12 VOLUME 25 NUMBER 3 OCTOBER 2020 making for transformative ends, using it as a tool to re-invent society to make it more just, especially for historically and continually marginalised populations (Brownell, forthcoming; Wargo & Alvarado, 2020). In this way, children’s making is often already connected to literacies insofar as children’s role as cultural critics is enlivened through both the autonomy and collaboration makerspaces can provide. Importantly, children’s making in the aforementioned studies did not rely on seemingly cost-prohibitive technologies or access to dedicated school spaces that were ‘for makers only’. Instead, in each study cited, teachers and children made do with materials and space that were already at hand or those that could be made readily available. In my research, for instance, my collaborating teacher and I transformed her classroom into a makeshift makerspace by organising materials (listed below) around her classroom. • Craft supplies of various colours and sizes (for example, pipe cleaners, wax sticks, feathers, cotton balls, wooden craft sticks, construction paper, butcher’s paper, glue sticks, glue bottles, straws, fabric, paint, foam board/sheets, paper plates, string, yarn, ribbon, paint) • Offce supplies ( for example, paper clips, bulldog clips, stapler and staples, transparent tape, masking tape, cardstock, printer paper, scissors) • Writing materials (for example, markers, crayons, coloured pencils, blank books) • Toys (for example, Lego, Playdough or clay, Stikbots, other items children suggest) • Natural materials (for example, rocks, sticks, leaves) I f you are anything like me, when you think about a makerspace, you likely imagine a large space flled with shiny new technologies. Probably, your vision of a makerspace includes computers and robots for coding or 3-D and laser printers for prototyping. Perhaps your archetype of a makerspace even includes various wires to connect lightbulbs to everything from playdough and copper tape to bananas and potatoes. Imagined in this way, a makerspace may feel to be more related to science than literacies and so too might this envisioning feel inaccessible due to a lack of space or the aforementioned technologies. Yet, and as I argue in this short essay, practices of making are quite possible within literacies and with low- tech resources in spaces to which you already have access. Much of the research about practices of making and makerspaces is situated within upper-level science, mathematics, and technology classrooms (Halverson & Sheridan, 2014). Recently, however, early childhood educators and scholars have examined how young children may engage in making through literacies (Marsh, Arnseth & Kumpulainen, 2018; Marsh, et al., 2019; Wood, 2019). Sometimes called ‘maker literacies’, scholars have documented how children use a combination of digital and analogue technologies to represent their thinking and learning (Wohlwend, Buchholz, & Medina, 2018). Children in such studies have used making to craft informational texts about climate change (Wargo, 2019), formulate persuasive arguments related to contemporary (im)migration policies (Brownell, 2020), and retell personal narratives (Brownell, in press, 2020). Often, children engage in Making do with what’s on hand: Repurposing space and materials for a low-cost makerspace GUEST COLUMNIST: Cassie Brownell Makerspaces for Literacy