In this commentary, the author invites readers to consider the body and its central place in literacy pedagogy, practice and research. She emphasizes two interrelated paths for teachers and researchers interested in literacies to tend to the body: (1) the ways literacies are engaged and cultivated for making sense of bodies, and (2) the literacies embedded in, performed through, and experienced as bodies. Drawing on poststructural theories and her analysis of round robin reading, the author reminds readers that literacies are not inherently good, and educators concerned with issues of inequities and injustice can study and reimagine the literacies in bodies that propel too many of us forward in an automaton fashion.