Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters


  • Mary Kalantzis
  • Bill Cope
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_112

Definition and Introduction

The term Multiliteracies refers to two major aspects of communication and representation today. The first is the variability of conventions of meaning in different cultural, social, or domain-specific situations. These differences are becoming ever-more significant to the ways in which people interact in a variety of social contexts. As a consequence, it is no longer sufficient for literacy teaching to focus, as it did in the past, primarily on the formal rules and literary canon of a single, standard form of the national language. Rather, the sociolinguistic conditions of our everyday lives increasingly require that we develop a capacity to move between one social setting and another where the conventions of communication may be very different. Such differences are the consequence of any number of factors, including, for instance, culture, gender, life experience, subject matter, discipline domain, area of employment, or specialist expertise.

The second...

This is a preview of subscription content, log in to check access.


  1. Barton, D. (2007). Literacy: An introduction to the ecology of written language. Oxford: Blackwell.Google Scholar
  2. Cazden, C. B. (1983). Whole language plus. New York: Teachers College Press.Google Scholar
  3. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.Google Scholar
  4. Cazden, Courtney B. (2006). Connected learning: “weaving” in classroom lessons. In “Pedagogy in practice 2006” conference. University of Newcastle.Google Scholar
  5. Cope, B., & Kalantzis, M. (1993). The powers of literacy: Genre approaches to teaching writing (p. 286). London/Pittsburgh: Falmer Press/University of Pennsylvania Press.Google Scholar
  6. Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.Google Scholar
  7. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164–195.CrossRefGoogle Scholar
  8. Cope, B., & Kalantzis, M. (2015a). Assessment and pedagogy in the era of machine-mediated learning. In T. Dragonas, K. J. Gergen, & S. McNamee (Eds.), Education as social construction: Contributions to theory, research, and practice. Chagrin Falls: Worldshare Books.Google Scholar
  9. Cope, B., & Kalantzis, M. (2015b). A pedagogy of multiliteracies: Learning by design. London: Palgrave.CrossRefGoogle Scholar
  10. Cope, B., & Kalantzis, M. (2015c). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design. London: Palgrave.CrossRefGoogle Scholar
  11. Fairclough, N. (1995a). Critical discourse analysis. London: Longmans.Google Scholar
  12. Fairclough, N. (1995b). Media discourse. London: Edward Arnold.Google Scholar
  13. Fairclough, N. (2001). Language and power. London: Longmans.Google Scholar
  14. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor/Francis.Google Scholar
  15. Gee, J. P. (2003). What video games have to teach us about learning and literacy. NewYork: Palgrave Macmillan.Google Scholar
  16. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.Google Scholar
  17. Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar. London: Routledge.Google Scholar
  18. Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. e-Learning and Digital Media, 7, 200–222.CrossRefGoogle Scholar
  19. Kalantzis, M., & Cope, B. (2011). The work of writing in the age of its digital reproducibility. In S. S. Abrams & J. Rowsell (Eds.), Rethinking identity and literacy education in the 21st century (Vol. 110:1). NewYork: Teachers Collge Press.Google Scholar
  20. Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  21. Kalantzis, M., & Cope, B. (2015). Regimes of literacy. In M. Hamilton, R. Hayden, K. Hibbert, & R. Stoke (Eds.), Negotiating spaces for literacy learning: Multimodality and governmentality (pp. 15–24). London: Bloomsbury.Google Scholar
  22. Kalantzis, M., & Cope, B. (2017) (forthcoming). Making sense: A grammar of multimodality. Cambridge, UK: Cambridge University Press.Google Scholar
  23. Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cambridge, UK: Cambridge University Press.Google Scholar
  24. Kress, G. R. (1993). Learning to write. London: Routledge.Google Scholar
  25. Kress, G. (2003). Literacy in the new media age. London: Routledge.CrossRefGoogle Scholar
  26. Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.Google Scholar
  27. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.Google Scholar
  28. Luke, A. (1994). Getting our hands dirty: Provisional politics in postmodern conditions. In P. Wexler & R. Smith (Eds.), After postmodernism: Education, politics and identity. London: Falmer Press.Google Scholar
  29. Luke, Carmen. (1995). Childhood and parenting in popular culture. Australian and New Zealand Journal of Sociology, 30(3), 289–302CrossRefGoogle Scholar
  30. Luke, A. (1996a). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3–48.Google Scholar
  31. Luke, C. (1996b). Reading gender and culture in media discourses and texts. In G. Bull & M. Anstey (Eds.), The literacy lexicon. Sydney: Prentice-Hall.Google Scholar
  32. Luke, A. (2008). Pedagogy as gift. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education. New York: Routledge.Google Scholar
  33. Luke, C., & Gore, J. (1992). Feminisms and critical pedagogy. New York: Routledge.Google Scholar
  34. Luke, A., Cazden, C., Lin, A., & Freebody, P. (2004). The Singapore classroom coding scheme. technical report, National Institute of Education, Center for Research on Pedagogy and Practice, Singapore.Google Scholar
  35. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.Google Scholar
  36. Michaels, S. (2005). Can the intellectual affordances of working class storytelling be leveraged in school? Human Development, 48, 136–145.CrossRefGoogle Scholar
  37. Michaels, S., Mary Catherine, O.’. C., & Judith, R. (1993). Literacy as reasoning within multiple discourse: Implications for restructuring learning. In Restructuring learning: 1990 summer institute papers and recommendation (pp. 107–121). Washington, DC: Council of Chief State School Officers.Google Scholar
  38. Michaels, S., Richard, S., & Mary Catherine, O.’. C. (2005). Classroom discourse. In Handbook of sociolinguistics. New York: Mouton de Gruyter.Google Scholar
  39. Nakata, M. (2001a). Multiliteracies and indigenous standpoints. In M. Kalantzis & B. Cope (Eds.), Transformations in language and learning: Perspectives on multiliteracies (pp. 113–120). Melbourne: Common Ground.Google Scholar
  40. Nakata, M. (2001b). Indigenous peoples, racism and the United Nations. Melbourne: Common Ground.Google Scholar
  41. Nakata, M. (2007). Disciplining the savages: Savaging the disciplines. Canberra: Aboriginal Studies Press.Google Scholar
  42. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.CrossRefGoogle Scholar
  43. Ramachandran, V. S. (2011). The tell-tale brain. New York: WW Norton.Google Scholar
  44. Scollon, R. (2001). Mediated discourse: The nexus of practice. London: Routledge.CrossRefGoogle Scholar
  45. Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.Google Scholar
  46. van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
  47. Vygotsky, L. S. (1978 [1962]). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  48. Vygotsky, L. (1986 [1934]). Thought and language. Cambridge, MA: MIT Press.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.University of Illinois at Urbana-ChampaignChampaignUSA