The architectonic shift in the semiotic, technology, and social environment paves the way to new perspectives of transformative pedagogies in multiliteracies and multimodal literacy for meaning-making through the configuration of gesture, space, image, sound, action, and various modes. Through a mixed-method explanatory sequential design, this study explores college students’ critical reading comprehension by changing a monomodal text into a multimodal one. In the redesigning process, a group of college students (n=4) were oriented to change a provided monomodal text into a multimodal text for the sake of understanding how the enactment of two different modes of a reading text contributes to enhancing college students’ (n= 47) critical reading and comprehension. To gauge the volume of students’ reflection, elaboration, and analytical thinking, in addition to re-enacting different modes such as visual, audio, linguistic, gestural, and spatial, which were tabulated by deploying a two-stage exam procedure. Moreover, the study captures the participants’ documents and interviews regarding experiencing the redesigning process and the two-stage exam. The second exam scores showed noticeable advancement in the students reading comprehension. Additionally, it demonstrated that students’ critical reading skills improved dramatically. The student designers expressed their motivation and interest in the redesigning process, in which they practiced and promoted their technological and literacy skills by working collaboratively. They also showed their confidence and positive impression about being responsible for their choices. They indicated that multimodality helped them achieve comprehension. Based on the results, the study offered some recommendations for research, transformative pedagogy, multimodal Literacy, curriculum design, and development
