












































Georgia Journal of Literacy 
2025, Vol. 47(1), pp. 46–65 
https://doi.org/10.56887/galiteracy.188 
ISSN: 2833-7611 

Research Article   
  

 
 

 

CONTACT Dr. Matthew J. Sroka, Assistant Professor of Literacy, Tift College of Education, Mercer University, Macon, 
GA; email sroka_mj@mercer.edu. 
 

Teachers as Readers: Examining the Personal 
Reading Lives of English Educators 
 
Matthew J. Sroka 
Mercer University, Macon, GA 

 

ABSTRACT 

This study explores the personal reading lives of four English teachers, providing 
insight into how teachers engage with texts both inside and outside of the classroom. 
Using participant-generated artifacts, reading journals, teaching artifacts, interviews, 
group meetings, and virtual discussion boards, the study uncovers the diverse 
reading habits, practices, and motivations of these English teachers. Findings reveal 
that teachers’ reading choices are influenced by personal experiences, professional 
demands, and continually evolve over time. The study suggests that when teachers 
reflect on their reading histories and experiences, they gain deeper insight into how 
they view their students as readers, helping them foster meaningful student 
engagement with books and potentially inspiring more authentic and positive 
classroom reading experiences. 

KEYWORDS 

reading; reading 
motivation; 
teachers as 
readers; English 
language arts; 
adolescent 
literacy  

 
everal years ago, a fellow English teacher poked his head in my classroom and said, “Hey, 
I saw you’re interested in reading Murakami.” I nodded, realizing he must have noticed the 
recent additions to my “want to read” list on Goodreads. When I asked if he had read any of 

Murakami’s work, our conversation unfolded into a lively 15-minute discussion about Murakami’s 
distinctive style and our experiences reading Japanese literature. By the time he walked away, I 
felt intellectually energized, eager to read the latest Murakami novel, and already looking forward 
to our next literary exchange. 

It was a small moment—just a casual hallway chat—but one that left a lasting impression. 
One might assume that in a profession built around reading, discussions about books would be a 
natural part of daily life; yet my 14 years as an English teacher suggest otherwise. Even in spaces 
lined with literature posters and classroom libraries, conversations about personal reading lives 
don’t always happen organically.  

This experience led me to wonder: What does research tell us about the reading habits of 
teachers? How much do English teachers read? What do they read? How often do they share what 
they’ve read? And why does a strong reading life even matter? At a time when the value of 
reading—and the role of books in schools—is increasingly debated (Ingraham, 2018; Voice of 
America, 2024), these questions, understanding how teachers engage with books in their personal 
lives, feel more urgent than ever. 
 
Literature Review 
Research suggests that teachers’ personal reading lives shape how they introduce, discuss, and 
value books in the classroom (Daisey, 2010; Hall et al., 2010; McCarthey & Moje, 2002). This 
research appears even more meaningful given that, as students move into adolescence, their 

S 

mailto:sroka_mj@mercer.edu


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disengagement with books becomes more pronounced (Webber et al., 2024; Wilkinson et al., 
2020). When thinking about how to engage students with books, English teachers could start by 
reflecting on what motivates them to read.  

Another factor in considering the reading life of an English teacher is the ever-evolving 
and subjective nature of the English curriculum. This raises broader questions about the types of 
texts and lessons teachers should create based on their views and assumptions about the goals of 
reading in their classroom. Luke (2004) suggests that the very notion of “what counts as English 
has become somewhat unclear” (p. 88). Luke also questions, “how we might reinvent (English) in 
relation to an understanding of its own social and cultural complexities and dynamics” (p. 87). A 
teacher’s reading habits and history influence their perception of what English should look like in 
their classroom. It shapes what counts as a text and what texts students should or should not be 
reading.  

In a climate where teachers are teaching fewer longer works (Voice of America, 2024), 
what role do books play in the English classroom? How do teachers think about the canon? What 
is the place for young adult literature in the classroom? What are realistic expectations for students 
as readers? How do teachers balance positive experiences with texts while also preparing students 
for standardized assessments? These are just a few of the seemingly endless questions that an 
examination of a teacher’s reading life may help address. 

Insights into these questions may also influence pedagogical decision-making around texts 
within a teacher’s classroom. There exists a wealth of research around the best practices for 
teaching texts and guiding students to become better readers (Beach et al., 2016; Jago, 2019; Kittle, 
2024; Styslinger, 2017). Still, it is unclear if teachers themselves follow the recommended best 
practices in their teaching practices and in their own reading lives. Research suggests that teachers 
who are avid readers are more likely to utilize best practices in their literacy instruction and, in 
turn, are more likely to motivate their students to read (Applegate & Applegate, 2004; McKool & 
Gespass, 2009; Merga, 2016). Recent quantitative research by Griffin and Mindrila (2024) 
identified distinct profiles of teacher reading motivation among over 1,000 U.S. educators, 
revealing that while many teachers demonstrate high intrinsic motivation to read, others report 
lower engagement due to diminished reading self-efficacy or undervaluing the importance of 
reading. These findings underscore the need to examine not only what teachers read, but why they 
read, and how these motivational patterns may influence classroom practice. This article seeks to 
investigate the following question: 

What are the reading practices of in-service secondary English teachers, and how 
do these practices influence how they approach texts and reading in the classroom? 

 
Theoretical Framework 
This research is situated within a sociocultural perspective of literacy, drawing on Street’s (2003) 
assertion that literacy is “always embedded in social practices” (p. 78). Reading texts is one form 
of social practice, and the ways one reads and interprets texts are shaped by larger cultural contexts 
that influence one’s understanding. 
 Reading is an event occurring in a specific time and place, involving a transaction between 
reader and text (Rosenblatt, 1994). This transactional theory of reading highlights the reciprocal 
relationship between the reader and the text, situated within the historical and cultural contexts of 
both. As a result, the contexts of both texts and readers evolve over time, influencing the meaning-
making process in this transaction. 



