Multi-modal literacy / media literacy / new literacy / multiliteracy
Each of these terms refer to one another in some way, and all deal with the recognition of new textual media. Let’s examine how these terms have been defined by various writers:
Multi-modal literacy: “metacognitive strategies for developing literacy practices that can be carried across multiple sites/texts/media, rather than a set of practices tied to specific sites.” (Adler-Kassner)
Media literacy: textual understanding of “media production” and “media consumerism”
New literacy: not just responding to printed texts, but understanding how texts are created and what kind of “meaning is conveyed” through “multimodal representations.” (Commission on Arts and Literacies) “A specific sociocultural approach to understanding and researching literacy.” (Lankshear and Knobel, quoted by William Kist) It is interdisciplinary.
Multiliteracies: similar to new literacies, it is a system of “conveying meaning through and recovering [or ‘constructing’] meaning from the form of representation in which it appears.” (Eisner)

Late age of print / secondary orality
According to Ben McCorkle, “we are living in what media theorist Jay Bolter has famously termed the late age of print, what literacy scholar Walter Ong calls the era of secondary orality. . . . Words are no longer static things, quiet black marks pressed onto a white page; instead, they float alongside sounds and images; they make meaning in their movements. They are visual, aural, and sometimes haptic. As such, their function as objects of literacy in changing in fundamental ways.”

Literacy development cycle (LDC)
The LDC outlines a set of steps in developing early understanding of both reading of text and writing of text. This cycle is geared toward primary grades, allows for inclusion of multimedia, and is divided into four steps:

1. Orientation to the text (present text to student)

2. Reading the text (guide the reading or writing of the text)

3. Working with the text (closely read to understand and analyze the text)

4.reviewing the text (read or write independently)