“Multiliteracies”: New Literacies, New Learning

TLDR

The paper outlines how rapidly evolving social and technological contexts reshape communication and learning, proposing a new language to discuss representation and questioning what literacy pedagogy is appropriate today. The study revisits the New London Group’s 1996 call for a pedagogy of multiliteracies to examine how literacy teaching and learning are changing. Citation: New London Group (1996), “A pedagogy of multiliteracies: Designing social futures,” Harvard Educational Review 66:60–92.

Abstract

This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996 New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66: 60–92. [Crossref], [Web of Science ®] , [Google Scholar]. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times.