"Literacy Practices in Transition" explores the connections between local, situated literacy practices and global processes of mobility in the geographical space of the Nordic countries, an example of contemporary mobile societies. The detailed empirical analyses show how these connections affect individuals, practices and policies; how the global and local meet in discourses and practices and how people need to (re)negotiate their way in the complex and messy spaces in which they move. The volume challenges current trends in the global standardization of language and literacy education. Instead, it promotes the idea of literacy as a multiple, multilingual, multimodal and constantly contestable and negotiable phenomenon, which calls for the development of language and literacy education that is sensitive to the needs and experiences of the individual actors. Contents include: (1) Literacy Practices in Transition: Setting the Scene (Lars Holm and Anne Pitkänen-Huhta); Part 1: Literacy and Identities in Transition: (2) Narratives on Literacies: Adult Migrants' Identity Construction in Interaction (Anne Golden and Elizabeth Lanza); (3) Literacy in Negotiating, Constructing and Manifesting Identities: The Case of Migrant Unaccompanied Asylum-Seeking Children in Sweden (Åsa Wedin); (4) Privileging Identity Positions and Multimodal Communication in Textual Practices: Intersectionality and the (Re)Negotiation of Boundaries (Sangeeta Bagga-Gupta); Part 2: Local Practices in Transition: (5) Multilingual Classrooms as Sites of Negotiations of Language and Literacy (Line Møller Daugaard and Helle Pia Laursen); (6) Skills as Performances: Literacy Practices of Finnish Sixth-Graders (Mia Halonen); (7) Multimodality in the Science Classroom (Monica Axelsson and Kristina Danielsson); (8) Discourses of Literacy on an International Master's Programme: Examining Students' Academic Writing Norms (Laura McCambridge and Anne Pitkänen-Huhta); Part 3: Policies and Practices in Transition: (9) Localizing Supranational Concepts of Literacy in Adult Second Language Teaching (Lars Holm and Sari Pöyhönen); (10) Teacher Reflections Under Changing Conditions for Literacy Learning in Multicultural Schools in Oslo (Anne Marit Vesteraas Danbolt and Lise Iversen Kulbrandstad); and (11) Bilingual Teachers: Making a Difference? (Rita Hvistendahl). Also included is an Afterword: On the Move: Transitions in Literacy Research (David Barton).