摘要：The JCRL, now in our fourth year of publication, continues the tradition of presenting pedagogy and practice from the perspectives of classroom teachers. Throughout this issue’s articles, ways of making meaning through multimodal methods of learning are prevalent. In an interview with Gunther Kress, Eva Bearne posed the question of pedagogy to which Kress replied, “I regard pedagogy as social relations in the classroom, so that forms of pedagogy are inducting you into social relations which you then carry with you into the world” (Bearne, 2005, p.291). Our authors certainly present ways for their students to engage in social relations that connect them to the world through literacy.
