivos, estudiosos de la literatura están utilizando los ordenadores para buscar patrones a través de millones de libros y los eruditos de todas las disciplinas se están aprovechando de las ventajas de Internet para hacer su trabajo más dinámico y visualmente atractivo.

"Informe Horizon 2015 sobre tendencias en la enseñanza universitaria." Universo Abierto vol., n. (2016). pp.: https://universoabierto.com/2016/01/08/informe-horizon-2015-sobre-tendenciasen-la-ensenanza-universitaria/ files/5846/informe-horizon-2015-sobre-tendencias-en-la-ensenanza-universitaria.html

Qué hay en el horizonte a cinco años para las instituciones de educación superior? ¿Qué tendencias y tecnologías dirigirán el cambio educativo? ¿Cuáles son los desafíos considerados solucionables o difíciles de superar, y cómo podemos crear estrategias efectivas para solucionarlos? Estas cuestiones y preguntas similares con respecto a la adopción tecnológica y el cambio educativo ha dirigido el análisis y la investigación colaborativa de un cuerpo de 56 expertos para producir el NMC Horizon Report Europe: Edición Educación Superior 2015, en asociación con la EDUCAUSE Learning Initiative (ELI). La serie NMC.

"La biblioteca en proceso de cambio." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/06/08/la-biblioteca-en-proceso-de-cambio/ files/5836/la-biblioteca-en-proceso-de-cambio.html

El contexto de las bibliotecas está mutando al igual que ocurre en otros entornos sociales. Las bibliotecas deben adaptarse a un mundo en el que cada vez más y más información está en formato digital, accesible en cualquier momento y en cualquier lugar, por ello las bibliotecas están rediseñando sus espacios y sus reglas para dar cabida a los nuevos comportamientos, necesidades y hábitos que demandan los usuarios y sus comunidades. Por este motivo, muchas bibliotecas están creando espacios ricos con herramientas y tecnologías avanzadas que inspiran y facilitan el aprendizaje, el descubrimiento, la creación y la experimentación. Entre las propuestas más innovadoras está la relativa a la biblioteca como generadora de contenido, un espacio para la creación y dinamización de su comunidad.

"Las bibliotecas y los makerspaces." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/04/07/las-bibliotecas-y-los-makerspaces/ files/5832/las-bibliotecas-y-los-makerspaces.html

El objetivo principal del makerspace de la biblioteca es apoyar y promover el aprendizaje, pero también la lectura. Es cierto que hemos de tener en cuenta diferentes alfabetizaciones más allá de las alfabetizaciones tradicionales como la lectura, la escritura y la investigación, cada vez se habla más de alfabetizaciones múltiples, de este modo con la llegada de los espacios maker la biblioteca también dispone de infraestructuras más adecuadas para apoyar la alfabetización digital, la alfabetización de codificación, alfabetización tecnológica y la alfabetización en la invención. Si bien el objetivo principal de la biblioteca sigue siendo la lectura.

Los makerspaces sólo son una extensión de este objetivo primordial. Ya que cuando los usuarios utilizan la biblioteca para aprender manualidades, trabajar con herramientas, inventar y crear, a menudo es necesario hacer referencia a la investigación, a conocer otros proyectos y en definitiva apoyarse en libros que les van a ayudar a mejorar en su experiencia.

"Minecraft y makerspaces: el futuro de la biblioteca." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/01/08/minecraft-y-makerspaces-el-futuro-de-labiblioteca/ files/5834/minecraft-y-makerspaces-el-futuro-de-la-biblioteca.html

A medida que más personas van habituándose a la lectura en libros electrónicos y la información de investigación está siendo utilizando desde sus tablets o iPhones cabe preguntarse: ¿Cuál es el futuro para la biblioteca tradicional? Las bibliotecas universitarias, públicas y escolares están viviendo una especie de renacimiento, reinventándose a sí mismas, experimentando con sus

servicios y espacios. En 2013, la Asociación Americana de Bibliotecas puso en marcha el Centro para el Futuro de las Bibliotecas, cuyo objetivo es la identificación de las nuevas tendencias relevantes en las bibliotecas, los bibliotecarios y las comunidades a las que sirven. Una de esas tendencias incluye el creciente movimiento creador, es decir los makerspaces están jugado un papel crucial en las bibliotecas. De esta manera la biblioteca del futuro, además de poner más hincapié en las tecnologías, lo está haciendo en como poner a disposición espacios de reunión para la comunidad como atrios, galerías, librerías y cafeterías. En los últimos años muchos de los usuarios actualmente están empezando a ser conscientes de la incorporación de servicios y programas innovadores en bibliotecas. Y frecuentemente cuando estos programas tienen éxito son replicados por otras bibliotecas. Hasta el punto que algunos especialistas como Mindy Reed bibliotecaria de Austin (Texas) han llegado a denominar la transformación que están experimentando las bibliotecas como “la segunda revolución de Gutenberg”.

"Participación ciudadana en la biblioteca. Planeta Biblioteca." Universo Abierto vol., n.

(2016). pp.: https://universoabierto.com/2016/01/07/participacion-ciudadana-en-la-bibliotecaplaneta-biblioteca/ files/5850/participacion-ciudadana-en-la-biblioteca-planeta-biblioteca.html

En esta ocasión ha visitado nuestro entrañable planeta Joao Guerreiro, investigador de la Universidad de Salamanca que está haciendo su tesis doctoral sobre participación ciudadana en la biblioteca. Joao nos ha contado qué es y cómo se articula la participación ciudadana en la biblioteca, cómo la biblioteca puede dirigir, coordinar o fomentar esta participación. Quién puede liderar esta participación: ciudadanos,qué actividades o actuaciones se pueden llevar a cabo, y en qué ámbitos. Nos ha comentado algunas de las mejores prácticas de participación ciudadana que se están llevando a cabo en España y en el mundo. Además nos ha hablado del papel de la participación ciudadana en tiempos de crisis. También hemos abordado temas en torno a Makerspaces, Skateholders, la Biblioteca como plataforma, Storytelling, Empoderamiento ciudadano

Abarbanel, E., S. Davis, et al. "The New School Library: The Human Connection to Digital Resources and Academic Success." Independent School Magazine vol., n.

(2013). pp.: http://www.grapevinefaith.com/file/LLF15Independent-School-Article.pdf

Without question, the Internet has changed the way we think and learn, and will continue to do so as our technology evolves. In particular, the ability to access enormous amounts of information at any time from almost any place is forcing schools to redefine the idea of a classroom and the way we approach teaching. It is also reshaping the notion of school library services — what libraries look like and how they and librarians best serve schools.

Aguilera, G., A. Quintana, et al. (2015). [e-Book] Gobernanza del común y participación ciudadana: etopia ciudadana. Zaragoza, Universidad de Zaragoza. Texto completo: https://etopiaciudadana.unizar.es/files/aguilera_et_al_2016_gobernanza_del_comun_y _participacion_ciudadana_web.pdf

El Centro de Arte y Tecnología Etopia se ha concebido como un espacio de colaboración en el que la participación de entidades heterogéneas permite sinergias entre los distintos agentes de la ciudad hacia un cambio de modelo productivo basado en el conocimiento.

Con el objetivo de incrementar la inclusión de las comunidades productivas en las dinámicas del centro, este documento propone una serie de dispositivos y mecanismos (membresía, grupos de trabajo, sistemas de convocatorias, roles de mediación, dinámicas de evaluación, órganos de coordinación y curaduría, relaciones con otros agentes...) destinados a generar una gobernanza basada en las comunidades.

Ajam, G. and E. Lee "A Singapore School's Journey towards Maker Education." fablearn.stanford.edu vol., n.: pp.: http://fablearn.stanford.edu/2015/wpcontent/uploads/2015/10/FL2015-Roundtable-AjamLee.pdf

This paper describes how Commonwealth Secondary School established a makerspace and implemented maker education as part of an effort to enhance our students’ learning experience. It outlines the motivations behind the adoption of Maker Education, the steps we took in terms of programme design, staff training and infrastructure development, our learning points from this journey thus far and our plans for the future.

Alonso-Arévalo, J. (2016). [e-Book] La biblioteca en proceso de cambio, Universitat de Barcelona. Texto completo: http://eprints.rclis.org/29504/

El contexto de las bibliotecas está mutando al igual que ocurre en otros entornos sociales. Las bibliotecas deben adaptarse a un mundo en el que cada vez más y más información está en formato digital, accesible en cualquier momento y en cualquier lugar, por ello las bibliotecas están rediseñando sus espacios y sus reglas para dar cabida a los nuevos comportamientos, necesidades y hábitos que demandan los usuarios y sus comunidades. Por este motivo, muchas bibliotecas están creando espacios ricos con herramientas y tecnologías avanzadas que inspiran y facilitan el aprendizaje, el descubrimiento, la creación y la

experimentación. Entre las propuestas más innovadoras está la relativa a la biblioteca como generadora de contenido, un espacio para la creación y dinamización de su comunidad.

Alonso-Arévalo, J. and M. Vázquez Vázquez "La biblioteca como editora de contenidos." Métodos de informacion vol. 6, n. 11 (2015). pp. 201213. http://www.metodosdeinformacion.es/mei/index.php/mei/article/view/792/823

Una de las características más innovadoras de la biblioteca del siglo 21 tiene que ver con la toma de una postura activa frente a la gestión y generación de contenidos. Con la llegada de la Web 2.0 las bibliotecas no sólo siguen salvaguardando y difundiendo información como han venido realizando a lo largo de su historia, también cada vez con más frecuencia crean nueva información con el objetivo de prestar los mejores servicios a sus ciudadanos, a través de recursos y servicios tales como la elaboración guías de investigación, boletines de alerta y novedades, recursos web, información a través de sus blogs, y como administradores de contenidos a través de repositorios y revistas de acceso abierto. Un paso más allá en esta dinámica tienen que ver con la biblioteca como editora y distribuidora de libros, especialmente en el ámbito local, siendo la impulsora, formadora, dinamizador y difusoras de las obras de los autores de su comunidad.

Barniskis, S. "Creating Space: The Impacts of Spatial Arrangements in Public Library Makerspaces." library.ifla.org vol., n.: pp.: http://library.ifla.org/1384/1/079-crawford-barniskisen.pdf

This multi-site ethnographic case study examines the spatial arrangements of three public library makerspaces. These spaces are participatory social and spatial arrangements aimed at least in part at creating physical or digital objects, which are open for the free use of all library patrons, irrespective of the types of workshops, tools, staffing, materials created, or location.

Library creative places shape the possible actions and experiences of those using them through policy and practice, including the planning and implementation of spatial arrangements. Power relations are often invisibly embedded in the affordances intentionally or unintentionally designed into the spaces. This study examines these spatial arrangements and inquires how users and library personnel describe the impacts of the space. It details how three makerspaces in public libraries serve their communities in novel ways, and offers transferable, praxis-based recommendations for spatial arrangements which reflect equitably-shared power relations among the library-as-institution, the library personnel, and the users. Furthermore, it describes how users co-construct their libraries through their hands-on making activities, helping to redefine what libraries are and librarians do.

Barniskis, S. C. "Creating Space : The Impacts of Spatial Arrangements in Public Library Makerspaces." IFLA vol., n. (2016). pp. 1-10. http://library.ifla.org/1384/1/079-crawford-barniskisen.pdf

This multi-site ethnographic case study examines the spatial arrangements of two public library makerspaces. These spaces are participatory social and spatial arrangements aimed at least in part at creating physical or digital objects, which are open for the free use of all library patrons, irrespective of the types of workshops, tools, staffing, materials created, or location.

Library creative places shape the possible actions and experiences of those using them through policy and practice, including the planning and implementation of spatial arrangements. Power relations are often invisibly embedded in the affordances intentionally or unintentionally designed into the spaces. This study examines these spatial arrangements and inquires how users and library personnel describe the impacts of the space. It details how two makerspaces in public libraries serve their communities in novel ways, and offers transferable, praxis-based recommendations for spatial arrangements which reflect equitably-shared power relations among the library-as-institution, the library personnel, and the users. Furthermore, it describes how users co-construct their libraries through their hands-on making activities, helping to redefine what libraries are and librarians do.

