This multilingual volume delves into multimodal literacy within educational contexts, exploring its significance across diverse cultural settings. From Singapore’s integration of multimodal meaning-making into the English language syllabus to Slovenia’s reevaluation of pictorial semiotic sources in primary school textbooks, each chapter offers nuanced perspectives on implementation and impact. Contributors illuminate methods to enhance students’ understanding of multimodality and genre, advocate for audio description in language education, and explore multimodal texts’ role in historical education. Through theoretical discourse and practical illustrations, the book elucidates how multimodal texts foster student agency and enrich learning experiences. Offering insights into methodologies and pedagogical approaches, it equips educators to integrate multimodal practices effectively. By highlighting the transformative potential of multimodal literacy, this work contributes to ongoing scholarly conversations in education, prompting a reevaluation of traditional literacy in the digital era.

N.D.G. Komninos (University of Udine) has published extensively on multiliteracy, intercultural communication, and language assessment. His work appears in various academic journals and volumes, including those on designing learning with digital technologies (2024). His contributions significantly impact language, education, and communication studies. Sonja Starc (University of Primorska) is an associate professor and researcher specializing in multimodality, language assessment, and genre studies. Her works are featured in several academic journals and volumes, focusing on educational studies in language and literature, Slovene in schools, and elementary education.