Literacy Learning: The Middle Years is primarily for secondary teachers of all subjects who wish to develop students' literacy and learning competencies across the curriculum and beyond.

Editorial policy is to sponsor and promote the dissemination and discussion of ideas about literacy teaching and learning issues of concern to secondary teachers; to share insights into how students develop multiple literacies; to report the outcomes of literacy teaching and learning practices; and to foster developments in classroom literacy teaching and learning.

By balancing the selection of theoretical and descriptive articles about classroom practice; procedural outlines of teaching strategies; reports of action and other research, and of professional development initiatives; critical reviews of publications, and discursive commentaries on policy matters, Literacy Learning: the Middle Years aims to sponsor reflective literacy teaching and learning and so contribute to teachers' professional development.