BARTON, A., E. TAN, et al. "The Makerspace Movement: Sites of Possibilities for Equitable Opportunities to Engage Underrepresented Youth in STEM." invincibility.us vol., n.: pp.: http://invincibility.us/wp-content/uploads/2015/08/EquityMakerspaces.TCR_.pdf

Large gaps in achievement and interest in STEM persist for youth growing up in poverty, and in particular for African American and Latino youth. Within the informal education community, the recently evolving “maker movement” has sparked interest for its potential role in breaking down longstanding barriers to learning and attainment in STEM, with advocates arguing for its “democratizing effects.” What remains unclear is how minoritized newcomers to a makerspace can access and engage in makerspaces in robust and equitably consequential ways.

Our research team has been studying how makerspaces might support sustained engagement for minoritized youth as well as the forms of engagement that seem most salient for sustained engagement. Our findings to date suggest that sustained, mutual engagement matter to youth because it provides opportunities to learn and re-mix STEM knowledge and practices with what one brings into the makerspace can make possible more robust designs and more expansive possibilities for becoming in making. Our work also suggests that greater opportunities to build social networks in support of STEM learning increases youths’ mobilities among a range of learning arrangements, opening up new forms of learning and becoming.

Becker, S. "There's More Than One Way to Skin a Cat: Creating a Makerspace on a Limited Primary School Budget." fablearn.stanford.edu vol., n.

(2015). pp.: http://fablearn.stanford.edu/2015/wp-content/uploads/2015/10/FL2015-RoundtableBecker.pdf

So, you want to create a makerspace within a school, with limited funds, limited expertise, and limited support? This outlines one primary school’s implementation of the first iteration of a school makerspace, under the guidance of former teacher librarian, Sandra Becker.

From developing the pedagogy, identifying the space, finding materials, setting up tinkering opportunities, dealing with roadblocks, and planning for the future, it is hoped this presentation will prove inspirational to those schools who feel they may not have the background, resources, or ideas to begin their own makerspace journey

Benedict, D. "Makerspaces." media.virbcdn.com vol., n.: pp.: http://media.virbcdn.com/files/e7/c37f67c122afe298-Makerspaces.pdf

A makerspace is physical spaces where students can meet, collaborate, and innovate. It is multidisciplinary in nature and often includes traditional building materials such as clay, wood, and coils as well as new technology such as LED lights and 3D Printers. Makerspaces are part of the maker movement, which focuses on fostering design through accessible creative spaces. Students can meet in a makerspace as part of a formal or informal class. Even in a formal class setting, a makerspace is used for self-directed learning. The hands-on learning experience provides engaging and meaningful experiences with support from peers in the studio. Some makerspaces are in community centers and are used for nonacademic projects.

Bordignon, F.-R.-A. and A.-A. Iglesias (2015). [e-Book] DiseĂąo y construcciĂłn de objetos interactivos digitales, UNIPE: Editorial Universitaria. Texto completo: http://eprints.rclis.org/28684/

In design and construction of digital interactive objects described Arduino, a free software platform and hardware, such as the "electronic clay" with students and artists are making the objects of the future: from robots or automatic irrigation equipment for school gardens , intelligent lighting systems, household meteorological stations, musical instruments or vernacular novel adaptations of industrial artifacts. This sequence, accompanied by a theoretical introduction about the landmarks of the digital revolution and technological literacy, hopes that consumer traspasemos border technology to become creators. To do this, in this book step by step how to make the Arduino platform, and a healthy dose of wit, objects like a traffic light a MiniPiano,

digital and even given a mechanical vampire detailed. The commitment of this volume in the Tools collection focuses on strengthening a culture of learning that dissolve the distinctions between professional and academic training as well as between teaching and play. This book also seeks to participate in the education of a citizen able to escape them to the uses of technology scripted by corporations, by creating digital objects that respond to their own imagination and the needs of their community.

Box, D. "Making Space." deepblue.lib.umich.edu vol., n.: pp.: https://deepblue.lib.umich.edu/bitstream/handle/2027.42/91018/dylanbox_1334770245.pd f?sequence=1

Making Space, Box, Dylan, 2012. Handle: http://hdl.handle.net/2027.42/91018 Subject(s): Community-based, Entrepreneurial, Graphic Design, Industrial Design

Brahms, L. and K. Crowley "Making in the Museum: Launching a Learning Trajectory in an Informal Setting1." upclose.lrdc.pitt.edu vol., n.: pp.: http://upclose.lrdc.pitt.edu/articles/2015%20brahms_crowley_maker_educator.pdf

How do makers become makers? As an emerging phenomenon of education reform, making is becoming an established feature of many environments and experiences designed for informal learning. Cultural institutions, such as museums, science centers and libraries, are expressing growing interest and investing in the integration of making into exhibits and programs. The growing presence of maker spaces in designed informal learning environments presents the opportunity for making to widely, and potentially more deeply, reach a diverse audience of children, families and youth. Yet, this wave of making is, in many respects, changing the ways in which these institutions function and are used by visitors. Elements such as the use of real tools, loose part materials, and facilitators are in contrast to the tried and true methods of design (e.g. Borun & Dristas, 1997) that have traditionally been used to support learning in such spaces.

Callaghan, V. "The Maker Fables." Intelligent Environments (Workshops) vol., n.

(2013). pp.: http://victor.callaghan.info/publications/2013_CoT13(MakerFables).pdf

This Science Fiction Prototype explores the idea that the current interest in maker space activities could continue to grow to the point where it causes a sea change in the manufacturing industry as it shifts from centralised production in factories, to a distributed production in people’s communities or homes. This move is a natural extension of a number of research trends, such as the increasing ability to personalise products and the popular trend of making or adapting things. We contextualise this within current concepts such as virtual appliances and buzzboards and micro industries before presenting a series of vignettes that take a potpourri look at some related ideas. Finally, we conclude the article by reflecting where this technology could go in the future.

Chiessi, S. "Il welfare è morto viva il welfare! Biblioteche pubbliche tra welfare e valore sociale." vol. 53, n. 3 (2013). pp.: http://eprints.rclis.org/22583/

Welfare is dead, long live welfare! Public libraries between welfare and social value The debate on libraries and welfare is almost coincident with the current crisis of libraries all over the world. Still, while in the rest of the world the debate is focused on the library social value, in Italy “welfare” have become a key word, suggesting that public libraries could be (or rather should be) considered as part of the welfare state. After trying to clarify what we talk about when we talk about “welfare” and “library”, the article shows how the crisis often becomes an opportunity to reflect on the future of libraries, and how – in this future – the social role of the library seems to play a leading part. Yet, the question is whether this social role could or rather should be considered as welfare. Chiessi, S. (2013). Il welfare è morto viva il welfare! Biblioteche pubbliche tra welfare e valore sociale, Associazione Italiana Biblioteche. Welfare is dead, long live welfare!

Public libraries between welfare and social value The debate on libraries and welfare is almost coincident with the current crisis of libraries all over the world. Still, while in the rest of the world the debate is focused on the library social value, in Italy ?welfare? have become a key word, suggesting that public libraries could be (or rather should be) considered as part of the welfare state. After trying to clarify what we talk about when we talk about ?welfare? and ?library?, the article shows how the crisis often becomes an opportunity to reflect on the future of libraries, and how ? in this future ? the social role of the library seems to play a leading part. Yet, the question is whether this social role could or rather should be considered as welfare.

Chinnici, V. "Toy hacking: a catalyst of children's self development." vol., n.

(2014). pp.: http://fablearn.eu/wp-content/uploads/fablearn14_submission_49.pdf

This paper is a work in progress about the planning conceptual stages of ‘toy hacking’, examined from an original, practical and a theoretical perspective. The toy hacking process could become a catalyst of self development for children re-purposing a familiar object for which they had a strong emotional attachment. Makerspaces and Fab Labs are entitled to become the social

setting where it is possible to make a new kind of social ritual take place. Toy hacking could provide children with an innovative way to experiment, discover themselves and get into social interactions with peers through the joy of making.

Chinnici, V. "Toy hacking: a catalyst of children's self-development. Early steps." ACM vol., n.

(2014). pp.: http://fablearn.eu/wp-content/uploads/fablearn14_submission_49.pdf

This paper is a future vision about the planning conceptual stages of ‘toy hacking’, examined from an original, practical and a theoretical perspective. The toy hacking process could become a catalyst of selfdevelopment for children, re-purposing a familiar object for which they had a strong emotional attachment. Makerspaces and Fab Labs are entitled to become the social setting where it is possible to make a new kind of social ritual take place. Toy hacking could provide children with an innovative way to experiment, discover themselves and get into social interactions with peers through the joy of making.

Cobian, C. R. " Por qué necesitamos FabLabs y Makerspaces " Cobian Media vol., n.: pp.: http://www.cobianmedia.com/2014/10/08/fablabs-makerspaces-por-que-los-necesitamos/

FabLabs, o laboratorios de fabricación, que ya tienen presencia en 35 países. Allí los estudiantes cuentan con recursos casi ilimitados para prototipar y desarrollar sus inventos. Es un lugar mágico para personas con gran imaginación. En aquel momento quedé flechado y entendí que este tipo de espacios es indispensable para mover los emprendimientos tecnológicos en nuestra región. Pero no todo se reduce al MIT. En esencia los FabLabs son lo mismo que los Makerspaces, que sería el término más genérico. Éstos espacios tienen origen en los hackerspaces, lugares donde se puede crear de todo usando la tecnología. Éstos últimos ya existían en Alemania en los ’90, y su ejemplo más conocido es C-base, pero tenían unos recursos limitados Sin embargo, en el 2006 surgió Metalab, en Viena, con un nuevo modelo de financiamiento, y nació Hackerspaces.org. A partir de entonces se han creado más de 1000 hackerspaces, y el concepto ha ido evolucionando hasta el de Makerspace, influenciado por la revista Make, y sus Maker Faires.

Cohen, J., M. Jones, et al. "Establishing STEAM Technology/Maker Labs in Colleges of Education: Challenges, Opportunities, and Lessons Learned." Society for Information Technology & vol., n. (2016). pp.:https://www.academicexperts.org/conf/site/2016/papers/48121/

This panel will detail efforts at 3 different universities to establish STEAM technology labs/makerspaces. The panelists will discuss the both challenges involved in integrating this technology into their colleges as well as the opportunities these spaces have created for teaching, learning, and scholarship. Also planned for the session is a discussion of the distinctions between technology labs and makerspaces. Following the formal discussion, panelists will invite panel attendees to share their thoughts, personal experiences, concerns, and questions about establishing these spaces in their own institutions.

Cohen, J., W. Jones, et al. "Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education." Proceedings of Society for Information Technology & Teacher Education International Conference vol., n. (2016). pp.: https://www.learntechlib.org/p/171660

Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise for transforming formal education in a variety of contexts. The authors here work towards a framework for leveraging these components (i.e., creation, iteration, sharing, and autonomy) in support of learning

Coleman, C. "SJaarking Innovation." Calcasieu Parish Public Library vol., n.

(2013). pp.: http://www.calcasieulibrary.org/sites/default/files/docspdfs/LLA%20Sparking%20Innovation%20Article.pdf

The CPPL Innovation Studio provides a space for everyone in Calcasieu Parish to learn about emerging technologies and bring their creations to life. Graphic arts design, film editing, 3D design, app creation and coding are just a sample of what this space holds for you! The studio is located inside Central Library on 301 West Claude Street in Lake Charles. The Innovation Studio was made possible in part by the Institute of Museum and Library Services. CPPL received $24,892 from the IMLS Sparks! Ignition grant, allowing us to purchase a 3D printer ($2500). The grant also allowed us to develop the CPPL Innovation Studio App and contract a local artist to redesign the space.

