Thank you for your question.
There doesn't appear to be a great deal of literature aimed specifically at your subject area - English or literacy. So do bear in mind that, particularly when looking at research literature, you may need to broaden your search and look at the general role of a subject leader or coordinator in primary school and then apply that to literacy or English? Many of the suggested strategies to develop subjects in school may apply to the whole curriculum.
I have included a link to a previous E-librarian question focusing on subject leaders in primary education as some of the suggested literature could be useful.
There are a number of book titles relating to primary subject leadership that you may want to check your own library for? See references below from the IOE library catalogue.
I have included links to a few guidance documents available on the National Strategies site in case you haven't seen these.
I also found a couple of archived documents from 2002 relating to the literacy co-ordinator role when I searched ERIC. You may find these useful to refer to?
I started out searching the education indexes with the subject term coordinators along with combinations of: literacy, English, primary education, elementary education, then I also searched with the keywords: literacy coordinator.
I have included some references below which may be useful. Do bear in mind that the term literacy coordinator may not always be describing the same role as subject coordinator, however, I didn't want to exclude this literature as it may still be relevant? You may also find the Ofsted English 2005/08 report useful as it looks at the role of leadership in this subject at both primary and secondary level.
I hope this helps.
Subject Leaders Primary
Subject leader development programme
Narrowing the Gaps: Guidance for literacy subject leaders
Institute of Education library catalogue
Be a better literacy coordinator. Hurn, Roger. Publisher: Teach Books, Publication date: 2006. ISBN: 1856423212.
"Summary: "Be a Better Literacy Coordinator" takes as its guiding principle the idea that children's minds are fires to be lit not buckets to be filled. It stresses that the first duty of any literacy coordinator worth their salt is to bring literacy alive by inspiring a love of books and stories in the children. The book is divided up into seven sections: What does an effective literacy coordinator do?; Working with pupils; Keeping on top of your subject; Achieving targets and strategy goals; Your teaching room; Working with colleagues and parents/carers; and Looking after yourself. These cover all aspects of the role of the literacy coordinator and explain clearly and concisely how to cope with the demands of the job in a time efficient and effective way."
Co-ordinating primary language and literacy : the subject leader's handbook. Merchant, Guy. Publisher: Paul Chapman, Publication date: 1998. ISBN: 1853963704.
Successful subject co-ordination. Farmery, Christine. Publisher: Continuum, Publication date: c2004. ISBN: 0826472400.
The role of the subject leader. Kirkham, Glynn. Publisher: Optimus Publishing, Publication date: c2004. ISBN: 095468940.
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
English at the crossroads: an evaluation of English in primary and secondary schools, 2005/08. Publisher: Office for Standards in Education, Childrens Services and Skills, 2009, pp. 65.
"Key findings from the report... 7)The quality of leadership and management in English was good or outstanding in around three quarters of the schools visited, with clear leadership from headteachers and a strong vision from subject leaders. Good leadership alone, however, was not always enough to ensure immediate improvements if there were other weaknesses, such as inconsistent teaching, or a high turnover of staff and recruitment difficulties in secondary schools. Too many subject improvement plans were weak."
URL: http://www.ofsted.gov.uk/content/download/9651/106993/file/English at the crossroads.pdf
Literacy Coordinators' Handbook. Corporate source: Department for Education and Skills, London (England)., 2002, pp. 95.
"This handbook is designed to provide support for England's National Literacy Strategy's Literacy Coordinators leading and coordinating literacy across the school. The handbook is designed as a working document and will contain additional materials, LEA (local education authorities) guidance, and additional papers which Coordinators may choose to add. It can supplement existing materials, and materials from it can be incorporated into other school documentation. The structure, organization of information, and a number of key components of the handbook are common across literacy and mathematics. The handbook includes four elements: (1) a self-evaluation grid; (2) a coordinator planner; (3) training materials; and (4) supporting information. The self-evaluation grid and national training materials have been designed to support the coordinators' work in four key areas: establishing priorities, analyzing results, and reviewing priorities; continuing to improve the quality of teaching and learning; management and deployment of resources; and professional development into practice."
Auditing and Reviewing a Subject in Key Stages 2 and 3 in Middle Schools. National Strategies for Literacy, Numeracy and Key Stage 3. Corporate source: Department for Education and Skills, London (England)., May 2002, pp. 19.
"This booklet is intended to help a department, faculty, or subject coordinator to decide on priorities for strengthening their work and to draw up an action plan to improve standards in the subject. It suggests that it can be used to supplement the whole-school development plan. The booklet provides charts to rate students and curriculum in the following areas: standards in Key Stages 2 (KS2) and 3 (KS3); attainment and progress in KS2 and KS3 of different groups of pupils; attainment in different aspects of the subject; pupils' attitudes and behaviors; schemes of work and middle-term planning; short term planning; teaching effectiveness; assessment structure; management of the subject and general issues; and action points."
Stories in a box : a story from three educators...a story of teaching, writing and engagement. Practically Primary, February 2010, vol. 15, no. 1, p. 8-12, ISSN: 1324-5961. Padgham-Jo, Levett-Felicity, John-Norma.
"At the 2008 ALEA AATE National Conference in Adelaide Dr Daniel Meadows of Wales presented on Digital Storytelling. He explains that 'Digital stories are multimedia narratives. They are short, personal and written with feeling. There's strictness to their construction : 250 words, a dozen or so pictures, and two minutes is about the right length. The authors (the principal, the literacy coordinator and the teacher librarian) explain how Digital Storytelling can be adapted to the primary setting and can be a way to engage teachers and students with creative use of learning technologies and with Writer's Workshops and Writer's Notebook strategies."
Evidence-based research for expert literacy teaching. Series: Paper / Office for Education Policy and Innovation ; n.12, Publisher: Office for Education Policy and Innovation, Education Policy and Research Division, 2007. Wyatt-Smith-Claire, Gunn-Stephanie.
"This paper was written to provide school leaders, literacy coordinators and teachers with high quality research-based information on how best to improve literacy skills to maximise student outcomes. The paper provides an analysis of major current theoretical perspectives on literacy teaching, including the debate generated by three polarised positions about quality literacy education: the skills-based versus whole language debate; the exclusively print-based approach versus multiliteracies; the cultural heritage versus critical literacy theoretical models approach. The paper explores some frameworks developed in the literacy field that represent a movement towards bringing these competing views together. The goal is to provide educators with a sound understanding of the theoretical models underlying competing views of literacy acquisition and application. The paper also provides a discussion of the implications for practitioners of the different theoretical perspectives and points to practical strategies that teachers and schools can implement to improve the effectiveness of literacy teaching and learning. The report presents summary tables that highlight the contrasting theoretical positions, key points of discussion and considerations for practice."
Summary URL: http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/literacy-summary-paper.pdf.
Full text Paper URL: http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Literacy_Paper_Series_2006-08.pdf.