Key Words
In the pursuit of a transformative educational paradigm, our approach embraces a constructionist-informed makerspace philosophy, challenging traditional formats and empowering learners as active creators of their educational journey. Highlighted below are key words and concepts that are integral elements that drive our educational vision.
• Constructionism
Seymour Papert coined the term "constructionism" to describe an educational philosophy emphasizing active, hands-on learning. Rooted in the idea that individuals learn best when they construct meaningful artifacts or products during the learning process, constructionism supports the notion that learners should engage in creating, exploring, and building to deepen their understanding. Papert, a mathematician and educator, developed these ideas in the context of educational technology, notably with the programming language LOGO. The approach underscores the importance of students actively constructing their own knowledge and developing problem-solving skills through tangible projects. Overall, constructionism has influenced educational practices that prioritize experiential learning and the integration of technology to support active engagement in the learning process. (Papert, 2020 & 1988).
• Critical Media Literacy
This concept equips students with skills to analyze and interpret media messages. It emphasizes understanding influences and biases in media, evaluating source credibility, and discerning between reliable and biased content (Kellner & Share, 2019). The curriculum promotes inclusivity, cultural sensitivity, and exploring diverse perspectives and representations in media. Students also gain media production experience and understand the impact of their contributions. Responsible digital citizenship is addressed, preparing students to navigate the complexities of the digital age with an informed mindset.
• Cultural Jamming
Culture jamming involves creatively challenging and subverting dominant narratives, symbols, and practices within the educational context. Culture jamming disrupts social norms and is often used as a tool for social change (Cole, 2021). Students critically analyze and reinterpret content, fostering media literacy, social awareness, and empowerment. Culture jamming encourages innovative, student-driven expressions that challenge established norms and promote a more inclusive learning experience.
• Curriculum Jamming
Curriculum Jamming entails creating learning activities that encourage critical examination of educational content. Many curriculums, shaped by specific frameworks, may overlook diverse cultures, misrepresent communities, and exclude certain voices, perpetuating a colonial mindset. By engaging in the redesign process of "jamming," we aim to uncover and address these gaps, fostering a curriculum that genuinely acknowledges and includes diverse perspectives (UBC MET, n.d.).
• DIY
The phrase DIY or Do-It-Yourself is not new. We might associate it with home improvement manuals of the 1950s and 60s, a defining characteristic of the late 70s punk (Moran, 2010) or 90s grunge scenes, or more recent trends in crafting, art, independent or alternative media and music production, and the maker movement itself. The term refers to independently completing a repair, or making something from scratch, rather than paying an expert for the product or service.
• EDIDA Frameworks
Implementing a robust Equity, Diversity, Inclusion, Decolonization, and Anti-Racism (EDIDA) framework can address societal diversity gaps and dismantle oppressive structures within various professions, organizations, marginalized groups, and communities. A comprehensive approach to educational EDIDA necessitates a deliberate effort to integrate the guiding principles (Equity, Diversity, Inclusion, Decolonization, and anti-racism) across all facets of learning and teaching (UBC MET, n.d.).
• Intersectionality
Intersectionality is a theoretical framework that recognizes and examines the interconnectedness of various social categories, such as race, gender, class, sexuality, and other dimensions of identity, and how they overlap and intersect, influencing individuals' experiences of privilege and oppression (Crenshaw, 1989).
• Makerspace
Halverson and Sheridan (2014) explain that “the maker movement refers broadly to the growing number of people who are engaged in the creative production of artifacts in their daily lives and who find physical and digital forums to share their processes and products with others” (p. 496). The designated places where people come together to create are known as ‘makerspaces’ and are designed as workshops with various stations of workspaces, social spaces, and specialized equipment (e.g., woodworking tools, 3D printers, printmaking set-ups, CNC machines, etc.). Traditionally, makerspaces are known as physical workshop-like spaces, but we can also think of makerspaces as digital or hybrid online spaces that support various digital creative activities.
• New Media
In the context of high school English 12, New Media refers to a broad category of communication and expression encompassing digital, interactive, and multimedia forms. It includes the integration of technology and various digital platforms to create, disseminate, and analyze information. In the English 12 curriculum, New Media may involve the exploration and critical analysis of content presented through digital platforms, such as social media, podcasts, blogs, websites, video production, and other emerging technologies (British Columbia Ministry of Education, 2023).
• Provocation
In education, a provocation refers to a deliberately designed stimulus or prompt intended to ignite curiosity, critical thinking, and inquiry among learners (Educa, 2016). It is often used in inquiry-based or constructivist approaches to education, aiming to inspire students to explore, question, and engage with a topic or concept. Provocations can take various forms, such as a thought-provoking question, a challenging problem, a multimedia presentation, or a real-world scenario. The goal is to elicit students' natural curiosity and to encourage them to actively seek knowledge, make connections, and construct meaning through their exploration and investigation.
• Toolkit
The term ‘toolkits’ explains broadly what one would expect: a kit, or container of some kind whether physical, digital, or metaphorical, that houses smaller parts that allow one to accomplish a goal or set of goals – and sometimes that goal is simply exploration. In the context of makerspaces, a toolkit might be like a “construction kit, such as Lincoln Logs and LEGO blocks” (Kafai & Jayathirtha, 2020, p. 301), but it may also be a more comprehensive educational kit that includes materials, guides, activities, and digital resources. The toolkits in this learning resource are designed for educators’ use, are digital in nature, yet include activities and resources that we have designed to be carried out and used in both physical and digital spaces.
• Educational Framework
An educational framework is a structured outline that guides the design, development, and implementation of educational programs, incorporating various elements to create a cohesive and effective learning experience. These elements include educational philosophy, learning objectives, curriculum design, instructional strategies, assessment methods, feedback mechanisms, inclusive practices, technology integration, professional development, community engagement, and assessment of student progress (UBC MET, n.d.).