Lucy Taylor

University of Leeds · School of Education

This paper focuses on How Texts Teach What Readers Learn (Meek, 1988) and considers how texts teach readers in a digital age. I use Meek’s book as a frame for exploring the ways children learn about narration, structure, voice, discourse and language, and becoming an “insider” in the text. To demonstrate this, I use Meek’s own stipulation “If we wa...

It was a keynote presentation by Professor Keri Facer at the United Kingdom Literacy Association (UKLA) international conference and subsequent article in Literacy that sparked the discussions which inspired the focus of this special issue. In July 2021, with a mix of end of term exhaustion and intellectual exhilaration, we gathered online to inter...

This article utilises the term ‘digital authoring’ in order to explore the ways in which children create multi-modal, digital media texts. Drawing on the notion of ‘emergent literacy’ we share vignettes from different pedagogical and research contexts where children use media to tell stories in different forms with different technologies. These acc...

The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a pr...

In this paper we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the text...