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The design studio setting, created by the How We Learn (Media & Technology Across the Lifespan) collective, offered girls their own makerspace to explore new roles as media and technology producers.

Highlighting the importance for youth voices to be recognized and given influence in the academic research concerning their lives and learning circumstances, the findings focus on the catalytic or generative artifacts and “little stories” (e.g., Lyotard’s petits récits) revealing the co-researchers’ experiences and expressions of girlhood-in-interaction-with-technology (the key unit of analysis).

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v TABLE OF CONTENTS Abstract .................................................................................................................................... ii Preface ...................................................................................................................................... iv Table of Contents ..................................................................................................................... v List of Tables ......................................................................................................................... viii List of Artifacts ........................................................................................................................ ix List of Abbreviations ............................................................................................................ xiii Acknowledgements ............................................................................................................... xiv Dedication ............................................................................................................................. xvii Chapter 1: Introduction ........................................................................................................... 1 1.1 Research purpose ......................................................................................................... 2 1.2 Research problem ......................................................................................................... 5 1.3 Research questions ........................................................................................................6 1.4 Research background and rationale .............................................................................

7 1.5 Definitions of key terms .............................................................................................

Questions, both guiding and emergent, are articulated in artifact and text to motivate further scholarly inquiry, action, and advocacy, thus generating more opportunities for girls to participate in, design, make, and transform technology culture.

EMPOWERING GIRLS AS CHANGE MAKERS IN MAKER CULTURE: STORIES FROM A SUMMER CAMP FOR GIRLS IN DESIGN, MEDIA & TECHNOLOGY by PAULA MACDOWELL B.

71 3.5 Troubling clarity: Story, storymaking, and narrative .................................................

81 3.6 Imagining otherwise ................................................................................................... 88 Chapter 4: Designerly Ways of Researching With (not on) Girls .....................................

25 2.1 Connecting contemporary girl designers to the lengthy herstory of technology .......

31 2.2 [email protected] with games, technology, and social media .............................................

This dissertation investigates how girls develop new affinities towards and capabilities in media and technology.

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