2020 NCTE Virtual Annual Convention Program

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CONFLUENCIA! SONGS OF OURSELVES

2020 NCTE VIRTUAL ANNUAL CONVENTION NOVEMBER 19–22

For the 2020–21 School Year

Units of Study

Virtual Teaching Resources for

Reading, Writing, and Phonics

Available by Subscription for the 2020–21 School Year

T

he Units of Study Virtual Teaching Resources offer support for teachers, students, and families who, like most of us, are finding virtual or blended teaching and learning to be extraordinarily challenging. These new virtual resources supplement the K–8 reading, writing, and phonics print units and offer ways to adapt those units to meet the demands of the current school year.

Who should consider the Units of Study Print and Virtual Teaching Resources?

■ Schools and districts that are looking for resources designed to meet the unique needs of the 2020–21 school year ■ Reading and writing workshop teachers who are engaged in blended or remote teaching ■ Schools and districts that are looking for ways to save teachers’ time, reduce stress, and support efficient, engaging virtual teaching For complete details, visit UnitsofStudy.com/VirtualTeaching/

TABLE OF CONTENTS

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Schedule Welcome to Virtual Denver Thank You to the Volunteers

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Welcome from the Executive Director

13

General Convention Information

16

Build Your Stack®

17

Meet The Authors

22

Executive Committee

24

Wednesday Event

26

General Sessions

29

Special Events

39 Awards 46

In Memoriam

47 Program 48

Wednesday Event

49

Thursday Sessions & Events

60

Friday Sessions & Events

72

Saturday Sessions & Events

92

Sunday Sessions & Events

109

On-Demand Sessions

167

Postconvention Events

168

Exhibitors

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ANNUAL CONVENTION SPONSORS NCTE would like to thank Heinemann and Scholastic for their generous contributions and support of literacy education.

Additional sponsorship opportunities are available for the Convention.

See http://bit.ly/NCTE2020Sponsors

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SCHEDULE

All times below are Eastern Time (ET)

Our schedule includes • 76 live sessions, including featured sessions, general sessions, keynote speakers, and concurrent sessions; • 56 scheduled sessions with live Q&A; and • 266 on-demand sessions available at any time throughout the Convention!

Included in the registration price are all sessions and speakers; meal tickets are not required for the keynote “breakfast, luncheon, or brunch” tickets. Content will be available for 60 days after the Convention.

WEDNESDAY 11/18 7:00–9:00 p.m. Special Secondary Section Event — “Boys of Color on the Page and in the Classroom” with Lamar Giles, Cornelius Minor, Yusef Salaam, Nic Stone, Julia Torres, Ibi Zoboi

THURSDAY 11/19 2:30–3:45 p.m. Live and Scheduled sessions 4:00–5:15 p.m. Live and Scheduled sessions 6:00–7:15 p.m. Opening General Session: Trevor Noah 7:30–8:30 p.m. Section Events: • Elementary Section Get-Together: Kimberly N. Parker and Gloria Boutte

12:30–2:00 p.m. Share Lunch with Our Keynote Speakers: • Secondary Section: Chanel Miller • Children’s Books Awards: Kate Temple, Jol Temple, Barry Wittenstein, Jerry Pinkney (includes announcement of 2021 award winners) 12:30–1:45 p.m. Live and Scheduled sessions 2:00–3:15 p.m. Live and Scheduled sessions 6:00–6:30 p.m. Virtual 88th Annual M. R. Robinson Event 7:00–9:00 p.m. All-Attendee Session & CNV 20th Anniversary Celebration: Andrea Davis Pinkney

• Middle Level Meet-Up: Pablo Cartaya

SUNDAY 11/22

• Secondary Section Get-Together: Jerry Craft, Tiffany D. Jackson, justin a. reynolds, Julia Torres, Eric Velasquez, Renée Watson

9:00–10:15 a.m. Share Breakfast with the Children’s Literature Assembly Keynote Speaker: Jason Reynolds

FRIDAY 11/20 12:30–2:00 p.m. Share Lunch with Our Keynote Speakers: • Middle Level: Aida Salazar • ELATE: Phuc Tran 3:00–4:15 p.m. Live and Scheduled sessions 4:30–5:45 p.m. Live and Scheduled sessions 6:00–7:15 p.m. Live and Scheduled sessions

9:00–10:15 a.m. Live and Scheduled sessions

10:30–11:45 a.m. Share Breakfast with Affiliate Leaders: Valerie Kinloch 10:30–11:45 a.m. Share Brunch with the National Writing Project: Ebony Flowers 10:30–11:45 a.m. Live and Scheduled sessions 12:00–1:30 p.m. Closing General Session: Patrisse Khan-Cullors, including an interview with Jeff Chang 1:45–3:00 p.m. Live and Scheduled sessions 3:15–4:30 p.m. Live and Scheduled sessions

8:00–9:15 p.m. Friday General Session: Kali FajardoAnstine and Juan Felipe Herrera

CEL Convention — “Dynamic Leadership: Inspiring Literacy Leaders to Imagine, Innovate, and Invent” (*additional registration required; see p. 167)

SATURDAY 11/21

MONDAY 11/23

9:30–10:45 a.m. Share Breakfast with the ALAN Keynote Speaker: Angie Thomas 9:30–10:45 a.m. Live and Scheduled sessions

CEL Convention — “Dynamic Leadership: Inspiring Literacy Leaders to Imagine, Innovate, and Invent” (*additional registration required; see p. 167)

11:00 a.m.–12:15 p.m. Saturday General Session: Joy Harjo with the Performance Ensemble of the Bread Loaf Next Generation Leadership Network

ALAN Workshop — “Book Brave: Using YAL to Rethink Spaces Together” (*additional registration required; see p. 167)

12:30–1:45 p.m. College Section Community Writing Workshop Presentation: Tobi Jacobi, John Tiedemann, Veronica House

TUESDAY 11/24 ALAN Workshop — “Book Brave: Using YAL to Rethink Spaces Together” (*additional registration required; see p. 167) 2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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2020.

WELCOME TO

VIRTUAL DENVER Alfredo Celedón Luján 2020 Program Chair

When I went to Denver’s Confluence Park the first time, I knew I’d see the merging of the South Platte River and Cherry Creek. I was intentional. My mission: to witness first hand the joining of the rivers, hoping to get some babbling, gurgling, and rippling too. Got there—got good angles, took pics, and left. When I returned to my hotel room, I uploaded the pics and looked for one that might be symbolic for the NCTE Convention. They were all symbolic, but each was slightly different, and then I noticed the backgrounds: the park, people, dogs, bridges, tall buildings, bicycles, caboose, Interstate 25, amusement park. These weren’t just pics; they were unintentional (genius at work!) compositions, and, indeed, metaphorical for the merging of many, many side-by-side things: sky, blue, green, park, people, sunlight, shade, shadows—all separate, all one. I had been too focused on the small picture to notice the bigger one. This was the classic couldn’t see the forest for the trees. I decided to go back to experience the park again, but my flight would leave at midmorning the next day. I wouldn’t have time. I’ll be back next July, I thought. But, damn, the pandemic. Close-downs toppled like dominos. School had already gone virtual, the CCCC Convention was cancelled. Businesses shut down. It was clear the COVID-19 effect would spread into fall. I feared the 2020 Convention in Denver would be cancelled. Sure enough—Denver cancelled—the convention center has become an extended medical center. Bummer for NCTE, good for Denver’s health.

I wish we were in person in Denver, such a lost opportunity, but we had to go virtual. Lots has been happening in the transition.

A shout-out to NCTE staff here. Goodness, they’ve been working hard. 2020. I needed to get back to Confluence Park and Denver before the Convention to get the feel of the city, to reexperience the confluencias at the river. In October I felt safe enough to visit.

I had some goals other than the park. I wanted to go back to the History Colorado Center and the “Written on the Land” exhibit. I wanted to meet with at least one representative of the Colorado Language Arts Society (CLAS), the Colorado affiliate of NCTE. I wanted to meet with a local, Julia Torres, and I wanted to visit Maura as well. I set up the meetings, and on the way to Denver, I communicated with NCTE’s Convention program content coordinator Lori Bianchini too. We were keeping track of openings, cancellations, possibilities.

I arrived at the Denver Sheraton, equidistant from Confluence Park and History Colorado. A new NCTE request came in: a voice-over for the Convention promo video. After three takes from

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

my hotel room, I got it down: “NCTE’s Annual Convention, ‘!Confluencia! Songs of Ourselves,’ is virtual this year for obvious reasons. But that empowers us to bring to you an immersive, dynamic virtual event that will deliver just as much PD value as in-person conventions. From our confluent lineup of voices and speakers . . . poets laureate, scholars, authors, luminaries, classroom teachers. . . . To incredible learning opportunities from brilliant concurrent sessions. . . . To the invaluable interactions with your fellow educators. . . . And, yes, it’s true . . . we will be celebrating the 20th Anniversary of Cultivating New Voices among Scholars of Color. . . . And get this—we will welcome The Daily Show’s Trevor Noah as our keynote speaker. . . . Experience Confluencia—the joining of our ideas, experiences, languages, cultures, and values.”

While in Denver, I was able to meet for lunch with Julia Torres, a #Disrupt Texts leader and fellow Executive Committee member. We ate at Steuben’s, where we had a wonderfully decadent butterscotch pudding dessert in a fancy tall glass.

Later that afternoon I visited with Kate Murphy, member-at-large on the CLAS board. Kate is also my Bread Loaf colleague and pal. We met at the History Colorado Center and explored each floor but focused on the “Written on the Land” exhibit—Ute voices and history. After the museum visit, we walked and talked, trying to figure where to eat. She pointed up a hill and said, “City O’ City, a vegan restaurant, is not too far up.”

“Wait,” I said, “you want me to climb a hill for a vegan meal?”

“We can try somewhere else,” she said.

“JK. I’ll try anything.” We walked up a couple of blocks. Ate the best-ever curried carrot soup and pretzel with vegan cheese (vegan what?). After dinner we did our air hugs, air fist bumps, and farewells. As we walked away, I looked back and asked Kate, “What do you think of John Denver’s Rocky Mountain High?”

“I love it.”

“Me too.”

The next morning I went to Confluence Park and took more pictures.

The beautiful brick REI store is adjacent to the park. I went in. I love browsing high-end outdoor attire and equipment I cannot afford. Got a cup of coffee. Took compositions at the park—in and out of the shadows: a confluencia of wafts, the morning breezes, the people, the roar of rapids, the gurgles, the sun-reflecting ripples, the swirling eddies, the silences, and the Rockies in the unseen distance. Denver is indeed a historical, Civil Rights, people, rural, and metropolitan confluence, as is the virtual (add technology tributary) 2020 NCTE Annual Convention. Enjoy.

Alfredo Celedón Luján Program Chair, 2020 NCTE Annual Convention

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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THANK YOU to the

VOLUNTEERS PLANNING MEETING REVIEWERS Bradley Bleck Ayanna Brown Ann Marie Corgill Adam Crawley Todd DeStigter Jessica Early Roberta Price Gardner Yolanda Gonzales Keisha Green Regina Grijalva Roxanne Henkin Jung Kim Valerie Kinloch Frannie Lin David Low Alfredo Celedón Luján Deborah MacPhee Sharon Mitchler Sandra Osorio Amanda Palmer Summer Pennell Tiffany Rehbein Sanjuana Rodriguez Laura Roop Tim San Pedro Franki Sibberson Amanda Haertling Thein Julia E. Torres Leah Zuidema

PROPOSAL COACHES Susan Barber Bradley Bleck Josh Cabat Shanetia Clark

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Geena Constantin Aleah Dacey Harvey Daniels Tracey Flores Roberta Price Gardner Carol Gilles Mara Lee Grayson Keisha Green Valerie Mattesich Jaime Armin Mejía Renee Moreno Chelsea Murdock Amanda Palmer Kenlea Pebbles Laurie Pinkert Ann Marie Quinlan Tiffany Rehbein Shelley Rodrigo Sanjuana Rodriguez Valerie Taylor Vaughn Watson Kathy Whitmore Haeny Yoon

PROPOSAL REVIEWERS Antonia Adams Susan Adamson Patrick Allen Sara P. Alvarez Steven Alvarez Jeff Andelora Nina Anderson Patrick Andrus Joseph Anson Jessica Ardelea Steven Arenas Tiffany Armstead-Flowers Laura Ascenzi-Moreno Damian Baca Florence Elizabeth Bacabac

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

NCTE would like to thank all of those volunteers who helped proposal writers, reviewed proposals, and assisted in making the Convention a success.

Amy Guiterrez Baker Kate Baker Arianna Banack Jessica Bannon Susan Barber Meghan Barnes Margo Batha Jane Bean-Folkes Kylene Beers Susan Naomi Bernstein Erin Berry-McCrea Alecia Beymer Resa Crane Bizzaro Mollie V. Blackburn Bradley Bleck Alicia Boardman Shelby Boehm Brandon Bolyard Amy Bouch Eliza Braden Stephanie Branson Sally Brown Ayanna Brown Yavanna Brownlee Dan Bruno Kisha Bryan Marcia Buell Stephanie Buelow Donna Bulatowicz Marissa Bulger Michael A. Burke Megan J. Busch Jonathan Bush Kristina ByBee Joshua Cabat Jeffrey Cabusao Marylyn Calabrese José Luis Cano LauraAnne Carroll-Adler Anthony Celaya Ranita Cheruvu Scott Chiu Angela R. Clark-Oates Tricia Clasen

Jamita Cobb Casie Cobos Kathleen ColantonioYurko Jamie Collins Kathy Collins Sean Connors Kristin Conrad Geena Constantin Kaitlynn Cooper Katie Cramer Tim Crane Adam Crawley Susan Anne CridlandHughes Amy Cummins Aleah Dacey Jill Dahlman Denise Dávila Christine Dawson Aurelia Davíla de Silva Jessica Dean Victor Del Hierro Jane Denison-Furness Todd DeStigter Tim Dewar Darryn Diuguid Michael Dominguez Sarah Donavan Victoria Dotson Shekema Dunlap Patricia Dunn Darlene Dyer Scott Earl Brooke Eisenbach Toby Emert Nicholas Emmanuele Cathie English Alice Ensley Carla Espana Amanda EspinosaAguilar Allison Fahrbach Jeanne Fain

Michelle Falter Andrea Finkle Cathy Fleischer Amy Seely Flint LuAnn Fox Jim Fredricksen Glenda Funk Jesse Gainer Antero Garcia Meredith Garcia Roberta Price Gardner Alesha Gayle Valente’ Gibson Carol Gilles Joanne Giordano Chris Goering Matthew Goetz Christy Goldsmith Laura Gonzales Denny Gonzalez Debi Goodman Richard Gorham Nelson Graff Jennifer Gray Mara Lee Grayson Alexandra Greco Keisha Green Christian Gregory Jason Griffith Regina Ann McManigell Grijalva Beth Gulley Lorena Gutierrez Xenia Hadjioannou Hosei Halim Felicia Hamilton Annette Hardin April Raymond Harmon Patricia Harris Patrick Harris Dorian Harrison Holly Hassel Sandy Hayes Lisa Hazlett Marcela Hebbard Janelle Henderson Roxanne Henkin Maria Hernandez-Goff Stacie Charbonneau Hess

Doug Hesse Jolie Hicks Troy Hicks Jennifer Higgs Katie Hill Jennifer Hoffman Michelle Holland Matthew HomrichKnieling Beth Honeycutt Huili Hong Ji Hong Brian Hotson Betina Hsieh Teresita Hunt Sawsan Jaber Davena Jackson Karen Keaton Jackson Brad Jacobson Carol Jago Lauren Jewett Aeriale Johnson Erika Johnson Latrise Johnson Lindy Johnson Tara Star Johnson Wintre Johnson Jessica Jones Sara Kajder Trent M. Kays Lauren Kelly Patricia Kelly Ted Kesler Jung Kim Abby Kindelsperger Brian Kissel Dick Koblitz Jordan Kohanim Cindy Koudelka Tasha Tropp Laman Catherine Lammert Judith Landeros Eunjeong Lee Crystal Lee Kira LeeKeenan Chris Lehman Maria Leija Meridith A. Leo Teri Lesesne Heather Lettner-Rust

Naitnaphit Limlamai Frannie Lin Ken Lindblom Diana Liu Perpie Liwanag Carmen Llerena Alexandra Lockett Stacia Long Susi Long Julia Lopez-Robertson Deborah MacPhee Michael Madson Becki Maldonado Pam Margolis Prisca Martens Bruce Martin Danny Martinez Lisa Martinez Heather Matthews Melinda McBee Orzulak Thomas McCann Shashray McCormack Mary McGinnis Jolivette Mecenas Kelly Medina-Lopez Emily Meixner Jaime Armin Mejía Jackie Mercer Ashlee Meredith Caitlin Metheny Angie Miller Erin Miller Nicole Mirra Karen Mitcham Matthew Moberly Haley Moehlis Renee Moreno Jill A. Morris Karen Morris Sam Morris Joaquin Munoz Liz Murray Kindel Nash Jessica Nastal Beatrice Newman Janet Neyer Mitchell Nobis Jim Nugent Sandra Osorio Amanda Palmer

Erin Parke Suzii Parsons Pat Paugh Jennifer Penaflorida Summer Pennell Vanessa Perez Tonya Perry Tien Pham Kathryn Mitchell Pierce Kim Pinkerton Joseph Pizzo Grace Player Patricia Poblete Mya Poe Lisa Polivick Rebecca Powell Detra Price-Dennis Sarah Prielipp Joanne Pruitt John Przyborowski Tairan Qiu Ann Marie Quinlan Reshma RamkellawanArteaga Sherry RankinsRobertson Clancy Ratliff Maggie Raymond Tiffany Rehbein Keisha Rembert Carol Reuman Mary Rice Robertha Richardson Michael Rifenburg Scott Ritchie Heather Rocco Luke Rodesiler Shelley Rodrigo René Miguel Rodriguez Sanjuana Rodriguez R. Joseph Rodríguez Yasmine Romero Kevin Roozen Mario Rosado Anna J. Small Roseboro Tiffany Rousculp Laurie Rozakis Gretchen RumohrVoskuil Leslie S. Rush

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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VOLUNTEERS Darlene Russell Freya Sachs Anthony Sams Sherry Sanden Sophia Sarigianides Yamil Sarraga-Lopez Lisa Scherff Ryan Schey Pauline Schmidt Andy Schoenborn Mary Schreuder Amy Schroth David Schultz Sara Schumacher Tara Seale Robyn Seglem Lindsy Seidel Nomathemba Seme Byung-In Seo Rita Shaffer Shyam Sharma Jennifer Shettel Cathe Shubert Nicole Sieben Becky Sipe

PROPOSAL REVIEWERS CONTINUED FROM PAGE 9

Matt Skillen Abigail Sloan Cheryl Hogue Smith Robin Snead Ah-Young Song Catherine Sosnowski Karrieann Soto Vega Helene Spak Lucy Spence Holly Spinelli Kimberly Stewart Shawn Stowe Juli Stricklan Justin Stygles EuJin Tang Jay Taniguchi Sam Tanner Jineyda Tapia Valerie Taylor Tran Nguyen Templeton Amanda Haertling Thein Peggy Thomas Tobi Thompson Tracy Thompson Michelle Thompson-Loyd

Heather Thomson-Bunn Natasha Thornton Katherine Tirabassi Julia E. Torres Kristen Turner Jessica Ulmer Rhonda Urquidi Velma Valadez Nancy Valdez-Gainer Nancy Varelas Pamela Vissing Saba Vlach Dinah Volk Kelly Vorhis Alison Vowell Diane Waff David Wandera Yang Wang Vaughn Watson Donald Weasenforth Amy Weaver Rebecca Weber Carrie Weese Kimberly Welsh Leah Wendt

Christy Wenger Leah Werther Autumn West John West Beth White Kathryn Whitmore Natasha Whitton Anastasia Wickham Tom William Sherry Williford Joanna Wong Christopher Working Elizabethada Wright Marcia Wright Shirley Wright Kamania Wynter-Hoyte Deborah Yarbrough Haeny Yoon Carl Young Craig Young Shelley Young Latrese Younger Maria Zafonte Candace Zepeda Michael Ziegler

online learning Looking for some inspiration?

https://ncte.org/events/

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Give yourself time to learn from thoughtful NCTE members, authors, and experts—all from the comfort of your home. NCTE’s online professional learning resources are designed to be engaging and practical across a variety of contexts and roles, including through timely topics such as teaching during this demanding year. You deserve a differentiated experience just as much as your students do.

