Overall, Multiliteracy Centers is an excellent resource for those doing writing center research or who are interested in the possibility of creating multiliteracy center spaces. Each author’s contribution highlights the need for multimodal centers as students engage in multiple modes of communication in their coursework. Still, despite the significant contributions of each author’s work, I would like to have seen a chapter specifically talking about multimodal rhetoric and new media as primer for the rest of the text. I think this chapter would have foregrounded a lot of the discussions the authors engage in throughout their works. However, given each chapter’s discussion on multimodal rhetoric, there is discussion on its use in multimodal centers. Moreover, at times some of the discussions seem disjointed from the overall thematic presentation of the section title. I think each section would have benefited from a brief introductory statement at the beginning of each section to help flesh out the contextual arguments each author makes in their articles. While an introductory chapter gives a brief account of what to expect in each article, the editors might have taken that a step further by providing section introductions thereby creating cohesion among the articles in and across sections.

Although section introductions would have aided the overall cohesion of the book, I realize that problems with cohesion are endemic to the genre of the edited collection.  Beyond this, I think the authors make an excellent argument for the creation and sustainability of multliteracy centers, and I look forward to more scholarship and research in this particular area. I would recommend this book for an upper-level undergraduate or graduate course focusing on not only writing center practice but also the creation of multiliteracy centers.