Tummons (2014[i2|) analyses textbooks used in teachers’ further education to examine the effect of lifelong learning standards introduced in 2006 in the UK. As writing textbooks is a process through which standards can be inscribed, comparing and contrasting different versions of textbooks pre- and postintroduction of new standards can reveal the impact of standards. While the analysis notes a small number of changes likely to he the impact of new standards (e.g. a new/stronger focus on subject specialism, mentoring and continuous professional development), these do not seem to be substantial in number.