Reflection Blogging 4

            Reading the article, “Libraries and the Internet of Things,” brought up how this emerging technology can affect the libraries where we work.  Internet of Things (IoT), will impact library service.  IoT can assist the climate of rooms in the building such as thermostats; way-finding for people to know where to go for their information seeking needs; and gaming and augmented reality programs which provide entertainment (OCLC, 2015).

            In my home I have the Amazon Echo which I was reluctant to use at first, but I have found it very helpful.  For example, I use Echo as a timer when I am cooking, and I usually have three timers going at once.  I listen to music playlists I have made.  Echo notifies me when a package is delivered at my front door.  I can ask questions, such as, “when does Daylight Saving time end?”  Echo can turn off all the lights in the house in one command.  

            Perhaps in the future, there will be a virtual assistant technology device like Amazon Echo, catered to libraries.  Perhaps, the device could answer questions about where to find a book, material, or media.  The device can answer historical questions.  The device could answer librarians’ questions about how many times a material has been checked out, or if there is a book that is missing and needs to be replaced.  Through the use of smart appliances, the check-in and check-out process could be seamless.   Smart parking could help people find open spaces to park in the library lot.  If librarians wore smart watches they can receive notifications such as text messages from colleagues. 

            There are things libraries can do to support users’ adopting IoT outside of the library:

  • through general knowledge, training, demonstrations
  • through education regarding privacy and security issues
  • by providing accessibility, compatible devices and resources. (OCLC, 2015, p. 5)

Libraries can help the adoption of IoT by taking part in putting the smart into objects people use at home such as medical devices and sports and fitness devices (OCLC, 2015).  Libraries have a lot of information that can help people in the libraries, in schools, and on the job.

            In the article, “Libraries and the Internet of Things,” the author predicts that IoT will be as great in importance as the internet or even more than the internet (OCLC, 2015). The world is changing as everything is becoming connected, and every industry is being affected, including libraries.  

            IoT is opening a new horizon for libraries, as libraries become more creative with technology like IoT, and we connect in a hyperlinked way to each other and our libraries.  Library 2.0 is about embracing change and IoT is a change in libraries and outside of libraries.  As an information professional, I think that staff and patron use of IoT technology is an up and coming service that will transform how we work and find information in the library.

OCLC. (2015). Libraries and the internet of things. Next Space24, 3–9. https://doi.org/https://library.oclc.org/digital/collection/p15003coll11/id/23

Emerging Technology Planning

K-12 Makerspace at Milpitas Public Library to create products for developing countries

Goals/ Objectives for Technology/ Service

A blogger in the article “What is a Makerspace?” states a makerspace is:

A space with materials for students to let their curiosity and imagination come to life. An informal, playful, atmosphere for learning to unfold. A space where making, rather than consuming is the focus. A space where trans-disciplinary learning, inquiry, risk-taking, thinking, crafting, tinkering, and wondering can blossom. (What is a Makerspace?, n.d., p.9)

The goal of a makerspace is fostering creativity and learning for students, where they can participate and try new ideas, problem solve, produce new objects, and have fun in the process.  Makerspaces allow students to build, be adventurous, to make mistakes, and correct the errors.  An objective is to learn to work together, collaborate, brainstorm, and bounce ideas, in a group. Another objective is to contribute to student learning in the STEM fields.  The purpose of this particular makerspace is to create products for developing countries.  This will instill and inculcate a mindset of giving and caring for others with a world or global view and perspective.  So often, children and teens, can only think of their own niche in society, without a thought for others.  This K-12 makerspace will give them an opportunity to think of the welfare of others.  Students will learn about the needs of people in developing countries, and they will think of ways to create products to benefit those in developing countries.

         Some products the students will create include portable toilets, lamps, light bulbs, flashlights, stoves, microwaves, water purifiers, faucets, that can be used in the environment of households in developing countries.

Description of Community to be engaged

The community to be engaged are K-12 students in the Milpitas area who have time available in the afternoons, early evenings, and weekends to build and create.  These K-12 students do not need to have experiences with building, as they will learn hands-on, and their peers and three selected library staff will teach them how to use tools and equipment. These students should have a curiosity and motivation to participate in projects that may be long-term.

Action Brief Statement

Convince K-12 students at Milpitas Public Library that by participating in a makerspace for developing countries they will learn to make things to help others which will positively affect them for the long term because thinking of helping others is an important character trait to possess as information professionals.

Evidence and Resources to Support Technology/ Service

Evidence and Resources to Support Technology/ Service

Hamilton, B. J. (2012). Makerspaces, participatory learning, and libraries- the unquiet librarian.