Colindres, C. R. "Makerspace: un novedoso servicio a ser considerado por bibliotecas pĂşblicas y acadĂŠmicas " Infoboletin ABESx vol. 1, n. 1 (2015). pp.: http://eprints.rclis.org/28879/2/articulo_makerspaces1.pdf

Desde siempre, uno de los propósitos fundamentales de las bibliotecas ha sido facilitar recursos de información a sus usuarios. Tradicionalmente esto se ha hecho en la forma de libros y revistas, y más reciente brindando acceso a Internet y bases de datos. Con el rápido desarrollo que han tenido las nuevas tecnologías digitales, existe ahora la posibilidad de incorporar un nuevo servicio en bibliotecas: los Espacios creativos o Makerspaces. Básicamente, los Makerspaces son áreas utilizadas para compartir herramientas, conocimientos e ideas. Muchas bibliotecas en Estados Unidos y a nivel mundial han comenzado a incorporar estos espacios innovadores para atraer nuevos usuarios. En este breve artículo examinamos las principales características de los Makerspaces y que elementos mínimos se requieren para implementarlos en nuestras bibliotecas

Colindres, C. R. "Makerspaces: un novedoso servicio a ser considerado por bibliotecas públicas y académicas." vol., n. (2015). pp.: http://eprints.rclis.org/28879/

One of the main purposes of libraries has always been to facilitate information resources to their users. Traditionally, this has been done through books, magazines, and more recently allowing access to Internet and specialized databases. Due to the fast development of new digital technologies, now there is a new service for libraries to consider: makerspaces. In this brief article, we explore the main characteristics of a makerspace and talk about the minimum elements required to implement one in our libraries.

Comalat-Navarra, M. "Bibliotecas públicas e impresoras 3D: el debate está servido." El Profesional de la Información vol., n.

(2015). pp.: http://recyt.fecyt.es/index.php/EPI/article/download/epi.2015.mar.12/18812

Se exponen las oportunidades y retos de la introducción de impresoras 3D en bibliotecas públicas, que en algunos aspectos pueden ser problemáticas. Se analizan experiencias de éxito y las relaciones que establecen con la comunidad gracias a la creación compartida y la innovación que permiten generar. Se presentan algunos documentos de referencia útiles para aquellos centros que se planteen introducirlas.

Corneli, J., D. Marciniak, et al. "Building the Peeragogy Accelerator." Proceedings of OER14 vol., n. (2014). pp.: http://metameso.org/~joe/docs/Building_the_Peeragogy_Accelerator.pdf

The Peeragogy Project facilitates the reflective practice of peer learning and peer production. We are building living projects that continuously evolve, and we have come together with several of our own projects to build a space for mutual aid. In short, we are building a peer produced Peeragogy Accelerator. We present the background and operating principles of the Accelerator, and describe some of the Accelerated projects: SOLE out of the Box, which aims to build a self-sufficient distributed makerspace; PlanetMath.org, an online mathematics community that will soon run its first peeragogical Calculus course; and Managing Innovation and Change, a semester-long academic course on building startups that is using peeragogy concepts. The Peeragogy Accelerator works “transversally” across these and other projects, supporting both peer-to-peer and Project-to-Project collaboration. We are actively seeking to involve others from the OER world.

Costa, R. "Sobre o papel da confiança e das tecnologias digitais de comunicação nas experiências de economia colaborativa." seminariodosalunos.com vol., n.: pp.: http://www.seminariodosalunos.com/pdf/2015/ramon-bezerra.pdf

O objetivo deste trabalho é refletir sobre o papel da confiança e das tecnologias digitais de comunicação nas experiências que se apresentam como parte da chamada “economia colaborativa”. Essas práticas econômicas, ditas colaborativas, podem ser entendidas como um processo de produção, circulação e consumo de bens e serviços baseado em sites e/ou aplicativos de celular e na interação entre desconhecidos. Tais experiências lembram as costumeiras trocas e empréstimos entre vizinhos, familiares e conhecidos, que agora estão acontecendo entre estranhos e requerendo que se confie em alguém que nunca se viu, instaurando singulares relações que parecem estar em algum lugar entre as simples transações comerciais e pessoais. O artigo começa apresentando exemplos de práticas dessa natureza, em seguida trata de como esse fenômeno pode ser entendido para, finalmente, abordar o papel desempenhado pela confiança e pelas tecnologias digitais de comunicação nessas experiências.

Cruz, L., R. Rodrigues, et al. "Hackerspace universitário–tecnologia e design participativo." Blucher Design vol., n. (2015). pp.: http://pdf.blucher.com.br.s3-sa-east1.amazonaws.com/designproceedings/cidi2015/congic_49.pdf

O presente artigo aborda a instalação de um hackerspace, dentro do departamento de desenho industrial da Universidade de Brasília, com aplicações práticas e teóricas, com o propósito fomentar a pesquisa entre os discentes e docentes além de aproximá-los do contexto

industrial no qual estão inseridos. Num mundo onde a impressão 3D se mostra cada vez mais presente, é essencial para que os alunos e professores conheçam e dominem a tecnologia, enquanto é papel da universidade difundir o conhecimento e aplicá-lo na sociedade, atendendo a demandas particulares incentivando a cultura maker.

Das, R. "Some Thoughts on Library Space and Its Contents." liscom.org vol., n.: pp.: http://www.liscom.org/postContent/fullPaper/pdf/paper%20presented/P%20CS%204%20 Some%20Thoughts%20on%20Library%20Space%20and%20Its%20Contents.pdf

The library is a theater of continuity and change. The application of information and communication technology (ICT) in the library sphere has its profound effect. This paper attempts to describe how the library space and contents negotiate with each other in the advent of ICT. The intersecting point of library contents and space and the possible change in the future and its effect is also discussed.

Dobrecky, L. P. "Los drones en las bibliotecas del sector agropecuario de la Argentina." vol., n. (2016). pp.: http://eprints.rclis.org/29299/

Unmanned Aerial vehicles or drones are quickly becoming more popular in many areas like search and rescue, inspection, surveillance, sciences, aerial photography, aerial video, security, artistic production, agriculture, etc. In Argentina, agricultural and livestock research institutions are introducing this new technology in the field. In this context, libraries that belong to this organizations could work cooperatively because they have experience in information management, user training, network design and the ability to adapt to change. The present poster examines the roles that librarians can assume and the development of new services for the community. Although drones pose concerns for privacy and safety, they provide opportunities to transform the environmental library into a makerspace.

Dobrecky, L. P. "Los drones en las bibliotecas del sector agropecuario de la Argentina." 48a.

Reunión Nacional de Bibliotecarios (ABGRA) vol., n. (2016). pp.: http://eprints.rclis.org/29299/

Unmanned Aerial vehicles or drones are quickly becoming more popular in many areas like search and rescue, inspection, surveillance, sciences, aerial photography, aerial video, security, artistic production, agriculture, etc. In Argentina, agricultural and livestock research institutions are introducing this new technology in the field. In this context, libraries that belong to this organizations could work cooperatively because they have experience in information management, user training, network design and the ability to adapt to change. The present poster examines the roles that librarians can assume and the development of new services for the community. Although drones pose concerns for privacy and safety, they provide opportunities to transform the environmental library into a makerspace.

Dougherty, D. "Makerspaces in Education and DARPA." O'Reilly. Retrieved from http://blog. makezine. com/ vol., n.

(2012). pp.: http://www.conceptlab.com/criticalmaking/PDFs/CriticalMaking2012Hertz-Makepp11to16-Dougherty-MakerspacesInEducationAndDARPA.pdf

Recently, Mitch Altman announced publicly that he’s not participating in Maker Faire this year because MAKE received a DARPA award for education. I have talked to Mitch and shared in detail our proposed work. I have listened to him express his concerns about the DARPA award. I don’t agree with Mitch, but I respect his opinion. I believe that Mitch’s public statements do not fairly characterize the program and have caused confusion about DARPA’s role. I’d like to explain what we’re doing and why.

Dugmore, P. "Making the makers: an exploration of a makerspace in a city library." lianza.org.nz vol., n.: pp.: http://www.lianza.org.nz/sites/default/files/Dugmore_P_Making_the_makers.pdf

Penny Dugmore, Hamish Lindop and Baruk Jacob present their paper to the 2014 LIANZA conference in Auckland on the effects of including a Makerspace within a library.

Connecting and thriving in a challenging public library environment means being agile and responsive to community interests. Te Kauroa - future directions 2013-2023 is the strategic plan detailing how Auckland Libraries contributes to the vision and outcomes of Auckland City. Using the focus areas of Te Kauroa as guidance, a makerspace launched at the Central City library in October 2013. In launching the space, Auckland Libraries builds on the long library traditions of providing equity of access to information and technology and being a place for learning outside formal education. Drawing on aspects of the Maker movement, the initiative positions the library to deliver new opportunities for whanaunatanga – connecting and collaborating with others, growing communities and partnerships - in a dedicated physical space. Working with partners from the community, this development is an exploration of what a makerspace might look like in the central city, in a library and within a large library system. It is an example of a place where curiosity and discovery are revisited in the context of technology developments that make

creativity more accessible and more collaborative. This presentation tells the story of the maker space development at the Central City library. It describes the learning that staff and customers have gained from the experience, the failures and successes and will propose some initial ways of measuring the effectiveness of the space.

Escobar, D. "Empowering Children in Lindängen Library." darielaescobar.com vol., n.: pp.: http://www.darielaescobar.com/doc/library.pdf

Empowering Children in Lindängen Library. Dariela Escobar. Introduction. This essay is about the project that my team developed during the class of Design ...

Estrella, A. "Orientaciones para el diseño de espacios urbanos de innovación colaborativa." DU & P: revista de diseño urbano y paisaje vol., n.

(2014). pp.: http://dup.ucentral.cl/pdf/dup_27_estrella.pdf

El talento común no está aprovechado. Nuestras, sociedades, ciudades, instituciones y organizaciones no hacen posible que la riqueza social distribuida en los intersticios de la vida en común se realice y se aproveche para el bienestar de todos. Hay “ausencias” o más bien “producción de ausencias” como señala Boaventura de Sousa Santos. No obstante, en los últimos tiempos aparecen por doquier nuevos espacios urbanos y ciudadanos que hemos denominado espacios urbanos de innovación colaborativa. La dimensión física, arquitectónica, de un espacio de innovación colaborativa es una consecuencia del diseño de interacciones sociales. En este artículo resumimos algunas de las principales características de estos lugares y proponemos algunas orientaciones para su diseño.

Ferella, L., M. Marin, et al. "Coworking, fablab, makerspace. Nuovi spazi sociali per il rilancio del paesaggio urbano." La Smart City al servizio del cittadino vol., n.: pp.: http://www.ricercasit.it/public/documenti/Dottorato/Documenti/SC_serviziodelcittadino2.pd f

Foote, C. "Making space for makerspaces." Internet@ Schools vol., n.

(2013). pp.: https://zachlonsinger.files.wordpress.com/2014/07/foote_makerspaces-w9.pdf

Libraries have been too long thought of as a warehouse—a place to go to get things.

But they’ve always been much more than that: a place for interactions between librarians and teachers and students, a place where students create projects with the assistance of the library staff, a place where students go to interact with ideas. Makerspaces in school libraries are a natural fit with the mission of the library— and they are springing up in public libraries all over, providing excellent models for school libraries to model their own spaces after. At first I admit that I viewed makerspaces as a fad, but the more I have learned about them and the more examples I have seen of them, I’ve realized they can be a very powerful fit with the library mission.

After all, we aren’t just about print literacy; we are about “understanding the world we live in” literacy

Forest, C., A. Jariwala, et al. "The Invention Studio: A Student-led Fabrication Space and Culture." pbl.gatech.edu vol., n.: pp.: http://www.capstoneconf.org/resources/2014%20Proceedings/Papers/0003.pdf

Creativity, invention, and innovation are values championed as central pillars of engineering education, particularly in Capstone Design courses. However, university environments that foster open-ended designbuild projects are uncommon. In addition, fabrication and prototyping spaces at the university level are more like ‘machine shops’ where capstone students must contract out their actual building activities. The desire to make design and prototyping more integral to the capstone experience led to the creation of The Invention Studio, a free-to-use, 3000 ft2 maker space and culture at the Georgia Institute of Technology. Though initially founded specifically for the Capstone Design course, the Invention Studio has taken on a life and culture of its own, far beyond just a capstone design prototyping lab. There, 500 student users per month hang out, create things (using $1M of capital equipment), meet, and mentor each other for at least 25 courses as well as independent projects. The Invention Studio is centrally managed and maintained by an undergraduate student group with support from the university staff and courses. Herein, the underlying motivation, organization, facilities, safety, funding, and intellectual property policies are described in an effort to guide others in the creation of such an environment. The Invention Studio’s facilities, infrastructure, and cultural transformation are demonstrating the value and sustainability of hands-on, design-build education to stimulate innovation, creativity, and entrepreneurship in engineering undergraduates, in capstone design courses and beyond

Gallo-León, J.-P. "La edificios para una nueva época de las bibliotecas: en el 2029 aún tendremos paredes = Buildings for a new age of libraries: in 2029 we will still have walls." ANABAD vol., n. (2016). pp. 33-41.http://eprints.rclis.org/29094/

La permanencia de las bibliotecas como edificio o espacio físico parece que se va a prolongar en el tiempo con las nuevas funciones de las mismas. A pesar de las dificultades que implica la anticipación del futuro, se realiza un ejercicio de prospectiva sobre cómo serán los edificios de biblioteca en 2029, basándose en las tendencias actuales.

