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American Educational Research Association 2016

Tucker-Raymond, E., Gravel, B., Kohberger, K., Browne, K. (2016, April). STEM Literacy Practices in Adult Literacy Spaces. American Educational Research Association. Washington, DC.

Abstract
We describe literacies as they relate to STEM (Science, Technology, Engineering, and Mathematics) and Arts fields at two different adult makerspaces. Artisan’s Asylum is a 40,000 square foot multi-shop makerspace with hundreds of members and DGF Technologies was a small engineering and rapid prototyping firm with nine employees. Results show that literacy practices were enacted differently due to different organizational, social, and physical spaces at each site. We show how in Artisan's Asylum space mediates communication and how members use multiple representations. At DGF we show how learning and literacies were structured across job types. We suggest implications for more formal learning spaces with youth.

Literacy Research Association 2015

Tucker-Raymond, E., Gravel, B., Kohberger, K., & Browne, K. (December, 2015). Creative Representations: Literacy Practices in Making Activities. Paper presented at the annual meeting of the Literacy Research Association, Carlsbad, CA.

Abstract
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.

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

FabLearn 2015
The Practice of IOI in Making

“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

“Almost always the first step for me is to identify the community that is good at it... figuring out which one of those it is, is a mix of what community is [responsible].” – B

“Did [this new component] just solve my problems and I can just stick it into my project [to improve it] or do I have to figure out how [the new component works in order to change its configuration to work with my parts]? Alright, so I take sort of a people to people approach, or a related project search to start exploring what other projects have parts that might be useful.” – C

“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

Read more:

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.