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This study analyzed in-service teachers' and literacy coaches' perceptions of Round Robin Reading to begin developing an understanding of the persistence of this practice in public schools in the United States. Surveying 80 teachers and 27 literacy coaches using an open-ended instrument, we found that many teachers continued to use Round Robin Reading for a variety of reasons. Teacher-given reasons for using Round Robin Reading included covering content, managing classroom behavior, improving fluency, and assessing students' literacy development. Distinct differences in knowledge of fluency research were identified in teachers who used and did not use Round Robin Reading in their teaching. Based on this research, we consider that professional development aimed at supplanting Round Robin Reading in instruction and focused on meeting teachers' instructional goals is essential; it appears that simply reviewing research that indicates Round Robin Reading is an ineffective practice is insufficient, in and of itself, to change practice.The purpose of this research is to study in-service teachers' and literacy coaches' perceptions of Round Robin Reading (RRR) in order to better understand the persistence of this practice in public schools in the United States.

As new media and multiliteracies become an expanding space for reading and writing both in and out of schools, it seems fitting to document events where students are engaged in authentic literacy events. This article tells the story of what happened when a group of news writers chose to publish an editorial in their news magazine critical of an invited speaker. After the story gained momentum through both the traditional press and social media, students experienced a twofold lesson: what it feels like to raise their voices and be heard, and ways to respond to and learn from the backlash of their critique.

The article describes a semester‐long project that draws on Suzanne Collins’ The Hunger Games as a resource and over‐arching theme for preservice taking a content area literacy course. We examine how prepare preservice teachers learn to connect written texts to content area (disciplinary) literacy and consider ways to prepare them for the myriad hidden rules of teaching in today's complex public school environments. Included are examples from our students’ work, as is a detailed description of our over‐arching goals for The Hunger Games Achievements project.

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