SIGs & Networks
UKLA Special Interest Groups (SIGs) create a platform for our members to benefit from developing their understanding and policy about particular areas of literacy teaching and learning. Find out more about our Special Interest Groups and how to apply to start a new one.
The mission of the Teaching Writing SIG is to help all young people become passionate and successful writers.
The ‘Literacy and Multilingualism’ SIG explores both challenges and opportunities linked to multilingualism and literacy development.
The Participatory Approaches in Literacy Research SIG brings together researchers, teacher educators, practitioners and others professionals interested in sharing and developing knowledge of effective participatory methods to understand and improve literacy experiences and outcomes.
The teachers' writing group is particularly welcoming to anyone who wants to develop as a writer-teacher, but for whatever reason feels nervous or unsure on how to start.
The UKLA Everyday Literacies SIG will explore literacy research, pedagogy, practice and policy development within a framing of ‘everyday literacies’, as literacy is lived and experienced by diverse populations and across space, time, and varied practices.
The UKLA Storytelling SIG, convened by Alastair Daniel (storyteller and lecturer) aims to bring together professionals with an interest in storytelling as not only a fundamental form of oral communication, but also a means of shaping and organising ideas and an effective teaching method.
The Critical Literacy SIG provides a forum for the exploration of critical literacies in schools and universities, with a focus on how power works in and through communicative practices.
Digital Literacies in Education SIG brings together practitioners, researchers, consultants and others who are interested in sharing experiences from research and practice in relation to digital literacies.
The Early Years Literacy in Education SIG is a forum providing a strong collective voice to develop and promote research-informed practice in early literacy pedagogy.