Davis, A.L. (2018).  Current trends and goals in the development of makerspaces at New England

college and research libraries. Information Technology & Libraries, 37(2). 94-117. doi: 10.6017/ital.v37i2.9825

 

 The author conducted and presents findings of a study involving makerspaces in New England academic libraries.  The study uses both qualitative and quantitative techniques including surveys and interviews and is divided into three groups of libraries:  the first for libraries with no makerspaces and no plans for one, the second for libraries planning to use one, and the third for those that already have one.  Replies regarding funding and timelines of projects are presented.  The author gives specific examples of responses and forms them into general groups.  The article is not heavy on research lingo and provides a solid overall view of the problems and possibilities of having makerspaces in academic libraries.  The conclusions and data indicate that libraries in other geographic regions would have similar experiences. The article is a valid resource for academicians considering a makerspace as it takes many factors into account.

 

 

Sievert, K., Fick, A., Adamski, B., Merrill, A., & Lemay, D. (2018). Library, library, make me a match:

impact of form-based readers' advisory on academic library use and student leisure reading. Reference & User Services Quarterly, 57(4), 254-265.

 

Staff within the University of Minnesota Libraries system saw a need for leisurely reading advisory and implemented a Book Matchmaking survey as a response. Patrons filled out a form, and staff responded with recommendations.  The authors advocate the need for leisure reading in academic libraries, arguing it helps skills such as critical thinking.  Results were positive so the authors implemented a survey to discover how the service affected users’ relationship with the library as well as their leisurely reading habits. The format was similar to a reference interview and proved laborious on the actual research of recommendations.  Most of the respondents were female, of typical college age, and frequent library users. 

 

Despite students’ competing priorities, the authors conclude that the service encouraged leisurely reading and that the library strengthened relationships with users though there is doubt if new relationships were created.  The authors do not provide any information on which sources were already used for readers advisory.  This would have enlightened the readers on whether or not students know how to get suggestions on their own. Information in this area may be useful before implementing a similar service.

 

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Howard, H., Huber, S., Carter, L., & Moore, E. (2018). Academic libraries on social media: finding

the students and the information they want. Information Technology & Libraries, 37(1), 8-18. doi:10.6017/ital.v37i1.10160

 

The article explains a survey completed by 128 students regarding if and how they would like their library engaged in social media.  The authors note that in recent years there has been an increasing acceptance among both libraries and students of having libraries utilize social media.  The results were fairly positive and show that students’ top preferences for information were about library logistics, instruction and techniques.  Business news ranked the lowest.  The top platforms were Facebook, Instagram, YouTube, Snapchat and Twitter, and the study breaks down which content was received most positively on each platform.  Limitations include a sampling that was not random and likely confusion on wording of questions.  Since creating a social media presence is a significant investment, those looking to expand their online presence can use this as a stepping stone in determining which platforms to invest in first.