Looking back over these past twenty-five years, two of the original members of the New London Group, Prof Mary Kalantzis and Prof Bill Cope ask, what has changed in the conditions of literacy learning? With the digital revolution there have been enormous changes in the ways we make meaning. Meanwhile, stubborn educational and social inequalities persist, and in its multilayered scope, diversity of learners’ lifeworld’s has become a more perilous concern than ever. This presentation is a restatement of the original multiliteracies argument, updated in contemporary terms and with a proposal for a transpositional grammar for the now-pervasively digital age. The key motivation of the multiliteracies agenda remains, framed by the question: how can literacies educators contribute to an agenda of education justice?