Gallo-León, J.-P. "La edificios para una nueva época de las bibliotecas: en el 2029 aún tendremos paredes = Buildings for a new age of libraries: in 2029 we will still have walls." vol., n. (2016). pp. 33-41. http://eprints.rclis.org/29094/

La permanencia de las bibliotecas como edificio o espacio físico parece que se va a prolongar en el tiempo con las nuevas funciones de las mismas. A pesar de las dificultades que implica la anticipación del futuro, se realiza un ejercicio de prospectiva sobre cómo serán los edificios de biblioteca en 2029, basándose en las tendencias actuales.

Ginsberg, S. (2012). [e-Book] 3D printing and creative literacy: Why maker culture benefits libraries. Ann Arbor, Michigan, University of Michigan Library. Texto completo: https://www.si.umich.edu/sites/default/files/Fontichiaro%20info%20lit%20book%20201 2.pdf#page=89

It’s tough work teaching a class called Information Literacy for Teaching and Learning when the implementation of information literacy remains uncertain. That we need librarians and teachers who are savvy navigators of resources and can help others become critical thinkers, synthesizers, and evaluators is not in doubt. Yet the number of schools, colleges, universities, and libraries that have effectively created information literate students, across the board, is limited. hat’s a professor to do? Make information literacy implementation and acquisition too simplistic in the classroom, and the enrolled preservice teachers and librarians will enter the field overconfident and underprepared. Call it a movement that hasn’t gained mainstream adoption in the 30+ years since the term was coined, and it deflates enthusiasm for the course’s relevance.

Striking an effective balance is a challenge. My solution is to move the course, more and more each year, into an inquiry learning course, blending course readings, class discussion, a variety of hands-on field experiences, and an end-of-term reflective piece of writing. We build on our class’s

diversity of preservice secondary teachers from the University of Michigan (UM) School of Education and future archivists, academic librarians, public librarians, and school librarians from the UM School of Information as we struggle with the questions that our mentors continue to wrestle with: What is information literacy? How does it compare to other literacies such as media or digital literacies? What are the institutional opportunities and consraints in universities, libraries, schools, and informal learning settings? What works and why? How can lessons learned in one environment impact another? How can we improve upon past practice?

Grado, T. d. "Bibliotecas Públicas ante la crisis económica en España y la ciudadanía." fundacionbibliotecasocial.org vol., n.: pp.: http://fundacionbibliotecasocial.org/content/uploads/2014/12/TFG-Ana-FernandezVara1.pdf

Este Trabajo Fin de Grado se desarrolla en un contexto de profunda crisis económica, social, política e institucional, de ámbito internacional, que tiene, entre sus múltiples consecuencias, un notable y constante aumento del desempleo, un desplome de diversos sectores económicos y un endeudamiento progresivo de los gobiernos. Este endeudamiento empobrece a los países, que para cumplir con los plazos con los que, supuestamente, saldar sus deudas, aplican políticas de austeridad que tienen para la ciudadanía una de sus expresiones más dolorosas en los recortes presupuestarios de los servicios públicos, o la privatización de los mismos. En España, la aplicación de estas políticas de austeridad supone grandes ajustes económicos que, en el caso de la Administración Pública, están derivando en una pérdida de ciertos servicios, ya sea de forma parcial o total, o en la merma de la calidad de los mismos (Biblioteca Pública Fermín Caballero, 2008).

Guek, F. "Makerspace at Singapore Polytechnic." las.org.sg vol., n.: pp.: http://www.las.org.sg/wp/wp-content/uploads/SJLIM2015-Fang.pdf

Singapore Polytechnic Library embarked on a transformation journey in 2011 to revitalise spaces and services in support of the Polytechnic’s vision. The idea for creating a makerspace for engineering students in the library to foster activity-based learning was conceived as part of this journey. The Makerspace@SP Library (Makerspace) was launched in October 2013 and has achieved success beyond expectations. This article outlines the design and development of the Makerspace from concept to implementation, including the engagements necessary to ensure it meets the needs of students and staff.

Gutsche, B., B. Farley, et al. "Transforming Library Space for Community Engagement." vol., n.

(2014). pp.: https://www.webjunction.org/events/webjunction/transforming-library-space-forcommunity-engagement.html

As libraries expand their focus from collections to creation, physical spaces are being transformed in ways that enhance community engagement in the digital age. Rethink how your library’s space might be configured to better enable your patrons to interact with technology and with each other. While future-facing libraries are pushing boundaries, the public still perceives libraries as being primarily about books. Learn how some key alterations to existing library space can refresh public perceptions. We’ll look at a variety of projects, ranging from larger room renovations to smaller libraries who redefined space on a modest scale, yet still had a strong impact on the community.

Harland, P. "Think, create, share, and grow in your library space this spring." Knowledge Quest vol. 42, n. 4 (2014). pp. 67. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/do cs/GuestEd_MarApr2014.pdf

An introduction to the journal is presented in which the author discusses several reports published within the issue including one on creating Makerspace makeover for school libraries, one on defining characteristics of successful learning commons, and one on enlisting student information staff (iStaff) members as a method of increasing student ownership and investment in school library program.

Hudson, N., C. Alcock, et al. "Understanding Newcomers to 3D Printing: Motivations, Workflows, and Barriers of Casual Makers." Proceedings of the SIGCHI vol., n.

(2016). pp.: http://www.mansci.uwaterloo.ca/~pchilana/HudsonCHI16.pdf

Interest in understanding and facilitating 3D digital fabrication is growing in the HCI research community. However, most of our insights about end-user interaction with fabrication are currently based on interactions of professional users, makers, and technology enthusiasts. We present a study of casual makers, users who have no prior experience with fabrication and mainly

explore walk-up-and-use 3D printing services at public print centers, such as libraries, universities, and schools. We carried out 32 interviews with casual makers, print center operators, and fabrication experts to understand the motivations, workflows, and barriers in appropriating 3D printing technologies. Our results suggest that casual makers are deeply dependent on print center operators throughout the process from bootstrapping their 3D printing workflow, to seeking help and troubleshooting, to verifying their outputs. However, print center operators are usually not trained domain experts in fabrication and cannot always address the nuanced needs of casual makers. We discuss implications for optimizing 3D design tools and interactions that can better facilitate casual makers' workflows.

Iborra Miralles, M. "Bibliocasitas en Sant Joan d'Alacant: la puesta en marcha de un makerspace en la biblioteca pública." Mi biblioteca: La revista del mundo bibliotecario vol., n. 45 (2016). pp. 40-43. http://www.bibliotecaspublicas.es/santjoandalacant/agenda_lit.htm

Bibliocasitas en Sant Joan d'Alacant: la puesta en marcha de un makerspace en la biblioteca pública Menti Iborra Miralles Mi biblioteca: La revista del mundo bibliotecario, ISSN 1699-3411, Nº. 45, 2016, págs. 40-43

infotra "¿Qué es lo mas sorprendente que prestan las bibliotecas?" Universo Abierto vol., n.

(2015). pp.: https://universoabierto.com/2015/12/14/que-es-lo-mas-sorprendente-que-prestan-lasbibliotecas/ files/5854/que-es-lo-mas-sorprendente-que-prestan-las-bibliotecas.html

A cualquiera de nosotros nos sorprende poderosamente que una biblioteca pueda llegar a prestar cañas y aparejos de pesca, semillas, bicicletas, herramientas, dispositivos router, o sus espacios para el intercambio y venta de libros de segunda mano o como lugares de alojamiento de personas sin hogar. Las bibliotecas están pasando a la acción redefiniendo sus servicios y espacios para ser más relevantes socialmente y apoyar las necesidades de sus ciudadanos. La aplicación de las tecnologías de la información, la ubicuidad de Internet, los nuevos usuarios nativos digitales, y el uso generalizado de los medios de comunicación social han dado lugar a que las bibliotecas estén obligadas a desarrollar servicios que van mucho más allá de los que tradicionalmente venían ofreciendo. La incorporación de recursos digitales conlleva una transformación de los espacios, de las tareas y capacidades del bibliotecario y del mismo concepto de biblioteca. Las bibliotecas de todo tipo están viviendo una especie de renacimiento, reinventándose a sí mismas, experimentando con sus servicios y espacios. De esta manera la biblioteca del futuro, además de poner más hincapié en las tecnologías, lo está haciendo en cómo poner a disposición espacios de reunión para la comunidad en los que el papel del profesional se transforma en un mediador y dinamizador comunitario. La sociedad global de la información y del aprendizaje también conlleva consecuencias sociales que se traducen en un aumento de la desigualdad y la fragilidad social. En este contexto las bibliotecas representan una estrategia

sumamente importante de cara a la mitigaciรณn de esos riesgos, pero para ello las bibliotecas y los bibliotecarios deben ser รกgiles, creativos, centrarse en el usuario y sus necesidades, y sobre todo implicarse en el aprendizaje. .

Ingram, C. and R. Teigland "Crowdfunding among IT Entrepreneurs in Sweden." Stockholm: Stockholm School of Economics vol., n.

(2013). pp.: https://www.iis.se/docs/Summary_Crowdfunding.pdf

When it comes to donation- and reward-based crowdfunding, entrepreneurs have largely said yes, but not on a Swedish platform. They believe that there is not enough money to be raised on a Swedish platform. Many suggested that it would make more sense for an IT entrepreneur to try to crowdfund through an American platform like Kickstarter. Entrepreneurs seem to be more open to equity crowdfunding in Sweden ; however, they did say that they had reservations about bringing on a large number of unknown investors. The chief reasons for this were concerns about the complexities of decision-making with numerous strangers as well as the belief that shares would be harder to sell at a later stage due to a large number of early stage investors.

Jacob, B. "ComicsAlly: a collaboration to support the comics scene in Aotearoa New Zealand." lianza.org.nz vol., n.: pp.: http://www.lianza.org.nz/sites/default/files/Jacob_B_ComicsAlly.pdf

Baruk Jacob presents his paper to the LIANZA 2014 conference in Auckland on setting up a collaborative website to promote graphic novels in New Zealand. This paper discusses the setting up of a collaborative website to solicit and present comic art and related content from Aotearoa New Zealand. The purpose of the site is To harness the strength of the public library system in promoting local content, and To give Aucklanders (and other New Zealanders) the opportunity to participate directly in the creation of library curated content. The background, setup process, management approach and performance of the site are discussed.

ComicsAlly/ComicsNZ is presented in the light of historical developments in comics culture in New Zealand, in the context of comic book and zine collections at Auckland Libraries, and as a consequence of the makerspaces at Auckland Libraries. The setup process is described, highlighting the launch and related challenges. Lean Startup methodology was interpreted and applied for management of the project, and room for improvement is identified.

Recommendations rising from this paper/project are to: Get early guidance, perspective and feedback from tangata whenua, Apply Lean Startup methodology from inception, Build a clear SEO and social media strategy, understanding web information and energy flows that help

engagement, Choose team members based on passion for the project as much as for technical skills. This experimental site seeks to position libraries as collaborative citizen spaces for sharing knowledge and ideas, and for thinking and debate. It also presents a glimpse into the opportunities to find low cost digitally-forward ways to support and stretch communities.

Johnson, B. and E. Halverson "Learning in the Making: Leveraging Technologies for Impact." and Children. Tufts University, Medford, MA vol., n.

(2015). pp.: https://home.cc.gatech.edu/je77/uploads/290/JohnsonHalverson-idc2015.pdf

The Learning in the Making Lab explores how engaged participants learn within Makerspaces. In this process paper we describe the three iterations of our design process for software interfaces and platforms that emphasize cooperative and asynchronous critique and feedback as well as serve as a documentation portfolio. We look at data on makers’ use of these platforms, and offer insights for how iteration and critique might be meaningfully incorporated into the making process.

