This column features two prominent literacy scholars, Catherine Compton-Lilly and Eve Gregory. They discuss their recent research studies in various contexts and describe the reciprocal relationships between school, home, and community literacy practices.

The article focuses on the notion of tablet technologies as placed resources (Prinsloo, 2005; Prinsloo & Rowsell, 2012) by exploring how an international research project in Australia, Canada, and the United States forged community through online spaces. There is a tendency in media and in literature to romanticize technologies like iPads as a…

Neely sought to draw upon her experiences in teaching courses in children's literature, research on global/multicultural education, and her own beliefs in order to design and implement a course on literature written about and after the end of segregation in the United States and Apartheid in South Africa. The course included travel to some of the…

This piece shares preservice teachers and instructors reflections on their perceptions of a course on Spanish language arts methods in Puerto Rico. The course was redesigned to focus on interrelated curricular and pedagogical aspects such as literacies as situated social practice, funds of knowledge, popular culture and critical literacy. In…

Describes the Nigerian (Yoruba) storytelling tradition and the techniques employed to perpetuate it in the home and in the school. (DD)

Discusses and exemplifies the pervasive relationship between learning and its context, drawing examples from schools in England. (DD)

Review New Zealand's language arts assessment practices at all grade levels. Suggests alternative approaches to student evaluation. (MM)

Presents a series of conversations with distinguished educator Brian Cambourne, recipient of the National Council of Teachers of English's Outstanding Educator award. Discusses learning to read, Cambourne's doctoral dissertation, why the conditions of learning are important, three categories of beliefs about "literacy," the politics of…

Discusses several observation-based methods of student assessment that are recommended in the "Primary Language Record," a book developed by schools in the Inner London Educational Authority. (MM)

Describes how the educational museum Clarke Hall provides a stimulus to language use by involving children in the daily life of the seventeenth century. (DD)

Discusses four British educational practices dealing with reading instruction, written language, copybooks, and oral language and how they differ from American practices. (HTH)

Describes the interaction in an Australian tenth year English class. Discusses the perceptions of three of the students, sometimes as spectator and sometimes as participant. Recounts the teacher's thoughts as she composed the curriculum, then speculates on teaching as science and art, observing the many disciplines inherent to English instruction.…

Differs with those who respond to boys lagging behind girls in literacy by making more space in literacy curricula for reading and writing practices favored by boys. Looks at patterns of gender differentiation. Argues that, since reading gives access to other, wider ways of being, educators need curricula and assessment procedures that enable all…

Describes observations of two British primary school classrooms and how teaching conditions set up or preclude gender specific reading attitudes. (HTH)