This article uses a comic program to graphically summarize a collaborative action research project that brings together York University researchers and elementary school teachers at Joyce Public School in northwest Toronto to experimentally develop multiliteracies pedagogies in a context of emergent literacy education. The project, which has been continuously developing since 2003, searches for ways of socializing both children and teachers into new literacies in the primary and junior grades from a grassroots perspective that operates within the constraints of the modern political machinery that organizes formal education. The teacher-researchers who work in this community of practice carve out preferred trajectories for new literacies action research through narrative projects, focusing on perspectives such as playing with the myriad junctures between and across alphabetic page and iconic screen; creating dynamic textual representations; including community languages towards globally focused linguistic learning; and creating multiple representations of a narrative thread across language, genre, and culture. We work collaboratively to bridge theory and practice using a blended model that includes regular face-to-face workshops. Now an online workspace, and in its seventh year of consecutive funding, the project is moving into ludic approaches to multimodal literacy education through gaming.