This article deploys the concept of rhizoanalysis in order to disrupt, to think, and to do qualitative research differently. Rhizoanalysis is a concept created out of Deleuze and Guattari's (1987) concept of the rhizome. The article explores what rhizoanalysis can do, how it functions, and what it produces in relation to research on literacies, in particular multiple literacies theory (MLT). The article is a rhizome having multiple entries: concept creation, rhizoanalysis the concept, an introduction to MLT followed by a detailed presentation of a rhizoanalytic study on conceptualizing writing systems in multilingual children. The article exits with an intermezzo and a potential becoming of rhizoanalysis as an approach to qualitative inquiry.

This presentation focuses on learning literacies in a second language involving a writing system different from the first language. Situated in poststructuralism, a multiple literacies theory is proposed to illustrate that desire is a productive and creative force in learning literacies. Such an environment becomes a site for continuously investing in learning literacies which transform the learner who, in the process, becomes Other. Three vignettes are reported, two focuses on a child and the other on an adult learning literacies in a second language. Implications for learning and teaching are suggested.

ArticleThis article emerges out of a problem regarding how society with an emphasis on an audit culture positions data and how data position an audit culture (Lather, 2013). It calls on a post-positivist method that relies on representation and interpretation of large-scale data and meta-analyses for the purpose of contributing to evidence-based research. With this article, the connections between data and audit culture have engendered an untimely problematization of representation and interpretation and have destabilized/deterritorial-

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON;HAMILTON; IVANIČ;STREET, 2003) and Multiliteracies (COPE;KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

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