This video presents BiebBeep, an interactive touchscreen system that has been developed with the aim to support information and social services for the New Library in Almere, The Netherlands. The constantly updated information displayed on the interactive screen concerns not only the library itself, but also features happenings in the local area. The system's distinctive feature is that people can add information to the screen themselves, such as tweets, photos, local and cultural news announcements, so that the library and its visitors can inform and connect with each other. Over the course of almost one year, several studies were conducted, including focus group, interview- and observation-based studies that have motivated the functionality, and particularly the user-generated and localized content the system supports. Consequently, the services and functionality the system offers are aimed towards supporting Library 2.0, the next generation library.
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UNLABELLED: Public library makerspaces intend to contribute to the development of children from marginalized communities through the education of digital technology and creativity and by stimulating young people to experience new social roles and develop their identity. Learning in these informal settings puts demands on the organization of the makerspace, the activities, and the support of the children. The present study investigates how children evaluate their activities and experiences in a public library makerspace both in the after-school programs and during school visits. Furthermore, it examines the effectiveness of the training program for the makerspace coaches. The study covers self-evaluations by children ( n = 307), and interviews with children ( n = 27) and makerspace coaches ( n = 11). Children report a lot of experiences concerning creating (maker skills, creativity) and maker mindset (motivation, persistence, confidence). Experiences with collaboration (helping each other) were mentioned to a lesser extent. Critical features of the training program for makerspace coaches were (i) adaptation to the prior knowledge, skills and needs of makerspace coaches, (ii) input of expert maker educators, (iii) emphasis on learning by doing, (iv) room for self-employed learning, and (v) collaboration with colleagues. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s41979-022-00070-w.
The flexible deployment of drones in the public domain, is in this article assessed from a legal philosophical perspective. On the basis of theories of Dworkin and Moore the distinction between individual rights and collective security policy goals is discussed. Mobile cameras in the public domain reflect how innovative technological tools challenge public authorities in new ways to balance between privacy and security. Furthermore, the different dimensions of privacy and the distinction between the three types of the value of privacy are reviewed. On the basis of the case study of the Dutch Drones Act, the article concludes that the flexible deployment of mobile cameras in the public domain is not legitimate from a normative perspective. The legal safeguards in the Netherlands are insufficient to protect the value of privacy. Therefore, further restrictions such as prior judicial review should be considered.
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