Kayler, M., T. Owens, et al. "Inspiring maker culture through collaboration, persistence, and failure." Proceedings of Society for Information Technology & Teacher Education International Conference vol., n. (2013). pp.:https://www.learntechlib.org/p/48281

Maker culture is dedicated to people “making their own functional devices, whether it is technological gadgets, open source hardware and software, or nearly any other aspect of physical life” (McCall, 2009). While maker culture is frequently found in communities it is beginning to gain prominence in formal educational settings. This paper reports on a qualitative study designed to explore undergraduate student learning within a maker course at a small public liberal arts university. Students were immersed in maker culture using a learner-centered project-based approach to learn about and use 3D printing, electronics, robotics, and other resources and tools.

Student blog postings and end-of-course evaluations served as data sources. Three themes emerged: a) Peers and Collaboration Matter, b) Time, Trial and Error, and the Role of Persistence and c) Failure is Part of the Learning Process bring to light the various ways students experienced maker culture and what they learned.

Keep, C. and M. Feltham "The TARDIS effect—how mobile phones could transform teaching and learning." Smart Learning vol., n.: pp.: http://melsig.shu.ac.uk/wpcontent/uploads/2015/04/Smart-Learning.pdf#page=111

We recently surveyed over 300 first year bioscience undergraduates (Feltham & Keep, 2014) and found that more than 90% of them have in their pockets their very own T.A.R.D.I.S… and it’s much bigger on the inside that we can possibly imagine. No longer does teaching and learning need to be constrained by time and space as students can travel to wherever they wish, whenever they wish by using their mobile phones to connect to the ‘Internet of Things’. Educators and students alike can view, upload, download, collate, compile and share data, ideas and resources at the tap of a touchscreen. But, we can both be so much more than simply travellers in virtual time and space! Accessing and sharing information on the move outside the classroom is just the tip of the ‘Who-berg’. We can also use these devices to interact with our environment, to collect data and control other devices as part of our teaching and learning experience and this opens up glorious new dimensions for teaching and learning

Kelly, A. "Why do we need one of those? The role of the public library in creating and promoting makerspaces." ALIA National Library & Information Technicians' vol., n.

(2013). pp.: https://alialibtech2013.files.wordpress.com/2013/05/kelly-final.pdf

Creating Space: The Impacts of Spatial Arrangements in Public Library Makerspaces Between the internet and an ever growing number of eresources, many people are going outside libraries for their information needs. This makes it harder to justify the continued existence of libraries. Useable space and local communities are looking to be two of the biggest assets for libraries today. Creating and managing community connections is a growing area, one which could help to secure a continued place for libraries in our modern world. Makerspaces (also referred to as hackerspaces) are community-oriented spaces where people gather to create, make, and learn using a variety of tools. We are seeing more of these spaces in some form or another slowly infiltrate libraries as an additional service. The Edge, an initiative of the State Library of Queensland, is a great example of this new form of library, managing not only the makerspace itself but the community knowledge it creates. Simply dropping a 3D printer into your public access system isn't enough - the community needs to engage with the space and be allowed to influence it according to their needs. The community behind the makerspace is where libraries should focus their attention, helping to cultivate existing networks and create new ones. In Western Australia, the Town of Victoria Park Public Library has entered into the maker community through the use of information sessions, forums and community engagement. Using social media, local networks and models from other libraries, the Town of Victoria Park Library aims to engage the community and improve the Town's 'vibrant lifestyle' message. This paper will show participants how to set up their own creative space and build up those vital community links around it. Practical examples backed by research will present a good starting model to help other libraries implement their own maker projects

Keune, A., A. Gomoll, et al. "Flexibility to Learn: Material Artifacts in Makerspaces." vol., n.

(2015). pp.: http://www.creativitylabs.com/pubs/2015_Keune-Gomoll-Peppler_FlexLearnMatArtifacts_FabLearn.pdf

Youth-centered makerspaces, applauded for their development of intrinsic motivation and interdisciplinary skills through project creation, come in many forms. This paper explores how material artifacts support learning through their representation of time, projects, and tools for making in three makerspaces. The sociocultural constructs of boundary-crossing and distributed cognition are used as a lens to explore selected artifacts_ flexibility for coconstructed learning in the spaces. Our analysis of boundary crossing focuses on perceived boundaries between adults and youths, insiders and outsiders of makerspaces, and accessible practices, as well as how material artifacts communicate crossing these boundaries. Characterizing the flexibility of artifacts in relation to pliability, accessibility, and mobility, we found that material artifacts can promote coconstructive learning, for example by distributing workflows across artifacts, and that the study of material artifacts might inform the design of makerspaces based on educational theory.

Krompholz-Roehl, B., K. Ewald, et al. "Makerspace in der Stadtbibliothek Göttingen." opus4.kobv.de vol., n.: pp.: https://serwiss.bib.hshannover.de/files/617/Makerspaces_in_der_Stadtbibliothek_G%C3%B6ttingen.pdf

Bedingt durch den Wandel von Medienwelt und Gesellschaft benötigen öffentliche Bibliotheken frische Ansätze, um neue, zusätzliche Nutzergruppen zu erschließen und für die Öffentlichkeit als Bibliothek zukunftsfähig zu sein. Ziel dieser Studie und Projektauftrag der Stadtbibliothek Göttingen war die Überprüfung vorhandener Makerspace-Konzepte auf ihre Umsetzbarkeit in Göttingen. Darauf folgte die Entwicklung eines Göttinger Modells, das auch von anderen Bibliotheken bei der Einführung eines Makerspace genutzt werden kann. Zu Projektbeginn waren viele Fragen zu klären: Was ist ein Makerspace bzw. was kann ein Makerspace sein? Wie lässt sich das Konzept des Makerspace auf öffentliche Bibliotheken in Deutschland übertragen? Was ist ganz konkret in der Stadtbibliothek Göttingen umsetzbar?

Lahana, L. (2016). [e-Book] The Tech Café, A Social Action Makerspace: Middle school students as change agents. Nueva York, Columbia University. Texto completo: http://academiccommons.columbia.edu/catalog/ac%3A199568

Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes.

Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”. What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field

observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also sought to address the “participation divide”— a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status. Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school’s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research. Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Café moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools.

Lazzarin, L. and S. Kusch "E-Waste management framework and the importance of producer responsibility and proactive hackerspaces." scensers.org vol., n.: pp.: http://eiic.cz/archive/?vid=1&aid=3&kid=20401-469&q=f1

WEEE (waste electrical and electronic equipment) is estimated to be one of the fastestgrowing waste stream worldwide and in the EU. Due to its content of dangerous substances, it is considered and regulated as hazardous waste. At the same time WEEE is a potential source for recuperation of valuable materials, such as precious metals. This paper presents the current European regulatory framework concerning WEEE management. As part of the assessment, fulfilment of the producer responsibility principle in the context of WEEE management is analysed as an example of implementation of the principle in practice. Furthermore, the paper explores selected consumer-initiated initiatives. The goal of the work is to frame and examine the topic WEEE under an EU lens and to highlight selected responses to the issue of WEEE increase, and more generally to explore current responses for sustainable management of this material stream.

Leeder, K. and E. Frierson "Planning our Future Libraries: Blueprints for 2025." vol., n.

(2014). pp.: http://www.alastore.ala.org/pdf/leeder_sample.pdf

This is not the fi rst book to attempt to forecast the future of libraries, nor will it be the last. The rapid pace of change in librarianship over the past 30 years has created an environment of instability that many are eager to dispel. If nature abhors a vacuum, librarians detest the uncertainty of the future—and with good reason. Libraries throughout the United States have seen their budgets slashed, branches closed, and missions challenged. The short-term economic forecast off ers little promise of a reversal. Without some concrete vision through which to redefi ne their form and function, it appears possible, even likely, that libraries could soon be headed into oblivion.

Leinonen, T. and E. Durall-Gazulla "Design Thinking and Collaborative Learning." vol., n.

(2014). pp.: http://eprints.rclis.org/20862/

El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. El artículo describe las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje autoorganizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.

Leinonen, T. and E. Durall-Gazulla "Design Thinking and Collaborative Learning." Comunicar vol. 21, n. 42 (2014). pp.: http://www.revistacomunicar.com/verpdf.php?numero=42&articulo=42-201410&idioma=en

This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools.

The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly researchbased design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in research-based design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful approach in CSCL research.

Leinonen, T. and E. Durall-Gazulla "Design Thinking and Collaborative Learning. Pensamiento de diseño y aprendizaje colaborativo." vol. 21, n. 42 (2014). pp. 107116. http://eprints.rclis.org/21084/

This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools.

The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly researchbased design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in research-based design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful approach in CSCL research.

Leinonen, T. and E. Durall-Gazulla "Design Thinking and Collaborative Learning. Pensamiento de diseño y aprendizaje colaborativo." vol., n. (2014). pp. 107116. http://eprints.rclis.org/20862/

El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema

complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. El artículo describe las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje autoorganizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.

Litts, B. and D. Ramirez "Making people fail: Failing to learn through games and making." Proceedings GLS vol., n. (2014). pp.

160. http://www.academia.edu/9830497/Making_people_fail_Failing_to_learn_through_games_a nd_making http://press.etc.cmu.edu/files/GLS10-Proceedings-2014-web.pdf

From high-stakes measures to tracking students, the structure of the formal education system in America stigmatizes failure as a negative result of the learning process. In traditional school settings, failure is seen as inadequacy based on an inability to meet a specified standard; it is an unfavorable endpoint to learning that should be avoided at all costs. This view of failure has resulted in detrimental tracking systems through which available opportunities are determined by performance

Magro Mazo, C. and J. Alonso-Arévalo "Las bibliotecas, los bibliotecarios, nuevas competencias, nuevas habilidades. ." Boletín de la Asociación Andaluza de Bibliotecarios vol. 30, n. 108 (2015). pp. 187193. http://www.aab.es/app/download/22914497/NUEVAS+HABILIDADES.pdf

Parece una certeza que en una economía basada en el conocimiento es lógico pensar que los profesionales de la información proporcionan un valor significativo a través de los servicios que planifican, impulsan y suministran. Los avances tecnológicos están impulsando un paisaje global cada vez más interconectado, lo que contribuye a un cambio muy acelerado en casi todos los aspectos de la vida, desde lo político, económico y social a lo ambiental. Los sistemas de comunicación más rápidos y un mejor acceso en todos los países a la información contribuyen a la vinculación, las economías y los negocios en formas mucho más complejas de lo que nunca antes se había concebido. Contrariamente esta interdependencia a escala global incrementa a su vez los riesgos de lo que se ha denominado “Brecha digital” que conlleva consecuencias sociales que se traducen en un aumento de la desigualdad y la fragilidad social. En este contexto las

bibliotecas representan una estrategia sumamente importante de cara a la mitigación de esos riesgos, pero para ello las bibliotecas y los bibliotecarios deben ser ágiles, creativos, centrarse en el usuario y sus necesidades, y sobre todo implicarse en el aprendizaje

Man, S., S. Bei, et al. "DigiBook MakerSpace in Chinese Public Libraries." IFLA WLIC 2014 - Lyon - Libraries, Citizens, Societies: Confluence for Knowledge vol., n.

(2014). pp.: http://library.ifla.org/826/1/120-shu-en.pdf

DigiBook MakerSpaces are where readers, including children, can create and publish original content in public libraries. The system provides simple writing tools that are integrated with an easy to use digital publishing platform, which incorporates library collections, text, photography, audio, painting, calligraphy, etc. Libraries encourage children and parents to jointly produce (often multimedia) materials; to edit and display their e-books; and to share the success and happiness of their creations with family and friends. Installed on library servers, DigiBook MakerSpace enables children and parents to work together in co-creation of family-related materials. This close personal way to learn from and better understand each other can improve family relationships and support children’s healthy development. In addition, libraries can then index and incorporate these original and special e-books, which diversify and localize their collections. More and more people in China believe that content creation and digital services have greatly improved the library experience. The original e-books that capture and retain the highlights of people’s and family’s lives will become part of a community’s and even the country’s heritage. This contributes to the preservation of traditional culture. Libraries not only acquire vast amounts of mass published material, but also collect and archive local creations by their patrons (of any age). In this way, libraries will play a greater role in people’s lives and help to build the history of their community for future generations. In this paper, we will describe the current status and challenges in supporting patrons creating their original e-books with resident digital platforms in the public libraries in China. In particular, we will present examples of how DigiBook MakerSpaces help children create and publish their works in 30 public libraries in China.

