Emma Van Dinter
2501123V@student.gla.ac.uk
https://orcid.org/0009-0005-7808-4106
Research title: Making with Teachers: The Impact of Teachers’ Out-of-School Literacies on Purpose, Belonging, and Navigating Challenging Education Landscapes
Research Summary
This project investigates the creative making practices primary and secondary teachers engage in across makerspaces in Scotland to understand the extent out-of-school literacies guide teaching practices and deepen teachers’ sense of purpose, belonging, and agency. It is the first of decades-worth of out-of-school literacies projects to concentrate on teachers rather than learners.
Teacher burnout and retention are pressing issues in Scotland. Systemic constraints, like measuring teachers’ success using students’ standardised assessment outcomes, influence teachers’ feelings and approaches to creating classroom learning experiences. This disconnects teachers’ unique assets and personal identities from
their professional practice. This study proposes that drawing on out-of-school literacies can help mend disconnections, strengthen teaching practice and wellbeing.
Out-of-school literacies are social-cultural practices informing individuals’ knowledge of the world and self, and include making meaning using a wide variety of materials and emotions. Out-of-school literacies go beyond literacy as only reading and writing, and recognise diverse knowledges beyond conventional academic subjects.
By engaging in primary and secondary school teachers’ creative practices across makerspaces, this study aims to highlight valuable out-of-school literacies underrepresented within school contexts. Teachers’ makerspaces – public
or private workshops, studios, and gardens – across Scotland’s Central Belt and surrounding areas will be visited. Participants will be encouraged to connect in person and online.
This study may revitalise participants’ teaching purpose, inspire innovative learning and teaching designs, and support the development of a community of practice. A concluding exhibition celebrating teachers’ creative practices will promote belonging while contributing to Scotland’s Culture Strategy policy aims.
Conferences
Govender, N., Van Dinter, E., Caitlin, J. (2022, July 1-3). Multimodal Literacies: Inclusion, Assessment& Critical Literacies [symposium]. The 57th UKLA International Conference, Birmingham, UK.
Teaching
English for Creative Disciplines: Glasgow School of Art
Additional Information
Project Intern: ELINET, Language Education and Multilingualism (2024-2025)
