Reimagining multiliteracies: the transformative influence of generative AI on pedagogies

Abstract

This commentary will engage with the main tenets of the pedagogy of multiliteracies and consider how the original ideas, put forwards 30 years ago maintain, and exceed, their currency in terms of the recent developments and interest in generative artificial intelligence (AI) applications. It is framed around, and will prompt thinking of two provocations: What can be re-imagined for multiliteracies given advances in new technologies since it was conceptualized? What does the use and application of AI mean for multiliteracies in contemporary schooling? It remains to be seen if education systems will embrace the opportunities available for transformation, or will schools, curriculum, pedagogies..