A Pedagogy of Multiliteracies: Designing Social Futures THE NEW LONDON GROUP1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." An approach to literacy and literacy instruction proposed by the New London Group in the 1990s. Purpose. The authors argue The New London Group & Multiliteracies. A pedagogy of multiliteracies expands the traditional concept of literacy instruction by prioritizing two important aspects: multilingualism and multimodal forms of expression and representation. Multiliteracies: Bringing Multimodality Into Schools 7 The group, which eventually would be called “The New London Group,” agreed that literacy in schools needed to keep up with the developments of the world (Cazden, et al., 1996). As Dewey's tried to reform education of the early twentieth century with his education treatises, the New London Group have assessed the challenges to education in the new millennium and proposed their own philosophy to guide current instructors. The New London Group is a group of educators who collectively authored “A Pedagogy of Multiliteracies: Designing Social Futures” in Harvard Educational Review in 1996.It presents a theoretical overview of how our system of education and more specifically our approach to literacy requires a reconfiguration to account for the myriad channels for communication present in our society today. The New London Group put forth an approach to teaching and learning that