Tools for Transformation: Key Elements for Building New Library Programs
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Panel presentation given at the Arizona Library Association 2017 conference. Makerspaces and other innovation incubators are trendy and cool, but the elements that make them successful are basic, not terribly sexy, and essential for building new library programs. Who do you work with? Where do you put it? Why and how will your constituents use it? And how will you make sure they know about it? In this presentation, we use the Cline Library MakerLab as a case study, but the concepts we discuss are relevant to other types of projects and libraries.
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Tools for Transformation: Key Elements for Building New Library Programs
- 1. Tools for transformation: key elements for building new library programs Janet Crum, Head, Library Technology Services Jill Friedmann, Assistant Dean Bryan Johnson, Support Systems Analyst, Sr. Kathleen Schmand, Director, Development and Communications
- 3. • Northern Arizona University • Public University • 30,000+ students • Large undergraduate student population • Located in Flagstaff • Cline Library • 554,000 visits (FY17) • Heavy use in person and online • Since 2011— repurposing space, integrating technology CLINE LIBRARY AND NORTHERN ARIZONA UNIVERSITY
- 4. 4 September 2015—Brainstorming session with library staff about fundraising priorities October 2015—Draft of a funding proposal for the MakerLab January 2016—Proposal revision and decision to pursue LSTA funding March 2016—LSTA grant submitted to Arizona State Library April 2016—Continued development of program plan and establishing partnerships with faculty and others in the community May 2016—Notice of Award and decision to become a MakerBot Innovation Center August 2016—Open MakerLab to NAU community and public THE PROJECT TIMELINE—THE CLINE LIBRARY MAKERLAB • No money to renovate library spaces initially • LSTA grant partially funded equipment
- 5. THE MAKERLAB 5 WHAT’S IN THE MAKERLAB? • 20- 3D printers (18 standard & 2 large format) • 3D design software • 3D scanners (tabletop and handheld) • Electronic prototyping kits • Technical assistance • Workshop/Training space • Open to the public (Really true…) • First MakerBot Innovation Center in the West
- 6. 6 • 3D print jobs processed: 3,549 – 61% original designs – 26% for coursework in 12 disciplines and > 50 courses (biggest users engineering and art) – 7% from users not affiliated with NAU • Training and Outreach – 22 workshops and events (total attendance: 237) – 11 presentations (total attendance: 354) – Participated in several maker fairs and similar outreach events BY THE NUMBERS 2016-2017
- 7. 7 PART 1: COLLABORATION AND PARTNERSHIPS Better together! Finding collaborators to help with your project
- 8. ON-CAMPUS COLLABORATORS & INTERNAL PARTNERS • Leverage existing partnerships • Faculty we had worked with on other projects • Interdisciplinary/diverse – from the beginning • Faculty from mechanical engineering and sculpture • Helped us plan for different types of uses from the start • Who else might be interested? • More engineers • Visual communication • Design thinking and innovation • Admissions – an outreach partner
- 9. 9 COLLABORATORS IN THE COMMUNITY Who might use your services? Who isn’t currently being served/served well? • Coconino Community College • We are their library • Spoke to classes and participated in fall kickoff events • Flagstaff Unified School District • Connected by exhibiting at local science festival • High school robotics team • Other classes and groups – hosting field trips, giving presentations • Flagstaff Public Library • We contacted them to explore potential collaborations • Taught workshops in their space—for staff and users
- 10. MORE COMMUNITY COLLABORATIONS • Small businesses and startups • NACET = Northern Arizona Center for Entrepreneurship and Technology, a startup incubator • Coconino County SBDC = Small Business Development Center, part of federal Small Business Administration • SBDC contacted us before project started. Connected us to NACET. • Flagstaff Festival of Science • Held 2 highly-attended events this fall— and got coverage in the local paper • Local commercial makerspace/tech shop • Opportunity to refer users back and forth 10
- 11. COLLABORATION—LESSONS LEARNED 11 • New services lead to new relationships—and new relationships enhance new services • Who might be interested/able to help? Contact them! • Casual conversations – chat, explore possibilities. Meet in person if possible. • Always ask: Who else should I talk to? • Maintain the relationship • Ask for advice • Share info on new developments • Announce/invite to events
- 12. 12 PART 2: FINDING THE RIGHT SPACE • Making – 3D modeling/print – Electronic prototyping – Zine making • Collaborative learning • Group activities • Workshop space • Room for breakouts
- 31. 31 PART 3: LEARNING AND INTEGRATION INTO THE CURRICULUM PRIMARY GOALS FOR THE MAKERLAB: • Partner with faculty to integrate a new technology into existing curricula and engage students through new assignments and projects. • Learn how to provide faculty with the training and information they need. • Develop close relationships to encourage them to integrate new and emerging technologies into their pedagogy and course design. • Develop and deliver workshops and training that anyone could attend and begin using the MakerLab’s services and resources.
