Abstract
The speed with which the technologies of literacy are changing is dazzling and unsettling. Almost every year, it seems a new way of combining words, images, and video emerges and becomes a phenomenon among students. Meanwhile, teachers are left wondering how to respond to these new ways of writing and reading and the identities that students create through them. How should we teach in an age of electronic and global multiliteracies? What concepts and approaches can we identify that will be central to our teaching and important for our students no matter what the future brings?
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