This study examined the impact of remix journaling as a new media literacy practice on undergraduate students' engagement and ownership of learning. Using arts-based pedagogy combined with new media literacies, this study chronicles students' perspectives on knowledge-building, expression, and social agency through remix journaling. Findings suggest remix as a contemporary literacy practice that expands and enhances students' critical thinking while cultivating authentic classroom cultures that bridge digital worlds by supporting reader engagement and the development of media literacies. Findings have implications for educational professionals, administrators, librarians, and media specialists seeking low-tech, high impact strategies for cultivating new media literacy practices in their classrooms and school communities.