In this study, Brendan Rigby focuses on multimodal student repertoires in the rural setting of northern Ghana, exploring the potential of participatory visual research methodologies to research the literacy practices of children who do not have access to mainstream schooling. Rigby suggests that the ways in which Ghanaian children document their myriad literacy practices through the lens of a camera, including embodiment, gesture and performance, provide valuable data upon which to build culturally responsive literacy pedagogies and policies.