The idea of multiliteracies introduced and revisited by Kalantzis and Cope (2008) and multimodalities (Kress, 2003) has expanded our meaning-making/semiosis, conceptions from recognition of the salient features of reading and writing print texts to understanding and interpreting visual, spatial, tactile, gestural, audio and oral modes of meaning in contemporary communication environments. Almost twenty years have passed since the London Group's first introduction of the term 'multiliteracies' and despite the omnipresence of ubiquitous learning , Greek schools, where I am at the present employed, lack the interconnectedness and the 'pedagogical' approach to TELL, still largely advocating monosemantic notions of literacies. However, teaching English as a Lingua Franca, offers opportunities for networking and new media pedagogies integration despite school barriers.

More specifically, I have used collaborative process digital writing in my primary EFL classes by creating a wikispace (Parker & Chao, 2007) for them, where students could experiment with 'traditional' writing, with the added benefit of introducing different modes (music, sound, images, videos, links ) to co-construct meaning shifting to sociocognitive practices. Also, the great impetus was that learners actively participated in a discourse community sharing conceptual schemata (Barton, 2007). Unfortunately, due to the wikispaces cease of operation, the link is no longer active.

In addition, we experimented with multimodality by employing a WebQuest introducing the Victorians and Charles Dickens. http://zunal.com/webquest.php?w=320993 Vygotsky advocates the dependency of children’s literacy development on their literate experiences and the internalisation of their functions (Richards & Rodgers, 2014). Moreover, utilising the inquiry-oriented model of input, transformation, output, learners explore and transform information through critical analysis, hypothesis, schema synthesis, decision making and evaluation, in line with Bloom's higher-order-thinking skills. Consequently, going away from sterile foundational literacies, we enriched our students' EFL 'input' with videos, graphics, podcasts and games, which was above their linguistic level (Krashen, 1985), but could motivate our 'digitally wise' (Prensky, 2009) young students. Finally, multimodalities can aid learners with their 21st-century skills, communication, collaboration creativity and critical thinking, inter alia.

Barton, D. (2007). Literacy: an introduction to the ecology of written language, Oxford: Blackwell.

Kalantzis, M. & Cope, B. (2008). Language education and multiliteracies. In S. May & N.H. Hornberger (Eds.), Encyclopedia of language and education. Vol. 1: Language policy and political issues in education, 2nd Edition (pp. 195-211). New York: Springer.

Krashen, S. (1985). The Input Hypothesis. London: Longman

Kress, G. (2003). Literacy in the new media age. London: Routledge.

Parker, K. & Chao, J. (2007). ‘Wiki as a Teaching Tool.’Interdisciplinary Journal of Knowledge and Learning Objects, Vol. 3, pp. 57-68.

Prensky, M. (2009). H. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Journal of Online Education, Vol 5 (No 3), pp. 1-9.

Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in language teaching. (3rd Edition). Cambridge: Cambridge University Press.