Understanding Multimodal Composers: How Diverse Processes Shape Digital Composing as a Design Practice

ABSTRACT Multimodal composing in digital environments is a common practice in today's classrooms and schools. It is recognized as a complex and iterative meaning‐making process as composers navigate across, between, and among devices, platforms, and modes. While much research emphasizes the products, complexity, benefits, and challenges in digital and multimodal composing, explicit investigation of process and decision making remains necessary. This study explores how students' digital and multimodal processes come together with particular attention to how these processes reflect a design activity. Using a qualitative case design, the study draws on participant screen capture data, think‐aloud protocols, participant artifacts, retrospective survey, and serial interpretation practices to examine the composing activity of fifth‐grade students navigating a technology‐infused school learning environment. Analysis reveals patterns of engagement and decision‐making leading to the identification and description of four composer types, each reflecting unique need and strategy influences. Findings offer a distinct view of multimodal composing as a design process and provide objective insights for educators seeking to support diverse learners during digital composing tasks.