ABSTRACT
When initial teacher education trainees are asked to define or characterize literacy a few give a rather limited answer of ‘reading and writing’ while the majority suggest a better and more wide-ranging answer of ‘reading, writing and speaking and listening’. However, it is noticeable that small – but increasing – numbers of trainees suggest a broader range. This last group suggest, very helpfully, that any consideration of literacy must encompass ‘reading, writing, speaking, listening, visual literacy and ICT literacy’. It is this wider characterization that is necessary in order to make the most of teaching and learning in history and this chapter will draw attention to the issues associated with such a position and suggest ways in which good practice may be achieved.
