Maker Spaces as Catalysts for Re-Learning to Read and Learning How to Teach Reading

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Discourse on Learning Environments That Promote Language Learning (Table 7)

Abstract

Nationwide literacy mandates have focused on basic reading mechanics, often at the expense of creativity in literacy learning. Concurrently, STEM education reforms advocate for critical, creative, and computational thinking through activity-based engagement. However, the emphasis on the ‘Science of Reading’ has overshadowed these STEM initiatives. This paper explores how maker spaces can integrate STEM and literacy learning purposefully. By examining pre-service teachers (PSTs) in a literacy methods course, we investigate how fabrication activities enhance their engagement with environmental picturebooks. Our study uses social constructivism and free-choice learning theories, analyzing PSTs’ reflections and fabrications. Findings reveal that maker spaces foster creative literacy responses and innovative teaching practices, positioning PSTs as change-makers in education.

Authors

• Lauren Fletcher, California State University - Stanislaus

• Adam Devitt, California State University - Stanislaus