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The article informs about English educators are in a unique position to interrogate learning experiences within teacher education that might influence teacher candidates' (TC) conceptions and development of social perspective taking. It discusses the use of social perspective taking (SPT) in helping teachers cultivate more well-rounded and informed cultural perspectives that acknowledge issues such as race and gender that permeate the lives and realities of diverse students.

The article focuses on a study conducted on the integration of new literacies by preservice teachers in English classrooms. The New Literacy Studies was aimed at finding what the preservice teachers had been learning about new literacies in the local high school English classroom. Most of the preservice teachers found that new literacies were helpful in motivating students to learn traditional content.