ABSTRACT
This chapter is divided into three sections. The first argues that the physical spaces and places for learning, while often seen to be a key influence on the pedagogical choices of teachers, have significant historical and cultural origins and may be used to define the nature of learning that takes place within their structures. The second section discusses some theoretical notions that underpin pedagogical choices in relation to literacy environments. The final argument looks at ideas relating to the professionalism of educators and the material environment that makes and shapes learning in individual classrooms.
