Outside the walls of the classroom and teacher education, the world is moving towards greater multimodality. With the increase in technology, children have access to multimodal texts through digital devices every day. Children are able to access sites, communicating instantly through text, social media, photographs and videos. As teachers it is important to educate children to use multimodal literacy effectively. All children learn and communicate in different ways involving four main learning styles including visual, auditory, reading-writing and kinesthetic (Leite, Svinicki, 2010). Not all children learn the same way, which means multimodal literacy is an important aspect of student education. Multimodal literacy helps students who have difficulty communicating through written language explain their ideas through a different modality. “Multimodal pedagogy has been found to expand students' communication options by helping them make connections, increase their knowledge, engage in peer learning, and understand and transform their meaning-making potential” (Loerts & Heydon, 2016, p. 2). This is evident for English as an Additional Language (EALD) learners who have difficulty communicating in the traditional sense. Multimodal literacy offers EALD students multiple learning paths and offers these students an alternative way to participate in the classroom. This allows teachers to identify the strengths of EALD students,