Transition of Public and Academic Library Makerspaces from Physical to Online Settings during a Pandemic

Abstract

This research investigates how academic and public library makerspaces transitioned to online maker programming during COVID-19. Using a collective case study methodology based on interviews with library staff, the findings describe three resources that supported the online transition—existing knowledge, technology infrastructure and staff with technology expertise, and interorganizational collaboration—while navigating challenges related to logistics, lack of staff and training, substitution for the benefits of experiential learning, facilitation of online interactions, online marketing and program assessment, and social issues. The findings illustrate how online maker programming has expanded through changes in approaches. This article illustrates an increased level of accessibility, new skills for future maker programming, and changes in perceptions about online learning and making, as three central outcomes. These findings lay the groundwork for future research developing robust design guidelines for online maker programming beyond the pandemic.