<![CDATA[Although interactive multimedia learning has been shown to support reading literacy and creativity separately, studies examining both outcomes together within a single elementary-level intervention remain scarce. This study addresses that gap by analyzing the effect of literacy-based Interactive Multimedia Learning (IML)—delivered through a four-stage, Canva-assisted digital infographic creation design—on elementary school students' reading literacy and creativity, both partially and simultaneously, offering novelty through its integrated literacy-to-creation instructional model. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. Subjects were Grade V students in Cluster 3, Cakung District, consisting of an experimental group (n=29, SDN Cakung Timur 06) and a control group (n=28, SDN Cakung Timur 09), selected through purposive sampling. Data were collected via pretest-posttest, digital infographic product assessment, and student perception questionnaires, and analyzed using MANOVA in STATA 17. IML was found to have a significant, large-effect influence on both reading literacy and creativity, both individually and jointly (Wilks' Lambda = 0.416; F = 18.230; p = 0.000) with effect size η² = 0.584 (large effect). These findings indicate that literacy-based IML is a novel and effective instructional alternative for simultaneously strengthening reading literacy and creativity in elementary school. Educationally, this positions literacy-based, Canva-assisted multimedia design as a practical pathway for elementary teachers to move beyond siloed literacy or creativity instruction toward a single, integrated pedagogical model.]]>
