Literacy (formerly Reading) is a refereed journal for those interested in the study and development of literacy education.

Free to UKLA members

UKLA members receive this as part of their subscription

This is an official journal of the UKLA, published three times a year and received by all members of UKLA. Its readership comprises researchers, teachers, teacher educators, literacy consultants, practitioners, inspectors, librarians and both undergraduate and graduate students. Literacy offers educators a forum for debate through critiquing research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.

Literacy welcomes contributions from senior and junior scholars internationally. 

To submit an article for Literacy please login to the Wiley website for Literacy and read the section headed ‘Contributors’. 

The following kinds of papers are welcomed:

  • Reports of recent research in language and literacy
  • Informed and analytical accounts of innovative practice
  • Critiques of recent policy developments and examination of their impact
  • Theoretical explorations that contribute to our understanding of literacy

Literacy Special Issue Call for Papers: Literacies and Disability. Call issued May 2019. Deadline for submissions January 2020. Publication January 2021.

Read more on the Call for Papers.

Dr. Diane R. Collier, Brock University, Canada
Prof Natalia Kucirkova, University of Stavanger, Norway

Book Reviews Editor
Owen Barden, Liverpool Hope University, UK

Editorial Board 

Owen Barden, Liverpool Hope University, UK

Cathy Burnett, Sheffield Hallam University, UK

Gabrielle Cliff Hodges, University of Cambridge, UK

Victoria Carrington, University of East Anglia, UK

Teresa Cremin, The Open University, UK

Karen Daniels, Sheffield Hallam, UK

Clare Dowdall, Plymouth University, UK

Sue Ellis, University of Strathclyde, UK

Paul Gardner, Curtin University, Australia

Susan Jones, University of Nottingham, UK

Jan Lacina, Texas Christian University, USA

Andrew Lambirth, The University of Greenwich, UK

Margaret Mackey, University of Alberta, Canada

Anne Mangen, University of Stavanger, Norway

Jill McClay, University of Alberta, Canada

Joanna McIntyre, University of Nottingham, UK

Guy Merchant, Sheffield Hallam University, UK

Trinka Messenheimer, Bowling Green State University, Ohio, USA

Philomena Osseo-Asare, University of Sheffield, UK

Kate Pahl, ESRI, Manchester Metropolitan University 

Judy Parr, University of Auckland, New Zealand

Taffy E. Raphael, University of Illinois at Chicago, USA

Janet Soler, The Open University, UK

Editorial Advisory Group 

Evelyn Arizpe, University of Glasgow, UK

William Bintz, Kent State, USA

Shirley Brice Heath, King’s College, London, UK and Stanford University, USA

Anne Burke, Memorial University, Canada

Robyn Cox, Australian Catholic University, Australia

Sue Dymoke, University of Leicester, UK

Rosie Flewitt, University College London, UK

Veronika Rot Gabrovec, University of Ljubljana, Slovenia

Andrew Goodwyn, University of Reading, UK

Kathy Hall, University College Cork, Ireland

Christine Hall, University of Nottingham, UK

Alice Manning, British School of Seville, Spain

Debra Myhill, University of Exeter, UK

Lissa Paul, Brock University, Canada

Runar Sigþórsson, University of Akureyri, Iceland

Anna Smith, Illinois State University, USA

Dinah Volk, Cleveland State University, Ohio, USA

Christopher S. Walsh, Victoria University, Australia

Mary Ann Wolpert, Cambridge University, UK

Other publications

  • Call for an Expression of Interest

    ​The United Kingdom Literacy Association (UKLA) is calling for an Expression of Interest from any company wishing to publish its two flagship academic journals – the Journal of Research in Reading (4 issues per annum) and Literacy (3 issues per annum) – from 1st January 2021.

  • Sage/UKLA Series

    This series is designed for teachers, researchers, students and colleagues in higher education.

  • Journal of Research in Reading (JRiR)

    The Journal of Research in Reading provides an international forum for researchers into literacy.