Designing AI-Mediated Multimodal Literacy Pedagogy and Translanguaging in K-12 and Higher Education

This chapter interrogates AI-mediated multimodal literacy as a composite capability that entwines cognitive, affective, social, and infrastructural strata across K-12 and higher education. It synthesises New Literacy Studies, multimodality, multiliteracies, translanguaging, critical literacy, and posthuman-sociomaterial lenses to reconceptualise texts as algorithmically curated, synthetically generated semiotic ensembles. The chapter develops typologies of AI systems, an ecological framework, and comparative matrices of curriculum, pedagogy, assessment, and governance, situating AI as co-author, curator, assessor, and infrastructural condition. It foregrounds critical AI literacy, data justice, algorithmic fairness, and epistemic plurality to articulate normative architectures for just and sustainable design. The chapter advances actionable imaginaries for educators, policy makers, and technologists who must orchestrate AI-infused translanguaging and multimodal practices while safeguarding democratic agency, cultural-linguistic diversity, and ethical accountability.