ABSTRACT
Multiliteracies (New London Group, 1996) is a response to the multiplicity of the contexts and experiences in the lifeworlds of our students and the multimodal nature of communication in the digital age (Cope & Kalantzis, 2015). This chapter discusses how the conceptual understanding from multimodal research has informed the design of a pedagogic metalanguage for teachers and students to think and talk about multimodal meaning making in the classroom. The incorporation of multiliteracies in the Singapore literacy curriculum, and the development of a pedagogic metalanguage for multimodality that is both theoretically informed and practically oriented, is an attempt to make visible the concepts involved in the engagement with multimodal texts for all students and serves as a contribution to the program of education justice in the multiliteracies agenda.
