This paper presents the eighth-grade students--Misha, Ashley, Tandie, and Henrietta--in Mrs. Olen's math class in a high-poverty school, who work with members of a local nonprofit organization to collaboratively create a multi-textual, digital project on poverty and its connections to homelessness. The focal project on problems and solutions related to poverty and its connections to homelessness was characterized by "re-mixing" multimodal texts of images, animations, print, and sound. This re-mix process leveraged multiple forms of cultural resources that youth can bring to school literacy and that they draw upon for meaning making, cultural identity, and personal pleasure. These practices worked together as a kind of "digital DJ-ing" (a deftness of movement and mixing across sounds, themes, and social settings) that had interesting connections to contemporary hip-hop styles, particularly through the use of music as a key component of meaning making in the technology projects.