ABSTRACT
This chapter draws across the findings explored in Chapters 6–9 to summarise what was learned about the mobilities of literacy research in primary education in England and explores relationships between research mobilities, literacy and research and their implications for teachers. A number of issues are discussed which are related to: the sedimentation of research as ‘truth’; the narrowing effects of the accrual of credibility; mutability and multiplicity; and relevance and resonance. These are used to indicate possible points of concern, starting points for critical reflection on which research moves and why this matters.
