Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)--an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today's educators to better prepare students for a rapidly changing, globalized world. This book: (1) identifies the major contributions of the NLG and suggests why and how it has been so influential; (2) includes chapters from original members of NLG, as well as contemporary scholars working with the concept of multiliteracies; and (4) describes pedagogical approaches and their implications for instruction. Following an Introduction by Frank Serafini and Elisabeth Gee, the following chapters are presented: (1) A Personal Retrospective on the New London Group and Its Formation (James Paul Gee), Rejoinder: The New London Group: A Short Look Forward (Kewman Lee); (2) Multiliteracies: Meaning-Making and Learning in the Era of Digital Text (Bill Cope, Mary Kalantizis, and Sandra Schamroth Abrams); (3) Documenting and Transferring Meaning in the Multimodal World: Reconsidering "Transcription" (Katharine Cowan and Gunther Kress); (4) Multiliteracies and Multilingualism in Action: An Intergenerational Inquiry Through a Poetry Translation Program (Jie Y. Park, Sarah Michaels, Elvis Arancibia, Saint Cyr Dimanche, Deborah Diaz Lembert, Abby Moon and Kevin Sanchez); (5) Around and Around We Go: Layering Turns into the Multiliteracies Framework (Jennifer Rowsell and Julianne Burgess); (6) Intersecting Intellectual Trajectories: Multiliteracies and Critical Discourse Analysis (Rebecca Rogers and Lina Trigos-Carrillo); (7) A Multimodal Perspective on Touch, Communication, and Learning (Carey Jewitt); (8) Designing Pedagogies for Literacy and Learning Through Personal Digital Inquiry (Julie Coiro, Carita Kiili, and Jill Castek); (9) Video Games, Distributed Teaching and Learning Systems, and Multipedagogies (Jeffrey B. Holmes); (10) What Scholars of Multiliteracies Can Learn from Embodied Cognition (Mary B. McVee, James R. Gavelek, and Lynn E. Shanahan); (11) The Expression of Multiliteracies and Multimodalities in Play (Karen E. Wohlwend; (12) Imagination, Creativity, and Design (Dawnene D. Hassett and Christiane L. Wood); (13) Epilogue--Exciting Times for New Scholars: Doctoral Students Consider the Past and the Future of Multiliteracies Research and Pedagogy (Dani Kachorsky, Maria Goff, Lori A. Talarico, Olivia G. Stewart, Megan Hoelting, Kelly M. Tran, Kewman Lee, and Kristin Elwood).