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Studying literacy as a set of associations has been incredibly generative in the last decade, but has presented methodological challenges for studying all the actants in literacies-in-action as they may be ephemeral, immaterial, or otherwise difficult to “see” with traditional methods. The use of multimodal methods has proven to be an effective approach for gaining access to literacies-in-action. This work offers one such multimodal method utilizing participant art-making as a way to gain access to the affect and objects produced in/through literacies-in-action. By way of illustration, I present data from a larger study with a group of high school youth who utilized the method.