This volume addresses two strong currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing "governing" of their teaching and the imposition of inappropriate testing regimes, with the resulting narrowing of opportunities for diverse expressions of literacy; curricular and pedagogical practices are being pulled out of alignment with the everyday informal practices and the interests of teachers and learners within education. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and governmentality, and a range of literacies - early years, primary, workplace, digital, middle, secondary school, indigenous, adult and place.With a range of examples throughout education and in different parts of the world, the book allows readers to explore a range of multimodal practices and the ways in which governmentality plays out across domains.

Presents examples of creative, innovative theories and methodologies for the development and understanding of multimodal literacy practices and pedagogy within the context of tensions produced by digital technologies and globalized educational policies.

Introduction, Mary Hamilton (Lancaster University, UK), Rachel Heydon (Western University, Canada), Kathryn Hibbert (Western University, Canada) and Rosamund Stooke (Western University, Canada) 1. Regimes of Literacy, Mary Kalantzis (University of Illinois Urbana-Champaign, USA) and Bill Cope (University of Illinois Urbana-Champaign, USA) 2. Beyond Governmentality: The Responsible Exercise of Freedom in Pursuit of Literacy, Sharon Murphy (York University, Canada) 3. Re-Centering The Role Of Care In Young People's Multimodal Literacies: A Collaborative Seeing Approach, Wendy Luttrell (CUNY, USA) and Claire Fontaine (CUNY, USA) 4. Multimodality and Governmentality in Kindergarten Literacy Curricula, Rachel Heydon (University of Western Ontario, Canada) 5.Re-Educating the Educator's Gaze: Is Pedagogical Documentation Ready for School?, Rosamund Stooke (Western University, Canada) 6.Regulatory Gaze and 'Non-sense' Phonics Testing in Early Literacy, Rosie Flewitt (University of London, UK) and Guy Roberts-Holmes (University of London, UK) 7. Critical and Multimodal Literacy Curricula, Peggy Albers (Georgia State University, USA), Jerome C. Harste (Indiana University, USA) and Vivian M. Vasquez (American University, USA) 8. Governing through Implicit and Explicit Assessment Acts: Multimodality in Mathematics Classrooms, Lisa Bj rklund Boistrup (Stockholm University, Sweden) 9.The Secret of 'Will' in New Times: Assessment Affordances of a Cloud Curriculum, Kathryn Hibbert (Western University, Canada) 10. Myth Making and Meaning Making: The School and Indigenous Children, David Rose (University of Sydney, Australia) 11. Digital Literacies and Higher Education, Richard Andrews (Anglia Ruskin University, UK) 12. The Pecket Way: Negotiating Multimodal Learning Spaces in a User-run Community Education Project, Mary Hamilton (Lancaster University, UK) 13. Beyond Essential Ekills: Creating Spaces for Multimodal Text Production within Canada's 'Minimal Proficiency' Policy Regime, Suzanne Smythe (Simon Fraser University, Canada) Afterword, Mary Hamilton (Lancaster University, UK), Rachel Heydon (Western University, Canada), Kathryn Hibbert (Western University, Canada) and Rosamund Stooke (Western University, Canada) Index