HEAR FROM OUR AUTHORS! Lamar Giles

Ibi Zoboi

Wednesday Night Event: Boys of Color on the Page and in the Classroom

Wednesday Night Event: Boys of Color on the Page and in the Classroom

Wednesday, November 18th 7:00PM - 9:00PM

Wednesday, November 18th 7:00PM - 9:00PM NCTE 2020 Black Author Roundtable – The Brown Bookshelf

Friday, November 20th, 3:00PM – 4:15PM

Tiffany Jackson

Jerry Craft

Secondary Section Get-Together: We Are More Than Our Struggle: Black Storytellers on Black Identity in Fiction

Secondary Section Get-Together: We Are More Than Our Struggle: Black Storytellers on Black Identity in Fiction

Thursday, November 19th 7:30PM - 8:30PM

Thursday, November 19th 7:30PM - 8:30PM

ALAN

The Nerdy Book Club: A Confluence of Readers and Writers

Anti-Racism Session: “Making the Erased, Visible: Reading, Teaching, and Learning about Missing and Exploited Black Girls, Womxn, and Femmes”

Saturday, November 21st

Monday, November 23rd 11:00AM

Cynthia Leitich Smith

Kelly Yang

Native Voices Telling Their Stories: Indigenous #ownvoices Authors

The Heart of the Matter: Immigration and Social Justice Brought to Life in Children’s & YA Books

Thursday, November 19th 4:30PM - 5:45PM

Friday, November 20th

ALAN Conversation with John Jennings on new imprints

Tuesday, November 24th 9:50AM

Elana K. Arnold A Song of Their Own: Celebrating Creativity and Neurodiversity through Chapter Books

Friday, November 20th

Susan Campbell Bartoletti The Nerdy Book Club: A Confluence of Readers and Writers

Saturday, November 21st

Angie Thomas

Tobly McSmith

ALAN Breakfast Keynote Speaker

Beyond the Binary: The Growth of Transgender and Nonbinary Representation in MG and YA

Saturday, November 21st 9:30AM

Friday, November 20th 2:30PM - 3:45PM

HarperStacks.com

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Welcome to the 110th NCTE Annual Convention, and the inaugural Virtual Convention.

We are so happy to be with you and are thankful that modern times allow for opportunities to convene even when the risks of a worldwide pandemic prohibit being together in person.

Guided by the vision of Program Chair Alfredo Celedón Luján, our team of staff, leaders, and members has pulled together to make the Convention possible—the event truly is a confluence of words, art, people, and community.

Given the nature of this event, we humbly ask for your patience and understanding if unexpected glitches occur along the way. Our team will be present to help as much as possible. We will learn together and pledge to continue our journey of growth after the event concludes.

I am in awe of the amazing staff who have worked tirelessly to make all of this possible while continuing NCTE’s existing services. Our team is small but committed. In addition, authors and publishers contribute so much to this event, and we are grateful for their boundless support of literacy educators and the fact that we do more and serve more when we work together.

Let’s lean into this Convention and make the most of it!

Warmly, Emily Kirkpatrick NCTE Executive Director

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CONFLUENCIA! SONGS OF OURSELVES

2020 NCTE VIRTUAL ANNUAL CONVENTION NOVEMBER 19–22

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

GENERAL CONVENTION INFORMATION LOGISTICS: HOURS, NAVIGATING THE PLATFORM

Networking Lounges: Lounges are where you can have more casual conversations with fellow attendees. There are four lounges:

What are the hours of the Convention?

1. Confluencia Café. Join us in the Café for morning coffee chats, celebration toasts, and other focused conversations.

Each area has different hours, but the lobby will be staffed during the following hours: Wednesday..................................................... 6:00–9:00 p.m. ET Thursday.......................................................... 2:00–9:00 p.m. ET; Exhibit hall grand opening, 5:15–6:00 p.m.

Friday................................................................12:00–9:00 p.m. ET Saturday................................................ 8:30 a.m.–10:30 p.m. ET Sunday......................................................8:30 a.m.–4:30 p.m. ET

What time zone are hours?

Times for all sessions are Eastern Time.

What are the different components of the virtual platform?

NCTE 2020 Lobby: The lobby is the main entrance to the Convention platform. There is a chat at the bottom of the page for general questions.

Webcast Auditorium: This is where Live and Scheduled (Prerecorded) sessions are located.

Exhibitor sessions are included in the webcast auditorium.

On-Demand Sessions: These sessions are available any day, any time. On-Demand sessions include poster sessions, panels, roundtables, and more.

When you click on “On-Demand sessions” in the navigation bar, a new window will open for you to browse these sessions.

Exhibit Hall: Contains three primary halls: (1) NCTE Central, where you will find the NCTE merchandise, member services, and publications booths; (2) Featured Sponsor hall, where you will find Heinemann and Scholastic; and (3) Build Your Stack hall. All other exhibitors are listed in alphabetical order within the Exhibit Hall. Many exhibitors are offering author meet and greets; review the Meet the Author booklet to learn more.

2. Inspiration Station. Come here to recharge, share creative ways you are adjusting to hybrid or virtual learning, and discuss other topics that are sure to inspire.

3. What I’m Reading Room. Join us to discuss all things books!

4. Open Air Atrium. Simply want to chat? This is your place! This networking lounge is completely unprogrammed and a space for you to make it what you need.

Convention Policies: http://convention.ncte. org/2020-virtual-convention/general-info/policies/

How do I use the Online Planner feature?

Can I remove a session I added?

You may add any type of session to your online planner: Live, Scheduled, or On-Demand. There are several search features to help you find what you’re looking for. If you are interested in seeing the entire list of sessions, simply click the search button. You can preview session content and add the session to your planner by checking “Add to Planner” next to the session. If you change your mind and would like to remove a selected session, simply uncheck “Add to Planner” and it will be removed.

Will I be on camera if I join a session as an attendee?

The majority of the sessions will not have attendees on video or with audio. There are approximately 15 sessions that use breakout rooms in which attendees can be on video and use audio. Of course, you always have the option to turn off your camera and/or mute your audio.

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Can I ask presenters questions during Live and Scheduled sessions?

Yes! We have a number of ways to engage with presenters and authors. During most sessions, attendees will be able to use both the text chat and the Live Q&A. The text chat allows you to share your questions or comments with presenters and attendees. The Live Q&A is only seen by presenters unless a presenter answers your question at which point the question becomes public. If you want to continue a conversation about a session, we’d encourage you to head to the Open Air Atrium where you can use the text chat features in that lounge.

REGISTRATION RELATED How do I log in to the Convention?

Log in via the NCTE 2020 Virtual Annual Convention Platform. Select “Presenter/Attendee Login” and enter your email address and password. Your email address is the one you used to register for Convention. If you are having problems logging in, you can try to reset your password. If you still have problems, contact us at immediately at annual2020@ncte.org.

How early can I log in?

You can log in as early as November 13 to use the Online Planner and bookmark the site. The lobby, lounges, and exhibit hall will open on Wednesday, November 18 at 6 p.m. ET. Please log in as soon as possible to ensure you have the best experience possible!

Is there a cut-off date for registration?

Registration for Convention is open until 4:00 p.m. ET on Sunday, November 22. Once a person registers it takes approximately 30 minutes for that person to have access to the platform.

What if I registered but can no longer attend the Convention?

You will still have access for 60 days after the Convention. You can log in any day, any time, and as frequently as you’d like during this period.

Can I share my login with a friend or colleague?

No, your login is unique to you and cannot be shared.

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Can I register for one day only?

No, NCTE does not offer one day registration.

I have a question about becoming an NCTE member.

Visit the Membership booth at NCTE Central to learn more about the benefits of membership! After the Convention, see our website.

OPPORTUNITIES: MEET AUTHORS, COLLECT BOOKS, EARN PRIZES Will I be able to meet authors at Convention?

Yes! Exhibitors are hosting author meet and greets in their booths. Browse our Meet the Author booklet for a sampling of opportunities, and make sure to stop by exhibitor booths each day to see what they have planned!

Are there opportunities to receive books this year?

There will be opportunities to receive and/or win books this year. Some of these opportunities include: • Attending the Special Secondary Section Event on Wednesday, November 18 at 7 p.m. ET for a chance to receive a bundle of four books courtesy of NCTE and Macmillan. All attendees are eligible; after the event we will use a randomizer to select 100 winners. See you there!

• Leaving your contact info at the “leave business card” area of the Publications booth at NCTE Central tol be eligible to win one free NCTE book of your choice. There will be one drawing on Friday, one on Saturday, and one on Sunday.

• Visiting Featured Sponsor Heinemann’s booth!

Heinemann is offering discounts off list prices for individual online purchases using a coupon code.

• Visiting Featured Sponsor Scholastic’s booth to enter for a chance to win an exclusive swag bag that includes a limited edition 100th anniversary tote bag filled with exciting new titles and swag.

• Stopping by exhibitors’ booths! Many of our exhibitors are planning book giveaways, free e-books, discount codes, and more!

Is there gamification?

What is gamification?

TECHNICAL SUPPORT

Gamification is when a game is added to an online platform. During Convention, attendees earn points for completing different actions (see below). You can check your status in the NCTE Central Hall at any time. Gamification begins at 6 p.m. ET on Wednesday, November 18 and ends on Sunday, November 22 at 4:30 p.m. ET.

If I have technical/logistical questions or issues during the conference, who should I contact?

The 40 attendees with the greatest number of points will receive prizes as follows: • Top 3 Finishers: Free registration for the 2021 NCTE Annual Convention • Finisher 4: $75 to spend at bookshop.org • Finisher 5: $60 to spend at bookshop.org • Finisher 6: $50 to spend at bookshop.org • Finishers 7–40: Bundle of three books sent to you

Questions can be asked through the “Need Help?” live chat feature in the bottom right-hand corner of all platform pages. The platform host, Virtual Event Place (VEP), will staff the Need Help? live chat during Convention hours. If questions are submitted outside of Convention hours, your question will be added to a que and answered when it is back online.

How and when can I access sessions for the 60 days post-Convention?

Archived sessions will be accessed through the same platform and login process you use to attend the Convention. On-Demand sessions can be accessed beginning the first day of Convention. Live and Scheduled sessions will be archived and available for viewing 48 hours after the session ends.

How do I earn points?

You earn points by taking certain actions in the platform. There is no limit and you can check your status in the NCTE Central Hall at any time. Points are assigned as follows: • 300 points for each visit to one of our Featured Sponsors booths. You are encouraged to leave your business card!

• 250 points for each visit to one of NCTE’s booths: Merchandise, Publications, Member Services, or Build Your Stack • 200 points for each visit to an exhibitor booth.

You are encouraged to leave your business card!

• 50 points for every live, scheduled, or exhibitor session you attend • 50 points for a visit to the Confluencia Café

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SCHEDULE All times below are Eastern Time (ET)

®

FRIDAY, NOV. 20 4:00–4:20 PM Build Your Stack with Simon & Schuster and author Emma Otheguy! with Michelle Leo and Sarah Woodruff

5:00–5:20 PM Build Your Stack: Holiday House & Pixel+Ink Spring 2021 Book Buzz with Terry Borzumato-Greenberg

7:00-7:20 PM Biographies and Memoirs: Meeting People While Socially Distancing Donalyn Miller

7:30-7:50 PM Great New Picture Books and Graphic Novels You Might Have Missed Alison Morris

SATURDAY, NOV. 21 9:00–9:20 AM Build Your Stack: AW Spring 2021: Shining a spotlight on inclusion, activism, and social and emotional wellness in Children’s Books with Lisa White

9:30–9:50 AM Build Your Stack: Workman Publishing Book Buzz! with Caitlin Rubinstein

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10:00–10:50 AM

4:00–4:20 PM

Build Your Stack: With Candlewick Press with Anne Irza-Leggat

Asian-American Texts that Don’t Reinforce Stereotypes with CB Lee, Noreen Naseem Rodriguez, Andrea Wang, and Ileene Wong

12:30–12:50 PM Authors, What’s on Your Stack? with Sharon Flake and Laurie Halse-Anderson

SUNDAY, NOV. 22 1:30–1:50 PM

1:00–1:20 PM New K-12 Indigenous Texts that Belong in Your Classroom with Ricki Ginsberg

Undaunted Voices: BIPOC Novels-in-Verse with David Bowles

1:30–1:50 PM

2:00–2:20 PM

Using Poetry to Explore Our Intersectionality with Gary Gray Jr. and Claire Landrigan

Imagining a Better World through Stories of Love, Support, and Coming Together with Kristine Schutz and Jen Vincent

2:00–2:20 PM Representing Latinx Students’ Multiple Identities in the Classroom with Tracey Flores and Sandra Osorio

2:30–2:50 PM HER-story, not History: Books That Feature “Black and Brown” Females as Main Characters with Laura Haney and Mary Jade Haney

3:00–3:20 PM Notable Verse Novels and Poetry Books for K-8 Classrooms with Ted Kelser and Heidi Mordhorst

3:30–3:50 PM

2:30–2:50 PM Unapologetically Me: Characters Confidently, Courageously, and Proudly Themselves with Jillian Heise and Aliza Riley Werner

3:00–3:20 PM Eating Your Cake: Text Sets to Spark Curiosity and Conversation with Carrie Thomas

3:30–3:50 PM I’m Looking for a Book On…: Getting Specific Picture book Recommendations for Your Classroom with Lynsey Burkins and Caitlin Ryan

Translanguaging in LatinX Children’s and YA Books with Carla Espana and Luz Yadira

2020 NCTE ANNUAL VIRTUAL CONVENTION ANNUAL CONVENTION PROGRAMPROGRAM

http://www2.ncte.org/build-your-stack/

MEET THE AUTHORS All times below are Eastern Time (ET)

THURSDAY, NOV. 19 5:15–6:00 P.M. Laura Robb and David L. Harrison Corwin Literacy • Guided Practice for Reading Growth, Grades 4-8: Texts and Lessons to Improve Fluency, Comprehension, and Vocabulary Kate Temple and Jol Temple Kane Miller/Usborne Books • Room on Our Rock Taylor Overbey Crimson Dragon Publishing • The I-Wants and the Gimmies Robin Aufses, Renée Shea, and Kate Cordes Bedford, Freeman & Worth High School Publishers • American Literature and Rhetoric

FRIDAY, NOV. 20 2:00–2:20 P.M.

Dawn Clark Crimson Dragon Publishing • Little Astro and the Mysterious Moon Rock Lindsay Metcalf Boyds Mills & Kane • Farmers Unite! Planting a Protest for Fair Prices Suzanne McConnell co-author (with Kurt Vonnegut) Seven Stories Press • Pity the Reader: On Writing with Style Gary D. Schmidt Houghton Mifflin Harcourt • Just Like That

Patrice Vecchione, editor Seven Stories Press • Ink Knows No Borders: Poems of the Immigrant and Refugee Experience Miranda Kenneally Sourcebooks • Catching Jordan Kass Morgan and Danielle Paige Houghton Mifflin Harcourt • The Ravens Wanda C. Phillips Easy Grammar Systems • Easy Grammar

3:00–3:30 P.M. Seamus Kirst American Psychological Association/Magination Press • Papa, Daddy, and Riley Barbara Dee Simon & Schuster • My Life in the Fish Tank

3:00-3:45 P.M.

Annette Bay Pimentel Mary Jo Fresch and Sourcebooks David L. Harrison • All the Way to the Denver, Colorado | Top November 19-22 NCTE Publications Booth • Empowering Students’ http://convention.ncte.org Knowledge of Vocabulary: 2:00–3:00 P.M. Learning How Language Works, Megha Majumdar Grades 3–5 Penguin Random House Education • A Burning: A Novel

2020 NCTE ANNUAL CONVENTION

Tehlor Kay Mejia Disney Publishing Worldwide • Paola Santiago and the River of Tears Kwame Mbalia Disney Publishing Worldwide • Tristan Strong Destroys the World

Christina Soontornvat Candlewick Press • All Thirteen: The Incredible Cave Rescue of the Thai Boys’ Soccer Team

Hena Khan Simon & Schuster • Amina’s Song

5:30–6:00 P.M. Alex Aster Sourcebooks • Curse of the Night Witch

2:00–2:30 P.M.

