This paper critically evaluates the development of the data-gathering and the data-analysis methodology used on the Visual Journeys Project. Rooted in previous research such as literary practices in multilingual contexts, interpretation of complex illustrated albums or ethnic minority pupils and reader response to picturebooks this methodology was designed to suit a global dimension –i.e, the distant demographical, cultural and educational realities to be investigated (Scottish, Catalan, Texan and Australian classrooms). The common base thus created, consisted of (i) a selected literary corpus, and a protocol of intervention for the data-gathering process; and (ii) a system of categories for the collected-data analysis (Farrell, Arizpe and McAdam 2010). The challenge was how to adapt this analytical framework (mainly classroom tasks and theoretical categories) according to each country’s context, to wide-ranging children’s responses and to the subsequent focus on specific issues for each team e.g. (mediation). To do so without losing this methodology’s potential to garner results and identify trends in responses required a re-working which proved successful and effective. Difficulties in each team’s specific rethinking were of significant and required re-application to data. Both the theoretical methodology’s design and its practical development (illustrated by samples) will therefore be discussed.