Immersed in literacy learning: One staff shifts its thinking and lives to tell about it

Abstract Using Cambourne's model of Natural Learning and Literacy Acquisition (1985), this paper examines one staffs professional development as they are immersed in literacy learning. This year‐long qualitative study examined the changes in teachers’ understanding of literacy concepts, as well as factors that contributed to or inhibited these changes. Data were gathered from multiple sources, including lessons plans and focus group interviews. Two conditions from Cambourne's model, immersion and approximation, are discussed. As teachers were immersed in learning, they connected the reading to their teaching in significant ways, they asked specific questions and they developed a common language. As they approximated in their classrooms, they were initially hesitant, then more willing to “have a go.” Finally, they described changes in their literacy thinking and teaching.