ABSTRACT
We return to the concept of “literacy desiring” as a way to think about literacy processes as fluid, sometimes unintentional, and created through relationships with humans, nonhumans, and more-than-humans. We think-with several literacy desirings from Tara’s fifth-grade classroom to explore the following matters of concern: Is it okay for students to not finish a piece of writing? Does one ever write alone? What if we saw writing (and literacies more broadly) as unfinished becoming(s)? Each of these questions (and their possible answers) have implications for how we think about pedagogical practices and imagine literacies in new ways and in new relationalities.
