Maria Grazia Sindoni, PhD, is Professor of English Linguistics and Translation in the Department of Ancient and Modern Civilizations at the University of Messina, Italy. Her main interests include multimodal discourse studies, systemic-functional grammar, applied linguistics and video-mediated communication.Ilaria Moschini, PhD, is Assistant Professor of English Linguistics and Translation in the Department of Education, Languages, Intercultures, Literatures and Psychology at the University of Florence, Italy. Her main research interests are digital media language and political discourse that she investigates adopting a critical multimodal approach.

"During the early period of the COVID-19 pandemic in 2020, the adoption of digital technologies in mainstream education was a response to a crisis – an emergent response, unplanned and less than ideal. In 2022, as we move into a more stable phase, many are recognizing this as a moment to ‘reimagine education’.With fourteen chapters and a solid introduction that investigate learning and teaching in the digital context, Multimodal Literacies Across Digital Learning Contexts has arrived in good time to contribute to the reimagining conversation." - Cheng-Wen Huang, Senior Lecturer, University of Cape Town Centre for Higher Education Development, South Africa, Multimodality & Society"Ranging from educational apps for preschool children to online university lectures and from critical software analyses to detailed curriculum and assessment proposals, this up to date and comprehensive collection will be an unmissable source of information and insight for anyone interested in the ever greater role of digital media and multimodal communication in education and learning generally." - Theo van Leeuwen, Professor of Language and Communication at the University of Southern Denmark and Honorary Professor at the University of New South Wales, Australia

• Multimodal Literacies Across Digital Learning Contexts: An Open-Ended AgendaMaria Grazia Sindoni and Ilaria Moschini A Sensational Theory of Designed Experience: Replacement Parts for a Theory of Multimodality Qing Archer Zhang and James Paul Gee Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education Bill Cope and Mary KalantzisSection A. Focus on Children: From Pre-School to Primary Education Stars, Scores and Cheers. A Social Semiotic Critique of "Fun" Learning in Commercial Educational Software for ChildrenGunhild Kvåle Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online BoundariesMaria Bortoluzzi, Elisa Bertoldi and Ivana Marenzi Multilingual Children’s Expressions of Participation in Preschools Using Digital Tablets Petra Petersen Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye Tracking SoftwareZáira Bomfante Dos Santos, Clarice Lage Gualberto and Sônia Maria Oliveira Pimenta Popularizing Scientific Knowledge for Children: A Multimodal PerspectiveGiuliana DianiSection B. Focus on Youth: From Secondary to Higher Education Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian ContextMartin Parsons, Mikel Garant and Larry Walker Recognition of Student Resources in Digital EnvironmentsArlene Archer Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) Maria Grazia Sindoni, Elisabetta Adami, Styliani Karatza, Ilaria Moschini and Sandra PetroniSection C. Focus on Teachers: Practices and Pedagogies Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-Semiotic Knowledge and PedagogyPauline Jones, Annette Turney, Helen Georgiou and Wendy Nielsen Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method ApproachBelinda Crawford Camiciottoli Making Science Easier to Access: Investigating Academic Social Networks as "Composites of Connotations" Flavia Cavaliere Teaching, Learning and Assessment of Multimodal Digital Academic Numeracy PracticesRobert Prince

Maria Grazia Sindoni, PhD, is Professor of English Linguistics and Translation in the Department of Ancient and Modern Civilizations at the University of Messina, Italy. Her main interests include multimodal discourse studies, systemic-functional grammar, applied linguistics and video-mediated communication.Ilaria Moschini, PhD, is Assistant Professor of English Linguistics and Translation in the Department of Education, Languages, Intercultures, Literatures and Psychology at the University of Florence, Italy. Her main research interests are digital media language and political discourse that she investigates adopting a critical multimodal approach.

"During the early period of the COVID-19 pandemic in 2020, the adoption of digital technologies in mainstream education was a response to a crisis – an emergent response, unplanned and less than ideal. In 2022, as we move into a more stable phase, many are recognizing this as a moment to ‘reimagine education’.With fourteen chapters and a solid introduction that investigate learning and teaching in the digital context, Multimodal Literacies Across Digital Learning Contexts has arrived in good time to contribute to the reimagining conversation." - Cheng-Wen Huang, Senior Lecturer, University of Cape Town Centre for Higher Education Development, South Africa, Multimodality & Society"Ranging from educational apps for preschool children to online university lectures and from critical software analyses to detailed curriculum and assessment proposals, this up to date and comprehensive collection will be an unmissable source of information and insight for anyone interested in the ever greater role of digital media and multimodal communication in education and learning generally." - Theo van Leeuwen, Professor of Language and Communication at the University of Southern Denmark and Honorary Professor at the University of New South Wales, Australia

