國立虎尾科技大學 |

Encounters with Sociotechnical Encapsulation : = Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Encounters with Sociotechnical Encapsulation :/
其他題名:	Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives.
作者:	Gamba Bari, Antonio.
面頁冊數:	1 online resource (212 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Information science. -
電子資源:	click for full text (PQDT)
ISBN:	9780355530360

Encounters with Sociotechnical Encapsulation : = Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives.
Gamba Bari, Antonio.

Encounters with Sociotechnical Encapsulation :Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives. - 1 online resource (212 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Over the last few decades, scholars in various disciplines have raised concerns about notions of acquisition and delivery of technical skills. Rather than identifying specific skills or competencies, literacy practices entail heterogeneous phenomena in which the role of social, political, cultural, and technical dimensions needs to be carefully examined. What types of knowledge, skills, or expertise should count as literacy? How do we teach these skills and knowledge? How do we foster critical thinking and in-depth understanding of the relationships between society and technology?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355530360Subjects--Topical Terms:

561178
Information science.
Index Terms--Genre/Form:

554714
Electronic books.

Encounters with Sociotechnical Encapsulation : = Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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504 $a Includes bibliographical references
520 $a Over the last few decades, scholars in various disciplines have raised concerns about notions of acquisition and delivery of technical skills. Rather than identifying specific skills or competencies, literacy practices entail heterogeneous phenomena in which the role of social, political, cultural, and technical dimensions needs to be carefully examined. What types of knowledge, skills, or expertise should count as literacy? How do we teach these skills and knowledge? How do we foster critical thinking and in-depth understanding of the relationships between society and technology?
520 $a The proliferation of Do-It-Yourself (DIY) and Maker initiatives is increasingly becoming a major focus for scholars identifying these practices as emerging forms of literacy. This dissertation entails a conceptual and an empirical examination of Do-It-Yourself and Maker initiatives as a setting in which to situate and explore questions about emerging forms of literacy; in particular, how the use of DIY electronics can create innovative forms of collecting, interpreting, sharing, and negotiating the meaning of information. This research focuses on understanding how these practices allow people to engage creatively and critically in the construction of new forms of evidence, collaboration, and re-negotiations of meaning in their everyday life.
520 $a The research method consists of iterative interventions engaging participants in the process of design and fabrication with DIY electronics. Throughout the case studies, I focused on the observation, documentation and assessment of the cognitive trajectories and inquiry practices afforded by the introduction of variations in levels of sociotechnical encapsulation and the progressive disclosure of the internal complexity of the electronic toolkits.
520 $a Key findings of the dissertation include understanding how the engagement with material fabrication of DIY electronics can act as cognitive scaffolds leading to a progressive definition of communities of learners and the transformation of learning practices. The studies provide evidence of the value of engaging school teachers in exploring DIY and Maker initiatives not only as a pedagogical resource but also as a catalyst for reflection of their own professional practice.
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