Focuses on three books that tackle what it means to effectively organize classrooms for literacy instruction. Notes that these texts emphasize the role of teachers as researchers working in collaboration with one another and with university researchers. (SG)

Noting that a list of individual student to whole class configurations and a set of activities are inadequate, this booklet argues that the question of how to organize classrooms for learning in the language arts is complex. The booklet argues that decisions about time, space, materials and resources, and student grouping must flow from an…