48 Georgia Journal of Literacy 47(1)  
 

   
 

 Together, Street’s (2003) sociocultural perspective and Rosenblatt’s (1994) transactional 
theory support viewing reading as a social act, shaped not only by texts and contexts but also by 
the social roles and lived experiences of the reader. Specifically, looking at the literacy lives of 
teachers, Gomez (2009) explores how they engage with texts through the lens of their 
relationships, professional identities, and lived experiences. These factors influence not only what 
is read in their personal and professional lives but also how meaning is made, reinforcing the idea 
that reading is an evolving practice shaped by readers, texts, and the contexts in which they are 
situated. 
 
Methods 
This article is part of a larger participatory action research (PAR) study. While researchers have 
defined and taken up action research in a variety of ways, most agree that this type of research 
involves “inquiry that is done by or with insiders to an organization or community” (Herr & 
Anderson, 2015, p. 3). PAR assumes that research questions do not have simple, easily answerable 
responses to the research question and require a problem that takes long-term and persistent effort 
to explore (Lawson et al., 2015). PAR also acknowledges the idea of shared expertise, recognizing 
that knowledge is not solely produced by the researcher but is co-constructed with participants. 
Using a PAR design allowed these in-service teachers, over the course of four months, to explore 
their reading histories and practices, reflect on these experiences in a group setting, and consider 
how these insights might influence their own and their students’ relationships with reading. 
 
Participants 

For PAR to be effective, participants must be genuinely invested in the topic and the knowledge 
being generated, as Lawson et al. (2015) emphasize that it relies on “‘local stakeholders’ genuine 
participation in knowledge generation intertwined with real-world problem solving” (p. 15). Using 
purposive sampling (Salkind, 2012), this study recruited in-service English teachers from a 
previous pilot project who, as “local stakeholders,” were interested in exploring the role of reading 
in their lives and classrooms. The “real-world problem” is the growing disengagement with books 
among adolescents (Webber et al., 2024; Wilkinson et al., 2020). English teachers participated by 
reflecting on their own reading lives, with the belief that fostering an appreciation of reading in 
students may first require understanding what motivates them as readers. 
 This article focuses on four of those participants: Robert (all names are pseudonyms), a 
male high school English teacher in Illinois; George, a male high school English teacher in 
Maryland; Cheryl, a female educator who, at the time of this study, had transitioned to a literacy 
coach position in Maryland after teaching high school English for over 20 years; and James, a male 
middle school Language Arts teacher in Colorado. 
 
Data Collection 

Data for this article consists of participant-created reading identity artifacts. Reading identity 
artifacts serve as a creative method for encouraging teachers to share insights into their reading 
lives. The creation of such artifacts can be useful when attempting to express something as abstract 
as a reading identity (Butler-Kisber & Poldma, 2010; Sroka et al., 2022). Participants also 
submitted teaching artifacts related to reading (course syllabi, lesson plans, worksheets). 
Throughout the study, participants contributed to an asynchronous discussion board on Slack. In 
addition to these reading identity artifacts. teaching artifacts, and discussion board, seven 90-



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minute biweekly group meetings were conducted over the course of 4 months focusing on different 
aspects of reading and teaching lives. Two semi-structured individual interviews were conducted 
with each participant, one midway through the four-month period and one at the end, to follow up 
on topics discussed in the group meetings and to explore the submitted artifacts.  
 Participants also kept reading journals. Defining what counts as reading for their reading 
journals, and in general, proved increasingly difficult as the study progressed. Most participants 
preferred an inclusive approach, with one stating, “let’s include it all,” an openness that echoed 
Eaglestone and Field’s (2015) view of reading literature as “not something that can be defined but 
as something that overflows or escapes from any attempt to limit it or put it into a box” (p. 54). 
However, through data analysis, it became clear that participants had varying and sometimes 
inconsistent notions of what constitutes reading. For instance, podcasts, ranging from story-
centered to news-centered content, were discussed as an acceptable form of reading. However, 
only one participant included podcasts in their reading journal data. These responses revealed a 
dissonance between what participants said and did, pointing again to reading being a social act, 
where even what counts as reading is constantly being shaped by readers, texts, and contexts. 
(Gomez, 2009; Rosenblatt, 1994, Street, 2003). 
 
Data Analysis 

All data were collected and uploaded to NVivo software for organization and coding. For coding, 
Saldaña’s (2016) first and second cycle coding were utilized. In the first cycle, in vivo coding was 
applied to capture participants’ precise language and “honor the participant’s voice” (p. 106). 
Given the PAR design, it was essential to capture their language when discussing their reading 
beliefs and experiences. 
 Trustworthiness was established throughout the study by fostering positive rapport and 
creating an open environment that encouraged authentic sharing during collaborative meetings 
(Herr & Anderson, 2015). To enhance internal validity, multiple data sources were incorporated, 
and member checking was done during individual interviews, where participants reviewed 
transcripts and analyses. These strategies strengthened the credibility of both the data and findings 
(Brinkmann & Kvale, 2015). 
 
Findings 
The findings profile the reading lives of four English teachers, exploring their reading habits, 
beliefs, and the evolving nature of their literary experiences. A common thread among these 
educators is their belief that reading is inherently social, whether through reading alongside others, 
recommending texts, or engaging in discussions about books. Central to their reading practices is 
the importance of choice; each teacher selects texts based on their immediate needs, curiosities, 
and desires, whether for knowledge, escape, personal growth, or connection with self and others. 
These profiles also underscore the importance of reflecting on one’s reading life, highlighting how 
such reflection can inform both personal reading choices and professional practices in the 
classroom. 
 
