A Pedagogy of Multiliteracies: Learning by Design

The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.

Sandra Schamroth Abrams, St. John's University in New York, USA Eugenia Arvanitis, University of Patras, Greece Shanthi Balraj Baboo, Universiti Sains Malaysia, Penang, Malaysia Murray Bruce, Independent Scholar Anne Cloonan, Deakin University, Australia Bill Cope, University of Illinois, USA Marion Drew, University of the Witwatersrand, Johannesburg, South Africa Prue Gill, Lanyon High School, Canberra, Australia Shane Gorman, Bonython Primary School, Canberra, Australia Sue Gorman, Gordon Primary School, Canberra, Australia Peter Henry, Independent Scholar Kathryn Hibbert, Western University, London, Canada Robyn Kiddy, Bonython Primary School, Canberra, Australia Denice Ward Hood, University of Illinois, USA Luigi Iannacci, Trent University, Canada Mary Kalantzis, University of Illinois, USA Pierpaolo Limone, University of Foggia, Italy Kathy A. Mills, Queensland University of Technology, Australia Walkyria Monte Mor, University of Sao Paulo, Brazil Mary Neville, Independent Scholar Mary Ott, Thames Valley District School Board, London, Canada Rosaria Pace, University of Foggia, Italy Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia Luke Rowland, Doshisha University, Kyoto, Japan Kathleen Stoop, Independent Scholar Rita van Haren, Common Ground Publishing, USA Chryssi Vitsilaki, University of the Aegean, Rhodes, Greece Nicola Yelland, Victoria University, Melbourne Australia