ABSTRACT
The constantly changing digital scenarios call for flexibility and awareness in students from preschool to higher-level education. The labels “multimodal” and “digital” are often used interchangeably, but multimodality is clearly distinct from multimedia, even though evoking digitality may recall multimedia. Learning is considered an embodied and situated practice that involves multisemiotic and multisensory mundane activities that are not limited to the classroom and academic contexts, such as storytelling, vidcasting, playing with learning apps, and videogames, as they are also involved in virtual reality and enhanced learning. Diversity today should be accounted for in thinking, designing, planning, and organizing curricula, as well as in conceptualizing assessment. Learning is an endless process that fluctuates between and across experiences in formal and informal settings. Metalanguages of recognition are essential to harness emerging challenges in digital scenarios and are specifically needed to document assessment in formal and formative scenarios.
