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.

Bill Cope is Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign, USA. He is Principal Investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation researching and developing multimodal writing and assessment spaces. From 2010-2013 he was Chair of the Journals Publication Committee of the American Educational Research Association. Recent books include The Future of the Academic Journal (co-edited) and Towards a Semantic Web: Connecting Knowledge in Academic Research (co-authored).

Mary Kalantzis is Dean of the College of Education at the University of Illinois, Urbana-Champaign, USA. She was formerly Dean of the Faculty of Education, Language and Community Services at RMIT University in Melbourne, Australia, and President of the Australian Council of Deans of Education. With Bill Cope, she is co-author of New Learning: Elements of a Science of Education and Literacies, and co-editor of Ubiquitous Learning.

1. The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies; Bill Cope and Mary Kalantzis
2. Digital Resources, Reflexive Pedagogy, and Empowered Learning; Sandra Schamroth Abrams
3. Learning by Design: A Greek Narrative of Collective Professional Learning; Eugenia Arvanitis and Chryssi Vitsilaki
4. A Learning by Design Journey; Murray Bruce, Prue Gill, Shane Gorman, Sue Gorman, Peter Henry, Robyn Kiddy and Rita van Haren
5. Integrating by Design: Multimodality, 21st Century Skills and Subject Area Knowledge; Anne Cloonan
6. Designing Think Trails: Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence; Marion Drew and Kathleen Stoop
7. Co-Constructed by Design: The Interplay of 'Knowledge Processes' in a Fluid Cloud Curriculum; Kathryn Hibbert, Mary Ott and Luigi Iannacci
8. Implementing Learning by Design: Teachers' Reflections; Denice Ward Hood
9. The Learning by Design Framework for School and Out of School Contexts: Research Experiences and Perspectives; Pierpaolo Limone and Rosaria Pace
10. Doing Digital Composition on the Social Web: Knowledge Processes in Literacy Learning; Kathy A. Mills
11. Learning by Design: Reconstructing Knowledge Processes in Teaching and Learning Practices; Walkyria Monte Mór
12. Improving Multimodal Literacy through Learning by Design; Mary Neville
13. Digital Lifeworlds and Designers of Literacy Practices in Malaysian Schools; Ambigapathy Pandian and Shanthi Balraj
14. Examining the 'Tools of the Trade': A Learning by Design Approach to Materials Analysis and Materials Evaluation; Luke Rowland
15. Engaging Learner Diversity through Learning by Design; Rita van Haren

16. Pedagogical Prompts: Designing Experiences to Promote Deep Learning; Nicola Yelland