ABSTRACT
In many ways, technology has ushered in a sea change in how we currently think about literacy, or, at least, it has been a focal point for problematizing the traditional notion of literacy consisting of the reading and writing of alphanumeric texts. This chapter examines new literacy activities in which students are engaged, with a special focus on how student creativity can be enabled through participation in such activity. I begin by providing a definition of new media and multiliteracies as constructed by the New London Group, followed with theoretical analysis of the personal and knowledge-based transformations made possible through interaction with new media and multiliteracies. Next, I discuss the modes of participation that characterize student involvement and the social context for these practices. I then turn to the various multimodal practices that students engage in across various Internet spaces. In particular, the focus is on two compelling aspects of new media literacy: remixing—a new creative multiliteracies practice—and digital storytelling—a new art form that has developed in conjunction with the growth of digital technology and the Internet.
