Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection

Abstract

AbstractThis article explores the potential of multimodal literacies to support a more equitable, inclusive approach to literacy instruction. Approaching multimodal literacies with an asset‐based stance toward students with respect to culture, language, and dis/ability, multimodal literacies can support the enactment of culturally relevant pedagogy as well as inclusive teaching and learning. The article discusses intersections between multimodal literacies, culturally relevant pedagogies, and inclusive teaching practices associated with Universal Design for Learning (UDL), both conceptually and through practical examples drawn from the literature. Four themes from the examples are discussed: teacher learning, student learning, collaborating, and connecting. Questions are provided to guide teachers as they consider their own multimodal literacies instruction.