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

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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


Dr Jill McClay 
[email protected]
Professor Emerita University of Alberta

Associate Editor
Dr Clare Dowdall
[email protected]

Lecturer in Language and Literacy Education Plymouth University

Reviews Editors

  • Susan Jones, University of Nottingham
  • Joanna McIntyre, University of Nottingham

Editorial Board

  • Owen Barden, Liverpool Hope University 
  • Shirley Brice Heath, Stanford University, USA 
  • Cathy Burnett, Sheffield Hallam University 
  • Victoria Carrington, University of East Anglia
  • Gabrielle Cliff Hodges, Faculty of Education, University of Cambridge 
  • Teresa Cremin, The Open University 
  •  Julia Davies, University of Sheffield 
  •  Sue Ellis, University of Strathclyde 
  • Andrew Goodwyn, University of Reading 
  •  Andrew Lambirth, The University of Greenwich 
  •  Margaret Mackey, School of Library and Information Studies, University of Alberta, Canada 
  • Guy Merchant, School of Education, Sheffield Hallam University 
  • Trinka Messenheimer, Bowling Green State University, Ohio, USA 
  •  Debra Myhill, University of Exeter 
  • Kate Pahl, School of Education, University of Sheffield 
  • Lissa Paul, Brock University, Canada 
  • Taffy E. Raphael, University of Illinois at Chicago, USA 
  • Vivienne Smith, University of Strathclyde 
  • Janet Soler, The Open University 
  • Christopher Walsh, James Cook University, Townsville, Queensland

Editorial Advisory Group

  • Anne Burke (Canada) 
  • Cathy Burnett (UK) 
  • Gabrielle Cliff Hodges (UK) 
  • Margaret Cook (UK) 
  • Sue Dymoke (UK) 
  • Rosie Flewitt (UK) 
  • Rósa Guðrún Eggertsdóttir (Iceland) 
  • Christine Hall (UK) 
  • Karl Kitching (Ireland) 
  • Andrew Lambirth (UK) 
  • Margaret Mallett (UK) 
  • Tony Martin (UK) 
  • Trinka Messenheimer (USA) 
  • Elaine Millard (UK) 
  • Malcolm Reed (UK) 
  • Dinah Volk (UK) 

Other publications

  • Sage/UKLA Series

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

  • English 4-11

    The magazine has a reader-friendly approach, backed by sound pedagogy, to inspire teachers to try out new ideas to develop their own practice.

  • Journal of Research in Reading (JRiR)

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