Anchored in legitimation code theory (LCT), this book presents an interdisciplinary approach to developing learning through multiple modes of meaning-making.

It highlights three important ideas in connection with multimodal literacy. Firstly, it discusses the role of language in multimodal knowledge-building by drawing on multimodal social semiotics, systemic functional linguistics and genre-based pedagogy. Secondly, it underlines the significance of shared experiences and dialogues in learning and gives guidance to integrate museum exhibitions into the learning process. Finally, it explores how different types of knowledge are interwoven in multimodal literacy.

Drawing on empirical evidence from a three-year research project involving English Studies students and teacher trainees in English as a Foreign Language (EFL), this book takes an interdisciplinary approach to illustrate how language and various semiotic modes shape knowledge. It presents a variety of multimodal texts including digital formats such as online digital texts and online galleries. It also describes how the development of multimodal literacy skills contributes to students' conceptual and critical reasoning and thinking skills development. Ultimately, this book provides a framework for educators to approach literacy and knowledge-building through multiple modes of meaning-making.