Based on data from a researcher-generated activity and with the overall objective to gain insight into how students talk about themselves as readers, the study examines how, in a conversation with two classmates and a research assistant, 12-13-year-old students embrace or reject different figured worlds related to literacy. The analysis demonstrates how a number of figured literacy worlds with different chronotopic contours that include different value systems and offer different options for actions and identity can be identified in the students' narratives. In addition, the analysis shows how the interview situation constitutes a space in which literacy-in-school as a chronotope dialogically merges with other chronotopic literacy worlds outside school. Findings from the study indicate a need for analytical attention to dialogical and narrative symbolic aspects in and youths' investment processes regarding literacy, if we are to understand how literacy worlds contribute to shaping the ways in which children and youths engage in different literacy activities and invest in literacy acquisition.