In a recent publication, Dr. Sibel Sayılı-Hurley and Claudia Baska Lynn examine the impact of digital social reading in fostering peer-to-peer learning and critical historical literacy in an advanced German course. Using digital tools, students engaged in collaborative discussions that challenged traditional narratives and encouraged nuanced understandings of historical topics, particularly around themes of migration and identity. The study highlights how digital social reading, as a pedagogical approach, can create a dynamic environment where learners collaboratively build disciplinary knowledge, bridging language learning with cultural and social analysis.