Let's Make

A guide for promoting making in libraries

Career planning

Find out how libraries that have implemented maker activities support individuals and whole communities by supporting young people with career planning and further education opportunities, providing work experience:

  • providing work experience for young people,
  • forming partnerships with local institutions and organizations to provide more learning and career planning opportunities for young patrons,
  • building network of local institutions and organizations providing learning opportunities,
  • providing young people opportunities to meet, talk to and work alongside professionals in the STEM fields.

Examples, stories:

Cleveland Public Library (Ohio, US) has partnered with a high school to provide employment experience for students who work alongside patrons and staff in the library’s TechCentral Makerspace. Interns, in turn, provide expertise and learning opportunities for library patrons utilizing the MakerSpace.

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In Chicago Public Library the library’s Maker Lab programming includes visits to explore other spaces in Chicago’s maker ecosystem and “pop up” Maker Labs in neighborhood libraries, parks and schools. Many Maker Lab participants are deciding to join these or pursue new career and educational opportunities as a result of the networks and insights gained at CPL’s Maker Lab.

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ideaLAB at Denver Public Library (Colorado, US) is organizing ‘Summer of Tech’ – a summer programs for teens. Among other programs for summer 2014 the DevCamp is planned, where teens will have a chance to learn basic web development skills and meet professionals in the field, and BuildCamp, held in collaboration with the Community College of Denver, where teens will learn ‘the nuts and bolts’ of computer hardware.

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The Library of Birmingham (UK) invites young people in, including those who whis to start a new business, and offers them free advice, guidance and a range of resources. A special section on the library’s website is dedicaced to young people.

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