My capstone field experience took place at Mixxer Community Makerspace in Winston-Salem, NC during the fall semester of 2022. Mixxer is a nonprofit whose mission is "to provide access to tech, tools, and community" and vision is "a world where anyone has the opportunity to make anything." ~ Mixxer Makerspace | Make Stuff. Learn Stuff. (wsmixxer.org)
Background
When choosing the location for my capstone fieldwork experience, I looked back at my time in the LIS program to reflect on what I was most drawn toward. I noticed that throughout my coursework, frequently when there was an option to choose a topic for a paper or presentation, I chose some aspect of makerspaces. In LIS 600 I presented on the broad topic of What Is a Makerspace? My other coursework included an exploration of the collection practices for Libraries of Things, an examination of the pedagogy of makerspaces, and an interview of an academic librarian who oversees the makerspaces at his university. I took time to visit a number of makerspaces such as the Digital Media Commons and SELF Design Studio at UNCG, the Innovation Lab at Durham County Library, and the makerspace in Forsyth County's Central Library. Finally, I took LIS 634, the course completely devoted to makerspaces, learning about policy, funding, and programming. Completing my capstone in a makerspace seemed like a natural progression.
Planning
My first introduction to Mixxer Community Makerspace happened in May of 2022. I found them through a google search for makerspaces in Winston-Salem and arranged a tour. I was impressed with the organization's focus on accessibility. Upon getting approval from UNCG faculty for this unconventional Capstone site, I set up an initial meeting with Alan Shelton, the Executive Director of Mixxer, (PLO 7.4) to discuss whether Mixxer would be a good fit for the Capstone experience and what projects would benefit both parties. Noting that accessibility is the core of Mixxer's mission, we outlined a plan (PLO 2.1) with these goals in mind:
Work with community members to learn to use various tools in the space (PLO7)
Develop instructional reference materials with a focus on safety (PLO4)
Promote accessibility of specialized tools through instruction in multiple formats (PLO2)
Reduce potential problems by anticipating maintenance needs (PLO3 & PLO6)
At mid-semester, I saw a need to add some details about receiving feedback to the plan. I requested a script review for each of the tools before finalizing the deliverables. And I created a survey for members using the tools. The survey response rate was lower than I would have liked, however I did receive useful information. I was able to add timestamps to the videos based on the suggestions. These mid-semester additions improved communication with the staff and members to ensure the outcome would be useful educational tools. (PLO 7.2, 7.3)
Instructional Infographics
These infographics were created to serve as a quick guide to remind members in the makerspace as they begin using tools on their own after their initial in-person instruction (PLO 4.5). After I received a preliminary lesson on a given tool, I wrote an outline of the steps involved in operating it (PLO 2.3, 6.4, 7.1, 7.2, 7.3). Special attention was given to the safety elements for each tool. Collaborating with staff and members of the Mixxer community, these outlines were reviewed by an expert in that area of making, and edits were made as needed (PLO 6.1, 6.3, 6.6, 7.1, 7.2, 7.3). The graphics were designed using Canva (PLO 4.2, 4.3). After the videos were completed, QR codes were added for quick access to more in-depth instructions for those in the workshop (PLO 1.5, 1.6).
3D Printer
Laser Cutter
MIG Welder
Miter Saw
Jointer
Planer
Video Tutorials
Creating video tutorials for commonly used tools in the makerspace was a large component of my capstone project. In order to complete this task, I first had to learn how to use each tool and any specific Mixxer guidelines by collaborating with both staff and expert members (PLO 6.1, 6.3, 6.6, 7.1 7.3). Then I created a storyboard & script in order to record video footage, screen captures, and audio tracks (PLO 2.3, 4.2, 4.3, 7.2). Scripts were reviewed by staff, and I made any necessary edits (PLO 7.1, 7.2, 7.3). Finally, I learned to use DaVinci Resolve video editing software to put the pieces together. The video files were shared with Mixxer staff, uploaded to YouTube, and a QR code generated to put on the infographics posted in the space for easy access (PLO 4.3, 4.5, 7.1, 7.3). We decided that the YouTube platform worked well because it is accessible to end users without any account or password and it auto generates a written transcript for an additional layer of accessibility (PLO 1.3, 1.5, 1.6, 2.1, 2.3). Finally, I created a short survey with Google Forms to get feedback from members about the usefulness of the videos. One response said, "The laser cutter video is the best thing since sliced bread. Brilliant." A valuable suggestion that I added to the videos was the addition of timestamp chapters. New topics within the videos are now labeled with the ability to quickly jump to that specific content. (PLO 3.1, 3.2, 3.3, 3.4)
Maintenance Guides & Documentation
After collaborating with the member of Mixxer who is most familiar with 3D Printing, I learned that he refers to the maintenance manual created by the machine’s developer and producing another guide would be redundant. Discussing this with Shelton, he said the same is true for the other machines and a form for documenting maintenance work as it is completed would be more useful. The forms include a list of the common maintenance tasks the frequency in which they should occur, along with space to document what has been done, when, and by whom. Where available, the a link is provided for the online version of the manual. (PLO 3.1, 3.2, 3.3, 6.1, 6.2, 6.4, 7.1, 7.2, 7.3)
Community Outreach
While outreach was not part of my initial plan, when the opportunity arose, I happily accepted! Mixxer's largest annual fundraising event is called the Night of Fire and takes place in September. Leading up to the event, Mixxer works with community partners to spread the word.
I taught the art of scratch block carving at two partner locations (PLO 2.4, 7.4). First, I led a scratch block workshop, along with Mixxer's AmeriCorps VISTA volunteer, at the YMCA Reach Center for youth in their afterschool program. Then I managed an outreach tent with scratch block carving at the Pilot Mountain Art Walk on my own. Both events involved emails and discussions to plan and coordinate (PLO 7.1, 7.2). In both locations I taught the scratch block techniques as outlined by Mixxer staff adapting to the needs of those present (PLO 4.3, 4.4, 4.5). At the Art Walk, I also advocated for Mixxer, sharing information about the makerspace with many dozens of attendees who had never heard of it before (PLO 5.3).
The Night of Fire is a neighborhood block party culminating in an iron pour, which was held on September 24 this year. During the event, I gave tours of the facility to several groups sharing all the benefits of membership as well as other ways Mixxer interacts with the community, and I spoke to attendees of the event to explain the value of having this organization in the community while collecting donations (PLO 5.3).
Scratch Block Workshops
Night of Fire Event