The increasing popularity of digitally-mediated communication is prompting us to radically rethink literacy and its role in education. In our new edited collection Cathy Burnett, Julia Davies, Jennifer Rowsell and I draw on cutting edge research from the USA, Canada, UK, Australia and South Africa to launch international debate around these changing literacies, how they might shape
policy and practice, and how they articulate across national
boundaries. Currently many national policies promulgate a view of literacy focused on the skills and classroom routines associated with print, and these are bolstered by regimes of accountability and assessment. As a result, teachers are caught between two competing discourses: one upholding a traditional conception of literacy and the other encouraging a more radical take on 21st century literacies driven by leading edge thinkers and researchers. The book explores studies of literacy practices in varied contexts through a refreshingly dialogic style, interspersed with commentaries which address the significance of the work described for education. The book concludes on the ‘conversation’ that develops to identify key recommendations for policy-makers through a Charter for Literacy Education. The book is due to be published by Routledge in July. Advance orders, library recommendations and more information can be found here.