Over the past few decades, there has been a marked shift away from conceptualizing literacy as a functional skill set toward its recognition, particularly for children and youth, as a social achievement that is buttressed, in part, by access to digital tools and new media. Yet, beyond the mere consumption of multimedia and the mundane assemblage of words, images, and other resources, we ask, "What does a successful multimedia literacy performance look like and how might 'designful' multimedia thinking and composition be taught, learned, and assessed?" In addressing these issues, we present a fine-grained description and analysis of the work of a 13-year-old Singaporean named "Jeremy," who produced a personal digital story of considerable theoretical and practical interest to us as researchers and new literacy scholars. Building on prior research in the field of multiliteracies, we argue that educators (and students) must cultivate their own senses of "semiotic awareness" before meaningful assessment of children's multimodal design work can be conceived or implemented. We also sketch a preliminary approach to assessing multimodal literacies and explicate a range of interconnected representational possibilities that we expect will prompt a timely and urgent reconsideration of multimodal meaning design in school settings.

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This paper considers the problematic enactment of instructional innovations. We examine how different interpretations of ''success'' might be explained within a frame of reference that confronts the complexities of and uncovers the contingencies relating to educational policy implementation in schools. Based on the detailed description and comparison of three different educational innovations developed and implemented in the same educational context-Singapore-we show how the intricate and delicate interrelationships that exist within and across adopters, innovators and environments (Cohen and Ball 2007) influence what might be reasonably expected and achieved from specific innovation initiatives. By doing so, we hope not only to test Cohen and Ball's framework and conjectures but also lay the groundwork for future comparative work on innovation design and evaluation, moving the research agenda forward by critically examining reasonable expectations for educational innovation.

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