This paper was focused on a project about literacies and modality. 21^st Century schooling as competing agendas with league tables, standards for teaching, student performance, education markets and then expectations of students to be able to change, communicate, work in teams, solve problems and improve performance.

The team considered ubiquitous learning and multimodel meaning. Agency in the classroom was important recognising capacities to articulate opinions, take up new identities and have sophisticated opportunities for engaging students and adults to work collaboratively.

This was a practitioner led project and focused on literacy learning. The case study was of one teacher and the students were all from mixed backgrounds mostly mid-low socio-economic backgrounds. The data collection was over one school year and there were interviews with the teacher and students, online surveys which included parents and classroom observations. The data was mapped against themes of learning, respect and trust and sharing power and responsibility for learning.

This was focused on using different technologies for teaching. The teacher asked the students to undertake a collaborative assessments task which was to design an ad on a wiki. The teacher then set up a blog to gather feedback about a digital story that had developed and all the students had watched 3 episodes of. The students then had to write the fourth episode. Students also wrote a self-reflection and got feedback from their peers and their parents. The students also wrote a feature article using a blog. The students did take responsibility for their learning and enjoyed the different tasks so the last one was that they had to design their own assessment and the assessment rubric and then self -assess.

This was very successful in getting students engaged in their learning and so the teacher decided to ask the students what the teachers should learn on their next planning day and eventually the students were invited to that day and micro-blogged throughout the day. The students also set up a parent – teacher planning day.

At the end of this project the students had more agency through the teacher promoting risk-taking and co-construction of knowledge.