University Makerspaces Serving the Community 服务社区的高校创客空间
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The DeLaMare Library at the University of Nevada, Reno, was one of the first university libraries in the United States to implement makerspace. Equipping the space with non-traditional library technology such as 3D printers and laser cutters, and enabling and supporting staff to catalyze active learning and engagement, the library was quickly revitalized as a hub of discovery, innovation, and collaboration. Learning and discovery became everyday occurrences across the physical commons of the library, leading to outreach and engagement with the greater community. Named one of the most interesting makerspaces in America, highlights of the transformation are shared by the library’s director: Colegrove explores the transformation from a design thinking standpoint, illustrating design principles in practice, the secret behind the critical success of recent initiatives in the DeLaMare Library. In a train-the-trainer approach, participants will be guided through a collaborative design thinking session centered around the design and creation of makerspace within their own libraries. Participant take-aways will include the specific design framework, examples of the framework in practice, and accomplishment of first steps toward creating and supporting makerspace within their own community.
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University Makerspaces Serving the Community 服务社区的高校创客空间
- 1. University Makerspaces Serving the Community 服务社区的高校创客空间 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托德”·科尔格罗夫，博士，图书情报学硕士 November 21, 2016 2016年11月21日 Guangzhou Library 广州图书馆内华达州州立大学里诺分校
- 2. • scientist - astrophysics • 科学家-天体物理学 • turned entrepreneur/businessman - 15y as senior management, high-tech private industry • 转型企业家、商人-15年高科技私营企业高层管理 • tenured professor and Head of DeLaMare, University of Nevada, Reno • 内华达州立大学里诺分校终身教授，德拉马图书馆馆长 Catalyst. Change Agent. Librarian. 催化变革者.图书馆管理者 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士
- 3. Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士 • bootstrapping engagement. • 自主引导大众参与 • fully engaged and participatory librarianship. • 全身心投入图书馆业务 • rapid prototyping support. active learning. • 快速原型支持，自主学习 Catalyst. Change Agent. Librarian. 催化变革者. 图书馆管理者
- 8. Image credit: falconproducts.com blog, Active Learning InfographicImage credit: falconproducts.com blog, Active Learning Infographic 自主学习&学生表现 人们会记住 通过 读到的10%的内容 听到的20%的内容 看到的30%的内容 看到和听到的 50%的内容 说出和写出的 70%的内容 做过的 90%的 内容 阅读 看图片 上课 观看电影和 演示 演讲和小组 讨论 练习和实践
- 9. Image credit: falconproducts.com blog, Active Learning InfographicImage credit: falconproducts.com blog, Active Learning Infographic 自主学习&学生表现 人们会记住 通过 读到的10%的内容 听到的20%的内容 看到的30%的内容 看到和听到的 50%的内容 说出和写出的 70%的内容 做过的 90%的 内容 阅读 看图片 上课 观看电影和 演示 演讲和小组 讨论 练习和实践
- 12. 2010:
- 18. In 2014 the library was named to: 2014年图书馆被评为:美国最有趣的创客空间
- 19. How? A closer look… 怎么做到的？近距离观察下..
