Abstract: Multimodal literacy has emerged as a cornerstone in contemporary digital-aged education in response to the increasing complexity of communication in digital and pedagogical contexts. As meaning is now constructed through the interaction of various modes: linguistic, visual, auditory, spatial, and gestural resources, literacy can no longer be limited to the decoding and production of printed texts alone. This study examines the concept of multimodal literacy, its theoretical foundations, and its growing significance in educational practice. Based on the scholarship in multimodality, social semiotics, and literacy studies, the article argues that multimodal literacy involves the ability to interpret, respond to, and produce meaning across multiple modes and media. The findings show how digital technologies and changing communication practices have reshaped educational expectations, requiring learners to become active meaning-makers in multimodal environments. The article also highlights the pedagogical implications of multimodal literacy for classroom instruction, curriculum design, and learner agency, and affirms that multimodal literacy should be regarded as a core educational objective in the digital- aged education context.
Keywords: Multimodal literacy; multimodality; social semiotics; literacy education; digital communication.
Title: Multimodal Literacy in the Digital-Aged Education
Author: Nguyen Tien Dung, Nguyen Ngoc Lan
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 162-165
Research Publish Journals
Website: www.researchpublish.com
Published Date: 13-May-2026
