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The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy.

Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective ? one that does not discount or undermine the new literacies, but shows new ways in which they are complementary.

Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.

Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.

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Foreword, Theo van Leeuwen & Gunther Kress 
Preface 
Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. Pullen
Part I: Classrooms and multiliteracies in motion
Chapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke 
Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter Freebody
Chapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush 
Part II: Multiliteracies theory in motion
Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis 
Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen 
Chapter Seven: Multiliteracies and the politics of desire, David R. Cole 
Part III: The pedagogy of multiliteracies in motion
Chapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michele Anstey & Geoff Bull
Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman 
Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless 
Part IV: Multiliteracies in practice 
Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi 
Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson 
Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke 
Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham 
Afterword, Donna E. Alvermann
Contributors

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