ABSTRACT
This chapter examines how ideals and values are mobilised by a state education bureaucracy through the provision of a series of position papers that are named as ‘resources’. In this context a resource can be considered a ‘semiotic bundle’, a dynamic structure in which different forms of meaning making coexist (Arzarello, Paola, Robutti & Sabena, 2009). In this sense, the use of a resource can be described within the mediating influences of context, modalities and the kinds of interactions it makes possible (Arzarello et al., 2009, 99). A focus in the chapter is on the productive meaning making work of resources that are designed to support and further education policy positions, particularly where dominant narratives are constituted to justify what counts as good literacy. The deployment of such narratives plays an important role in mobilising the concepts and values about literacy that are favoured by government.
