This article is informed by multiliteracies pedagogy which recognizes the dynamic nature of reading and writing, particularly in relation to the multiple languages, literacy practices, texts, modalities, and interactions that are part of our world. This framework offers educators a greater appreciation of students' collaborations and text productions in music, image, movement, and voice, as well as print texts. It also provides opportunities to highlight and learn from students' diverse knowledges. Collaborations extend the potential to expand cultural knowledges, an aspect evident in the story creation of 4 urban girls presented in this article. Also evident, however, is the ease with which collaborations lead to inequitable reproductions that privilege dominant discourses while labeling others problematic or "crazy." These findings demonstrate the need for educators to explicitly recognize and support learners' diverse knowledges. Specific steps educators can take in order to create educational contexts that support more equitable collaborations are provided. (Contains 3 figures.)