A collection of primary source documents in world history covering the events before 1500.

Although deeply political, economic, and social, the European Reformations of the sixteenth century were at heart religious disputes over core Christian theological issues. Denis Janz's A Reformation Reader is unabashed in its generous selection of key theological and related texts from five distinct Reformation sites. Along with plenty on the late-medieval background, the Lutheran, Calvinist, Radical, English, and Catholic Reformations are all well-represented here. Janz's selection of more than 100 carefully edited primary documents captures the energy and moment of that tumultuous time. The new edition incorporates a dozen readings by and about women in the Reformation, adds a new chapter on Thomas Müntzer and the Peasants' War, and adds illuminating graphics.

Key writings exploring questions of reception, interpretation and interactivity. The fan audience, the active audience, gender and audience, nation and ethnicity, internet audiences.

This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.

Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.