- 32. 32 FACULTY PARTNERSHIPS Identified and collaborated with distinguished faculty on campus already working with 3D technologies in engineering and art. Arranged a program in coordination with the Faculty Professional Development Program, splitting expenses to bring in a noted guest speaker, Maggie Melo from the University of Arizona’s Makerspace. Establish clear contact channels for faculty to connect with the right MakerLab staff. Integrate the collection of information into the initial request form about course-related requests.
- 33. 33 TRAINING DESIGN Become an evangelist for your program Anticipate and address concerns from stakeholders before they arise by articulating the purpose of the project and how it fits into the mission of your organization Prepare to answer the question, “Why the library?” early and often Deliver training and information both in a scheduled fashion and at the request of departments/programs/etc.—customize it as appropriate. Leverage organizational expertise to help deliver the training
- 34. 34 TRAINING CONTENT • Developed focused content that communicates basics of using service and resources that anyone can present (with coaching) • Build upon those basics with more specialized training, both in person through consultations and with focused workshops at an intermediate and advanced level • Refer to university resources (Lynda.com) to fill gaps
- 35. FOSTER FACULTY AND PROGRAMMATIC RELATIONSHIPS 35 • Frequent communication and close relationships allow us to be aware of and prepare for a large number of submissions related to coursework • Continue to collaborate with early adopters on growing and expanding program support and feedback • Find creative ways to partner with programs to cover printing expenses
- 36. ENGAGE STUDENTS THROUGH NEW ASSIGNMENTS AND PROJECTS • Worked with faculty from a diverse set of majors and colleges (Fine Arts, Mechanical Engineering, Anthropology, English), including the First Year Seminar Program to assist in the development of coursework and assignment creation • Provided access to software that has a high cost barrier to empower students as well as introduce them to low-cost free software they can use at home
- 37. PART 4: COMMUNICATION STRATEGIES AND MARKETING
- 38. COMMUNICATION PLAN BASICS 38 Communicating about the new program was crucial for its success. What are some key elements to include in any communication strategy? 1. Communication Goals 2. Identifying the Audiences 3. SMART Objectives 4. Key Messages 5. Tactics
- 39. KEY ELEMENTS OF THE MAKERLAB COMMUNICATION PLAN Communication Goals: The MakerLab supports university priorities because it: • Improves student learning and achievement through a large scale 3D printing and scanning program. • Fosters STEAM learning in a highly accessible location at NAU. • Encourages collaboration between NAU and the community through access to 3D printing and maker technologies. Audiences: Primary Audiences: Students and Faculty (NAU and Coconino Community College), Administration, Staff/ Library Staff, Flagstaff Community Secondary Audiences: Alumni, Prospective Students, Parents
- 40. SMART Objectives: 1. Inform the NAU and local community about access to the MakerLab. 2. Educate the NAU community on what is possible to achieve with 3D printing by providing student stories and showing examples of what has been printed. 3. Teach individuals and groups how to integrate the technologies and tools in the MakerLab into their personal learning. Key Messages: 1. Experience the Cline Library MakerLab and discover your creative/Innovative side. 2. Integrate the MakerLab into your learning experience at NAU and beyond. 3. Collaborate across disciplines to create and innovate.
