The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid‐19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three ‘making’ stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper.

中文翻译：

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设计和工艺教育的新学习环境——承认设计素养的学习

本文的目的是通过探索通过制作来学习设计素养的含义，从而为设计素养的概念做出贡献。为了支持我的论点，我利用了一个案例研究，在该案例中，我跟踪了两名设计和工艺专业的实习老师，他们通过木工学习了设计素养。由于 Covid-19，学习环境位于学生家里，而不是大学的设计和工艺工作室。两个研究问题引导案例研究：学生在学习木工时回忆起哪些故事，这些故事提供了哪些与学习设计素养相关的内容？案例研究中提出了三个“制作”故事：(1) 与未知一起制作，(2) 独自进行教育性制作，(3) 情感和具体化制作。这些故事提供了许多与设计素养教学相关的制作技巧，本文将对此进行进一步讨论。