This study examined how 18 high school students responded to and authored poetry using multimodal approaches. For responding, students identified keywords in poems and found online images to represent tone and negotiate meaning. When authoring, students composed extended metaphor poems using presentation software and Internet images. Data sources included student work, observations, and materials. Thematic analysis identified 3 networks: 1) Meaning-making is an active negotiation process over time and space; 2) Multimodal, non-verbal approaches increased engagement; 3) Technology allows expression of identity and agency in authorship. The study found multimodal approaches supported meaning-making and student agency more than constrained activities. It provides implications for practice incorporating images, design literacy, and avenues for student