PT  - JOURNAL ARTICLE
AU - The New Landon Group
TI  - Reprint: A Pedagogy of Multiliteracies: Designing Social Futures
AID  - 10.17763/1943-5045-95.1.102
DP  - 2025 Mar 20
TA  - Harvard Educational Review
PG  - 102--134
VI  - 95
IP  - 1
4099  - http://harvardeducationalreview.org/content/95/1/102.short
4100  - http://harvardeducationalreview.org/content/95/1/102.full
SO  - herp2025 Mar 20; 95
AB  - In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.