Discovering Maker Literacies: Tinkering with a Constructionist Approach and Maker Competencies

摘要

By shifting hybrid pedagogies to constructionism, multimodal and makerspace composition teachers can transform both student-and faculty-inquiry within the classroom. A constructionist stance guides students through a path of knowledge informed by their own socio-culturally situated practices and experiences. In a multimodal and makerspace undergraduate course, this results in students applying maker competencies-defined through a university taskforce of faculty across disciplines-to form maker literacies.