Makerspaces have developed from a trend to a core service in higher education libraries. Many academic libraries have been actively expanding the “makerspace” within the physical library and revitalizing the library as a center of learning and innovation. This case study investigates the application of makerspace technologies in a major comprehensive library in Hong Kong, which has designed a specific makerspace to encourage innovation and creativity. Few studies have focused on in-depth studies of makerspaces in East Asian academic libraries and how patrons perceive makerspace services and innovative spaces. A survey instrument was developed using the 5E instructional model (engage, explore, explain, elaborate, and evaluate) to evaluate makers' experiences systematically. The finding revealed that respondents applauded the importance of innovative spaces and the perceived outcomes from makerspaces, including nurturing creativity and critical thinking. However, they did not have sufficient skills to use emerging technologies, resulting in low usage.
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Traditionally, a library is a place to collect, access, and preserve print collections, and information services, circulation, and rich repositories have historically been most libraries’ core functions (T. T. W. Chan et al., 2020; Chiu & Wong, 2023; Stover et al., 2019; T. Yip et al., 2019). Several trends highlight the value and demand for library learning spaces, including changing students’ learning habits (Chiu & Ho, 2022a, 2022b; Q. Deng et al., 2019; Ding et al., 2021; Dong et al., 2021; Fan et al., 2020; Hui et al., 2023; P. Wang et al., 2016; Webb, 2018; H. Y. Yu et al., 2022; Zhou et al., 2022) and cultivating a maker culture (Melo & Nichols, 2020; Moorefield-lang, 2019). Students have expected to use emerging technologies to express ideas or present data visually (Suen et al., 2020; Webb, 2018). The evolving information and learning environment have led to a transformation of physical libraries (T. Jiang et al., 2019; Kee & Chiu, 2023; Y. Ni et al., 2023; Tse et al., 2022; K. C. Wong & Chiu, 2023; J. Zhang et al., 2023), and the academic libraries that play a vital part in supporting campus learning (Lo et al., 2017; Radniecki, 2017; Wu et al., 2023; Xue et al., 2023; Y. Zhang et al., 2020).
To fully support multiple forms of learning, academic libraries in Hong Kong have implemented renovation works, aiming at transforming the library spaces into collaborative, interactive, informal learning spaces, learning commons, or information commons (D. L. H. Chan & Spodick, 2014; Leung, Chiu, Ho, & Luk, 2022; Ho et al., 2023) and shifting from studying and learning into creative, innovative, inspiring spaces (Bieraugel & Neill, 2017). The rise of makerspaces as a concept in recent years, and the service is widely available internationally in academic and school libraries as a new learning space (Burke, 2015; Curry, 2017; Willingham & De Boer, 2015). This learning environment grows in popularity in academic libraries (Lee, 2017) and offers students a wide range of learning opportunities. Makerspaces is a term used in concurrence with diverse laboratories and hackerspaces (Curry, 2017; Kroski, 2017; Willingham & De Boer, 2015). Kroski (2017) defines makerspaces as “a place where people gather to make things, collaborate and share knowledge” (p.3). The value of makerspace is to facilitate knowledge exchange, inspire students to become a maker, and foster creativity and innovative ideas (Bieraugel & Neill, 2017; Gstalder, 2017).