Martín, S. G. "Tendencias tecnológicas en bibliotecas, oportunidades, problemas y transformaciones." vol., n. (2015). pp.: http://eprints.rclis.org/25357/

The information and communications technology have changed the way you manage libraries and user needs change from day to day based on technological developments.

Technological trends mark the way forward, which is why it is essential to develop critical to select, evaluate and implement new technologies that meet the needs and possibilities of each information unit spirit. Some trends and issues affecting libraries and asks how libraries are changing in the digital age are presented.

McKay, C. "Design Moves of “Maker” Teachers: Design and Fabrication Culture in the Classroom." hci.sbg.ac.at vol., n.: pp.: https://hci.sbg.ac.at/wpcontent/uploads/2015/11/McKay.pdf

In considering the integration of technology in the classroom it is necessary to factor in the ways in which teachers design for their use. Maker spaces and their use of digitally-based rapid prototyping tools such as laser cutters and 3D printers are serving as new models for technology integration in learning environments. While there has been some research on the educational affordances of such technologies little research has been done to understand their use in the traditional classroom environment by teachers. Here I explore the design of curricular and instructional activities by two teachers who have been re-designing their class into a maker space oriented classroom

McNally, M. and S. Trosow "Makerspaces and Canadian Intellectual Property Law." thealbertalibrary.ab.ca vol., n.: pp.: http://www.thealbertalibrary.ab.ca/sites/default/files/uploads/Makerspace%20and%20Can adian%20Intellectual%20Property%20Law.pdf

Libraries do serve both purposes – education and entertainment • From a copyright perspective though, education, research and private study are fair dealing categories, and in general entertainment is not • Research will cover some personal interest uses, and according to the Supreme Court it: • “Can be piecemeal, informal, exploratory, or confirmatory. It can in fact be undertaken for no purpose except personal interest” (SOCAN v. Bell, para. 22). Some makerspace technologies (e.g. gaming consoles) present no IP concerns • Most makerpsace technologies (e.g. book printing machines, digital conversion tools) simply reproduce copyright issues of other library technologies • 3D printers offer some unique considerations with regard to copyright, patents and trademarks

Meehan, R., B. Gravel, et al. "Card-sorting task to establish community values in designing makerspaces." vol., n. (2014). pp.: http://fablearn.stanford.edu/2014/wpcontent/uploads/fl2014_submission_55.pdf

This paper describes preliminary work on the design of a novel interview method for examining how existing values of school communities are integrating into new makerspaces. This

new method involves a card-sorting task, similar to those used by information architects to design websites. Our card-sorting task is designed specifically to scaffold rising makers' discussions about their values and commitments for spaces that support tinkering and making. With the increase in excitement around making as a tool to broaden engagement in STEM, literacy, and art, schools designing spaces may adopt externally defined conceptions of making. This designresearch method is aimed at refocusing participants’ efforts on local definitions of making crafted by members of the existing community. The design and results presented in this paper are preliminary and ongoing, but the motivation is consistent with concerns that have been expressed by many in the emerging field of making: How do we create maker environments that are responsive to the needs and strengths of the existing school community?

Melick, S., M. Timmerman, et al. "Breaking Traditional Faculty-Student Relationships to Encourage Entrepreneurship and Innovation Across Campus." venturewell.org vol., n.: pp.: http://venturewell.org/open/wp-content/uploads/2016/03/timmerman.pdf

Through La Salle’s support and subscription to VentureWell’s University Innovation Fellows program, we have learned that students embrace creative freedom and have a deep desire to be entrepreneurial thinkers; this process doesn’t necessarily require direct involvement of faculty. Prior to and during the opening of our new makerspace (Innovation Factory), students self-organized to create a grass-roots movement to awaken the entrepreneurial spirit across the university. This, after years of faculty-led workshops, promotional activity, solicitations and encouragements, has reached significant traction, with students arriving daily to explore new ideas and opportunities, working together with other students. Another mechanism to encourage student leadership is to partner with extracurricular organizations such as Enactus. Faculty maintain an important role to ensure safety, educational direction and mentoring support, but releasing control over programming and even minor budgetary decision-making has yielded unexpectedly high levels of activity and interest.

Miller, K. and L. Vautier "Listening, Learning and Leading: Transforming Curtin students' library experience." ctl.curtin.edu.au vol., n.: pp.: https://ctl.curtin.edu.au/events/conferences/tlf/tlf2016/refereed/miller.pdf

Curtin University Library’s program Listening, Learning and Leading: Transforming the Curtin Student Library Experience directly enables Curtin University’s Learning for Tomorrow strategy and aligns with students’ experiences of a transformed learning approach, focusing on expanding support and access for very diverse student groups. Initiated in 2013, the program supports students on their learning journey by increasing physical and virtual access to library services and resources. It provides customised information literacy support at point of need and by developing innovative hands-on learning activities. It uses mobile app technology such as augmented reality in games based learning, to develop a ‘maker community’ and ‘library

makerspace’. The paper outlines how Listening, Learning and Leading has contributed to enhancing students’ overall learning experience.

Moorefield-Lang, H. "Making, libraries, and literacies." Library Media Connection vol., n.

(2015). pp.: http://www.learnquebec.ca/export/sites/learn/en/content/professional_development/L earn_Open_Creative_Space/Maker_Articles/Making_Libraries_and_Literacies.pdf

What is this maker revolution that seems to be sweeping our libraries? Making is a problem-solving-based collaborative activity that involves and potentially engages students and library patrons. Makers are people who create things instead of just using them. They solve problems and address issues to invent or create the item that best suits their needs. Makers are dreamers, problem solvers, hackers, thinkers, builders, and inventors (Canino-Fluit, 2014). The locations in the library now known as makerspaces are areas that encourage play, building, inventing, thinking, group work, and so much more (Britton, 2012). Makerspaces and hackerspaces in libraries show that school library media centers are not just locations to absorb and gain information but also places to create, imagine, and invent.

Paganelli, A. and C. Houston "Making STEAM Across the Curriculum." Society for Information Technology & Teacher Education International Conference vol., n.

(2016). pp.: https://www.learntechlib.org/p/171764

The purpose of our research is to explore teachers’ knowledge and attitudes towards the Makerspace model of education in professional development. This qualitative multisite case study is designed to examine participants’ attitudes and experiences while completing a makerspace professional development. The following principle research question guides the study: What are the makerspace professional development experiences of the participant teachers? The following makerspace model is used, Make STEAM in your School! Be a part of the action as you get hands-on practice utilizing the Makerspace concept across the curriculum. The Makerspace activities will be iPlay Robots (primary coding fun), Story Starters (LEGOS and Language Arts), Makerspace Playbook (DIY Materials and Makerspaces), Musical Makerspace (Musical Instrument Creation) and Desktop “Mathufacturing” (Electronic Cutter and Tessellations).

Go full STEAM ahead toward the creation of a cross-curricular Makerspace environment.

Peppler, K. and S. Bender "Maker movement spreads innovation one project at a time." Phi Delta Kappan vol., n. (2013). pp.: http://kpeppler.com/Docs/2013_Peppler_Maker_Movement.pdf

Lessons learned from the grassroots spreading of the “maker movement” can help us reimagine schools and foster a mindset of creativity and innovation in educational settings. The maker movement consists of a growing culture of hands-on making, creating, designing, and innovating. A hallmark of the maker movement is its do-it-yourself (or do-it-with-others) mindset that brings together individuals around a range of activities, including textile craft, robotics, cooking, woodcrafts, electronics, digital fabrication, mechanical repair, or creation — in short, making nearly anything. Despite its diversity, the movement is unified by a shared commitment to open exploration, intrinsic interest, and creative ideas. And it’s spreading: Online maker communities, physical makerspaces, and Maker Faires are popping up all over the world and continually increasing in size and participation

Pérez, R. "Pedalpowered cable shredding: an alternative to cable burning." researchgate.net vol., n.: pp.: https://www.researchgate.net/profile/Rafael_Ffont/publication/273423934_Pedalpowered_cable_shredding_an_alternative_to_cable_burning/links/55005bef0cf2de950a6d60bf.pd f

Workers involved in ewaste recycling buy materials to extract and resell the valuable parts but suffer health hazards due to inappropriate recycling techniques. The scrap yard in Agbogbloshie, Accra, is an ewaste processing site known for cable burning. An intervention based on appropriate tools is proposed and piloted. A pedalpowered cable shredder designed for low cost of production, high local repairability, and open source licensed, is assembled and tested together with a local Makerspace, which takes ownership of the device for future testing and implementation. In order to succeed, the shredder needs to provide better economic returns than burning and be operated by current cable burners.

Pérez, R. "Mapeando el procesamiento de basura electrónica en Agbogbloshie, Ghana." Ecología política vol., n. (2014). pp.: http://www.ecologiapolitica.info/wpcontent/uploads/2015/02/048_Fernandez-Font_2015.pdf

¿La narrativa actual sobre Agbogbloshie recoge adecuadamente la situación sobre el terreno? ¿Existe una base para una nueva narrativa? El trabajo de campo se realizó en colaboración con una organización local, AMP (Agbogbloshie Makerspace Platform). AMP tiene como objetivo construir un taller comunitario (un makerspace) para que las trabajadoras del lugar puedan desarrollar y construir sus propias herramientas. Estas herramientas les servirán para realizar su trabajo de desensamblaje de una manera más segura, sin dañar el medioambiente, y protegiendo su salud, garantizando a la vez mayores ingresos económicos. AMP busca una solución desde abajo hacia arriba. Bajo este punto de vista la injusticia ambiental que sufre

Agbogbloshie puede redefinirse como la falta de herramientas adecuadas para hacer frente a los potenciales recursos que llegan en forma de residuos electrónicos.

Pines, E. and P. Sullivan "Broadening Participation through Engagement in the Maker Space Move-ment." Asee peer vol. ASEE Annual Conference and Exposition, Seattle, Washington. , n.: pp.: https://peer.asee.org/23634

Creating the Space The needs are endless when we encourage engineering creativity through applications. Inthe past few years, the creation of tech shops or maker spaces has been a boon to engineeringinnovation. In the past year, the authors have been managing the creation of such a space withina minority-serving land-grant institution. The advantages of low-resolution tryouts andprototyping being added to the engineering curriculum are abundantly discussed elsewhere. Inthis paper, we discuss the creation of a maker space and how we have used it as an adjunct to ourcollege’s engineering and engineering technology curriculum. The issues of resources (humanand financial), assessment, and the proper role of the maker space have evolved over the sixmonths the space has been active. Planning such a space is a traditional activity.

Visions of its use may, however, beoptimistic and pessimistic at the same time. How students use the space has surprised bothfaculty and college administration. Our goal has been to use the space as an organizing conceptfor a diverse array of activities ranging from high school robotics competitions to senior capstoneprojects. Subsequent to its introduction in February of this year, a study was conducted ofstudent awareness. This study informed us of the increased challenges in marketing the use ofthe space. We have evolved a mentorship program to support students working in the space.The past six months have seen overuse by classes, exciting design competitions, and a fewmisuses by students and faculty. As we look to begin our second year of operation, we canreport on some lessons learned, the roles of our corporate partners and the excitement ofwatching students develop ideas.

Planificación, S. d. "El valor de las bibliotecas públicas en la sociedad: el caso de la Red de Bibliotecas Municipales." vol., n.

(2014). pp.: http://www.diba.cat/documents/16060163/22275360/valor_social_bibliotequesXBM_c ast.pdf/02926665-2d7e-4044-88c2-9634abed0c89

La Gerència de Serveis de Biblioteques treballa per conèixer la capacitat de les biblioteques de la XBM de generar valor a la ciutadania i per dotar-les d'eines que els permetin potenciar el seu valor social i econòmic. En aquest marc d'actuació, la GSB conjuntament amb la Direcció d'Estudis i Prospectiva (ara Servei de Planificació i Avaluació) de la Diputació de Barcelona han portat a terme aquest estudi. "El valor de les biblioteques de la XBM en la societat" estima la capacitat de les biblioteques per a generar beneficis tant en els individus com en les comunitats on s'ubiquen. L'estudi té el mèrit d'oferir una radiografia global sobre la contribució

de les biblioteques a la societat i sobre els aspectes a considerar a l'hora de generar valor. Per la seva elaboració s'ha comptat amb l'assessorament d'un equip de més de 30 professionals.

