One way to measure the last thirty years in the study and teaching of writing is to start with the Dartmouth Seminar in 1966 and then fast-forward to 1994 when a group of ten literacy educators formed the New London Group (after New London, New Hampshire, where they first met). There is, at first glance, a striking resemblance between the two events. Both brought together British and American scholars (with Australians, significantly, added in the case of the New London Group) to discuss the future of literacy teaching. Both resulted in books—John Dixon’s Growth through English: A Record Based on the Dartmouth Seminar 1966and the volume under review here, Multiliteracies: Literacy Learning and the Design of Social Futures. And both events took place in what Bill Cope and Mary Kalantzis call the “postcard serenity” of idyllic New England villages. Nonetheless, despite these apparent similarities (not to …