This book brings together authors actively involved in shaping the field of literacy studies, presenting a robust approach to the theoretical and empirical work which is currently pushing the boundaries of literacy research and also pointing to future directions for literacy research.

Educators and researchers in variety of locations around the world increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. The chapters in this edited collection explore how students, teachers and researchers understand and engage with this diversity by examining everyday forms of talk and writing in relation to standardised forms and schooling expectations. It brings to our attention sets of sites and themes from around the world concerned with developing critical responses to the challenges and opportunities provided by social and linguistic diversity in education. Such diversity requires more dynamic and mobile concepts of language and literacy than has often been the case in educational discourse and the chapters show how these might work, making the book's contribution to the field both timely and challenging.

This book brings together authors actively involved in shaping the field of literacy studies, presenting a robust approach to the theoretical and empirical work which is currently pushing the boundaries of literacy research and also pointing to future directions for literacy research.

Educators and researchers in variety of locations around the world increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. The chapters in this edited collection explore how students, teachers and researchers understand and engage with this diversity by examining everyday forms of talk and writing in relation to standardised forms and schooling expectations. It brings to our attention sets of sites and themes from around the world concerned with developing critical responses to the challenges and opportunities provided by social and linguistic diversity in education. Such diversity requires more dynamic and mobile concepts of language and literacy than has often been the case in educational discourse and the chapters show how these might work, making the book's contribution to the field both timely and challenging.