We examine ecologies in which children use a digital tool to create multilingual and multimodal stories at school. There is a critical need for research on these ecologies for two reasons. First, studies have shown that multilingual students have lower overall academic outcomes compared to their peers (Gutiérrez, Zepeda & Castro, 2010). One way of countering this is to support family languages and literacy practices (López-Gopar, 2009; Cummins, 2017). Research indicates that when these are valued and developed, students can use them to learn school languages and literacies, which results in higher educational achievements. Second, as new technologies integrate multiple modes of expression, it is vitally important for today’s learners to develop literacy practices required for reading, creating, and assessing complex multimodal texts. In our research, we conducted observations, videorecordings and interviews of Scribjab use in two classrooms. Scribjab is an original and free iPad application and website accessible at www.scribjab.com. Created by researchers and a digital design team, Scribjab enables users to produce online stories, using English or French alongside another language. It invites users to showcase and develop their multilingual and multimodal competencies by: (1) writing stories in two languages; (2) illustrating and recording a narration of their stories, and; (3) reading, listening to, and commenting on stories written by others. In our analysis, we draw on new materialism to describe social and materials entanglements in multimodal literacy practices. We attend to the flows of emotions in the relations between human participants and digital tools. In doing so, we aim to gain a better understanding of the dynamics involved in using this digital tool and what it implies in classroom pedagogy. We also want to gain insight on the differences between the aims underlying the design of Scribjab and the ways it is taken up by users.