New times, new millennium, new literacies

Abstract

This paper conceptualizes literacy as a social practice consisting of multiliteracies, and reviews the research of students’ various uses of these literacies in school. Framed within d/Discourse theories proposed by Foucault and Gee, students’ multiple school literacy practices are categorized by processes of indoctrination into academic literacies, negotiation of home/community and academic literacies, and navigation of multiliteracies. From the studies examined, implications are drawn for teacher education practices in the new millennium. Recommendations address diversity in school d/ Discourses, identities, and literacy practices specific to students’ multiliteracies and to their ever changing and growing literacy needs.