ABSTRACT
This chapter emerged from an Irish research project aimed at exploring how students who identified as having long-standing and marked literacy difficulties perceived themselves as literacy learners. This included an analysis of their views on the extent to which they felt ownership over the assessment process and ownership over how their own literacy needs might best be met. An arts-based research design was developed as a way to support student voice in this research. Students created artworks, which were then shared with teachers in an attempt to bring about transformative awarenesses.
