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The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities.

The authors draw on two years’ worth of observation, interview, survey and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts.

Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds.

This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools.

The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.

The world of work is constantly evolving such that the Workforce in the previous era was driven by the need for stability and is now driven by the desire for creative disruption. While firms must respond to the challenges and dynamics continuously, employees must be ready for any upcoming change to progress despite the turbulence and attain a competitive position. This paper's focal theme is Workforce agility – the ability of employees to respond to and make the most out of changes. Studies on the personal factors affected by changes, in turn, influencing Workforce agility have been scarce. The authors propose a conceptual model with propositions to address this gap. Additionally, the authors propose an employee-centric experiential training practice to foster agility.

The authors have employed conceptual description methodology to build propositions about the personal factors influencing Workforce agility and an arts-based intervention to enhance it.

Intermodal arts-based intervention (IABI) can influence employees' epistemic curiosity, which aids with managing ruminative thoughts, thus enhancing Workforce agility, while dispositional joy moderates this relationship.

The proposed “Intermodal Arts-Based Intervention (IABI)” can help firms move from a traditional training-based approach to an experiential one to foster their Workforce's agile capacities. Considerations for its implementation are explained.

This study is one of the first attempts to integrate multiple art forms as a change management practice. The conceptualized model also brings out the adaptive and maladaptive aspects of epistemic curiosity and rumination and the role of joy in promoting agile behaviors.