Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6536
Title: The Pedagogical Moves of Artist Mentors in a Public Library Makerspace
Authors: Sengupta-Irving, Tesha
Vogelstein, Lauren
Brady, Corey
Galloway, Emily Phillips
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sengupta-Irving, T., Vogelstein, L., Brady, C., & Galloway, E. P. (2020). The Pedagogical Moves of Artist Mentors in a Public Library Makerspace. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2297-2300). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The United States has seen a dramatic rise in public library makerspaces (PLMs). As maker education wrangles the logics of making as market-oriented career preparation and desire-based creativity, we explore how artist mentors (n=12) work with youth in a large metropolitan PLM. Drawing on interviews and observations, we find artist mentors reconciling the economic and creative logics of making through pedagogical moves that exalt teen voice, and conjure imagined futures in-the-now (prolepsis). We argue these outcomes are not happenstance: Harmonizing the economic and creative impulses of making mirrors the professional histories of artist mentors themselves and PLMs, as public institutions of influence. We conclude by discussing the future of maker pedagogies and PLMs as consequential sites of teaching and learning, within the broader sociopolitical project of maker education.
URI: https://doi.dx.org/10.22318/icls2020.2297
https://repository.isls.org//handle/1/6536
Appears in Collections:ICLS 2020

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