- 20. 6 Stages of Design Thinking: 设计思维的6个阶段 检验 原型设计 构思 定义 共鸣 打破常见
- 21. 共鸣 定义 构思 原型设计 检验 聚焦 闪光
- 22. Photo by Tod Colegrove: http://www.flickr.com/photos/dstl_unr/
- 25. Makerspace playbook. Retrieved November 2014 from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
- 27. 3D printing 3D打印
- 30. Anthropology 5% Art 11% Biochemistry 11% Biomedical Engineering 8% Ag, Biotech, Natural Resources 2%Chemistry 3%Business 3% Economics 3% Electrical Engineering 5% Mechanical Engineering 46% Natural Resources & Environmental Science 3% 3D打印机用途 自然资源& 环境科学3% 人类学5% 艺术 11% 生物化学 11% 电子工程 5% 生物医学工程 8%机械工程46% 商务3% 金融3% 化学 3% 农业生物 科技，自 然资源 2%
- 31. 共鸣 定义 构思 原型设计 检验 聚焦 闪光
- 35. THANK YOU. Patrick “Tod” Colegrove, Ph.D., MSLIS University of Nevada, Reno United States of America Email: pcolegrove@unr.edu Academia.edu: nevada-reno.academia.edu/TodColegrove SlideShare: www.slideshare.net/pcolegrove
- 47. Image Provided by: Nick Crowl
- 56. Image credit: wikipedia commons. Retrieved 10/16 from https://upload.wikimedia.org/wikipedia/commons/3/3a/Norman_Cousins.jpg
- 59. 防水 可72小时在10英 尺（3米深）的咸水中 两个高端按压锁，可按 压插入微SD卡卡槽 5G/第二控制器 4T读写速度 高强度 红外线LED灯 发热&静电隔离/传递 耐用型增强USB 3.0插口
- 65. Your mission: Design a library makerspace – for your partner’s benefit. Start by gaining empathy. 你的任务： 设计一个图书馆创客空间-为了你的搭 档着想 从获得对方的共鸣开始
- 70. 转换角色&再次分享 构想：创造选项并进行检验 5写出至少五种可以实现你的用户需求的方法 4分钟 6写出至少五种可以实现你的用户需求的方法 8分钟（2部分*每部分4分钟） 将你的问题写在上方横线中
- 72. Homework: 8实现你的解决方案 9分享你的解决方案，得到反馈 实现和检验 作业 和你的搭档互动完成！ 什么有效果… 什么可以改进… 问题… 想法… 请勿填写此处 10分钟 8分钟（2部分*每部分4分 钟）
- 73. University Makerspaces Serving the Community 服务社区的高校创客空间 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托德”·科尔格罗夫，博士，图书情报学硕士 November 21, 2016 2016年11月21日 Guangzhou Library 广州图书馆内华达州州立大学里诺分校
Editor's Notes
- What I do:我做什么
- The University is located on the border of the Great Basin and the Sierra Nevada mountains on the western edge of the state, and is ranked in the top tier of best colleges in the United States – that means, it’s one of the top 200 universities. 内华达州立大学位于大盆地与内华达山脉的边界处，于内华达州的西端，被评为美国一流大学-即美国大学排名前200名的大学。
- From 2009 to 2015 enrollments have grown by 24%; you’re looking at a view of the campus that highlights several of the new buildings built to accommodate that growth. The building in the center of the photograph: the Mathewson-IGT Knowledge Center, opened in 2008 – a building of over 27,400 square meters built to house the library. Note the name “knowledge center” – knowledge is something we create within ourselves, and is not contained between the pages of a book. It is something that is created when we engage: with one another, with technology, and with traditional learning materials. It is a place where the integration of formal and informal learning can happen naturally. 从2009年到2015年，内华达州立大学录取率提高24%，你现在看到的是学校风景，亮点是这几所新建的建筑，满足学生数不断增长的需求。 图片中央的这座建筑：马修森-IGT知识中心开设于2008年，总面积为27400平方米，这是为为安置学校图书馆而建立的。 我们应当注意到它的名字是知识中心。知识是我们自身创造的产物，并不存在于书本纸张之中。我们在从事各种活动中不断创造知识:比如说参与技术活动和传统的学习材料。 在这里，学生既可以进行正规学习，非正式学习也会自然发生。
- That means we need to go well beyond the aesthetics of the library. Rather than the focus of previous centuries’ almost exclusive focus on provisioning books and access to academic journals, today’s library is also about the creation and sharing of new knowledge. Fundamentally, knowledge creation requires conversation; an effective support of that creation involves access to resources as well as guided and stimulated conversations. Catalysis. 这意味着我们不仅需要图书馆的外观审美。更重要的是，比起上个世纪图书馆一味专注于提供书籍和期刊，今天图书馆更加关注创造和分享新知识。 根本上来讲，创造知识需要对话，高效地支持创新不仅需要资源，也需要引导，激发和促进对话。催化。
