This paper argues the value of cultural studies for English/literacy education. It draws on a longitudinal study of one boy's literacy learning between school grades 3 and 6. Examples of the textual diversity of Joseph's hybrid visual-verbal texts produced during that time are used to develop two main points. First, I suggest that some children who are not highly successful at school (as measured by standardised tests) are nonetheless accomplished users and producers of a diverse range of cultural artifacts or texts. Secondly, I explore the proposition that adopting a cultural studies approach to the English/literacy curriculum might enable teachers to design a more inclusive curriculum.