In this article, the author mentions his experience at Worcester Polytechnic Institute (WPI) because he thinks it is fairly indicative of recent trends in writing center theory and practice to see literacy as a multimodal activity in which oral, written, and visual communication intertwine and interact. He says this notion of multiliteracies has to do in part with new text forms and new means of communication associated with the information age and knowledge economies of the globalized markets and societies of late capitalism. He guesses that writing centers will more and more define themselves as multiliteracy centers. He thinks that the new digital literacies will increasingly be incorporated into writing centers not just as sources of information or delivery systems for tutoring but as productive arts in their own right. Linked to the notion of multiliteracies is the challenge to develop more equitable social futures by redistributing the means of communication. He concludes by discussing the issue of professional status and writing center administration. (Contains 2 notes.)