- We seem to take the fact that the library serves the community for granted, as a given. Libraries exist for the common good. The University of Nevada, Reno is a Land-Grant College; that is, ideally everything we do at the University is about one of the three legs of the Land-Grant mission: learning, discovery, and outreach. Land Grant institutions were established to ensure that the learning and discovery that happens behind the walls of colleges benefits all in society. 我们似乎已经习惯图书馆为社区服务。 图书馆为公共福祉而存在。 内华达州立大学里诺校区是政府赠地大学，理想上，我们在大学中践行的都是公地兴学法案中的三个理念之一，学习，探索和延展。赠地机构的设立是为了能够确保校园之墙竖起后，学习和探索也能够造福全社会。
- Think of this infographic as a framework. In order for the practice of education to be effective, we need to consider the full range of learning activity. If all we’re relying on is classroom lecture, assigned readings, and homework, the best we can hope for is 50% of what we teach. 以这张信息表作为框架，如果想要让教育实践更加高效，我们需要考虑全部的学习活动。 如果我们依赖教室中的课程，布置的阅读和作业，最理想的情况是可以吸收50%我们所教的内容。
- Effective library support of learning, discovery, and outreach, requires more. How can we go beyond enabling and supporting talks & group discussions to enabling our supported communities to practice and do? Reflected in learning theory from the Constructivism of Dewey and Piaget through Papert’s Constructionism, it’s not rocket science: To better support deeper levels of learning, we need to enable opportunities for the active doing of the subject being taught. If you’re teaching physics, that support might range from simply providing whiteboards and hands-on demos to support for prototyping of experimental apparatus. If a language, opportunities for the active use and practice of the language – including study abroad in a foreign country. 学习，发现和外展等高效的图书馆支持则需要更多。我们如何能在支持演讲和小组讨论的基础上走得更远，从而支持做和实践？ 反思杜威，皮亚杰建构主义学习理论中，在皮亚杰的建构主义中，这并不是一件难事： 为了更好地支持深度学习，我们需要是的提供更多机会能够积极进行学科教学。 如果你教物理，那你需要的可能只是白板和实践模型来支持原型实验仪器。如果你教语言，那你需要积极使用和联系这门语言-包括到国外学习。
- Enter makerspace.进入创客空间
- In 2010 I was named the Head of the DeLaMare Library – a library that can trace its roots to the very first graduating class of the University. Located in the Mackay Mines building, literally one of the first campus buildings, the primary campus library for the physical sciences & engineering on campus. 2010年我被任命为徳拉马图书馆馆长，这个图书馆可以追溯到大学最开始毕业的那一届班级。图书馆位于马偕地雷楼，可以说是学校第一座建筑，也是学校里最早的物理和工程学科图书馆。
- Apart from books, it was also largely empty. Beautiful, but quiet – too quiet. Located centrally to the departments served, the library should’ve been alive, serving an overall community of students and faculty in the physical sciences and engineering numbering between 5,000 and 10,000. I was tasked with the job of transforming the library from a book repository into a ”vibrant knowledge center.” 除了书籍外，这里也有很大的空余部分。图书馆环境优美安静，有时候太安静了。位于物理与工程学院中心，这些图书馆本应该充满着活力，为5000到10000名物理和工程学的师生提供服务。 我的任务是让一个图书馆从书籍存放室变成一个充满活力的知识中心。
- Study carrels, seemingly pushed up against the walls by book stacks, saw relatively infrequent use. 图书馆卡座的使用频率并不高，像是被书堆推到了墙角一样。
- Where was everybody? Given the ideal location and size of the potential community, the library should have been a hotbed of learning and research activity. Maximum number of people we saw in the library was on the order of 24. 大家都到哪里去了？就图书馆的理想环境和潜在的社区规模而言，图书馆是学习和研究活动的最佳场所。但是我们在图书管理观察的人数最多不超过24人。
- By putting the Liquid Google Galaxy out in the open we allowed these teens who came for a visit to hang out and mess around. Interacting with each other. 通过向大众展示谷歌液态银河系统，我们可以让前来参观的年轻人碰面，交流，互动。
- Two years later, the library was live with learning and discovery. 两年之后，图书馆学习与探索中重新绽放生机。
- It bears mention that the pretty building and its furnishings are not critical details. The conversation IS. In order to support the creation of knowledge, the conversation is critical path. After all… 值得注意的是，这栋外观优美的建筑和装修并不是重要的内容。对话才是。 为了可以促进知识的创造，对话是非常重要的方式，毕竟..
