Forging Maker Identities: Bridges Between Making, Teaching, and Authoring
Abstract: This study connects making to schooling through the makification framework by Cohen, Jones, Smith, and Calandra (2017) and Cheung, Stupple, and Elander’s (2017) authorship framework. We define authorship as the identity work inherent in the composition process and consider authoring to encompass all acts of creation that require competencies in unique skill sets. Given this framing, we argue that the creative making that occurs in makerspaces constitutes a form of authorship. To investigate makification in the classroom using an authorship framework, we explored how the philosophies and practices of maker-teachers (i.e., educators who teach making) may support classroom teaching. Findings from this study can inform how teachers can promote students’ identity development as authors and makers.
Presider: Jason Trumble, University of Central Arkansas