Author Description

This study examines how the Toronto District School Board's Early Years Literacy Project (EYLP) promotes tacit and explicit knowledge sharing to influence early literacy teaching and learning within and across schools. Drawing on Nonaka & Takeuchi's (1995) knowledge management framework, 34 semi-structured interviews and document analysis supported the explication of a roster of social and technological EYLP knowledge management strategies within three categories: overall design and implementation, leadership development and instructional development. A robust discussion of the challenges and opportunities associated with educational knowledge management including technology and school-based, time, financial and access constraints are presented. Overall conclusions drawn from the research highlights the implications for districts and schools engaging in knowledge management and provides a critique of current knowledge management theory and practice.