Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

Abstract

In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.

Makerspaces in early childhood education: Principles of pedagogy and practice

“…Certain conditions need to be in place for this to happen, of course. If maker activities are too narrowly defined, or adult led, then opportunities for agentic action are closed down (Marsh, Arnseth, & Kumpulainen, 2018). Therefore, open-ended, exploratory inquiries are more conducive to fostering maker agency.…”

It is a tool, but not a ‘must’: early childhood preservice teachers’ perceptions of ICT and its affordances

“…Being skeptical towards interactive whiteboards is not 2017b). The trending makerspace ideology (Marsh, Arnseth, and Kumpulainen 2018) which positions children as designers and creators of technology instead of mere users, provides one possible way to bring the valued hands-on -element to technology related practices in initial teacher education as well. This notion is not limited to the Chinese context only but also applies globally.…”

Making Future-Ready Students with Design and the Internet of Things

“…Given her growing comfort with tools that had not been explicitly taught during the camp's exploration sessions, Amalya also offered assistance to those in her immediate vicinity and was asked to assist other campers when facilitators were occupied. Echoing Marsh and colleagues' [21,22] observations of makerspaces as sites of enhanced agency, this generated J. Hughes, J. A. Robb, and M. Lam…”

“…In makerspaces and classrooms that utilize maker pedagogies, learning occurs "through a range of activities that blend design and technology, including textile crafts, robotics, electronics, digital fabrication, mechanical repair or creation, tinkering with everyday appliances, digital storytelling, arts and crafts --in short, fabricating with new technologies to create almost anything" [18, p. 445]. These environments are student-centred and inquirydriven, facilitating the development of scientific knowledge and process skills [19], critical thinking [17], perseverance [20], individual and collective agency [21,22], and technological fluency [23], to name a few. Furthermore, an emphasis on critical maker literacies that encourage students to reflect on the purpose and impact of their designs, production processes, and sharing of completed projects can foster a sense of maker citizenship, linking students' making practices to realworld issues of rights, belonging, and social participation [21].…”

“…This case illustrates the complex balance surrounding the type of inquiry employed within a makerspace. While giving young makers freedom and control over their design and making activities can sustain engagement and commitment to a task, facilitators must be conscious of their progress and offer timely support to avoid disengagement when learners are unsure how to proceed [21].…”