Libraries have had to adapt to the changing information needs of library users, competing with internet-based resources, search engines, and physical and online bookstores (Yu & Huang, 2020). Covid-19 forced libraries to reexamine their programs and services  (Banks & Clipper, 2021) due to closures and new demands from users. The State Library of NSW pivoted to meet user needs, providing online services which continue to remain popular. These online services include virtual excursions for schools, book clubs, art clubs, young writing clubs, story time online, and workshops (State Library of NSW, n.d.).

The State library aims to go beyond compliance in providing accessible physical and digital infrastructure and inclusive services (State Library of NSW, 2017). Interestingly, virtual services has assisted in achieving this goal, extending access to users beyond the physical walls of the library. The State library has expanded on and built new relationships with remote communities, schools and people who are unable to physically access the library. Users enjoy experiences they would not previously had access to, removing barriers to information.

Makerspaces are relative new additions to libraries and are provide new ways to meet the creative technological needs of users. Creative design processes are information intensive with makers seeking information from:

• prior knowledge,
• from people as it is pleasurable,
• from documents due to ease, and
• through experimentation as it results in quality products (Einarsson & Hertzum, 2021).

Each makerspace is different, each serving a unique community (Horton, 2019). CreateSpace at the University of Sydney is a technology-driven, free creative space  providing students with the opportunity to collaborate, design and create using new technologies.

Libraries need to cater for the differing technology needs of their users. Academic librarians need to assist international students to fulfil their specific academic demands, playing a crucial role in enabling international students to become successful library users and learners (Soltani & Nikou, 2020). The CreateSpace is staffed with library Peer Learning Advisors who are current postgraduate students assisting with study skills, referencing support, and new technologies (University of Sydney Library, n.d.). The peer advisors are approachable and can understand the needs of users, having recently been through the same thing.

Given the growing number of librarians involved in makerspace technology, there is a need for professional development opportunities. Teacher librarians could benefit from the inclusion of this in the Master of Education (Teacher Librarianship) course, equipping them confidently and capably to fill this need within school libraries.

 

 

 

 

 

 

 

Unfortunately TAFE NSW did not cater for the technological needs of users, in stark comparison with Sydney University. The lack of technology fed into the lack of creativity and inspiration within the building, adding to a feeling of hopelessness. It is hoped that change comes to TAFE NSW as it is in dire need.

The Reserve Bank of Australia recently introduced an archives website Unreserved, increasing access to the Reserve Bank of Australia’s archives, with plans to add more. Visits to the physical site is by appointment only, the online resource providing access to a rich archive of records spanning almost 200 years of Australia’s economic, financial and social history, from the convict era through to more recent times (Reserve Bank of Australia, n.d.).

References

Banks, C., & Clipper, B. (2021). Improving accessibility in virtual programs and services. In Pivoting During the Pandemic: Ideas for Serving Your Community Anytime, Anywhere. American Library Association. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=6427415

Einarsson, Á. M., & Hertzum, M. (2021). How do makers obtain information for their makerspace projects? Journal of the Association for Information Science and Technology, 72(12), 1528–1544. https://doi.org/10.1002/asi.24528

Horton, J. (2019). Continuing education and professional development of library staff involved with makerspaces. Library Hi Tech, 37(4), 866–882. https://doi.org/10.1108/LHT-06-2018-0081

Reserve Bank of Australia. (n.d.). Unreserved. Unreserved. Retrieved June 7, 2023, from https://unreserved.rba.gov.au/

Soltani, S., & Nikou, S. (2020). An assessment of academic library services: International and domestic students perspectives. Library Management, 41(8/9), 631–653. https://doi.org/10.1108/LM-04-2020-0071

State Library of NSW. (n.d.). What’s On. State Library of NSW; scheme=AGLSTERMS.AglsAgent; corporateName=State Library of New South Wales; address=Macquarie Street, Sydney, NSW 2000; contact=+61 2 9273 1414. Retrieved June 3, 2023, from https://www.sl.nsw.gov.au/whats-on

State Library of NSW. (2017, January 20). Access & Inclusion [Text]. State Library of NSW; scheme=AGLSTERMS.AglsAgent; corporateName=State Library of New South Wales; address=Macquarie Street, Sydney, NSW 2000; contact=+61 2 9273 1414. https://www.sl.nsw.gov.au/about-library/access-inclusion

University of Sydney Library. (n.d.). Technology Spaces. Retrieved June 3, 2023, from https://www.library.sydney.edu.au/libraries/technologyspaces.html

Yu, K., & Huang, G. (2020). Exploring consumers’ intent to use smart libraries with technology acceptance model. The Electronic Library, 38(3), 447–461. https://doi.org/10.1108/EL-08-2019-0188