Review: Sindoni, Maria Grazia & Moschini, Ilaria (Eds.) (2022). Multimodal Literacies Across Digital Learning Contexts. Routledge.

Abstract

This review looks at Multimodal Literacies Across Digital Learning Contexts, edited by Maria Grazia Sindoni and Ilaria Moschini with a focus on how it might be useful for language educators working in digital classrooms. The review takes the volume as a starting point for thinking through teaching practices, especially how educators might make better use of digital tools and multimodal approaches. This review highlights ideas that can help teachers reflect on their roles not just as instructors, but as people who shape learning experiences that value students’ voices, agency, and different ways of making meaning. The volume offers examples of how multimodal thinking plays out in real educational settings from early childhood to university, touching on topics like digital storytelling, translanguaging, and assessment with multiple modes in mind. This review highlights how the book can support language teachers, teacher trainers, and curriculum designers in rethinking what counts as learning and how to support it in more inclusive and creative ways. In doing so, it underscores the volume’s value not only as a contribution to multimodality research but also as a resource for reimagining language learning environments.