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Multimodal literacy, first proposed by Professor Kress and Professor Jewitt.
It is about understanding the different ways of knowledge representations and meaning-making. Multimodal literacy focuses on the design of discourse by investigating the contributions of specific semiotic resources, (e.g. language, gesture, images) co-deployed across various modalities (e.g. visual, aural, somatic), as well as their interaction and integration in constructing a coherent multimodal text (such as advertisements, posters, news report, websites, films).

This can be utilised in the classroom with the use of all literacy types across the curriculum

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Print based texts- include comics, picture books, newspapers and brochures
Digital multi-modal- include slide presentations, animation

Digital based can be used in the classroom for example an animation to engage students prior to the lesson or to introduce a new concept prior. Eg FMS for P.E

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“'Techno-literacy practices' are embedded within children's encounters with new technologies such as television, computers and mobile phones, all artefacts which relate to children's popular culture” (Marsh, 2003 p. 1). The use of iPads is a way of incorporating techno-literacies in to the curriculum.

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The ability to to interpret, negotiate and make meaning from information presented in the form an image. Visual literacy is based on the idea that pictures can be 'read' and that meaning can be communicated through a process of reading.

Visual literacy could be used by showing students a book without written text and have the students write their own story from the images.