• http://www.ncte.org/edpolicy/multimodal

NCTE--The National Council of Teachers of English--has assembled an excellent set of resources to help educators think about literacy as going well beyond print texts, encompassing how texts are produced and how multimodal forms of representation convey meaning. According to the introduction to the site, "NCTE is taking the lead in defining how emergent technologies are used to teach language, literacies and critical thinking skills as well as how ethical considerations can guide the use of various technologies."

The site includes some "research-based policy statements" that some may find surprising:

• Students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and high quality. (Goldberg et al.)
• A media-literacy curriculum can lead students to higher reading comprehension scores, writing longer paragraphs and identifying more features of purpose and audience in reading selections.  (Hobbs and Frost)
• On-line discussions of literature foster greater student engagement than traditional discussions, and student participants are able to use transcripts to develop metacognitive capacities. (Carico, Logan, and Labbo)
• Use of the internet for several years can augment student autonomy, enhance motivation, improve the quality of group work, and decrease adversarial qualities in teacher-student relationships. (Schofield and Davidson)
  

The site has additional policy statements and resources demonstrating how multimodal literacy can be enacted and supported.