Cope & Kalantzis (2000) present the discussions made by the New London Group in 1996, when different educators met to discuss traditional literacy pedagogy and the need of new literacy practices in contemporary society. They assert that they “attempt to broad this understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses” (p. 9). Within this perspective, the two principal aspects of this multiplicity of discourses include: