ABSTRACT
In the technological and cultural contexts of the past two decades, the notion of literacy has significantly shifted from the conventional sense of reading and writing only print text to an expanded sense of reading and writing multiple forms of nonprint “texts,” as well (IRA, 2001; NCTE, 2003). In this broadened view, more than ever, literacy is plural: “reading” and “writing” include literacies or multiliteracies (New London Group, 1996), that is, producing and understanding multiple, representational print and nonprint forms deeply embedded in new social practices and contexts.
