Wednesday, October 5, 2016

October 2016

      The BRCC librarians will be visiting all sites beginning in October. Library  Orientations were offered to each location in September, and the librarians connected with many students.

Welding student at Port Allen

      Please contact your visiting librarian if you need materials, a bibliographic instruction session, or other library assistance. We would be happy to help!

Kathy Seidel ..........New Roads and Jackson

Peter Klubek klubekp@mybrcc ............Port Allen and Plaquemine

Laddawan Kongchum and Central

Lauren McAdams and Acadian

     At Mid-city, the library has witnessed very high demand these past few weeks. Students have been visiting the space to do research, utilize the study rooms, and consult with the librarians. A few faculty members have also stopped in to ask questions. Which you are highly encouraged to do!

Students using the second and third floor study areas.

   As a friendly reminder if you give a library assignment, be sure to include a copy for the library. It is helpful to have this information for accreditation purposes. We have seen all sorts of interesting assignments. Some have included locating a journal article that ties trigonometry to a student's major, an assignment that asks students to locate information about data management in the cloud, and an English assignment that looks at multiculturalism in entertainment. These are all fascinating topics, and we are always up for new challenges!

      The library offers tours of the space and all of the resources available. Students on the tour have often remarked that they didn't know the library was so large, that there were so many different types of material, and that they had so many study space options available to them. Highlights of the tour include the archives, the American Freedom Shrine, and reading room which often hosts student activities and events. There is a lot to see at your BRCC Magnolia Library.

Reference Librarian Peter Klubek leading a CSSK class on
 tour and highlighting the Freedom Shrine.

      The library continues to promote e-Books. Our displays are now traveling to other sites. Be on the lookout for these informative displays, and if you are curious about how to access the e-Books, or what is included with them, ask any of the librarians. We would be delighted to give you a demonstration!

e-Book display at Hooper

Monday, September 12, 2016

September 2016

     You may have seen some of our posters regarding the availability of e-books. Our collection of e-books has greatly expanded recently and we are heavily promoting this acquisition. We have new titles in history, nursing, and many others. Our promotions are not limited to posters alone. The 1st-floor display is also addressing electronic books.

1st-floor library display

    In this display, a computer is centered on the table. The monitor depicts a series of books coming out towards the viewer. There are also many wires linking the computer to a sample of e-book titles that are available in the collection. Be looking for other similar displays across all BRCC sites. The display is meant to elicit a response and raise awareness and interest in this collection as it is likely to continue to grow in the future.

The semester is off to a great start in the library. We have already met with a number of classes for library instruction, students have been utilizing the library and study space, and we have already begun to travel out to all the BRCC sites.

Technical Services Librarian Laddawan Kongchum
assisting a student

Monday, August 29, 2016

August 2016

Welcome to a new semester at BRCC!

Our thoughts go out to all the faculty and students affected by the recent flooding. Louisiana is a unique place, and we will get through this. Know that we are with you every step of the way.

The library hosted our semi-annual open house on August 25th.

The event was well attended and featured the opportunity for faculty to get to know their subject liaison librarian. Each librarian prepared a display highlighting new items from the collection related to specific disciplines. If you didn't get a chance to talk to your friendly subject librarian, stop by or give us a call anytime (216-8555). We are always delighted to hear your ideas, schedule a visit to your classes, or just have a casual conversation with you!

The open house was enjoyed by all of those that did stop in. There was information about the e-book initiative, as well as an introduction to OER's and how both of these options could help your students save money on textbooks. More affordable college costs is one way to encourage your students, and could positively impact a student's ability to return semester after semester.

We look forward to your visits in the future.

Another way to help save your students money on costly textbooks, is through the Reserves collection. This collection of high-demand items typically houses faculty provided copies of the textbook used in class. This option is very popular with students, and many have expressed a desire for more material to be put on reserve. We can't do this without your help, and we have streamlined the process of adding your textbook on Reserve. All you have to do is bring a copy of the item you would like to place on reserve, complete a short form that we provide, and you can be on your way. The confusing questions have been done away with, the Reserves are open and ready for you.

Don't forget about the services the library offers your classes. We can schedule a visit to your class, a tour of the library, or a consultation with you about your assignments and the resources we have available to help with them. We have already had a number of requests, but we are always looking for more!

