This study examines how changing notions of literacy are translating to curricula in the teaching of English. Two tasks are undertaken: the first is to survey the literature that has informed the ongoing evolution of the concept literacy with the specific goal of highlighting recurring themes in an effort to determine what a New Literacy curriculum would look like in practice. The second part of this study is a document analysis of the Secondary English Language Arts (SELA2) Program for Cycle Two students. The analysis attempts to determine the degree to which the SELA2 document has been informed by new theories of literacy stemming from social theory, critical theory, and New Literacy Theory. Special attention is given to the ways in which the document politicizes the teaching of English, shifting the learning of literacy from an individual skill to a social endeavor that has as one of its tenets a societal move toward greater democracy.

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