Robert  

I always kind of chose things to read that I was interested in, but also that others 
were interested in. 
 



50 Georgia Journal of Literacy 47(1)  
 

   
 

I first connected with Robert, a White male in his early 30s, after he responded to a recruitment 
letter that I posted on the NCTE message board. With a decade of experience, Robert teaches high 
school English in Chicago. Previously a middle school teacher, at the time of this study, Robert 
was working in an urban school serving a predominantly Latinx student population. 
 Robert’s reading identity artifact (Figure 1) visually depicts the interconnectedness 
between his reading life and his relationships. In this representation, various social circles are 
surrounded by different types of texts, providing insight into Robert’s personal and professional 
connections. For example, the circle labeled “Students” includes texts he teaches, such as Romeo 
and Juliet and A Song for Gwendolyn Brooks, alongside those he reads with his students, like 
Ironheart. Some texts, such as The Wizard of Oz, appear in multiple circles, spanning different 
relationships. The “Wife” circle features the greatest variety of texts, ranging from children’s 
books like Will Giraffe Laugh? to travel books such as 111 Places in Lisbon That You Shouldn’t 
Miss, to classic novels like Breakfast at Tiffany’s, and biographies such as Grant. 
 
Figure 1: Robert’s Reading Identity Artifact Caption 

 
 

A central theme in Robert’s reading life is the connection between reading and social 
interaction, which shapes both his personal and professional reading habits. In our first meeting, 
he explained his reading choices: “I always kind of chose things to read that I was interested in, 
but also that others were interested in. So, it was like a conversation piece.” For Robert, reading is 
not just an individual act–it’s a way to foster dialogue, whether with colleagues, students, or his 
wife. As a teacher, Robert encourages his students to engage with texts through conversation. He 
believes that “if you’re reading something that is good, it can start a conversation, or it should be 
an entry point to have a conversation about something.” Robert’s approach to reading reflects his 
belief that texts should serve as a catalyst for thoughtful interaction, with his personal choices often 
guided by a desire to discuss what he’s reading with others.  



Sroka 51 
 

   
 

Robert’s reading journal further demonstrates his eagerness to engage with and discuss his 
reading. Spanning 35 pages, his journal, significantly longer than those of any other participant, 
captures not only the books he was reading but also the personal connections he was making with 
them, as can be seen in the following journal entry (see Figure 2). Robert, dialoguing with the text, 
writes about his personal experiences and preferences for learning about education history. He also 
brings in his professional identity, discussing how the texts apply to his teaching and the power of 
storytelling. Overall, this entry demonstrates a reader who is constantly in dialogue with what he 
is reading through his background knowledge, past experiences, and professional identity. 

 
Figure 2: Robert’s Journal Entry April 28th, 2020  

Tuesday, April 28, 2020 
Should We Burn Babar? 
Essays on Children’s Literature and 
the Power of Stories by Herbert Kohl 

Essay: The Good Old Days. I Was 
There. Where Was They? A 
Fictional History of Public Education 
in the United States 

I took two courses on education history for my BA and MA, both of which, education and history, are subjects I 
love. Somehow, both classes were some of the lamest courses I’ve ever taken. Kohl’s reimagining of the history 
of our educational system, using generations of a fictional family in a small town, brought the decisions to life and 
could form the basis for an entire education history course. All that would be needed would be footnotes of 
articles that relate that could then be read. Again, I think this really illustrates the power of storytelling and 
reinvigorates me to place even more emphasis on this in my classes and find ways to make this come alive even 
though e-learning. 

I’ll admit that some of Kohl’s work reads dated and has some contradictions. Still, I feel an odd sense that Kohl is 
a “kindred spirit,” and I wish I had read his work earlier in my career. I, too, believe that teaching criticism, the 
earlier the better, makes for richer, more authentic discussion. I, too, believe that literacy is a social endeavor 
grounded in storytelling, which is what makes us human. I, too, believe in the messiness of history and literature 
in the movement toward a more progressive education. I know Babar brought me to this book (I’m a fan of Babar, 
regardless of the problematic plot and characterization), but I left feeling somewhat vindicated in much of my 
educational philosophy, for better or for worse.  

 
 Robert’s reading life is also deeply intertwined with his local context, as he actively seeks 
out texts that reflect Chicago’s literary and cultural landscape. His involvement in the Young 
Authors Book Project (see Figure 3) demonstrated a deliberate effort to explore works by Chicago 
authors, both to deepen his own understanding of the city and to better connect with his students. 
In his journal, he noted how this experience led him to “consciously start seeking out texts that 
were written by authors with a Chicago or Illinois aesthetic” to fill gaps in his knowledge. 
 
Figure 3: Robert’s Journal Entry April 3rd, 2020 

Tuesday, April 3, 2020 Algren: A Life by Wisniewski Chapters 1–2 

Beginning last year, I started to take an increased interest in Chicago authors, specifically in response to the Young 
Authors Book Project, with which I had the opportunity to work with my freshmen students in collaboration with 
826CHI, and for which they returned again this year for my Creative Writing elective. The writers-in-residence 
there are really fantastic, and through the writing prompts they shared with students and my conversation with 
them, I became reinvigorated to “rediscover” Chicago and tap into that sense of shared experience and 
community. This isn’t to say that I didn’t read Chicago authors before, of course, but I started to consciously start 
seeking out texts that were written by authors with a Chicago or Illinois aesthetic and really with an eye toward 
plugging the gaps in my own understanding of what that aesthetic is. 



