"It's a Bomb!" -- Material Literacy and Narratives of Making

Sydow, Sophie Landwehr; Tholander, Jakob; Jönsson, Martin

doi:10.1145/3025453.3025529

Cited by 11 publications

(4 citation statements)

References 33 publications

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“…The practitioners' sensibilities to these different experiences were central to their conversations about how to deal with the machine. We here can also relate to the concept of material literacy, which highlights the relationship between a subjects' skills and motivations to understand and interpret material and objects at hand, which the authors have previously worked on [28]. This was especially displayed by practitioners with deep 3D printing expertise.…”

Section: After the Printing: Reading Printsmentioning

confidence: 89%

“…We argue that their interpretations shed light on both their own experience and expertise of 3D printing as well as they reflect on others more generally. Methodologically, we align our work to similar approaches within HCI research such as material speculation and critical inquiries -which utilizes physical artifacts to generate possibilities for reflection [58] as well as the concept of material literacy [28], which highlights the relationship between the subjects' skills and motivations to understand and interpret material and objects at hand. Like Wakkary and colleagues concept of material speculation, we also see a centrality in the actual and situated artifact as a producer of knowledge which can act as an essential contributor in interaction design research [58].…”

Section: Methodsmentioning

confidence: 99%

“…This was especially displayed by practitioners with deep 3D printing expertise. We therefore see their ability for this reading of the artifact or material literacy [28], as an integral part of the sense making processes around 3D printing.…”

Section: After the Printing: Reading Printsmentioning

confidence: 99%

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Machine Sensibility

Sydow

Jönsson

Tholander

2020

Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society

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This paper offers a conceptual contribution to understand 3D printing practice. We have studied conversations between 3D printing practitioners who discuss failed and discarded printed artifacts and analyzed how they make sense of the printing process. Based on findings of interactions with the machine itself, materials used, and designs applied, this study contributes to the field of HCI by highlighting the embodied and situated dimensions of 3D printing. Introducing the concept of machine sensibility, we characterize our findings around: i) assessing printability, ii) monitoring and intervening and iii) reading the prints. We use the term machine to highlight the importance of understanding the materiality of the 3D printer, and sensibility, to address critical interactions and abilities that surfaced in studying this practice. The concept allows researchers to put 3D printing practice in the context of contemporary interaction design research and helps to understand challenges of material-machine-design interdependencies. CCS CONCEPTS• Human-centered computing → Human computer interaction (HCI); HCI theory, concepts and models; Interaction design; Empirical studies in interaction design.

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Section: After the Printing: Reading Printsmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

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Machine Sensibility

Sydow

Jönsson

Tholander

2020

Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society

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“…Foremost there has been an interest in STEAM-subjects to adapt [14,18,22,30,37], further by making use of design thinking [11,33], hands-on tinkering [6,8,36] and towards experiential learning [15,23]. Approaches to material understanding [59] and different literacies from learning or maker contexts such as digital- [50], media- [27] or material literacy [31] contribute with opportunities for teachers to introduce digital practices, combined with manufacturing tools, craft and aesthetic thinking. Here we see that 'making' in the context of preschools and early childhood education is particularly interesting to investigate.…”

Section: Introductionmentioning

confidence: 99%

Becoming a Maker Pedagogue

Sydow

Åkerfeldt

Falk

2021

FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education

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Making has with its mindset and hands-on agenda found ways into all levels of education. From primary school to higher education, in after-school curricula and public places of learning, making has made a considerable impact. In early childhood education, teachers and their professional development are however less in focus. We present a municipality-driven project of training nine preschool teachers with a maker mindset. Our data builds on teachers' experience and practice, shared in two workshops and 16 blog posts. The pedagogues' reflections of their own and learners' actions make way for how 'making' impacts them as educators. We use Resnick's four P's: Projects, Peers, Passion, Play and contribute Places and Presentation as additional elements of creative learning. We show that developing a maker mindset entails openness, curiosity, cocreation, responsiveness and the willingness to include technology and materials into professional practice, which is key towards becoming a maker pedagogue. CCS CONCEPTS• Applied computing → Education; • Human-centered computing → Empirical studies in HCI.

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