Multiliteracies in Makerspaces
The Makerspace concept has a profound impact on the way students learn. This is supported by the United Nations Educational, Scientific and Cultural Organization (UNESCO) who discuss that student literacy is no longer confined to the development of reading and writing skills, typically linked with learning in the English classroom. Literacy is now associated with learning in all curriculum subjects through both critical and creative thinking skills, allowing students to convey information through various forms of communication in order to make meaningful links between contexts (20). This implies that lifelong learning skills associated with the development of literacy are also fostered in subjects like HPE, Manual Arts, Dance, Drama and Art (19), which are commonly considered ‘unproductive’ for academically focused students. It is suggested that the fine and gross body movement associated with the learning in these subjects, assist youth in learning how to experience themselves and shape their future attitude toward learning (12). Building on the learning in these, and indeed all subjects, Makerspaces encourage students to think creatively and communicate their knowledge through ‘experimental play’ as they explore what they can do, and all the while, learning new knowledge and skills (9). Additionally, modern innovation in technology has revolutionised the way we understand student learning.
The dawn of the information age has seen an explosion of new information and multimedia technologies. Students need to be equipped with grammars of understanding around these new technologies (7). Bull and Anstey have broken this idea down into five semiotic systems that encompass the full gamut of new information and multimedia technologies (5). Students need to explore these technologies in ways that value learners’ diverse linguistic and sociocultural strengths (14). Makerspaces are a perfect environment for students to play with and explore the five semiotic systems, especially students who would not have access to such resources at home.
The dawn of the information age has seen an explosion of new information and multimedia technologies. Students need to be equipped with grammars of understanding around these new technologies (7). Bull and Anstey have broken this idea down into five semiotic systems that encompass the full gamut of new information and multimedia technologies (5). Students need to explore these technologies in ways that value learners’ diverse linguistic and sociocultural strengths (14). Makerspaces are a perfect environment for students to play with and explore the five semiotic systems, especially students who would not have access to such resources at home.
Bull and Anstey's five semiotic systems and where they might be found in an active Makerspace
Images:
Handy Many, Lynda Giddens, https://www.flickr.com/photos/s_v_p/5382376168/sizes/o/in/photostream/, CC BY-NC-SA 2.0
Tick, openclipart, http://pixabay.com/p-160426/?no_redirect, CC0 1.0
Handy Many, Lynda Giddens, https://www.flickr.com/photos/s_v_p/5382376168/sizes/o/in/photostream/, CC BY-NC-SA 2.0
Tick, openclipart, http://pixabay.com/p-160426/?no_redirect, CC0 1.0