Literacy has become much more than just the ability to read: recent literature related to literacy instruction suggests that an essential goal is to develop in students the ability to think deeply about what they read and to express themselves accurately and expressively in all contexts. There is a growing acceptance of the importance of lifelong learning, and this in turn has expanded the views and demands of reading and literacy. The types and levels of literacy skills necessary for economic participation, citizenship, parenting and individual advancement in the 1800s were different from those needed in the 1900s; and those required for the future are changing even more rapidly than before as technology drives much of the economy in the 21st century, and citizens are expected to know how to communicate in more complex ways. The Alberta Initiative for School Improvement (AISI) was developed through a collaborative partnership of the education community in 1999 and was first implemented in all Alberta school authorities in 2000. The goal of AISI is to improve student learning and performance by fostering initiatives that reflect the unique needs and circumstances of each school authority. This document contains a sampling of literacy projects from AISI Cycle 1 and Cycle 2 that illustrates the work being done in schools across Alberta. This document serves to inform teachers, curriculum coordinators, AISI coordinators, school administrators, central office staff and others involved in the education process about successful literacy strategies currently in use in Alberta schools. General findings include: (1) Small class size alone does not guarantee improved student achievement; (2) Teacher professional development must be intentional, ongoing and systematic; and (3) Research has shown that students need the opportunity to use a variety of reading strategies in a variety of contexts in order to master and efficiently transfer skills from one area to another. Successful, promising literacy projects include four essential components that are fundamental to improving student learning and success: (1) Staff members need to collaboratively investigate the resources that they choose; (2) Resources, whether developed in-house or purchased, need to align with the program of studies and the stated goals of the AISI project.; (3) Providing release time for staff to develop a deeper understanding of the process of literacy learning is crucial; and (4) Collaboration on instructional strategies helps teachers put the elements together to see the bigger picture across all subject areas and grade levels. Promising support strategies are discussed at the early, elementary, middle/junior high, senior and whole school levels. (Contains a bibliography.)