This multilingual volume delves into multimodal literacy within educational contexts,

exploring its significance across diverse cultural settings. From Singapore’s integration

of multimodal meaning-making into the English language syllabus to Slovenia’s

reevaluation of pictorial semiotic sources in primary school textbooks, each chapter

offers nuanced perspectives on implementation and impact. Contributors illuminate

methods to enhance students’ understanding of multimodality and genre, advocate

for audio description in language education, and explore multimodal texts’ role in historical

education. Through theoretical discourse and practical illustrations, the book

elucidates how multimodal texts foster student agency and enrich learning experiences.

Offering insights into methodologies and pedagogical approaches, it equips educators

to integrate multimodal practices effectively. By highlighting the transformative potential

of multimodal literacy, this work contributes to ongoing scholarly conversations in

education, prompting a reevaluation of traditional literacy in the digital era.