Empowering Language Learners in a Changing World Through Pedagogies of Multiliteracies

This volume offers conceptual, theoretical, and empirical contributions to additional language (L2) education scholarship from a multiliteracies perspective. Multiliteracies, a term coined by a group of scholars known as the New London Group (NLG henceforth) (Harvard Educational Review 66:60–92, 1996), reconceptualize literacy and literacy education in response to the evolving nature of society based on increasing cultural and linguistic diversity, technological innovation, and globalization. Kalantzis and Cope (Literacies, Cambridge University Press, 2012) explained that the multiliteracies approach seeks to not only “explain what still matters in traditional approaches to reading and writing,” but also “supplement this with knowledge of what is new and distinctive about the ways in which people make meanings in the contemporary communications environment” (p. 1).