Throughout the school year I invited children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children's knowledge of community in artful ways; the children photographed and wrote in what was often an iterative process, where writing/talking and photographing intermingled. One of the interim research texts was the creation of an alphabet book. During this process the children envisioned images they wanted to photograph, photographed them using a medium format camera, altered the negatives through scratching and writing, and subsequently developed the images in the darkroom. Throughout the project the children and I engaged in sustained conversations and during this process they became (co-)researchers into their own and each other's understanding of community. During the creation of the alphabet book the children often resisted placing words alongside the images as they were afraid that they would limit the possible interpretations of their images; they wanted the viewer to respond to their images and imagination. Each photograph entailed a desire to understand community in relation and as lived experience. Learning to know a community and creating a vision of community were central elements in the children's visual narratives. (Contains 14 notes.)