Changes in literacy theory and practices in relation to technological change necessitate shifts in contemporary pedagogical practices. In the New Zealand context, little is known about literacy in terms of multiliteracies pedagogical practices in secondary science classrooms. This study aims to unearth the realities of dilemmas operating in literacy contexts. It is argued that evidence for successful enactment of multiliteracies are scarce. More research work and scholarly debates are needed to clarify and align mismatches between theory and practice. Pedagogical moves as hybrid literacies are suggested carrying potential for students in becoming multi-literate.

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