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Communities and Cultures of Making : = Integrating Cultural Practices of Community in Composition Spaces.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Communities and Cultures of Making :/
Reminder of title:	Integrating Cultural Practices of Community in Composition Spaces.
Author:	Listhartke, Heather A.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30682278click for full text (PQDT)
ISBN:	9798380100397

Communities and Cultures of Making : = Integrating Cultural Practices of Community in Composition Spaces.
Listhartke, Heather A.

Communities and Cultures of Making :Integrating Cultural Practices of Community in Composition Spaces. - 1 online resource (150 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Miami University, 2023.

Includes bibliographical references

We in writing studies have much to learn and gain from the communities and cultures of making created in makerspaces. My dissertation contributes to writing theory and pedagogy by examining and connecting the communities and communities of practice in makerspaces to the composition classroom. I present a frame that focuses inclusivity, equity, and diversity in functional access and sustainability, material access and sustainability, and social access and sustainability. Chapter 1 introduces and maps makerspaces and examines the practices that makerspaces employ to build their space, including cultural community making spaces. In chapter 2, I contextualize makerspaces further by putting them in conversation with discussions on space, place, community, and communities of practice. However, makerspaces and other communities of practice often exclude cultural practices of community from underrepresented and marginalized communities. For this reason, I work to include concepts of community from across cultural rhetorics and social justice scholarship to help bring cultural community knowledge into our understanding of makerspaces. Chapter 3 moves from the theoretical practices of community to show how the material, functional, and social aspects of the community are built and work together to sustain the community through practice. Drawing from interviews with administrators, staff, and makers from two makerspaces, I show how they enact practices across the material, functional, and social to provide access and sustain their making communities. Chapter 4 examines the integration of makerspaces and making practices into the classroom, specifically my fall 2021 sections of technical writing, drawing with IRB approval and student consent from student coursework, my instructor reflections, and interviews with students after the semester was over. Students shared how the material, functional, and social aspects of the community as well as their own dispositions and feelings affected their engagement with the class and their work including their writing and composing. In chapter 5, I return back to the principles from chapter 2 to reframe the praxis framework formed from makerspaces and the classroom communities and to use those guiding principles to highlight equitable and inclusive practices that prioritize underrepresented voices, and to draw out implications for writing pedagogy and writing spaces broadly.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380100397Subjects--Topical Terms:

516647
Rhetoric.
Subjects--Index Terms:

CompositionIndex Terms--Genre/Form:

542853
Electronic books.

Communities and Cultures of Making : = Integrating Cultural Practices of Community in Composition Spaces.
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502 $a Thesis (Ph.D.)--Miami University, 2023.
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520 $a We in writing studies have much to learn and gain from the communities and cultures of making created in makerspaces. My dissertation contributes to writing theory and pedagogy by examining and connecting the communities and communities of practice in makerspaces to the composition classroom. I present a frame that focuses inclusivity, equity, and diversity in functional access and sustainability, material access and sustainability, and social access and sustainability. Chapter 1 introduces and maps makerspaces and examines the practices that makerspaces employ to build their space, including cultural community making spaces. In chapter 2, I contextualize makerspaces further by putting them in conversation with discussions on space, place, community, and communities of practice. However, makerspaces and other communities of practice often exclude cultural practices of community from underrepresented and marginalized communities. For this reason, I work to include concepts of community from across cultural rhetorics and social justice scholarship to help bring cultural community knowledge into our understanding of makerspaces. Chapter 3 moves from the theoretical practices of community to show how the material, functional, and social aspects of the community are built and work together to sustain the community through practice. Drawing from interviews with administrators, staff, and makers from two makerspaces, I show how they enact practices across the material, functional, and social to provide access and sustain their making communities. Chapter 4 examines the integration of makerspaces and making practices into the classroom, specifically my fall 2021 sections of technical writing, drawing with IRB approval and student consent from student coursework, my instructor reflections, and interviews with students after the semester was over. Students shared how the material, functional, and social aspects of the community as well as their own dispositions and feelings affected their engagement with the class and their work including their writing and composing. In chapter 5, I return back to the principles from chapter 2 to reframe the praxis framework formed from makerspaces and the classroom communities and to use those guiding principles to highlight equitable and inclusive practices that prioritize underrepresented voices, and to draw out implications for writing pedagogy and writing spaces broadly.
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