#788: At the Threshold of Learning: Visual Narratives of How Students Read Belonging and Possibility in Makerspaces

This study presents findings from a photovoice-inspired study of 24 first-time users across three university makerspaces. Participants created photo-and-caption storyboards documenting their initial impressions, revealing three interpretive frames: sections within the makerspace were perceived as 'for me,' 'not for me,' and 'could be for me.' These frames emerged not from interpersonal interaction but from environmental design cues, including tool visibility, signage, and spatial organization. Findings highlight the role of passive guidance in supporting or discouraging entry, and call for treating spatial design as a core component of equitable pedagogy.