Curriculum Reform Initiatives: A global economy intent on a knowledge society requires tertiary education programmes to shift from traditional, authoritative approaches to curriculum reform that takes into regard the development of a knowledge based society. This paper will report upon curriculum reform initiatives to prepare and develop teacher candidates for a knowledge society, (Darling-Hammond et al., 2005), Bahrain Education Reform, (2006) www.btc.uob.edu.bh/index/html, www.bahrainedb.bh. Curriculum development was undertaken through the approach of a pedagogy of multiliteracies, the affordances of cyberliteracies which have extended the trajectory of 21st century literacies (Unsworth, 2001). This was to enable a transformation of a pedagogy of multimodalities –visual, textual, a multiplicity of semiotic resources, meaning making cultures to construct different dimensions of meaning: linguistic, visual, and digital (New London Group, 2000, Kress, 2000,2003)