52 Georgia Journal of Literacy 47(1)  
 

   
 

 Robert also prioritizes understanding his students’ backgrounds and tailoring his text 
selections to reflect their experiences. He described using Bishop’s (1990) “windows and mirrors” 
framework to select readings that resonate with his students’ lived realities. For example, when 
teaching near Chinatown, he incorporated texts about Chinese American experiences, while his 
current work with a predominantly Latinx population has shifted his focus to stories reflecting 
their culture. Additionally, Robert often draws inspiration from his students’ interests to foster 
engagement. Reflecting on one class, he shared, “One of my classes was really, really into ghost 
stories. So, we ended up using a lot of different ghost stories as models.” His personal reading 
choices and knowledge of books frequently inform his teaching, helping him identify texts that 
would connect with his students. 
 Robert’s reading life demonstrates a balance between his desire to learn, his professional 
goals, and his personal enjoyment. He explores his community’s past and present through texts 
such as Algren: A Life and seeks to improve his teaching by engaging with academic works such 
as “Education Builds Character” and Should We Burn Babar? Essays on Children’s Literature and 
the Power of Stories. To prepare for parenthood, he turns to parenting books such as Bringing Up 
Bébé and Dad to Dad: Parenting Like a Pro. While much of his recent reading has focused on 
professional growth, with texts such as Reaching and Teaching Children Who Hurt and Teach Like 
a Champion, Robert also carves out time for personal enjoyment with a graphic novel titled 
Darwin: An Exceptional Voyage, which he describes in his reading journal as “nice to pick 
something up that was just for me.” 
 Through meetings, reading journals, and participant-generated artifacts, Robert maintains 
an active and diverse reading life centered on social connections. He not only acquires 
recommended readings from others but also seeks out conversations about the texts. His reading 
choices reflect his commitment to continuous learning and professional growth, while leaving 
room for personal enjoyment. 
 
George  

There was almost a guilt associated with reading. I felt like if I wasn’t reading to 
enhance my teaching, then I was wasting time. 
 

A hand-drawn pen and ink sketch (Figure 4) portraying stacks of large nameless books with 
children perched atop illustrates how George identified himself as a reader. The viewer’s eyes are 
drawn to the right of the picture, where the largest child sits, not reading, but simply looking. 
George views this giant child as himself, sitting on a stack of books, gazing down through his 
telescopes at his reading peers. To George’s left, in the foreground, sits a boy with his chin resting 
on his hands, appearing to listen to a story, possibly being read by the boy next to him. This boy 
of a darker complexion sits cross-legged as he reads a book, while in the background, another boy 
appears to be in mid-climb, ascending a stack of books.  
 
 
 
 
 
 
 
 



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Figure 4: George’s Reading Identity Artifact  

 
 
In explaining his reading identity artifact, George shared how his motivation as a young reader 
often stemmed from a desire to outperform his peers. He recalled, “My goal was just to compete 
with every other kid and read the most complex, ridiculous, fancy English stuff. I was reading 
Shakespeare in elementary school, lots of Dickens. Not because Dickens is good, but because 
Dickens is Dickens.” George read to demonstrate sophistication, choosing texts well above his 
grade level. Though less competitive now, George’s motivation remains goal-oriented and focused 
on personal growth. 
 When I first met George, a 12-year veteran high school teacher in his mid-30s, he was 
transitioning from a district with a prescribed curriculum to one where he had more autonomy. 
George shared that, as a new teacher, he felt “almost a guilt associated with reading... if I wasn’t 
reading to enhance my teaching, I was wasting time.” For much of his career, George’s reading 
life, like that of many English teachers, centered on the texts he taught, with any personal reading 
often considered “wasting time.”  
 George described a life-changing event that reignited his love for personal reading: “Last 
summer I got appendicitis, and sitting up for long periods was exhausting. I just wanted to lie in 
bed and started reading again. I remembered how much I loved it.” He began reading anything that 
caught his interest. “I got into Conan the Barbarian, of all things, and loved it.” He began to 
distinguish between his past reading of “Shakespeare” and his new interest in “absolutely not 
Shakespeare,” signaling a shift in his view of what has value and a place in his own reading life. 
This shift allowed him to rediscover the joy and value of exploring diverse texts. In describing this 
shift, George said:  

I started exploring other things, and there’s a lot of cool stuff out there. Part of the 
fun for me now is discovery—finding new genres. It’s no longer something I feel 
like I’m doing to enrich myself intentionally. Maybe it is, but the intention isn’t to 
improve as a reader or a person; it’s just to occupy my time. This perspective has 



54 Georgia Journal of Literacy 47(1)  
 

   
 

made it easier to enjoy things I would’ve thought were beneath me earlier. And 
that’s been fun.  

