Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy

This article aims to add the understanding of challenges involved in designing digital texts promote multiliteracies pedagogy. A approach calls for multimodal meaning-making and cultural diversity be integrated into new school curriculum content, accordingly, we analyse an interactive children’s story app, named Mobeybou Brazil. The research question addressed was: what can learn about design aimed at promoting intercultural learning from this app? app incorporates tangible storytelling materials skills among young children, focusing specifically on Brazil was studied characterize its representations meaning, using categories grammar meaning-making, particularly those concerned with representing experiential personal positioning users. findings provide evidence complexity meet pedagogy, highlighting urgent need narrow interface between undertaken education, semiotics, media design. concludes by identifying study’s limitations some future developments.