Building on the existing concepts of multiliteracies and of translanguaging repertoires, I propose the concept of transliteracy repertoires--or the idea that individuals' idiolects do not naturally delineate between named languages or named modes. I theorize that these transliteracy repertoires: (1) are deeply connected with individuals' "intersectional identities." (2) are "plural," "fluid," and constantly "evolving" for each individual. (3) interact with and are affected by "hierarchical ideological systems," which reflect broader power structures rather than inherent value differences in languages and modes. (4) should be "valued holistically as resources" rather than be divided and devalued to suit the demands of privileged persons, institutions, and ideologies. My dissertation explores--through narrative and discourse analysis and archival research--what insights literacy narratives in form, content, and context can provide about transliteracy repertoires and individuals' literacy experiences. This research adds to the field's understanding of what composing actually looks like for literacy users and expands scholarly understandings of what literacy narratives can tell us about how literacy happens. Chapter 1 outlines the theoretical and scholarly grounding for transliteracy repertoires as a new model of literacy, introduces transliteracy repertoires as my scholarly contribution to the composition field, describes my methodological framework, and shares an overview of the dissertation. Chapter 2 explores ways transliteracy repertoires are connected with individuals' "intersectional identities," as literacies are continuously acquired differently by people with different intersectional identities, cultures, histories, and communities. Chapter 3 investigates how transliteracy repertoires are connected with the fluid and evolving nature of literacy, specifically through an examination of how the narrators navigated relationships with multiply identified individuals, evolving technologies, and changing social settings and expectations in ways inextricably linked to their individual transliteracy repertoires. Chapter 4 examines links between economic, ableist, academic, sociopolitical, and racial hierarchical ideological systems and the literacy narrators' individual transliteracy repertoires as presented in the forms, contents, and contexts of their literacy narratives. Chapter 5 addresses the implications of this new model of literacy for composition scholarship broadly and for literacy and literacy narrative scholarship more specifically and considers areas for further inquiry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]