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In the article 3D Makerspace, on wclibrary.org by WCLF shows the basics of using a 3D printers, they use simple language and show the benefits and difficulties of the 3D printers Ultimately, they are informing the audience of the way to use these cool machines.

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Learn the basics of 3D printing! Walnut Creek Library is offering free classes for adults and teens ( ages 14 and up). You will learn how 3D printers work, different applications for 3D printing and how to design your own project. Attendees will have one week after the class to finish and submit their design for printing on Library 3D printers. Participants must be comfortable using computers and will be required to create a free Tinkercad account prior to course. Tinkercad is a simple, online 3D modeling tool. Visit www.tinkercad.com to get started.
Registration is required to attend a class. Participants may sign up for only one introduction class.
Check back soon for future workshop dates!
See 3D printers in action!
A huge thanks to the Dean & Margaret Lesher Foundation for their generous grant in funding the 3D printers and MakerSpace.
View our > 3D Printer Resource List , >Frequently Asked Questions fact sheet, and the >User Policies to learn more about how you can get started using the Walnut Creek Library's new 3D Printers.

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3D MakerSpace - Walnut Creek Library Foundation

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Learn the basics of 3D printing! Walnut Creek Library is offering free classes for adults and teens (ages 14 and up). You will learn how 3D printers work, different applications for 3D printing and how to design your own project. Attendees will have one week after the class to finish and submit their design for printing on ...

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In the article Making the grade published in Techlearning.org by Ellen Ullman she argues for the children and how a 3D makerspace would cause the children to grow and learn at a rate unseen before. Ullman utilizes Pathos and Ethos. Ultimately, they are motivating the reader to advocate makerspace.

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Summit Elementary students love their makerspace so much they eagerly clean it up. About two years ago, Summit Elementary in Oconomowoc (WI) brought in laptops and ramped up its science and math curriculum in an effort to reach the hands-on, active learners who had already begun to check out. A committee researched the maker movement, secured a grant from a local education foundation, and turned the outdated computer lab into a makerspace. Now, as part of their specials schedule, students spend an hour each week in the makerspace, learning about the design process and playing with the materials. Because it's been such a big hit, the committee applied for another grant to create four maker carts that teachers can check out. The carts-Engineering, Math & Science, Tech & Robotics, and Creativity-include materials and activity binders. "Teachers design lessons around the materials that fit right into the curriculum," says Wendy Harrop, learning resource teacher. "They hold STEM challenges and do buddy classes with older and younger students."

The mobile solution is perfect for schools that lack physical space. Harrop says teachers frequently check out the engineering cart, which has K'NEX, Legos, magnet blocks, and tubing connectors, for lessons on 3D geometry and machines. "The students construct tangible versions of what's on their paper. It's a huge learning opportunity," she says.

Younger students love using Osmo (on the Tech & Robotics cart) with their iPads to learn about numbers and words and play Tangram, a puzzle matching game. Recently, the art teacher used Osmo for a self-portrait project.

Harrop says the makerspace has brought about enthusiasm and other positive changes. "We immediately noticed that some children who hadn't had a forum to be leaders were showing up as leaders." Behavior problems decreased and students are willing to clean up and take care of the materials. Best of all, perhaps, is the fact that students are also improving their social skills and character development.
TOOLS THEY USE SUMMIT ELEMENTARY A D-I-Y EFFORT Makers at Shorecrest Prep can't wait to tinker and create in their makerspace.
The library/media specialists at Shorecrest Preparatory School in St. Petersburg (FL) were so determined to start a makerspace that they went a little rogue to do so. They got a grant, bought a 3D printer, and started reconfiguring the library to free up space. They asked for donations from parents and received a ton of craft supplies, Legos, and K'NEX. That's when the technology department saw what was happening and stepped in.

"The technology department got $10,000 from the head of school, which we used for a laser cutter, another 3D printer, movable tables, containers, and makerspace books and kits," says Dottie Smay, library/media specialist. Smay attended makerspace Webinars and created mini-lessons for parents and students so they could understand the makerspace's purpose and value. She held teacher workshops during which she pointed out curricular tie-ins and started an afterschool club.

One of her favorite things is the monthly Lego Challenge, during which students are asked to create something using a specified number ofLego pieces. "It's great for their self-esteem," she says. "They may not win the 100-yard dash or get an A on the spelling test, but everyone sees their designs on the Lego Wall."

