Two concurrent trends converge in contemporary education: the first acknowledges educational activities as social and situated prompting us to imagine new roles for community in teaching and learning; the second attends to our abilities to differentiate and individualize activities, to be responsive to learner needs. Multiliteracies theorists contend that learning can be understood as heoretical lens, we explore the pedagogical moves possible when we take an award winning curricular approach to

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... teaching Shakespeare and work with it in educat when a space for invention is created. Introduction: Advances in technologies and new media have unquestionably expanded our understanding of literacies and have transformed the pedagogies that can be used to respond to diverse 21 st century needs of both teachers and students. These revolutionary changes have, however, coincided and collided with a standardization movement in education which has narrowed conceptualizations and enactments of curriculum and limited understandings of what constitutes valid assessment and evaluation practices. In a context of increased neoliberal and -