In this article, the author examines how young learners became critical information architects for presenting community and classroom data. The article begins with an overview of the literature on critical literacy, critical data literacy, and young children's visual cultures. Next, it lays out the project's context, modes of inquiry, and methods for generating and analyzing data. Paying particular attention to how children's data practices and the production of textual artifacts surfaced new personal, cultural, and sociopolitical questions to investigate, the author spotlights two snapshots of young children's critical data literacy projects in situ. Talking across these stories, the article closes with a discussion detailing both the pitfalls of and possibilities for engaging critical literacy with young children through visual and sonic art making.