Technical Services Librarian Laddawan Kongchum
speaking to Aviation students
during  a special library orientation session.

And, coming soon, the library is offering a professional development session on e-books and OER's! Be looking for this information in the future. You can earn professional development points for your attendance and it is a great way to get on board with this emerging technology.

Friday, May 6, 2016

May 2016

The BRCC Library Club is active in the community.

Library Club members back row: Crawford Wheeler, Kathryn Seidel, Peter Klubek
Front Row: Raykaiyyah Donkor, Vanessa White, Delisa Brown

      The BRCC Library Club was very excited to visit the Boys and Girls club on Friday, April, 29. We were a small group of four students and two club advisers. The group photo above shows the book that was read and samples of the puppets made in a group activity.

Library Club members reading to the children.
     The club members read the story "If Not For the Cat," by Jack Prelutsky. The children were very interested in the story, and readily called out the answers to questions about the different animals featured in the story.    

Puppet construction.

Library Club members helping students
create their own puppets.
      They then helped the children create puppets based on the story book characters. The overall experience was very good. The Library Club members had a great time, the Boys and Girls Club were very excited, and the project further advanced BRCC within the Baton Rouge community.

      The library book sale was hugely popular. The sale was held April 19-21. All of the librarians and student workers helped to set up and run the book sale. Proceeds from the book sale benefit library events and programs. Thank you, to all who purchased books, for your support!

Library Student Worker Rikiyyah Donkor
proudly showcasing the 2016 library book sale. 

Visitors at the 2016  Mid-city library book sale

Associate Dean Jackie Jones assisting at the
BRCC Acadian library book sale 

      The BRCC Magnolia Library was pleased to present awards to two of our student workers at the annual Student Recognition Ceremony held April 27, 2016. Joshua Johnson was awarded for his excellent work on the centerpieces used at the annual LLA conference. The centerpieces were also featured in last months blog entry. Thomas Craig was recognized for his exemplary service in the library. He is transferring to McNeese State University in the fall, and while we will miss him, we wish him success in all his future endeavors.

Thomas Craig and Joshua Johnson, library
award recipients with instructor Bea Gyimah

      Results retrieved from the OER survey sent out to all BRCC faculty earlier in the semester have been tabulated. This survey was created by LOUIS as they seek to aid the library in developing OER resources on campus. The full results of the survey were also e-mailed out to BRCC faculty. The findings suggest that there is an interest in using OER at BRCC, but that availability and familiarity about what kinds of resources are out there remains an issue. Keep in touch with your librarian liaisons as we work to develop these new resources.

22. What strategies would be effective at encouraging you to create or adopt OA
or OER resources into courses that you teach?
Offer me the opportunity
Wide adoption across campus in multiple courses. The text for my course is not required, so I wouldn't want to confuse students about the viability of OA sources. They might get
the impression that because the book is not required OA will suffice, rather than a purposeful selection meant to help them.
More enlightenment on what is involved and which materials are available.
Just allowing them to be used and ensuring the availability
For my Introduction to Business courses - I want a course with an etextbook, powerpoints, online homework and practice quizzes. And I want it for less than $50/student. If I
could find that I would have it in place and running by the Fall semester of 2016.
I would need to know more about it.
I'd need some kind of training workshop for one thing, as I have no idea what would be required of me to make something like this work in my classes.
some kind of online training for it, its history, how to use it.
Information sessions
Others who have done it and can build my confidence in using them.
having more resources available in my discipline
If resources including instructor resources are available that are cheaper and available to students, and if students all had portable computers
If, in fact, the materials were reliably accessible. When I've used them in the past, some students had problems seeing the material across different platforms and software.
I need much, much more information about resources and access.
Acceptance by the Department Chair
Students seem to be too busy to even use computers to study. Time is of essence to use the materials. We do use and the Learning Center on BRCC
n/a. My course does not require a textbook.
I really am open and just need to take the time to look at what is available. I would then need to make the pitch to the department to adopt the free resources.
Ease of use and showing that students will benefit from their use.
perhaps having a fellow faculty member come speak about it.
More knowledge about OA and OER resources available for my specific subject area. Knowledge of how/where to find these resources.