- 41. Thinking about a program you want to talk about and elevate, what decisive phrases or words help you describe it? What are some phrases you have used? For a lending equipment program: Let your creativity shine and wow your faculty. Borrow multimedia equipment from the library. For a new learning space that offers advanced technology: Teach, collaborate, and learn in the Learning Studio • Keep to 1-2 key messages. • Keep them brief, almost a tagline anyone in your organization could use to describe the program. • Always use active language. CRAFTING A KEY MESSAGE
- 43. TACTICS USED TO COMMUNICATE ABOUT THE MAKERLAB • Collaborated with MakerBot on an official press release • Wrote an article with colleagues on establishing the MakerLab for Computers in Libraries • Developed a rack card for the MakerLab • Held a Grand Opening event within the first month • Had a table with 3D printer and technology staff at the University’s Campaign closing Gala • Created buttons and 3D printed bookmarks • Used social media channels to create awareness • Participated in the NAU Science and Engineering Day and Flagstaf Festival of Science • Attended the Arizona SciTech Conference, Southwest MakerFest, and Maricopa Science City—Partnered with Admissions • Created programs for the Flagstaff Public Library and Mesa Public Library that included an interactive display area with 3D printed objects, a rolling slide show, and a 3D printer • Held numerous workshops and maker nights—continuing to grow in this area
- 45. 45
Notes de l'éditeur
- Janet: introduce self, have everyone else introduce themselves
- Janet. Welcome everyone. Let them know that we’ll use the MakerLab as a case study to illustrate principles that can be generalized to other settings and other types of projects.
- Janet. Providing some information for context. Summarize briefly.
- Janet: More context. Completed the project in a year from brainstorming to opening day. Bulk of work done in about 8 months, starting with LSTA grant application. Had to work quickly.
- Janet. Summarize. Note: Focused on 3D printing and electronic prototyping – in part b/c we had no funds for renovation. These are library-friendly technologies without ventilation, etc. Went with MakerBot Innovation Center b/c turnkey package – spec-ing out, management software, installation, high level of ongoing support. Let us meet an aggressive timeline without initial in-house expertise. Heavy emphasis on training and outreach. Wanted to kickstart the new program with as much promotion as possible and make the service as accessible as possible. Knew this would be new technology to many of our users. Wanted to be sure they could jump in and see how they could apply it. We are open to the public, unlike many academic library makerspaces.
- Janet: Just a few stats from last academic year to give you a sense of the scale of our operation. Most of what we did in our first year focused on 3D printing—and we did a lot of 3D printing. We also devoted significant effort to workshops, presentations, and outreach to get the word out about our new program and make sure our users knew how to use it.
- Janet. Presentation in four major sections, one for each of us. I’m up first, talking about how we leveraged existing relationships and built new partnerships to make this program successful.
- First will talk about what we did, then capture some lessons/points that can be applied to almost any new program. We started by contacting faculty we worked with on other initiatives that we knew were interested in maker tech. Fortunately for us, they were from 2 very different disciplines—mechanical engineering and sculpture—so we got different perspectives from the get-go. We had worked with the mechanical engineering professor when developing our high-tech classroom. He recommended we work with the sculpture professor, who he was working with on a grant-funded project using 3D printing. We also sought out faculty from other areas like visual communication and design thinking. Helped ensure that we would accommodate a range of needs and projects. For example, based on the recommendations of our 2 original partners, we included a 3D sculpting program (Zbrush) as well as software commonly-used in engineering. Our initial partners helped put us in touch with faculty in other disciplines who were either using 3D printing or interested in making—again, across disciplines.
- Janet: As noted earlier, the MakerLab is open to the public as well as faculty, staff, and students. From the beginning, we wanted the MakerLab to be a community resource. Early on, we considered who in the community might be interested in our services and identified some key groups to contact. These initial contacts resulted in some good opportunities to work together.
- Makerspaces come in all shapes and sizes. Phase one for us was all about the MakerBot Innovation Center. But we knew we wanted to launch from that initial phase into a space for workshops and more making that would include electronic prototyping, zine making, and most importantly we needed a space for collaborative learning, group activities, and workshops The icing on top would be room for breakouts.
- This is the first floor of Cline Library. I also by start walking around the building, map in hand when we need to find space for a new program.
- Simple adjacency diagrams can help you determine how much space you need for your new program and where it goes in relationship to other programs in your library. These are particularly helpful if you’re doing a renovation and your makerspace is one of many programs you are building.
