Teachers’ Perceptions of Multimodal Literacies: A Systematic Review of Research

• In Event: Educators’ Identities and Perceptions Across Tech Platforms, AI, and Multimodal Literacies

Abstract

Guided by a sociocultural and multimodal approach to literacies, this systematic review synthesizes research on pre- and in-service teachers’ perceptions of multimodal literacies in K-12 contexts, examining 46 studies from 2005 to 2024. Four key themes emerged through our analysis: (1) teachers' acknowledgment of the importance and benefits of multimodal literacies; (2) varied teacher understandings and integrations of these literacies; (3) challenges related to navigating the print-centric biases in policy, standardized assessments, and school systems; and (4) perceived barriers due to limited teacher training, time, and resources. This review highlights the need for research exploring the numerous obstacles teachers face when integrating multimodal literacies and the need for professional development to support such pedagogies as equitable and transformative educational practices.

Authors

• Amir Michalovich, University of Manitoba

• Blaine E. Smith, Vanderbilt University

• Shawn Porteous, River East Transcona School Division

• Harini Rajagopal, University of British Columbia