Lee, V.R., Lewis, W., Searle, K.A.,Recker, M., Hansen, J., & Phillips, A.L. (2017, June). Supporting Interactive Youth Maker Programs in Public and School Libraries: Design Hypotheses and First Implementations. In P. Blikstein & D. Abrahamson (Eds.), Proceedings of International Conference on Interaction Design for Children, (pp.310-315). New York, NY: ACM.
Available at http://dx.doi.org/10.1145/3078072.3079741 and http://delivery.acm.org/10.1145/3080000/3079741/p310-lee.pdf?ip=184.108.40.206&id=3079741&acc=OPENTOC&key=4D4702B0C3E38B35%2E4D4702B0C3E38B35%2E4D4702B0C3E38B35%2E8AF5215FEFE1B25A&__acm__=1576189486_4ef370949f5445b928a7ca90829791c3
After six months of observation at three middle school libraries and one public library implementing Makeroriented programs, we propose four design hypotheses derived from qualitative data analysis and initial testing through design implementation. These design hypotheses address how public and school libraries serving adolescent youth can better facilitate Maker-oriented activities and are drawn from an on-going study and design project to help libraries develop interactive, technologically enriched spaces and programs to support youth exploration and creativity. Each hypothesis is illustrated with examples drawn from our observations of libraries before and after maker programs were introduced.