3:30–4:00 P.M.

2:30–3:00 P.M. Kara Lee Corthron Simon & Schuster • Daughters of Jubilation Victoria Jamieson Penguin Young Readers • When Stars Are Scattered

Chloe Gong Simon & Schuster • These Violent Delights Charles Yu Penguin Random House Education • Interior Chinatown: A Novel

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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All times below are Eastern Time (ET)

4:00–4:30 P.M.

7:30–8:00 P.M.

12:30–1:15 P.M.

Carrie Lara American Psychological Association/Magination Press • The Heart of Mi Familia

Michael Genhart American Psychological Association/Magination Press • Accordionly: Abuelo and Opa Make Music

Renée Shea, John Golden, Carlos Escobar, and Tracy Scholz Bedford, Freeman & Worth High School Publishers • Foundations of Language and Literature

Renée H. Shea, Lawrence Scanlon, Robin Dissin Aufses, Megan Harowitz Pankiewicz Bedford, Freeman & Worth High School Publishers • The Language of Composition

4:30–5:15 P.M. Shelbie Witte, editor NCTE Publications Booth • Writing Can Change Everything: Middle Level Kids Writing Themselves into the World

5:00-5:45 P.M. Mariana Souto-Manning, editor NCTE Publications Booth • In the Pursuit of Justice: Students’ Rights to Read and Write in Elementary School

7:15–7:45 P.M. Ally Carter Houghton Mifflin Harcourt • Winterborne Home for Mayhem and Mystery

Kosoko Jackson Sourcebooks • Yesterday Is History

SATURDAY, NOV. 21

Gaye E. Pitman American Psychological Association/Magination Press • My Maddy

9:00–9:30 A.M.

2:00–2:30 P.M.

Maïlys Pitcher (illustrator) Crimson Dragon Publishing • Winnie and the Mystery of the Missing Moonstones

Jeffrey D. Wilhelm Corwin Literacy • Planning Powerful Instruction: 7 Must-Make Moves to Transform How We Teach—And How Students Learn

9:30–10:00 A.M. Lynnette Mawhinney American Psychological Association/Magination Press • Lulu the One and Only

10:00–10:30 A.M. Duane M. Abel Crimson Dragon Publishing • Bowlers

7:15–8:00 P.M.

10:00-10:45 A.M.

Mickey Huff, co-editor Seven Stories Press • State of the Free Press 2021 by Project Censored

Jennifer Ochoa, editor NCTE Publications Booth • Already Readers and Writers: Honoring Students’ Rights to Read and Write in the Middle Grade Classroom

Duane M. Abel Crimson Dragon Publishing • Bowlers Matthew Johnson Corwin Literacy • Flash Feedback: Responding to Student Writing Better and Faster—Without Burning Out

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1:00–1:30 P.M.

10:30–11:00 A.M. Kirsten W. Larson Boyds Mills & Kane • Wood, Wire, Wings Rebecca Growe American Psychological Association/Magination Press • A Kid’s Guide to Coronavirus

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Michael W. Smith Corwin Literacy • Diving Deep into Nonfiction : Transferable Tools for Reading ANY Nonfiction Text Allan Wolf Candlewick Press • The Snow Fell Three Graves Deep: Voices from the Donner Party Nancy Rust and Carol Stubbs Crimson Dragon Publishing • The Rose without a Name Leah Henderson Barnes & Noble • The Magic in Changing Your Stars Linda Sue Park Houghton Mifflin Harcourt • The One Thing You’d Save Ryan La Sala Sourcebooks • Be Dazzled

2:00-2:45 P.M. Melissa Stewart, editor NCTE Publications Booth • Nonfiction Writers Dig Deep: 50 Award-Winning Children’s Book Authors Share the Secret of Engaging Writing

2:30–3:00 P.M. Barry Wittenstein and Jerry Pinkney Holiday House • A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation Jon McGoran Holiday House • Spliced, • Splintered • Spiked

Jacqueline Davies Houghton Mifflin Harcourt • Sydney and Taylor Explore the Whole Wide World

Rena Barron Houghton Mifflin Harcourt • Maya and the Rising Dark

4:00–4:30 P.M. Irene Latham Boyds Mills & Kane • This Poem Is a Nest Jack Yerby Crimson Dragon Publishing • The Secret of the Haunted House

2:00–2:30 P.M. Nancy Rust and Carol Stubbs, with Melissa Vandiver (illustrator) Crimson Dragon Publishing • The Rose without a Name

SUNDAY, NOV. 22 Traci Sorell Charlesbridge • We Are Grateful: Otsaliheliga

Alexandra Bracken Disney Publishing Worldwide • Lore

Renée Shea, John Golden, Carlos Escobar, and Tracy Scholz Bedford, Freeman & Worth High School Publishers • Foundations of Language and Literature

Jack Yerby Crimson Dragon Publishing • The Secret of the Haunted House

Michael A. Tompkins American Psychological Association/Magination Press • Zero to 60: A Teen’s Guide to Manage Anger, Frustration, and Everyday Irritations

3:30–3:50 P.M.

1:30–2:15 P.M.

9:00–9:30 P.M.

11:00–11:30 A.M.

Duane M. Abel Crimson Dragon Publishing • Bowlers

Taylor Overbey Crimson Dragon Publishing • The I-Wants and the Gimmies

Julie Berry Sourcebooks • Wishes and Wellingtons

3:00–3:30 P.M.

3:15–4:00 P.M.

1:30–2:00 P.M.

2:00–2:30 P.M. Lauren H. Kerstein American Psychological Association/Magination Press • Home for a While

2:00-2:45 P.M.

11:00–11:30 A.M. Lesléa Newman American Psychological Association/Magination Press • Remembering Ethan

April Baker-Bell NCTE Publications Booth • Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy

11:30 A.M.–12:00 P.M.

3:00–3:45 P.M.

Amanda Rawson Hill American Psychological Association/Magination Press • You’ll Find Me

Robin Dissin Aufses, Renée H. Shea, Lawrence Scanlon, and Katherine E. Cordes Bedford, Freeman & Worth High School Publishers • American Literature and Rhetoric

11:30 A.M.–12:00 P.M. Carole Boston Weatherford Candlewick Press • BOX: Henry Brown Mails Himself to Freedom

3:30–4:00 P.M. Dawn Clark Crimson Dragon Publishing • Little Astro and the Mysterious Moon Rock

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

FUTURE CONVENTIONS NCTE ANNUAL CONVENTION 2021 NCTE Annual Convention November 18–21 Louisville, Kentucky

Program proposal deadline: 11:59 p.m. CT, Wednesday, January 13, 2021

2022 NCTE Annual Convention November 17–22 Anaheim, California

OTHER NCTE CONVENTIONS 2021 CCCC Convention April 7–10 Spokane, Washington

2021 TYCA Conference April 7 Spokane, Washington

2021 LLA Literacies for All Summer Institute July 8–10 Normal, Illinois

2021 ELATE Summer Conference July 15–18 Tuscaloosa, Alabama

2021 CEL Convention November 21–23 Louisville, Kentucky

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EXECUTIVE COMMITTEE

President ALFREDO CELEDÓN LUJÁN Monte del Sol Charter School, Santa Fe, NM

President-Elect VALERIE KINLOCH University of Pittsburgh, PA

Vice President MARÍA E. FRÁNQUIZ University of Texas at Austin

Past President FRANKI SIBBERSON Dublin, OH

Elementary Representative-at-Large ANN MARIE CORGILL Vestavia Hills Elementary Cahaba Heights, AL

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Middle Level Section Representative-at-Large YOLANDA GONZALES Joe Barnhart Academy, Beeville, TX

Secondary Section Representative-at-Large JULIA E. TORRES Denver Public Schools, CO

Chair, CCCC VERSHAWN ASHANTI YOUNG University of Waterloo, Ontario

Chair, ELATE CHRISTIAN Z. GOERING University of Arkansas, Fayetteville

Chair, Elementary Section ROBERTA PRICE GARDNER Kennesaw State University, Kennesaw, GA

Associate Chair, CCCC JULIE LINDQUIST Michigan State University, East Lansing

Chair, CEL JANICE SCHWARZE Downers Grove North High School, IL

Chair, Middle Level Section FRANNIE LIN Altamont Elementary School, Mountain House, CA

Chair, TYCA CHERYL HOGUE SMITH Kingsborough Community College, Brooklyn, NY

President, LLA DEBORAH MACPHEE Illinois State University Normal, IL

Chair, Secondary Section TIFFANY REHBEIN Laramie County School District #1, Cheyenne, WY

Chair, College Section BRADLEY BLECK Spokane Falls Community College, Spokane, WA

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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WEDNESDAY EVENT WEDNESDAY, NOVEMBER 18 / 7:00–9:00 P.M. ET

SPECIAL SECONDARY SECTION EVENT “Boys of Color on the Page and in the Classroom” with Lamar Giles, Cornelius Minor, Yusef Salaam, Nic Stone, Julia Torres, Ibi Zoboi

LAMAR GILES writes for teens and adults across multiple genres; every year his works appear on numerous “Best of” lists. Giles is the author of the acclaimed novels Fake ID, Endangered, Overturned, Spin, The Last Last-Day-of-Summer, Not So Pure and Simple, and The Last Mirror on the Left, and the author of numerous pieces of short fiction. He is a founding member of We Need Diverse Books (diversebooks.org) and resides in Virginia with his wife.

Lamar Giles

Photo: Joseph Zoboi

IBI ZOBOI holds an MFA from Vermont College of Fine Arts. Her novel American Street was a National Book Award finalist and a New York Times Notable Book. Zoboi is also the author of Pride and the New York Times bestseller My Life as an Ice Cream Sandwich, and is the editor of the anthology Black Enough. Born in Haiti and raised in New York City, she now lives in New Jersey with her husband and their three children.

Photo: Staci Nurse / Staci Marie Studio

Ibi Zoboi

Yusef Salaam

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DR. YUSEF SALAAM was just fifteen years old when his life was upended after being wrongly convicted with four other boys in the “Central Park jogger” case. In 2002, after the young men spent years of their lives behind bars, their sentences were overturned. The story of the Exonerated Five, as they’re now known, has been documented in the award-winning film The Central Park Five by Ken Burns, Sarah Burns, and David McMahon, and in Ava DuVernay’s highly acclaimed series When They See Us. Salaam is now a poet, activist, and inspirational speaker and is the recipient of a Lifetime Achievement Award from President Barack Obama, among other honors. He lives in Atlanta, Georgia, with his wife, Sanovia, and their children.

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

NIC STONE is the author of the New York Times bestseller and William C. Morris finalist Dear Martin and its companion novel Dear Justyce, which looks at the power of circumstance in decision making and seeks to stir compassion for a population of Black children who have been deemed unworthy of it: the incarcerated.

Stone also wrote the teen novels Odd One Out, an NPR Best Book and Rainbow Book List Top Ten, and Jackpot, a love-ish story that takes a searing look at economic inequality for young adults. Her middle grade debut Clean Getaway is a New York Times bestseller and received two starred reviews from Publishers Weekly and Booklist, who called it “an absolute firecracker of a book.” Stone lives in Atlanta with her family.

Nic Stone

Brooklyn-based educator and speaker CORNELIUS MINOR works with teachers, school leaders, and community-based organizations to support equitable literacy reform across the globe. His latest book, We Got This, explores how the work of creating more equitable school spaces is embedded in our everyday choices— specifically in the choice to really listen to kids. Minor has been featured in Education Week, Brooklyn Magazine, and Teaching Tolerance magazine and has partnered with the Teachers College Reading and Writing Project, the New York City Department of Education, the International Literacy Association, and Scholastic.

Most recently, along with his partner and wife, Kass Minor, he has established The Minor Collective, a community-based movement designed to foster sustainable change in schools.

Cornelius Minor

JULIA E. TORRES is a veteran language arts teacher and librarian in Denver, Colorado. She facilitates teacher development workshops rooted in the areas of antiracist education, equity and access in literacy and librarianship, and education as a practice of liberation.

Torres works with students and teachers locally and around the country with the goal of empowering them to use literacy to fuel resistance and positive social transformation, and also serves on several local and national boards and committees promoting educational equity and progressivism. She is the current NCTE Secondary Representative-at-large, an Educolor Collective steering committee member, a Book Love Foundation board member, and an Educator Collaborative Book Ambassador.

Julia E. Torres

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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GENERAL SESSIONS THURSDAY, NOVEMBER 19 / 6:00–7:15 P.M. ET

TREVOR NOAH TREVOR NOAH is the host of the Emmy® and Peabody® Award-winning The Daily Show with Trevor Noah on Comedy Central. He is the author of the #1 New York Times bestseller Born a Crime: Stories from a South African Childhood, which received the Thurber Prize for American Humor and two NAACP Image Awards. The Audible edition of Born a Crime, performed by Trevor, remains one of the top-selling and highest-rated Audible performances of all time. To date, Born a Crime has sold more than 1 million copies across all formats.

Photo: Gavin Bond

In 2020, The Daily Show with Trevor Noah received six Primetime Emmy nominations, including Outstanding Variety Talk Series. He has written, produced, and starred in eleven comedy specials, most recently including the Netflix special Son of Patricia, for which he also received a Grammy nomination for Best Comedy Album.

FRIDAY, NOVEMBER 20 / 8:00–9:15 P.M. ET

KALI FAJARDO-ANSTINE Photo: Graham Morrison

KALI FAJARDO-ANSTINE is from Denver, Colorado. Her fiction has appeared in The American Scholar, Boston Review, Bellevue Literary Review, The Idaho Review, Southwestern American Literature, and elsewhere.

Fajardo-Anstine has received fellowships from MacDowell Colony, the Corporation of Yaddo, and Hedgebrook. She received her master of fine arts from the University of Wyoming and has lived across the country, from Durango, Colorado, to Key West, Florida.

FRIDAY, NOVEMBER 20, 9:30–10:45 P.M. ET

JUAN FELIPE HERRERA Photo: Carlos Puma/UC Riverside

JUAN FELIPE HERRERA is the 21st Poet Laureate of the United States (2015– 2016) and the first Latino to hold the position. From 2012 to 2014, Herrera served as California State Poet Laureate. Herrera’s many collections of poetry include Every Day We Get More Illegal; Notes on the Assemblage; Senegal Taxi; Half of the World in Light: New and Selected Poems, which received the PEN/Beyond Margins Award and the National Book Critics Circle Award; 187 Reasons Mexicanos Can’t Cross the Border: Undocuments 1971–2007; and Crashboomlove: A Novel in Verse, which received the Americas Award. His books of prose for children include SkateFate; Calling the Doves, which won the Ezra Jack Keats Award; Upside Down Boy, which was adapted into a musical for young audiences in New York City; Cinnamon Girl: Letters Found Inside a Cereal Box; and Jabberwalking, which won an International Latino Book Award. His nonfiction work Portraits of Hispanic American Heroes was a 2015 Pura Belpré Author Honor Book. Herrera is also a performance artist and activist on behalf of migrant and indigenous communities and at-risk youth.

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SATURDAY, NOVEMBER 21 / 11:00 A.M.–12:15 P.M. ET Joy Harjo with the Performance Ensemble of the Bread Loaf Next Generation Leadership Network

JOY HARJO JOY HARJO’s nine books of poetry include An American Sunrise, Conflict Resolution for Holy Beings, How We Became Human: New and Selected Poems, and She Had Some Horses. Harjo’s memoir Crazy Brave won several awards, including the PEN USA Literary Award for Creative Nonfiction and the American Book Award. She is the recipient of the Ruth Lilly Prize from the Poetry Foundation for Lifetime Achievement, the 2015 Wallace Stevens Award from the Academy of American Poets for proven mastery in the art of poetry, a Guggenheim Fellowship, the William Carlos Williams Award from the Poetry Society of America, and the United States Artist Fellowship.

Harjo’s latest is a book of poetry from Norton, An American Sunrise.

Performance Ensemble of the Bread Loaf Next Generation Leadership Network Lena Ashooh

Leah Sneed

Faith Omosefe

SATURDAY, NOVEMBER 21 / 7:00–9:00 P.M. ET All-Attendee Session & 20th Anniversary Celebration of the Cultivating New Voices among Scholars of Color

ANDREA DAVIS PINKNEY ANDREA DAVIS PINKNEY has had an illustrious thirty-year career in various facets of the publishing industry. Pinkney is the New York Times bestselling and award-winning author of numerous books for children and young adults, including Martin Rising: Requiem for a King, The Red Pencil, and Rhythm Ride: A Trip through the Motown Sound. Her work has garnered multiple Coretta Scott King Book Awards, the Boston Globe/ Horn Book Honor, and the Parenting Publications gold medal, among other citations. She is a four-time NAACP Image Award nominee, and recipient of both the Regina Medal and the Arbuthnot Honor Award, for her singular body of work and distinguished contribution to the field of children’s literature. Additionally, she has served in a variety of leadership and executive roles, including her current role as vice president and executive editor at Scholastic, where she has served since 2005.

SATURDAY, NOVEMBER 21 / 6:00–6:30 P.M. ET

VIRTUAL 88TH ANNUAL M.R. ROBINSON EVENT Please join Scholastic Chairman and CEO Dick Robinson as he hosts the annual M.R. Robinson event. This longstanding tradition captures the spirit of the Thanksgiving season in recognition of the dedication of teachers around the country.

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GENERAL SESSIONS SUNDAY, NOVEMBER 22 / 12:00–1:30 P.M. ET

PATRISSE KHAN-CULLORS

Photo: Giovanni Solis

PATRISSE KHAN-CULLORS is an artist, organizer, and freedom fighter from Los Angeles, California. Cofounder of the Black Lives Matter Global Network and founder of the Los Angelesbased grassroots organization Dignity and Power Now, she is also a performance artist, Fulbright scholar, popular public speaker, and Sydney Peace Prize recipient. For 20 years, KhanCullors has been on the frontlines of criminal justice reform, and is currently leading Reform L.A. Jails, a ballot initiative that was won in March 2020. She is currently the faculty director of Prescott College’s new Social and Environmental Arts Practice MFA program, which she developed by nesting a curriculum focused on the intersection of art, social justice, and community organizing that is the first of its kind in the nation.