23. What strategies would be effective at encouraging you to substitute a course
textbook with library owned-materials like journal articles or ebooks?
Offer me the opportunity and I will do it more
Having the correct ebook available.
Just confirming availability
My students need electronic resources that they can read at home, while on the bus, during their work lunch hour, etc. They don't have time to be searching for materials and
checking them out of the library.
My students run the gamut from having easy access to digital sources at home and being very comfortable with technology to students who know little and are without access
away from campus. I am concerned that moving away from textbooks will be difficult for many of my students. Using both text books and e-sources may create two "classes" of
students and make testing difficult. Unless I completely restructure the class allowing students to team teach to share insights from the text and e-sources.
A list of journal articles or ebooks that could be subbed in for different assignments.
It would have to be easy to find relevant articles that apply to the outcomes I have set.
More information on what is available.
having materials comparable to what is in textbook companies' books
If there were enough copies available for every student in my class
There's not really one strategy for this substitution. We decide books by committee, and therein lies the problem.
Student ease of access to the material; a school server large enough, or even over-large, to handle the load of student access; ebooks would far more effective in my basic
composition class and in my Intro to Poetry and Drama class.
My courses are not at a level to require those materials
I do not need encouraging - rather need to encourage my department.
My course does not require a textbook.
Again, I already do this.
I am looking to do this very soon. Support from my department would probably be the most important.
Students will have unlimited access
probably nothing
research paper assigned
Testimony on how other teachers have implemented OER resources in their classes.

Reprinted from ACRL website

Malenfant K. (2016 April, 26) ACRL Insider. ACRL Report Shows Compelling Evidence of Library Contributions to Student Learning and Success.

A new report issued by ACRL, "Documented library Contributions to Student Learning and Success: Building Evidence with Team-based Assessment in Action Campus Projects" shows compelling evidence for library contributions to student learning and success. The report focuses on dozens of projects conducted as part of the program Assessment in Action: Academic Libraries and Student Success (AiA) by teams that participated in the second year of the program, from April 2014 to June 2015. Synthesizing more than 60 individual project reports (fully searchable online) and using past findings from projects completed during the first year of the AiA program as context, the report identifies strong evidence of the positive contributions of academic libraries to student learning and success in four key areas:

Students benefit from library instruction in their initial coursework. Information literacy initiatives for freshmen and new students underscore that students receiving this instruction perform better in their courses than students who do not.

Library use increases student success. Students who use the library in some way (e.g., circulation, library instruction session attendance, online databases access, study room use, interlibrary loan) achieve higher levels of academic success (e.g., GPA, course grades, retention) than students who did not use the library.

Collaborative academic programs and services involving the library enhance student learning.Academic library partnerships with other campus units, such as the writing center, academic enrichment, and speech lab, yield positive benefits for students (e.g., higher grades, academic confidence, and retention).

Information literacy instruction strengthens general education outcomes. Libraries improve their institution’s general education outcomes and demonstrate that information literacy contributes to inquiry-based and problem-solving learning, including critical thinking, ethical reasoning, global understanding, and civic engagement.

The three-year AiA program is helping over 200 postsecondary institutions of all types create partnerships at their institution to promote library leadership and engagement in campus-wide assessment. Each participating institution establishes a team with a lead librarian and at least two colleagues from other campus units. Team members frequently include teaching faculty and administrators from such departments as the assessment office, institutional research, the writing center, academic technology, and student affairs. Over a 14-month period, the librarians lead their campus teams in the development and implementation of a project that aims to contribute to assessment activities at their institution.
“The findings about library impact in each of the four areas described above are particularly strong because they consistently point to the library as a positive influencing factor on students’ academic success,” said  Karen Brown, who prepared the report and is a professor at Dominican University Graduate School of Library and Information Science. “This holds true across different types of institutional settings and with variation in how each particular program or service is designed.”
In addition, there is building evidence of positive library impact in five areas, although they have not been studied as extensively or findings may not be as consistently strong:
Student retention improves with library instructional services.
Library research consultation services boost student learning.
Library instruction adds value to a student’s long-term academic experience.
The library promotes academic rapport and student engagement.
Use of library space relates positively to student learning and success.
In addition to findings about library impact, participant reflections reveal that a collaborative team-based approach on campus is an essential element of conducting an assessment project and planning for subsequent action. Kara Malenfant, contributor to the report and a senior staff member at ACRL, noted, “The benefits of having diverse team members working together are clear. They achieve common understanding about definitions and attributes of academic success, produce meaningful measures of student learning, align collaborative assessment activities with institutional priorities, create a unified campus message about student learning and success, and focus on transformative and sustainable change.”
Read more in the full report "Documented Library Contributions to Student Learning and Success: Building Evidence with Team-Based Assessment in Action Campus Projects"  The executive summary is available as a separate docuement, formatted to share broadly with campus stakeholders.

