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.

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