A BIBLIOMETRIC AND THEMATIC ANALYSIS ON MAPPING MULTILITERACIES RESEARCH IN EDUCATIONAL CONTEXTS

Abstract

This study presents a comprehensive bibliometric and thematic analysis of multiliteracies research in educational contexts, covering publications from 2000 to 2025 indexed in the Web of Science database. The study aims to map the conceptual structure, intellectual foundations, and scientific collaboration patterns within the field. By integrating bibliometric indicators and thematic coding, the research identifies key trends, prominent contributors, and evolving research priorities. The analysis reveals a steady growth in scholarly interest, particularly after 2015, driven by the increasing significance of digital, visual, and multimodal literacies in education. Key thematic clusters include critical literacy, multimodal learning, identity construction, and student-centered pedagogies. Tools such as VOSviewer, CiteSpace, and BibExcel were used to visualize co-authorship networks, keyword clusters, and citation bursts, highlighting the interdisciplinary and dynamic nature of the field. The findings emphasize the need for clearer conceptual frameworks, greater methodological diversity, and context-sensitive applications of multiliteracies pedagogy.