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Abstract A growing body of research suggests that digital multimodal composing can provide students multiple points of entry for making sense of local climate change issues and sharing their voices through digital activism. Building upon this scholarship, this study examined the processes of 32 small groups (n= 55) of 7th- and 8th-grade students as they co-created a wide range of multimodal projects (e.g., videos, podcasts, infographics, posters, and cartoons) that explored the environmental, ecological, and sociopolitical impacts of inequitable access to urban tree canopy and greenspace in their city. In particular, scholarship on onto-epistemic heterogeneity, critical place-based learning, and multimodality were integrated to gain an interdisciplinary understanding of how digital multimodal composing mediated students’ sensemaking about urban forestry impacts on community health and ecological well-being. Data sources consisted of field notes, audio and video recordings, survey data, student interviews, and students’ final multimodal projects. Through qualitative and multimodal data analysis, five main themes emerged for how multiple modes mediated students’ sensemaking about critical urban forestry: (1) embracing tree equity for compelling stories, (2) engaging authentic audiences through storytelling, (3) perspective-taking through multiple modes, (4) exploring affective dimensions of urban heat islands, and (5) developing solutions for critical urban forestry issues. These findings contribute new insights into how digital multimodal storytelling can provide a productive way for students to make sense of climate justice issues and gain agency by experiencing multiple ways of knowing. 

Abstract While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication’s individual and collective functions as a way of seeing students’ learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49–87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning.