In this book you will read many examples of rich literacy conversations between a teacher and his 8th grade students that never would have occurred face to face in the classroom. These conversations take place online when 8th graders write to their teacher about the books they’re interested in reading and choosing to read independently. Students write about what happens when they read or don’t read, how they feel about reading, how they’re connecting with characters and ideas, why they don’t have enough time to read, and what their reading goals are. And their teacher writes back to them. Every week. After each conversation you will read some “meta-talk” that shines a light on what the conversation has taught us about this language learner and how this “data”is informing our beliefs and practices. Embedded within the chapters are suggested resources (articles, book recommendations, links, websites, blogs, etc.) you can follow should you want to read more in that chapter. What these students reveal about their own literacy development- their successes, their challenges, their lives- and how their teacher nudges them along socially, emotionally and academically, teach us the value and power of one practical, authentic literacy tool- the Reading Conversation Journal.

Rose and Walsh’s Talking through Reading and Writing: Online Reading Conversation Journals in the Middle School presents online reading conversation journals (RCJs) as a tool for the modern literacy classroom. A timely addition to the field. * National Council of Teachers of English *

Thank you for enriching my curriculum and reopening my eyes to the importance and power of journaling with students. Digital journals open up an entirely new avenue of literacy- 21st Century communication practices. The RCJ opens up a space to teach many literacy skills and to discuss other topics of interest in your students’ lives.

The Reading Conversation Journal, as laid out in this book, allows teachers to connect with students 1:1 in the areas of social-emotional learning, accountability for independent reading, and the art of thinking deeply and writing about reading. The RCJs grow readers for a lifetime.

-- Alison Anderson, middle Scshool reading and literacy specialist, Oswego Middle School
The rich online conversations between this teacher and his eighth graders are authentic examples of literary talk. I want to join them, as I would in a book club meeting! The authors’ reflections highlight the metacognitive aspects of both student reading and teacher decision-making. Teachers at all levels could share examples from this book with their students as they establish their own system of journaling about books and the reading process. Using this model could lead students to hone their ability to verbalize responses to literature with confidence; and to be aware of their questions, needs, and literary loves. -- Sharon Kane, professor of literacy; former middle school reading teacher, State University of New York, Oswego; author of "Literacy and Learning in the Content Areas: Enhancing Knowledge in the Disciplines", 4th edition
In this book you reveal with examples and insight the teacher decision-making process that contributes to the success of the reading conversation journals. You convey that the teacher is as engaged in exploration as much as the student, and what unfolds is a co-creation that is learning for both. It may be time consuming, but it is interesting to teach in this way—really forging meaningful connections with students around life and literature (broadly conceived). -- Barbara Beyerbach, Department of Curriculum & Instruction, State University of New York, Oswego, USA
While visiting Dan Rose's classroom, I was impressed with the strategies he uses to create a vibrant reading culture; they are clearly having a profound effect. Students’ reading journals afford them a dedicated space to reflect upon and record their reading journey. Dan’s regular comments and suggestions in journals, as well as introducing lessons with ‘Book Talks’, has cultivated an environment where spirited conversations about reading are firmly embedded in classroom life. -- Laura Barbour, teacher of English, Dunfermline High School, Walter Hines Page Scholar, Fife, Scotland (UK)

Daniel Rose has been teaching eight-graders to become more independent readers and writers for almost two decades. He lives in Oswego, NY, with his wife, Kelly, and three kids, Sebastian, Sydney, and Ellie.
Christine Walsh is a visiting assistant professor at the State University of New York, Oswego, PDS (Professional Development School) liaison, and literacy coach/consultant. She lives in Baldwinsville, NY, with her husband, Brian, son, James, and golden retriever, Bailey.