ABSTRACT
The situation of the pandemic has confronted us with challenges such as the mass home-schooling and distance learning of students across all age groups, subject areas and national boundaries. Multiliteracies pedagogy – as has been addressed frequently within this volume – offers one approach. The empowerment promised by multiliteracies can be frustrated when educational actors – be they administrators, educators, students or researchers – find themselves overwhelmed by the multitudes of digital media. While this certainly presents a challenge as our approaches, methodologies and beliefs consequently undergo a shift, it also represents a call to action for educators to “embrace the opportunity of preparing and educating learners for the textual and communicative practices encountered in the digital environments of the 21st century”. Recipes followed to the letter can fall flat when situations change as quickly as they have with this latest pandemic.
