'Ordinary Writings': lower-class writing practices in the transition to mass literacy in Europe, 1800-1918

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This project contributes to public debate on literacy and literacy standards. Its historical perspective offers an antidote to conventional wisdom. It will show that there is no clear separation between literacy and illiteracy, that levels of literary competence vary according to specific occasions and specific tasks, and that schooling is not necessary for literacy acquisition. It will help put Australian research in the international forefront of cultural history. It will show that written heritage deserves full recognition in all its aspects, not just as the expression of educated elites. This aspect of our written patrimony needs re-evaluation, and we need to improve preservation of it and accessibility to it.