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This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using "Scratch" and used multimodal dimensions from music to animation and movement. Teachers' documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.

Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.

In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's "The Limits of the Local" article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global dichotomies in literacy studies. In this essay, we reflect on this work 20 years later, and propose an extension of Brandt and Clinton's transcontextualizing perspective through an affirmative ontology of "éclosion." We hope this actualization will provide an orientation for furthering transcontextual literacy studies that meet the urgency of our own tumultuous times.

Inspired by posthumanist and new materialist perspectives, this article offers multi-perspective post-qualitative findings highlighting adults' entanglements with environmentally oriented makerspace activities in higher education. The article draws on adult education studies and maker research to generate neomaterialist understandings of arts-based environmental education for adults. Using a methodology of w(e)aving as a way of listening, two posthuman vignettes are presented. The vignettes introduce Annike's--an in-service elementary teacher--process of crafting a metaphorical representation of plastic waste in the ocean as part of a maker education and literacies module. The authors use diffraction, agential cuts, and 'glow data' to engage with Annike's artefact, mappings, email communication, and interview data, as well as the affective flows that these generate. Posthuman methodologies point to findings that shed light on dynamic relationalities, orienting researchers towards more environmentally just futures. Posthuman makerspace research that employs the arts has the potential to work towards craftivism, emphasising the role of the arts in rendering humans accountable for matters of ethics, especially in situations where those adults are teachers.

This new materialist analysis gives insights into thinking about teacher learning, practice, and issues of social justice in maker education, disrupting the constructivist notion that making is a determinist action that brings about outcomes linked to unilateral views of success and performance, and that crafted products are not bound entities that speak to these dimensions. For teacher professional development, this approach implies a critical refusal to box teachers in sedimented narratives, qualifying them as (over)performing and to romanticise them as cyborg-humans or super-tech entities whose purpose is to uncritically teach technologies. Instead, through a radical neomaterialist turn to materialities and documenting processes, this study calls for a redefinition of what 'production' (and what being productive) looks like, attending to the unfolding forces, ebbs, and flows between humans, nonhumans, and more-than-humans. This article provides a nonromanticised account of crafting with materials (digital and otherwise), with a detailed account of the turn to posthumanism in teacher education exemplified through how assemblages are dynamically produced in a graduate course on maker literacies designed for teachers. The following research question is explored: What insights can posthuman inquiry bring to documentation in maker education for teachers, and what are the implications for teacher training and professional development?

This article addresses key components of posthumanism and maker literacies by reporting on empirical data from two makerspace research sites. Using posthuman methodologies, we suggest practical considerations of the relational autonomy of materials through entanglements between humans, non-humans and more-than-humans in makerspace classroom settings. We propose answers to the following research questions: How do materials manifest their relational autonomy in makerspaces? How could the relational autonomy of materials impact maker literacies pedagogy? With this article, our contribution warrants researchers to think about the unpredictability of maker work through posthuman methodologies and how maker projects can help speak against the failing student rhetoric in literacy education.

This article delves into moments of affect, puncturing the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents, mostly composed of girls, who developed a ClayMation video to take the pulse of emerging vibrancies in maker literacies. Among these dynamisms came the matter of gender in the research project. Adopting a dynamic framework that builds on affect theory coupled with queer phenomenology to frame an affective researcher positionality, the author addresses implications of de/constructing gender with/in maker literacies work. To situate her queer positionality, she explores the possibility of coexisting truths in the relationalities that took place in space‐multiplicities of the makerspace, and during moments where she was driving to the research site, going home, taking part in conversations, or drafting notes. Related student data are presented through posthuman vignettes comprised of situated dynamisms between recorded open‐ended interviews, adolescent maps inspired by Hamon's situated geographies, field notes, and digital compositions. Implications for research and practice include: ways of becoming‐with data otherwise and attending to affective phenomena in the context of maker literacies, with the overall aim of de/constructing gender binaries. The author concludes with research and practical implications for literacies work, specifically in co‐constructing methodologies and designs that help reimagine more equitable maker literacies futures. [ABSTRACT FROM AUTHOR]

This paper examines what new materialist and posthumanist frameworks can offer learning science research in diverse maker learning environments. We explore what is gained by grappling with the entanglements between humans, non-humans and more-than-humans. To do this, we draw on Karen Barad's ethico-onto-epistemology and agential realism where she redefines connections to the shared world by attuning to the entangled matter that is created within intra-actions. We use this framework across four international cases: digital media camps, a university-level classroom-based makerspace, a Saturday outdoor makerspace workshop and a classroom-based museum makerspace. Each case study attends to how intra-actions enact agential forces in maker education research--forces that posthuman and new materialist frameworks help us see. In so doing, these case studies challenge many of the assumptions prevalent in the learning sciences about mattering and its implications in research sites.

This article explores how principles of multimodality can be effectively incorporated into game analysis in the context of social justice. The authors use a multimodal framework to assist developers, researchers, and educators in better understanding representations of class, race, and gender in videogames. Videogames are multimodal in nature: not only do they 'remediate' and adopt the representational practices of other media, but also employ algorithmic, procedural, haptic, and interactive forms of expression. Videogames are uniquely situated to represent systemic oppression and privilege through what Ian Bogost calls 'procedural rhetoric,' i.e. the representation of systems through computational media. Videogames' high multimodality allows players to experience and interact with systems of oppression and privilege in ways that other media cannot. To define these concepts, the paper will include examples from several videogames deal with issues of representation either implicitly or explicitly, including CartLife, a retail simulator; Overwatch, a competitive First-Person Shooter; and Apex: Legends, a battle-royale First-Person Shooter.