- In 2014 the DeLaMare Library was named to Make magazine’s list of “Most Interesting Makerspaces in America.” Image credit: http://makezine.com/2014/07/29/most-interesting-makerspaces-in-america/ 在2014年，徳拉马图书馆被创客杂志评为美国最有趣的创客空间之一 照片源自：
- Broken – problem identification. Often taken for granted. Empathize – observe. Engage. Immerse. Why? Uncover needs they’re not even aware of.) Define – scope a meaningful challenge Ideate – transition from identifying problems to exploring solutions Prototype – getting ideas and explorations out of your head and into the physical world Test – refine the solutions to make them better Image credit: https://sites.google.com/a/wcastl.org/the-westminster-school-of-business-and-communication/entrepreneurship/6stagesofdesignthinking 打破常见-找到/定义问题 经常认为理所应当（的现象之下隐藏着问题） 共鸣-观察，参与，沉浸，为什么？发现别人甚至没意识到的需求。 定义-确定一个有意义的挑战 构思-从定义问题到探索解决方法 原型设计-将头脑中的想法和探索化为现实 检验-不断改进解决方法使其更加完善
- Problems identified/addressed: Lack of student collaborative spaces Lack of whiteboards big enough to work problems on Overall lack of community 识别问题/提出问题： -缺少学生合作空间 -缺少大的白板可以让学生在上面解决问题 -总的来说缺乏学生参与 Image credit: https://sites.google.com/a/wcastl.org/the-westminster-school-of-business-and-communication/entrepreneurship/6stagesofdesignthinking
- Prototype/test: 4 rolling whiteboards – off to a good start. New problems identified: - cost of scaling “you can run out of whiteboard space, but you can never have enough.” 原型/试验：4块可移动的白板—一个良好的开端 找出了新的问题： 扩展的成本 “你会用尽白板的空间，但你永远都不可能足够”
- Enter whiteboard paint. Used in conjunction with furniture scavenged from campus and county surplus, ad-hoc collaborative areas were created throughout. At this point, in a library of over 2,000 square meters floorspace, there’s nearly 1,900 square meters of whiteboard space. 进入白板绘画部分。各个地方都设有即时合作区，配合着使用学校和周围社区中搜集来的多余的家具。现在，图书馆拥有2000平方米区域面积，将近有1900平方米的空间配有白板
- The creation of ad-hoc collaboration areas throughout the library enabled the raw creation of knowledge on a far deeper level than the library had seen previously. 即时合作区域在图书馆到处的设立，比起原有的图书馆来说，使得各个知识的创作过程能够更为深入。 Direct – and highly visible – support of the learning mission. 直接，高度视觉化，支持学习任务
- The library started offering novel services; when approached by students and faculty early on as to whether the library would consider supporting a 3D printing and scanning service, we re-engaged the design process: Problem identified: students and faculty needed to be able 3D print – visualize in a very real way – chemical molecules they were studying. I reached out to students and faculty from other disciplines in an attempt to empathize and define the problem. Was there a need? Engineers spoke of a need for prototyping everything from gears and “robot parts” to cases and topographic maps; others talked of a need to prototype lab equipment, both for use in the lab and as a preliminary to manufacturing. Although other 3D printing capacity existed on campus, it was behind locked researcher doors. Ideation: what would the service look like? In what materials would it print? What were the needs of the community? Image credit: http://lj.libraryjournal.com/2012/08/academic-libraries/u-nevada-library-offers-3d-printing-across-the-board/#_ 图书馆开始提供创新性的服务。当早期学生和教职员工提及关于图书馆是否考虑提供3D打印机和扫描服务的问题时，我们重新启动了设计过程： 确定问题：学生和教职员工能够进行3D打印-将想法形象化-他们当时正在学习化学分子。我接触了其他不同专业的学生和老师，尝试着去引起共鸣和找出问题。是否有这样一个需求？工程师拥有设计出各种物件原型的需求，从齿轮和机器人零件，到外壳和地形地图。也有其他人提及他们需要设计实验室设备的原型，以投入实验室使用或是进行初步生产。 虽然学校之前就有3D打印技术，但是都深藏在研究人员的门后。 构思:这项服务看起来会怎么样？它需要用什么材料打印？社区的需求又是什么?
