Findings of this study offer new perspectives of utilizing the DALN archive in the writing classroom. The archive materials can be easily repurposed for a wide spectrum of objectives, themes, and assignments. In addition to the traditional literacy narrative assignment, topics like family role in shaping literacy, cross-cultural and transnational perspectives and approaches to literacy, communication, and literacy can be explored using materials from the archive. Venturing away from alphabetic literacy, the archival materials can be used in classes that center around digital literacy, media literacy, voice, visual rhetoric, and sonic rhetoric. These are some of the numerous atypical possible utilizations of the archival materials that make the DALN relevant and suitable for diverse writing contexts. To teachers of multilingual writers, I would say: encourage multilingual students to take risks with their writing, and to try new writing strategies. Use reading materials that will build their confidence and will persuade them to experiment with novel, creative approaches to writing. Using materials developed by fellow multilingual writers and retrieved from the DALN archive has certainly helped multilingual writers in this study develop better reflective writing skills, and thus, other archive materials can help others learn and develop a wide range of writing and literacy skills. These materials stimulate the development of "identification bonds" and send an implicit message to multilingual student writers that they are capable of producing interesting, meaningful, and engaging writing. When selecting materials from the DALN archive, try to find materials by writers who come from the same or a similar culture, especially if the assignment requires a good deal of discussing personal feelings and thoughts that students from certain cultures may be reluctant to share or disclose. Also, encourage multilingual students to submit their work to the archive platform, to enrich the archive on one hand, and facilitate finding materials written by diverse writers on the other. Since the archive accepts narratives that deal with literacy broadly defined, teachers who teach about digital literacy, media literacy, numeracy, and communication literacy should also ask students to upload their work to the archive. But what do these pedagogical possibilities of integrating the DALN materials in the writing classroom mean for the archive and its managing team? I'd say: enhance the submission and search tools and capabilities of archive materials so that teachers can easily locate narratives produced by multilingual writers without being trapped in racial or cultural stereotypes. Facilitate finding narratives in the required modality: alphabetic narratives, audio narrative-casts, or multimodal narrative videos. For teachers interested in new media and digital rhetoric topics, updating the search tools of the DALN archive will be a step in the right direction of fulfilling the research purpose of making the DALN a public platform, as Lewis Ulman asserts. One way to do this is to use key and tag words, maybe offering a list for contributors to choose from during the submission process, while allowing them to add new ones that best describe and capture the unique characteristics of their narratives. Another way is to ask for, without mandating, of course, more identifying information from contributors to the archive. Such details will be helpful to teachers and researchers searching the archive for materials prodiced by particular groups of writers or learners, or specific literacy-related topics. Meanwhile, the DALN team should expand the current call for submissions from "personal narratives about reading and composing all kinds of texts and code," as is stated in the DALN blog, to include various types of literacies and literacy narratives. Establishing a more encompassing description of the archive will make teachers feel more comfortable when asking their students to share their narratives with the archive users.