Acknowledgments. Introduction. Part I: Intertextuality, Classroom, and Community Practices, and Meaning Construction. Intertextuality and Education Research, Jay Lemke. The Social Construction of Intertextuality in Classroom Reading and Writing Lessons, David Bloome and Ann Egan-Robertson. Problematizing and Textualizing Language and Race in the Social Construction of Intertextuality in a Seventh Grade Language Arts Class, Nora W. Shuart-Faris. Dialogic Inquiry around Information Texts: The Role of Intertextuality in Constructing Scientific Understandings in Urban Primary Classrooms, Christine C. Pappas, Maria Varelas, Anne Barry, and Amy Rife. Reported Speech and Intertextual Referencing in 10- to 12-Year-Old Students' Informal Talk, Janet Maybin. Part II: Intertextuality and the Construction of Voice in Textual Practices. Voice, Appropriation and Discourse Representation in a Student Writing Task, Ron Scollon, Wai King Tsang, David Li, Vicki Yung, and Rodney Jones. Other People's Voices: The Coarticulation of Texts and Subjectivities, George Kamberelis and Karla Danette Scott, Stance and Intertextuality in Written Discourse, Richard Beach and Chris M. Anson. Intertextual Practices in the Construction of Multimodal Texts in Inquiry-based Learning, Roz Ivanic. Part III: Cognitive and Socio-psycholinguistic Constructions of Intertextuality. Cognitive Aspects of Constructing Meaning Through and Across Multiple Texts, Susan Goldman. Deconstructing the Reader, the Text, and Context: Intertextuality and Reading From a "Cognitive" Perspective, Douglas K. Hartman. Researching Intertextuality Within Collaborative Classroom Learning Environments, Kathy G. Short.