. In thediscursive construction of creativity, the analysis reveals an emphasis on productive outcomesof creative efforts, positioning makers as designers, engineers, and the like, and raising ques-tions about other kinds of making that might be ignored in makerspaces. Finally, when dis-cussing learning, the analysis argues that polarized accounts present in the data set positionformal educational content, styles, and pedagogies in negative ways and oversimplify thedistinctions between formal and informal learning settings.