David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia.Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.

"…the authors featured in this collection present a compelling argument for change in educational practices, which would enable students to acquire skills that are appropriate to the complex demands of their everyday lives, while allowing them to utilize the multiliteracy skills they already possess….For educators, the collected essays in Multiliteracies in Motion offer a thought-provoking examination of the meaning of literacy in the world today."--Afterimage"Multiliteracies in Motion: Current theory and practice makes an excellent contribution to understanding the nature of literacy in the 21st century....[the book] opens up our minds to change and introduces us to the challenge of emerging media and diverse ways of teaching literacy. Readers will discover new insights, prompted by the research and thinking of this diverse collection of scholarship."--University of Technology, Sydney

• Foreword, Theo van Leeuwen & Gunther Kress Preface Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. PullenPart I: Classrooms and multiliteracies in motionChapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter FreebodyChapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush Part II: Multiliteracies theory in motionChapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen Chapter Seven: Multiliteracies and the politics of desire, David R. Cole Part III: The pedagogy of multiliteracies in motionChapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michèle Anstey & Geoff BullChapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless Part IV: Multiliteracies in practice Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham Afterword, Donna E. AlvermannContributors

David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia.Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.

"…the authors featured in this collection present a compelling argument for change in educational practices, which would enable students to acquire skills that are appropriate to the complex demands of their everyday lives, while allowing them to utilize the multiliteracy skills they already possess….For educators, the collected essays in Multiliteracies in Motion offer a thought-provoking examination of the meaning of literacy in the world today."--Afterimage"Multiliteracies in Motion: Current theory and practice makes an excellent contribution to understanding the nature of literacy in the 21st century....[the book] opens up our minds to change and introduces us to the challenge of emerging media and diverse ways of teaching literacy. Readers will discover new insights, prompted by the research and thinking of this diverse collection of scholarship."--University of Technology, Sydney

• Foreword, Theo van Leeuwen & Gunther Kress Preface Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. PullenPart I: Classrooms and multiliteracies in motionChapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter FreebodyChapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush Part II: Multiliteracies theory in motionChapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen Chapter Seven: Multiliteracies and the politics of desire, David R. Cole Part III: The pedagogy of multiliteracies in motionChapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michèle Anstey & Geoff BullChapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless Part IV: Multiliteracies in practice Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham Afterword, Donna E. AlvermannContributors

David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia.Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.

"…the authors featured in this collection present a compelling argument for change in educational practices, which would enable students to acquire skills that are appropriate to the complex demands of their everyday lives, while allowing them to utilize the multiliteracy skills they already possess….For educators, the collected essays in Multiliteracies in Motion offer a thought-provoking examination of the meaning of literacy in the world today."--Afterimage"Multiliteracies in Motion: Current theory and practice makes an excellent contribution to understanding the nature of literacy in the 21st century....[the book] opens up our minds to change and introduces us to the challenge of emerging media and diverse ways of teaching literacy. Readers will discover new insights, prompted by the research and thinking of this diverse collection of scholarship."--University of Technology, Sydney

• Foreword, Theo van Leeuwen & Gunther Kress Preface Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. PullenPart I: Classrooms and multiliteracies in motionChapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter FreebodyChapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush Part II: Multiliteracies theory in motionChapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen Chapter Seven: Multiliteracies and the politics of desire, David R. Cole Part III: The pedagogy of multiliteracies in motionChapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michèle Anstey & Geoff BullChapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless Part IV: Multiliteracies in practice Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham Afterword, Donna E. AlvermannContributors