Just published, with our colleague, Fei Victor Lim.

Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education—the classroom. We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy.

A Metalanguage for Learning

• Lim, Fei Victor, Bill Cope and Mary Kalantzis, "A Metalanguage for Learning: Rebalancing the Cognitive with the Socio-Material,” Frontiers in Communication, 7(Article 830613):1-15, 2022, doi: http://doi.org/10.3389/fcomm.2022.830613.