A broad interest in embedding computing into K-5 settings has resulted in a proliferation of research on integrated approaches to programming. Although much of these efforts focus on supporting learning in science, engineering, and mathematics (or STEM), less work in non-STEM (e.g. literacy) disciplines has been conducted. This paper examines the potential for integrating computing and literacy education through designing and implementing multimodal composition activities in a visual

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... environment, Scratch. Ten primary students took part in an after-school intervention in an inner-city primary school in the midlands of England. Tasks focused on algorithm design, program execution and loops for programming, and representation choice, and structural and visual design for storytelling. Our results demonstrate how a non-STEM context supported the process of integrated programming and storytelling in meaningful ways. We detail our results and their implications for future work.