Where are we going?Start off with a hat tip: how is it that making belongs in libraries?Followed by the point: assessment. We’ve begun to scratch the surface: 1) strategic alignment 2) assessment and 3)advocacyMeasurement for measurement’s sake is not worthwhile. Measurement that enables the library to demonstrate its centrality to the mission of the parent organization and stakeholders? Priceless.
Like all good things library, making is in direct reaction to the needs of the lib's community. But, making in an academic environment? “Making” and learning are deeply intertwined – in fact the deepest way to learn things.“Constructivist.” Articulated as far back as John Dewey “Sort of the grade-school metaphor of making support in academia is writing.” -- David Feil-Seifer, professor of Computer ScienceIn terms of making as writing, libraries have been all about support of making for a long time now. What about art? Or the kid that draws robots?
The type of “kid” that wouldn’t hesitate to turn a galvanized trash can + colander + styrofoam balls into a Dalek costume? (Note “the doctor” – and even a TARDIS… ;-)
Assessment 101: we need to strike abalance between “if you can’t measure it, you don’t know anything about it” and
The fact that numbers – without the story/context – are void of meaning. =/
Effective assessment is all about strategic alignment.Core themes from the university’s mission statement:- Prepare graduates to compete globally- Create new knowledge through basic and applied research, scholarship and artistry- Improve economic and social developmentWhat does that look like? How will you know that it's happening? What will people experience, and how will they be changed as a result? Ex: poster of students working out a "book report" poster…“Aha!” moments. Deeply engaged – even “passionate” conversations, debates.
Let me tell you a story… deeply engaged/dna – learning? Research? Artwork?
Image credit, Aequorea victoria inset: http://2008.igem.org/wiki/images/b/b6/Gfp_phips.pngGreen Fluorescent Protein, isolated from a variety of squid. Recombined into DNA of other creatures – shared Nobel prize in 2008…
Image credit, Aequorea victoria inset: http://2008.igem.org/wiki/images/b/b6/Gfp_phips.pngOver the course of several months, using library resources - including open source modeling programs – crossing boundaries between biology/chemistry/engineering --> produced a 3D-printable model of the protein. Shared with students/faculty alike instructional enhancement grant: ribosomes, mitochondria, etc.
My remix of original “impossible triangle” artwork from http://openclipart.org/detail/82921/impossible-triangle-by-jhnri4 to reflect core themes from the mission statement of the University of Nevada, Reno. http://www.unr.edu/about/mission-statement
By one measure, that happened over 1,700 times last year. In the library, with this service alone. Demonstrate centrality to the learning/research/outreach legs of the mission.
Gartner hype cycle. “What we really need to be assessing is what we should be doing next.”Listen to your stakeholders: members of the library. Students/faculty/staff/community…
Gartnet hype cycle!
1. What Is and What’s Next:
Making Assessment and Opportunities.
Tod Colegrove, Ph.D., MSLIS & Tara Radniecki, MSLIS
DeLaMare Science & Engineering Library
University of Nevada, Reno
L.S. Schulman (2007). Counting and Recounting: Assessment and the Quest for Accountability. Change: The Magazine of Higher Learning. Retrieved 3/2014 from http://www.changemag.org/Archives/Back%20Issues/January-February%202007/full-counting-recounting.html
11. Additional resources:
• Makerspace Playbook, available at
• Makespace: How to Set the Stage for Creative
Collaboration by Doorly & Witthoft
• How to Measure Anything by D.W. Hubbard
– Head of DeLaMare Library
– Engineering Librarian