Monday, April 11, 2016

April 2016

      The BRCC Magnolia librarians would like to remind you about the upcoming annual book sale. The annual book sale always has some great finds! Paper back books are $1.00 and hard back books are $2.00-$3.00. So stop by the week after LCTCS and see what you can pick up.

Reprinted from Inside Higher Ed
Inside Higher Ed. (2016, April 4) A Larger Role for Libraries Retrieved April 4, 2016

A Larger Role for Libraries

Study explores faculty members' views on scholarly communication, the use of information and the state of academic libraries and their concerns about students' research skills.
April 4, 2016
Faculty members are showing increasing interest in supporting students and improving their learning outcomes, and say the library can play an important role in that work, a new study found.
Ithaka S+R’s latest national faculty survey, released this morning, shows two storylines in higher education intersecting. The results suggest the pressure on colleges to improve retention and completion rates and prepare students for life after college appears to be influencing faculty members, who are more concerned than ever that undergraduates don’t know how to locate and evaluate scholarly information.
At the same time, many faculty members view university libraries -- which are engaged in a process of reinventing themselves and rethinking their services -- as an increasingly important source not only of undergraduate support but also as an archive, a buyer, a gateway to research and more.
“We have a number of findings that show faculty members are paying more attention to students' skills and that they’re looking at the library as a partner,” said Roger C. Schonfeld, director of Ithaka S+R's libraries and scholarly communication program, who co-authored the report. “It suggests real opportunities for universities that wouldn’t necessarily be possible if it was just an administrative initiative rather than a set of perception changes.”
Ithaka S+R, a nonprofit consulting and research company, has conducted the survey -- a wide-ranging exploration of how faculty members feel about information usage and scholarly communication -- every three years since 2000. This year’s edition includes responses from 9,203 faculty members representing all arts and sciences and most professional fields at four-year colleges and universities in the U.S., collected last fall.
In an interview, Schonfeld said faculty members’ thoughts on their own students’ research skills are one of the most interesting developments since the 2012 survey. More than half of respondents (54 percent) described those skills as poor, up from 47 percent in 2012. Faculty members in the humanities were particularly critical, with about six in 10 respondents saying their students struggle.

Most faculty members -- about two-thirds of respondents -- said they see improving undergraduate research skills as an important goal for the courses they teach, but they are not alone in that pursuit. About half of faculty members now say librarians contribute significantly toward students being able to discover and use primary sources in their course work -- “substantial increases” from the 2012 survey.
The increase in the number of faculty who see libraries as a support service for students can be seen in the qualities instructors value in their libraries. Traditionally, faculty members have rated services related to research -- acquiring new journals and monographs, serving as a starting point for research and archiving information -- as the most important aspects of a library. Those functions are still important, but this year’s respondents rated undergraduate support as the second most important service the libraries provide (behind acquisitions).