Rasetti, M. S. "Digitali e partecipati: i makerspaces in biblioteca tra collezioni plurali, connessioni molteplici e comunità in trasformazione." Digital Library/La biblioteca partecipata vol., n. (2015). pp.: http://www.convegnostelline.it/stelline2015/docs/Rasetti.pdf

L'apertura dei makerspaces nelle biblioteche pubbliche potrebbe apparire l'effetto passeggero della moda del momento, ma in realtà si rivela piuttosto come l'inizio di una delle tante avventure di trasformazione in cui le biblioteche pubbliche sono impegnate nel primo decennio del XXI secolo, a riprova della loro vitalità e della loro capacità di far fronte ai cambiamenti in atto nei modi in cui le persone impiegano il tempo libero. Regno incontrastato di fanatici smanettoni, artisti creativi e artigiani inventori, i makerspaces rappresentano un vero e proprio "paese dei balocchi" per chi vuole mettere alla prova il proprio talento utilizzando strumenti tecnologici di ultima generazione, che soprattutto in ragione dei costi d'acquisto ancora relativamente alti, non hanno fatto ancora la loro comparsa tra le attrezzature dell'intrattenimento domestico di massa. Da qui il loro grande appeal come spazi pubblici, in grado di offrire l’opportunità di utilizzare gratuitamente o a prezzi politici strumenti e macchinari non ancora alla portata di tutti: dalle stampanti 3D con cui prototipare le proprie creazioni (comprese quelle destinate all’alimentazione!) agli scanner 3D in grado di riprodurre in formato digitale gli oggetti tridimensionali, dai kit Arduino ai tablet, alle tavolette digitali, a telecamere, macchine fotografiche e altri strumenti tecnologici con cui creare oggetti digitali. Nipoti non troppo lontani di quegli spazi di biblioteca attrezzati per cucire a macchina o a mano, creare coperte patchwork, lavorare a maglia o ricamare in gruppo, i makerspaces tecnologici dei nostri giorni non si limitano ad attrarre nuovo pubblico, affiancandosi ai tradizionali servizi di biblioteca, ma permettono di sperimentare interessanti contaminazioni con i servizi tradizionali, sostenendo nuovi percorsi di innovazione sul fronte della condivisione di esperienze da parte dei cittadini e sul fronte della produzione stessa del servizio bibliotecario.

Rasetti, M. S. "I makerspaces in biblioteca: moda passeggera o acceso al futuro?" Biblioteche oggi: Mensile di informazione aggiornamento dibattito vol. 33, n. 4 (2015). pp. 1137. https://dialnet.unirioja.es/servlet/extart?codigo=5134792

I makerspaces in biblioteca: moda passeggera o acceso al futuro? Maria Stella Rasetti Biblioteche oggi: Mensile di informazione aggiornamento dibattito, ISSN 0392-8586, Vol. 33, Nº.

4, 2015, págs. 11-37

Rees, P., C. Olson, et al. "Work in Progress: Exploring the Role of Makerspaces and Flipped Learning in a Town-Gown Effort to Engage K12 Students in STEAM." age vol., n.

(2015). pp.: https://www.asee.org/public/conferences/56/papers/13514/view

The Maker movement is a grassroots effort to transform consumers into people who create, produce, and innovate. In many ways, the Maker movement represents a logical extension of synthesis of current trends in education such as active learning, problem based learning, teambased learning, flipped classrooms, and community-service learning. At the national level, makerspaces have garnered attention for their potential to inspire engagement with science, technology, engineering, and math (STEM) learning. The White House proclaimed a National Day of Making on June 18th, 2014, and released the same month a report entitled “Building a Nation of Makers: Universities and Colleges Pledge to Expand Opportunities to Make”. The University of Massachusetts Amherst (UMass Amherst) is in the beginning stages of building a Town-Gown Makerspace. This is a partnership between the “town” of Amherst through the nonprofit local Information and Communications Technology (ICT) center known as Amherst Media and the academic or “gown” community of UMass. Within the makerspace, students at all levels can pursue independent projects collaboratively and learn about technology and entrepreneurship.

This paper discusses current trends in the Maker movement and educational learning theory; presents efforts at UMass Amherst to combine these concepts to engage students in STEM fields by also incorporating art; and discusses some the challenges and opportunities for this model. An underlying goal of the work is to identify the key elements of the Maker movement, which may help engage underprivileged youth as well as retain undergraduates in STEM fields.

Santo, R., K. Peppler, et al. "Maybe a Maker Space? Organizational Learning about Maker Education within a Regional Out-of-School Network." Proceedings of Fablearn 2015: Digital Fabrication in Education vol., n.

(2015). pp.:http://creativitylabs.com/pubs/2015_Santo_et_al_Maybe_a_Maker_Space.pdf

Maker Education scholarship is accumulating increasingly complex understandings of the kinds of learning associated with maker practices along with principles and pedagogies that support such learning. However, even as large investments are being made to spread maker education, there is little understanding of how organizations that are intended targets of such investments learn to develop new maker related educational programs. Using the framework of Expansive Learning [9], focusing on organizational learning processes resulting in new and unfolding forms of activity, this paper begins to fill this gap through a case study of a community organization serving non-dominant youth that engaged in an 18-month learning process to create its own maker-space. Utilizing interviews, field observations and diverse forms of documentation, findings show that (1) regional organizational networks play infrastructural roles involving inspiration, validation and orientation in expansive learning through providing access to expertise and partnerships, (2) organizational learning around maker education involves dimensions of not only pedagogy and technology but also of social geography, institutional logics and organizational design processes, and (3) processes of object transformation within expansive learning around maker education by organizations rooted in non-dominant

communities can act as sites of critique and, potentially, contributions maker education culture in ways that address issues of broadening participation and increasing equity.

Schön, S., M. Ebner, et al. "The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching." eLearning Papers vol., n.

(2014). pp.: http://www.openeducationeuropa.eu/es/article/The-Maker-Movement.-Implications-ofnew-digital-gadgets,-fabrication-tools-and-spaces-for-creative-learning-and-teaching

This paper introduces several diverse terms (from FabLabs to Hackerspaces) and gives insights into background, practice and existing experiences from Maker Movement in educational settings amongst all age groups. As a conclusion, the authors present reasons why practitioners and researcher should consider its educational potential. Besides its creative and technological impacts, learning by making is an important component of problem-solving and relating educational content to the real world. Besides this, digital tools for making are not expensive, for example apps for mobile devices or rents for 3D printer (compared with desktops in 1:1 settings).

The Maker Movement is seen as an inspiring and creative way to deal with our world, it is aware of ecological challenges and of course, and it is able to develop technological interest and competences casually. Finally, the authors give recommendation for reading for all who got interested in making.

Seckinger, N., B. Park, et al. "Hackerspaces and meta-creativity." CrashBang Labs vol., n.

(2012). pp.: http://crashbanglabs.org/wiki/images/2/2b/CrashBangLabs_MovingSaskForward.pdf

This document consists of three distinct parts: A hackerspace is a problematic term for some, so Part 1 is a definition of hackerspaces, and a discussion of the ethos of “makers” and the DIY movement as a context for and discussion of the creative industry in Saskatchewan. Part 2 is a direct point-by-point response to the questions listed at the end of the “Moving Saskatchewan’s Creative Industries Forward” document, and Part 3 is a detailed and referenced discussion of the work habits of the creative and how these are often contrary to traditional employment paradigms

Shea, P. "DIY Citizenship in the 'New Northern Ireland': the Case of a Belfast Makerspace." researchgate.net vol., n.: pp.: https://www.researchgate.net/profile/Pip_Shea/publication/274370603_DIY_Citizenship_i n_the_New_Northern_Ireland_the_Case_of_a_Belfast_Makerspace/links/551bf2860cf2909047b9 8110.pdf

Northern Ireland is emerging from a violent sectarian conflict colloquially known as The Troubles. Contested top-down peace building initiatives (Murtagh 2011, 1132) imposing socioeconomic development agendas on local actors underpin approaches to change (Richmond and Mitchell 2011, 338). The following case offers an alternative perspective of the “new Northern Ireland” (Ramsey 2012, 165), the story of Belfast’s Farset Labs [figure 1]. Branded a makerspace, Farset Labs offers new paradigms of civic participation inspired by a culture of contribution, social learning, and technology experimentation. Farset provides a platform for the assembling of selfdirected civic identities, or so called, do-it-yourself (DIY) citizenship (Hartley 1999, 5). The organization offers evidence of emergent, multi-faceted civic participation linked to a global movement encouraging DIY ethics through making

Sipilä, S. "Strong libraries, strong societies." El profesional de la información vol. 24, n. 2 (2015). pp. 95-101.: http://www.elprofesionaldelainformacion.com/contenidos/2015/mar/02.pdf

Las bibliotecas tienen un impacto en la sociedad mediante el fomento de la igualdad de oportunidades para el aprendizaje permanente y la educación, la investigación y la innovación, la cultura y la recreación para todos. Las bibliotecas fuertes son las que tienen la capacidad adecuada para satisfacer las necesidades de información de sus usuarios. Las sociedades sólidas están integradas por ciudadanos informados que participan activamente en la vida de su comunidad y la sociedad. Crucial para las bibliotecas fuertes y las sociedades fuertes es el ideal democrático -libertad de acceso a la información para todos.

Slobodianyk, О. "Makerspace in teaching." науково-практичного вебінару (2 грудня 2015 … vol., n. (2015). pp.: http://eprints.zu.edu.ua/19995/1/9.pdf

Makerspace grew out of Maker Media, the force behind MAKE magazine and Maker Faire and a leader in the Maker movement. We find that the Makers we meet share many things in common with one another, even when they are working in very different disciplines. We hope you will see this mindset reflected in your Makerspace. We want everybody who participates in a Makerspace to see themselves as Makers. The Maker movement continues to gain momentum.

Smith, A. and S. Hielscher "FabLabs and Hackerspaces: reconfiguring, relocating and recalibrating production and consumption?" scorai.org vol., n.: pp.: http://scorai.org/wpcontent/uploads/APS-SH-SCORAI-DigFabpaper-FINAL.pdf

Around the world, diverse groups of people are making things together in communitybased workshops and their networks. Equipped with versatile digital design and manufacturing technologies, global networks of workshops, like Hackerspaces and FabLabs, provide facilities for exploring ‘commons-based, peer-production’ in practice; and they are spreading rapidly.

Emphasis rests in bringing people into collaborative DIY projects where they innovate and learn together - from making toys and jewellery to solar panels and eco-houses - and use on-line social media to connect to open-source designs, tutorials, and workshops globally. Excited claims are made about workshops transforming practices of design, innovation, production and consumption; ‘how you live, work and play in a world where anybody can make anything anywhere’. Excitement includes claims for a ‘third industrial revolution’ and post-consumer sustainable societies. Less evident, however, are social scientific analyses of the practices and governance arrangements actually emerging in workshop spaces and networks, and which could contribute to debate about their possibilities and limitations for sustainability. Some workshops do enable design and innovation for recycling, re-manufacturing, and feeding user-led prototypes into sustainable local enterprise. They might even reinforce virtues relevant to post-consumption societies through peer production, the sharing economy, and collaborative consumption.

However, evidence also suggests a dispersal of production capacity, diminished (resource) scale efficiencies, and intensified consumption through the personalisation of manufacturing.

Sullivan, P., E. Pines, et al. "Transiting to a Student-Managed Maker Space " venturewell.org vol., n.: pp.: http://venturewell.org/open/wp-content/uploads/2016/03/sullivan.pdf

Over the past two years, the College of Engineering at New Mexico State University has worked to develop and grow student engagement in the Aggie Innovation Space, a multidisciplinary maker space facility. In fall 2015, the college transitioned management of the facility from a full time staff operations manager to a facility that is fully managed by on-campus Co-Op students. This paper will discuss the adoption of an organizational management structure that supports career-critical skills (finance, marketing, organizational dynamics, technical mentoring, teams, etc.) gained through the Co-Op management structure, and how a studentmanaged facility has shifted student engagement from traditional course-based projects to more innovative and entrepreneurial initiatives.

