ONE Making, Makerspaces, and the Academic Library Excitement abounds for contemporary making and the emerging tools, equipment, and spaces that support it. This excitement builds on a long his- tory of making. For decades, if not centuries, individuals involved in cre- ative professions from disciplines of art, design, architecture, engineering, and many others have used the process of making as part of their explora- tion of ideas and as a way to test, revise, and improve outcomes. For art- ists, designers, and architects, the studio has been the primary place for making. For the engineer, the same holds true for the laboratory. These foundational concepts of place-based making translate to what has become known as the present-day makerspace. It is fair to say that more recent and still emerging technologies have rein- vigorated traditional forms of making. Revolutionary technologies such as 3D printing have opened up a whole new world of making and allowed indi- viduals to quickly, easily, and inexpensively make in ways that have not been pos si ble prior to their advent. These new opportunities in making have challenged us to rethink and perhaps even reimagine the role of making in academia both in creative professions and across the academic landscape. Melo (2019) suggests this is why making matters, because it encourages us to exercise our creative thinking and it prepares individuals to face and solve the problems not only of today but also those of tomorrow. Beyond the more obvious relationship between makerspaces and the out- comes that originate from them, it is critical to also consider the broader
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