Multiliteracies: interrogating competing discourses

Journal article

Mills, Kathy. (2009) Multiliteracies: interrogating competing discourses. Language and Education. 23(2), pp. 103 - 116.
AuthorsMills, Kathy
Abstract

The term ‘multiliteracies’ was coined by the New London Group in 1996 to describe the emergence of new literacies and changing forms of meaning making in contemporary contexts of increased cultural and linguistic diversity. The proliferation of powerful, multimodal literacies means that previous conceptions of literacy as ‘writing and speech’ are collapsing. Educators and researchers worldwide are rethinking literacy pedagogy to enable students to participate fully in our dynamic, technological and culturally diverse societies. This paper interrogates competing discourses that have arisen in academic literature during the decade since multiliteracies originated. This scholarly debate is timely because multiliteracies are receiving increasing international interest in literacy research, pedagogy and educational policy.

Keywordsmultiliteracies; literacy; multimodal; modes; pedagogy; metalanguage; design; multimedia; literature
Year2009
JournalLanguage and Education
Journal citation23 (2), pp. 103 - 116
ISSN0950-0782
Open accessOpen access
Page range103 - 116
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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