- With a launch in early-mid 2012, DeLaMare Library was the first academic library in the United States to offer 3D printing and scanning as a library service. Examples here include the protein snippet responsible for making jellyfish glow – something that labs around the world have grafted into life forms ranging from plants to earthworms and rabbits. Self-directed learning at its finest, the Master’s student pictured in the center was so curious that he taught himself – using library resources – how to create a 3D printable model from the protein database file of the protein. 当我们在2012年上半年开放时，徳拉马图书馆是美国第一座学术图书馆提供如3D打印和扫描等的图书馆服务。 例子像是蛋白质片段，可以使水母光-世界各地的实验室将其嫁接到生命形态上，从植物到蚯蚓和兔子。 自我导向的学习是最适宜的，图片中在中间的研究生因为具有强烈好奇心，从而使用图书馆资源自我教育-如何利用蛋白质数据库文档制作3D可打印的模型。
- Since 2012, the printing service has been operating essentially non-stop, printing an average of 5,000-7,000 pieces a year. Informed by the ongoing iteration of design, the service has expanded to include five different printers/types; note the cross-disciplinary use of the service. 2012年后，打印服务不断发展，一年间平均打印了5000到7000件产品。基于现在不断发展的迭代设计，我们扩展这项服务，拥有5台不同的打印机。需注意到这项服务在交叉学科使用。
- Again, the design process in action. Empathizing with our customers enabled identification/definition/ideation – coupled with prototyping/testing that remains ongoing, over four years later. Image credit: https://sites.google.com/a/wcastl.org/the-westminster-school-of-business-and-communication/entrepreneurship/6stagesofdesignthinking 再来看看正在进行的设计过程。与顾客共鸣，从而帮助找到/定义/构思——再加上正在进行的原型设计和检验，在四年后成为可能。
- Similarly, in tandem with the development of 3D printing services, the library also began developing support in terms of 3D scanning and modelling services. Pictured here, Engineering Librarian Tara Radniecki is demonstrating the use of 3D scanners that can be checked out of the library in support of field work. 与3D打印服务发展接踵而至的，图书馆也开始发展3D扫描和建模服务。在这张照片里面，工程师馆员在展示3D扫描器的使用方式，这个设备可以借出图书馆，用于支持田野工作。
- Once captured digitally, real-world objects can be modified and remixed in software to produce entirely new creations. Pictured is a partial capture from the demo in the previous screen. 一旦被数码捕获，真实世界的物品可以在软件上改进和合成，从而产生新的创作。这里展示的是从前一帧演示中截下来的部分图像。 Examples that follow are a couple of examples of how this makerspace activity – through the library – directly serves the community: 接下来的例子将会展示创客活动如何通过图书馆载体直接服务社区群众
- Researchers in Psychology studying how stroke patients process information by actively MRI scanning their brains while the patient is given a real-world item to examine and recognize. Researchers then take away one aspect after another until the patient no longer recognizes the item… in this example, an everyday apple. Remove the weight. Remove the texture, then the color, and so on. Direct support of the research and learning legs of the mission, with potential for real-world impact on stroke patients – the all important third leg of the mission, outreach. 心理学研究者在研究中风病人如何理解信息时，使用积极的磁共振增强扫描，在他们被要求检查和认知一个真实世界的物品时，扫描她们的脑部，然后研究者一步一步去除其中一个方面的信息，直到病人不能识别出来..在这个例子，一个日常的苹果。如果去除重量，去除材质，然后去除颜色。 这是一个任务的研究和学习支柱，包括对真实世界中风病人的潜在影响。任务的重要的第三个支柱，延伸。
