Negotiating Critical Literacies Using Children’s Artifacts of Learning One of the key tenets of critical literacy (Larson & Marsh, 2005; Vasquez, 2010) is that it works to disrupt normalized social practices. Another tenet, which I have promoted through the years, is that critical literacies need to be lived (Vasquez, 2001, 2004; Vasquez, Muise, Nakai, Shear, & Heffernan, 2003; Vasquez & Felderman, 2013). In keeping with these tenets I have crafted this chapter in such a way that it somewhat disrupts the normalized format of academic writing by creating an audit trail (Harste & Vasquez, 1998; Vasquez, 2004) of my inquiry into critical literacy, beginning in 1993. To create this audit trail I will use artifacts that represent significant “critical literacy” moments in my life as a teacher researcher and academic researcher. These artifacts are material objects such as a child’s writing or drawing, a book cover, a photograph, and other such items that work semiotically to embody a past experience or event. My intent in doing this is to show and tell about how and why, 20 years later, critical literacies continue to have relevance in my work with classroom teachers and young children.