Purpose – Much has been published on makerspaces: the history, development and progress and how they are used – stories of successes and opinions on their potential. The purpose of this paper is to comment on such publications within the library and information science (LIS) literature and to warn libraries to not only focus on providing physical spaces and tools but to explore the bigger potential of extended, interconnected spaces for information and information resources and “mutations” of makerspaces such as makerlearning. Design/methodology/approach – The contribution is based on a pragmatic and reflective analysis of the LIS literature on makerspaces. The questions are: what to make of the literature, and what needs to be done to enrich the subject literature to support an interconnected approach to makerspaces and information resources and information support? Findings – There is a very strong focus in the literature on libraries as physical spaces for makerspaces, the planning, provision, maintenance and how-we-do-it approaches. Although very important this does not sufficiently explore an interconnection between makerspaces and an expanded information-related involvement of libraries, e.g. in information literacy training, guided inquiry, bridging the digital divide, research (embedded librarianship) and community support. Research limitations/implications – There are many publications on makerspaces in the LIS literature. They however, mostly do not reflect on the opportunities to take a more holistic look at the potential of makerspaces in libraries interconnected to the use of information resources, and information-related support and intervention from libraries. Originality/value – Although there are many papers on makerspaces the purpose of this contribution is to focus on extended input from libraries.

Purpose -Libraries of all types have often been called on to take on challenges ranging from information literacy and developing a reading culture to promoting social justice. In recent literature they have been challenged to contribute to the development of informed and educated nations -a big issue in developing countries. Sometimes even to empower people. This paper raises awareness for this call as important for developing as well as developed nations and the numerous issues, role players and lenses they need to bear in mind. As an opinion piece it can merely scratch the surface of raising awareness.Design/methodology/approach -This contribution builds on the literature of library and information science, education and politics to present an exploratory viewpoint and a nascent model to support further work. It intentionally touches on a diversity of issues that may seem at odds with each other, but that in our opinion reflect the enormous scope to address and diversity of individual, institutional and global input and lenses that can make a difference.Findings -Many obvious approaches to achieve the object of an informed and educated nation with empowered individuals can be noted such as focusing on information literacy, digital literacy and information fluency. However more awareness is required of the need to take a holistic view of issues to focus on such as tolerance and ethics, and the information behaviour and information practices of people in various contexts, and how changes in the awareness of needs to address and the need to seek information and support from diverse sources, can contribute. A first step would be to note the diversity that might contribute towards a holistic view of a global problem to which libraries can contribute.Originality/value -There are limited publications on the topic in the library and information science literature although "developing an informed and educated nation" features in the mission and vision plans of some countries, and empowerment is sometimes specifically noted in publications on user education and information literacy. This paper offers an exploratory viewpoint to raise awareness to consider various approaches and threads to the topic and to not think only in terms of education and information literacy, but to recognise the full role libraries and librarians can play -also in reaching out to other role players such as users, governments, and grant providers.

Gallocanta Lake (NE Spain), with a high ecological value, is the largest and best preserved saline lake in Western Europe. The aim of this study is to map the landforms developed in the margins of the central sector of Gallocanta Lake, at adequate scale for the study of soils and habitats, which is needed for the delineation, management and protection of the wetland. Photointerpretation was combined with topographical, geological, and satellite data in a geographical information system. This study, applied in two selected areas of the central body of the lake, allowed the identification of contrasting landforms and processes in the lake margins. The southern margin, which receives most of the fluvial materials in the zone exhibits coastal progradation by means of barrier-island generation and sedimentation in the resulting coastal lagoon, a process that can be inferred from the map presented in this work and was confirmed by comparison of aerial photographs taken in different decades. With virtually no sediment supply on the margin, coastal erosion and shoreline retreat prevail. In summary, coastal landforms are a result of a complex combination of fluvial and lacustrine processes operating during high and low water-level periods.

Introduction. Applying participatory design in educational contextscan improve the congruence between perceptions of students, teachers and instructional designers.Information behaviour activities such as collaborative information seeking and information sharing are core to participatory design. Information behaviour studies related to participatory design must be guided by an information behaviourframework informed by the principles of participatory design. Albeit a few examples of frameworks, reference is mostly only to participatory design steps, phases and stages, with limited acknowledgement of information activities. This paper suggests a participatory design information behaviour framework for studies in educational contexts. Method. Scoping review of selected publications on participatory design and information behaviour, and participatory design in education. Analysis. Thematic analysis applied in educational context as exemplar. Results. A participatory design information behaviour framework must allow for the following constructs: context, participant selection (i.e., actors, stakeholders), definition of shared visions and purposes; roles and tasks; information resources and access; iterative information activities; participatory design steps, phases and stages; consideration of intervening factors; and finer nuances of all of these constructs. Conclusion. The suggested framework can guide information behaviour studies on participatory design with a focus on information activities.

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