ABSTRACT
The second part of the chapter introduces the Spitalfields study itself. We outline the theoretical framework which underpins and informs our work, to assist all those who, after reading the book, feel they want to conduct a similar study in their own community. We go on to explain how the research is rooted in our own reading histories, how we have set about getting to know families across different generations, how we have observed, interviewed and worked with teachers, families and children in homes, communities and classrooms and how we have analysed our findings during different phases of the work. Our argument throughout the book is that teachers in every school will discover a similar wealth of literacy traditions and ‘funds of knowledge’.1
