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the author contends that it is absolutely essential that all persons (not just students) learn to become both Information Literate and Media Literate in this digital world in which we now find ourselves.

There is a pedagogic chasm between monomodal literacy practices of the past, still dominating most children's school experience, and the multimodal, dynamic publishing practices that children increasingly routinely engage in with new media and online spaces. This paper will utilise the findings of three case studies, drawing from them the implications each has for developing a pedagogy that best reflects new kinds of practices within digital and multimodal literacies.