ABSTRACT
This volume brings together the work of innovative literacy researchers and asks how their work might inform educational practice, and how literacy educators might, as a result, best prepare children and young people for the future. We contend that everyday literacy practices are changing rapidly in the face of new sociotechnical arrangements, and that these changes impact on students and schools in surprising and often unpredictable ways imbricated, as they are, with wider social, cultural and economic change. Other changes are widespread as well—education systems too, are in flux. Curriculum and policy reforms in many parts of the world have themselves produced considerable uncertainty, often propelling issues of communication, language and literacy to centre stage. And along with all this, there have been changes in the ways in which we think about literacy, and changes in the ways in which it is theorised and researched.
