ABSTRACT
The previous chapter, ‘Literacy learning in a postmodern world’, introduced a range of theoretical perspectives to contextualise how educators might harness the power of the multiple technologies that have captured the imagination and enthusiasm of young learners so as to encourage the development of multiple literacy competences in formal educational settings. We explored the potential of connected technologies in terms of the strengths, weaknesses, opportunities and threats. The chapter argued that there has been a paradigm shift in what we understand contemporary literacy to be, that today it is much more than simply reading and writing the printed word. The term multimodal literacies, we saw, embraces media literacy, visual literacy, graphicacy, print literacy, information literacy and digital literacy.
