Fostering multiliteracies pedagogy in K12 science and mathematics: a systematic review (2010–2024)

Multiliteracies are closely associated with the disciplines of science and mathematics as they communicate their discourse in a multimodal way. This systematic review examines the integration of multiliteracies pedagogy (MLP) in K12 education, highlighting its adaptability across disciplines, including science and mathematics, through diverse modes of meaning-making and fostering student engagement. We examine 84 empirical articles on multiliteracies in science and mathematics between 2010 and 2024 so as to investigate how and with what outcomes multiliteracies are used by science and mathematics researchers and practitioners in K12 education and teacher education. The corpus was deductively categorised according to the knowledge processes of MLP (experiencing, conceptualising, critical framing, applying) and inductive categories like multimodal synaesthesia and scaffolding. Although the term multiliteracies is used extensively, few studies highlight the transition between knowledge processes and their outcomes. The review shows that MLP is a promising pedagogical approach with great implications for digital, academic and scientific literacies showcasing favourable outcomes and challenges for science understanding and teaching competence. Also, improved attitudes, reflexivity and/or self-regulation were reported given student transpositions, remediations and representations. Finally, we recommend areas for future research and ways of implementing MLP in science and mathematics teaching and learning.