With the rise of modern technology, sites of knowledge have shifted from page to screen, offering hybrid spaces for 21st century learning across borders, modalities, semiotic resources, time and space (Jewitt, 2006; Kress, 2000) However, few empirical studies have been conducted from a critical lens to investigate how digitally mediated social interactions shape learning (for youth) that embraces multiple modes of meaning making with concerns of (in)equity, privilege, power and social relations (Hawkins, 2018). Drawing on sociocultural theories of learning (John-Steiner & Mahn, 1996; Vygotsky, 1978), this study, through the lens of multimodality from a social semiotic approach (Archer, 2014; Kress, 2000), explores how emergent plurilingual youth living in communities of poverty claim their multilingual and multimodal human rights to represent themselves and communicate with their global peers in digitally mediated spaces. Data came from an out-of-school project that digitally links youth globally through creating digital stories of their lives and communicating together on a dedicated website. Findings show that digitally mediated multimodal and transnational engagement can fostering inclusive design spaces for emergent plurilingual youth and teacher facilitators to co-shape their representation, communication and learning as agents of social change (Ball, 2009), attending to power relations, privilege and access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]