Developmental and development-oriented learning with digital media are discussed in relation to the concepts border crossings and multimodal composition. The first concept refers to a transveral of disciplines and recombinations of elements from them. Local-global relations in knowledge building are covered. The second refers to the collaborative construction of multiliteracies across media types and discourse modes. Three case studies relating to Zimbabwe are presented, one in fine arts and two in performing arts. A cultural historical activity theory frame is adopted. Analysis draws on expansive learning. As a whole multimodal discourse and activity theory may be enriched through study of students' production of mediating artifacts.