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This article suggests an analytic frame for observing and explaining literacy practices in makerspaces by describing four different adult maker literacy practices: a) identifying, organizing, and integrating information across sources; b) creating and traversing representations; c) communicating with others for giving or receiving help, feedback, or showing a project at different stages of the making process (e.g., ideating, designing/planning, making, sharing). Through interviews we explore fourteen adults’creative representational processes with the goal of helping to document and build expansive spaces for learning and literacy that are inclusive of a wide range of making activities and learning opportunities.

Literacy Research Association 2015 Presentation

National Science Foundation Forum on Next Generation STEM Learning for All - Fall 2015

FabLearn 2015
The Practice of IOI in Making

Gravel, B.E., Tucker-Raymond, E., Kohberger, K.,  & Browne, K. (2015, September). Literacy practices of experienced makers: Tools for navigating and understanding landscapes of possibility. Paper presented at Fablearn 2015, Stanford University, Palo Alto, CA.

“We had to find you know the right suppliers, and the right parts and custom make some parts and um, eventually we got there.” - A


“Here's what I have, and I know what is in my inventory, and I know where [new components] can connect, and one might have a wireless means of connecting to my creation, and others might use ethernet, or a new type of cable and/or connector. I have to determine whether my new and existing components speak the same voltage... if not, I have to figure out whether it is worth acquiring or making an interface that can connect old and new parts?” – C

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