Our understanding of reading--including reading multimodal texts--is always constrained or opened up by what we consider to be a text, what aspects of a reader's embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel, comprised of over 300 large-scale paintings, recently exhibited in an art gallery and also published in print form. The researchers' responses reflect a variety of theoretical orientations, including postcolonial theory, critical theory, affect theories, new materialisms, social semiotics, and reading development theories. The author of the novel also reflects on his own creative processes and goals. These various responses, and the multiple modalities of the work itself, are intentionally juxtaposed in order to create productive tensions, contrasts, and open spaces for reconsidering how multimodal texts are read and experienced. Dimensions of reading as a meaning-making, affective, embodied experience are productively put into play with one another.