Relational Equity as a Design Tool Within Making and Tinkering Activities

Daniela K. DiGiacomo; Kris D. Gutiérrez

doi:10.1080/10749039.2015.1058398

Relational Equity as a Design Tool Within Making and Tinkering Activities

Daniela K. DiGiacomo, Kris D. Gutiérrez

School of Information Science

Research output: Contribution to journal › Article › peer-review

57 Scopus citations

Abstract

ABSTRACT: This article focuses on the partner-like relations that emerge between undergraduates and youth as they engage in “Making and Tinkering” activities in an afterschool learning ecology, and illustrates the potential for designed tinkering activity to produce relational equity among participants. Grounded in sociocultural theory, but leveraging theoretical contributions from learning sciences and tinkering research, we draw on ethnographic data across one year to examine how the social organization of Making & Tinkering activities provides necessary social conditions for “feedback-in-practice” and consequential learning. Analyses of interactions reveal how more symmetrical intergenerational relationships serve in the design of equitable learning spaces.

Original language	English
Pages (from-to)	141-153
Number of pages	13
Journal	Mind, Culture, and Activity
Volume	23
Issue number	2
DOIs	https://doi.org/10.1080/10749039.2015.1058398
State	Published - Apr 2 2016

Bibliographical note

Funding Information:
We thank the MacArthur Foundation Connected Learning Research Network for their continued support with this research, as well as the CU Boulder Educational Psychology/El Pueblo M?gico research team and the elementary school site support. We also want to thank a number of the CU Boulder Learning Sciences faculty including Susan Jurow, Bill Penuel, and Ben Kirshner for providing supportive feedback for this project. We acknowledge Shirin Vossoughi and Meg Escud? for their conceptual, pedagogical, and pragmatic framing of the Making & Tinkering activities that helped constitute our Making and Tinkering activities at EPM http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf

Publisher Copyright:
© 2016 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.

ASJC Scopus subject areas

Social Psychology
Cultural Studies
Language and Linguistics
Education
Developmental and Educational Psychology
Anthropology
Cognitive Neuroscience

Access to Document

10.1080/10749039.2015.1058398

Cite this

@article{4f0534c4417848c28267faeddababb04,

title = "Relational Equity as a Design Tool Within Making and Tinkering Activities",

abstract = "ABSTRACT: This article focuses on the partner-like relations that emerge between undergraduates and youth as they engage in “Making and Tinkering” activities in an afterschool learning ecology, and illustrates the potential for designed tinkering activity to produce relational equity among participants. Grounded in sociocultural theory, but leveraging theoretical contributions from learning sciences and tinkering research, we draw on ethnographic data across one year to examine how the social organization of Making & Tinkering activities provides necessary social conditions for “feedback-in-practice” and consequential learning. Analyses of interactions reveal how more symmetrical intergenerational relationships serve in the design of equitable learning spaces.",

author = "DiGiacomo, {Daniela K.} and Guti{\'e}rrez, {Kris D.}",

note = "Funding Information: We thank the MacArthur Foundation Connected Learning Research Network for their continued support with this research, as well as the CU Boulder Educational Psychology/El Pueblo M?gico research team and the elementary school site support. We also want to thank a number of the CU Boulder Learning Sciences faculty including Susan Jurow, Bill Penuel, and Ben Kirshner for providing supportive feedback for this project. We acknowledge Shirin Vossoughi and Meg Escud? for their conceptual, pedagogical, and pragmatic framing of the Making & Tinkering activities that helped constitute our Making and Tinkering activities at EPM http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf Publisher Copyright: {\textcopyright} 2016 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.",

year = "2016",

month = apr,

day = "2",

doi = "10.1080/10749039.2015.1058398",

language = "English",

volume = "23",

pages = "141--153",

number = "2",

}

TY - JOUR

T1 - Relational Equity as a Design Tool Within Making and Tinkering Activities

AU - DiGiacomo, Daniela K.

AU - Gutiérrez, Kris D.

N1 - Funding Information: We thank the MacArthur Foundation Connected Learning Research Network for their continued support with this research, as well as the CU Boulder Educational Psychology/El Pueblo M?gico research team and the elementary school site support. We also want to thank a number of the CU Boulder Learning Sciences faculty including Susan Jurow, Bill Penuel, and Ben Kirshner for providing supportive feedback for this project. We acknowledge Shirin Vossoughi and Meg Escud? for their conceptual, pedagogical, and pragmatic framing of the Making & Tinkering activities that helped constitute our Making and Tinkering activities at EPM http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf Publisher Copyright: © 2016 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.

PY - 2016/4/2

Y1 - 2016/4/2

N2 - ABSTRACT: This article focuses on the partner-like relations that emerge between undergraduates and youth as they engage in “Making and Tinkering” activities in an afterschool learning ecology, and illustrates the potential for designed tinkering activity to produce relational equity among participants. Grounded in sociocultural theory, but leveraging theoretical contributions from learning sciences and tinkering research, we draw on ethnographic data across one year to examine how the social organization of Making & Tinkering activities provides necessary social conditions for “feedback-in-practice” and consequential learning. Analyses of interactions reveal how more symmetrical intergenerational relationships serve in the design of equitable learning spaces.

AB - ABSTRACT: This article focuses on the partner-like relations that emerge between undergraduates and youth as they engage in “Making and Tinkering” activities in an afterschool learning ecology, and illustrates the potential for designed tinkering activity to produce relational equity among participants. Grounded in sociocultural theory, but leveraging theoretical contributions from learning sciences and tinkering research, we draw on ethnographic data across one year to examine how the social organization of Making & Tinkering activities provides necessary social conditions for “feedback-in-practice” and consequential learning. Analyses of interactions reveal how more symmetrical intergenerational relationships serve in the design of equitable learning spaces.

UR - http://www.scopus.com/inward/record.url?scp=84945236866&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945236866&partnerID=8YFLogxK

U2 - 10.1080/10749039.2015.1058398

DO - 10.1080/10749039.2015.1058398

M3 - Article

AN - SCOPUS:84945236866

VL - 23

SP - 141

EP - 153

IS - 2

ER -

Relational Equity as a Design Tool Within Making and Tinkering Activities

Abstract

Bibliographical note

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this