ABSTRACT
This chapter describes opportunities and tensions for informal educators and teachers interested in promoting STEM literacies in informal, school-based, and hybrid spaces. It makes explicit connections to STEM subjects (both content and practices) by drawing lessons from the previous case studies and cross-case analyses. We present a set of design principles for the careful treatment of literacies in making spaces, intended to support educators and future researchers. Finally, we discuss implications for future research in making and making spaces as they relate to relational perspectives on literacy, making, and learning.
