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Informed by theories of reading as transactions and new literacies, the authors discuss the powerful possibilities of reconsidering reader response with contemporary nonfiction children’s literature.

Religious discrimination is a global concern, as social dissonance and devastating violence result from religious intolerance. In order to develop socially competent, global citizens and create a peaceful society, religious diversity must be explored in public school classrooms; yet it remains a controversial and seldom addressed topic. Children's literature that conveys religious pluralism can help teachers start this crucial conversation. A content analysis of 14 religiously pluralistic texts was conducted to understand how children's authors enact a pluralistic Jennifer Sanders is an Assistant Professor of Literacy Education at Oklahoma State University where she teaches both undergraduate and graduate literacy courses. Her research interests include K-12 writing instruction, connections between the arts and writing, nonfiction literacy, and multicultural children's literature.Kris Foyil is a doctoral student in Professional Education Studies at Oklahoma State University with an emphasis in literacy education. She is also a clinical faculty member at the University of Tulsa in the Department of Communication Disorders. Her dissertation research is focused on exploring the nonfiction literacy development of toddler and preschool aged children.Jennifer M. Graff is an assistant professor in the Language and Literacy Education department at The University of Georgia in Athens where her teaching and scholarship focuses on critical analyses of children's literature and reading engagement.

This case study highlights ways in which one girl, school-identified as a “struggling reader,” attempted to construct particular social identities and develop peer relationships through her selection of culturally relevant literature. Situated in a rural community in the South, this case study stems from a larger eight-month qualitative study investigating struggling readers' conceptions of reading and the sociocultural contexts surrounding their selection of books for personal use. Findings address the significant influences of school culture, social capital, and critical consciousness upon this girl's selection of books as she develops particular reading personas in response to perceived social norms, attempts to thwart episodic bullying, and ultimately gain acceptance in her community.

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