Abstract
This article describes a schoolwide read that was conducted in a middle school in the Southeastern United States. We answer the question: What happens when a middle school implements a schoolwide read of a young adult novel that explores multicultural issues? Our data suggest that schools who participate in schoolwide literacy events like this one and who intentionally choose texts that address the needs of their students provide opportunities for social learning within and beyond classrooms, forge cross disciplinary connections, and foster talk that leads to critical dialogue.
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