The concept of multiliteracies, first introduced in 1994 by a collective of education scholars using the moniker the New London Group, emerged in the convergence point between two intersecting discussions: one interested in more socially and culturally embedded models of language use and learning; the other motivated by the rise of digital communications media and the changing landscape of literacy and language within it. The multi in multiliteracies refers to the diversity of modalities, styles, and linguistic codes language users manoeuvre as they make sense of the world and themselves, as well as the variety of media through which they do so. This entry traces the ways in which scholarly understandings of multiliteracies and computer-assisted language learning (CALL) have co-evolved over the last few decades, with an emphasis on how changing notions of CALL have been shaped through multiliteracies frameworks.