In fact, respondents in 2015 rated everything libraries do as more important than they did in 2012. The undergraduate support function saw the largest increase, from less than 60 percent in 2012 to about 75 percent in 2015.
Schonfeld pointed out that there are obviously differences between individual colleges and how their libraries are viewed by faculty, but over all, “Libraries writ large can take that as a sign of success,” he said.
Other notable findings include:
More than half (52 percent) of faculty members said they shape their research and pick their publication outlets based on what they think will work in their favor in tenure and promotion decisions. That is particular true among female respondents (59 percent) compared to male respondents (47 percent) and faculty members in the social sciences (57 percent).
“We know that there are issues around equity, and not just on a male-female basis in higher education,” Schonfeld said. “This is a good example of evidence that we have not solved these problems.”
On a related note, faculty members said some research methods are more important than others. More than half of respondents rated analysis of new quantitative (59 percent) and qualitative data (53 percent) as the most important research activities, while analyzing text, mapping data, using simulations or writing code ranked toward the bottom of the list with less than 20 percent.
Interest in all-digital scholarly monographs remains flat, even as more faculty members grow comfortable with the idea of an all-digital journal collection. About 75 percent of faculty members said they would be fine if their library stopped subscribing to a print version of a journal but continued offering it electronically. A growing number of faculty members are even warming to the idea that libraries should discard their entire print collections.
That does not apply to print monographs, however. Less than 20 percent of faculty members said they see ebooks catching on in the next five years to the point where print books will be superfluous. Print, respondents said, is easier to read cover to cover, in-depth and skim, while ebooks provide a better way to search and explore references.
“As I look at that finding, it suggests that some of the enthusiasm that faculty members had a few years ago for the potential of digital books … hasn’t been realized,” Schonfeld said.
Faculty members believe they themselves are best suited to preserve research. More than 80 percent of respondents said they preserve, organize and manage their own data, while less than 10 percent said they rely on libraries to do so. Once a project has reached its end, a majority of respondents (about two-thirds) still said they take responsibility for preserving it, most of them using freely available software. Only about 10 percent said libraries and publishers assume preservation responsibilities.
“There are some real risks here,” Schonfeld said. “There’s a preference for solutions that are seen as self-reliant.”
Dedicated scholarly databases are losing influence as a starting point for research as library websites and general search engines capture more of the market. In every previous edition of the survey, a plurality of respondents have said they start the research process by visiting a database such as JSTOR. This year, slightly more faculty members (about one-third of respondent) said they start on a general-purpose search engine such as Google.
The results also contain encouraging news for libraries, which have over the last several years invested millions of dollars in discovery services. About one-quarter of faculty members said they start their research on the library’s website, a jump from about 20 percent in 2012.
“The flux there is really interesting, and it’s important,” Schonfeld said. “It’s really powerful to see the mind share of faculty members shift away from publishers or other kinds of specific electronic resources and toward these newly developed library discovery services and general web search.”


Reference Librarian, Kathy Seidel assisting
students from the English 101 pilot program.

Technical Services Librarian, Laddawan Kongchum leading
a bibliographic instruction session in computer science.

      Your BRCC Magnolia Librarians continue to work making research a valuable and tangible resource that students can use. This helps with retention and encourages student learning and inquiry.  There are many ways to involve the library with the courses you teach. Contact your liaison librarian, call the reference desk (216-8555), or email ( to get more information. If you are uncertain who your library liaison is, the list is linked here:

Reference Librarian, Peter Klubek leading a
biblographic instruction session in LA History.

Reference Librarian, Lauren McAdams leading a
 bibliographic session in computer science.

      There are many opportunities to gain from your library, some of which might be somewhat unexpected. This centerpiece was created in your BRCC Magnolia Library.

Book themed centerpiece for LLA

     The annual Louisiana Library Association (LLA) conference was held last month here in Baton Rouge. Dean Joanie Chavis and Associate Dean Jacqueline Jones were heavily involved in the planning of this event, and featured these centerpieces in the grand ballroom of the conference. 

Centerpiece created in your BRCC Magnolia Library
on display at the annual LLA conference. 

      Graphic Design student Joshua Johnson, one of the library student workers, helped to design and create the centerpieces. Through this experience, he had the opportunity to showcase his design skills and gain real-world design experience.   

Library Student Worker Joshua Johnson
working on a centerpiece.

Johnson adding the final touches to his centerpiece. 

       The centerpieces were a huge hit at the conference with many librarians from across the state commenting on their uniqueness. All of the centerpieces were sold to benefit the state library association. Demand for them was high, and we are still getting inquires about how they could be purchased even though there aren't any left. Congratulations to Joshua Johnson for creating a successful and appealing design! 

      Continuing the creative thread, Reference Librarian Peter Klubek presented a group project at the Art Librarian Society of North America (ARLIS/NA) annual conference in Seattle, Washington. Klubek lead an pop-up postcard maker space at the conference that attracted librarians from all over the country.

Postcard maker space at the ARLIS/NA conference.