Teague, H. "The MakeCamp Pilot Option for Professional Development: Sociocultural Sustainable Innovation." Society for Information Technology & Teacher Education International Conference vol., n. (2016). pp.:https://www.learntechlib.org/p/172026

This paper proposes a disruptive innovation for educational, professional development: a summer Makerspace camp for K-12 educators called the MakeCamp. Educational and Community resources coalesce to produce the summer MakeCamp pilot. This paper proposes that a Makerspace innovation that leverages best practices of Autonomy, Resources, Time, and Expert guidance (Darling-Hammond, 2013) that are necessary for effective professional development. The resulting peer-to-peer network MakeCamp follows a research-based, 3-phase initiative from ideation to sustainability. The MakeCamp Pilot Option innovation is supported by learning theories of experiential learning, constructivism, constructionism, and the TPACK instructional framework. This paper provides research support, implementation plan, schedule, and a QR-code to access resource handouts for immediate implementation.

Tesconi, S. "Crear artefactos para generar conocimiento compartido. El modelo de aprendizaje del movimiento maker como herramienta de formación del profesorado." Comunicación y pedagogía: Nuevas tecnologías y recursos didácticos vol., n.

(2015). pp.: https://www.researchgate.net/profile/Susanna_Tesconi/publication/283205995_Crear _artefactos_para_generar_conocimiento_compartido._El_modelo_de_aprendizaje_del_movimien to_maker_como_herramienta_de_formacin_del_profesorado/links/562def9308aef25a244321d7.p df

El artículo presenta un análisis del fenómeno conocido como movimiento maker entendido como práctica educativa basada en la indagación. Se examinan los elementos que lo configuran con especial atención a la forma mentis que está a la base de su desarrollo, su modelo de aprendizaje y su potencial como herramienta de formación de profesorado. Sucesivamente se comunican los resultados preliminares de una design-based-research que se está llevando a cabo en LABoral Centro de Arte y Creación Industrial finalizada al diseño de un modelo de formación docente basada en el prototipado de entornos de aprendizaje basados en el making . Movimiento maker: la democratización de la invención. La vida en el mundo globalizado de la sociedad del conocimiento está en parte moldeada y determinada por la utilización continua y ubicua de artilugios tecnológicos. La interacción con dispositivos electrónicos ocupa buena parte de nuestras vidas y condiciona además parte de nuestras decisiones, procesos cognitivos y relaciones, sin que tengamos un conocimiento adecuado acerca de su estructura y funcionamiento o sin que podamos intervenir en su diseño y realización. A la luz de los más recientes desarrollos e impulsos de democratización de la tecnología como el maker movement, la difusión a nivel popular de las herramientas de prototipado rápido y de los laboratorios de fabricación digital FabLAB , el futuro de los artefactos tecnológicos de uso 1 común se ve determinado cada vez más por el usuario final el cual puede aprovechar estos nuevos instrumentos con el fin de pensar, diseñar, " hackear " o construir objetos y dispositivos mientras genera conocimiento compartido. En los últimos años hemos observado como no-expertos en diseño de producto se han convertido en creadores de artefactos gracias al uso de herramientas de código abierto y a la gran cantidad de conocimiento disponible en Internet en forma de tutoriales, manuales, vídeos explicativos etc. Estos procesos de auto-aprendizaje y creación constituyen un recurso muy potente para construir una nueva dinámica de interacción entre el ser humano y la tecnología. El 1 Un FabLAB (acrónimo del inglés Fabrication Laboratory ) es un espacio de producción de objetos físicos a escala personal o local que agrupa máquinas

controladas por ordenadores. Su particularidad reside en su tamaño y en su fuerte vinculación con la sociedad

Toombs, A. "Co-nerds or Co-workers?: Intersecting cultures of maker communities." hci.sbg.ac.at vol., n. (2015). pp.: https://hci.sbg.ac.at/wpcontent/uploads/2015/11/Co-Nerds_or_Co-Workers.pdf

In this position paper, I discuss how the tensions of intersecting fabrication cultures and maker identities have affected the management and maintenance of hackerspace and makerspace communities. I present part of an analysis of the hackerspaces.org Discuss listserv to demonstrate these tensions and to discuss the impact they have on community norms and rules.

Troxler, P. and G.-J. Peek "Radical Innovation in Urban Development as Making Unfolds Its Potential." A Matter of Design. Making Society through Science and Technology. The Return of “Production” vol., n.

(2014). pp.:http://www.stsitalia.org/conferences/ocs/index.php/STSIC/AMD/paper/view/392

While Making is often seen as a hedonistic pass-time activity, is it attracting growing interest in many industries. Globally, big players have started to fund Fab Lab on a substantial scale. Schlumberger is supporting the development of Fab Labs in Russia, Aramco sponsored the first Fab Lab in Dhahran (Saudi Arabia), and Chevron promised support fort setting up Fab Labs in US communities where it is active. Ford in the US and BMW in Germany are partnering with Techshop to provide their employees with access to digital manufacturing technology for tinkering outside working hours. More interesting, however, are small-scale but high-tech developments, certainly from a perspective of emerging socio-technical production paradigms.

The Dutch order of Inventors was a key partner for setting up the Fab Lab in Utrecht. The Swiss clean tech accelerator Blue Lion in Zurich is setting up a Fab Lab for its companies. The incubator Dnamo in Rotterdam decided to refocus its activities as ‘RDM Maker Space’. Barcelona is pronouncing itself proudly as ‘Fab City’ and aims to develop neighbourhood Fab Labs in every city district. In Rotterdam, there are more players who are actively working on combining real estate development and Making: urban developer Stipo Rotterdam together with the city council and Techshop are planning to convert the Zomerhofkwartier to the making neighbourhood (‘maakkwartier’) of Rotterdam. Another property developer is looking into the possibility of adding a maker space facility to a block of. Other initiatives include the Platform Digital Manufacturing, de Bende with its plans to make crafts-based making accessible, the 3D Print Academy, and ‘De Makers van Rotterdam’, an initiative of social enterprises centered around Making. This involvement of new actors in emerging fabrication models, such as incubators, real estate developers and urban planners, could result in more sustainable solutions by relating the urban development process to the development and management of all sorts of urban infrastructures. Such solutions form a sharp contrast to what traditional parties in urban

development offer, who are mainly interested in selling technology and services to governments and other public entities and accordingly have adapted to their top-down and silo structure.

Relocating production and research functions to the centres of neighbourhoods adds to livability and to the local economy. Instead of focusing on offices, retail or residential areas as the core of urban area development, it call for exploring the possibilities of centering such a developments around a lab like approach. This requires a rethinking of the spaces of production, including the relationships between people and tools and people and the existing authorities. The open nature of a lab centric approach ensures that government’s control is limited and provides conditions for radical innovations in the realm of urban development.

Vieira, D. and M. d. Cunha "O crowdfunding em bibliotecas: tornando as bibliotecas públicas sustentáveis com a ajuda da comunidade online." Revista Brasileira de Biblioteconomia e Documentação vol., n. (2016). pp.:https://rbbd.febab.org.br/rbbd/article/view/496

O artigo analisa algumas ferramentas de crowdfunding e o seu potencial de uso em bibliotecas públicas. A metodologia consistiu de uma revisão bibliográfica em livros, periódicos e sites de tecnologia no período de 2009 a 2015. Os resultados indicam que já existem casos de bibliotecas públicas se favorecendo deste tipo de instrumento para ajudar na captação de recursos tanto em bibliotecas estrangeiras como em brasileiras. Conclui-se que a perspectiva de colaboração dos usuários para melhorar os serviços das bibliotecas pode ser vista como um diferencial em tempos de recursos financeiros cada vez mais escassos e a luta por fontes de financiamentos diversos que ajudem a biblioteca a se manter ativa.

Vieira, D. and M. d. Cunha "O crowdfunding em bibliotecas: tornando as bibliotecas públicas sustentáveis com a ajuda da comunidade online." RBBD. Revista Brasileira de vol., n.

(2016). pp.: https://rbbd.febab.org.br/rbbd/article/download/496/417

O artigo analisa algumas ferramentas de crowdfunding e o seu potencial de uso em bibliotecas públicas. A metodologia consistiu de uma revisão bibliográfica em livros, periódicos e sites de tecnologia no período de 2009 a 2014. Os resultados indicam que já existem casos de projetos que envolvem bibliotecas públicas se favorecendo deste tipo de ferramenta para ajudar na captação de recursos tanto em bibliotecas estrangeiras como em brasileiras. Conclui-se que a perspectiva de colaboração dos usuários para melhorar os serviços das bibliotecas pode ser vista como um diferencial em tempos de recursos financeiros cada vez mais escassos e a luta por fontes de financiamentos diversos que ajudem a biblioteca a se manter ativa.

Waldman, L. "Coming Soon to the Library: Humanoid Robots." Wall Street Journal, September vol., n.

(2014). pp.: http://www.laschools.net/cms/lib07/NM01000458/Centricity/Domain/794/brc_1415/ne ws/%20Humanoid%20Robots%20-%20WSJ.pdf

—They have blinking eyes and an unnerving way of looking quizzically in the direction of whoever is speaking. They walk, dance and can talk in 19 different languages. About the height of a toddler, they look like bigger, better-dressed cousins of Buzz Lightyear. And soon, "Vincent" and "Nancy" will be buzzing around the Westport Library, where officials next week will announce the recent acquisition of the pair of humanoid "NAO Evolution" robots. Their primary purpose: to teach the kind of coding and computer-programming skills required to animate such machines.

While it isn't unusual for public libraries to offer instruction in programming or robotics, Westport is the first in the nation to do it with sophisticated humanoid bots made by the French robotics firm Aldebaran. In a brief demonstration last week, Alex Giannini, the library's digital-experience manager, had Vincent kicking a small soccer ball, doing tai chi and taking bows.

Whitmer, S. "MAKERSPACES THAT SET THE STAGE FOR LIFELONG LEARNING." UMASS vol., n.: pp.: http://venturewell.org/open/wp-content/uploads/2016/03/whitmer.pdf

Survival in a knowledge society is not about knowledge alone. To be globally competitive, economies must focus on building a culture of innovation, beginning by creating a foundation for lifelong learning. From K-12 and university environments to the workplace, traditional spaces lack the necessary digital and analog tools to support activities that inspire a culture of innovation. In this paper, we examine the emergence of a variety of spaces within the lexicon of makerspaces that support the hands-on learning activities of the innovation process.

Makerspaces are playing an important role in how and where people learn, from the foundational learning experiences of formal education to the adaptive learning experiences of lifelong learning

Wilczynski, V. "Academic Maker Spaces and Engineering Design." age vol., n.

(2015). pp.: https://www.asee.org/public/conferences/56/papers/13724/view

Academic Maker Spaces and Engineering Design Presented at Making in Design Authors Dr. Vincent Wilczynski Yale University [biography]

Willett, R. "Making, makers, and makerspaces: a discourse analysis of professional journal articles and blog posts about makerspaces in public libraries." Library quarterly vol. 86, n. 3 (2016). pp.: http://www.journals.uchicago.edu/doi/pdfplus/10.1086/686676

Focusing on current discussions about public library makerspaces, this article reveals how common themes are being discursively constructed in relation to the future of public libraries, maker cultures, and informal learning. The analysis highlights tensions and questions that emerge through the discursive construction of making, makers, and makerspaces in the field of library and information studies. The article employs discourse analysis to examine professional library journal articles and blog posts published from 2011–14 that focus on makerspaces in public libraries. The first part of the article reviews literature in relation to the history of maker movements and research on informal learning. These areas provide the context for the analysis of makerspace discourse in the second half of the article. The analysis highlights the importance of viewing public library makerspaces as connected with the mission of providing access to resources to meet the needs of diverse communities.

Wopereis, W. "Craftsmanship in the Digital Age: Reintegrating making and living in the Zomerhofkwartier Rotterdam." TU Delft Repositories vol., n.

(2016). pp.: http://repository.tudelft.nl/assets/uuid:b980892d-fb0a-4237-9a7f24b190a4577f/willem_wopereis_1514830_presentation.pdf

The project explores a new relation between places of production and places for living.

A small business area is densified with housing on top of existing structures. A tower is added which combines workspaces and duplex apartments. It shows how a very flexible yet specific casco can allow different types of use.