ABSTRACT
As stated at the outset, the purpose of this book has been to collate the available evidence on text messaging and a range of literacy skills, across samples of different ages and drawn from different populations, and to summarise what can and cannot be said about the nature of the interrelationships between text messaging behaviours and literacy in its conventional (text-related) sense. Clearly there are other ‘literacies’ that mobile phone use has the potential to impact on (digital literacy, multimodal literacy), but the scope of this book has been deliberately focused on the more traditional meaning of literacy as relating to written language skills, because of the nature of the debates which have been explored in the media.
