Reductive policies for teaching and defining reading largely ignore the assemblage of multiple factors and forces that impact one's engagement with text. In this paper, we attend to the complex layers of reader response among emergent multilingual elementary students while engaging with multiple modalities and genres of social justice texts. We…

Contemporary transformations in digital technologies have prompted a reassessment of what literacy means and what is determined a "text." Traditionally, text has been perceived as written messages and symbols in the forms of books, magazines, and newspapers. Today, text is recognized as much more than written words or images. As teachers consider…