George’s reading habits underwent a transformation, leading to a shift in both his attitude and 
purpose. He began to read more freely, without needing a professional justification. 
 George’s reading journal reflects this newfound freedom in his reading life, with entries 
that include high-interest, contemporary texts such as The Inheritance Trilogy by N. K. Jemisin, 
Lost Stars (set in the Star Wars universe), and The Silent Patient. On our Slack message board, he 
shared his excitement about a short story by Carly Holmes: “‘Sleep’: WOW. I want everyone to 
read this story . . . It’s a great metaphor for parenthood, especially for motherhood.” This 
experience reignited his interest in the short story genre, inspiring him to seek out more collections 
and anthologies.  
 During his final interview, George reflected on how examining his own reading life shaped 
his understanding of his students as readers and has encouraged him to share books with others. 
Thinking about when he was an adolescent, he considered, “Why do I seek out the books that I 
seek out?” and how this awareness could inform his approach to supporting students’ reading 
choices. He acknowledged that while he isn’t always successful, he strives to connect students 
with books that align with their interests, explaining, “When I have a kid who knows what they 
like to read, I’ll pull a book off my shelf and say, ‘I think you’d like this one.’ And they usually 
return them, loving it.” Through this reflection, George expresses his commitment to fostering 
meaningful reading experiences for his students, using his own personal history with books as a 
guide. 
 George’s reading life, like Robert’s, reflects a reader who seeks to engage with a variety 
of texts and share those texts with others. The evolution of his reading life occurred both gradually, 
as George became more comfortable in his profession, and suddenly, such as when he was forced 
to remain still while recovering from appendicitis. His journey evolves from reading for 
competition to seeing reading as a luxury he couldn’t afford amidst professional responsibilities, 
and finally to reading for discovery and finding a new appreciation for a strong personal reading 
life. 
 
Cheryl  

When I read something, I kind of live through it. I don’t remember as much, and 
that’s why I’m a good teacher—I understand when kids say, ‘I can tell you this or 
that, but not the name.’ 
 

Three months after our final interview, Cheryl sent me an email with a link to the article “Does 
Johnny’s Reading Teacher Love to Read?” (McKool & Vespas, 2009), writing, “Thought of you 
when I found this. Hope you are surviving . . .” I smiled, knowing it was quintessentially Cheryl, 
continuing to reflect on the study and thinking of ways to connect her reading life to help others.  
 I first met Cheryl in 2015 when we were both teaching English in the same county, though 
at different schools. With over 20 years of experience, she seemed like a seasoned veteran 
compared to my seventh year of teaching. In 2018, I changed schools and moved to a new county, 
but when I began this research, I reached out to Cheryl, who had transitioned from her position as 
an English teacher to her new role as a county-based literacy coach. She eagerly agreed to 
participate in the study. 
 Cheryl’s reading identity artifact (Figure 5) features a timeline with four rows representing 
key periods in her life, each tied to significant texts. The first row spans the years from 1961 to the 



Sroka 55 
 

   
 

present, illustrating how reading has remained an ongoing part of her life. The second row connects 
major life events and places with her reading choices. The third row lists key readings, often 
categorized by genre. The final row displays book covers representing each phase. This timeline 
reflects how different personal and professional moments shaped her reading, from preparing to 
write a new curriculum for her new job to the birth of her daughter, which prompted her to read 
more children’s books. Throughout, reading has been woven into the fabric of Cheryl’s life. 
 
Figure 5: Cheryl’s Reading Identity Artifact 

 
 
 Reading was not only woven into the fabric of Cheryl’s personal life, but it was also central 
to how she supported others. As a veteran teacher, texts became a tool for Cheryl to support her 
colleagues and other community members. Her desire to help is evident in the teaching artifacts 
she submitted, including a summer reading list for students (Figure 6) and a curated collection of 
books, articles, websites, podcasts, and videos to help parents engage in race-related conversations 
with their children (Figure 7). In this current stage of her life, reading has become a thread she 
uses to connect with and support those around her. 
 
 
 
 
 
 
 
 
 



56 Georgia Journal of Literacy 47(1)  
 

   
 

Figure 6: Cheryl’s Recommended Summer Reading List 

 
 
Figure 7: Cheryl’s Recommended Reading List for Parents 

 
 

Cheryl compared her reading habits to a “squirrel,” describing her reading life as “all over 
the place.” Like a squirrel catching food across multiple spaces, her reading was scattered yet 
purposeful, guided by curiosity, professional needs, and personal interest. Her reading journal 
reflects this approach, documenting an expansive range of texts across genres and mediums from 
academic articles and poetry to podcasts, novels, websites, and magazines, in both print and digital 



Sroka 57 
 

   
 

formats. Just as her summer reading list included diverse forms of text, her personal reading 
practices reveal a reader who gathers texts wherever she finds them, drawing on a wide array of 
content to nourish herself and others. This variety stems not only from her responsibilities as a 
literacy coach but also from her broad personal interests. 
 Cheryl appears to be self-aware about her reading habits and history, acknowledging times 
when she struggled to find time to read or felt frustrated with her reading pace. Reflecting on her 
high school experience, she recalled being criticized for not remembering specific details in The 
Great Gatsby: “I remember my teacher saying because I couldn’t remember the names of 
characters, that I didn’t read it. I kept being told I hadn’t read things when I had; I just couldn’t 
recall the basic characters.” This experience continues to shape how she views reading today. 
Cheryl shared, “When I read something, I kind of live through it. I don’t remember as much, and 
that’s why I’m a good teacher—I understand when kids say, ‘I can tell you this or that, but not the 
name.’” Her reflection reveals how reading, for her, is an immersive and emotional experience, 
less about memorizing facts and more about feeling and understanding the content. This personal 
way of reading allows her to relate to students who may understand the story even if they forget 
specific details. Instead of viewing this as a deficit, Cheryl sees it as an acceptable way to read. 
Cheryl’s reading reflects an aesthetic stance, where she focuses on the feelings, ideas, and 
emotions evoked by a text, engaging with the tension and resolution as the story unfolds 
(Rosenblatt, 2013). This contrasts with the more text-centered, efferent approach often emphasized 
in schools.  
 Cheryl shared that her positive reading identity shifted in middle school, recalling the 
transition from a Catholic school to a public school. She said, “The public school didn’t really 
have books. They had these boxes of cards for silent reading, and most of the reading was 
answering multiple-choice questions.” Cheryl explained that her love of reading “kind of died out” 
during this time, as it became more about competition and keeping up with others, rather than 
reading for enjoyment. This shift echoes a larger trend of students becoming disinterested in 
reading as they reach adolescence (Webber et al., 2024).  
 In high school, Cheryl found support from librarians who “recommended just some 
wonderful books.” Cheryl repeatedly spoke about the powerful role librarians and libraries have 
played in her reading life. For instance, she shared, “The joy of my job is I actually have an office 
in the library, so I can influence the library and help select books… Whenever I know kids are 
coming to the library, I run around picking out books for them based on what I know about them.” 
Cheryl’s role in the library and the joy she finds in curation of texts for students highlight the 
deeply relational nature of her reading identity, where her personal and professional reading 
interests align. Given her aesthetic stance, her recommendations were not strictly academic or 
skills-based but rooted in an understanding of what it means to feel seen or comforted by a book.  
 Further evidence of this aesthetic stance can be observed in Cheryl’s reading journal. 
Cheryl often reads to ease her mind using phrases such as “escapism from work,” “more fluff, 
really rough day just need escapism,” “more relief from a taxing day,” and “fluff reading to get 
sleep.” While Cheryl differentiates between what she refers to as her “beach reads” and the other 
texts that she reads, she often employs the same aesthetic stance. This emotional engagement with 
texts shapes not only her personal reading but also how and why she recommends texts to others 
as she seeks to offer that same experience to students, sharing books that she believes could 
connect personally with that student in meaningful ways. In this way, her aesthetic stance does not 
exist apart from her professional role but actively informs how she supports others through reading. 



