This volume explains how analyzing textual elements that aren't part of the text but connected to it can be used with K-16 students to improve comprehension, engagement, critical thinking, and media literacy.

Beginning with an introduction that briefly explains Genette's theory of paratext and discusses the functions of epitext theory, this book comprises theory-to-practice chapters that showcase ways in which teachers and librarians can use elements independent of a text to discuss texts and media with students. Chapters include a practitioner's section specifying practical approaches and explanations for how to use epitext.

Scaffolding an application of theory to practice, this title provides educators with an original approach to increasing literacy engagement and integration as well as for increasing media literacy and critical thinking. It includes practical ideas for using epitext in the classroom to promote critical thinking and for collaboration between teachers and librarians. It also includes editorial sidebars that provide additional "how-to" ideas, support deep thinking, make connections to relevant content in other chapters, and provide examples for students in K-16 classrooms.

Shelbie Witte, PhD, is Chuck and Kim Watson Endowed Chair and professor of adolescent literacy and English education at Oklahoma State University.

Melissa Gross, PhD, is professor in the School of Information at Florida State University and past president of the Association for Library and Information Science Education (ALISE).

Don Latham, PhD, is professor in the School of Information at Florida State University. He has served as a board member of the Association for Library and Information Science Education (ALISE).