The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve literacies far beyond the single textbook classroom. Our research project looked at the effects of utilizing multi-modal strategies and techniques in the middle grades science curriculum and incorporated a qualitative collaborative interactive group action research methodology. We completed one "cycle" of research and concluded that using the multi-modal tools and techniques students engage in outside of the classroom was a beneficial addition to the traditional curriculum inside the classroom. We recommend more research at other grade levels and content areas to develop specific strategies and techniques to incorporate multi-modal strategies and techniques in more aspects of teaching science.