ABSTRACT
In this chapter, Cappello and Gonzalez delve into the history of multimodality and current trends in multimodal pedagogies. They begin with current definitions of multiliteracies, multimodality, and digital literacy, then launch into a retrospective view of the evolution of the Routledge Handbook of Research on Teaching English Language Arts to a focus on multimodality and digital literacies and their impact on pedagogical goals and practices. They cite Rowsell and Pahl (2011), authors who contributed to the third edition of the Handbook, and who say that “we can no longer focus on alphabetic print as the unit of study in literacy education.” Moving beyond the evolution of multimodal pedagogy, the authors guide their examination of the current roles multimodal and digital literacies play in our current context, then discuss key trends in multimodal pedagogies, including theoretical and conceptual frameworks, equity pedagogy, identity development, and digital literacy standards, application, and assessment. The chapter ends with ideas for preparing teachers to respond to the ever-changing multimodal landscape.
