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Abstract By shifting hybrid pedagogies to constructionism, multimodal and makerspace composition teachers can transform both student- and faculty-inquiry within the classroom. A constructionist stance guides students through a path of… Click to show full abstract
Abstract By shifting hybrid pedagogies to constructionism, multimodal and makerspace composition teachers can transform both student- and faculty-inquiry within the classroom. A constructionist stance guides students through a path of knowledge informed by their own socio-culturally situated practices and experiences. In a multimodal and makerspace undergraduate course, this results in students applying maker competencies—defined through a university taskforce of faculty across disciplines—to form maker literacies.
Journal Title: Computers and Composition
Year Published: 2020
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