In an eighth‐grade English language arts class, 100 students used virtual reality headsets, augmented reality–capable smartphones, tablets, desktop computers, online scavenger hunts, and print‐based texts as an introduction to William Shakespeare's life and works. The authors highlight the need for educators to offer multimodal instruction that responds to literary appetites of adolescent readers. A preservice teaching candidate and two teacher educators experimented with multimodal instruction to support introductory activities that helped adolescent readers develop meaningful relationships with challenging texts. Findings showcase literacy engagement characterized by immersion, collaboration, and modernization of content. Recommendations are made for future research in the area of multimodal literacy learning.

This four-year study explored a multiple case study about how four preservice teachers spent an entire school year with students, developed their teacher identity, designed lessons, played games, and coached scholastic esports. What started out as a culturally responsive gesture to include video games and competitive esports into the classroom turned out to be what both the middle school students and the teacher candidates needed to push their learning experiences forward in meaningful ways. Teacher candidates gained valuable experiences from the integration of video games and scholastic esports through a wide variety of teaching strategies. Teaching candidates answered five questions about their experiences using video games and esports in the classroom. Five major themes were identified through the reflexive thematic analysis: developing relationships, understanding games and scholastic esports, teaching in new ways, perspectives and attitudes about games and scholastic esports, and the integration of games and scholastic esports.