ABSTRACT
In this chapter, I continue to interrogate the ways in which reading is conceptualised in policy and to question whether the account that policy provides is adequate as a description of the literacy practices that are to be found in the secondary English classroom.1 The data at the heart of this chapter are PowerPoint slides produced by two students in Monica’s class (at the start of the year or so that I spent with them). The claim that I will make is that these data provide evidence of the productivity of school students, and in particular of their capacity to operate as sophisticated, multimodal sign-makers, using the resources of digital technologies in ways that are not acknowledged within the domain of schooled literacy (Gee 2004; Street 1984, 1995; Street et al. 2007).
