The term multiliteracies or multiple literacies embraces the notion that there are multiple modes of representation which are much broader than language alone (Cope and Kalantzis 2009: 166). Multiple literacies pedagogy ‘encourages a broader perspective of the student as a learner and values diverse ways of knowing, thinking, doing and being’ (O’Rourke 2005 : 10). It is underpinned by multimodal theory which asserts that children create meaning using a ‘multiplicity of modes, means and materials’ for self- expression (Kress 1997 : 97). It can be seen that multiple literacies extend the traditional view of literacy, often referred to as functional literacy, which is the ability to read and write. This focus, stretching beyond alphabetical representations, brings into the classroom multimodal resources, including digital media. Multiple literacies encompass many forms of literacy that require learning how to decode and interpret information conveyed through these multiple modes. Information conveyed through visual images is an important means of communication, and challenging children to read images deeply develops their visual literacy. They can consider the emotional temperature of the images to capture atmosphere, to feel empathy by reading facial expressions, gestures and body language and thus to develop emotional literacy. Picturebooks are full of cultural information, so noticing and understanding similarities and differences to a child’s own cultural surroundings helps them develop cultural literacy, a first step in intercultural learning. Interpreting and understanding the natural world as depicted in a picturebook helps children develop nature literacy, a first step in environmental awareness. Working with animations of picturebooks helps children develop film literacy. Picturebooks offer routes into inference, deduction and critical thinking. So as the children seek clues to meaning via the illustrations, predict what is going  to happen next, organize their learning materials, think about how they learn and review and assess their learning, they also develop ‘learning’ literacy.