Crossing Boundaries with Reading: Telling Stories about Libraries, Literacies, and Learning

ABSTRACT This article considers the role of narrative in undertaking and reflecting on a recent literacy project undertaken collaboratively by an Australian secondary school, public library, and university. Connections between the school’s existing Manga Club and the project’s goals are read in light of dominant cultural and pedagogical narratives regarding literacy and learning. The influence of literary narratives on one project participant is considered as a lens for managing expectations and future project planning.