- Adjacency diagrams can get quite complex, but they represent the relationship between the amount of space you need for each program and it’s relationship to programs that need to be nearby and are related to it.
- Since we were only creating one new program and going into a small new space, I used our library building map to show potential locations for the MakerLab in relation to existing service points. At the same time, we were looking for the MakerBot Innovation Center space that could be expanded into that larger space for our future needs. We also needed a space that had lots of power and Ethernet.
- We settled on a room that was being used as a group study room that had many years before been used as a print/copier room, so was already outfitted with lots of power and Ethernet. So we didn’t have to bump up the underlying infrastructure. It was also within eyesight of the main library service point and right around the corner from the main entrance.
- The MakerBot Innovation Center uses MakerBot 5th Gen Replicators. We have 18, as well as 2 – Z18 printers. We use PLA plastic that doesn’t require venting, so we didn’t have to change any of the HVAC system or install a ventilation system.
- It also has glass windows to give great exposure for the new service. We placed workbenches just outside the space to begin the process of encroaching into the future expansion area.
- Students with our tech services helped set up the printers and we were live in the fall of 2016.
- We leveraged that success to get funding for the expansion space, planned for the area directly adjacent to this room.
- During our initial planning phase a year earlier, we identified this location as the expansion space and had preliminary quotes for what it would cost to enclose the space, potential furniture cost. This area is part of our heavy use computing area on the first floor and we discussed ways to incorporate these computing seats into other areas of the first floor so we didn’t drop our technology seat count.
- We like to use modular walls at Cline Library. We use DIRTT walls – D – I – R – T – T. That stands for do it right this time. They are local, here in the valley and the aluminum frames and clear glass is all manufactured here.
- The back painted glass is manufactured in Calgary.
- All of the glass is writable and students love it. We have several collaborative rooms built out of DIRTT and they are some of our most popular rooms in the building. We new we wanted to put an entire wall of solid writable glass in the MakerLab for making use.
- The other great thing about these walls is their ability to manage embedded technology. We have two screens as part of our technology package in the MakerLab. This one is for the breakout space. The other screen is out-facing to attract users to the space.
- This is the Workshop Space. We had stainless steel tops put on fliptop tables, so the table tops are also writable and the tables can be moved out of the way if makers want to build large moc-ups or we just need more space for an event. The lockers in the corner hold electronic prototyping kits for checkout. The column holds zine-making supplies and other making tools. The workbenches by the wall hold computers with 3D modeling software and two 3D scanners. Almost everything in this space is on wheels so we can rearrange as needed.
- Breakout space: seating has power, both AC and USB. The technology allows students to take control of the monitor. We also have a projector and screen with touch controls for workshops. This monitor can be controlled as part of that package.
- The entrance to the MakerLab has a large screen that highlights making tools.
- The other portion of the main wall has built in exhibit cases where we highlight student work.
- Thank you Jill. We had 4 primary goals related to the learning and integration of the makerlab into the curriculum. We first worked with faculty who had previous 3d printing and making experience to learn how they were using it in their classes. _________________________________________________________ Bryan- Form filled out by patrons for use of service asks for class/project info Reflecting on purpose, types of program we offered and attendance, types of outreach activities Interesting projects (highlighting in trophy cases) Touch on diversity of disciplines using maker lab (first year seminar, art, mech engineering, english)
- During the initial planning phase and after we received notice of partial funding from the LSTA, we worked closely with key faculty on campus who were already familiar with 3D printing and makerspaces and used it in some of their coursework. They provided valuable input that helped guide our programming and purchasing decisions and remain close partners. We talked to faculty with hands on experience first because this was a new service for the library that nobody was familiar with and we During our first semester, we held a Makerspace workshop for the Faculty Professional Development program organized by Teaching, Learning, and Research Services Librarian Amanda Meeks with a guest speaker from the U of A’s collaborative makerspace Gave faculty notice that the service was coming to campus and provided outside expertise to answer any questions and provide examples of how technology was incorporated into curriculum Have clear methods of contact so faculty who are proactive can reach out to the right person the first time Email address is on promotional material and website and we offer number of other methods of contact: phone number, technology assistance form (also chat and in-person interactions) We then intake that first point of contact and connect the faculty either with a staff member for programming related options Part of our 3d print request submission forms asks if the request is related to a class or coursework. Following up with faculty whom we’re not yet partnered with, but have students using the program has led to new partnerships in disciplines that might not think of using maker technologies
