While multimodal literacy research is extensive, there is only a handful of studies that have examined how pre-service teachers remix semiotic resources to construct digital multimodal texts. Focusing on multimodal text making, this work examines the extent of remix and maps out the layout of the semiotic resources used in this process. This paper draws on 65 digital multimodal texts that a cohort of pre-service teachers created in the context of a digital media course. The multimodal data analysis indicated a broad spectrum of remix patterns. Two dominant remix patterns are identified, encapsulation and synthesis, and are illustrated using using two representative examples. The paper is concluded with a discussion of the findings and the potential of remix approaches for digital literacy.