A bibliometric review of critical multiliteracy research in elementary education

Abstrak

This study aimed to analyze the development of critical multiliteracy research in elementary education through a bibliometric review approach. The data were retrieved from Google Scholar through Publish or Perish using keywords related to critical multiliteracy and elementary education. A total of 430 publications published between 2020 and 2026 were included in the analysis after the screening process. The bibliometric analysis was conducted using Microsoft Excel and VOSviewer to identify publication trends, influential publications, keyword co- occurrence, and thematic evolution. The findings revealed that critical multiliteracy research has shown a progressively increasing trend, with the highest number of publications recorded in 2025 (88 publications; 20.47%) and the lowest in 2026 (39 publications; 9.07%). The co-occurrence network analysis identified six major research clusters, with “multiliteracy,” “pedagogy,” and “practice” emerging as the dominant themes within the research landscape. Furthermore, the overlay visualization demonstrated a shift in research focus toward digital literacy, multiliteracies pedagogy, and technology-supported learning environments. The study concludes that critical multiliteracy research in elementary education continues to evolve dynamically in response to educational transformation and the increasing demand for 21st-century literacy competencies. The findings provide valuable insights for researchers, educators, and curriculum developers in understanding current research trends and identifying potential directions for future studies.