New Digital Multiliteracies as a Learning Model Fostering Collaboration, Identity, and Recognition

This article examines the tension between instrumental and sociocultural perspectives in recent multiliteracies discussions within the field of applied linguistics and literacies studies in Brazil based on recent literature. The author then presents a reinterpretation of the first concept proposed by the New London Group in their 1996 manifesto, drawing on the author’s research findings. The article concludes by elucidating the characteristics of new digital multiliteracies in the context of formal education.