This book addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media.

1. Learning in the Digital Age 2. Designing for Multimodal Literacy Learning 3. Multimodal Literacy Learning with Print Texts 4. Multimodal Literacy Learning with Digital Texts 5. Teaching Digital Multimodal Composing 6. Integrating Language and Multimodality 7. Growing Designers of Learning 8. Advancing Multimodal Literacy Learning

Fei Victor Lim is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is interested in how and what we should teach learners in today's digital age. As an educator and education researcher, he researches and teaches on multiliteracies, multimodal discourse analyses, and digital learning. He is an editor of Multimodality and Society and an associate editor of Asia Pacific Journal of Education and Designs for Learning. He is also author of the book Designing Learning with Embodied Teaching: Perspectives from Multimodality published in the Routledge Studies in Multimodality in 2021. He was previously Lead Specialist III and Deputy Director, Technologies for Learning, at the Singapore Ministry of Education, where he has experience in translational research, policy formulation, and programme development, with a focus on how educational technology can improve teaching and learning. https://orcid.org/0000-0003-3046-1011

Lydia Tan-Chia retired as Lead Specialist II after 35 years of proudly serving the Singapore Ministry of Education in the areas of curriculum design, curriculum development, curriculum implementation, and the design of assessment for English Language as a subject in every school and year level. She had the propitious opportunity of collaborating with the co-author as a research fellow in his research on Multimodal Literacy which has since become an area of compelling interest and growing fascination. In the course of the collaboration, she saw how the research schools worked with the concept and practice and brought it to life in their classrooms, weaving the teaching of multiliteracies with thought and integrity into their English curriculum.