Fostering cutting edge research and critical scholarship on literacy, pedagogy, policy and practice.
The International Literacy Centre brings together literacy researchers, practitioners and teacher educators with an interest in developing an interdisciplinary research agenda that can tackle the most pressing questions in literacy pedagogy, policy and practice from the early years and across the life course.
- Create a vibrant and distinctive interdisciplinary research culture at UCL Institute of Education (IOE) that supports innovative and methodologically rigorous thinking in literacy research
- Deepen local, national and international partnerships that sustain literacy learning and teaching in the early years and across the life course, paying attention to the diverse ways in which literacy is embedded in the social world
- Bring evidence to bear in public and professional debate on literacy education, literacy policy, and practitioner education
- Work for the public good by sharing expertise amongst our stakeholders.
- Our staff
- Professor Gemma Moss, Department of Learning and Leadership
- Dr Sam Duncan, Department of Education, Practice and Society
- Professor Robert Savage, Department of Psychology and Human Development
- Professor Alice Sullivan, Social Research Institute
- Professor Li Wei, Department of Culture, Communication and Media
- Dr Sue Bodman
- Dr Alice Bradbury
- Glen Franklin
- Dr Sinéad Harmey
- Teresa Kourdoulos
- Dr Rachael Levy
- Helen Morris
- Professor Dominic Wyse
- Michele Cohen
- Our research
Key research themes
Our key research themes include:
- adult literacy – we have a strong interest in adult literacy research, policy and practice, and supervise doctorates in this area.
- deepening professional knowledge and professional enquiry though the study of literacy in diverse settings
- early literacy development and its challenges
- enhancing literacy pedagogy through a focus on what works for whom, under what condition
- interdisciplinary perspectives on literacy – what can we learn from each other
- literacy as a lifelong and life-wide social practice – the contribution of ethnography, sociolinguistics and psychology to empirical enquiry
- literacy policy and its impact on literacy practices in education
- tools for studying literacy interventions: process evaluation, theories of change and rapid evidence assessment
- transposing literacy pedagogies into other languages and education systems.
Reading Aloud in Britain Today (RABiT)
This two-year study of contemporary adult reading aloud practices explored diverse forms of oral reading in different communities, languages, cultural contexts and phases of adult life. The study was funded by the AHRC and carried out in urban and rural locations across Scotland, Wales and England. More info: RABiT
Rapid Evidence Review on Translational Research
Dr Sinead Harmey, Dr Bernardita Munoz-Chereau and Professor Gemma Moss conducted a rapid evidence review for the Froebel Trust on Translational Research. This investigation explored the processes involved in successful research ‘translation’ and the key features or the characteristics of academic work that has been translated and used in education settings.
A framework is provided to support researchers to make their research more accessible and support the development of successful partnerships. More info: Translational Research Rapid Evidence Review
Reimagining Literacy Practica
Dr Sinead Harmey received UCL Global Engagement Funds to engage in a project with Dr Bobbie Kabuto (Queens College, City University of New York) on the “Reimagining literacy practica: Preparing educations to teach literacy in a global context’ project”.
Manor Park Talks
Conducting a systematic review for the implementation of the Every Child a Talker (ECAT) programme, this is a part of a school-based intervention with Sheringham Nursery School and funded by the Education Endowment Foundation (EEF).
Current teaching practice in using a system of phonics with post-16 learners
This project is creating resources for the Education Training Foundation (ETF) to support the use of phonics in the Functional Skills English curriculum for post-16 learners.
A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis
This project explores the challenges the COVID-19 crisis sets primary school teachers. These challenges will be considered in the light of the diverse roles primary schools find themselves playing in their local communities. More info: Educational priorities in response to the COVID-19 crisis
The role of Teaching Assistants during the COVID crisis
A study looking at how teaching assistants (TAs) and those working in classroom support roles have been working with children, families and teachers during the COVID crisis.
Our consultancy projects develop through strong relationships with publishers, practitioners, third sector organisations and policymakers.
We work to:
- bring research into dialogue with practice
- deepen professional knowledge by fostering professional enquiry
- encourage critical thinking and reflective practice that is evidence-informed.
- Reading Recovery
Reading Recovery is an accredited school-based literacy intervention for five- to six-year-olds who are the lowest attaining in reading and writing.
From its base within the International Literacy Centre, Reading Recovery Europe promotes high quality professional learning for teachers that enables those pupils who struggle with literacy learning to catch up with their classroom peers. Reading Recovery has been widely researched nationally and internationally. Independent evaluations consistently show it has long lasting impacts.
Reading Recovery is currently implemented in the following European countries:
- Republic of Ireland