Mapping Territories and Creating Nomadic Pathways with Multiple Literacies Theory


  • Diana Masny
  • Monica Waterhouse


This article foregrounds Multiple Literacies Theory (MLT) positioned from a deleuzianguattarian perspective. It is a literacy paradigm different from prevailing territories such as New Literacy Studies and Multiliteracies. MLT deterrritorializes familiar literacy theorizing and is a complementary theoretical experiment to those conducted by curriculum theorists working with poststructuralist perspectives and complexity theory. It accompanies a deleuzianguattarian philosophy as a nonphilosophy for thinking about problems that present themselves in the world.  In this case, we deploy MLT to create nomadic pathways as we consider vignettes from a research study on a child acquiring multiple writing systems simultaneously. The vignettes illustrate what literacies produce and how they function through the lens of MLT. MLT proposes that from the effect of investment in reading, reading the world, and self, a reader is formed and transformed in a process of becoming Other.


Author Biographies

Diana Masny

Diana Masny is Professor of Education, creator of Multiple Literacies Theory (MLT) and founder of the Multiple Literacies Research Unit Her teaching and research interests are literacies, epistemologies, research methodology, rhizomatic practice and language education. She has published journal articles and more recently co-edited  special issues in Policy Futures in Education and Discourse (Routledge). In addition there are several books including the co-edition of Multiple Literacies Theory: A Deleuzian Perspective (Sense) and a forthcoming co-edited volume of Deleuze and Education (Edinburgh University Press).

Monica Waterhouse

Monica Waterhouse, PhD is Research Associate at the Faculty of Education, University of Ottawa where she teaches courses in second language teaching approaches and critical perspectives on multilingual and multicultural social contexts. Her research interests lie at the intersections of language education, multiple literacies, critical pedagogies, curriculum theory, and Deleuzian geophilosophy. Her current project produces the concept ofrhizocurriculum to view language learning and teaching as inherently affective, transformative events.