This article explores the differences in literacy experiences between males and females. Students in particular. It is relatively easy to read, and is about 10 pages long. It seems to be geared towards teachers, but we as students, researching literacy, can gain a lot as well.

The article is based on a study which assessed the effects of expectation and opportunity for boys' and girls' literacy learning experiences, and showed differences between boys and girls literacy experiences.

This article discusses tagging as a social literacy practice and the underlying meanings of tagging as a literacy act.

Teachers combine visual literacy with drama in order for students to make personal connections and to easier comprehend literature; this ultimately proved to provide children with a better understanding.

The article shows how medieval literacy and illiteracy directly relates to art and how each is represented in the other.

Recounts the arts-based literacy initiative in urban after-school environments. This initiative used comic books, pictures, and illustrations as tools and mediums to increase literacy

Defines, describes, and explains visual literacy. This means the ability to receive, process, interact with, and respond to visual messages.

Paper on how/if pictures increase literacy and how images affect literacy

Literacy can increase through visual arts and drama