A 4-E model of cognition suggests that it is embodied, embedded, enacted, and extended. All these elements are permeated by a fifth "E"--emotion. This article addresses issues of emotion and affect concerning how and where we are embedded or placed in the world. It draws on and presents examples from a larger study involving twelve undergraduate students who each created a digital map of a landscape that was important to their literate youth. The participant set is very international (involving connections with Canada, China, India, Iraq, Pakistan, and Somalia) and represents a broad range of disciplinary backgrounds. The highly varied maps, augmented by interviews about what made these landscapes significant to a particular reader, provide insight into the impact of place and the emotions surrounding place to how readers develop. The concept of places that are affectively "thick" and affectively "thin" contributes to a more nuanced understanding of readerly repertoires and how they are developed. A particular landscape is specific, but the associated affect is sometimes described more nebulously in terms that have been described as "shimmers." Most participants, in describing childhood places, also refer to loss and to the impact of changes such as migration, family deaths, parental divorce, environmental encroachments on landscapes, and more. The impact of this broad range of embedded and affective readerly experience on classroom encounters is briefly discussed.