ABSTRACT This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers’ articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.

中文翻译：

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科学实力和报道的有效性：对多元文学研究的系统评价

摘要本系统综述基于新伦敦小组在1996年所做的开创性工作。很少有努力综合了经验研究的结果，这些研究涉及多文化实践在各种教育和地理环境下的影响和挑战。通过利克特五点量表以及演绎和归纳主题分析，我们对ProQuest®数据库中的66篇多文学文章进行了系统的综述。这些研究是基于经验的，定性的/混合方法的研究，范围为2006年至2015年。研究结果表明，在15个国家/地区进行的多文种研究数量迅速增加，其中加拿大参与程度最高。我们对已审查研究的评估总体上是有利的，因为研究人员在阐明相关理论框架和与现有文献之间的联系方面具有优势。我们的发现指出，在某些论文中，数据收集和数据分析的信息不足。我们还详细介绍了经审查的研究报告所报告的对多文化实践的主要承受能力，挑战和监督，并讨论了对未来多文化研究，文化教育政策以及不同背景下的教师教育的影响。