In San Francisco, teens design a living room for high-tech learning at the public library. (2015). YOUmedia.

Milpitas library. (n.d.). Santa Clara County Library District. https://sccld.org/locations/MI/

Mission and values. (n.d.). Santa Clara County Library District. https://sccld.org/mission-and-values/

Roe, M. (2019). LA public library’s new makerspace/ studio lets you 3D print, shoot on a green screen, and way more.

What is a Makerspace? (n.d.). Makerspaces.com. https://www.makerspaces.com/what-is-a-makerspace/

Mission, Guidelines, Policy related to Technology/ Service

The mission statement of Milpitas Public Library (which is part of the Santa Clara County Library District) is supportive of a K-12 makerspace for developing countries, as the statement affirms: 

open forum promoting knowledge, ideas, and cultural enrichment. The library provides free access to informational, educational, and recreational materials and services. In response to community needs, the library provides diverse resources on a wide variety of subjects and viewpoints and helps people use these resources.  (Mission and Values, n.d., para. 1)

The guidelines for the K-12 makerspace for developing countries will follow basic instructions on what makerspaces should include: construction materials (wire, tape, cardboard), electronics (LEDs, buttons, switches); soldering irons; hot glue guns; sewing machine; and a hot iron.  Some advanced machines include 3D printer and laser cutter (A guide to makerspace equipment, n.d.).

The Milpitas Public Library branch manager as well as library administration will decide on policies such as hours of operation, staff supervision, safety, and funds.  During the school year, the K-12 makerspace will be open from 3pm-9pm on weekdays and 10am-6pm on weekends.  During the summer, the K-12 makerspace will be open the same hours as the rest of the Milpitas Public Library.  There will be a trained makerspace library staff person who will be present at the library, although the staff may not be in the makerspace room, for assistance or questions. There are safety policies because of the electronics, tools, and chemicals.  There may be dangerous equipment which must be stored properly.  The rooms must be ventilated.  Students may need protective eye wear and gowns.  Makerspace participants must help with cleaning, and the janitorial staff must be notified on how to clean the room (Martinez & Stager, 2019). 


Funding Considerations for This Technology/ Service

The purchase of equipment such as machines will be financed through a large grant from a Milpitas community member.  The community member asked that the K-12 makerspace to create products for developing countries be named after her: Carol Hamilton.  More funding will come from the Library Services and Technology Act (LSTA) which is allocated to each state in the U.S.  LSTA is an investment into STEM education.  The room needed for this makerspace should be spacious in order for maximum usability. There must be room to spread out and room for equipment.  A crowded room will make the experience of working less positive ((Martinez & Stager, 2019, p.208).  Milpitas Public Library has a large assembly room which could be used for a makerspace. 

Action Steps & Timeline

  1. Get approval from Milpitas library board members (2 weeks)
  2. Get all the staff on the same page and excited about this technology and service (2 months)
  3. Get input from what students want in a makerspace (3 months)
  4. Start designing the space with furniture, interior design, placement of equipment (4 months)
  5. Have the students try out the new makerspace for additional ideas and changes (1 month)
  6. Let K-12 schools know about the new makerspace to incorporate in their curriculum (2 months).  (Ten Tips for Starting a Makerspace, n.d.)

Staffing Considerations for this Technology/ Service

The Milpitas Library Branch Manager must oversee putting together a makerspace room.  The Branch Manager will have assistance from the library board members and senior librarians.  Among the library staff, there will be selected three who have experience with machines and equipment.  The three staff will devote five hours each week to be available in the makerspace. These hours in the makerspace would come from working in the main sorting room where books are checked in and organized to be shelved.  Library pages can divide and cover the hours lost in the main sorting room.  If staff can think of people in the community who would volunteer to spend 5 hours each week in the makerspace, these people will be asked to help.  One of the three staff will be present at the library for the K-12 students who have may have questions.

Training for this Technology/ Service

The three library staff that oversee the makerspace will visit another local library makerspace to learn and get ideas for the Milpitas K-12 makerspace for developing countries. There are training sessions at these local library makerspaces that the staff participate in.  Also, the three library staff will enroll in free online training courses by the Raspberry Pi Foundation(Training Staff and Volunteers, n.d.).  The three library staff will also take a FabLearn class called Strategic Planning, Design and Implementation of Educational Makerspace Programs.  This 5-day class provides comprehensive training, using the FabLearn approach to K-12 STEAM project-based education. During the 5-day program, participants will be guided in developing their own unique maker education deployment, training, curriculum and assessment plans tailored to organization needs.  The FabLearn class is for people who are charged with planning and implementation of maker education programs within their organizations (Training, n.d.). 

