Scholarly Sources

This is a collection of journal articles, books, and readings that address theory and research around makers, making, and makerspaces as collaborative learning environments.

* Indicates read  **Indicates read sections or chapters

Agency by Design. (2015, January). Maker centered learning and the development of self: Preliminary findings of the Agency by Design Project. Cambridge, MA: Project Zero, Harvard Graduate School of Education.

Andriessen, J. & Baker, M. (2014). Arguing to learn. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 439-460). New York, NY: Cambridge University Press.

*Azevedo, F. S. (2013). The tailored practice of hobbies and its implication for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462-510.

 

*Barniskis, S. C. (2014). Makerspaces and teaching artists. Teaching Artist Journal12(1), 6-14.

 

*Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning through STEM‐rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99(1), 98-120.

 

*Blikstein, P. (2013). Digital fabrication and ‘making’in education: The democratization of invention. In J. Walter-Hermann & C. Buching (Eds.), FabLabs: Of machines, makers and inventors (pp. 203-222). Bielefeld, DE: Verlag.

 

Bowler, L. (2014). Creativity through” maker” experiences and design thinking in the education of librarians. Knowledge Quest42(5), 58.

 

*Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5-21.

 

idBurke, P. J., Owens, T. J., Serpe, R. T., & Thoits, P. A. (Eds.). (2003). Advances in identity theory and research. New York: Kluwer Academic/Plenum Publishers.

 

Burke, P. J., & Reitzes, D. C. (1991). An identity theory approach to commitment. Social Psychology Quarterly, 54(3), 239-251.

 

Chu, S. L., Quek, F., Bhangaonkar, S., Ging, A. B., & Sridharamurthy, K. (2015). Making the maker: a means-to-an-ends approach to nurturing the maker mindset in elementary-aged children. International Journal of Child-Computer Interaction, 5, 11-19.

 

em**Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging minds (3rd ed.). New York, NY: Routledge.

 

ae**Dewey, J. (1934). Art as experience. New York, NY: Minton, Balch & Co.

 

 

de**Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.

 

 

cm**DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.

 

*Dougherty, D. (2012). The maker movement. innovations, 7(3), 11-14.

hl

**Edwards, C., Gandini, L., Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Santa Barbara, CA: Praeger.

 

*Farris, A. V. & Sengupta, P. (In press). Democratizing children’s computation: Learning computational science as aesthetic. Educational Theory.

 

ss**Gandini, L., Hill, l., Cadwell, L. & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press.

 

*Gow, P. (2012). An experience of” yes”: Independent schools begin to explore and exploit the power of design thinking. Independent School, 71(3), 72-79.

 

Gutwill, J. P., Hido, N., & Sindorf, L. (2015). Research to practice: Observing learning in tinkering activities. Curator: The Museum Journal, 58(2), 151-168.

 

*Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.

 

const**Harel, I. E., & Papert, S. E. (1991). Constructionism. Westport, CN: Ablex Publishing.

 

studio2**Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). New York, NY: Teachers College Press.

 

dmp**Honey, M., & Kanter, D. E. (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge.

 

 

Johnson, B., & Halverson, E. (2015). Learning in the Making: Leveraging technologies for impact. Interaction, design, and children. Medford, MA: Tufts University.

 

nmc*Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, Texas: The New Media Consortium.

 

 

constructionsim**Kafai, Y. B., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. New York, NY: Routledge.

 

*Kayler, M., Owens, T., & Meadows, G. (2013, March). Inspiring maker culture through collaboration, persistence, and failure. In R. McBride, & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1179-1184).

 

cp**Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

 

 

sl**Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

 

*Martin, L. (2015). The promise of the Maker Movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 4.

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**Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering , and engineering in the classroom. Torrance, CA: Inventing Modern Knowledge Press.

 

*Miyake, N. & Kirschner, P. (2014). The social and interactive dimensions of collaborative learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 418-438). New York, NY: Cambridge University Press.

Oliver, K. M. (2016). Professional development considerations for makerspace leaders, part one: Addressing “What?” and “Why?”. TechTrends, 60(2), 160-166.

Oliver, K. M. (2016). Professional development considerations for makerspace leaders, part two: Addressing “How?”. TechTrends, March, 1-7.

*Papert, S. (1987). Computer criticism vs. technocentric thinking. Educational Researcher, 17 (1), 22-30.

mindstormsPapert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books, Inc..

 

*Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22-27.

*Quinn, H., & Bell, P. (2013). How designing, making, and playing relate to the learning goals of K-12 science education. In M. Honey & D. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 17-33). New York, NY: Routledge.

*Resnick, M. (2007, June). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceedings of the 6th ACM SIGCHI Conference on Creativity & Cognition (pp. 1-6). ACM.

Santo, R., Peppler, K., Ching, D., & Hoadley, C. Maybe a maker space? Organizational learning about maker education within a regional out-of-school network. Retrieved from http://creativitylabs.com/pubs/ 2015_Santo_et_al_Maybe_a_Maker_Space.pdf

*Scardamalia, M. & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 397-417). New York, NY: Cambridge University Press.

Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.). (2011). Handbook of identity theory and research (pp. 933-938). New York, NY: Springer.

*Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531.

*Stager, G. S. (2013, June). Papert’s prison fab lab: Implications for the maker movement and education design. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 487-490). ACM.

**Stryker, S., & Burke, P. J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63(4), 284-297.

*Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature. National Research Council Committee on Out of School Time STEM. Washington, DC: National Research Council, 1-55.

*Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.

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