ABSTRACT
For over a decade there has been enormous growth in the number of teachers conducting inquiry into literacy teaching and learning in their own schools and classrooms. A considerable portion of this work has been published and disseminated nationally as research monographs, edited volumes, and journal articles. Much of it, however, has been published in newsletters or network collections and has remained intentionally local, not readily available beyond the particular setting to which it is connected. What counts as the literature of teacher research' is thus at issue because the texts available for a review in a handbook such as this one, although numerous, likely constitute a small proportion of what is actually being written in the field.
