The article is devoted to the analysis of the phenomenon of “multiliteracy” in the
context of the academic discourse in Russia and abroad. The etymology of the term, the
history of its appearance and its evolution are considered. Options for the interpretation
of this phenomenon as well as comparative descriptions of the related concepts are
presented. The authors substantiate the choice of the term “multiliteracy” for the studied
phenomenon.
Keywords: multiliteracy, new literacy, multimodality, functional literacy, literacy
pedagogy.
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