Patrisse will be interviewed by Jeff Chang

Photo: Jeremy Keith Villaluz

JEFF CHANG has been a hip-hop journalist for more than a decade and has written for The San Francisco Chronicle, The Village Voice, Vibe, The Nation, URB, Rap Pages, Spin, and Mother Jones. He was a founding editor of Colorlines magazine, senior editor at Russell Simmons’s 360hiphop. com, and cofounder of the influential hip-hip label SoleSides, now Quannum Projects. He was also previously the executive director of the Institute for Diversity in the Arts at Stanford University. He is coauthor of the forthcoming young adult adaptation of Can’t Stop Won’t Stop: A History of the Hip-Hop Generation. He lives in California.

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SPECIAL EVENTS THURSDAY, NOVEMBER 19 / 7:30–8:30 P.M. ET

ELEMENTARY SECTION GET-TOGETHER

Gloria Boutte

GLORIA BOUTTE is a Carolina Distinguished Professor at the University of South Carolina. Her scholarship and teaching focus on equity pedagogies. Boutte has authored/edited African Diaspora Literacy: The Heart of Transformation in K–12 Schools and Teacher Education (2019 AESA Critics Choice Award), Educating African American Students: And How Are the Children?; Resounding Voices: School Experiences of People from Diverse Ethnic Backgrounds; and Multicultural Education: Raising Consciousness. She has received prestigious Fulbright Scholar and Fulbright Specialist awards. She is the founder of the Center for the Education and Equity of African American Students.

KIMBERLY N. PARKER currently prepares preservice teachers as the assistant director of the Teacher Training Center at Shady Hill School in Cambridge, Massachusetts.

Parker taught in public schools, universities, and graduate schools for 18 years, and served on several committees for NCTE and the New England Association of Teachers of English (NEATE). As a Heinemann Fellow (2016–2018), Parker documented her successful work detracking her English language arts classroom for students of color.

Her continuing scholarship is focused on the literacy lives of Black youth, particularly of Black boys. She is a cofounder of #DisruptTexts. She can be found on Twitter at @ TchKimpossible.

Kimberly N. Parker

THURSDAY, NOVEMBER 19 / 7:30–8:30 P.M. ET

Photo: Leah Warton

MIDDLE LEVEL MEET-UP PABLO CARTAYA is the author of the critically acclaimed middle grade novels The Epic Fail of Arturo Zamora, Marcus Vega Doesn’t Speak Spanish, and Each Tiny Spark. His novels center around the themes of family, culture, community, and the cross-section of the Latinx experience in the United States. Pablo has worked as an actor, notably costarring on NBC’s Will & Grace and Telemundo’s Los Beltran.

Pre-pandemic he was giving performative talks around the country on writing, reading, and identity. Now he’s home working on his next novels and speaking to students, educators, and readers around the world in a virtual format. He calls Miami home and Cuban American his cultura. His awards and honors include 2020 Schneider Family Book Award Honor, 2019 ALSC Notable Book, 2018 American Library Association’s Pura Belpré Honor, 2018 Audie Award Finalist for Middle Grade Audiobook of the Year (for narration and title).

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SPECIAL EVENTS THURSDAY, NOVEMBER 19 / 7:30–8:30 P.M. ET

SECONDARY SECTION GET-TOGETHER

JERRY CRAFT is the New York Times bestselling author and illustrator of the graphic novels New Kid and Class Act. New Kid is the winner of both the 2020 John Newbery Medal for the most outstanding contribution to children’s literature and the Kirkus Prize for Young Readers’ Literature. He was also awarded the Coretta Scott King Author Award for the most outstanding work by an African American writer. He was born in Harlem, grew up in New York City, and currently lives in Connecticut with his two sons and two beagles.

Jerry Craft

TIFFANY D. JACKSON is the critically acclaimed author of young adult novels, including the Coretta Scott King–John Steptoe New Talent Award-winning Monday’s Not Coming, the NAACP Image Award-nominated Allegedly, Let Me Hear a Rhyme, and her 2020 title GROWN. She received her bachelor of arts in film from Howard University and her master of arts in media studies from the New School. She has over a decade in TV/film experience. The Brooklyn native is a lover of naps, cookie dough, and beaches, currently residing in the borough she loves, most likely multitasking.

Tiffany D. Jackson

justin a. reynolds has always wanted to be a writer. The earliest documentation of this desire was recorded on a sheet of green kindergarten paper, which can be found prominently displayed in his mom’s office.

Opposite of Always, his debut novel, was an Indies Introduce Top Ten Debut, a School Library Journal Best Book of 2019, translated in 17 languages, and is being developed for film with Paramount Players. Prior to his writing career, justin worked as a registered nurse in hematology, oncology, and orthopedics. He resides in northeast Ohio with his family, and enjoys sports and dancing terribly.

justin a. reynolds

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

JULIA E. TORRES is a veteran language arts teacher and librarian in Denver, Colorado. Julia facilitates teacher development workshops rooted in the areas of antiracist education, equity and access in literacy and librarianship, and education as a practice of liberation. Julia works with students and teachers locally and around the country with the goal of empowering them to use literacy to fuel resistance and positive social transformation. Julia also serves on several local and national boards and committees promoting educational equity and progressivism. She is the current NCTE Secondary Representative-at-Large, an Educolor Collective steering committee member, a Book Love Foundation board member, and an Educator Collaborative Book Ambassador.

Julia Torres

Illustrator ERIC VELASQUEZ was born and grew up in Spanish Harlem. He earned his BFA from the School of Visual Arts and has been illustrating for over 30 years.

Among his more than 30 children’s books, his first picture book The Piano Man, written by Debbi Chocolate, won the Coretta Scott King–John Steptoe Award for New Talent. In 2010 Eric was awarded an NAACP Image award for his work in Our Children Can Soar—a collaboration with twelve notable children’s book illustrators.

Eric also wrote and illustrated Grandma’s Records and its follow-up Grandma’s Gift, which won the 2011 Pura Belpré Award for illustration and was nominated for a 2011 NAACP Image Award. His newest illustrated books are Ruth Objects: The Life of Ruth Bader Ginsburg by Doreen Rappaport, Strong Voices: Fifteen American Speeches Worth Knowing, with introductions by Tonya Bolden, and She Was The First: The Trailblazing Life of Shirley Chisholm by Katheryn Russell-Brown. Eric Velasquez lives and works in New York and teaches book illustration at the Fashion Institute of Technology in NYC. For more information, please visit his website: EricVelasquez.com.

Eric Velasquez

RENÉE WATSON is a New York Times bestselling author. Her young adult novel Piecing Me Together (Bloomsbury, 2017) received a Coretta Scott King Award and Newbery Honor. Her children’s picture books and novels for teens have received several awards and international recognition. She has given readings and lectures at many renowned places, including the United Nations, the Library of Congress, and the US Embassy in Japan. Her articles on teaching and arts education have been published in Rethinking Schools and Oregon English Journal. Renée grew up in Portland, Oregon, and currently lives in New York City.

Renée Watson

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FRIDAY, NOVEMBER 20 / 12:30–2:00 P.M. ET

MIDDLE LEVEL SECTION LUNCHEON

Photo: Lluvia Higuer

AIDA SALAZAR is an award-winning author and arts activist whose writings for adults and children explore issues of identity and social justice. She is the author of the middle-grade verse novels The Moon Within (International Latino Book Award Winner) and The Land of the Cranes (fall 2020), and the biographical picture book Jovita Wore Pants: The Story of a Revolutionary Fighter (spring 2021), all published by Scholastic. She is slated to coedit with Yamile Saied Méndez, Calling the Moon: A Middle Grade Anthology on Menstruation by Writers of Color (Candlewick Press 2022). She is a founding member of Las Musas, a Latinx kidlit debut author collective. Her story By the Light of the Moon (spring 2021), was adapted into a ballet production by the Sonoma Conservatory of Dance and is the first Xicana-themed ballet in history. She lives with her family of artists in a teal house in Oakland, California.

FRIDAY, NOVEMBER 20 / 12:30–2:00 P.M. ET

ELATE (ENGLISH LANGUAGE ARTS TEACHER EDUCATORS) LUNCHEON PHUC TRAN has been a high school Latin teacher for more than twenty years, while simultaneously establishing himself as a highly sought-after tattoo artist in the Northeast. Tran graduated Bard College in 1995 with a BA in classics and received the Callanan Classics Prize. He taught Latin, Greek, and Sanskrit in New York at the Collegiate School and was an instructor at Brooklyn College’s Summer Latin Institute. Most recently, he taught Latin, Greek, and German at the Waynflete School in Portland, Maine. His 2012 TEDx Talk “Grammar, Identity, and the Dark Side of the Subjunctive” was featured on NPR’s TED Radio Hour. He has also been an occasional guest on Maine Public Radio, discussing grammar, classic literature, and Strunk and White’s legacy. Tran currently tattoos at and owns Tsunami Tattoo in Portland, Maine, where he lives with his family.

He is the author of a memoir, Sigh, Gone: A Misfit’s Memoir of Great Books, Punk Rock, and the Fight to Fit In.

SATURDAY, NOVEMBER 21 / 9:30–10:45 A.M. ET

ALAN (ASSEMBLY ON LITERATURE FOR ADOLESCENTS OF NCTE) BREAKFAST ANGIE THOMAS was born and raised and still resides in Jackson, Mississippi, as indicated by her accent. She is a former teen rapper whose greatest accomplishment was an article about her in RightOn Magazine with a picture included. She holds a bachelor of fine arts in creative writing from Belhaven University and an unofficial degree in hip hop. She can also still rap if needed. She is an inaugural winner of the Walter Dean Myers Grant (2015), awarded

by We Need Diverse Books (diversebooks.org). Her award-winning, acclaimed debut novel, The Hate U Give, is a #1 New York Times bestseller and a major motion picture from Fox 2000, starring Amandla Stenberg and directed by George Tillman Jr. Her second novel, On the Come Up, is available now.

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SPECIAL EVENTS SATURDAY, NOVEMBER 21 / 12:30–2:00 P.M. ET

SECONDARY SECTION LUNCHEON

Photo: Mariah Tiffany

CHANEL MILLER is a writer and artist who received her bachelor of arts in literature from the University of California, Santa Barbara.

Her critically acclaimed memoir, Know My Name, was a New York Times bestseller, a New York Times Book Review Notable Book, and a National Book Critics Circle Award winner, and was named a best book of 2019 by TIME, the Washington Post, the Chicago Tribune, NPR, and People, among others. She is a 2019 TIME Next 100 honoree and a 2016 Glamour Woman of the Year honoree under her pseudonym, “Emily Doe.”

SATURDAY, NOVEMBER 21 / 12:30–1:45 P.M. ET

COLLEGE SECTION COMMUNITY WRITING WORKSHOP PRESENTATION

Veronica House

Tobi Jacobi

VERONICA HOUSE founded the Conference on Community Writing in 2015 and launched the Coalition for Community Writing in 2018. She is faculty in the Program for Writing and Rhetoric at the University of Colorado Boulder and founded CU’s Writing Initiative for Service and Engagement program—the first community-engaged Writing and Rhetoric courses for first-year students—which was awarded the Campus Compact of the Mountain West’s Engaged Program Award. She has worked with faculty at colleges and universities across the country to design community-engaged courses and programs. Veronica is the author of Medea’s Chorus: Myth and Women’s Poetry since 1950 (2014) and coeditor of the Community Literacy Journal. She has received numerous teaching awards, including Campus Compact’s Engaged Scholar Award; University of Colorado’s Women Who Make a Difference Award; and her writing program’s Award for Excellence and Innovation in Teaching. Her recent teaching, community work, and scholarship focus on food localization, critical food literacy, environmental communication, and institutionalization of community-engaged pedagogy.

TOBI JACOBI is a professor of English and director of the University Composition Program and the Community Literacy Center at Colorado State University. She coordinates the SpeakOut! Writing Workshop Program for community writers working from spaces of confinement and recovery. Her scholarship on prison literacy and community writing appears in journals such as Reflections, Community Literacy Journal, The Journal of Correctional Education, Feminist Formations, and Radical Teacher and in edited collections. Her coedited book Women, Writing, and Prison came out in 2014; she is currently working on a collaborative literacy remix project that blends contemporary pedagogy with archival prison texts.

JOHN TIEDEMANN is an associate professor at the University of Denver, where he teaches in the University Writing Program. For eight years, he served as faculty director of the Social Justice Living and Learning Community. In 2007, he cofounded the DU Community Writing Center, with locations in the Saint Francis Center and The Gathering Place, two daytime shelters for the homeless.

John Tiedemann 2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SPECIAL EVENTS SATURDAY, NOVEMBER 21 / 12:30–2:00 P.M. ET

CHILDREN’S BOOK AWARDS LUNCHEON KATE AND JOL TEMPLE are internationally awarded children’s authors whose books have been translated into more than 20 languages.

Their recent picture book, Room on Our Rock, is an allegory about empathy and refugees. It can be read front-to-back or back-to-front for two different perspectives. The book received the Charlotte Huck Award for outstanding fiction with the potential to transform children’s lives.

It was also listed as a Notable Book for a Global Society by the Children’s Literature and Reading Special Interest Group of the International Literacy Association; named a Notable Children’s Book in the Language Arts by the Children’s Literature Assembly; and selected for the ILA 2020 Teachers’ Choices Reading List.

Kate and Jol Temple

Kate and Jol live in Sydney, Australia, with their two sons. They regularly visit schools and writers’ festivals to discuss ideas with young readers and writers. When they’re not writing, Kate pretends to play the piano and Jol makes little egg-carton shelters for his Star Wars characters.

BARRY WITTENSTEIN is the author of A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation, winner of the 2020 Orbis Pictus Award. He has written several picture books, including Waiting for Pumpsie and The Boo-Boos That Changed the World: A True Story about an Accidental Invention (Really!). Barry lives in New York City.

Barry Wittenstein

Photo: Thomas Kristich

JERRY PINKNEY is the illustrator of the 2020 Orbis Pictus Award-winner A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation. The legendary author and illustrator’s many accolades include the Caldecott Medal, five Coretta Scott King Awards, five Coretta Scott King Honor Awards, four New York Times Best Illustrated Books, and four gold medals from the Society of Illustrators. He served on the National Council of the Arts, is a trustee emeritus of the Eric Carle Museum of Picture Book Art, and has taught at the Pratt Institute, the University of Delaware, and the University of Buffalo. He lives in Westchester, New York.

Jerry Pinkney

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SUNDAY, NOVEMBER 22 / 9:00–10:15 A.M. ET

CHILDREN’S LITERATURE ASSEMBLY BREAKFAST JASON REYNOLDS is a #1 New York Times bestselling author, a Newbery Award honoree, a Printz Award honoree, a two-time National Book Award finalist, a Kirkus Award winner, a two-time Walter Dean Myers Award winner, an NAACP Image Award winner, and the recipient of multiple Coretta Scott King honors. Reynolds is also the 2020–2021 National Ambassador for Young People’s Literature. His many books include When I Was the Greatest, The Boy in the Black Suit, All American Boys (cowritten with Brendan Kiely), As Brave as You, For Every One, the Track series (Ghost, Patina, Sunny, and Lu), Look Both Ways, and Long Way Down, which received a Newbery Honor, a Printz Honor, and a Coretta Scott King Honor. He lives in Washington, DC. You can find his ramblings at JasonWritesBooks.com.

SUNDAY, NOVEMBER 22 / 10:30–11:45 A.M. ET

AFFILIATE BREAKFAST VALERIE KINLOCH, president-elect of NCTE, is the Renée and Richard Goldman Dean of the School of Education and professor at the University of Pittsburgh. She is also an executive member of the AERA Consortium of University and Research Institutions and cochair of the Remake Learning Council.

In 2018, Kinloch was awarded the NCTE Advancement of People of Color Leadership Award. In 2015 she was awarded the NCTE Rewey Belle Inglis Award for Outstanding Women in English Education.

Her scholarship examines the literacies and community engagements of youth and adults inside and outside schools. Author of publications on race, place, literacy, and equity, her books include Service-Learning in Literacy Education: Possibilities for Teaching and Learning (2015), Crossing Boundaries: Teaching and Learning with Urban Youth (2012), Urban Literacies: Critical Perspectives on Language, Learning, and Community (2011), Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth (2010), June Jordan: Her Life and Letters (2006), and Still Seeking an Attitude: Critical Reflections on the Work of June Jordan (2004). In 2012, her book Harlem on Our Minds received the Outstanding Book of the Year Award from the American Educational Research Association, and in 2014, her book Crossing Boundaries: Teaching and Learning with Urban Youth was a staff pick for professional development by Teaching Tolerance magazine.

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SPECIAL EVENTS SUNDAY, NOVEMBER 22 / 10:30–11:45 A.M. ET

NATIONAL WRITING PROJECT BREAKFAST EBONY FLOWERS is a cartoonist and an ethnographer.

She was born and raised in Maryland. She holds a BA in biological anthropology from the University of Maryland College Park and a PhD in curriculum and instruction from the University of Wisconsin-Madison, where she wrote her dissertation as a comic (mostly). Her expertise is in qualitative research and evaluation, picture-based methods, curriculum studies, and S.T.E.A.M. education.

Author and illustrator of the graphic novel Hot Comb, Flowers is a 2017 Rona Jaffe Award recipient, a 2019 Ignatz Award recipient for Promising New Talent, and a 2020 Believer Award recipient for Fiction. She was also nominated for a 2020 NAACP Image Award for Literacy (Young Adult Fiction). She lives in Denver, Colorado.

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SESSION STRANDS Convention sessions with a special focus or in special sequences fall into session strands. Attend multiple sessions within a single strand for an in-depth learning experience with any of these important themes:

Early Childhood Education Strand sessions focus on issues pertaining to the education of children from birth to age eight, their families, and their teachers. Early literacy is a key concept in these sessions that also address diversities in early childhood and highlight practices and processes that are situated in social, historical, and cultural contexts.

ELATE Strand (English Language Arts Teacher Educators) sessions focus on issues, research, and practices pertaining to teacher development, professional development, and teacher education programs, including preservice and induction programs. These sessions highlight the practice of those who prepare literacy educators or support their continued development through courses, workshops, and inquiry.

LGBTQ Strand sessions focus on issues pertaining to lesbian, gay, bisexual, transgender, and queer students, their families, and their teachers. These sessions address representations of sexual and affectional difference, and they offer a broad understanding of diversity, free inquiry and expression, critical pedagogy, and democratic teaching practices. The sessions encourage the creation of safer, more inclusive schools.

