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This short article serves two purposes. First, it provides an overview of the theory of multiliteracies and a definition of its key concepts. Consistent with previous versions of the multiliteracies argument, the article examines: the “why” of contemporary social context with its insistent calls to diversity and the demands of digital media; the “what” of multiliteracies in a grammar of multiform or multimodal meaning; and the “how” of multiliteracies pedagogy as a repertoire of knowledge processes. Second, the article updates the original article based on the recent work of Kalantzis and Cope in the areas of computer-mediated meaning and a multiform and transpositional grammar. The article ends with a call to education justice to address unequal diversity.