Promotion & Marketing for this Technology/ Service

The open hours for K-12 Makerspace for developing countries will be listed in the Events page on the Milpitas Library Website.  During the first few weeks of the launch of the makerspace, there will be a press release sent to local newspapers, and a Public Service Announcement about the makerspace will be advertised on local television and radio stations who allow the library free airtime.  After the nascent days of the makerspace, there will be continued marketing through flyers placed in schools in Milpitas.  Milpitas Public Library will partner with K-12 schools for the placement of flyers.  And the school can place an article about the Milpitas Public Library makerspace in the school newsletter.  The makerspace will be promoted on Instagram, Twitter, and Facebook.  Milpitas Public Library will post the makerspace hours on monthly events calendars.  Library staff will spread the news about the makerspace by word of mouth.  Milpitas Public Library will invite other libraries in the Santa Clara County Library District to participate in the makerspace and invite other library systems, like San Jose Public Library to participate.

Evaluation

There are ways to evaluate this new technology. One can ask students to keep a portfolio of projects that includes:

  • Which tools/ equipment they used
  • Which materials they used
  • Their project objectives
  • Who helped in the project
  • What they learned. (Measuring the Impact of Your Makerspace, n.d., para. 2)

Gathering this information will help determine which areas of the makerspace to invest in, and one can compare the makerspace with other makerspaces in other library systems.

Attendance is a metric of evaluation for the makerspace.  One could use:

  • RFID entry student cards for entering and leaving the room
  • Inputting registration information on computers by the doorway of the room
  • Sensors at machines that tabulate how many times the machine is used. (Measuring the Impact of Your Makerspace, n.d.)

Another important point of evaluation is measuring what students are learning.  What knowledge are they acquiring that they are not learning in a traditional classroom?  How is this knowledge helping the students? 

If the makerspace is successful, the technology can be expanded.  There could be more hours that the room is open, and people who speak on makerspaces can be asked to teach about makerspace projects and makerspace machines.  Completed projects can be showcased for other library patrons to view which may be a way to invite and draw in more people to use the makerspace.  Projects can be entered into competitions to receive recognition and awards.

References:

A guide to makerspace equipment. (n.d.). Build a Makerspace for Young People. https://www.futurelearn.com/courses/build-a-makerspace/14/steps/1198988

Library Funding. (n.d.). American Library Association. https://www.ala.org/advocacy/library-funding

Martinez, S. L., & Stager, G. (2019). Invent to Learn: Making, tinkering, and engineering in the classroom (2nd ed.). Constructing Modern Knowledge Press.

Measuring the impact of your makerspace. (n.d.). Build a Makerspace For Young People. https://www.futurelearn.com/courses/build-a-makerspace/14/steps/1198991

Ten tips for starting a Makerspace. (n.d.). Build a Makerspace for Young People. https://www.futurelearn.com/courses/build-a-makerspace/14/todo/116028

Training. (n.d.). FabLearn. https://fablearn.org/training/

Training staff and volunteers. (n.d.). Build a Makerspace for Young People. https://www.futurelearn.com/courses/build-a-makerspace/14/steps/1198984

Reflection Blogging 3

The Hyperlinked School Library would include the fundamental tenets of Library 2.0 which are:

• Reaching out to new users

• Building new services

• Responding rapidly to changing customer demands (Casey, 2007, p.37)

            School libraries like public and academic libraries are adjusting to the changing way that information is retrieved and what users need from the libraries.  Doug Johnson says that “all libraries have three primary responsibilities in the coming decade: providing ‘high touch environments in a high-tech world;’ offering virtual services, and standing ground as [user] information hubs” (as cited by Lynch, 2016, p.5).  Rolf Erickson states that elementary school level libraries need to not just be a warehouse with print collections but a learning space (as cited by Lynch, 2016).  And Steven J. Bell adds that K-12 libraries and academic libraries of the future will have “automated and mobile reference sections, on-demand collections and entrepreneurial librarians unafraid to learn new technology and implement cutting-edge ideas” (as cited by Lynch, 2016, p.6).  These three individuals, Johnson, Erickson, and Bell, describe a hyperlinked library.

