In this article, the authors explore multimodal literacies and how they use literacy contracts and quadrants to help students to examine their identities via writing and the creative arts. A notable outcome of their joint efforts is that when teachers and students transacted with multimodal literacies, they showed value for their personal and shared knowledge. Moreover, a diverse learning community becomes a respectful, welcoming space where ideas and perceptions are questioned, disrupted, problematized, and transformed by making meaning.