This UKLA/OU Partnership project sought to connect to children’s literacy practices beyond school and widen conceptions of literacy in the 21st century. It also sought to help teachers establish new links between home and school, links which built on the practices and understandings already existing in homes and communities.
The project drew on Teachers as Readers: Building Communities of Readers (Cremin et al., 2008; 2009), which identified a set of core values that were key to the growth of successful reading communities.
The most significant of these were reciprocity and interaction, equivalence and diversity, echoing Williams (1998) concept of community as the quality of human relationships rather than systems or structures.
