A pedagogy of multilieracies allows alternative starting points for learning (what the learner perceives to be worth learning, what engages the particularities of their identity). It allows for alternative forms of engagement, such as the varied experiences that need to be brought to bear on the learning, the different conceptual bents of learners, the different analytical perspectives the learners may have on the nature of cause, effect and human interest, and the different settings in which they may apply or enact their knowledge. It allows for divergent learning orientations (preferences, for instance, for particular emphasizes in knowledge making and patterns of engagement). It allows for different modalities in meaning making, embracing alternative expressive potentials for different learners and promoting synaesthesia as a learning strategy. It also reflects a rebalancing of the representational process: every meaning draws on resources of the already designed world of representation: each meaning maker designs the world afresh in a way that is always uniquely transformative of found meanings. They then leave a representational trace to be found by others and transformed once again (Cope & Kalantzis, 2000b). Finally, a transformative pedagogy allows for alternative pathways and comparable destination points in learning (Kalantzis & Cope, 2004, 2005). The measure of success of transformative pedagogy is equally high performance outcomes that can produce comparable social effects for learners in terms of material rewards and socially ascribed status (Kalantzis, 2006b as cited in Cope & Kalantzis, 2009, p. 188)