Production considers the day-to-day activities that multiliteracy centers might focus upon.  In “The Future of Multiliteracy Centers in the E-World: An Exploration of Cultural Narratives and Cultural Transformations,” Christina Murphy and Lory Hawkes present a vision of transformation from current writing centers to mulitliteracy centers in the 21st century. Murphy and Hawkes envision a multiliteracy center that creates a safe space for students and tutors to work in individualized settings where tutors can work across platforms for a “diversity of students” (176) and learning styles. Adding to these practices for the 21st century, Murphy and Hawkes propose tutors become “digital content specialists” (176) through customization of projects and interface building for students with learning disabilities. The authors propose integrating four technologies into existing writing centers to move writing centers towards a multiliteracy center paradigm: hypertext editors, online learning platforms, personal electronic devices, and XML, arguing that these four technologies would “permit the multiliteracy center to address the broad range of issues associated with mediating knowledge in both a global and technological era” (180).

David M. Sheridan brings up salient points about using online spaces for mulitliteracy consulting in his chapter, “Multiliteracy Centers as Content Producers: Designing Online Learning Experiences for Writers,” noting that online instruction helps with “distance and time” but still uses tutoring resources (190). He notes that online centers should seek to include interactive instruction instead of passive learning (190). He proposes a “third way,” which he developed in conjunction with employees from the MSU Writing Center three online modules that encourages interactivity. Sheridan walks readers through the three programs: Getting Started: Analytical Writing in the Humanitiesthat “focuses on the initial concerns that writers enrolled in humanities classes face, such as assessing the rhetorical situation, identifying an intellectual problem, and developing a thesis statement” (192).