In this article for the Harvard Educational Review, Mary Kalantzis and Bill Cope revisit the foundational ideas of the New London Group thirty years after the article's publication in this journal. They explore how the multiliteracies framework has evolved over time in response to changes in technology, media, and education. From the emergence of social media to the many possibilities of artificial intelligence, they examine how these developments have deepened the relevance of multiliteracies in fostering educational justice. Central to their multiliteracies framework is the concept of design, which they reframe as an essential practice for navigating and reshaping an increasingly digital and interconnected world. Kalantzis and Cope also reflect on their ongoing work in AI-assisted pedagogy, highlighting its potential to expand and transform learning in the twenty-first century.

• Kalantzis, Mary and Bill Cope, "Multiliteracies Since Social Media and Artificial Intelligence,” Harvard Educational Review, 95(1):135–51, 2025, doi: https://doi.org/10.17763/1943-5045-95.1.135.
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  Multiliteracies, Harvard Ed Review, 2025