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"The term 'Multiliteracies' was coined in 1994 by the New London Group, a group of scholars who came together to consider the current state and possible future of literacy pedagogy. In the subsequent years, the influence of the idea has been greater than the members of the group could ever have imagined. In this collection, two of the original members of the group, Bill Cope and Mary Kalantzis, have brought together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies, in settings as broadly dispersed as Australia, Canada, Greece, Malaysia, Italy, Japan, South Africa and the United States. The chapters capture vivid narratives of school experiences and offer insights into the role of the new, digital media platforms such as online lesson planning, resource development, and classroom delivery, making this book an invaluable resource for Multiliteracies practitioners and researchers alike"--

This paper analyzes the scope of Artificial Intelligence (AI) from the perspective of a multimodal grammar. Its focal point is Generative AI, a technology that puts so-called Large Language Models to work. The first part of the paper analyzes Generative AI, based as it is on the statistical probability of one token (a word or part of a word) following another. If the relation of tokens is meaningful, this is circumstantial and no more, because its mechanisms of statistical analysis eschew any theory of meaning. This is the case not only for the written text that Generative AI leverages, but by extension image and multimodal forms of meaning that it can generate. The AI can only work with non-textual forms of meaning after applying language labels, and to that extent is captive not only to the limits of probabilistic statistics but the limits of written language as well. While acknowledging gains arising from the brute statistical power of Generative AI, in its second part the paper goes on to map what is lost in its statistical and text-bound approaches to multimodal meaning-making. Our measure of these gains and losses is guided by the concept of grammar, defined here as a theory of the elemental patterns of meaning in the world—not just written text and speech, but also image, space, object, body, and sound. Ironically, a good deal of what is lost by Generative AI is computable. The third and final part of the paper briefly discusses educational applications of Generative AI. Given both its power and intrinsic limitations, we have been experimenting with the application of Generative AI in educational settings and the ways it might be put to pedagogical use. How does a grammatical analysis help us to identify the scope of worthwhile application? Finally, if more of human experience is computable than can be captured in text-bound AI, how might it be possible at the level of code to create a synthesis in which grammatical and multimodal approaches complement Generative AI?

With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

As tecnologias digitais alcançaram, em nível mundial, proporções inimagináveis desde o início da pandemia de COVID-19, o que tem intensificado o uso de redes, mídias e plataformas na comunicação cotidiana e levado milhões de professores e alunos a migrarem em massa para o ensino remoto. Isso nos força a repensar a produção de sentidos multimodais, procurando não apenas rever conceitos relacionados ao estudo da linguagem, como também propor termos que possam dar conta dessa era de construção de significado multimodal mediado digitalmente. Assim, neste artigo, problematizamos as noções de translinguagem e transposição, observando traços de complementaridade entre ambas. Partindo da ideia de sentidos sem fronteiras, seguimos apresentando discussões que buscam capturar significados multimodais em sua fluidez inquieta, a fim ampliar de repertórios no campo da linguística aplicada na atualidade.