Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/515
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dc.contributor.authorBarton, Angela Calabrese
dc.contributor.authorTan, Edna Tan
dc.date.accessioned2018-11-04T23:26:23Z
dc.date.accessioned2018-11-04T22:39:20Z-
dc.date.available2018-11-04T23:26:23Z
dc.date.available2018-11-04T22:39:20Z-
dc.date.issued2018-07
dc.identifier.citationBarton, A. C. & Tan, E. T. (2018). Equity-oriented STEM-rich Making Among Youth From Historically Marginalized Communities. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.909
dc.identifier.urihttps://repository.isls.org//handle/1/515-
dc.description.abstractWe investigated the ways in which youth makers from two low-income urban communities engaged in sustained STEM-rich, making towards making a difference in their communities. Drawing upon a mobilities of learning framework and four years of ethnographic data across two making spaces (41 youth maker projects), we found that as youth engaged with community across their making efforts, they foregrounded their relationality to communities in their design work, both within activities and across timescales. We also found that engaging making with community opened up new and different opportunities to co-make, as the youth drew on, and expanded their social networks. We discuss how these findings impact understanding of how a more equitable making culture can evolve, and its implications for how youth imagine their social futures in and through making.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleEquity-oriented STEM-rich Making Among Youth From Historically Marginalized Communitiesen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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