Through a feminist content analysis of young women's writing and reflections, this study gives evidence of how a school-based new literacy project shared knowledge in a public voice about the irreducible and complex world of "becoming" a girl. This project, called "The Pink Voice," was conducted in a large urban centre on the West Coast of Canada. The paper explores the development of school-based new literacy practices that takes up forms of feminine subjectivity that are acknowledged through performative practices of creative writing and reading. Educators need to consider how to develop responsive pedagogical spaces within public education that can expand into the indeterminate and as yet unknown hybrid subjectivities of youth with creative energy and commitment to nurturing active participation and engagement with multimodal networks, designs, and embodied forms of literacy. (Contains 1 note.)