Warning

This article features a case study of the written and illustrative text produced by one Grade 7 student, Stefinia, and discusses the metaleptic transgressions evident in the book she created as the culminating activity of a research project. Stefinia was a participant in a classroom-based study that explored how developing students’ knowledge of literary and illustrative elements affects their understanding, interpretation, and analysis of picturebooks and graphic novels, and the subsequent creation of their own print, multimodal texts. As well as being informed by narrative theory and metafiction, the research was framed by an ecological perspective on teaching and learning in classrooms. During a 10-week period, Stefinia participated in interdependent activities that offered her opportunities to learn about metafictive devices, some art elements, and a few compositional principles of graphic novels. Stefinia read and wrote responses to several picturebooks and four graphic novels; engaged in small group, peer-led discussions about the literature; and received explicit instruction about particular literary, illustrative, and compositional devices and techniques. She had the opportunity to apply and represent her learning by creating her own multimodal print text as the culminating activity of the study. The content analysis of Stefinia’s written and illustrative text focuses on her use of various metafictive devices that disrupted narrative structures or ontological boundaries in her multimodal book. The findings reveal how Stefinia’s participation and engagement in a particular classroom community of practice affected her learning of the content and concepts under study.