LLA Strand sessions focus on whole language theory and practice and are reviewed by Literacies and Languages for All leaders. These sessions push understandings of critical literacy, inquiry, and collaborative learning, and integrate literacy with other sign systems and knowledge systems situated in social, historical, political, and cultural contexts.

National Writing Project Strand sessions focus on research, practice, and innovation at Writing Project sites, including promising designs for professional learning and leadership programs; youth, community, and civic engagement projects; and fresh looks at curriculum and pedagogy in the teaching of writing. These sessions highlight the potential of teacher-leaders, and educators more broadly, to work collectively to improve the teaching of writing for all learners.

Rainbow Strand sessions focus on issues and strategies related to teaching and affirming culturally and linguistically diverse students, especially African Americans, Latinxs, American Indians, Asian Americans, and Pacific Islanders.

Research Strand sessions have been chosen through a refereed selection process sponsored by the NCTE Standing Committee on Research (SCR). Although reports and discussions of research are distributed throughout the Convention Program, sessions labeled “Research Strand� are those that report on rigorous and original research studies as refereed by the SCR.

A SESSION FOR EVERY LEVEL Throughout the following session descriptions, each title includes a letter icon, indicating the level or levels of interest embraced by the topic:

E

Elementary

M

Middle

S

Secondary

C

College

G

General Interest

TE

Teacher Education

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AWARDS LIFETIME ACHIEVEMENT AWARDS Advancement of People of Color Leadership Award This award is given to an NCTE member of color who has made a significant contribution to NCTE and the development of our professional community. It supports those who advocate for policies and practices that influence and advance the understanding of equity and antiracism.

Recipient: Tonya B. Perry, University of Alabama at Birmingham

Distinguished Service Award The NCTE Distinguished Service Award recognizes a person or persons who have exhibited valuable professional service to the profession, scholarly or academic distinction, distinctive use of the language, and excellence in teaching.

Recipient: Linda Christensen, Lewis & Clark College, Portland, OR

Leadership Award for People with Disabilities The NCTE Leadership Award for People with Disabilities recognizes a person with a disability who has made a significant contribution to NCTE and the development of our professional community.

Recipient: Lisa Harmon-Martinez, Albuquerque High School, NM

LGBTQ+ Advocacy and Leadership Award The NCTE LGBTQ+ Advocacy and Leadership Award recognizes a member of the LGBTQ+ community who has made a significant contribution to NCTE and the development of our professional community.

Recipient: Roxanne Henkin, The University of Texas at San Antonio

James R. Squire Award This award recognizes outstanding service, not only to the stature and development of NCTE and the discipline which it represents, but also to the profession of education as a whole, internationally as well as nationally.

Recipient: Linda Flower, Carnegie Mellon University, Pittsburgh, PA

SPECIAL COUNCIL AWARDS David H. Russell Award for Distinguished Research in the Teaching of English This award recognizes published research in language, literature, rhetoric, teaching procedures, or cognitive processes that may sharpen the teaching or the content of English at any level.

Recipient: Samuel Jaye Tanner, Penn State Altoona and Penn State University Park, for his book Whiteness, Pedagogy, and Youth in America

Media Literacy Award This award showcases NCTE members who have developed innovative approaches for integrating media analysis and composition into their instruction.

Recipients: Julie Griggs, Bentonville High School, Bentonville, AR, and Heather Hooks, Bentonville West High School, Centerton, AR

George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language Given by the NCTE Public Language Awards Committee, the Orwell Award recognizes writers who have made outstanding contributions to the critical analysis of public discourse.

Recipient: April Baker-Bell, Michigan State University, East Lansing, Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy

Public Doublespeak Award Given by the NCTE Public Language Awards Committee, the Doublespeak Award is an ironic tribute to public speakers who have perpetuated language that is grossly deceptive, evasive, euphemistic, confusing, or self-centered.

Recipient: The phrase “China Virus” and those who use it.

Promising Researcher Award Given by the NCTE Standing Committee on Research, this award recognizes the promise of a researcher early in their career based on the quality of a manuscript’s statement of a research problem, literature review, methodology and data analysis, grounding of evidence, significance of results, and clarity and style.

Recipient: Ryan Schey, Auburn University, AL, “Youths’ Choices to Read Optional Queer Texts in a High School ELA Classroom: Navigating Visibility through Literacy Sponsorship”

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AWARDS Alan C. Purves Award The Alan C. Purves Award is presented annually to the author(s) of the Research in the Teaching of English article, from the previous year’s volume, judged most likely to have a significant impact on literacy learning and/or teaching.

Recipients: Latrise P. Johnson and Hannah Sullivan, both from the University of Alabama, Tuscaloosa, for “Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students” (May 2020) Honorable Mention: Mónica González Ybarra, University of Illinois at Urbana-Champaign, “’We Have a Strong Way of Thinking...and It Shows through Our Words’: Exploring Mujerista Literacies with Chicana/Latina Youth in a Community Ethnic Studies Course” (February 2020)

Orbis Pictus Award for Outstanding Nonfiction for Children Established to promote and recognize excellence in the writing of nonfiction for children Recipient: Room on Our Rock, written by Kate & Jol Temple, illustrated by Terri Rose Baynton, published by Kane Miller

Charlotte Huck Award for Outstanding Fiction for Children Established to promote and recognize excellence in the writing of fiction for children.

Recipient: A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation, written by Barry Wittenstein, illustrated by Jerry Pinkney, published by Holiday House

National Intellectual Freedom Award The purpose of this award is to honor individuals, groups, or institutions that merit recognition for advancing the cause of intellectual freedom.

Recipient: Nic Stone, author of Dear Martin Honorable Mention: Todd Schlechte, Southeast Library System, Lincoln, NE

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Early Career Educator of Color Leadership Award This award provides early career teachers of color a national forum at the NCTE Annual Convention for professional collaboration and development and supports them as they build accomplished teaching careers as active NCTE members.

2020–2021 Recipients: Khadeidra (Khay) Billingsley, University of Alabama, Tuscaloosa Sapna Chemplavil, The American Dream School, Bronx, NY Valente’ Gibson, Jackson Creek Elementary, Columbia, SC Deion Jamison, Legacy Early College, Greenville, SC Reanae McNeal, Oklahoma State University, Stillwater Alejandra Reynoso, UCLA Community School, Los Angeles, CA

Cultivating New Voices among Scholars of Color The NCTE Research Foundation’s two-year program is designed to provide support, mentoring, and networking opportunities for early career scholars of color. The program aims to work with graduate students of color to cultivate their ability to draw from their own cultural/linguistic perspectives as they conceptualize, plan, conduct, and write their research.

The program provides socialization into the research community and interaction with established scholars whose own work can be enriched by their engagement with new ideas and perspectives.

2020–2022 Cohort: BernNadette Best-Green, San Joaquin Delta College, Stockton, CA Laura C. Chávez-Moreno, University of California, Los Angeles Brittany Frieson, University of North Texas, Denton Hui-Ling S. Malone, Michigan State University, East Lansing Alexis McGee, University of Alabama at Tuscaloosa Giselle Martinez Negrette, University of Illinois at Urbana-Champaign Lakeya Omogun, The University of Texas at Austin Jenell Igeleke Penn, The Ohio State University, Columbus Josephine H. Pham, California State University, Fullerton Shamari Reid, Teachers College, Columbia University, New York, NY Cori Salmerón, Georgia State University, Atlanta Stephanie R. Toliver, University of Colorado Boulder Francisco L. Torres, Penn State University Berks, Reading Qianqian Zhang-Wu, Northeastern University, Boston, MA

ELEMENTARY SECTION AWARDS

Linda Rief Voices from the Middle Award

Donald H. Graves Award for Excellence in the Teaching of Writing

Recognizes an outstanding publication in Voices from the Middle written or cowritten by classroom teachers or literacy coaches.

Recipient: Alex Corbitt, research assistant, Boston College (2019–2020), “Revising Resistance: A Step toward Student-Centered Activism” (December 2019) Honorable Mention: Stephanie Toliver, University of Georgia, “‘We Wouldn’t Have the Same Connection’: Using Read-Alouds to Build Community with Black Girls” (May 2020) Honorable Mention: Christine M. Dawson, Siena College, Loudonville, NY; Shelley Fenton, South Glens Falls Central School District, South Glens Falls, NY; and Raymond Ruby, Oliver W. Winch Middle School, South Glens Falls Central School District, South Glens Falls, NY, “From Bystander to Community: A Schoolwide Journey in Literacy and Social-Emotional Learning” (March 2020)

Recognizes teachers in grades K–6 who, through the teaching of writing, demonstrate an understanding of student improvement in writing.

Recipients: Mukkaramah Smith, A.J. Lewis Greenview Elementary School, Columbia, SC, and Kaitlin Jones, Rice Creek Elementary School, Columbia, SC

Outstanding Elementary Educator in the English Language Arts Award Established in 1995, this award recognizes a distinguished national or international educator who has made major contributions to the field of language arts in elementary education.

Recipients: Gloria Boutte, Carolina Distinguished Professor at the University of South Carolina, and Kimberly N. Parker, Teacher Training Center at the Shady Hill School in Cambridge, MA

Language Arts Distinguished Article Award This award recognizes outstanding Language Arts articles that move forward the Elementary Section Steering Committee‘s mission of the pursuit for justice and equity, bring the sociocultural realities of children’s everyday lives into language arts instruction, and facilitate conversations of rich and authentic literacies.

Recipient: Melody Zoch, University of North Carolina Greensboro, “Creating ‘a Collage of Story and Memory’ to Support Identity Work and Connect with Literacy Teaching” (May 2020)

MIDDLE LEVEL SECTION AWARDS Outstanding Middle Level Educator in the English Language Arts Award This award recognizes exceptional English language arts teachers of grades 6–8 who have demonstrated excellence in teaching and inspired a spirit of inquiry and a love of learning in their students.

Recipient: Katie Wheeler, 7th-grade English teacher, Cheyenne, WY

Richard W. Halle Award for Outstanding Middle School Educator Honors a junior high/middle level educator who has worked to promote understanding of the developmental needs and characteristics of young adolescents, especially in the English language arts.

Recipient: Greg Michie, Chicago Public Schools, IL

SECONDARY SECTION AWARDS High School Teacher of Excellence Award This national award celebrates high school teachers who have been nominated by their state affiliates.

Recipients: (in affiliate order): Carrie Morgan, West High School, CATE (CA); Julia Torres, Denver Public Schools - Montbello Campus, CLAS (CO); Michelle Lindsey, Charlotte High School, FCTE (FL); Paul W. Hankins, Silver Creek High School, ICTE (IN); Tracy Tensen, Gilbert High School, ICTE (IA); Melissa Buteyn, Wichita Northwest High School, USD 259, KATE (KS); Lisa Quatrale, Dexter Regional High School, MCELA (ME); Rebecca (Becky) J. Stahr, York High School, NELAC (NE); Cathy Nicastro, Wachusett Regional High School, NEATE (New England); Alexis Nusbaum, Huntington High School, OCTELA (OH); Nicholas Emmanuele, Millcreek Township School District, PCTELA (PA); Paula Lamina, Arlington Community High School, VATE (VA); Mary Davidson, Menomonee Falls High School, WICTE (WI)

English Journal Edwin M. Hopkins Award This biannual award recognizes outstanding English Journal articles written by authors who are not high school teachers.

Recipient: Katie Alford, McKendree College, Lebanon, IL, “Explicitly Teaching Listening in the ELA Curriculum: Why & How” (July 2020)

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AWARDS Paul and Kate Farmer English Journal Writing Award This award recognizes two articles published in English Journal during the previous school year that were written by high school teachers.

Recipient: Tiffany L. Rehbein, Laramie County School District #1, Cheyenne, WY; Katie Wheeler, McCormick Junior High School, Cheyenne, WY; Cynthia Brock, University of Wyoming; and Lillian Lenhart, middle school student, “The Intersections of Nature and Voice” (May 2020)

COLLEGE SECTION AWARDS Richard Ohmann Award for Outstanding Article in College English This award recognizes an outstanding article published in College English in the past volume year.

Recipient: Rachael Lynn Shapiro, Rowan University, Glassboro, NJ, “Transnational Networks of Literacy and Materiality: Coltan, Sexual Violence, and Digital Literacy” (November 2019)

ENGLISH LANGUAGE ARTS TEACHER EDUCATORS (ELATE) AWARDS Geneva Smitherman Cultural Diversity Grant This grant is offered for first-time NCTE Convention presenters who are members of ethnic groups historically underrepresented in NCTE and ELATE. Recipients: Raquel Armas, Illinois State University, Normal, and Jacqui Witherspoon, Jackson Creek Elementary, Columbia, SC

Janet Emig Award for Exemplary Scholarship in English Education The Emig Award recognizes an exceptional article for excellence in scholarship and educational leadership published in the ELATE journal English Education within the previous calendar year.

Recipient: Justin Grinage, University of Minnesota, Minneapolis, “Reopening Racial Wounds: Whiteness, Melancholia, and Affect in the English Classroom” (January 2019)

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ELATE Richard A. Meade Award The Richard A. Meade Award recognizes published research-based work that promotes English language arts teacher development at any educational level and in any scope and setting. The award was established in 1988 in honor of the late Richard Meade of the University of Virginia for his contributions to research in the teaching of composition and in teacher preparation.

Recipients: Amanda J. Godley and Jeffrey Reaser, Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Education (Peter Lang, 2018)

ELATE James Moffett Award The James Moffett Memorial Award for Teacher Research is a grant offered by ELATE to support teacher research projects that further the spirit and scholarship of James Moffett. Moffett, a great champion of the voices of K–12 teachers, focused on such ideas as the necessity of student-centered curricula, writing across the curriculum, alternatives to standardized testing, and spiritual growth in education and life.

Recipients: Jonathan Marine, George Mason University, and Deborah Van Trees, Fairfax County Public Schools, “A Moffett Methodology for Online Teaching & Learning”

ELATE Research Initiative Grants The ELATE Research Initiative grants contribute to ELATE’s mission and efforts to communicate more effectively with many different audiences: state and federal policymakers, accreditation agencies, school/ department administrators, researchers, teacher educators, practicing teachers, and other education leaders.

Recipients: Cassie J. Brownell, University of Toronto, Ontario, “Learning to ‘Be Loud’ through Radio Broadcasting: Examining How Children Use Digital Literacies to Amplify Community Stories”; Kisha Porcher, University of Delaware, Newark, “Black Lives Matter in Action: Centering Blackness in English Education”

ELATE Graduate Student Research Award This award seeks to support graduate student research that advances the work of ELATE as articulated through the organization’s position statements and sponsored publications.

Recipient: Scott Storm, New York University, NY, “Social Justice Writing Pedagogies and Literary Sensemaking: Transformation through a Professional Learning Community”

CONFERENCE ON ENGLISH LEADERSHIP (CEL) AWARDS Best Article of the Year Award This award is given annually to the author of an article published in English Leadership Quarterly (ELQ).

Recipient: Kristie Hofelich Ennis, Sparked Consulting, “A Blended Approach to ELA Instruction” (April 2019)

Kent Williamson Exemplary Leader Award This award is given annually to an NCTE member who is an outstanding English language arts educator and leader.

Recipient: Linda Rief, retired language arts teacher, Oyster River Middle School, NH, and past coeditor of Voices from the Middle.

Innovative Leadership Award This award is given to an early/mid-career leader in recognition of their innovative leadership at the local, regional, and/or national level.

Recipient: Robert Ford, North Branford Public Schools, CT

Teacher-Leader of Excellence Award This award is given to a classroom educator who leads the way of literacy instruction by sharing their work with others at local and/or national levels.

Recipient: Amelia Wright, Randolph High School/ Fairleigh Dickinson University, NJ

NCTE AFFILIATE AWARDS All NCTE Affiliate Awards will be presented at the Affiliate Breakfast on Sunday, November 24, by the NCTE Standing Committee on Affiliates.

Affiliate Excellence Awards This award is given to affiliates that meet standards of excellence to which all affiliates should aspire.

Recipients: Georgia Council of Teachers of English Ohio Council of Teachers of English Language Arts Pennsylvania Council of Teachers of English Language Arts Texas Council of Teachers of English Language Arts Virginia Association of Teachers of English

Student Affiliate Excellence Awards This award is given to student affiliates that meet standards of excellence to which all student affiliates should aspire.

Recipients: Kennesaw State University, GA Metropolitan State University of Denver, CO Michigan State University, East Lansing West Chester University, PA

Affiliate Intellectual Freedom Awards This award is given by state, regional, and provincial affiliates to honor individuals, groups, or institutions that merit recognition for advancing the cause of intellectual freedom.

Recipients: Nebraska English Language Arts Council recognizes Bryan Moore, Concordia University, Seward, NE Ohio Council of Teachers of English Language Arts recognizes Tom Romano, Miami University, Oxford, OH

Affiliate Multicultural Program Awards This award is given to affiliates who adopt programs, policies, activities, and other events which encourage greater participation and development of multicultural involvement within each affiliate.

Recipient: Michigan Council of Teachers of English

Affiliate Journal of Excellence Award This award is given to outstanding affiliate journals.

Recipients: California English, edited by Carol Jago of University of California Los Angeles; published by the California Association of Teachers of English Kansas English, edited by Katherine Mason Cramer of Wichita State University; published by the Kansas Association of Teachers of English Language Arts Journal of Michigan, coedited by Christina Ponzio, Michigan State University; Shireen Al-Adeimi, Michigan State University; and Kaitlin Glause, Millikin University; published by the Michigan Council of Teachers of English The Leaflet edited by Mark A. Fabrizi, Eastern Connecticut State University; published by the New England Association of Teachers of English Ohio Journal of English Language Arts, edited by Elizabeth Walsh-Moorman, Lake Erie College; published by the Ohio Council of Teachers of English Language Arts Oregon English Journal, edited by Kimberly Hill Campbell, Lewis & Clark Graduate School of Education; published by the Oregon Council of Teachers of English English in Texas, coedited by Margaret Hale, University of Houston; published by the Texas Council of Teachers of English Language Arts Utah English Journal, coedited by Makenzie Selland and Tom Smith of Utah Valley University; published by the Utah Council of Teachers of English

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AWARDS Affiliate Newsletter of Excellence Award This award is given to affiliate newsletters that are evaluated by a panel of judges as best meeting the award criteria.