58 Georgia Journal of Literacy 47(1)  
 

   
 

 In summary, Cheryl’s reading identity artifact highlights the importance of reading 
throughout various phases of her life. Her reading journals and discussions show a reader who 
embraces an aesthetic stance, fully engaging with the experience of reading across a broad 
spectrum and sharing those experiences with others, including her students. Her teaching artifacts 
further reflect how she integrates her reading life in socially conscious ways, aiming to support 
her school and home communities. 
 
 James  

If you don’t take time to listen to someone’s ideas, or weep together when Johnny 
dies in The Outsiders, then you haven’t really met them—you’re just in the same 
room. 
 

James, a middle school Language Arts teacher in his mid-30s from Western Colorado, arrived late 
to one of our group meetings. He was still dressed in a black suit after attending the funeral of a 
former student. He shared, “I had two students who died last summer, and I wrote a poem for them. 
I shared that part of my life with my students at the beginning of the year, asking, ‘What are you 
dedicating this year to?’” This moment highlights the healing and connective power of words, 
reflecting James’s authenticity in both his personal and professional reading life. 
 James’s reading identity artifact (Figure 8) is a personal bookshelf that provides a window 
into the breadth of his reading life, a concept he also encourages his students to explore. The color-
coded book spines represent different stages of his reading journey. Orange spines list James’s all-
time favorite books, including classics such as To Kill a Mockingbird and Hamlet, poetry by John 
Donne, nonfiction such as Open Veins of Latin America, and contemporary young adult novels 
like Ready Player One. Yellow spines represent books he is currently reading, such as The 
Narrative of the Life of Frederick Douglass and Miles Morales: Spider-Man. Red spines mark 
books he has paused but plans to finish, including Hidden Figures and Forward: A Memoir by 
Abby Wambach. Green spines display books he intends to read, like One Crazy Summer and 
Onward. Blue spines identify books he recommends to others, such as Maus and The Anthropology 
of Turquoise. Overall, James’s bookshelf reflects a reader who values past experiences with texts 
while remaining open to a wide range of diverse books in both content and form. The bookshelf, 
according to James, is not intended to remain stagnant, but is constantly evolving as his reading 
life evolves.  
 

 

 

 

 

 

 

 

 



Sroka 59 
 

   
 

Figure 8: James’s Reading Identity Artifact 

 
 
 James’s reading journal reflects his multiple roles—parent, teacher, Christian, citizen, 
sports fan, and reader. For example, on April 20, 2020, he listed a variety of texts:  

 Michael Jordan’s Least Favorite Teammates Ever by Marty Fenn 
 All Colorado Schools to Remain Closed for the Rest of the Academic Year by Erica 

Meltzer 
 Starry River of the Sky by Grace Lin 
 Solid Joys by John Piper 
 The Name of the Wind by Patrick Rothfuss 
 The Outsiders by S. E. Hinton 
 “Miss Bianca: The Ultimate Disney Princess: Is Miss Bianca the Greatest of All Disney 

Princesses?” by Peter Fenzel 
This snapshot of his active and varied reading life shows the breadth of his interests, from sports 
and current events to children’s literature, epic fantasy, and Christian devotionals. 
 James often emphasized the power of shared reading experiences, especially with his 
students. When asked why reading together was important, he explained: 

Shared experiences bring people together. You grow to love one another, 
understand each other, or even dislike each other based on what you go through 



60 Georgia Journal of Literacy 47(1)  
 

   
 

together. If you don’t take time to listen to someone’s ideas, or weep together when 
Johnny dies in The Outsiders, then you haven’t really met them—you’re just in the 
same room. 

When James talked about “weeping together,” he wasn’t speaking figuratively. For him, texts can 
be personal, capable of bringing readers to tears and drawing them closer to one another. He shared 
a memorable story of this vulnerability in his classroom: 

I read The Wednesday Wars with my seventh graders. There are two parts that make 
me weepy—the cafeteria worker whose husband died in Vietnam, and a 
Vietnamese child at a refugee orphanage who faces a racist attack. There’s this 
moment where I’m just like, ‘Whoa,’ I’m in tears. A kid once asked me, ‘Why are 
you crying?’ I said, ‘Why aren’t you crying? That’s the real question.’ 

