This review maps the theory, practices and policies that underpin our understanding
of digital makers and digital making in relation to young people. It investigates what we know about the relation between what young people do today with digital technologies and what they then might do when they grow up, and when they join the workforce. It explores: creative and making experiences undertaken by young people by themselves or with their friends and in production-focused communities; an analysis of theories of learning underpinning digital making interventions across the full spectrum of educational provision; and formal policy documents and public pronouncements around digital creativity.
It offers three key recommendations:
- exploring, anatomising, and theorising digital creativity as an integrated concept across, as part of, and as discrete from other creative production disciplines;
- modelling growth, developments and progression in creative people (or people engaged in making and devising) as they move across and between different life- course experiences;
- and the need to invest in and share systematic accounts of learning digital creativity in a range of educational locations (at home, in the community, at school, college, university and at work), including case studies and quantitative measures in order develop a more consistent evidence base to support on-going initiatives.