- An example from industry that required library student workers to collaborate with a company that needed to reinvent a product – a clamp that attaches ice melting tapes to existing rain gutter materials on building. One of the last of the original handmade devices needed to be 3D scanned, then reverse engineered, such that manufacture of the piece would be compatible with current computer-aided manufacture (CAM) practice. Again, learning coupled with outreach into the community... 一个来自企业的例子是要求图书馆学生和公司合作去重新设计一个产品-一个夹子将做融冰和排水道材料建造结合在一起。最后一个手工的零件需要进行3D扫描，然后返回改进设计。这样的零件的生产需要与现在的计算机辅助制造相兼容。 再次重申，学习知识要与社区延伸服务相匹配。
- So how do we enable members of the library to fully leverage these resources? Making 101: create baby steps that enable end-users to acquire new digital literacies – such as 3D modeling. We implemented adjunct services that simultaneously met prototyping needs of the supported communities while building bridges to skills acquisition and application. Consider the simple vinyl cutter: if a student wants to personalize something badly enough that they’re willing top learn and apply 2-D digital literacies (photo editing), they’re on their way… 所以我们如何能够让图书馆成员更好地运用这些资源。 制作101：一步一步确保最终用户可以获得新型的数码知识-像是3D建模。我们会提供一些附加服务，从而在满足社区原型设计的需求的同时，创造知识习得与知识应用间的桥梁。 考虑简单的乙烯基塑料切割机，如果一个学生十分想要自己的产品个性化时，他们愿意去学习和运用2D数码知识，像是照片编辑，他们已经在开始进行这项活动了。
- 2D literacies acquired with the vinyl cutter apply directly to working with the laser cutter – going from 2D to 2-1/2D. Note that laser cutters are just another type of printer in the library. Seen here cutting pieces from a sheet of plywood. 2D数码知识的习得以及乙烯基（塑料）切割机直接和激光切割机一起运用-实现了从2D到2-1/2D。要注意到激光切割机是图书馆里另一种打印机。在一块胶合板上进行切割。
- The 2-1/2D nature of the output of the laser cutter leads directly to 3D literacies… just as this 3D model of a T-Rex head is composed of individual 2D slices, 3D models are similarly granular. 激光切割器的2-1/2 D成品直接引到3D知识。就像是3D模型的霸王龙头是由独立的2D切片组成，同样，3D建模也是由小部件构成。
- Similarly, first year engineering students are required to build autonomous robotic hovercraft driven by LEGO Mindstorms; pictured here is a student team working on their design with parts recently laser cut from a sheet of Styrofoam using the laser cutter. 同样地，一年级工程科学的学生需要建造由乐高可编程机器人驱动的自动化机器气垫船，照片显示的是学生小组正在进行设计工作，用的是用激光切割从泡沫塑料上切下的零部件。
- A common use of the laser cutter is in support of student coursework: consider the depth of learning encouraged in a Statics course when the instructor incorporates a challenge for students to build a physical model of a truss bridge out of balsa wood – that needs to hold at least 100 kg. Students often leverage the ability to precision cut their designs using the laser cutter. Pictured here are students collaboratively working on exactly such a project – and I’ve seen designs that have held as much as 900 kg; the kind of depth of learning we want to see. 激光切割机最常用于学生课程：考虑到静力学课程鼓励学生进行深度学习。当导师为学生设立挑战，要求用巴尔沙木制造桁架桥的物理模型-需要能够支撑100kg的重量。学生一般通过运用激光切割机，精准切割了出他们的设计作品 照片上学生正在合作进行着这个项目，我见到过这个设计可以承重900kg；我们正是希望看到这样的深度学习。
- This type of deep learning is on top of – not in place of – traditional methods: note the associated theoretical calculations for the truss bridge being done with paper and pencil. 这种深度学习是优于，而不是取代传统学习方式：要注意到桁架桥相关的理论计算都要先用铅笔在纸上计算。
