Student choice and restructured class time are classic motivators for positive literary experiences, but are they still applicable in a contemporary high school setting? Revisiting Transactional Theory Frameworks and PracticesRosenblatt's (1995) transactional theory describes reading teachers' tasks as creating fertile classroom environments where fruitful student transactions with texts can occur. She noted that teachers facilitate positive reading experiences and promote greater levels of reading satisfaction by helping students connect

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Digital tools and practices are becoming more integral to what happens in classrooms at all levels, so it is helpful to examine how teachers and students are utilizing technology during literacy practices. This chapter presents a review of research regarding instructional practices and classroom environments that cultivate purposeful use of technology for literacy development. Specifically, this chapter investigates aspects of online conversations that promote social construction of knowledge, reflective dialogue, and increased reading comprehension; it also provides insights for educators who seek to enhance or transform the structure of their students' online conversations about assigned readings. This review of research is guided by the following research questions: (a) What are the general affordances of online discussions? (b) What types of comments are students making in such discussions? and (c) What are the observed effects of online discussions on reading comprehension?

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