      The maker space offered conference attendees the opportunity to create and mail their own unique handmade postcards directly from the conference. It also opened a dialog between participants about introducing creative outlets in the library.

Samples of  postcards created and ready to be mailed. 

Rutgers University Art Librarian Megan Lotts and
BRCC Reference Librarian Peter Klubek demonstrate a completed postcard.

      Maker spaces have been embraced by libraries everywhere and can include anything from 3-D printers, to science experiment stations. The following article from Information Technology & Libraries explains more about how libraries are involved with makerspaces. 

Reprinted from: Colegrove, T. (2013). Editorial Board Thoughts: Libraries as Makerspace?. Information Technology & Libraries, 32(1), 2-5.

Editorial Board Thoughts: Libraries as Makerspace? 

Recently there has been tremendous interest in “makerspace” and its potential in libraries: from middle school and public libraries to academic and special libraries, the topic seems very much top of mind. A number of libraries across the country have been actively expanding makerspace within the physical library and exploring its impact; as head of one such library, I can report that reactions to the associated changes have been quite polarized. Those from the supported membership of the library have been uniformly positive, with new and established users as well as principal donors immediately recognizing and embracing its potential to enhance learning and catalyze innovation; interestingly, the minority of individuals that recoil at the idea have been either long-term librarians or library staff members.

I suspect the polarization may be more a function of confusion over what makerspace actually is. This piece offers a brief overview of the landscape of makerspace—a glimpse into how its practice can dramatically enhance traditional library offerings, revitalizing the library as a center of learning.

Been Happening for Thousands of Years . . .
Dale Dougherty, founder of MAKE magazine and Maker Faire, at the “Maker Monday” event of the 2013 American Library Association Midwinter Meeting framed the question simply, “whether making belongs in libraries or whether libraries can contribute to making.” More than one audience member may have been surprised when he continued, “It’s already been happening for hundreds of years—maybe thousands.”1

“The O’Reilly/DARPA Makerspace Playbook describes the overall goals and concept of makerspace (emphasis added): “By helping schools and communities everywhere establish Makerspaces, we expect to build your Makerspace users' literacy in design, science, technology, engineering, art, and math. . . . We see making as a gateway to deeper engagement in science and engineering but also art and design. Makerspaces share some aspects of the shop class, home economics class, the art studio and science lab. In effect, a Makerspace is a physical mashup of these different places that allows projects to integrate these different kinds of skills.”2

Building users’ literacies across multiple domains and a gateway to deeper engagement? Surely these are core values of the library; one might even suspect that to some degree libraries have long been makerspace. A familiar example of maker activity in libraries might include digital media: still/video photography and audio mastering and remixing. YOUmedia network, funded by the Macarthur Institute through the Institute of Museum and Library Services, is a recent example of such effort aimed at creating transformative spaces; engaged in exploring, expressing, and creating with digital media, youth are encouraged to “hang out, mess around, and geek out.” A more pedestrian example is found in the support of users with first-time learning or refreshing of computer programming skills. As recently as the 1980s, the singular option the library had was to maintain a collection of print texts. Through the 1990s and into the early 2000s, that support improved dramatically as publishers distributed code examples and ancillary documents on accompanying CD or DVD media, saving the reader the effort of manually typing in code examples. The associated collections grew rapidly, even as the overhead associated with the maintenance and weeding of a collection that was more and more rapidly obsoleted grew more. Today, e-book versions combined with ready availability of computer workstations within the library, and the rapidly growing availability of web-based tutorials and support communities, render a potent combination that customers of the library can use to quickly acquire the ability to create or “make” custom applications.

With the migration of the supporting print collections online, the library can contemplate further support in the physical spaces opened up. Open working areas and whiteboard walls can further amplify the collaborative nature of such making; the library might even consider adding popular hardware development platforms to its collection of lendable technology, enabling those interested to check out a development kit rather than purchase on their own. After all, in a very real sense that is what libraries do—and have done, for thousands of years: buy sometimes expensive technology tailored to the needs and interest of the local community and make it available on a shared basis.