- Phew!咂嘴！ In support, the library has steadily grown its collection of lendable technology. Items recently available as lendable technology collection have ranged from Google Glass… 为了支持这项服务，图书馆不断增加其可借技术的馆藏，最近可以出借的技术从谷歌眼镜
- Oculus Rift and HTC Vive development kits… 到虚拟眼镜和HTC Vive头显开发套件
- Essentially, the same stuff that’s inside your smartphone/favorite gadget – only here, you can access and play with the pieces. 实质上，这就是在你手机里或是你心爱的小装置中的材料-只有这里，你可以接触和把玩这些元件。
- Even “traditional” ICT are critical-path when it comes to encouraging/engaging members of the supported communities to engage and “do” – over the past few years, the library has hosted on the order of a dozen hackathons. For example a few weeks ago we hosted three hackathons at once in the library – something on the order of 150 individuals from disciplines that ranged from Computer Sciences to Journalism engaged with members from the public to create real-world applications over the compressed timeframe of 24-36 hours. Think they learned anything that they wouldn’t have learned in a classroom? “传统” 的信息和通信技术在鼓励支持的社区成员参与和实践方面也是关键路径-在过去的几年中，图书馆举行了许多场黑客马拉松大赛。 例如几周前我们同时在图书馆举办了三场黑客马拉松大赛-参加的150个选手来自不同专业，从计算机科学到及新闻专业，选手们在短短的24-36个小时间要完成现实世界的应用。 思考他们能学到那些在教室中不能学到的知识？
- Prototyping a circuit. Why? Because she had interest and access to the resources, thanks to the library. Is an Arduino Inventor kit an “information resource”? Could she have gained access if the library didn’t provide access? If not us, who? If not now, then when? 为什么要制作电路原型？因为她有足够的兴趣，在图书馆的支持下也有相关的资源。Arduino 发展套件是不是一种信息资源？如果图书馆不提供设备，使用者是否还能够接触这些技术？（如果不是我们，还能有谁？如果不是现在，还等何时？）
- A hybrid of support: electronics coupled with 3D printing, a computer sciences student who 3D printed the structure of an android arm, with servos operated by the robot through the circuit prototype on the breadboard held in his right hand. Story about Will and library tech as gateway into his career. 混合支持：电子与3D打印相结合，计算机科学专业的学生3D打印出仿真机器人的手臂，用他右手上的电路原型实验板控制机器人伺服系统。威尔和图书馆技术相结合从而开创自己事业的故事。
- Bringing us to the need for a printed circuit board printer: a CNC mill that “prints” up to a 6-layer circuit board by removing the copper and layers from a blank board. Consider the depth of learning that access to such technology enables, particularly in disciplines such as engineering and the sciences! 让我们关注到对印刷电路板打印机的需求： 通过去除空白版上的金属铜和夹层，数控铣床可以打印出6层的电路板。想想学生使用这些技术所能达到的学习的深度，特别在工程和科学方面！
- We provide 3D printing and scanning services in the library for the same reasons we provide traditional ICT: it is critical-path for knowledge creation. It’s as common for students to engage around a computer workstation as it is a whiteboard in the library. Following a similar model, we expanded the availability of technology throughout the library 在图书馆中，我们提供3D打印和扫描服务，就如同我们也提供传统的信息和通信服务一样：这是创造知识的关键路径。 在计算机工作站工作，对于学生来说，就像是在图书馆里的白板旁工作一样，日趋平常。 基于相似的模型，我们使更多技术在图书馆中的应用成为可能。
- Norman Cousins was an American political journalist, author, professor, and world peace advocate. Recipient of the Helmerich Award and the Albert Schweitzer prize for Humanitarianism, a man who has deep insight into libraries. ”The delivery room for the birth of ideas.” What does that look like in the library? 诺曼 卡辛是美国政治记者，作家，教授和世界和平的倡导者。荣获黑尔梅里希奖和史怀哲人道主义奖，同时对图书馆有着深刻的见解。 这是一个催生思想的产房。在图书馆中这应该是怎么样的？