Recipients: The English Pub, edited by Kay Walter, University of Arkansas at Monticello; published by the Arkansas Council of Teachers of English Language Arts CTCTE Chronicle, edited by Robert Ford, North Branford Public Schools; published by the Connecticut Council of Teachers of English ICTE, edited by Jennifer Swisher-Carroll, Edwardsburg High School; published by the Indiana Council of Teachers of English MATELA Update, co-edited by Heather Parrish, Helena Public Schools, and Katie Kotynski, Great Falls; published by the Montana Association of Teachers of English Language Arts NEATE News, edited by Robert Ford, North Branford Public Schools, CT; published by the New England Association of Teachers of English NJCTE Newsletter, coedited by Audrey Fisch, New Jersey City University, and Susan Chenell, University Academy Charter High School, published by the New Jersey Council of Teachers of English NMCTE Newsletter, co-edited by Michelle Jewett of Central New Mexico Community College and Lisa Martinez of Albuquerque High School, published by the New Mexico Council of Teachers of English NYSEC News, edited by Christine Furnia, Wappingers Central School District; published by New York State English Council Ohio Voices, edited by Karla Hayslett, Eastern High School; published by the Ohio Council of Teachers of English Language Arts Chalkboard, edited by Lynette Gottlieb, Ashbrook Independent School; published by the Oregon Council of Teachers of English Texas Voices, edited by Douglas Paul Frank of Rockwall Independent School District; published by the Texas Council of Teachers of English Language Arts

Affiliate Website of Excellence Award This award is given to honor affiliates that have websites that best meet set criteria.

Recipients: Indiana Council of Teachers of English, https://indianaenglishteac.wixsite.com/icte, edited by Terri Suico, Saint Mary’s College Iowa Council of Teachers of English, http:// iowaenglishteachers.org, coedited by JoAnn Gage, Mount Vernon Community High School, and Allison Berryhill, Atlantic High School Kansas Association of Teachers of English, https:// www.kansasenglish.org, edited by Bryan Anderson, Washburn Rural High School

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New England Association of Teachers of English, https://www.neate.org/, edited by Rob Ford, North Branford Public Schools New Jersey Council of Teachers of English, https:// www.njcte.org/, coedited by Katie Nieves, Sparta Middle School, and Denise Weintraut, Berlin Township Middle Schools New York State English Council, http://www. nysecteach.org, edited by Michelle Bulla, MonroeWoodbury High School Ohio Council of Teachers of English Language Arts, https://www.octela.org, edited by Lena Moore, Sheridan High School Oklahoma Council of Teachers of English, http://www. okcte.org/, co-edited by Jennie Hann, Cameron University and Lawrence Baines, University of Oklahoma Texas Council of Teachers of English Language Arts, http://www.tctela.org/, co-edited by Abby Rayburn, ESC Region 20 and Amy Laine, Venture Alliance Group Virginia Association of Teachers of English, http://vate. org/, edited by Kathleen Leigh, Rockingham County Public Schools Wisconsin Council of Teachers of English, http:// wcteonline.com, edited by Linda Barrington, Mount Mary University.

NCTE Fund Teachers for the Dream Affiliate Awards The NCTE Fund invites affiliates to implement initiatives aimed at recruiting English language arts teachers of color and will offer grants to those selected affiliates.

Recipients: Michigan Council of Teachers of English New Jersey Council of Teachers of English Ohio Council of Teachers of English Language Arts Texas Council of Teachers of English Language Arts

Affiliate Leadership Development Awards The award is designed to encourage the participation of early career teacher leaders in both NCTE (beginning at the Annual Convention) and the affiliate (through all its activities).

Recipients: Nebraska English Language Arts Council recognizes Kelcey Schmitz, Benson High School, Omaha Ohio Council of Teachers of English Language Arts recognizes Taite C. Ackley, Northridge Elementary School, Dayton

Kent D. Williamson Affiliate Membership Recruitment Awards This award is given to affiliates with the highest percentage of membership increase. To be eligible, affiliates must electronically send their membership lists to NCTE. Recipients: Association of College English Teachers of Alabama Colorado Language Arts Society Connecticut Council of Teachers of English Greater San Diego Council of Teachers of English Indiana Council of Teachers of English International Council of Teachers of English Kansas Association of Teachers of English Language Arts Department of Southwest Missouri

Maine Council for English Language Arts New York State English Council North Texas Council of Teachers of English Language Arts Ohio Council of Teachers of English Language Arts Oklahoma Council of Teachers of English Oregon Council of Teachers of English Pennsylvania Council of Teachers of English Language Arts Southland (CA) Council of Teachers of English Virginia Association of Teachers of English Western Pennsylvania Council of Teachers of English Language Arts Wisconsin Council of Teachers of English

Middle School and High School Teachers: Tell Your Students about our 8th Annual

$1000 for 1000 Words Creative Writing Contest

Open to students in grades 6 through 12.

Free to enter. Deadline for entries is February 1, 2021.

For complete contest rules and instructions, visit bluefire.org.

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IN MEMORIAM Celebrating the Lives of Educators Although the title of this page could read “The Lives of Educators No Longer with Us,” that phrase would be inaccurate. Even after they die, educators who have given so much to their profession, their colleagues, and their students continue, in fact, to live through us. Their commitment to teaching and learning enables so many people to express themselves, learn from others through words and interactions, generate new meanings, and make the world a better place. NCTE celebrates the lives of the educators listed below. We will continue to benefit from all that they accomplished as dedicated educators.

Members’ deaths we’ve learned about since the 2019 NCTE Annual Convention: Carol Avery

Charlotte Hyde

Nell Ann Pickett

Richard Dalché

Jonathan Lovell

Gordon Pradl

Ogle Burks Duff

Joyce Irene Middleton

Margo Sacco

Lester Faigley

Courtney Morgan

Patricia Schall

Ken Goodman

Margaret “Peggy” Oxley

Deborah Schoeneman

Kenneth Holmes

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LIVE SESSION — 7:00–9:00 P.M. ET WEDNESDAY NIGHT EVENT: Boys of Color on the Page and in the Classroom

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Sponsored by the Secondary Section Steering Committee This panel discussion aims to foster critical dialogue among young adult and middle grade authors whose books center boys of color facing a variety of societal pitfalls. Authors and teachers serving diverse populations discuss ways to come together—a confluencia—to create environments that are honest, safe, and supportive.

Presenters: Lamar Giles, HarperCollins Cornelius Minor, The Minor Collective/Heinemann Yusef Salaam, poet, activist, and inspirational speaker Nic Stone, author Julia Torres, Denver Public Schools, CO

Photo: Staci Nurse / Staci Marie Studio

Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books

Lamar Giles

Cornelius Minor

Yusef Salaam

Nic Stone

Julia Torres

Ibi Zoboi

Photo: Joseph Zoboi

THURSDAY, NOVEMBER 19

WEDNESDAY, NOVEMBER 18

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THURSDAY

THURSDAY, NOVEMBER 19 LIVE SESSIONS — 2:30–3:45 P.M. ET

FEATURED SESSION

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Engaging Learners in Critical Literacy through Indigenous Education When engaging learners in curricular representations of Indigenous peoples, it is important to help guide students through the practice of developing critical literacy lenses to dismantle obsolete tropes in text and practice. The presentation will use the foundational text An Indigenous Peoples’ History of the United States for Young People.

Presenters: Natalie Martinez, University of New Mexico, Albuquerque Debbie Reese, American Indians in Children’s Literature Natalie Martinez

Debbie Reese

Critical Encounters: Intentional Literacy Strategies to Foster Confluence in the Language Arts Classroom E M S

The confluence of cultural and linguistic repertoires is enhanced through children’s literature in K–12 classrooms and teacher preparation programs. Analyzing three studies, presenters show how deliberate planning for critical encounters with literature choices and accompanying projects can foster confluence of languages, cultures, and identities in language arts and English classrooms.

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Chair: Saba Vlach, University of Iowa, Iowa City Presenters: Christina DeNicolo, Wayne State University, Detroit, MI María E. Fránquiz, The University of Texas at Austin Maria Leija, The University of Texas at San Antonio Respondent: Denise Dávila, The University of Texas at Austin

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THURSDAY, NOVEMBER 19

LIVE SESSIONS — 2:30–3:45 P.M. ET Children’s Literature as a Confluence of Languages, Cultures, and Identities: Studying on Chinese American Experiences

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This panel presents a textual analysis of Chinese/Chinese American experiences in children’s books published from 2000 to 2018, and an empirical study of Chinese American students’ struggle on their identity construction of being bicultural or American and their reading responses of selected books.

Presenter: Lin Deng, University of Florida, Gainesville

Everyday Advocacy: Teachers Changing the Literacy Narrative

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How can we change the public narrative surrounding teaching, teachers, and literacy? Learn alongside classroom teachers and teacher educators who are practicing advocacy in their local contexts and encouraging others to take on an advocacy stance. Share your stories too as we create networks of support for Everyday Advocacy.

Presenters: Cathy Fleischer, Eastern Michigan University, Ypsilanti Antero Garcia, Stanford University, CA Roundtable Leaders: Janelle Bence, New Tech High at Coppell, TX Jennifer Dail, Kennesaw State University, GA Christine Dawson, Siena College, Loudonville, NY Alaina Feliks, Ann Arbor Skyline High School, MI Anny Fritzen-Case, Gonzaga University, Spokane, WA Robin Fuxa, Oklahoma State University, Stillwater Sarah Hochstetler, Illinois State University, Normal Amber Jensen, Brigham Young University, Provo, UT Rick Joseph, Birmingham Covington School, Bloomfield Hills, MI Kristen Strom, Knox College, Galesburg, IL Shelbie Witte, Oklahoma State University, Stillwater Leah Zuidema, Dordt University, Sioux Center, IA

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THURSDAY

SCHEDULED SESSIONS WITH LIVE Q&A — 2:30–3:45 P.M. ET Supporting the Literacy Coach as a Transformative Change Agent: The Convergence of Intellectual and Emotional Support, Critical and Transparent Feedback, and Practical, Classroom-Based Methods

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Join us for practical support addressing the deep and varied work of literacy coaches. Building on change and leadership theories, we’ll dive into the most effective structures for leading think tanks, study groups, and lab sites. Expect practical tips for transparent feedback, responding to resistance, developing teacher-leaders, and increasing equity.

Chair: Mary Ehrenworth, Teachers College, Columbia University, New York, NY Presenters: Lucy Calkins, Teachers College, Columbia University, New York, NY Hareem Atif Khan, Teachers College, Columbia University, New York, NY Gabriella Vega, Teachers College, Columbia University, New York, NY

Beyond the Binary: The Growth of Transgender and Nonbinary Representation in MG and YA

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Transgender and nonbinary authors with books released in the year 2020 speak on the importance of representation for all gender identities, discuss the growth in trans and nonbinary #OwnVoices novels, and provide educators with the tools to support trans and nonbinary youth.

Presenters: Jackson Bird, Simon & Schuster Kacen Callender, HarperCollins Anna-Marie McLemore, Macmillan Children’s Publishing Group Tobly McSmith, HarperCollins AJ Sass, Little, Brown Aiden Thomas, Macmillan

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THURSDAY, NOVEMBER 19

SCHEDULED SESSIONS WITH LIVE Q&A — 2:30–3:45 P.M. ET Bridging Fiction and Contemporary Topics through YA Literature

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Presenters will discuss incorporating nonfiction and YAL in classrooms through a set of practical teaching units—ideas, activities, text sets, and strategies—around three specific middle grade/YA fiction texts and corresponding topics: Darius the Great Is Not Okay and depression, Internment and Islamophobia, and Front Desk and immigration.

Presenters: Michael Macaluso, University of Notre Dame, IN Steven Sanders, University of Notre Dame, IN

Building a Revision Toolbox: Award-Winning Authors Share Strategies for Lifting Up Student Voices by Empowering Young Writers to Revise

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Do your students love revision or loathe it? A revision toolbox loaded with specific strategies is the key to engaging them! In this session, six award-winning authors, some of whom are also educators and editors, share revision strategies from their own toolboxes, with ideas for adapting for the classroom.

Chairs and Presenters: Kate Messner, Bloomsbury, “Working with Feedback during the Revision Process” Donalyn Miller, The Book Whisperer, Inc., “Combining Research and Experiences to Enhance and Support Persuasive Essays and Personal Narratives” Presenter: Christina Soontornvat, Candlewick Press, Austin, TX Tradebook Authors: Nikki Grimes, Bloomsbury, “Word Economy and the Process of Revising Poetry” Grace Lin, Charlesbridge, “Revision Strategies—Including Podcasts (Kids Ask Authors) as a Writing Prompt/Educational Tool” Andrea Davis Pinkney, Little, Brown, “The Joy and Power of Revision (with Ideas for Using Peer-to-Peer Read Aloud)”

Exhibitor Session: Using “Elephants in the Room” to Deepen Student Learning and Engagement in Your Honors and AP English Courses

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Sponsored by Bedford, Freeman & Worth Current realities can challenge student attention—or offer opportunities to enhance student engagement in honors and AP English courses in ways that encourage students to develop the skills necessary to read and write at the college level. BFW English authors Robin Ausfes, Megan Pankiewicz, Larry Scanlon, and Renee Shea present strategies, multimedia content, and tools to use “elephants in the room” to engage students for deeper learning.

Presenters: Renee Shea, lead author, Advanced Language & Literature Harvey Phoenix, Macmillan

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THURSDAY

LIVE SESSIONS — 4:00–5:15 P.M. ET

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FEATURED SESSION Rascuache Technology Pedagogy: Making Do with a Confluence of Resources This presentation provides a variety of approaches to incorporating multimodal/digital projects into a variety of institutional contexts, offering examples of multimodal teaching philosophies from educators teaching at schools with predominantly Latinx and African American student populations.

Presenter: Cruz Medina, Santa Clara University, San Jose, CA

Cruz Medina

The Transformational Power of Story: You, Your Students, Our Communities as World Changers

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Our panel of literacy thought leaders and authors will share their journeys into the worlds of story and invite you to join a confluence of identity, community, and world change that only story brings. Come to be inspired—and to be a transformational force for self, community, and world change.

Facilitator: Kylene Beers, Beers-Probst Consulting, The Woodlands, TX Presenters: Pam Allyn, Scholastic Lester Laminack, Peachtree Publishing Ernest Morrell, University of Notre Dame, IN Gholnecsar (Gholdy) Muhammad, Georgia State University, Atlanta Aida Salazar, Scholastic

Who Cares for Teachers? Promoting Teacher Wellness through Reflection and Actions of Self-Care at the Confluence of Students’ Lives and Our Own

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Teachers care for students and attend to their trauma and socioemotional learning. Yet our own socioemotional wellness, trauma, and vicarious trauma are also important. As we care for our students, who cares for us? Come and learn practical tools for teacher self-care while reflecting on wellness, trauma, and healing.

Chair: Karen Morris, Penn State University, Altoona Presenters: Nicole Damico, University of Central Florida, Orlando Mandie Dunn, University of South Florida, Tampa Antero Garcia, Stanford University, CA Anne Whitney, Penn State University, University Park

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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THURSDAY, NOVEMBER 19

LIVE SESSIONS — 4:00–5:15 P.M. ET High School Matters: DisruptTexts: Disrupting ELA Curriculum from Pedagogy to Practice

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This High School Matters session begins with short presentations from each of the #DisruptTexts cofounders, who will share the journey of this movement and outline its key principles. Then, in interactive roundtables, participants will hear directly from tradebook authors and share practical strategies for decolonizing curriculum.

Presenters: Lorena Germán, Headwaters School Julia Torres, Denver Public Schools, CO Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY

When Writing Teachers Write Daily for 60 Days: Findings from a 40-Year Experiment

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Findings will be presented from a 40-year experiment at an NWP site where teachers practiced the daily discipline of writing every day for two months (including the five weeks of their Institute). Findings are based on an analysis of teacher reflections on the daily writing experience collected at the end of every summer.

Presenters: Sheridan Blau, Teachers College, Columbia University, New York, NY, “The Origins, Purposes, and Sustaining Features of the Experiment” Tim Dewar, University of California, Santa Barbara, “Data from the Digital Years” Kathleen Kelly, The Bishop’s School, La Jolla, CA

Exhibitor Session: Connecting with Students Online

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Sponsored by Heinemann Teachers love Jennifer Serravallo’s newest book, Connecting with Students Online. In this session, Jen talks about how her book helps teachers adapt best practices to online remote instruction so that they can maintain focus on each student’s needs.

Presenters: Jennifer Serravallo, National Literacy Consultant Tess Steenbeke, Heinemann Eric Chalek, Heinemann

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A Confluence of Digital Tools for Transforming the Classroom

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Participants will learn how flipped classrooms, audiobooks, and social media can transform our approach to teaching grammar, reading, speaking, and writing. Audience members will walk away with practical ideas and strategies to use in the classroom.

Presenters: Jeremy Hyler, Fulton Middle School, Middleton, MI Junko Sakoi, Tucson Unified School District, AZ, “Responding to Digital Speakers’ Literacy Practice through Audiobook Experiences” Yoo Kyung Sung, University of New Mexico, Albuquerque, “Responding to Digital Speakers’ Literacy Practice through Audiobook Experiences”

A Clarion Call for Original Writing: Finding the Confluence between Original Writing and Text-Responsive Writing in Elementary Classrooms

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In this interactive session, we will discuss what has been lost in children’s original writing when we spend so much time in text-responsive writing. Participants will discover how to help children find their songs by regaining ownership and the learning and joy that comes from identifying as a writer.

Presenters: Aeriale Johnson, Washington Elementary School, San Jose, CA, “Singing Their Song: Encouraging Original Writing for Young Children” Ellin Keene, Heinemann Tiana Silvas-Brunetti, New York City Department of Education

But Teenagers Don’t Talk That Way: Capturing Authentic Teen Voice and Honoring Teen Intellect in Contemporary YA

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In this panel, four award-winning YA authors will discuss how we can create authentic teen voices while also attempting, through our dialogue and narrative choices, to explode the point of view held by some politicians and other adults that the voices of modern teenagers are somehow unformed or lacking sophistication.