Early on, Smay invited every grade in the lower school to come in and tinker with the littleBits. "I pretended I lost the directions and asked them to figure out how they worked."

This year, teachers are using the makerspace more frequently and linking it to projects. First graders built bodies using cardboard, straws, balloons, and tissue paper and then used littleBits with LED wiring to show how the brain sets off signals. "The teacher didn't tell them how to do it; they figured it out for themselves," says Smay. "It's a whole different mindset."

Smay believes anyone can start a makerspace, even if you only have duct tape, cardboard, string, and pipe cleaners. "It's not what's in the makerspace; it's what happens in the makerspace."
TOOLS THEY USE SHORECREST PREPARATORY SCHOOL STAMPING OUT STRESS High schoolers in Yorktown (NY) entered a challenge to buy more tools for their makerspace.
When Shannon Mersand, School Media Specialist at Yorktown High School in Yorktown (NY), visited the Google offices in New York City a few years back, she and her colleagues were fascinated by the Lego play stations and open areas where employees could decompress. "Our students are stressed from all the pressure of work and studying, and we wanted to give them a few outlets to relax," she says. She mentioned the idea to a couple of teachers, and a few days later she was holding an enormous tote full of donated Legos. She stuck it in the middle of library. Within days, students were building things and asking to display them.

From there, Mersand asked for donations of K'NEX and board games. She created whiteboard tables that students use to doodle, brainstorm, and help each other study. Once her principal obtained Board approval, she eliminated 15,000 books (many of which she donated to a neighboring high-needs district). She placed makerspace materials on the shelves and started a student-run Genius Bar.

To get more makerspace supplies, the Genius Bar students entered a challenge by Khan Academy, Google, and DonorsChoose and earned $1,000. They bought a da Vinci Duo 3D printer. Thanks to a grant from a local education foundation, the school was able to purchase Arduino kits, MaKey MaKeys, and a Raspberry Pi.

Students in the CDOS (Career Development Occupational Skills) program started with Snap Circuits, moved to paper circuitry, and are now working on sewable circuits. They're planning to create items to sell in the school store.

One student is printing a prosthetic hand that he will pair with an Arduino board to make it move. A group of sophomore English students are participating in 20-Time projects, and many of them will use the makerspace to create their final product.

Teacher integration is picking up, too. Math teachers have used the space to teach about conics and English classes used it for a research project, including one student who's creating an alternative energy source.

But most of all, it's a space to unwind and have fun. Students made holiday cards with paper circuitry and programmed Arduino boards during Hour of Code week. They drop in during free periods to work on whatever they want. "They don't get to play in high school, so to give them an outlet to tinker and have fun and learn at the same time has been wonderful," Mersand says. "It's brought different types of students together who would not normally interact."
TOOLS THEY USE YORKTOWN HIGH SCHOOL
► Arduino boards
► Chibitronics
► Cube 3D printer
► da Vinci Duo 3D printer
► Drawdio
► HyperDuino kit
► K'NEX
► Legos
► MakerBot Replicator
► MaKey MaKey
► Raspberry Pi
► Paper circuitry (copper tape, conductive paint, LEDs, button batteries)
► Sewable circuits (conductive thread, needles, regular thread, LED sequins, button batteries, sewable button battery holders, Adafruit FLORA boards)
► Snap Circuits
MOBILE MAKERS Classroom work is infinitely more engaging with a mobile makerspace.
Last summer, Nick Greenwood and Nancy Kellner, a librarian and technology specialist at Peaslee Elementary School (part of the Public Schools of Northborough and Southborough [MA]) received a grant for a mobile makerspace. "Now we're trying to help everyone develop a maker mindset," says Jennifer Trombino, instructional technology specialist for the district.

Trombino says that many teachers think of the makerspace as a playroom with no curricular value, so she helps them to see the value. "Our goal is to get people creating, asking questions, solving problems, and innovating," she says.

Peaslee teachers sign out Bee-Bots, Osmos, and other maker materials to use in their classrooms. Younger students use Bee-Bots to identify letters, numbers, and sight words; older students use littleBits to learn about circuitry.