When James wept while reading The Wednesday Wars, he modeled authenticity in his reading and 
teaching. While this moment underscores James’s deep emotional engagement with the text and 
his willingness to model vulnerability for his students, it also reveals certain assumptions about 
how readers should respond. He was surprised when a student did not share the same emotional 
connection, which perhaps inadvertently reinforced a view of reading that privileges a singular, 
“correct” emotional response. Rather than inviting multiple ways of reading, James’s comment 
may have missed an opportunity to validate diverse reader experiences. Still, for James, reading is 
not just about acquiring skills for a test; it is a deeply personal and potentially transformative 
experience—a response he encourages, and perhaps expects, his students to share. 
 James often spoke about reading in grand terms. To him, reading is a way to “connect with 
humanity”. When asked if all English teachers need to love reading, James responded, “No, but 
yes. You don’t have to read everything, or love it, but doesn’t it make life so much better?” This 
belief in the value of reading is embedded in his teaching. James encourages his students to engage 
in self-selected reading throughout the year, exploring a variety of genres. Reflecting on his 
teaching, James used a metaphor, saying, “This job has a lot of sowing seeds... It might sprout 
sometime, but I’m doing a lot of work, just hoping, hoping, hoping.” His words suggest that for 
James, reading goes beyond academic success; he is striving to nurture an appreciation and love 
of literature in his students, similar to the deep appreciation he holds for literature.  
 Through both his personal reading and his teaching, James demonstrates how literature can 
be personally impactful and help to forge meaningful connections. His commitment to reading 
extends beyond acquiring knowledge or meeting expectations; it is about forging connections, 
embracing new perspectives, and enriching the lives of those around him. 
 
Discussion and Implications 
Several trends emerged in the profiles that provide insight into the reading of English teachers and 
how these lives may inform how teachers take up reading with their students. For example, choice 
often led to positive experiences with reading, and these choices often reflect participants’ current 
life circumstances. Robert read parenting books to prepare for fatherhood. Cheryl read to escape 
from a challenging workday. George, when life circumstances forced him to slow down, read for 
the sake of discovery. James read for the not-so-simple reason of enhancing the quality of his life 
and deepening his connection with others. These varied reasons for reading provide just a glimpse 
into the multitude of purposes and circumstances that can shape a teacher’s (and everyone else’s) 
reading lives. Talking openly, amongst other teachers and their students, about the varying 
purposes that guide their reading can help other people to see the different ways reading does or 



Sroka 61 
 

   
 

could emerge in their own lives. These conversations can also help teachers consider how to align 
in-class readings with both existing and potential reading purposes and interests of their students.  
 The reading profiles also underscore that reading can be a social act that thrives in shared 
experiences and interactions. For example, James demonstrates that reading can enhance his ability 
to deepen relationships with others through texts like The Wednesday Wars. Similarly, Cheryl’s 
sharing her reading lists with community members and recommending books to students in the 
library shows a commitment to taking her reading experience and using it to benefit others. 
Likewise, George’s excitement in guiding students in their book selections underscores how a 
teacher’s reading life can potentially influence the reading lives of others. Robert’s reading identity 
artifact visualizes a reading life shaped by his social connections as he engages in ongoing dialogue 
about texts with family, students, colleagues, and community members to inform his text selection. 
Taken together, these reading profiles highlight the social nature of reading, suggesting that 
teachers should foster positive social experiences around books, whether through shared reading, 
recommending books to others, creating reading lists, or finding other ways to bring reading into 
communal spaces in the classroom. 
 These reading profiles also highlight the importance of teachers finding time to read and 
reflect on text selection. All participants chose to read a wide variety of texts, and this led to 
opportunities to provide positive reading experience for their students. James’s reading identity 
artifact illustrates a teacher who thoughtfully considers what he reads, what he plans on reading, 
and how he can model an active reading life for his students. Perhaps his profound experience 
teaching The Wednesday Wars, a high-interest young adult text, would not have happened if he 
had not prioritized reading outside of his professional responsibilities. An active reading life 
fosters other positive experiences with reading, as seen in Cheryl’s and George’s approaches to 
helping students select books. Their abilities to guide student selection of books suggest the value 
of reading widely and developing a strong knowledge of books that may interest students (Cremin 
et al., 2009). This knowledge of books can also extend to understanding one’s own community 
and students, as demonstrated by Robert’s effort to find texts that were more relevant and 
meaningful for his students.  
 Across profiles, participants’ reading lives shift in response to changes in their personal 
and professional contexts. Cheryl describes turning to escapist fiction after exhausting days at 
work, while also curating reading lists for her students and community, a reflection of her dual 
identity as reader and mentor. George notes that he read more widely during a period of personal 
transition, using reading as a space for exploration and renewal. Robert’s reading shifts as he 
prepared for fatherhood, with a noticeable increase in parenting books and resources relevant to 
his life stage. These examples show how reading practices evolve alongside participants’ 
responsibilities, identities, and emotional needs. These patterns reinforce the idea that teachers’ 
reading lives are dynamic rather than static, continually shaped by life circumstances, professional 
roles, and personal interests. Recognizing this fluidity is essential for understanding how teachers 
engage with reading in ways that are both personally meaningful and professionally responsive, 
and this may also help teachers to understand the many ways that students could engage with texts. 
 Recognizing the significance of teachers’ personal reading lives has implications not just 
for teachers but also for the institutions that support them. The findings of this study suggest that 
teacher preparation programs, school systems, and departments should talk explicitly about the 
value of personal reading and dedicate time and energy to fostering the personal reading lives of 
teachers (Cremin & Scholes, 2024). This could take many forms, including intentionally providing 
opportunity for self-reflection through activities such as reading identity artifacts, reflective 



