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This article is based on a school experiment of three local makerspaces that connected and turned into a global makerspace online. The three municipal schools were from Australia, United Kingdom and Denmark and participated in the Global Makerspace project, which was a part of the European Union project Makerspaces in the early years: Enhancing digital literacy and creativity. The Global Makerspace project was conducted over 4 days in the Autumn 2018. The schools' participating teachers and pupils belonged to the first years of primary level. In this article, the Danish experiences from the project are explored. The data collection analysed draws on a micro-ethnographic study of the experiences from the Danish makerspace completed by the Danish facilitator from the project Makerspaces in the early years: Enhancing digital literacy and creativity. The article identifies the teachers' and pupils' maker activities out from a play cultural point of view and reckon making as connecting to describe how offline maker communities connected into one online maker community. The baseline of the school experiment was to explore and stress the potential of how communities like teachers and pupils across time and space in collaboration can transform and develop play cultures with different combinations of technologies by sharing local maker activities into global activities online.

Makerspaces entwickeln sich (stark inspiriert aus dem anglo-amerikanischen Kontext) zu einer neuen Art von Lehr- und Lernräumen. Neben der außerinstitutionellen Makerbewegung entwickeln unter anderem Hochschulen und Bibliotheken Konzepte zur Gestaltung von Makerspaces. In diesem Band werden diese Entwicklungen erstmalig grundlegend systematisiert und Konzepte vorgestellt, wie sich die Lernwelt "Makerspace" konturiert.

In China, the emergence of makerspaces, hackerspaces, Fab Labs, and innovation labs reflects top-down and bottom-up dynamics. The grassroots movements and governmental efforts promoting innovation and creativity are part of the maker trend linked to the rise of the Internet and access to digital tools. The urban imaginary of the maker culture creates networks and events both globally and locally. The first makerspaces opened in Shanghai and Shenzhen in 2010 and attracted the attention of the government, which published an initiative in 2015 that influenced the typology of makerspaces in China. The ephemeral spaces for innovators, hackers, makers, and entrepreneurs shaped by this cultural context and local ecosystem are urban phenomena investigated with social anthropological and experimental methodologies to better understand the extension and platformisation of these autonomous and co-opted communities and narratives. This research fills the knowledge gap on makerspaces in China in recent years, showing the impact of governmental initiatives on a grassroots culture, the possible roles of makers, and the complexity and unlimitedness of the maker culture through international partnerships for projects such as Designed in Ethiopia and Kabakoo Academies.

In China, the emergence of makerspaces, hackerspaces, Fab Labs, and innovation labs reflects top-down and bottom-up dynamics. The grassroots movements and governmental efforts promoting innovation and creativity are part of the maker trend linked to the rise of the Internet and access to digital tools. The urban imaginary of the maker culture creates networks and events both globally and locally. The first makerspaces opened in Shanghai and Shenzhen in 2010 and attracted the attention of the government, which published an initiative in 2015 that influenced the typology of makerspaces in China. The ephemeral spaces for innovators, hackers, makers, and entrepreneurs shaped by this cultural context and local ecosystem are urban phenomena investigated with social anthropological and experimental methodologies to better understand the extension and platformisation of these autonomous and co-opted communities and narratives. This research fills the knowledge gap on makerspaces in China in recent years, showing the impact of governmental initiatives on a grassroots culture, the possible roles of makers, and the complexity and unlimitedness of the maker culture through international partnerships for projects such as Designed in Ethiopia and Kabakoo Academies.

The rise of a "maker movement," located in hacker and makerspaces and involving the democratization of technologies of production and support of grassroots innovation, is receiving increasing attention from science and technology studies (STS) scholarship. This article explores how hacking is characterized by users of hacker and makerspaces and relates this to broader discussion of the maker movement as, for instance, promoting innovation, engaged in countercultural critique, or as accessible to anyone. Based on an interview study of users of twelve hacker and makerspaces across the United States, it argues that for these users, hacking is not about politics, commercial innovation, or critique. Rather, it is understood as a lifestyle one subscribes to, a meaningful leisure activity, or as providing access to a welcoming and close-knit community. Contrary to expectations of the maker movement as heralding social change, the benefits of hacking were viewed as personal rather than political, economic, or social; similarly, democratization of technology was experienced as rather incidental to most hackers' and makers' experiences.

Vi starter med et udsagn fra os: Leg er en måde at være menneske på i verden, undersøge verden, eksperimentere med den og handle i den, hvad enten man er børn eller voksen eller i grupper, der består af begge dele. Deltagerne i processer, hvor leg er i centrum, og hvor aktiviteterne altid kan være under forandring, kan give dem muligheden for at reflektere over og ændre på deres vilkår. Makerspaces synes at være et godt sted at gøre dette. Med artiklen her peger vi på nogle principper, links og kilder, der kan inspirere et sådant arbejde.