Becoming literate is emotional work. From the time we are born, we engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, we are constantly being challenged and provoked with new information. The authors, two educators who have taught many students lifelong literacy skills and did not experience traditional teacher preparation in the teaching of reading or writing, ask, How do we build literacy culture centered in love within and across a school community? What is the emotive work, and how do we build it? Through unpacking the application and assessment of Gary Chapman's five love languages alongside collective, intraschool inquiry teams, loveful practices are parsed out, named, and demystified to build the kinds of relational trust that sustain adolescents’ lifelong love of literacy.

中文翻译：

---

作为合格者的爱：在整个学校中建立扫盲文化

成为有文化的人是情感工作。从我们出生的那一刻起，我们就从事多种文化活动，构建新的知识和有力的思想，共同构成新的理解。有了这些新的认识，我们就会不断地面临挑战，并被新的信息所激发。作者是两位教育家，曾教过许多学生终生的识字技能，却没有在阅读或写作教学中经历过传统的教师准备工作。两位作者问道，我们如何在学校社区内和整个社区建立以爱为中心的识字文化？什么是情感工作，我们如何构建它？通过与加里·查普曼（Gary Chapman）的五种爱语言的应用程序和评估以及集体，校内调查团队一起进行分析，可以分析出爱的行为，并命名为