The power to influence others in ever expanding social networks in the new knowledge economy is tied to capabilities with digital media production that require increased technological knowledge. This article draws on research in primary classrooms to examine the repertoires of cross-disciplinary knowledge that literacy learners need to produce innovative digital media via the ‘social web’. The article builds on Learning by Design and the ‘knowledge processes' to describe ‘how’ learning occurs, while presenting a model to theorise ‘what’ students know — the ‘knowledge assets' –when learners produce digital and multimodal texts.
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