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Abstract

The annual What’s Hot, What’s Not in Literacy survey has served to highlight topics receiving attention in the field over the last 15 years. What we know as literacy has drastically shifted alongside advances in legislation, policy, and curriculum. As a result, what was once hot may subsequently receive less attention or even fall of the list entirely. So what happens to those topics that were once hot? Are they still valued enough by classroom teachers to warrant attention within their literacy programs? This article examines the context around previously hot topics and characterizes current teacher sentiments towards these topics to characterize how the field of literacy has changed over the last 15 years.

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