Through a review of the literature, this article argues that it is imperative that lecturers at institutions of higher education not just embrace multiliteracy for teaching and learning, but accept, incorporate and affirm the many literacies that students bring with them to the lecture room. Multiliteracy in the lecture room supplements traditional literacy pedagogy but focuses on modes of representation much broader than language alone and uses pedagogies that extend beyond traditional face-to-face teaching environments. This article argues that active learning strategies that embrace and affirm multiliteracies, cultural and linguistic diversity, and multimodal textual practices could create dynamic learning environments that will arm students with the skills required to face a rapidly changing world.