The article deals with the importance of design thinking and rapid prototyping in academic libraries. It presents a background of design thinking which can be traced back to the late 1960s and early 1970s. It also discusses the benefits of rapid prototyping outside the manufacturing environment, specifically for library instruction.
Academic libraries, Technology assessment, Design thinking, Undergraduates, and Transfer students
Purpose This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.Design/methodology/approach The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.Findings Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.Research limitations/implications This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.Originality/value This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs. [ABSTRACT FROM AUTHOR]
In the course of the project Team Working Spaces, space for co-operative working and recreational phases is created at the ETH Library. The goal is to focus on the customers' needs. In order to achieve this, elements of design thinking are integrated into the project, while it focuses on making and testing prototypes. The following article deals especially with the prototypes applied in the course of the project and their evaluation. Besides, it presents the implications of the test results for the practical implementation in the library rooms. [ABSTRACT FROM AUTHOR]
Journal of Education for Library & Information Science. Fall2017, Vol. 58 Issue 4, p219-235. 17p.
Museum studies, Library education, Museum study schools, Makerspaces in libraries, Design thinking, and Educational innovations
As makerspaces and hackerspaces pop up in libraries and museums, one little lab sits in the middle of an Information School, but it is not a maker-space, a gallery, or a museum. The MuseLab, at the Kent State School of Information, is something else, something new—or perhaps something familiar, but situated in a different context, making it less easy to define. The MuseLab is a laboratory for museum studies, where museality—the characteristic of something that in one reality documents another reality—is at the heart of all our activities. Created around design thinking principles and propositions of emergence and openness, the MuseLab is truly a space for experimentation, practice, and breaking rules in the interest of learning, innovating, and discovery. As more and more higher education courses go online, face-to-face creative group activities are becoming scarce. The story of the lab's genesis and development may be of interest for other LIS schools, programs, teachers, and information practitioners. [ABSTRACT FROM AUTHOR]
Academic libraries, Health literacy, Medical librarianship, Library orientation, Hackathons, New product development, and Case studies
Librarians can utilize design-thinking practices to develop instructional materials, in the development of new products and services, and in prototyping novel solutions to problems. This paper will explore the role of design thinking in teaching and learning via the use of the Blended Librarians Adapted Addie Model (BLAAM), and will illustrate how well-designed learning approaches can be used to create inclusive learning environments. It will present a case study showcasing how an academic health sciences librarian utilized a design-thinking process to create a health data literacy instruction service that encourages diverse participation in healthcare hackathons. [ABSTRACT FROM AUTHOR]