Purpose: The purpose of this article is to introduce qualitative research in literacy that has been significant in educators understanding difference in young people's literacy learning. Design/methodology/approach: The approach has been to select influential investigations that have impacted over time and to summarise the insights provided. Findings: This article foregrounds research that helps educators understand learner difference as positive resources and that contests approaches which perpetuate deficit discourses. Originality/value: The article offers a distinctive and selective reading of literacy studies to highlight and remind readers of what is known about language and literacy learning that should not be ignored in designing further research nor in interpreting existing studies.