What to Make In My Makerspace: Putting the Laboratory Back in the Library

Editor's Notes

• #5: The title makes reference to Christopher Columbus Langdell, the Dean of Harvard Law School for 25 years, from 1870 to 1895 Dean Langdell's greatest innovation was his introduction of the case method of instruction. Until 1890, no other U.S. law school used this method, which is now standard. Moreover, the standard first-year curriculum at all American law schools — Contracts, Property, Torts, Criminal Law, and Civil Procedure — stands, mostly unchanged, from the curriculum Langdell instituted. Langdell, who came from a relatively unknown family, was conscious of the fact that students from more privileged backgrounds often received higher grades in their coursework purely because of their family's wealth and social status. Dean Langdell instituted the process of blind grading, now common at U.S. law schools, so that students already known by professors or from esteemed families would have no advantage over others. Langdell saw law as a science. A science is studied at its source, and for Langdell the source of law was court opinions. Langdell proposed that law students must be given some means of experimentation and research by which they might cut through the excessive verbiage of black-letter rules and discover the fundamental scientific axioms that ought to be used in studying, teaching, and judging the law. By analyzing and discussing the primary sources like court opinions the student would be able to extract legal principles. Casebooks became the students' manual. Students learned through their ability to reason and recognize the science of the law. "Law, considered as a science, consists of certain principles or doctrines. To have a mastery of these as to be able to apply them with constant facility and certainty to the ever-tangled skein of human affairs, is what constitutes a true lawyer.“ Langdell thought that the law library was “the proper workshop of professors and students alike; that it is to us all that the laboratories of the university are to the chemists and physicists, the museum of natural history to the zoologists, the botanical gardens to the botanists.” —Christopher Langdell Law Libraries and Laboratories: The Legacies of Langdell and His Metaphor 107 L. Lib. J. 7 (2015) Winter 2015Danner, Richard A. SEAALL 2015 program – Taking Langdell Literally: The Law Library as Technology Laboratory Amanda Watson (Tulane), Carla Wale (Georgetown), Todd Venie (Florida) Particularly focused on the increasing importance of preparing our students with adequate technology skills
• #6: Questions I asked Liz to address
• #16: Generally the connection between libraries and makerspace trend 2010 Fayetteville Free Library (NY) Fab Lab credited as the first library based makerspace, “make technology more accessible to the general public” Make technology more accessible to the law school community? What kind of technology might that be? 3D printers seem really cool but could I actually make an argument that we should have one? I started doing a lot of reading, I attended a program that Liz presented at the UGA Science Library and asked her to be part of this program. So I eventually concluded that I could make an argument for a makerspace in the law library for a lot of different reasons.
• #17: I don’t think there would be much disagreement that legal education is a little short on creative approaches to teaching and learning. It’s usually the library that is willing to try new things but that attitude does not necessarily spill over to our faculty. Learning theorists talk about the importance of play in a learning environment. But in law schools we’ve pretty much managed to suck out any sense of play or joy. It’s that serious business of education and the serious business of student loans and finding a job. Cory Doctorow in his book Makers talks about unleashing the 5-year-old kid. Maybe with a makerspace or innovation space we could encourage our students to play which in turn could aid in real learning leading to innovation and creativity. How many of us put out puzzles, games and other do-dads as stress busters during finals. How about we bump that up to something more sophisticated. Five minute brain challenges or gaming challenges between students with prizes. Library Innovation Law at Harvard Law School, housed in Langdell Hall http://librarylab.law.harvard.edu/ The Library Innovation Lab is a forward-looking group of thinkers and doers working at the intersection of libraries, technology, and law. About projects within the library, how the library can better deliver services to patrons or create better digitization projects.
• #18: Relevancy? I really don’t like that we still talk about proving the relevance of the library. We still have webinars on the topic. But I don’t think we’ve been more relevant. The programs at this meeting demonstrate the great ideas we have. The CALI Conference for Law School Computing is a great place to think about new ideas. But I do think that we need to take those ideas beyond the library walls. Down the halls to the school’s administrative office, across campus to the university libraries. In-House Most law schools tend to focus on the law school community, the role that each department plays in the success of the school. Our new Dean is very good at that. But going back to that relevance issue we should also be sure to look at the broader community of the campus, the town, the bar association. Most promotion criteria have requirements of service to the institution and service to the profession, maybe service to broader communities. Across Campus Can we partner with other units on campus? We provide the space, they provide the equipment, or vice-versa? Perhaps another department can provide student workers to monitor the makerspace and train users. One of the plusses to an academic campus is that there are lots of people with lots of skills Law libraries are not always as welcoming as we could be to those outside the law school community. But a makerspace is a natural Co-working space – 2 or more individuals in same space. But what if those individuals are not all law students but engineering, landscape architecture, even art students. We become more relevant the wider our reach and influence. Broader Community Serve the/our community > good makerspace should grow out of the community; encouraging learning When people come to makerspace for the first time what do they expect? Burke 12 Our makerspace should reflect the community we are trying to address.
