This article centers the stories of two eighth grade students in the context of a social action literacy project. Their teacher designed curriculum that scaffolded opportunities for them to address English language arts standards while speaking out for social change. The students' responses to the project reveal their civic literacy practices, as…

Discusses how teachers can make schools and classrooms literate environments. Presents two sets of correspondence between a teacher and her eighth grade students to show how they learned to approach reading and writing as "insiders." (HTH)