Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing "what counts," our intercontextual analysis constructs different epistemological viewpoints on this multimodal story and contexts of its creation.