This work investigates the multifaceted nature of literacy as a social and cognitive process rather than a static set of mechanical skills. Jerome C. Harste, a prominent scholar in the field of language education, draws upon decades of research in classroom practice and psycholinguistics to argue that literacy is a meaning-making activity. The text posits that educators must shift their focus from rote instruction toward creating environments that support active inquiry and the construction of personal knowledge.

Educators and literacy researchers frequently cite this work as a foundational text for understanding the socio-constructivist approach to reading instruction. The prose is noted for its academic rigor and its challenge to traditional, skills-based models of teaching.