Multiliteracies: Bringing Multimodality into Schools

Abstract

Today’s technological advancements provide cause for literacy educators to think about literacy as many literacies or multiliteracies (Cimbricz & Rath, 2015). This analytical review explores the construct of multiliteracy in hopes of discovering how to help students become multiliterate and learn the many literacies important to today’s world. This review examines four case studies that speak to the actual impact multiliteracies has on student and teacher learning. My analysis suggests that in some cases, student engagement improved when the teaching and learning of multiliteracies were used in schools. Furthermore, the integration of multiple modes of meaning making seemed to better meet the needs of all students in the classroom. Unfortunately, mot much is known about multiliteracies, and its actual impact on student and teacher learning remains relatively unknown.