Abstract
In this article, as I draw upon articles in Theory Into Practice (TIP) over the past 50 years, I highlight the tension between different theoretical perspectives on the learning of literacy and actual practice in classrooms, and associated with this, the shift in definitions of literacy over time. I conclude by pointing to the future of literacy, particularly with respect to how these themes might be dealt with as new literacies, including those associated with the web and internet, become a greater part of children's repertoire.
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