ABSTRACT

Envisioning equity in a culture of innovation presents extraordinary challenges for urban and under-resourced public educators and the children they serve. Ensuring teachers and children have the tools and resources they need to reach their full potential is paramount. Research on design thinking, new literacies, and bricolage/tinkering as a form of literacy can provide insights into an expanded definition of literacy in time. The school context and educators play a critical role in shaping a cultural and learning community that values multiple representations of literacy engagement. For young children, the process of designing and making requires support and guidance from educators. Examining literacy and play as foundations for innovation and equity in formal classroom and makerspace contexts, this research demonstrates that children’s inspiration, curiosity, and creativity is a direct result of the school, classroom environments, and pedagogies.