CURRENT ISSUES PAPER

3-D Printing in Libraries

Gail Currier
Public
8/22/2017
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In a world where electronics and technology are outweighing traditional paper resources, how

can libraries sustain their relevance and engage users at the same time? One way is by adding

makerspaces and 3-D printers to library services. According to the Canadian Library

Association, 3-D printing is the “poster child for makerspaces” (Abram, Dysart, 11). Although

this technology is 30 years old, the fact that 3-D printers have become affordable and refined has

helped bring this cutting-edge technology into libraries (Ryan, Grubbs, 2014, 13). With this new

addition of technology, there are many opportunities for libraries to make an impact on the

communities which they serve, including collaboration with area schools or attracting new users

to try innovative library services. Makerspaces and 3-D printers are changing and mobilizing the

interests of multiple age groups, including tweens (ages 10-12), teens (ages 13-18), as well as

adults. Understanding the function of makerspaces and 3-D printing can prove the importance of

this valuable tool, while describing its role in the community and its relevance to the library. In

addition, by examining the Southern Oklahoma Library System and how they are currently

utilizing 3-D printers, one can see how this technology is successfully appealing to library users.

Libraries and librarians across the academic, public, and school spectrum have generated

excitement as they embark upon this new and innovative skillset. The addition of 3-D printers is

helping libraries support relevant school curriculum, develop concrete learning skills in students,

and build confidence in users while benefiting library programming and increasing usage and

statistics at the same time. Moreover, library personnel are becoming inspired and stimulating

personal career growth by incorporating these new services into their daily work routines. In

addition, the interest and awareness 3-D printing is receiving, merged with the educational

activities connected to STEM (Science, Technology, Engineering, and Math), is an excellent

motivation to investigate the technology’s possibility of becoming a learning tool. The 3-D
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printers can become a significant part of students’ research by inspiring them to develop

“models” of thoughts and inspirations (Moorefield-Lang, 70). Teachers are looking for unique

ways to inspire students and the 3-D printers can boost this creativity. Experts believe, however,

that the 3-D printing technology must be fully understood by teachers, educators, and the

librarians who use it in order to support proficiency of the process (Kim, 43). Many workshops

are currently being hosted though organizations including the Oklahoma Department of Libraries

and the Oklahoma Library Association. This training also allows educators and librarians to pool

resources or work together when addressing technology questions or current topics.

One Oklahoma library system that has integrated 3D printing into its library services is the

Southern Oklahoma Library System (SOLS). After receiving a STEM grant through the

Oklahoma Department of Libraries, SOLS purchased two Ultimaker 3-D printers and materials,

and began teaching students how to use them. The printers run 24/7 in the library and attract

attention from patrons on a daily basis. Youth Services Coordinator Stephanie Way spends a part

of her day adding filament (material used in the printers) and inserting SD cards where students

have stored their designs and creations. Way said the program has grown by just having the 3-D

printers operating during library hours. Patrons will stop and watch the printers as they drizzle

the 215-degree colored liquid into innovative designs. The filament is a corn-oil based product so

the smell is sweet. The final projects are ready to handle minutes after they are made. Way then

places the finished 3-D items around the library to draw attention of the patrons browsing the

stacks. Some of the prints include chess pieces, iPhone cases, and sports paraphernalia. The

result is increased attendance and interest in this library enriched program.

In order to facilitate the STEM activities, students who take the 3-D printer classes at SOLS

are taught spatial abilities as they learn how to manipulate items on the printers. Way has her
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students use the website Thingyverse, which is a repository for free 3-D printable files, and

incorporates Computer Aided Drawing (CAD) skills, during their weekly classes each Friday.

After two years, students are mastering more complex projects including Star Wars spaceships

and lightsabers. The students in her classes are required to develop an understanding of basic 3-

D printing in order to apply these skills to more complex subjects, and continue research and

learning to greater depths. One student is so advanced using the 3-D printers that he has

volunteered to help teach an adult 3-D printing class at SOLS.

Marketing the addition of 3-D printers has been exciting and somewhat simple. In-house use

certainly created interest from patrons who were just curious about the technology while the

outreach of classes validated the library and its many services to its community. SOLS decided

to partner with schools initially in order to get the word out that the library had this new

technology. Staff members took the printers to area schools and hosted in-school training

workshops during classroom time. Teachers were fascinated, as were the students. The one-day

instruction allowed students to view a type of technology that many would never have had the

opportunity to see. According to Library Technology Reports, libraries need to provide

information and educate the public. They also should stimulate and enthuse patrons (Griffey, 23).

The average person cannot afford this type of equipment but the public should become mindful

and informed of changing technology (Griffey, 23). Libraries implementing this type of service

can earn significant appeal among users and substantial worth in society.

