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It is evident that children are now immersed in a media-saturated world, where popular culture is dominated by digital forms and processes, and where ideas of reading and writing are interpreted very differently from the past (Barratt-Pugh & Rohl, 2000). With the internet, blogging, interactive gaming, word processing and of course twitter and Face Book, it is clear that literacy learning today needs to provide children with an abundance of ways and opportunities to communicate in order to interpret their world. With the changing social communication needs, globalization and the impact of rapid technological development (Riddle, 2014) learners are required to utilize their existing literacy skills, to develop integrated understandings and abilities that demonstrate what the New London Group (1996) characterised as Multiliteracies. The term Multiliteracies was coined by the group as a result of the impact that new technology has had on the way people communicate. What this means for 21st century classrooms and learners is that these new technologies incorporate the use of sounds, images, movies, billboards, internet, and television into multimodal presentations. Therefore, learners today need to possess the knowledge, skills and ability to apply a variety of communication techniques in order to achieve the multimodality (Anstey & Bull, 2006) that is a vital requirement in understanding our multimedia world. The impact of ICT on students is minimal and according to Lawless (2014) students are not concerned with the presence of these new technologies in classrooms, in fact students are able to apply this new set of skills interactively as they access, understand, use, reflect on, evaluate and respond to (Winch, Johnston, March, Ljungahl & Holliday, 2012) texts in order to further develop effective 21st century literacy practices.