Presenters: Jessie Ann Foley, HarperTeen justin a. reynolds, Katherine Tegen Books/HarperCollins Randy Ribay, Kokila/Penguin Random House Jeff Zentner, Penguin Random House

#MeToo on the Bookshelf: How Middle Grade and Young Adult Literature Addresses Current Events and Empowers Young Readers

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Novels and memoirs inspired by the #MeToo movement have the power to spark important conversations about consent. Join us for this essential discussion, featuring an educator who works to inspire brave classroom conversations and three authors whose middle grade and YA books tackle these issues with care and respect for readers.

Presenter: Aliza Werner, Glendale-River Hills School District, WI Tradebook Authors: S. K. Ali, Abrams Nikki Grimes, Bloomsbury Kate Messner, Bloomsbury

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THURSDAY

SCHEDULED SESSIONS WITH LIVE Q&A — 4:00–5:15 P.M. ET

THURSDAY, NOVEMBER 19

SCHEDULED SESSIONS WITH LIVE Q&A — 4:00–5:15 P.M. ET Better Together: Confluence of Pop Culture, Argument, and Rhetoric

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This highly interactive presentation by three experienced educators will take participants to the junction where pop culture is more than a motivational gimmick. Participants will have hands-on practice using the stories and characters students know and love to help them learn and practice skills of rhetoric and argument.

Presenters: Cathy Leogrande, Le Moyne College, Syracuse, NY Crystal Ponto, Cayuga-Onondaga BOCES, NY

¿Cuándo es la hora de escribir? How One Bilingual Elementary School Paved New Curricular Roads by Embracing the Power of Writing Workshop

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As literacy teachers, we’ve found few resources dedicated entirely to writing workshop in bilingual classrooms. In this session, four educators will share their work teaching authentic writing in a workshop filled with teachers and students committed to living their lives in both English and Spanish, por vida.

Presenters: Kari Johnston, L. Cpl. Nicolas S. Perez Elementary/Austin Independent School District, TX, “Shouting Your Voice: The Craft Moves of Bilingual Student Authors” Deborah Kelt, The University of Texas at Austin, “Writing Workshop for All: Coaching a Campus toward Change” Caroline Sweet, L. Cpl. Nicolas S. Perez Elementary/Austin Independent School District, TX, “Me on the Page: Mentor Texts in a Bilingual Writing Workshop” Carmela Valdez, L. Cpl. Nicolas S. Perez Elementary School, Austin, TX

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

THURSDAY

LIVE SESSION — 6:00–7:15 P.M. ET

THURSDAY GENERAL SESSION A Conversation With TREVOR NOAH Trevor Noah is the host of the Emmy® and Peabody® Award– winning The Daily Show with Trevor Noah on Comedy Central.

He is the author of the #1 New York Times bestseller Born a Crime: Stories from a South African Childhood, which received the Thurber Prize for American Humor and two NAACP Image Awards. The Audible edition of Born a Crime, performed by Trevor, remains one of the top-selling and highest-rated Audible performances of all time. To date, Born a Crime has sold more than 1 million copies across all formats.

Photo: Gavin Bond

In 2020, The Daily Show with Trevor Noah received six Primetime Emmy nominations, including Outstanding Variety Talk Series.

He has written, produced, and starred in eleven comedy specials, most recently including the Netflix special Son of Patricia, for which he also received a Grammy nomination for Best Comedy Album.

Trevor’s stand-up success has spanned to sold-out shows across five continents. He hosts the Webby Award–winning podcast series On Second Thought: The Trevor Noah Podcast, exclusively on Luminary. In April 2018, he launched The Trevor Noah Foundation, a youth development initiative that enhances youth preparedness for higher education or entry into the workforce.

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SECTION GET-TOGETHERS Elementary Section Get-Together Sponsored by the Elementary Section Steering Committee Hear from NCTE’s elected leaders who represent the Elementary Section.

Speakers will include Gloria Boutte and Kimberly N. Parker, winners of the 2020 Outstanding Elementary Educator Award.

Presiding: Roberta Price Gardner, Kennesaw State University, GA Speakers: Gloria Boutte, University of South Carolina, Columbia Kimberly N. Parker, Shady Hill School, Cambridge, MA

AWARD RECOGNITION

Gloria Boutte

Donald H. Graves Award for Excellence in the Teaching of Writing Recipients: Kaitlin Jones, Rice Creek Elementary School in Richland School District Two, Columbia, SC Mukkaramah Smith, A. J. Lewis Greenview Elementary School in Richland School District One, Columbia, SC Language Arts Distinguished Article Award Recipient: Melody Zoch, University of North Carolina at Greensboro, “Creating ‘a Collage of Story and Memory’ to Support Identity Work and Connect with Literacy Teaching” (May 2020)

Kimberly N. Parker

Middle Level Section Meet-Up Sponsored by the Middle Level Section Steering Committee Kick off your Convention experience with this gathering of Middle Level Section leaders and a keynote from Pablo Cartaya.

Presiding: Frannie Lin, Altamont Elementary School, Mountain House, CA Speaker: Pablo Cartaya, author of Each Tiny Spark, The Epic Fail of Arturo Zamora, and Marcus Vega Doesn’t Speak Spanish Photo: Leah Warton

THURSDAY, NOVEMBER 19

LIVE SESSIONS — 7:30–8:30 P.M. ET

Pablo Cartaya

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THURSDAY

LIVE SESSIONS — 7:30–8:30 P.M. ET Secondary Section Get-Together Sponsored by the Secondary Section Steering Committee

We Are More Than Our Struggle: Black Storytellers on Black Identity in Fiction Confluencia represents a coming together of many different streams of consciousness to create a stronger and more robust river of thought that shapes the human experience. In this session, participants discuss and reimagine Blackness as more than a single story of struggle and survival.

Presiding: Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY Facilitator: Julia Torres, Denver Public Schools, CO Authors/Illustrators: Jerry Craft, HarperCollins Tiffany D. Jackson, HarperCollins justin a. reynolds, Katherine Tegen Books/HarperCollins Eric Velasquez, Candlewick Press Renée Watson, Bloomsbury Publishing

Julia Torres

Jerry Craft

Tiffany D. Jackson

justin a. reynolds

Eric Velasquez

Renée Watson

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FRIDAY, NOVEMBER 20

FRIDAY, NOVEMBER 20 LIVE SESSIONS — 12:30–2:00 P.M. ET

SHARE LUNCH WITH OUR KEYNOTE SPEAKERS Middle Level Section Luncheon Sponsored by the Middle Level Section Presiding: Frannie Lin, Altamont Elementary School, Mountain House, CA Speaker: Aida Salazar Aida Salazar is an award-winning author and arts activist whose writings for adults and children explore issues of identity and social justice. She is the author of the middle-grade verse novels The Moon Within (International Latino Book Award Winner) and The Land of the Cranes (fall 2020), and the biographical picture book Jovita Wore Pants: The Story of a Revolutionary Fighter (spring 2021), all published by Scholastic. She is slated to coedit with Yamile Saied Méndez, Calling the Moon: A Middle Grade Anthology on Menstruation by Writers of Color (Candlewick Press 2022). She is a founding member of Las Musas, a Latinx kidlit debut author collective. Her story By the Light of the Moon (spring 2021), was adapted into a ballet production by the Sonoma Conservatory of Dance and is the first Xicana-themed ballet in history.

She lives with her family of artists in a teal house in Oakland, California.

AWARD RECOGNITION Richard W. Halle Award for Outstanding Middle School Educator Recipient: Greg Michie, Chicago Public Schools, IL Outstanding Middle Level Educator in the English Language Arts Award Recipient: Katie Wheeler, 7th grade English teacher, Cheyenne, WY Linda Rief Voices from the Middle Award Recipient: Alex Corbitt, Boston College, MA, “Revising Resistance: A Step toward Student-Centered Activism” (December 2019) Honorable Mentions: S. R. Toliver, University of Colorado Boulder, “’We wouldn’t have the same connection’: Using Read-Alouds to Build Community with Black Girls” (May 2020) Christine M. Dawson, Siena College, Loudonville, NY; Shelly Fenton, South Glens Falls Central School District, NY; and Raymond Ruby, South Glens Falls Central School District, NY, “From Bystander to Community: A Schoolwide Journey in Literacy and Social-Emotional Learning” (March 2020)

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Photo: Lluvia Higuer

LIVE SESSIONS — 12:30–2:00 P.M. ET

SHARE LUNCH WITH OUR KEYNOTE SPEAKERS ELATE Luncheon Sponsored by the English Language Arts Teacher Educators Presiding: Christian Z. Goering, University of Arkansas, Fayetteville

Phuc Tran has been a high school Latin teacher for more than twenty years, while simultaneously establishing himself as a highly soughtafter tattoo artist in the Northeast. Tran graduated Bard College in 1995 with a BA in classics and received the Callanan Classics Prize. He taught Latin, Greek, and Sanskrit in New York at the Collegiate School and was an instructor at Brooklyn College’s Summer Latin Institute.

Most recently, he taught Latin, Greek, and German at the Waynflete School in Portland, Maine. His 2012 TEDx Talk “Grammar, Identity, and the Dark Side of the Subjunctive” was featured on NPR’s TED Radio Hour. He has also been an occasional guest on Maine Public Radio, discussing grammar, classic literature, and Strunk and White’s legacy.

Tran currently tattoos at and owns Tsunami Tattoo in Portland, Maine, where he lives with his family. He is the author of a memoir, Sigh, Gone: A Misfit’s Memoir of Great Books, Punk Rock, and the Fight to Fit In.

FRIDAY

Speaker: Phuc Tran

Photo: Jeff Roberts Imaging

ELATE AWARD RECOGNITION Janet Emig Award for Exemplary Scholarship in English Education Recipient: Justin Grinage, University of Minnesota, Minneapolis, “Reopening Racial Wounds: Whiteness, Melancholia, and Affect in the English Classroom” (January 2019) James Moffett Memorial Award for Teacher Research Recipient: Jonathan Marine, George Mason University, and Deborah Van Trees, Fairfax County Public Schools, “A Moffett Methodology for Online Teaching & Learning” Geneva Smitherman Cultural Diversity Grant Recipients: Raquel Armas, Illinois State University, Normal Jacqui Witherspoon, Jackson Creek Elementary, Columbia, SC

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FRIDAY, NOVEMBER 20

LIVE SESSIONS — 3:00–4:15 P.M. ET The Intersection of Restorative Justice and Literacy Instruction in the English Language Arts Context

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This panel presentation shares the confluence of literacy and restorative justice practices.

Presenters: Fiona Beirne, Austin Independent School District, TX Abby Emerson, Teachers College, Columbia University, New York, NY Erica Holyoke, The University of Texas at Austin, “Solutionaries in Early Childhood Communities: The Intersection of Restorative Justice and Literacy Instruction” Ashley Martinez, Austin Independent School District, TX Maureen Nicol, Teachers College, Columbia University, New York, NY Melissa Wells, University of Mary Washington, Fredericksburg, VA, “Confluencia of Lives and Stories: Children’s Literature as a Tool for Social Justice Teaching” Elizabeth Wilson, Austin Independent School District, TX

Literacy Centers: A Confluence of Grammar, Writing, Vocabulary, and Reading Choices

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Tired of whole-class discussions and assignments that aren’t engaging students? In this dynamic, interactive session, educators Beverly Chin, Sarah Ressler Wright, and Katherine McKnight share the research behind the Literacy and Learning Centers framework and model the concept with a variety of effective reading, grammar, and vocabulary activities.

Chair: Olivia Johnson, Kent State University, OH Presenters: Beverly Ann Chin, University of Montana, Missoula, “Let the Sentences Flow: Learning Grammar through Sentence Combining” Katherine McKnight, Engaging Learners, “Intersecting Literacy Skills with Literacy and Learning Centers” Sarah Ressler Wright, RB Hayes High School, Delaware, OH, “Agitate to Captivate: Stirring up Vocabulary Instruction”

Culturally Sustaining Pedagogies and Social Change: Engaging Racial Differences within and beyond the Classroom

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This panel features year-long projects undertaken by our 2019 Early Career Educators of Color Leadership Award recipients. They examine the formation of racial differences within and without academic spaces and the impact of systemic racism on our students. Their projects provide insight into creating inclusive and diverse social justice-based learning communities.

Chair: Jeffrey Cabusao, Bryant University, Providence, RI Presenters: Quanisha Charles, Jefferson Community & Technical College, “Confluences of Culturally Responsive Pedagogy and English Learners in Biology Courses” Alesha Gayle, University of Pennsylvania, Philadelphia, “Gentrification as a Form of Literacy: Reading Philadelphia’s Neighborhood” Erika Johnson, Utah Valley University, Orem, “Ethnic Studies Confluence: Toward a Culturally Sustaining Pedagogy” Respondent: Tiffany Flowers, Georgia State University

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSIONS — 3:00–4:15 P.M. ET NCTE 2020 Black Author Roundtable—The Brown Bookshelf

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The Brown Bookshelf will build on the dialogue between Black authors and teachers working to provide increased visibility and access to works exploring the breadth of the Black experience. Participants will discuss these books and ways they can be used to explore notions of confluence, identity, and socioeconomic structures.

FRIDAY

Facilitators: Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia Julia Torres, Denver Public Schools, CO Roundtable Leaders: Crystal Allen, HarperCollins/Balzer + Bray/Brown Bookshelf Paula Chase, Greenwillow/HarperCollins Leah Henderson, Sterling Children’s Books/Atheneum/Simon & Schuster Kelly Starling Lyons, Lee & Low Books Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books

SCHEDULED SESSIONS WITH LIVE Q&A — 3:00–4:15 P.M. ET Writing Can Change Everything: Middle Level Kids Writing Themselves into the World

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Based on our NCTE publication for middle level, Writing Can Change Everything: Middle Level Kids Writing Themselves into the World, this roundtable shares practices with purpose and with the lens on writing that moves thinking forward and makes the world a better place by guiding students to a better understanding of self or by creating social moves within a community.

Chair: Shelbie Witte, Oklahoma State University, Stillwater Roundtable Leaders: Sarah Bonner, Heyworth Community Unit School District #4, IL, “The Classroom That Inquiry Built: Student- and Purpose-Driven Literacy Learning” Matthew Homrich-Knieling, César Chávez Academy Middle School, Detroit, MI, “Story of Self, Us, and Now: Writing Public Narratives to Build Community, to Heal, and to Co-Create Curriculum” Frannie Lin, Altamont Elementary School, Mountain House, CA, “Finding Refuge within Memoir Poetry: Using Mentor Texts to Encourage True Revision” Joseph Pizzo, Black River Middle School, Chester, NJ Margaret Robbins, Mount Vernon Presbyterian School, Atlanta, GA, “The Game Design and Writing Project: Designing a Better World with Project-Based Learning” Tracei Willis, Starkville Oktibbeha Consolidated School District, Starkvillie, MS, “That’s My Kind of Magic: Writing to Build Community with Middle Level Kids” Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ/Fordham University

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 20

SCHEDULED SESSIONS WITH LIVE Q&A — 3:00–4:15 P.M. ET “Not about Fixing the Writing, but Helping the Writer”: Learning to Become Responsive, Reflective Writing Teachers through a Field Experience in a University Writing Center

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This interactive panel details an initiative that provides preservice ELA teachers with their first practical writing instruction experience through the university’s writing center: observing writing tutorials, conducting tutorials, and discussing them with experienced tutors as a way of theorizing writing instruction. Participants will consider local collaborations to strategize professional learning.

Chair and Presenter: Michelle Fowler-Amato, Old Dominion University, Norfolk, VA Presenters: Samantha Alexander, Old Dominion University, Norfolk, VA Megan Boeshart, Old Dominion University, Norfolk, VA Kevin DePew, Old Dominion University, Norfolk, VA Maggie Fluharty, Old Dominion University, Norfolk, VA

The Heart of the Matter: Immigration and Social Justice Brought to Life in Children’s and YA Books

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We’re facing a humanitarian crisis in this country as immigrants encounter travel bans, holding facilities, and family separations at the borders. #OwnVoices authors will speak about what it means to be an immigrant, explore why someone decides to leave their home, and consider the perils that exist on the other side.

Facilitator: Danielle Yadao, Scholastic Presenter: Jennifer Buehler, Saint Louis University, MO Tradebook Authors: Sabina Khan, Scholastic Aida Salazar, Scholastic Francisco X. Stork, Scholastic Kelly Yang, Scholastic

Exhibitor Session: Barnes & Noble Presents Solutions to Hybrid Learning with SparkTeach and Story Design

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Sponsored by Barnes & Noble Come learn how Barnes & Noble is your one-stop resource for your Hybrid Education needs and be introduced to exciting solutions for today’s learning challenges. Barnes & Noble SparkTeach offers teaching guides and lesson plans designed to make classic literature engaging and relevant to today’s students. With Story Design, learn how to incorporate project-based learning in classrooms by taking students deeper into stories with hands-on problem-solving activities. And make your purchasing more efficient through our recently launched E-Procurement Educator Portal “Classworks.”

Presenters: Aimee Gautreau, Barnes & Noble Amanda Goodwin, Barnes & Noble Audrey Elledge, Barnes & Noble

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LIVE SESSIONS — 4:30–5:45 P.M. ET Revolutionizing Reading: From Asking to Acting

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Join us to discuss helping students become powerful in the world by cultivating their power in the classroom. We’ll discuss the connection between power and literacy and offer techniques that cultivate inquiry and activism. You’ll leave with strategies that help kids read while looking less for answers and more for actions.

Building Antiracist White Educators: Promoting Social Justice in ELA Classrooms

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Building Antiracist White Educators (BARWE) will lead an interactive session featuring our monthly inquiry series that is dedicated to helping teachers explore their biases, look at their curriculum through an antiracist lens, and improve reading and writing teaching practices with regard to racial equity.

Chair: John MacElveen, Building Antiracist White Educators, Philadelphia, PA Presenters: Aileen Haggerty, Building Antiracist White Educators Laura Hummer, Building Antiracist White Educators

Teaching Living Poets—Let the Academy of American Poets Help

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Joy Harjo, US Poet Laureate, leads a discussion about the importance and benefit of introducing students to poets living and working today, and how the Academy of American Poets—the nation’s leading cultural organization championing poets and poetry with members in 50 states—can help.

