What is considered data and how it is communicated publicly is rapidly changing. Participation in society involves multiple opportunities to engage with complex statistical concepts in media, in personal health, and regarding climate change. Children also are engaging with evolving data types in social media interactions and in educational contexts where they are the data. Yet little time is spent in classrooms supporting children to explore and make their own data decisions about various data types. This study investigates the role that fourth graders’ use of graphing conventions played in supporting their conceptual development of: non-traditional data and dataing during one lesson. The author hopes to contribute a new perspective in conceptualising dataing as enculturating statistical practices around data that involves multiple features, to communicate key information, involving tools for engaging with statistics to communicate a story. In this case study, a video clip presented an entrance point in exploring multivariate data (multiple variables). Video observation and student graphs revealed insights into children’s data and dataing experiences and processes involved with multivariate data, supported by a classroom culture that valued statistical processes as a creative and meaningful, story-telling endeavour. When students were tasked with representing plant growth using a graph, displays included a wide range of variables such as patterns of leaf growth and qualitative stages of plant growth. Engaging with multivariate data in exploratory ways supported students in this study to play with graphing conventions, establishing local mathematical practices involving non-traditional data.