“…Our way of noticing literacies focused on “dynamic and contingent materialization” ( Barad, 2007 , p. 224) of these spaces, timescales, and bodies, for example, how children's and parents’ embodied encounters with space, humans, modes, media, and languages in a specific moment opened (or not) lively, fluid, and multiple possibilities for meaning making. We also attended to and shared paralinguistic elements in the stories, such as bodily (e.g., gestures, mimes, and postures), affective (e.g., stress, anxiety, and fear), and sensory (e.g., seeing, hearing, touching, smelling, speaking) elements (e.g., Guerrettaz et al, 2021 ; Pennycook, 2018 ; Takaki, 2019 ). Such posthuman ways of noticing foreground the unbounded material-discursive relationships through which communities of inquiry, subjectivity, knowledge, and meaning emerge.…”