Abstract: In the digital age, language is multimodal that calls for diverse literacy. Multiliteracies include not only text literacy, image literacy or sound literacy, but also technology literacy and critical literacy. By adopting questionnaire and classroom observation methods, the author surveys one random sample of undergraduates in the U.K. and another in China and compares their multiliteracies. The findings show that 1) British undergraduates (BU) outscore Chinese undergraduates (CU) in applying multiliteracies; 2) the two samples differ in development of multimodal reading strategy, multimodal design strategy and new media literacy; and 3) multiliteracies schooling of the U.K. differs from that of China in combination of multiliteracies with most disciplines and the integration of transformative practice into society. Based on the survey results, suggestions are proposed to enhance multiliteracies of Chinese students in teaching.

Key words: British undergraduate, Chinese undergraduate, multiliteracy, literacy schooling