Across the articles in this volume and across literacy scholarship, it is not unusual to encounter the prefix “multi-.” We have multiliteracies, multimodalities, multiple perspectives, and multifaceted analyses. As editors—who routinely read piles of manuscript pages—we are continually being sensitized to patterns that define our field, and as a result inform our collective thinking. The preponderance of “multi-” is aptly reflected in the articles that we have brought together in this volume. Some of these articles explore how students use and interpret multimodal resources; others examine the multimodal products that students create and how they use those products to produce meaning. Still others focus on multiple perspectives and various aspects of schooling.

中文翻译：

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社论引言：考虑“多元”在扫盲教育中的优势

在本卷的文章和扫盲学术中，遇到前缀“multi-”并不罕见。我们拥有多文化、多模态、多视角和多方面的分析。作为编辑——他们经常阅读成堆的手稿——我们不断地对定义我们领域的模式敏感，并因此影响我们的集体思考。“多”的优势在我们在本书中汇集的文章中得到了恰当的体现。其中一些文章探讨了学生如何使用和解释多模式资源；其他人则研究学生创造的多模式产品以及他们如何使用这些产品来产生意义。还有一些人关注学校教育的多种观点和各个方面。