Christi U. Edge is a Professor of Education and Scholar for Extended Learning and Community Engagement at Northern Michigan University, U.S.A. Prior to academe, Christi was an award-winning high school English language arts and reading teacher and writing project fellow. Her research addresses meaning making from teaching and learning events, multimodal literacy, narrative inquiry, and self-study of practice.

• Part I. Envisioning Teachers as Readers, Writers, and Meaning-Makers Chapter 1. Imagining Teachers as Readers Chapter 2. Exploring Teachers as Readers and Writers of Classroom texts: Classroom Literacy as A Framework for Adaptive ExpertiseChapter 3. Meaning and Experience in Classroom Literacy Part II. Making Meaning from Classroom Events Chapter 4. Why Narrative Inquiry? Chapter 5. Poem as Event: Making Meaning With Christi Chapter 6. Learning from Experience: Methods for Attending to Classroom Events over timePart III. Making Meaning with Beginning Teachers Chapter 7. Living and Telling Stories of Beginning Teaching: Meaning-Making through/From Experiences Chapter 8. Efferent and Aesthetic: Stances for Reading TeachingChapter 9. Reading Students and Recomposing Curriculum Chapter 10. Cafeteria Conversations: CoConstructing Meaning Chapter 11. Reading and Composing Classroom Texts: Teaching as Inquiry and Problem SolvingChapter 12. Learning through Experience: Reading and Composing ConfidencePart IV. (Re)Considering Readers, Texts, and Poems in Classroom EventsChapter 13. Toward a Theory of Transactional Teaching and Learning