Abstract
The terms multiliteracies, multimodal literacy, digital literacies, and technology integration are often confused with one another. In this column, the author argues that understanding the differences between the concepts can help build clarity when designing instruction. Position statements by the National Council of Teachers of English and the International Reading Association are examined as representative of how the four concepts are often used interchangeably. Key aspects of each concept as well as the limitations of each concept are identified. The author argues that despite its limitations, a pedagogy of multiliteracies offers a comprehensive approach to supporting literacy learning in order to address the demands of a global, diverse information and technology based society.
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