Abstract The author introduces the concept of vitality and its relation to affect. Stern defined vitality as the feeling of flow and aliveness. The author drew on research from literacy, curriculum theory, and the work of Stern to argue for the value of the concept of vitality for thinking about how literacy comes to feel vital. The author argues that researchers and teachers need to attend to students’ embodied expressions of vitality. These forms of vitality communicate the energy of a given classroom event. The author highlights Stern’s conceptualization of affect attunement—the ability of one party to share the subjective state of the other party transmitted through polymodal matching of vitality forms—as giving rise to and carrying vitality. Central to Stern’s work is that most affect attunement occurs out of conscious awareness, as the body is affected through multiple registers, in its psychobiological rhythms, in multisensory dynamic flow, and in the dynamic shifts and patterns of the body in movement in and out of constantly emergent assemblages. The author argues that in literacy research and teaching, conscious, language‐based learning has been overvalued. Contending that students’ embodied identities create differences in how their expressions of vitality are received in classrooms, the author concludes by arguing for vitality rights: the basic rights of all students to experience themselves as vital members of a classroom community.

Gail Boldt

Reading Research Quarterly

For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes    •Reports of important studies  •Multidisciplinary research  •Various modes of investigation  •Diverse viewpoints on literacy practices, teaching, and learning

For over 40 years, Reading Research Quarterly has been essential reading for those dedicated to scholarship on literacy among learners of all ages. As the leading research journal in the field, each issue of Reading Research Quarterly includes: • Reports of significant studies • Multidisciplinary research • Various modes of investigation • Diverse perspectives on literacy practices, teaching, and learning.

《Reading Research Quarterly》是一本致力于研究各年龄段学习者的读写能力的期刊，已有40多年的历史。作为该领域的领先研究期刊，《Reading Research Quarterly》的每一期都包含：• 重要研究报告 • 多学科研究 • 各种研究方式 • 关于读写实践、教学和学习的多元观点。

Category	Quartile
教育学	1
教育学, 教育学和教育研究	2
教育学, 心理学教育	2

Theorizing Vitality in the Literacy Classroom

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Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	1