62 Georgia Journal of Literacy 47(1)  
 

   
 

drawings (Daisey, 2010), and literacy autobiographies (Brown, 1999; Neville & Johnson, 2022). 
At the same time, it is important to acknowledge that reading lives are dynamic (Merga, 2016; 
Sroka, 2021).  
 Participants in this study described positive and meaningful experiences with texts. The 
reading experiences shared by these teachers did not strictly align with ways students typically are 
expected to read texts in school. This suggests that teachers should reflect on their own reading 
lives as they consider ways to foster positive reading experiences for students–experiences that 
can take many forms (Gomez, 2005). James, Robert, and Cheryl emphasize the powerful 
relationship between text and others, while Cheryl and George demonstrate that positive 
experiences with texts often involve reading high-interest, self-selected texts outside of their 
professional responsibilities. Teacher preparation programs, educators, and schools should 
investigate ways for teachers and students to have similar positive experiences with texts by 
prioritizing shared reading experiences and allowing for greater autonomy in text selection. 
 
Conclusion 
Ultimately, the reading lives of the participants are shaped by personal experiences, professional 
demands, and evolving interests. This study underscores the importance of valuing, fostering, and 
exploring teachers’ personal reading practices, not only for their own growth but also for the 
impact it has on how they view and take up reading in their classrooms. When the teachers in this 
study engaged in meaningful, self-selected reading, they gained deeper insight into the 
motivations, struggles, and joys that accompany reading experiences, making them better equipped 
to support students. By creating space for reflection, discussion, and choice in both teacher 
preparation programs and school settings, educators can potentially help make the connection 
between personal and professional reading, ensuring classroom reading experiences are authentic, 
engaging, and relevant to students’ lives, leading to more positive experiences with texts both 
inside and outside the classroom. 
 
Limitations 

Participants’ existing interest in reading likely shaped how they reflected on their reading lives 
throughout the study. Social and identity factors as English teachers may have influenced 
participants’ self-reported reading habits. For instance, participants may have been aware of each 
other’s reading behaviors and felt implicit pressure to read more or present themselves as more 
avid readers, which could have subtly shaped responses. Similarly, guilt-driven reading may 
have played a role, where participants felt internal or external pressure to read more than usual to 
align with their professional identity. 
 
Future Areas for Research 

This study contributes to previous research that has explored how teachers influence curriculum 
and text selection (Brauer, 2009; Brauer & Clark, 2008; Watkins & Ostenson, 2015). However, 
little is known about how teachers’ reading habits and attitudes regarding curriculum and text 
selection shape students’ attitudes and perceptions of school reading. Future research could explore 
how teachers’ reading habits, along with teacher-student interactions around text selection, impact 
both groups’ beliefs about the texts they read in school. 
 Another potentially promising area of study involves the role of reading identity artifacts 
in fostering reflection and dialogue among teachers and students. Prior research has highlighted 



Sroka 63 
 

   
 

how artistic creation supports self-expression and identity development (Butler-Kisber & Poldma, 
2010; McKay & Barton, 2018). The reading identity artifacts in this study proved to be a powerful 
tool for reflection among English teachers. Future research could investigate how students engage 
in creating their own reading identity artifacts and what insights this process might reveal about 
their self-perceptions as readers. Such work could deepen our understanding of how both teachers 
and students construct their reading identities and interact with texts in meaningful ways. 
 
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Received: February 1, 2025 | Accepted: April 21, 2025 | Published: May 20, 2025 

https://doi.org/10.9707/2168-149x.2304
https://doi.org/%E2%80%8C10.52214/cice.v5i2.11369
https://doi.org/%E2%80%8C10.52214/cice.v5i2.11369
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https://doi.org/%E2%80%8C10.58680/ee201527169
https://doi.org/%E2%80%8C10.58680/ee201527169
https://doi.org/10.1111/lit.%E2%80%8C12359
https://doi.org/10.1111/lit.%E2%80%8C12359
https://doi.org/10.1002/jaal.1065

	Literature Review
	Theoretical Framework
	Methods
	Participants
	Data Collection
	Data Analysis

	Findings
	Robert
	Figure 1: Robert’s Reading Identity Artifact Caption
	Figure 2: Robert’s Journal Entry April 28th, 2020
	Figure 3: Robert’s Journal Entry April 3rd, 2020

	George
	Figure 4: George’s Reading Identity Artifact

	Cheryl
	Three months after our final interview, Cheryl sent me an email with a link to the article “Does Johnny’s Reading Teacher Love to Read?” (McKool & Vespas, 2009), writing, “Thought of you when I found this. Hope you are surviving . . .” I smiled, knowi...
	I first met Cheryl in 2015 when we were both teaching English in the same county, though at different schools. With over 20 years of experience, she seemed like a seasoned veteran compared to my seventh year of teaching. In 2018, I changed schools an...
	Cheryl’s reading identity artifact (Figure 5) features a timeline with four rows representing key periods in her life, each tied to significant texts. The first row spans the years from 1961 to the present, illustrating how reading has remained an on...
	Figure 5: Cheryl’s Reading Identity Artifact
	Figure 6: Cheryl’s Recommended Summer Reading List
	Figure 7: Cheryl’s Recommended Reading List for Parents

	James
	Figure 8: James’s Reading Identity Artifact


	Discussion and Implications
	Conclusion
	Limitations
	Future Areas for Research

	References

