Multiliteracies Since Social Media and Artificial Intelligence

Abstract

In this supplement to the reprint of “A Pedagogy of Multiliteracies: Designing Social Futures,” Mary Kalantzis and Bill Cope revisit the foundational ideas of the New London Group thirty years after the article's publication. They explore how the multiliteracies framework has evolved over time in response to changes in technology, media, and education. From the emergence of social media to the many possibilities of artificial intelligence, they examine how these developments have deepened the relevance of multiliteracies in fostering educational justice. Central to their multiliteracies framework is the concept of design, which they reframe as an essential practice for navigating and reshaping an increasingly digital and interconnected world. Kalantzis and Cope also reflect on their ongoing work in AI-assisted pedagogy, highlighting its potential to expand and transform learning in the twenty-first century.