The "everyware" paradigm opens up new possibilities for learning on-the-move with technologies through urban spaces while also raising questions about emerging literacies required of users to understand and use the digital traces these technologies generate. This article develops locative literacies as a way of understanding place-based, digital modes of reading and writing different representational forms at the scale of the city. I explore a new analytic unit, learning along lines, as a tool for supporting the design and analysis of learning contexts where the leading mode of engagement for young learners was physical and digital mobility through the city. Learning along lines emerged from a design study in which youth produced counter-maps of their neighborhood to share with city stakeholders. Using a spatiotemporal framework, I analyze youth learning locative literacies along lines they made of their neighborhood through a designed task, global positioning system (GPS) drawing. First, I focus on young people learning to scale their mobility to a neighborhood grid along lines they made through walking and gesture. Second, I focus on young people learning to negotiate inscriptions along lines they made by walking with maps and GPS devices through their neighborhood. Third, I focus on youth learning to re-member their embodied effort along lines they made discursively during moments of reflection. The analyses are intended to push the field's understanding of mobility in conceptualizing and designing new forms of learning locative literacies. Learning along lines foregrounds humans not merely as consumers or generators of texts but as being part of that text, literacy agents of a text they populate.