tudent-centered learning, gamification, and critical pedagogy represent some of the most prominent and increasingly influential paradigms in contemporary educational scholarship.Central to these frameworks is an expanded understanding of literacy, one which acknowledges and embraces literacy as broad, inclusive, and context dependent.The concept of "multiliteracies, " introduced by the New London Group (NLG) in 1996, sought to redefine literacy beyond "formalized, monolingual, [and] monocultural" understandings (61).This framework was developed in response to the growing diversity of communication channels and remains relevant in today's global political climate, especially given the spread of misinformation (Abrantes da Silva; Kalantzis and Cope; New London Group; Zapata, Kalantzis, and Cope).However, the rapid development of multimodality and the ubiquity of the internet, which the NLG could not have fully anticipated, necessitate a reevaluation of their framework in light of these developments (Anstey and Bull 15).This review examines how multiliteracies, as a theoretical framework and pedagogical approach, has evolved over the past three decades.Through an evaluation of three recent publications, it explores how the concept has been adapted, reshaped, and expanded to address the needs and perspectives of diverse groups.First, I briefly discuss critiques of the original NLG conception of multiliteracy from the perspectives of critical literacy and critical pedagogy, as these are often paired with the concept of multiliteracies.At first glance, multiliteracies, critical literacy, and critical pedagogy appear compatible, as all emphasize the importance of fostering a critical understanding of the world.The NLG's call for "efficacious pedagogy" explicitly includes the development of students' critical abilities to "critique a

No abstract as this is a book review.

Because algorithms form the audiences that reach us online, students need algorithmic literacy as well as rhetorical awareness when learning to write online. This article examines student writing to explore how students can use theorycrafting to systematically test an algorithm to gain more critical awareness of how the algorithm functions and forms publics online. Finally, this article explores how students can use the algorithmic knowledge they learned from theorycrafting to reflect on the ethics their algorithm constructs for users and how it constructs ad hoc publics. The article then explores how students can create multimodal intersectional counternarratives in response that they can also more effectively circulate online to more deliberately construct inclusive online publics.

This paper examines three students’ multimodal composition experiences in Basic Writing where conceptions of literacy interacted with moments related to transfer across media. Extending Brian V. Street’s work on literacy and Rebecca S. Nowacek’s transfer theory to multimodal composition through video, we use analysis of ethnographic data to conclude that for some students, video facilitated both a robust conception of literacy as ideological and transfer across media. For others, external forces inhibited opportunities for transfer and reinforced a conception of literacy as autonomous. We close reflecting on how we might more usefully scaffold student learning for transfer and more complex conceptions of literacy.

In order to contribute new knowledge about the digital literacies of midlife and older adults on social media, this study examines the literate practices of a subpopulation of Instagram users: female lifestyle Instagrammers and bloggers who self-identify as being over fifty. Survey results reveal why these women use blogs and Instagram, how they developed digital literacies, and who or what influences their practices. Case studies provide examples of the unique ways three women use Instagram to achieve visibility. Whereas most existing scholarship on visual depictions of age focuses on images that are controlled by other people (e.g., advertisers, community groups), I show how women use digital literacies and the affordances of Instagram and blog platforms to control their self-representations. Through their multimodal performances of identity, the women participate in discourses on aging and gender and pursue their goals of self-expression, inspiration, connection, and promotion.