Trombino's latest effort is creating space in the library to hold a Friday afternoon makerspace drop-in so that more students can visit. "When you provide time for choice, creativity, and collaboration, students can answer similar questions in different ways. Then you can shift from 'Here's what I want you to know' to 'What do you think the answer or answers might be?'"
TOOLS THEY USE PEASLEE ELEMENTARY SCHOOL

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MAKING THE GRADE: HOW SCHOOLS ARE CREATING AND USING MAKERSPACES

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Summit Elementary students love their makerspace so much they eagerly clean it up. About two years ago, Summit Elementary in Oconomowoc (WI) brought in laptops and ramped up its science and math curriculum in an effort to reach the hands-on, active learners who had already begun to check out.

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In the article 3D Printers & Makerspace published in slj.com on May 4th  2015 by Chad Sansing, he questions the usefulness of 3D printers and makerspace, Sansing  does this by Showing the usefulness and practicality of makerspace. Ultimately, they are informing the people of an unbiased perspective, encouraging the reader to think for themselves, only pointing out the base facts.

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3D printers and Maker Spaces are officially "cool" in library circles at the moment. A whole new website, Maker Librarian, was launched just this week. Senior people are talking about them for big cities libraries and I am aware of at least one that has been purchased. So, I was delighted when, after I had written an article about 3D printers, a real Maker Space library expert got in touch and agreed to share his experiences. Here, then, is an interview with someone with a lot to say about how, why (and also, in some cases, why not) UK public libraries should be interested.

Michael Groenendyk has an educational background in both co mputer science and English literature. He began his library career working for the Regina Public Libraries in Regina, Saskatchewan, Canada, in 2010. He is currently enrolled in Dalhouise University's Masters of Library and Information Studies program, where he was a main figure behind the creation and implementation of a Maker Space at the Dalhousie University Libraries in Halifax, Nova Scotia, Canada. He has given a number of presentations on the subject of Maker Spaces and libraries, and will be speaking on this subject again at the upcoming Access Library conference at McGill University in Montre
How would you define a "Maker Space"?
I like using a simple definition for Maker Spaces: "A shared work area where people build things collaboratively."

"A shared work area where people build things collaboratively."
Why do you think public libraries a natural space for them?
One of the most important mandates for public libraries has been to provide equal access to information and knowledge. 3D printing, 3D scanning and other Maker Space technologies have the potential to drastically change the world, yet it is very difficult for most people to gain access to these technologies. Also, there is little available information on to how use these technologies affectively. Thus I believe there is a good opportunity for public libraries to help bridge this divide.

I am also concerned over the growing irrelevance of physical books. I believe books will eventually become entirely digital and, as a result of this, public libraries will need to find another way to stay relevant. I think to stay relevant in a digital world public libraries need to start creating their own content. Maker Spaces are a great way to do this, as they encourage communities to get together and build new things that can't be found elsewhere.

"I believe books will eventually become entirely digital and, as a result of this, public libraries will need to find another way to stay relevant."

Finally, public libraries have always served as meeting places for their communities, where ideas and information can be shared. Maker Spaces serve the exact same purpose. They allow people from a community to gather together, share their knowledge and resources, and learn from each other.
What advantages are there to public libraries being involved?
The main advantages I see with public libraries becoming involved in the Maker Space community is that, through this, they are able to reach a section of their community that they may not have appealed to before. Another advantage is that they are able to bring members of their community and form links and friendships that wouldn't have been possible in traditional public library programming such as book clubs and children's' story times. 3D printing and other Maker Space technologies are also really hyped right now, with news stories being written about them-especially 3D printing-every week, and many people who have never been to a public library before will come in just to see a 3D printer make something.

"3D printing and other Maker Space technologies are also really hyped right now, with news stories being written about them-especially 3D printing-every week, and many people who have never been to a public library before will come in just to see a 3D printer make something."

Any disadvantages?
Maker Spaces are not for every public library. There's typically a set audience that they appeal to, and if a public library does not have a tech-savvy community that will be responsive to a Maker Space, then creating one will likely be a waste of money. Even at its lowest prices, 3D printing is an expensive technology and 3D printers are definitely a purchase that needs to be justified.

"...if a public library does not have a tech-savvy community that will be responsive to a Maker Space, then creating one will likely be a waste of money."

It also takes time to learn how to use Maker Space technology like 3D printing. If a public library doesn't have tech-savvy staff, general equipment maintenance will quickly become an issue. I've heard a number of stories of public libraries that ordered do-it-yourself 3D printer kits in the early days of the 3D printer hype, only to discover afterwards that they didn't have the technological ability to assemble one, and so ended up wasting a couple thousand dollars. Public libraries should definitely be wary of their own capabilities before they invest the time and money required to get a Maker Space up and running.
What is your experience of Maker Spaces?