Makerspace: a continuum
Along with outreach opportunities, the exploration of how such examples can be extended to encompass more of the interests supported by the library is the essence of the maker movement in libraries. Makerspace encompasses a continuum of activity that includes “co-working,” “hackerspace,” and “fab lab”; the common thread running through each is a focus on making rather than merely consuming. It is important to note that although the terms are often incorrectly used as if they were synonymous, in practice they are very different: for example, a fab lab is about fabrication. Realized, it is a workshop designed around personal manufacture of physical items— typically equipped with computer controlled equipment such as laser cutters, multiple axis Computer Numerical Controlled (CNC) milling machines, and 3D printers. In contrast, a “hackerspace” is more focused on computers and technology, attracting computer programmers and web designers, although interests begin to overlap significantly with the fab lab for those interested in robotics. Co-working space is a natural evolution for participants of the hackerspace; a shared working environment offering much of the benefit of the social and collaborative aspects of the informal hackerspace, while maintaining a focus on work. As opposed to the hobbyist that might be attracted to a hackerspace, co-working space attracts independent contractors and professionals that may work from home.

It is important to note that it is entirely possible for a single makerspace to house all three subtypes and be part hackerspace, fab lab, and co-working space. Can it be a library at the same time? To some extent, these activities are likely already ongoing within your library, albeit informally; by recognizing and embracing the passions driving those participating in the activity, the library can become central to the greater community of practice. Serving the community’s needs more directly, opportunities for outreach will multiply even as it enables the library to develop a laser-sharp focus on the needs of that community. Depending on constraints and the community of support, the library may also be well-served by forming collaborative ties with other local makerspace; having local partners can dramatically improve the options available to the library in day-to-day practice, and better inform the library as it takes well-chosen incremental steps. With hackerspace/co-working/fab lab resources aligned with the traditional resources of the library, engagement with one can lead naturally to the other in an explosion of innovation and creativity.

In addition to supporting the work of the solitary reader, “today's libraries are incubators, collaboratories, the modern equivalent of the seventeenth-century coffeehouse: part information market, part knowledge warehouse, with some workshop thrown in for good measure.”3 Consider some of the transformative synergies that are already being realized in libraries experimenting with makerspace across the country:
• A child reading about robots able to go hands-on with robotics toolkits, even borrowing the kit for an extended period of time along with the book that piqued the interest; surely such access enables the child to develop a powerful sense of agency from early childhood, including a perception of self as being productive and much more than a consumer.
• Students or researchers trying to understand or make sense of a chemical model or novel protein strand able not only to visualize and manipulate the subject on a two-dimensional screen, but to relatively quickly print a real-world model to be able and tangibly explore the subject from all angles.
• Individuals synthesizing knowledge across disciplinary boundaries able to interact with members of communities of practice in a non-threatening environment; learning, developing, and testing ideas—developing rapid prototypes in software or physical media, with a librarian at the ready to assist with resources and dispense advice regarding intellectual property opportunities or concerns.

The American Libraries Association estimates that as of this printing there are approximately 121,169 libraries of all kinds in the United States today; if even a small percentage recognize and begin to realize the full impact that makerspace in the library can have, the future looks bright indeed. EDITORIAL BOARD THOUGHTS: LIBRARIES AS MAKERSPACE? | COLEGROVE 5

REFERENCES 1. Dale Dougherty, “The New Stacks: The Maker Movement Comes to Libraries” (presentation at the Midwinter Meeting of the American Library Association, Seattle, Washington, January 28, 2013).
2. Michele Hlubinka et al., Makerspace Playbook, December 2012, accessed February 13, 2012,
3. Alex Soojung-Kim Pang, "If Libraries did not Exist, It Would be Necessary to Invent Them," Contemplative Computing, February 6, 2012,

      The poetry reading posted last month with Mary Elizabeth Lee was a huge success! Ms. Lee read some of her poems, interacted with our students, and even encouraged them to share their own poetry. 

Ms. Lee interacting with students. 

Ms. Lee reading poetry from
her book Beveled Edges and Mitered Corners.

Jeremiah Rogers sharing his poetry with the group.

Ernest Lee excited to get his book signed by the author.

Vanessa White with the author.

      "What's my movie?" is a fun little web site that can help you remember the title of a movie. Supply some information about the plot and/or some of the stars and you will receive a list of matching movies. Those of us who have experimented with it in the library have found it to reliably predict the movie you are looking for within the first two movies listed. Try it!