This article discusses some of the findings from a year-long study of lower-elementary (2nd grade) children's media and multimodal literacy learning undertaken in an elementary school in Seoul. In the contemporary media environment, where more than 65% of households own digital cameras and almost 100% of children and young people over the age of 6 use the Internet, photographs are reported to be the second most frequently used form of expression next to texts. Considering the long-term progression in children's understanding of different modes of expression such as photographs and writing and the role of media for communication, this study explores how young people might be able to learn how to take photographs and write texts in the context of producing contents for a ‘class yearbook’ that can be seen as a ‘medium’ for the classroom community to remember the people and what they did during the specific year. The discussion includes the pedagogic intentions of the ‘design’ of a series of learning activities that are developed in this ‘design experiment’ research method, as well as the results including the children's photographs and writing as the learning outcomes, the interviews with the children and the teacher participated, and the photographs of classroom activities taken by the researcher for pedagogic documentation. The study shows children with low interests and skills in writing seem to be motivated to write texts and to improve their writing skills, when they are encouraged to produce contents for a specific medium of ‘class yearbook’, which is to be written and kept by themselves for the memory of the school year. Children seem to be able to create the ideas and feeling more genuinely and easily when they are allowed to use the cameras to capture the particular facial expressions or gestures of their friends；remember special events that they enjoyed at school；and the moments of their choice that they want to show about themselves. The photographs taken as such seem to become important integral parts of the children's writings that can be seen as a multimodal text.