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Two teacher-researchers from diverse public school settings formed a “critical friends” partnership to investigate the pedagogical tools and understandings associated with multimodal learning representations. They aimed to embrace and disrupt notions about identity and power as seen in their multimodal learning representations. They also desired to understand where they aligned or contradicted with their students’ perceptions of inequity, identity, and culture. The authors’ combined efforts brought forth an examination of the different functions, forms, and modes of multimodal learning representations. They situated their research in the methodological approach of self-study so they could explore, challenge, and enact upon their professional practices, with the goal of improving their teaching, learning, and scholarship.