• Multimodal Literacies Across Digital Learning Contexts: An Open-Ended AgendaMaria Grazia Sindoni and Ilaria Moschini A Sensational Theory of Designed Experience: Replacement Parts for a Theory of Multimodality Qing Archer Zhang and James Paul Gee Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education Bill Cope and Mary KalantzisSection A. Focus on Children: From Pre-School to Primary Education Stars, Scores and Cheers. A Social Semiotic Critique of "Fun" Learning in Commercial Educational Software for ChildrenGunhild Kvåle Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online BoundariesMaria Bortoluzzi, Elisa Bertoldi and Ivana Marenzi Multilingual Children’s Expressions of Participation in Preschools Using Digital Tablets Petra Petersen Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye Tracking SoftwareZáira Bomfante Dos Santos, Clarice Lage Gualberto and Sônia Maria Oliveira Pimenta Popularizing Scientific Knowledge for Children: A Multimodal PerspectiveGiuliana DianiSection B. Focus on Youth: From Secondary to Higher Education Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian ContextMartin Parsons, Mikel Garant and Larry Walker Recognition of Student Resources in Digital EnvironmentsArlene Archer Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) Maria Grazia Sindoni, Elisabetta Adami, Styliani Karatza, Ilaria Moschini and Sandra PetroniSection C. Focus on Teachers: Practices and Pedagogies Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-Semiotic Knowledge and PedagogyPauline Jones, Annette Turney, Helen Georgiou and Wendy Nielsen Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method ApproachBelinda Crawford Camiciottoli Making Science Easier to Access: Investigating Academic Social Networks as "Composites of Connotations" Flavia Cavaliere Teaching, Learning and Assessment of Multimodal Digital Academic Numeracy PracticesRobert Prince

Maria Grazia Sindoni, PhD, is Professor of English Linguistics and Translation in the Department of Ancient and Modern Civilizations at the University of Messina, Italy. Her main interests include multimodal discourse studies, systemic-functional grammar, applied linguistics and video-mediated communication.Ilaria Moschini, PhD, is Assistant Professor of English Linguistics and Translation in the Department of Education, Languages, Intercultures, Literatures and Psychology at the University of Florence, Italy. Her main research interests are digital media language and political discourse that she investigates adopting a critical multimodal approach.

"During the early period of the COVID-19 pandemic in 2020, the adoption of digital technologies in mainstream education was a response to a crisis – an emergent response, unplanned and less than ideal. In 2022, as we move into a more stable phase, many are recognizing this as a moment to ‘reimagine education’.With fourteen chapters and a solid introduction that investigate learning and teaching in the digital context, Multimodal Literacies Across Digital Learning Contexts has arrived in good time to contribute to the reimagining conversation." - Cheng-Wen Huang, Senior Lecturer, University of Cape Town Centre for Higher Education Development, South Africa, Multimodality & Society"Ranging from educational apps for preschool children to online university lectures and from critical software analyses to detailed curriculum and assessment proposals, this up to date and comprehensive collection will be an unmissable source of information and insight for anyone interested in the ever greater role of digital media and multimodal communication in education and learning generally." - Theo van Leeuwen, Professor of Language and Communication at the University of Southern Denmark and Honorary Professor at the University of New South Wales, Australia

• Multimodal Literacies Across Digital Learning Contexts: An Open-Ended AgendaMaria Grazia Sindoni and Ilaria Moschini A Sensational Theory of Designed Experience: Replacement Parts for a Theory of Multimodality Qing Archer Zhang and James Paul Gee Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education Bill Cope and Mary KalantzisSection A. Focus on Children: From Pre-School to Primary Education Stars, Scores and Cheers. A Social Semiotic Critique of "Fun" Learning in Commercial Educational Software for ChildrenGunhild Kvåle Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online BoundariesMaria Bortoluzzi, Elisa Bertoldi and Ivana Marenzi Multilingual Children’s Expressions of Participation in Preschools Using Digital Tablets Petra Petersen Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye Tracking SoftwareZáira Bomfante Dos Santos, Clarice Lage Gualberto and Sônia Maria Oliveira Pimenta Popularizing Scientific Knowledge for Children: A Multimodal PerspectiveGiuliana DianiSection B. Focus on Youth: From Secondary to Higher Education Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian ContextMartin Parsons, Mikel Garant and Larry Walker Recognition of Student Resources in Digital EnvironmentsArlene Archer Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) Maria Grazia Sindoni, Elisabetta Adami, Styliani Karatza, Ilaria Moschini and Sandra PetroniSection C. Focus on Teachers: Practices and Pedagogies Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-Semiotic Knowledge and PedagogyPauline Jones, Annette Turney, Helen Georgiou and Wendy Nielsen Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method ApproachBelinda Crawford Camiciottoli Making Science Easier to Access: Investigating Academic Social Networks as "Composites of Connotations" Flavia Cavaliere Teaching, Learning and Assessment of Multimodal Digital Academic Numeracy PracticesRobert Prince