New Times for Multimodality? Confronting the Accountability Culture

Abstract

Abstract As new times become hard times, there may be little time for multimodality in school unless educators confront the accountability culture. This commentary reviews the arguments for multimodal transformations of school literacy curricula and explores the potential of reflective talk about multimodal meaning‐making as an assessment practice. Talking about how multimodality works may enable educators and students alike to talk back to an accountability culture that limits what counts as literacy.