ABSTRACT
Chapter 1 offers theoretical and research information on the framework of focus Learning by Design. The first part of the chapter provides an in-depth description of the multiliteracies pedagogy proposed by the scholars in the New London Group (NLG) in 1996, and it introduces Learning by Design. In the second part, both pedagogies are compared, and parallels between them are discussed. The last sections of the chapter are devoted to the presentation of Learning by Design’s principles (belonging and transformation), its conception of a transformative curriculum, its knowledge processes (experiencing, conceptualizing, analyzing, and applying), and its most recent developments (e.g., the grammar of multimodal transposition metafunctions).
