In this article, I consider expanding meaningfulness in literacy research by exploring the possibilities offered by a relational perspective on literacy and its study. An interdisciplinary relational perspective is outlined and used to rethink what happens when we engage in reading and writing. Questions guiding this exploration include: What makes literate activity meaningful, and how might a relational perspective enhance meaningfulness in studying this activity? What does a relational perspective look like as a theoretical frame for literacy research, and why might such a perspective be needed now? A synthesis of literacy research representing a relational perspective will be presented and examples of methodological applications offered. I conclude with the consequences of a relational perspective including implications for student well-being, assessment practices, and capacities for social justice work.