Special Issue "Young Children, Maker Literacies and Social Change"

Fuli Cao's picture
Call for Publications
March 31, 2020
Subject Fields: 
Childhood and Education, Educational Technology, Social Sciences, Teaching and Learning

Dear colleagues,

This Special Issue focuses on the transformative potential of digital literacies in the lives of children aged 4 to 12 years old. Specifically, it focuses on the emerging notion of maker literacies that draws together understandings of digital literacies, maker education, and children’s agency. Maker literacies stand for children’s creative, critical, and participatory engagement in design and making activities supported by a range of technologies and media. Maker literacies position children as active, creative, and critical investigators of digital literacies for personal and social change across formal and everyday settings, online and off.

One of the criticisms posed to the incorporation of key aspects of maker literacies into education programs is that it might be based on highly individualized values that foster the production of artifacts for their own sake with little relevance to or impact on children’s lives in their communities. One way to avoid this is to ensure that children's engagement in maker literacies is relational and based upon participatory, critical, and ethical action, enabling children to engage in, learn, and make a collective change on issues that are pressing to themselves, their families, and/or their communities.

To these ends, this Special Issue welcomes articles examining topics such as the following:

  • Children’s communal action and maker literacies
  • Intergenerational dialogue and maker literacies
  • Children’s rights and voice in maker literacies
  • Maker literacies in early years curriculum and pedagogy
  • Social justice and equity in maker literacies
  • Agency and identity in maker literacies
  • Creativity and imagination in maker literacies
  • Critical making
  • Material dimensions of maker literacies
  • Epistemic dimensions of maker literacies
  • Affective dimensions of maker literacies
  • Ethical dimensions of maker literacies

Prof. Kristiina Kumpulainen
Prof. Anne Burke
Dr. Burcu Yaman Ntelioglou
Guest Editors

Contact Info: 

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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