This systematic review is built on the seminal work by the New London Group in 1996. Few
endeavours have synthesized findings of empirical studies pertaining to the effects and …

The multiliteracies pedagogy of the New London Group is a response to the emergence of
new literacies and changing forms of meaning-making in contemporary contexts of …

Multiliteracies were first conceptualized in 1994 by the New London Group (NLG), a group of
global scholars who specialized in different aspects of literacy instruction including …

The roots of multiliteracies rely on a message of hope about what education can be.
Grounded on principles of inclusion and equity, the New London Group (1996) sought to …

Purpose The purpose of this study is to examine five Secondary English Language teachers'
perceptions and practices of multiliteracies teaching in the context of a decade after …

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in
educational settings and their relevance in classroom practice. Literacy has emerged in …

Teaching multi-literacies has been crucial for preparing students to cope with the realities of
the technological world. However, teacher education programs are not yet prepared to …

In the digital era, students are walking new literacy paths. For this reason, there is a need to
explore evolving literacy practices in school pedagogy. This is often addressed by the …

Bringing together renowned scholars in literacy education, this volume offers the first
comprehensive account of the evolution and future of multiliteracies pedagogy. This …

Over the past two decades, postsecondary language programs have experienced a
paradigm shift away from communicative approaches toward more text-based curricula and …