This paper is exploratory in nature and our research goal is to develop a conceptualization of "learning as community service" in a new media context. The setting for the study is an after-school program involving middle school children in a First Nations community. In the after-school program, children developed knowledge about (1) their community and (2) mathematics, and used digital media to share their learning stories as community service--that is, for the benefit of others outside of educational settings. Using a case study method, we investigate how our initial conception of "learning as community service" evolved as we worked in a new media setting. We discuss three ways in which our conception changed over time: (1) our focus on storytelling through students' digital stories expanded to include live as well as online video performances of songs of their learning; and (2) our focus on individual student learning and identity shifted to negotiated identity and collective learning. (Contains 4 figures.)