ABSTRACT
Terra cognita, the charted land of the Catalan Atlas to which fiction writer Anne Michaels refers, seems an appropriate description of the way literacy curriculum is often understood. In current educational contexts, within North America as well as in English speaking countries elsewhere, literacy curriculum is sometimes conceived of as if helping children learn to write and read in schools is a matter of following the proper maps. Often children’s literacy abilities, products, and experiences are also measured, charted, and ‘mapped.’
