Background/Context: Within the context of four locally funded research projects, the researcher was asked to disseminate the findings of her narrative inquiries not to the research community, which had previously been the case, but to the practice and philanthropic communities. This, in turn, created a representational crisis because practitioners and philanthropists typically do not read research reports. Purposes/Objectives/Research Question/Focus of Study: In this paper, two sources previously cut off from one another--the narrative inquiry research method and the digital storytelling approach--were brought together to inform how the live research projects became represented. Setting: The four research endeavors, all involving arts-based instruction and all funded by the same reform movement, were undertaken in four different school sites serving primarily underserved minority youth in the fourth largest city in the U.S. Population/Participants/Subjects: The participants were mainly teachers, although some principals, students, and grandparents contributed to certain digital representations. Research assistants were also highly involved. Conclusion: This meta-level 'inquiry into inquiry' traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries (narrative inquiries represented through digital story) attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned. While this "inquiry into inquiry" addresses definitional and others queries at the intersection where narrative inquiry and digital story meet, other questions remain to be addressed that will necessitate future research.