Along with my colleague Riel Gallant, I proposed a plan to create a Maker Space at the Dalhousie University Libraries in Halifax, Nova Scotia, Canada. We researched our proposal throughout the latter half of 2011, and it was accept by the Dalhousie Libraries in January of 2012. It took Riel and I about three months to fully develop and implement our plan once the Dalhousie Libraries had accepted it. We finally launched our Maker Space in late April and I've been working there for about 5 months now, troubleshooting the 3D printer and 3D scanner, and helping our patrons' 3D print and 3D scan objects.

Milwaukee MakerSpace Library: picture by Pete Prodoehl

Apart from this I've also given a number of presentations on 3D printing, Maker Spaces and libraries for local libraries and museums and at various library conferences. Over the summer of 2012 I also gave 3D printing tutorials/demonstrations for the Super Nova Engineering Camps, where I had groups of 8-12 year old kids come into our library every week to design and 3D print their own models.
What is the minimum that the public library needs in order to make a Maker Space a success?

The minimum a library would need to set up their own Maker Space would be around $1000 [£650]. 3D printers can be bought for as low as $500 US now, a little cheaper than that if you are willing to put one together yourself using a do-it-yourself kit. Most average hobby-grade 3D printers are priced the $1000-3000 US range. You start seeing higher quality in 3D printers after the $20,000 price point, but this is far too expensive for the majority of public libraries to afford.

A view of the future: Image by dockdrumming

For plastic filament costs (or what the 3D printer prints builds objects with), in my experience, having a hobby grade 3D printer printing non-stop 24 hours a day will use about $60 worth of plastic over one month. The plastic commonly used with hobby-grade 3D printers is either ABS (Lego) or PLA (bio-degradable corn based) plastic. With higher-end 3D printers these costs easily triple. The costs of plastic filament increase with non-hobbyist 3D printers such as 3D Systems Cubify 3D printer, which force their owners to buy plastic filament from a fixed supplier.

Once they're up and running hobby grade 3D printers do not involve that much staff time. Throughout a day a public library could expect to have a single staff member spend about an hour of time working with their 3D printer. The problem with hobby grade 3D printers, though, is that they break down, and when this happens unexpectedly (and it will happen soon or later) this can quickly become a drain on staff resources. The time it takes to set up and learn how to use a 3D printer can be a time consuming process as well, typically requiring around 2 weeks of intensive work.

"Many other building tools are featured in Maker Spaces besides 3D printers, such as laser cutters and computer numeric controlled (CNC) machines"

Many other building tools are featured in Maker Spaces besides 3D printers, such as laser cutters and computer numeric controlled (CNC) machines, which work much like 3D printers in that they can turn a digital 3D model into a physical object. Most of these machines are dangerous to operate, however, and are priced in the $20,000-$40,000 US range, and so are unsuitable for most public libraries.

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3D printers and Maker Spaces are officially "cool" in library circles at the moment. A whole new website, Maker Librarian, was launched just this week. Senior people are talking about them for big cities libraries and I am aware of at least one that has been purchased.

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In the article teen HQ makerspace published or reported in San Jose Public Library the author is showing the best possible uses of the makerspace, the author does this by utilizing logos and statistics, Ultimately, they are informing the reader of the most effective form of this subject in a public place.

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In the article “Designing a School Makerspace”  published on edutopia.org by Jennifer Cooper, she states how makerspace would change the way schools teach to a more hands on style of teaching, and makerspace would promote creativity and learning by doing. Cooper does this by utilizing pathos and ethos back to back, ultimately they are encouraging the growth of the makerspace to expand to every school in america, maybe even the world.

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An approach to defining and designing the right space for your school.

Photo Credit: Jennifer Cooper

Makerspaces, STEAM labs, and fab labs are popping up in schools across the country. Makerspaces provide hands-on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and tinkering.

A makerspace is not solely a science lab, woodshop, computer lab or art room, but it may contain elements found in all of these familiar spaces. Therefore, it must be designed to accommodate a wide range of activities, tools and materials. Diversity and cross-pollination of activities are critical to the design, making and exploration process, and they are what set makerspaces and STEAM labs apart from single-use spaces. A possible range of activities might include:

Cardboard construction

Prototyping

Woodworking

Electronics

Robotics

Digital fabrication

Building bicycles and kinetic machines

Textiles and sewing

Designing a space to accommodate such a wide range of activities is a challenging process. Educators and administrators can help guide the process and generate the space that works best by researching, brainstorming and clearly articulating their needs, while keeping in mind inevitable changes in the future.