- Why is it cool and what are the real world applications? Incorporate into training so it’s not just an information dump Bryan: Some may be skeptical of the value of such services and could see them as wasteful or detracting from your core mission. Why the library: It helps to have a good elevator speech prepared; be ready to sell the program to faculty, staff, administrators, students and the public. Delivered training in multiple ways depending on the audience (workshops for drop in’s, community members; consultations with students, classes and instructors Call upon faculty partners to deliver training/workshops in space Create content to serve as an introduction the space and tools/services
- Develop and deliver workshops and training that anyone could attend and begin using the MakerLab’s services and resources. Developed focused content that communicates basics of using service and resources that anyone can present (with coaching) Introduction to “blank” courses. Mostly informational without getting to content heavy Provides enough information for most to get started and refers to university resources for more information or assistance. Fills gap between instructor in a discipline with no prior knowledge who can assign a 3d printing project, send student to workshops, and then grade final product Provide workshops and trainings to introduce faculty and students to technology and processes If desired, instructor can assign work, have us Filled gap of a instructor assigning Content presented during events created in tandem with technology staff, Director of Communications Provides information in an accurate, focused manner that gets down to the core tenants of technology Build upon those basics with more specialized training, both in person through consultations and with focused workshops at an intermediate or advanced level Relied on faculty partnerships to provide intermediate-advanced workshops and as staff became more versed in technology, started providing intermediate workshops with MakerLab staff Consultation model (request technology assistance) allows us to match request for specific software training/help with employees who are most well versed in technology or provide us enough time to research and get a handle on issue before meeting with patron Refer to university resources (Lynda.com) to fill gaps We can’t be experts in everything and Lynda.com fills that gap as a resource that all students have access to and can leverage for personal learning.
- Worked with faculty to divert a portion of class fees per student to pay for 3d printing coursework at no additional cost to student.
- We’ve worked with faculty from a number of disciplines, some of which you wouldn’t immediately think of being high users of a makerspace An art class held a public exhibit where each piece incorporated a 3d printed item. Worked with engineering students to create frames and parts for RC cars. Worked with a math student to 3d print a visualization of space time created in MATLAB. Partnered with the First Year Seminar program to introduce freshmen to 3d printing and making activitites ??**One of the instructors assigned a book review where the student had to use a 3d printed item**?? Added trophy case to workshop space expansion to display notable student work and provide inspiration for those in and walking by space. Finally, provided access to software with a high cost barrier on two computers in space that anyone, including the community can use. In addition to those paid tools, we also introduce low-cost or free tools that can be used at home. For example, we have licenses for Solid works on our two makerlab computers, but we can also direct users to sign up for a free TinkerCad account if they want to continue at home. Now I’ll pass it on to my colleague Kathleen Schmand _______________________________________________________________________ The First Year Seminar Program brings the best faculty, teachers, and scholars on campus together with highly motivated first year students to explore rich and engaging topics based upon faculty research, scholarship, interests, and current issues. Through this experience, undergraduate research is pursued from the beginning of students’ careers, communities are established among Seminar students, strong mentoring relationships are formed with Seminar faculty, and increased numbers of students are retained from the first year into the second year. The aspiration of the Program is that the Seminar becomes a signature experience for first year students at Northern Arizona University. Kevin Ketchner Director, First Year Seminar Program Talk about some examples such as writing about 3D printing. The First Year Seminar Program did a book review using 3d printed items .
- Give attendees the two possible scenarios or let them use one from their own environment. Help them develop 1-2 messages. Ask for ideas/key messages from the audience to share. For a lending equipment program at a university: “Reveal your creative side, borrow multimedia equipment from the library” or “Let your creativity shine and wow your faculty. Borrow multimedia equipment from the library” For a new learning space that offers advanced technology: “ Teach, Collaborate, and Learn in the Learning Studio” or “Schedule your class in the Learning Studio and change the way you teach”
- Always keep in mind the time, personnel/resources, and budget as you build your communication plan.