Literacy, Learning and Teaching

Abstract

By taking Australia as a case study site and with findings from the new literacy studies and new theories of learning, this paper sketches a perspective on contemporary issues in English literacy education. While research from a number of fields and disciplines advises abandonment of traditional skills‐based views of literacy and literacy learning, governments with neo‐conservative agendas are moving to institutionalise a model of literacy learning embodied by psychometric measures and benchmarks. Increasingly literacy, learning and teaching are being seen by governments as too important to the state and the market to be left only in the hands of teachers and literacy educators.

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