Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent‐produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different epistemological viewpoints on this multimodal story and contexts of its creation.