Cope & Kalantzis (2000) present the
discussions made by the New London Group in
1996, when different educators met to discuss
traditional literacy pedagogy and the need of
new literacy practices in contemporary society.
They assert that they “attempt to broad this
understanding of literacy and literacy teaching
and learning to include negotiating a multiplicity
of discourses” (p. 9). Within this perspective, the
two principal aspects of this multiplicity of
discourses include: