Assignment: Identify and obtain several peer-reviewed publications supporting you in being an effective maker educator in your area of focus. Identify and obtain several other resources supporting you in your capstone planning and project. Read/Watch/Listen to one of them and provide a 1 paragraph summary.
I summarized "Shaping Learning online for Making and Sharing Children's DIY Media" by Deborah A. Fields and Sara M. Grimes from Designing constructionist futures: The art, theory, and practice of learning designs. I chose this piece to summarize because the program I am developing will be virtual with asynchronous hands-on activities for the participants. We will encourage families to document their work and share it on social media and with Science Friday directly. Not only with this serve as a way to evaluate engagement and understanding among participants, but it will also serve as a form of assessment for the success of the program overall.
In the paper, Fields and Grimes note that in recent years many virtual environments for sharing DIY documentation have sprung up. They argue that many such spaces developed for children focus on very basic levels of participation, making it easy to share media. However, they often do not provide ways to share the experience of making, express the challenges of the creative process, provide a meaningful way to offer feedback, or offer opportunities for significant collaboration. They also noted that many websites designed for children’s DIY media, encouraged the use of outside sites such as Facebook or Instagram for sharing, which effectively eliminated the opportunity for younger children to engage in the process. The authors identified seven sites that they believed allowed for exceptional opportunities for children to share DIY media and then defined why those platforms were preferred. Aspects highlighted included creators' rights, creator leadership, and support for independent learning, The concluded by suggesting important aspects to consider when building a virtual learning community for children but also recognized the challenges inherent in doing so with restrictions in place by the Children’s Online Privacy Protection Act (COPPA).
Blikstein, P., & Worsley, M. (2016). 5. Children Are Not Hackers: Building a Culture of Powerful Ideas, Deep Learning, and Equity in the Maker Movement. In E. R. Halverson, Y. B. Kafai, & K. Peppler (Eds.), Makeology, Volume 1: Makerspaces as learning environments (pp. 64–79). essay, Routhledge.
Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented stem-rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761–800. https://doi.org/10.3102/0002831218758668
Calabrese Barton, A. (2021, November 2). Designing for social justice in science teaching and learning: Working toward rightful presence. NSTA. Retrieved October 6, 2022, from https://www.nsta.org/blog/designing-social-justice-science-teaching-and-learning-working-toward-rightful-presence
Calabrese Barton, A., & Tan, E. (2020). 15. The role of Critical Science Identity Artifacts in youth claiming a rightful presence in STEM. In N. Holbert, M. Berland, & Y. B. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 168–176). essay, The MIT Press. https://doi.org/10.7551/mitpress/12091.003.0021
Dierking, L. D., Falk, J. H., Shaby, N., & Staus, N. L. (2021). Thriving stem learning ecosystems-for all? NSTA. Retrieved February 22, 2022, from https://www.nsta.org/connected-science-learning/connected-science-learning-november-december-2021/thriving-stem-learning
Fields, D. A., & Grimes, S. M. (2020). 24. Shaping Learning Online for Making and Sharing Children’s DIY Media. In N. Holbert, M. Berland, & Y. B. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 255–263). essay, The MIT Press. https://doi-org.proxy.libraries.rutgers.edu/10.7551/mitpress/12091.003.0032
Hachey, A. C., An, S. A., & Golding, D. E. (2021). Nurturing kindergarteners’ early stem academic identity through makerspace pedagogy. Early Childhood Education Journal, 50(3), 469–479. https://doi.org/10.1007/s10643-021-01154-9
Jayathirtha, G., Fields, D., Kafai, Y. B., & Chipps, J. (2020). Supporting making online: The role of artifact, teacher and peer interactions in crafting electronic textiles. Information and Learning Sciences, 121(5/6), 381–390. https://doi.org/10.1108/ils-04-2020-0111
Kim, S. H., Choi, G. W., & Jung, Y. J. (2020). Design principles for transforming making programs into online settings at public libraries. Information and Learning Sciences, 121(7/8), 619–630. https://doi.org/10.1108/ils-04-2020-0110
Libow Martinez, S., & Stager, G. (2019). 4. What Makes a Good Project? In Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2nd ed., pp. 59–70). essay, Constructing Modern Knowledge Press.
Libow Martinez, S., & Stager, G. (2019). 11. Shaping the Learning Environment. In Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2nd ed., pp. 193–214). essay, Constructing Modern Knowledge Press.
Litts, B. K., Halverson, E. R., & Bakker, M. (2016). 13. The Role of Online Communication in Maker Community. In E. R. Halverson, Y. B. Kafai, & K. Peppler (Eds.), Makeology, Volume 1: Makerspaces as learning environments (pp. 190–204). essay, Routhledge
Marshall, J. A., & Harron, J. R. (2018). Making learners: A framework for evaluating making in STEM education. Interdisciplinary Journal of Problem-Based Learning, 12(2). https://doi.org/10.7771/1541-5015.1749
Martin, L., & Dixon, C. (2016). 11. Making as a Pathway to Engineering and Design. In Y. B. Kafai, K. Peppler, & E. R. Halverson (Eds.), Makeology, Volume 2: Makers as learners (pp. 183–195). essay, Routhledge.
Niederhauser, D. S., & Schrum, L. (2016, October). Enacting STEM education for Digital Age Learners: The Maker Movement ... ERIC. Retrieved October 6, 2022, from https://files.eric.ed.gov/fulltext/ED571396.pdf
Petrich, M., Wilkinson, K., & Bevan, B. (2013). It Looks Like Fun, but Are They Learning? In M. Honey & D. Kanter (Eds.), Design, make, play growing the next generation of stem innovators (pp. 50–70). essay, Routledge.
Rafalow, M. (2016). 11. Tinkering Online: Digital Supports for Making and Sharing. In E. R. Halverson, Y. B. Kafai, & K. Peppler (Eds.), Makeology, Volume 1: Makerspaces as learning environments (pp. 158–174). essay, Routhledge.
Rusk, N. (2016). 6. Motivation for Making. In Y. B. Kafai, K. Peppler, & E. R. Halverson (Eds.), Makeology, Volume 2: Makers as learners (pp. 85–108). essay, Routhledge.
Tan, E., Calabrese Barton, A., & Schenkel, K. (2018). Methods and strategies: Equity and the Maker Movement. Science and Children, 055(07), 76–81. https://doi.org/10.2505/4/sc18_055_07_76
Quinn, H., & Bell, P. (2013). How Designing, Making, and Playing Relate to the Learning Goals of K-12 Science Education. In M. Honey & D. Kanter (Eds.), Design, make, play growing the next generation of stem innovators (pp. 17–33). essay, Routledge.
Roque, R. (2020).18. Building Relationships and Building Projects: Designing for Family Learning. In N. Holbert, M. Berland, & Y. B. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 195–203). essay, The MIT Press. https://doi-org.proxy.libraries.rutgers.edu/10.7551/mitpress/12091.003.0026
Washor, E., & Mojowski, C. (2013). Making Their Way in the World: Creating a Generation of Tinkerer-Scientists. In M. Honey & D. Kanter (Eds.), Design, make, play growing the next generation of stem innovators (pp. 198–217). essay, Routledge.
Yamashiro, N. (2022, April). Promoting healthy futures: Afterschool Provides the Supports Parents Want for Children’s Well-Being. Afterschool Alliance. Retrieved October 6, 2022, from https://afterschoolalliance.org/afterschoolsnack/New-America-After-3PM-special-report-Promoting-healthy_04-13-2022.cfm