• #19: Not doing enough In 2000 the ABA established an eLawyering Task Force within what is now the Law Practice Division (LP). Its mission has been to alert the profession to the challenges of practicing in an era of technological change and to advance knowledge about how lawyers can both prosper and advance access to justice by leveraging new electronic tools and media. Then members of that task force were recommending that law schools update their law practice management and legal technology courses to reflect the impact that the Internet would have on the practice of law. By 2014, the authors of an article on the ABA website found that only a small number of schools have made a sustained commitment to do so, and many neglect the technology of practice entirely. Automation of routine tasks Job redundancy: the world can always use more coders. When we all get replaced by machines, someone will have to write the programs that do our jobs for us No lawyer wants to be replaced by technology. However, technology has long since been automating legal tasks. For instance, we have been conducting legal research by using search engines with complex algorithms versus going to libraries and thumbing leather-bound books; e-discovery tools automatically sift through millions of pages to identify relevant documents; for decades, redlining software has been performing document comparison, a process previously done by hand. We often take for granted automated tasks precisely because we no longer have to concern ourselves with doing them manually. Ability to do this things has been around but our students are not learning them. Creating Table of Contents, Table of Authorities Basic Practice Management Tasks New forms of literacy: design, programming, video editing, book writing, website building Learn programing? Making websites Online portfolios E-books Communication: we interact with a lot of people who do understand code on an increasingly frequent basis: our IT folks, faculty, peers, vendors, our children, etc. Code might not be a big part of your life, but it is a growing part of other people’s lives. Protect privacy for themselves and clients Improving general analytical skills Problem solving: If nothing else, learning how to program helps hone your problem solving and logical thinking skills. It helps you break down problems and solutions into their constituent parts and conceptualize their relationships better. Of course you’re thinking more like a machine at that point, but some problems lend themselves to being solved by a T1000 instead of a lawyer. Help to learn to deconstruct Coding Coding = literacy Being able to read, being able to use a phone, being able to type, being able to use a computer, being able to use the internet Coding is the next phase (maybe) of being competent Why How things work Apple lawsuits, shouldn’t a hacker be able to do this Breaking codes > how does it work Understand what’s underneath Take ownership of devices and technology Dealing with e-waste, environmental issues, what’s inside
• #20: Informal learning Help law students better understand technology; Makerspaces differ from hackerspace in less focus on programming, more focus on education MS focus on learning and education vs. hackerspace – hobbyists, fun, relaxation Learning Theories I made a general reference to learning theory previous but I’d like to spend just a small amount of time on that concept now. There are two well known learning theories that are particularly supportive to makerspaces Participatory culture - enables people to work collaboratively; generate and disseminate news, ideas, and creative works; and connect with people who share similar goals and interests Henry Jenkins Biomedical > created items to use in simulating body functions or treating medical conditions; in the legal world patent attorneys learning about the devices they help their clients register or bring law suits, Personal injury or medical malpractice, how much more effective it might be to have models of the physical items in dispute Workshops for attorneys Constructionism – process of creating reinforces understanding of concept; Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance Seymour Papert Stages One-off activities – individual workshops or events, demo sessions or tech petting zoo Ongoing meetings – recurring programs, regular groups; series of demos/workshops, earn prizes for attendance Temporary tools and kits Clean labs – dedicated space, modest noise, mild venting of fumes Dirty labs – louder, messier Other educational traditions MS borrow from traditions of career technical education Enriches educational experience of those with different learning styles Embrace wider range of projects and materials Flipping classroom A new way of flipping the classroom. If the essentials of flipped class is moving away from teacher at the front pushing to delivering content differently; in-class activity, the lab during class, the lecture outside A librarian “aims” the students at the appropriate source of information Develop skills of analysis Determine what skills you want students to have Learning Styles Embracing diversity of students and learning styles
• #21: Why are we here David Lankes in The Atlas of New Librarianship (p. 15) writes that librarianship was not founded on materials but outcome and learning and we’ve become overly focused on the stuff. So maybe a makerspace could be a mechanism to get us back to that more noble purpose. I do want to emphasis that a makerspace is a mechanism or a tool not the end goal Library as place for creating, not just accessing, information Librarian as facilitator, learn by doing Bring in new users/Keep our current users Bring in non-traditional audience, Bring in new people, not becoming closed circle Creating interest in those who come in the library; a way to get them in Building interest – 3d printer Offer programming on technologies and topics Provide space to use for activities Unclear where they’re going; influence the future of libraries Social activities > providing learning opportunities Group training on creative activities – could our training (Lexis, WL, databases) be more creative in a different space? Learn beyond the classroom – the flipping flipped classroom might actually mean something Support small business > incubator workshops on starting a business, securing