In the media, the teaching of multiliteracies is often trivialised and caricatured: portrayed, for example, as the study of SMS text messaging in place of the plays of Shakespeare. For all their weaknesses, such arguments can still influence members of the public, most of whom do not have direct knowledge of the topic of multiliteracies from their own years at school. In this article we hope to provide a more rounded view of multiliteracies. We hope to demonstrate the value of this approach to students, and to describe ways that professional learning and development about multiliteracies can empower teachers. View Article...