ABSTRACT
This article considers how children are positioned and position themselves as collaborative makers. The article draws on an empirical study of a school trip to a public library where children took part in an inventor course. By analysing video data, the study illustrates two orientations to collaborative making, namely persuasive discussion and collaborative emergence, and considers how these collaboration styles create different opportunities for children to identify as makers. Findings indicate that collaborative emergence is a productive orientation to creative collaboration that challenges existing ideas about how to do collaborative work.
