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The Build a Better Book project engages youth in the design and fabrication of inclusive media, including picture books, games, maps, STEM models, and other learning materials. Using both low- and high-tech makerspace tools, such as 3D printers, laser cutters, Makey Makeys, circuit boards and craft materials, youth design, fabricate, test and refine multi-modal products that incorporate tactile and audio features. These products are designed by and for learners with visual impairments as well as other physical and learning disabilities. Through the project, middle and high school youth develop technology skills and learn about STEM careers as they design and createÌýunique and playful productsÌýthat can be seen, touched and heard!

In phase 1 of the project (Designing Tactile Picture Books: Critical Making in Libraries to Broaden Participation in STEM Education and Careers; NSF award no. 1615247, 2016-21), we partnered with libraries, as well as schools and community makerspaces, to engage youth in designing and creating more accessible picture books for children with visual impairments. Using a variety of maker tools, from crafts to Makey Makeys and 3D printing, workshop participants (ranging in age from first grade through undergraduate) worked to fabricate multi-modal stories. After two years of piloting workshops in collaboration with local libraries, substantial interest from educators and librarians in a wide variety of locations prompted us to host multiple professional development workshops for educators from around the country. These educators then brought the BBB project back to their own communities, working on a diverse range of projects, from tactile picture books to STEM kits to board games.

In phase 2 of the project (Empathy-Driven Engineering Internships for Teens: Connecting Technical Work to Social Needs;ÌýNSF award no. 2049109, 2021-25), we have extended the duration of the BBB design experience to examineÌýthe influences of aÌýprofessionally-structured, empathy-driven engineering internship on teens’ perceptions of engineering, identities, and transferrable STEM skills. In the second phase, we are working in closer collaboration with community clients, including youth who are blind or low-vision and/or their teachers or families. We are implementing and studying this teen internship model across four diverse formal and informal education settings, including a university-based summer internship program (CO), a public library makerspace (NJ), a high school STEAM class (NJ), and a science center (NM); additional work took place at a makerspace/entrepreneurship non-profit organization (MA) and a public school district (AL).