ABSTRACT
Although literacy may traditionally be considered as reading, writing and communicating, there are other ways whereby children can become ‘literate’, which this chapter will consider. It will begin by considering how literacy may traditionally be interpreted as ‘the ability to read and write’ and from that move away from conventional interpretations of literacy towards three other crucial understandings. First, it will explore what is meant by emotional literacy, then consider how children can become digitally literate, and then discuss what is suggested by ecoliteracy. We will then explore how these themes are interrelated and our willingness, knowledge and pedagogical skills to ensure a connected approach is a significant element in children’s successful literacy development.