Some schools have chosen to incorporate makerspaces within multiple classroom spaces. This works well for many activities, particularly in elementary schools. As maker activities expand to require more tools, it makes more sense to create a dedicated makerspace that includes appropriate tools, work areas and materials. The following design approach focuses on creating dedicated makerspaces and STEAM labs.

Ask the Right Questions

Because of the constantly evolving activities that a makerspace accommodates, a flexible design is critical from the outset. Therefore, the first moves should be the right moves to result in a space that's as usable as possible. Project leads must ask critical inquiring questions to guide and inform the design process.

What range of subjects will be taught in the space? What types of activities and projects could be done there? Determine the needs and desires of all teachers in the school who will or could possibly use the space. Imagine what projects they might initiate with their students. Ideally a science, math, technology and/or art teacher would lead or participate in the brainstorming. The Makerspace Playbook is a helpful guide to envisioning the projects and activities that could happen in the makerspace. The new book Invent to Learn is a great resource for making, tinkering and engineering project ideas. The main point here is to clarify the types of activities that the space would ideally accommodate.

Which tools are most needed? Will digital fabrication tools such as CNC routers, laser cutters or 3D printers be included? Which materials will be used? The Makerspace Playbook and Makerspace's Tools & Materials PDF document are both very useful tools for addressing these questions. They provide detailed lists of the diverse tools and materials that you might consider. Many types of equipment have special requirements, including ventilation and other elements to ensure a safe working environment. The list of tools and materials will naturally grow as specific projects and programs generate new needs, so it's good to allow for flexibility and expansion. Depending on the projects and activities, the space required for materials and project storage can be significant.

Who are the kids that will be using the space? Will others use the space as well? Who is staffing and managing the space? Having a space that is functional for a range of ages is key in school settings. Additionally, the space might be used for maker activities outside of class time, such as clubs (like Young Makers groups) or parent groups, as makerspaces grow into popular community hubs. At some point, the school may hire a part- or full-time makerspace teacher. In fact, some see this as critical from the outset.

When will the space be used? Students will use the space during the school day, perhaps in a dedicated class time or with their teacher. Other opportunities may arise to maximize utility of the space after school or evenings and weekends. In this case, the design would need to accommodate access outside of school hours and for multiple users.

Where in the school or on the campus would be ideal? What considerations are important? To accommodate the need for access to materials and tools, it's useful for the space to be easily accessible by cars and trucks, ideally during school day. A location close to or including outdoor work areas allows for larger or messier projects. Access to plumbing and electricity are critical. The space should be located where noise won't disturb classroom learning. Given the need for flexibility, it's good to find a place where the space could expand in the future. Finally, the makerspace would be centrally located so that it can be accessible to students, and visible so that work can be seen.

How will it be built? Is a new or separate structure needed, and if so what type? What is the budget? Will the design and construction team be a combination of contractor and volunteers, all-volunteer or fully contracted?

If you're lucky, there is a large space, classroom or portable just waiting for a new use, and building out the interior will be the main project. If space is at a premium, however, a new structure, portable or shipping container could potentially provide the space or some portion of it. Knowing your budget range will help determine the best way to proceed and whether you'll be able to employ contractors or need volunteers for some of the work.

Going Forward

Answering these questions will allow schools to create a design program for their makerspace, defining the specific needs and requirements. Because makerspaces and the activities they accommodate can vary so much, the design program is one of the most critical steps in ensuring the space will be functional and well used. The school could work with designers or architects to articulate the best ways of meeting those needs. Visits to other makerspaces or labs can be valuable and insightful during this phase, as educators envision what their space could be. A subsequent blog post will provide more information about design patterns typically found in makerspaces.

Resources

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An approach to defining and designing the right space for your school. Photo Credit: Jennifer Cooper Makerspaces, STEAM labs, and fab labs are popping up in schools across the country. Makerspaces provide hands-on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and tinkering.

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1. How will makerspace effect teaching and the curriculum
2. What will makerspace do to the culture of the school
3. What range of subjects can be taught with this technology
4. Who can use the makerspace