This article presents results from developing and applying an initial analytic frame for observing and explaining literacy practices in making activities. It describes literacy‐related themes that emerged when the framework was applied. These themes are discussed within the making process of fabrication, one of a number of goal‐directed stages of making. Findings indicate that literacy practices in fabrication are openly shared, networked, and often oriented toward interfacing between physical and digital worlds. Results come from interviews with 14 adult makers. Implications for project‐based learning contexts and for literacy teachers are shared.