Students who have access to technology such as 3-D printers can develop positively life-

changing opportunities. One rural school that SOLS collaborated with was Dickson High

School, located in a town of 1,250 people. Many students enrolled in that school district are

considered Title 1 applicants and receive free lunch. High School counselor Jamea Gilbert said
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having SOLS partner with their students has provided multiple educational and career

opportunities. Most of the students do not have access to the Internet at home and hosting on-site

classroom instruction was inspiring. Gilbert was able to recommend three students to the

Southern Oklahoma Technology Center in Ardmore to continue instruction in more advanced

Computer Aided Design classes following the in-school training by SOLS. These results are

notable for libraries. As library users access computers and Wi-Fi for public needs, they will also

realize that the public library is the best place to go to learn about new technologies as well. In

addition, this partnership with the schools has fostered the value of the library to the community

who funds its services. Having access to 3-D printers can boost students’ education by nurturing

“ideas”, philosophies, and imaginations (Moorefield-Lang, 70). These makers can actively

encourage users to apply their skills as they discover inventions that may have a great impact in

the real world.

The movement of makerspaces into library settings is attractive to library patrons. In addition,

many librarians and staff are motivated by the new technology and eager to become trained to

use it. The training, however, can be “labor intensive”, but is invaluable and can help launch

additional programs in library (Nadel, 2017, 30). New skills, additional equipment, and up-to-

date software and services must also be constantly addressed. According to Library Journal,

setting aside time for staff to “play” with the printers and experiment with projects will help

workers become confident with the machines (Kim, 2016, 42). Those who learn to use this new

technology will become vital assets to their professions and workplaces (Ryan, Grubbs, 14).

Clear policies about 3-D printers are also important for the library as staff members incorporate

them into their services. SOLS requires its users to take classes initially to gain a clear

understanding of the machinery before they can access the makerspace area.
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Anticipating the demands of the next generation will affect how libraries plan their

educational needs. Keeping up with current trends in 3-D printing and makerspace technology

through journals, blogs, and social media are a few ways to stay current. Libraries should also

focus on getting tweens and teens interested and considering the latest technology. According to

Knowledge Quest, it is what young learners need (Moorefield-long, 72). Traditional libraries are

basically becoming a place of the past. The challenge involves funding the instruction and

education, materials and equipment, and the “infrastructure” of the new technology (Moorefield-

long, 72). One way libraries can stay current is through granting resources and fundraisers.

Benefiting a multitude of disciplines, libraries, such as the Southern Oklahoma Library

System, are forming the future of many patrons with the addition of 3-D printers. In order to

stay relevant in the library industry, it is important to offer learning opportunities that reinforce

the educational curriculum of local institutions. These options can be addressed and offered at

libraries through innovative programs, both in-house and through outreach and collaboration.

The addition of makerspaces and 3-D printing is proving to be valuable for librarians, staff, and

the public who are investing their time into a world of technology that could be life-changing.

While utilizing the mission of libraries and their purpose, 3-D printers are supporting relevant

school instruction and reinforcing growth and creativity in users. The attention 3-D printing is

receiving, combined with the ability to assist with STEM education, is providing patrons and

librarians with new skills as they explore and expand cutting edge technology. The result is a

positive and sound partnership and an invaluable asset for both libraries and the citizens being

served.
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Bibliography

Abram, Stephen and Jane Dysart, “The Maker Movement and the Library Movement:
Understanding the Makerspaces Opportunity.” Canadian Library Association Feliciter
Issue 1, Vol. 60, February 2014, 11-13, EBSCOhost (accessed August 11, 2017)

Enis, Matt, “Product Spotlight: 3D Printers.” Library Journal, June 1, 2015: 52-53, EBSCOhost
(accessed August 11, 2017).

Griffey, Jason, “Absolutely Fab-ulous.” Gadgets and Gizmos: Libraries and the Post-PC Era,
Library Technology Reports April 2012, 21-24. EBSCOhost (accessed August 11, 2017)

Kim, Bohyun, “Building Block of an Innovation Space.” Library Journal, February 15, 2016:42-
43 EBSCOhost (accessed August 11, 2017).

Moorefield-Lang, Heather, “3-D Printing in Your Libraries and Classrooms.” Technology Quest
vol. 43, No. 1, September 2014: 70-72, EBSCOhost (accessed August 11, 2017)

Nadel, Brian, “Forming the Future.” University Business.com, June, 2017: 28-30, EBSCOhost
(accessed August 11, 2017)

Ryan, Susan M. and W. Tandy Grubbs, “Inspiring Innovation: Collaboration in Support of 3D

Printing as an Emerging Technology in Academic Libraries” Florida Library Association,
Fall 2014, 11-16, EBSCOhost (accessed August 11, 2017)
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