This chapter synthesizes the diverse ways digital writing scholars have recovered past multimodal pedagogies and composing practices to reimagine digital writing pedagogy in the present. It demonstrates that historical scholarship about multimodality has played an invaluable role in helping the field of digital writing and rhetoric develop more capacious, inclusive visions of digital writing pedagogy. The chapter suggests that historical scholarship can lead us to be wary of how multimodality can be employed for conservative, repressive ends. As multimodality came to prominence in the field of digital writing and rhetoric, scholars worked increasingly to historicize how past writing teachers had engaged and/or ignored non-alphabetic forms of composing in their classrooms. The point of embracing digital, multimodal methods of historiography is certainly not to arrive at definitive history, but rather to open up complex, multivalent and contradictory stories about multimodal writing pedagogies. Digital writing historians have sought to compose scholarship that enacts the kinds of embodied multimodal composing that they advocate.