            K-12 students have access to resources in a way that has never been seen before.  But school libraries do not have to think they are in competition with other sources of information, but instead work together with data from other sources to the benefit of the student (Lynch, 2016).  This fits well with how Library 2.0 is about “building change around the needs of your community of users” (Casey, 2007, p.24).  School libraries like other types of libraries must know their “community of current and potential users and what they want and need” in order to follow the Library 2.0 model (Casey, 2007, p.35).          

            From my experience school libraries are small with few resources.  However, as library professionals we can change school libraries to become a vital part of students’ academic experience. If I were to work in a school library environment I would want to be transparent and work from the heart.  By examining what a hyperlinked school library should look like has made me realize how much students can benefit from a school library modeled after Library 2.0.  A major goal of school libraries is to prepare students for academic life in college.  There are many skills school librarians can teach students such as how to research and how to advance their reading and writing skills (Lynch, 2016).  Investment in school libraries will positively affect the next generation.

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today.

Lynch, M. (2016). Saving school libraries: how technology and innovation help them stay relevant. Edvocatehttps://doi.org/https://www.theedadvocate.org/saving-school-libraries-technology-innovation-help-stay-relevant/

Reflection Blog 2

            Thus far in the course, I have been thinking about what a hyperlinked library is and how participatory service fits in to making a library hyperlinked.   The tenets of participatory service help inform my practice as a future librarian.  The tenets include:

  1. Participatory service engages users to add to library services
  2. Participatory service offers the chance for users to plan with librarians
  3. Participatory service offers a mechanism for evaluation. (Stephens, n.d., 9-11 section)

            As I continue examining the readings/ videos/ and sites, I have learned that a hyperlinked library has the attitude of the Library 2.0 Model in Casey and Savastinuk’s book, Library 2.0: A Guide to Participatory Library Service.  A Library 2.0 model means the library must embrace constant change: keeping up with patrons’ changing needs. And the library must have user participation: “customer involvement in the creation and evaluation of programs and services” (Casey & Savastinuk, 2007, p.14).

            The article “In San Francisco, Teens Design a Living Room for High-Tech Learning at the Public Library” demonstrates a hyperlinked library that has participatory service in how they construct a teen space in the library called “The Mix.”  From the beginning of the planning, teens were involved.  The best results came from the early involvement in teens. In addition the teens said that they knew their decisions would be final, and there would be no asking an adult to approve a decision.

            The concepts in this course about hyperlinked libraries, participatory service, and Library 2.0 impact my view of library service by giving me a new perspective on how to reach the user needs of patrons that visit the library.

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today. 

Costanza, K. (2015). In San Francisco, teens design a living room for high-tech learning at the public library. YouMedia, 1–3.

Stephens, M. (n.d.). The hyperlinked library: participatory service and transparency [Lecture notes for slideshow]. San Jose State University. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=35b4e981-cd58-479a-96d3-aab3011b0f24

Context Book Review

Invent to Learn: Making, Tinkering, and

Engineering in the Classroom

By Sylvia Libow Martinez & Gary Stager

             This book, Invent to Learn: Making, Tinkering, and Engineering in the Classroom, relates to our course because it discusses emerging technologies through the maker movement.  “Making is about the act of creation with new and familiar materials” (Martinez & Stager, 2013, p.33). 

            The book defines the three concepts mentioned in the title: making, tinkering, and engineering.

  • Making is about the active role construction plays in learning.  The maker has a product in mind when working with tools and materials
  • Tinkering is a mindset – a playful way to approach and solve problems through direct experience, experimentation, and discovery
  • Engineering extracts principles from direct experience.  It builds a bridge between intuition and the formal aspects of science by being able to better explain, measure, and predict the world around us. (Martinez & Stager, 2013, p.32). 

In a hyperlinked library, modern makers also share with others the process of making through blogs, videos, and pictures.

      In the book, Dr. Seymour Papert lists Eight Big Ideas Behind the Constructionist Learning Lab:

  • The first big idea is learning by doing
  • The second big idea is technology as building material
  • The third big idea is hard fun.
  • The fourth big idea is learning to learn
  • The fifth big idea is taking time—the proper time for the job
  • The sixth big idea is the biggest of all: you can’t get it right without getting it wrong
  • The seventh big idea is to do unto ourselves what we do unto our students
  • The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing. (Martinez & Stager, 2013, pp.73-74).  

These ideas are about proper mindsets for makers, so that makers will enjoy what they are doing, and learn that failure is okay, and how prominent digital technology is becoming.

