Our ethnographic case study took place in a grade-6 classroom in a French-language minority school in British Columbia. Our aim was to better understand the influence of digital and multimodal literacies on plurilingual students’ identity construction. In this article, we present data collected as Blastoise (a boy who spoke English, French and Russian) created and reconstructed a multimodal text. The concepts of plurilingualism, identity position and multimodality serve as theoretical frameworks for this research. Analysis of the results suggests that this student had a somewhat limited use for divers modes (e.g. written word, sound, image, video), and it also shows the absence of Russian, one of Blastoise’s resources from his linguistic repertoire. The student’s use of French, English and other modes, however, does afford him ways to position himself as a good student and as a video game expert.