Abstract

This study examines how classic cultural representations contribute to the development of multimodal literacies and serve as a vehicle for conveying complex educational content. Drawing on a qualitative research design that encompasses multimodal analysis, document review, observations, and interviews with creators, researchers, audiences, and commercial stakeholders, the investigation explores how the distinctive features of Chinese animation support literacy practices. Findings indicate that the animation engages students across visual, auditory, emotional, and cognitive dimensions, using multiple semiotic modes to support the development of literacy skills within diverse social and cultural contexts. By interweaving linguistic, visual, gestural, spatial, and audio dimensions, these works facilitate the development of multiliteracies in learners, enriching cognitive growth, ethical understanding, and cultural awareness. They further illustrate how animation can align with modern educational initiatives, highlighting its value for holistic instruction aimed at strengthening students’ literacy competencies. The study underscores the crucial role these classic works can play in advancing multimodal literacies and recommends their integration into educational strategies designed to cultivate comprehensive literacy skills across various learning environments.