3D printer

            From this book, librarians can get ideas on how to create a modern makerspace and the makerspace will be an exciting new service for library users.  A makerspace can have “3D printers; cutting machines; milling and routing machines; joining machines; traditional hand and power tools; and decorative materials” (Martinez & Stager, 2013, p.88). 

Fabric cutting machine

             Emerging technologies in the physical computing arena are discussed in this book such as LEGO, Arduino, Wearable Computing, and MaKey MaKey.  There is a long list of robotics project ideas such as plan and construct a city of the future including robotic elements; construct a robotic dog-walking machine; invent a robotic musical instrument; and construct and program a supermarket scanner.  The book discusses emerging technologies in the area of programming computers.  Cutting edge programming languages include Logo, Scratch, Java, C++, BASIC, and Python.  The world of physical computing recognizes that technology is improving and changing.  This is a Library 2.0 concept that libraries need to be ready for constant change.

            Another important concept of the course which is outlined in the foundational reading book for this course, Library 2.0: A Guide to Participatory Library Service, is participatory service.  In participatory service users have a say in what library services are made.  Users can comment to library staff about what they want.  Participatory services are about users communicating about services they receive which the staff can incorporate or change a service.  The maker movement is a participatory service because it relies heavily on what the users want to make, what topic or project they want to tackle.  Having a maker-mindset means creating new things and thus, this is a user-oriented method (Martinez & Stager, 2013).

            The maker space technology will change library service as people who enter the library doors are not expecting to find a space or room for making, tinkering, and engineering.  The traditional reasons from coming to the library such as finding materials, using computers, and finding a place to study, will now include fabrication of projects.

            This book relates to the course of emerging technologies, and also includes participatory service.  Reading this book inspires one to new heights of maker spacing as there are infinite topics and projects to create and solve.  This book is also practical because it discusses what a maker space should have, and specific programming languages that can be learned.  From this book one can gather ideas on their own future projects which can benefit their community and be a resource for others to use. 

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today

Martinez, S. L., & Stager, G. (2013). Invent to learn: making, tinkering, and engineering in the classroom. Constructing Modern Knowledge Press.

Reflection Blog: Foundational Readings

            I found many insights in Casey and Savastinuk’s book, Library 2.0: A Guide to Participatory Library Service. The book discusses what makes something a Library 2.0 service.

What was emphasized repeatedly was that the structure of Library 2.0 includes constant change and user participation.  Constant change is about evaluating a service to see if it is meeting its expected outcomes and it is a needed service.  If the service is not useful then it should be updated or replaced.  User participation (or participatory service) is about customer input regarding a service.  When reviewing the service, do customers have a voice (Casey & Savastinuk, 2007)? 

            Library 2.0 is about “keeping our current customers satisfied and reaching out to serve the broader market” (Casey & Savastinuk, 2007, p.16).  Constant change allows the library to stay abreadst to customers’ evolving needs.  User participation gives customers a voice in services offered.  

            What I could bring to the library where I work is user participation which is customer involvement in the creation and evaluation of programs and services.  Our library could be more open to suggestions from customers.  In order to get customers’ opinions we could ask customers to write reviews, rate materials on an online portal, and complete surveys.

            What I gained from this book is that “knowing your community of current and potential users and what they want and need is the first step when thinking about how Library 2.0 can benefit your organization and its users” (Casey & Savastinuk, 2007, p.35-36). I would like the library where I work to be about Library 2.0 as it is “inclusive, tolerant and open-minded” (Casey & Savastinuk, 2007, p.36).

            Library 2.0 is about improving library services, and it ushers in the “next generation library” (Casey & Savastinuk, 2007, p.18).  I find Library 2.0 and its focus on change and user participation to be innovative and an exciting step for libraries today.  In my future career as a library professional I hope to maintain the forward thinking of Library 2.0 by continually adapting services and getting feedback from customers about services.  Change is not easy, especially if there is a culture resistant to change at the library and the attitude of “we’ve always done it this way.”  Soliciting the opinions of customers will be a motivating factor for change. 

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today.

Introduction

Hello!  I live in the Bay area.  I’ve worked as a library assistant for four years.  Currently, I have been volunteering for five years at a local library.  I facilitate an English as a Second Language Conversation program at the library. 

I also have a bachelor’s and master’s degree in English.  I am interested in this course because I was recommended to take a course by Professor Stephens. I also want to learn more about emerging technologies. My career interest is public librarianship.

Other things about myself:  I’ve been married for 11 years, and no kids. I’ve also lived in Syracuse, NY and Sacramento. I play tennis, cook, and play piano. 

Boston July 2017
A photo of me on vacation in Boston
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