"Every teacher in English is a teacher of English," said George Sampson, one of the early school inspectors, back in 1921. It’s never been truer, or more relevant.
Literacy has a major impact on young people’s life-chances and it is every teacher’s responsibility to help build their communication, reading and writing skills. However, this book isn’t just about literacy; it’s also about what great teachers do in their classrooms, about applying knowledge consistently across classrooms, in order to help pupils to become more confident in their subjects.

This seminal work of scholarship, which traces the development of literacy in medieval England, is now fully updated in a third edition.
This book serves as an introduction to medieval books and documents for graduate students throughout the worldFeatures a completely re-written first chapter, ‘Memories and Myths of the Norman Conquest', and a new postscript by the author reflecting on the reception to the original publication and discussing recent scholarship on medieval literacy Includes a revised guide to further reading and a revision of the plates which illustrate medieval manuscripts in detail

Doing Critical Literacy: Texts and Activities for Students and Teachers

Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context.

It should be obvious that reading stories with young children greatly assists their literacy development, yet this often appears to be forgotten in the rush to add still more new activities to the curriculum. Reading Stories With Young Children redresses the balance, focusing on what remains the most important basic requirement for learning.
The book explores the ways in which reading stories with young children can best enhance their literacy skills.

Multicultural Issues in Literacy Research and Practice

This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, and practice.