As new technology has changed adolescents’ literate life pathways outside of school in remarkable ways, new uses of terminology, such as mutiliteracies, are necessary to capture the multidimensional nature of literacy. However, there have been few studies on the multiliteracies experiences of Korean adolescent English learners (ELs). In this article, through a case study, Pyo examines how an adolescent EL cultivated his literate identity through an inquiry‐based multimodal project. The findings reveal that the participant integrated his computer‐related practices and local experiences into the multimodal project. He used various modalities and orchestrated them for meaning making while inscribing an author's identity, which conveyed his message more comprehensively than writing alone could have done. This suggests that a multimodal literacy approach can be a powerful tool for ELs to connect in‐school and out‐of‐school literacies.