funding, marketing, etc. How important to interest users from various disciplines? Co-locate in library for greater/wider access Community service Way of providing community service? Demo sessions Technology petting zoo Instructional workshop Makerspace has ability to do something transformative and then influence wider network Role libraries will play is dictated by us, be ready for questions, explain presence in library, tie back to how current students learn Analogy Grocery store – gets info bits they need Kitchen – put together final product Dining room/Restaurant – people beyond the library and other than maker come to use Loosen up the library > interplay of maker culture and library culture People want to take things apart – can we provide space (users can reserve a shelf, table, bench), tools, assistance Pursue equipment, space, and community building events Apply traditional skills to serve makers and develop new library products and services Ignite spark in users – fiddling w/ K’NEX/Legos, other stuff If in library supports learning for learning sake “understand how to be a creator” Computers with Adobe Creative Suite Support for lifelong learning Use by the clinics? Support for teen/children programs inclusive space Create publications for clients, community groups
• #22: I stated earlier that a makerspace has to reflect its community. There is no required set of services, technologies or operations to get started. Law libraries actually have an advantage because of the population we serve Generally, a specific age group, 22-30 year range; a faculty with fixed and relatively speaking, limited subject areas. As Liz stated they’re trying to figure our how to move beyond the STEM disciplines and appeal to the humanities. We don’t have that same big challenge Audio/Video/Images Recording > improving quality, witness statements Stop motion video > accident recreation Accident recreation software Digital photo and editing, green screen/substitute background Resizing Video production, green screen, editing Videos – film the sign, weather conditions, seen for witness verification High quality Scanning Conversion from older formats - Conversion – VHS, cassettes Permanent video set-up – Job interviews Video conferencing, allow local attorneys to use (interview), interview witnesses, experts Communicating live > skill for students Modeling Forensics – skull reconstruction, don’t have to use the original Law students need to understand technology in order to authenticate evidence Cuttters – laser, vinyl Computer numerical control (CNC) machines are used to create parts of tools by utilizing computers to precisely machine materials into desired forms.Large format printers > plans for streets, building 3D printing SLS – selective laser sintering (metal) 3D scanning Large format scanning and printing Practice development Digitized media Creating websites Photo editing Creating apps Digital scrapbooking Social media Professional grade office services Video conferencing Collaboration Simulation Interactive media wall Conference room Media literacy Developing business models, solving business problems Opportunity to collaborate with other units on campus – business, science IP> patents > inventors protection; lawyers need to understand the maker process Protect rights and intellectual property of entrepreneuers as clients Where Location Computer labs Library space Partners and other departments on campus What to call it Lawyer space Courtspace Assess what space is being used and what isn’t Bound journals area Courtrooms Journal office Current computer lab Repurpose courtrooms Space planning – tailor approach to meet needs and address challenges of each library Flexible adaptable > rearranged, removed, expanded & reduced
• #23: With the administration you often have to bring these things back to very specific, measurable outcomes. Faculty For faculty it’s often about productivity. Can a makerspace help them? Collaboration with distant colleagues, holding class remotely so a class does not have to be rescheduled or appearing at a conference live but remotely so they don’t have to travel or cancel class Use space to help faculty with distance education issues Keep up with trends in technology and usage – for most of us very few of our faculty could be considered technologically advanced but if we have to increase the technological education of our students then some of those students are going to end up being more technologically advanced faculty Clinics Formal space for business support Development/Advancement A naming opportunity? Fund a printer, high end computer Career Development/Job Placement Create learn/collaborate environment > makers seek out opportunities to learn to do new things Things to Do Attend a maker faire to spark your creativity Space assessment > space for materials is not a priority for school admin. but student/collaboration space is Sell your makerspace by identifying underused space then focus on the benefits for the students Do not develop top down, listen to library stakeholders, co-produce the space with users, help obtain and manage tools they want, understand how to use and can teach others to use, maintenance
• #24: Librarians often over estimate the legal risk in any given situation If your use is subject to a license, it controls Patent – almost anything can be patented; utility (functionality, 20 years), design patents (appearance, 14 years) Direct infringement – strict liability required for secondary liability\ Secondary Inducement – requires high knowledge standard, knew or should have known Contributory – sell Library providing a service not a product; instruction on use of equipment would not cause liability Flawed objects - Duty to warn once aware of problems Use of waiver Public/non-public forum, limitations on use are OK Non-public – reasonable time, place, manner If public then strict scrutiny Privacy No reasonable expectation of privacy in a public space Copyright infringement Unlikely to be liable for infringement Section 108 – post notice, do not push button Pushed button? - Supervised, makerspace maybe; unsupervised, copy room yes Fair use Establish policies and procedures Makerspace Handbook Policies and Rules Code of Conduct Scheduling Safety Housekeeping and Maintenance Personal injury How tools work, how you can get hurt; proper safety procedures