246 results

UKLA Research Awards

Free the sheep: improvised song and performance in and around a minecraft community

by Chris Bailey

This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. 


UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2017 shortlist

The Award is given annually for papers published in each of UKLA’s journals - Literacy and Journal of Research in Reading (JRR) - judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.

UKLA congratulates all the shortlisted authors.

The winning authors will be announced at the


Developing a Culturally Inclusive Curriculum

by Jane Bednall, Sharon Fell, Niv Culora

Developing a Culturally Inclusive Curriculum by Jane Bednall, Sharon Fell and Niv Culora

This UKLA online professional development resource is designed to support schools in developing a culturally inclusive curriculum.

The materials aim to:

  • develop an understanding of how the culturally relevant curriculum is beneficial to all pupils
  • suggest ways to build on the language and cultural assets pupils bring from their home and community experience to strengthen learning
  • explore how the curriculum can reflect the cultural and linguistic diversity of society
  • encourage the use of a diverse range of texts and texts types that across a year of teaching will represent all aspects of pupils’ cultures, faiths, sexuality, diverse families etc. so that they will recognise themselves in the texts, learn empathetically about each other and will feel safe to bring their own stories into the classroom
  • suggest ways of adapting planning, teaching and learning to be inclusive for pupils who are learning English as an additional language or pupils from Minority Ethnic groups
  • explore how a culturally diverse approach to teaching can raise achievement.

In developing a culturally inclusive curriculum, nobody is expected to be the expert. Teachers, trainees, pupils and communities can draw on one another’s experience and expertise and create a curriculum that represents everyone’s stories, rather than just the story of the dominant few. By opening up thinking and moving away from a Eurocentric curriculum, teachers can explore intercultural perspectives with pupils, developing young people’s active interest in the world and their relationships to it.

UKLA is grateful to the London Borough of Newham and Mishti Chatterji of Mantra Lingua Press for permission to reproduce parts of the book Developing a Culturally Inclusive Curriculum (2008).


UKLA News Spring 2018

In this edition, The Reading Challenge: A perspective on PIRLS, a spotlight on our Ambassador for Australia Paul Gardner, Desert Island Books by Geraldine Magennis and obituaries for Brenda Eastwood and Liz Grugeon.


UKLA News Autumn 2017

In this edition: An update on the UKLA Book Awards, using drama to re-engage children in writing, Desert Island Books, our International Ambassador in Iceland, and obituaries of James Berry OBE and Brian Street.


Harold Rosen Lecture UKLA International Conference 2017​: Making a Difference by Making it Different

by Sue Ellis

Making a Difference by Making it Different: How researchers and educators can create kinder literacy interventions.

Sue Ellis (Harold Rosen Memorial Lecture)

We know that social class and gender are strongly associated with how easily and how well children learn to read. Despite this, many education policies frame literacy as a cognitive endeavour and suggest cognitive, content-based curricular interventions to address the attainment gap. Such approaches often ignore children’s social/cultural capital and identity in ways that risk literacy teaching appearing alien and unkind.


UKLA News Summer 2017

In the summer 2017 edition of the Association newsletter: pop-up books, the Bristol Primary School Book Project and using images in the classroom.

Books for Keeps

A Story Like the Wind

by Gill Lewis

In this popular series, the published Book for Keeps review of A Story Like the Wind is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Further critiques of the phonics test

by Margaret Clark

Under the Freedom of Information Act, Margaret Clark has discovered the costs for the phonics test and the phonics ‘catalogue’ offer to schools. Download her articles ‘Whose knowledge counts in Government literacy policies and at what cost?’ from Education Journal 186 and ‘The impact of an IMPACT pamphlet: on decoding synthetic phonics’ from Education Journal 188 below, as well and the IMPACT pamphlet on decoding synthetic phonics by Andrew Davis. Our thanks to Demitri Coryton for permission to publish these.

UKLA Book Awards

UKLA Book Awards Winners 2017.

The unique UKLA Book Awards are the only awards judged entirely by teachers. Discover the 2017 winners here. 

Books for Keeps

Trouble Next Door

by Chris Higgins

In this popular series, the published Book for Keeps review of Trouble Next Door is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

English 4-11

Bookmaking with two illustrators

by Kerenza Ghosh, Fiona Collins

In a project designed for inclusion, illustrators Mark Long and Mark Oliver worked with a Year 5 class on an extended project where each child produced their own illustrated book. Children with additional educational needs and children in the early stages of learning English were able to access the work and proudly create their own picturebooks.   

Thanks to The English Association for allowing UKLA to reproduce the article.