ABSTRACT
This chapter introduces bricolage literacy and the T.I.N.K.E.R.S.–M.A.K.E.R.S. multidimensional framework that seeks to help educators envision how to design learning environments, literacy instruction, and making opportunities that integrate multiliteracies and play in ways that allow all children to make meaning. Drawing upon both historical and contemporary theories of literacy and play helps to explain and uncover events and make connections between pedagogical practices found in classroom literacy instruction and the instructional practices in makerspace contexts. Literacy for the bricoleur is a term that originated from this research and is defined as the ability to draw upon a variety of literacies, social and cultural resources, and creative processes to make meaning. The acronym T.I.N.K.E.R.S. is intended to show what elements are needed to promote a culture of innovation. The M.A.K.E.R.S. acronym is necessary for understanding how children become literacy learners, designers, makers, within social dimension to become explorers of their classrooms, communities, and the world around them.
