Practicing Biblical Literacy

Case Studies from the Sheffield Conference


  • Iona C. Hine Department of Biblical Studies, University of Sheffield
  • Nicky Hallett University of Sheffield
  • Carl Tighe University of Derby
  • José Luis Lopez Calle Universidad Valladolid Carlos III University



Biblical Literacy, Creative Writing, Economics, English Literature, Higher Education, King James Version, Religious Education, Secondary Education, Curriculum


When and how does the Bible enter the classroom? In May 2011, the department of Biblical Studies at the University of Sheffield hosted a conference on the role of the Bible in secondary and higher education. This paper addresses the notion of biblical literacy, providing an account of the emergent practices discussed, with in-depth treatment of three case studies.The examples are drawn from the fields of English Literature, Economics, and Creative Writing. The different role of the Bible in education in North American and British contexts is also considered, and the article concludes with considerations for future collaboration.

Author Biography

Iona C. Hine, Department of Biblical Studies, University of Sheffield

I.C. Hine (MA Cantab; MA CJCR/APU; PGCE Religious Education, Roehampton) was project coordinator for the Sheffield King James Bible Project (2010-2011), working on behalf of the Department of Biblical Studies and together with UK Cathedrals and Museums Sheffield to provide exhibition and learning resources and organizing the conference, Biblical Literacy and the Curriculum, work combined with postgraduate research in the field of early modern bible translation.


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How to Cite

Hine, I. C., Hallett, N., Tighe, C., & Calle, J. L. L. (2014). Practicing Biblical Literacy: Case Studies from the Sheffield Conference. Postscripts: The Journal of Sacred Texts, Cultural Histories, and Contemporary Contexts, 7(2), 173–196.



Biblical Literacy (co-edited by James Crossley and I.C. Hine)