Our university learning management system (LMS) is an important multimodal site for my students that supports student understanding and multimodal literacy. In this site students access weekly lessons, class tasks and assessments throughout the semester. The organisation and contents of the LMS is multimodal, communicating necessary information allowing students to make meaning of the learning content and representing that learning in a variety of ways. The LMS itself is spatially organised in folders. Design of the folders is important with the inclusion of headings and brief descriptions that can be previewed. The weekly content pages are organised spatially in a consistent way each week to meet student expectations and reduce cognitive load. The written mode is used in the design of the page with headings and sub headings. The written mode is used to describe session learning objectives, concepts to be discussed as well as task instructions and reading resources. Additionally these texts can be in audio mode because they can be listened to via a screen reading tool. Supporting material to help students understand part or all of a concept may be included in the visual and audio mode in the form of a video. Icon images which are the visual mode may be used consistently in the session pages to signal a task such as a collaborative task, writing task, or discussion. Furthermore, an analysis of the multimodal elements in the site can be useful because it ensures that the site is designed in a way that supports communication of the learning materials and how students receive and can represent that information to demonstrate learning. Finally, while the traditional notion of literacy includes reading and writing, multimodal literacy allows students to navigate digital sites comfortably, understand what important information is included from the design of elements, such as size and location of headings. Students can use multiple modes to learn content, which may differ based on time, location and context of learning. This multimodal literacy runs alongside traditional literacy, ensuring learners can understand a variety of communications and represent learning in a number of ways.