Abstract
ABSTRACT This article presents a cultural-historical analysis of what making becomes in the transition to a public library makerspace in Norway. We pursue this topic by applying the concept of expansive learning, and ethnographic notes, interviews, official documents, and video data comprise the data for analysis. We focus on historical changes in Norwegian public library policy, how systemic needs become visible in how making emerges, and how staff re-construct making for primary school children. Findings suggest a Zone of Proximal Development for children’s making that moves toward a pedagogy for real-world problem-finding and storytelling.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