- Consider one of the most famous paintings by the Italian Ranaissance artist Raphael. Painted between 1509 and 1511, The School of Athens arguably depicts the Great Library at Alexandria. Notable figures include Socrates, Plato, Euclid or Archimedes, Pythagoras, Ptolemy, … Hypatia, the last librarian of the Great Library. Hero. Aristarchus. Image credit: https://en.wikipedia.org/wiki/The_School_of_Athen 思考一下意大利文艺复兴时代画家拉裴尔最有名的作品。这幅画绘制与1509-1511年，雅典学派据说描绘了亚历山大图书馆。著名人物像是苏格拉底，柏拉图，欧几里得或阿基米德，毕达哥拉斯和托勒密，希帕蒂亚，亚历山大图书馆最后一任图书馆员。英雄，阿里斯塔克。
- One such product: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/ 一种产品像是无限字节InfinitByte ，快速，防水，坚固，高容量闪存驱动器
- One such product: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/ 一种产品像是InfinitByte ，快速，防水，坚固，高容量闪存驱动器
- Or other examples with students collaborating directly with individuals from the greater community… 其他例子像是学生与大社区的个人合作的产品
- Marry a stethoscope with a holder for your Apple earbuds/microphone, with a supporting application… and you have the hummingdoc. Expectant parents can listen to/record the sounds of their baby’s heartbeat; aging parents can share their lung and heartbeat sounds in real time with remote medical professionals, or concerned family members. A real-world product. 配置一个听诊器，和一个苹果耳塞式耳机或者微型耳塞，以及一个支持软件，你就可以有拥有humming doc （嗡嗡医生）。 准父母可以听到或是记录自己小孩的心跳，年老的父母可以远程实时和专业医生或是担心他们的家庭成员分享他们的心肺跳动情况。这是一个现实世界产品。
- Similarly, the FLEXROUTE cable guide – designed and prototyped (rapid prototyping, 3D printing in ABS plastic) with support of students of the library 同样地，这个“灵活线路” FLEXROUTE 电缆引导管-是图书馆的学生支持设计和建立原型（快速建立原型，用ABS塑料进行3D打印）
- By all accounts, the product is a great success. And the students are learning things on a deeper level than they ever could in the classroom. 据说产品获得了巨大成功，比起在课堂中学习，学生可以获得更深的知识。
- Many of you are likely aware of the Makerspaces Design & Create Contest sponsored by the Evergreen Foundation in tandem with this conference series – for the remainder of the time, we’ll be applying design principles to the very real-world problem of making your own makerspace! For this exercise, we’ll need each of you to pair up. 在场许多人可能意识到青树基金会主办的创客空间设计&创造大赛和这几场会议，剩余时间，我们将会把设计原则运用到现实问题中，从而打造你们自己的创客空间。为了这次练习，我们希望大家分组练习下。
- Many of you are likely aware of the Makerspaces Design & Create Contest sponsored by the Evergreen Foundation in tandem with this conference series – for the remainder of the time, we’ll be applying design principles to the very real-world problem of making your own makerspace! For this exercise, we’ll need each of you to pair up. 在场许多人可能意识到青树基金会主办的创客空间设计&创造大赛和这几场会议，剩余时间，我们将会把设计原则运用到现实问题中，从而打造你们自己的创客空间。为了这次练习，我们希望大家配对搭档下。
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页的格式来自斯坦福大学的速成课程资源中的dgift 工作表练习
- Format of this page derived directly from the “dgift worksheet” exercise of the Stanford d.school’s Virtual Crash Course resource page at http://dschool.stanford.edu/dgift/#gear-up See instruction and methodology at http://dschool.stanford.edu/wp-content/uploads/2012/02/crashcourseplaybookfinal3-1-120302015105-phpapp02.pdf 这一页格式是斯坦福大学的视觉碰撞课程资源中的dgift 工作表练习