Presenters: Joy Harjo, US Poet Laureate Mady Holzer, Academy of American Poets, New York, NY Ansley Moon, Academy of American Poets, New York, NY Melissa Alter Smith, Academy of American Poets, New York, NY

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FRIDAY

Chair: Stephanie Harvey, Stephanie Harvey Consulting, “Curiosity, Inquiry, and Empowerment” Presenter: Kylene Beers, Beers-Probst Consulting, The Woodlands, TX, “Reading as a Revolutionary Act” Respondent: Cornelius Minor, The Minor Collective/Heinemann

FRIDAY, NOVEMBER 20

SCHEDULED SESSIONS WITH LIVE Q&A — 4:30–5:45 P.M. ET A Confluence of Hope in Writing and Writing Education

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This interactive session positions inquiry-based writing instruction as a response to the question, “How do we arouse the songs of our students?” Through narrative inquiry, writing pathways, and shared storytelling, participants will explore innovative approaches to writing that allow classroom spaces of empowerment and convergence to be created.

Presenters: Christine Dawson, Siena College, Loudonville, NY Nicole Sieben, SUNY Old Westbury

A Confluencia of Composition: “Redefining” Writing for Greater Inclusion, Authenticity, and Engagement

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How might educators invite children and youth to “redefine” writing—to share their stories and their truths in ways that are more inclusive, more engaging, and more aligned with both their out-of-school literacies and their own linguistic repertoires?

Chair: Shawna Coppola, The Educator Collaborative Presenters: Tracey Flores, The University of Texas at Austin Rebecca Marsick, Staples High School, Westport, CT

“Holler If Ya Hear Me”: The Pedagogical Fusion of Community Learners through SEL, Restorative Practices, and Mindfulness-Game-Based Learning

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Utilizing video testimony, ethnographic research, and sample lesson plans, let’s envision a world where literacy and identity empower students by promoting communication, creativity, and critical thinking.

Presenters: Michele Agosto, Buffalo City School District, NY, “Literacy in Arts Education, in Response to Dismantling the School-to-Prison Pipeline” Cait Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ Arash Daneshzadeh, University of San Francisco, CA/Transformative Justice Journal, “The Intersection of Literacy Education and Restorative Justice in Community Schools” Ellen Gianakis, Diana C. Lobosco STEM Academy, Wayne, NJ, “Ready Player One? Using Game-Based Learning to Promote SEL”

Revamping the Typical Holocaust Unit: A Convergence of Multiple Literary Pieces and Varied Instructional Methods to Develop More than a Cursory Knowledge of World War II

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Participants experience how two eighth-grade teachers from different suburban middle schools approach their curricular units on the Holocaust and World War II. Both have expanded the typical onenovel unit to incorporate varied instructional methods through a variety of literature pieces; each unit includes novels by Monica Hesse.

Presenters: Carol Aten-Frow, Belle Vernon Area Middle School, PA Amy Bouch, Chartiers Valley Middle School, Carnegie, PA Monica Hesse, Author

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SCHEDULED SESSIONS WITH LIVE Q&A — 4:30–5:45 P.M. ET Alexa, What’s the Future of Nonfiction?

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What is the future of nonfiction in a world where access to fast facts are the norm? This panel of renowned authors—Andrea Davis Pickney, Christy Hale, and Christina Soontornvat—and English educators will discuss the evolution of nonfiction from facts to stories that promotes diversity, critical writing, and literacy skills.

FRIDAY

Chair: Tiffany Lingo, Colorado State University, Fort Collins Presenters: Keisha Rembert, National Louis University, Chicago, IL Sarah Ressler Wright, RB Hayes High School, Delaware, OH, “Narrative Nonfiction in the LRC” Tradebook Authors: Christy Hale, Lee & Low Books Andrea Davis Pinkney, Little, Brown Christina Soontornvat, Candlewick Press

Native Voices Telling Their Stories: Indigenous #OwnVoices Authors

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How many books by authors from Native Nations are in your classroom? How many Indigenous authors are represented in your curriculum? Are they accurate representations? Are there contemporary kids celebrating their cultures? Join this panel of Native authors as they discuss why and how to include more positive Indigenous representations.

Chair and Presenter: Jillian Heise, Kenosha Unified School District, WI Tradebook Authors: Shonto Begay, Random House Joseph Bruchac, Penguin Young Readers Carole Lindstrom, Macmillan Children’s Books Cynthia Leitich Smith, Heartdrum Joseph Marshall III, ABRAMS The Art of Books

Exhibitor Session: Using Short Stories to Energize Your Virtual Classroom

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Sponsored by Scholastic, Inc. Short texts have a special place in classrooms this year, as students struggle with reading stamina and engagement in remote and hybrid settings. In this delightful session, Scholastic Scope’s middle school experts Lauren Salisbury and Kristin Lewis will discuss how to connect students through powerful short texts (made just for middle school readers) infused with exciting multimedia tools. Attendees will receive a poem, work of flash fiction, and narrative nonfiction article—with accompanying multimedia and lesson plans—all ready to go to for their hybrid or virtual classrooms.

Presenters: Kristin Lewis, Scholastic, Inc. Lauren Salisbury, Scholastic, Inc.

Exhibitor Session: Book Buzz

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Sponsored by Publisher Spotlight Joint Publisher Book Buzz with Bloomsbury/Disney/Sourcebooks/Publisher Spotlight Presenters: Margaret Coffee, Sourcebooks Beth Eller, Bloomsbury Maddie Hughes, Disney Ellen Myrick, Publishers Spotlight

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 20

LIVE SESSIONS — 6:00–7:15 P.M. ET

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FEATURED SESSION Equity, Access, and Community: Teaching and Supporting Learners across Online Course Models This session will highlight the development of online course models (fully online to hybrid and blended approaches) that align with equity and access principles. Presenters will emphasize the importance of moving beyond online instruction as a reaction to necessity by showcasing how online instruction can create opportunities for studentcentered learning.

Presenters: Jenae Cohn, Stanford University, CA Laura Gonzales, University of Florida, Gainesville

Laura Gonzales

Jenae Cohn

Nurturing and Sustaining Critical Educators: A Mentoring and Networking Session

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Are you a teacher facing challenges living your social justice commitments in the classroom? Join us for a mentoring dialogue with teacher-educators from the Rainbow Strand offering guidance on how to sustain your equity-focused efforts! With mentors covering all grade levels, who are interested in critical pedagogy and justice issues are welcome.

Chair: Michael Domínguez, San Diego State University, CA Roundtable Leaders: Steven Alvarez, St. John’s University, Queens, NY Limarys Caraballo, Queens College, CUNY Anthony Celaya, Southeast Missouri State University, Cape Girardeau Renee Dorrity, George Washington University, Washington, DC Joel Garza, Greenhill School, Addison, TX Susi Long, University of South Carolina, Columbia Joaquin Muñoz, Augsburg University, Minneapolis, MN Ian Parker Renga, Western Colorado University, Gunnison, CO Sanjuana Rodriguez, Kennesaw State University, GA Dana Stachowiak, University of North Carolina Wilmington Francisco Torres, Penn State Berks Saba Vlach, University of Iowa, Iowa City

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSIONS — 6:00–7:15 P.M. ET Poetry as Company; Poetry as Community

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Poems leap across the divide between us and others, inspiring compassion and deepening our humanity.

Two poets will give witness to the complexity of experience in live performances, and two teachers will share how to collect and create poems that keep students company and widen a classroom community.

FRIDAY

Presenters: Micah Bournes, poet Kelly Gallagher, Anaheim Union High School District, CA Georgia Heard, Scholastic/Boyds Mills & Kane Penny Kittle, Plymouth State University, NH

Yes, We Learn to Read through Reading (and Writing): A Conversation about “the Science of Reading”

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Children become literate as they engage in meaningful literacy experiences at home and in school.

Recently proponents of “the science of reading” challenge this foundational understanding and accuse professional teachers and teacher educators of malpractice. Join us in an interactive exploration of phonics and the teaching of reading.

Chair and Presenter: Debra Goodman, Hofstra University, Hempstead, NY, “Phonic Phacts: Considering the Role of Phonics in Reading” Presenters: Bess Altwerger, Towson University, MD Alan Flurkey, Hofstra University, Hempstead, NY, “Phonics Phacts: Considering the Role of Phonics in Reading” Deborah MacPhee, Illinois State University, Normal, “A Not-So-Simple View: Contrasting ‘Science of Reading’ Claims with Reading as Meaning Making” Pat Paugh, University of Massachusetts Boston, “A Not-So-Simple View: Contrasting ‘Science of Reading’ Claims with Reading as Meaning Making” Sherry Sanden, Illinois State University, Normal, “A Not-So-Simple View: Contrasting ‘Science of Reading’ Claims with Reading as Meaning Making”

Donald Graves Session: Writing in Confluencia with Students and Families In this session that honors the legacy of Donald Graves, teachers share examples of how they engaged in E critical writing explorations in confluencia with their students using poetry, art, and digital technologies.

Presenters: Eliza Braden, University of South Carolina, Columbia Roberta Price Gardner, Kennesaw State University, GA Natasha Thornton, Black Teacher Collaborative (BTC) Kamania Wynter-Hoyte, University of South Carolina, Columbia

Black Girl Literacies: A Kitchen Talk Discussion about Teaching Her Brilliance

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Black girls and women should be given opportunities in school and out of school to participate in the types of learning that will develop the creator in them, allowing active participation and problem solving, thinking about the larger possibilities of the work, and development of a stronger sense of self.

Presenters: Autumn Griffin, University of Pennsylvania, Philadelphia Gholnecsar (Gholdy) Muhammad, Georgia State University, Atlanta Tonya Perry, University of Alabama at Birmingham, “Black Girl Learning: Identity and Selfhood” Detra Price-Dennis, Teachers College, Columbia University, New York, NY, “Black Girls’ Multimodal Literacies” Yolanda Sealey-Ruiz, Teachers College, Columbia University, New York, NY, “Examining the Archeology of the Self: Engaging in Teaching Black Girls

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 20

SCHEDULED SESSIONS WITH LIVE Q&A — 6:00–7:15 P.M. ET Carrying the Stories of Las Mariposas: Arts Integration as a Way for All Our Stories to Take Flight

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We will discuss how we artistically explored the concept of “carrying stories” during a month-long community-wide reading program in our city focused on Julia Alvarez’s Before We Were Free and In the Time of the Butterflies. We’ll share resources and activities that deepened our students’ critical thinking and artistic skills.

Chair: Deborah Van Duinen, Hope College, Holland, MI Presenters: Becky Calvert, Allegan Public Schools, MI Cara Grimmer, Hope College, Holland, MI Karen Rowe, Black River Public School, Holland, MI Eric Wilkinson, West Ottawa Public Schools, Holland, MI

A Confluence of Students and Curriculum: Literacy Projects and Arts Integration That Celebrate Multilingual and ESE Student Voices

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Community-based literacy projects can be a powerful forum for English learners to practice exercising power, agency, and voice. Three Florida teachers weave ELA curriculum strands into a rhythmic harmony.

We will show teachers how to build and overlay curriculum in a convergence of frameworks and approaches that validate all students.

Presenters: Anny Case, Gonzaga University, Spokane, WA, “A Community of Voices: Literacy Projects with Multilingual Students” Marcy Dodd, Spokane Public Schools, WA Joanna Fox, Booker Middle School, Sarasota, FL, “Arts Integration/Creative Writing” Donna Heath, Booker Middle School, Sarasota, FL, “Arts Integration from the Smithsonian to the ELA Classroom” Rachael Owunwanne, Education Collaborative of WNY, “Inquiry as the Confluence of Students and Curriculum” Carolyn “Carrie” Perry, Prew Academy, Sarasota, FL, “Arts Integration in the ESE Classroom”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSION — 8:00–9:15 P.M. ET

FRIDAY GENERAL SESSION KALI FAJARDO-ANSTINE

Fajardo-Anstine has received fellowships from MacDowell Colony, the Corporation of Yaddo, and Hedgebrook. She received her master of fine arts from the University of Wyoming and has lived across the country, from Durango, Colorado, to Key West, Florida.

Photo: Graham Morrison

JUAN FELIPE HERRERA Juan Felipe Herrera is the 21st Poet Laureate of the United States (2015–2016) and the first Latino to hold the position.

From 2012 to 2014, Herrera served as California State Poet Laureate. Herrera’s many collections of poetry include Every Day We Get More Illegal; Notes on the Assemblage; Senegal Taxi; Half of the World in Light: New and Selected Poems, which received the PEN/Beyond Margins Award and the National Book Critics Circle Award; 187 Reasons Mexicanos Can’t Cross the Border: Undocuments 1971–2007; and Crashboomlove: A Novel in Verse, which received the Americas Award. His books of prose for children include SkateFate; Calling the Doves, which won the Ezra Jack Keats Award; Upside Down Boy, which was adapted into a musical for young audiences in New York City; Cinnamon Girl: Letters Found Inside a Cereal Box; and Jabberwalking, which won an International Latino Book Award. His nonfiction work Portraits of Hispanic American Heroes was a 2015 Pura Belpré Author Honor Book.

Herrera is also a performance artist and activist on behalf of migrant and indigenous communities and at-risk youth.

Photo: Carlos Puma/UC Riverside

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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FRIDAY

Kali Fajardo-Anstine is from Denver, Colorado. Her fiction has appeared in The American Scholar, Boston Review, Bellevue Literary Review, The Idaho Review, Southwestern American Literature, and elsewhere.

SATURDAY, NOVEMBER 21

SATURDAY, NOVEMBER 21 LIVE SESSION — 9:30–10:45 A.M. ET

SHARE BREAKFAST WITH OUR KEYNOTE SPEAKER ALAN Breakfast Sponsored by the Assembly on Literature for Adolescents of the NCTE ALAN President: Ricki Ginsberg ALAN Award Winner: Nikki Grimes Speaker: Angie Thomas Angie Thomas was born and raised and still resides in Jackson, Mississippi, as indicated by her accent. She is a former teen rapper whose greatest accomplishment was an article about her in RightOn Magazine with a picture included. She holds a bachelor of fine arts in creative writing from Belhaven University and an unofficial degree in hip hop. She can also still rap if needed. She is an inaugural winner of the Walter Dean Myers Grant (2015), awarded

by We Need Diverse Books (diversebooks.org). Her award-winning, acclaimed debut novel, The Hate U Give, is a #1 New York Times bestseller and a major motion picture from Fox 2000, starring Amandla Stenberg and directed by George Tillman Jr. Her second novel, On the Come Up, is available now.

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSIONS — 9:30–10:45 A.M. ET

FEATURED SESSION

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We Are Our Daughters’ Keepers: Nourishing Powerful Literacies of Black and Brown Girlhood Featuring participants from ages 5 to 50+, this panel brings together an intergenerational, multiracial collaborative of mother/daughter pairs to highlight the ways in which the literacy lives and identities of Black and Brown girls are nourished by their mothers for the purposes of transformational justice, healing, survival, and joy.

Chair and Presenter: Danielle Filipiak, University of Connecticut, Storrs Presenters: Naomi Filipiak, Westover School, Middlebury, CT Tracey Flores, The University of Texas at Austin Vivian Flores, mom Raven Jones Stanbrough, Michigan State University, East Lansing

SATURDAY

Zuri Hudson Stanbrough, The Zuri Reads Initiative Joanne Marciano, Michigan State University, East Lansing Carmela F. Marciano Watson, East Lansing Public Schools, MI Respondent: Yolanda Sealey-Ruiz, Teachers College, Columbia University, New York, NY

Danielle Filipak

Raven Jones Stanbrough

Naomi Filipiak

Zuri Hudson Stanbrough

Vivian Flores (L), Tracey Flores

Joanne Marciano

Carmela F. Marciano Watson

Yolanda Sealey-Ruiz

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY, NOVEMBER 21

LIVE SESSIONS — 9:30–10:45 A.M. ET #WhyMiddleMatters—A Convergence of Texts: The Middle Level Mosaic

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Sponsored by the Middle Level Section Steering Committee Middle level educators, don’t miss the capstone to our #whymiddlematters sessions! This year’s Mosaic will feature conversations with middle grade authors as they remix their texts, inviting confluencia across the diverse worlds captured in adolescent literature. Share questions, play with ideas, and discuss books at more than ten roundtables!

Chairs and Presenters: Michael Domínguez, San Diego State University, CA Robyn Seglem, Illinois State University, Normal Presenter: Jennifer Dail, Kennesaw State University, GA Tradebook Authors: Samira Ahmed, author Pablo Cartaya, Penguin Young Readers Eric Gansworth, author Adib Khorram, Penguin Random House Dawn Quigley, author Jewell Parker Rhodes, author Erika Sanchez, author Kashmira Sheth, author Nic Stone, author

Truth Hurts: Culturally Relevant and Sustaining Practices and the Absence of Confluence with Language and Literacy Policy

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Six presentations by elementary teachers and teacher educator dyads from NCTE’s Professional Dyads and Culturally Relevant Teaching project will showcase the ways in which teachers are employing culturally relevant literacy practices despite restrictive language and literacy policy originating from national, state, and district levels.

Chair: Tambra Jackson, Indiana University–Purdue University–Indianapolis Presenters: Alice Ensley, Dalton Public Schools, GA, “Centering Culture: Reading and Writing for Equity” LaShaunda Evans, A. J. Lewis Greenview Elementary, Columbia, SC, “My Hair, My Story, My Glory: Building Self-Esteem through Literature” Lisa Fisher, Ernie Pyle Elementary, Indianapolis, IN, “Go Tell It on the Mountain: Exploring Linguistic Pluralism in Curriculum, Assessments, and Classroom Discourse” Xiomara Flowers, Northern Parkway School, Uniondale, NY, “Culturally Relevant Explorations of Student Cultural and Linguistic Identities” Jennifer Gonzalez, Bonham Pre-K, San Marcos, TX, “Jugando con la Justicia in a Dual-Language Pre-K” Tim Kinard, Texas State University, San Marcos, “Jugando con la Justicia in a Dual-Language Pre-K” Noelle Mapes, PS 142, New York, NY Valeria Nieto, Bonham Pre-K, San Marcos, TX, “Jugando con la Justicia in a Dual-Language Pre-K” Roderick Peele, Northern Parkway School, Uniondale, NY, “Culturally Relevant Explorations of Student Cultural and Linguistic Identities” Detra Price-Dennis, Teachers College, Columbia University, New York, NY Sanjuana Rodriguez, Kennesaw State University, GA Kara Taylor, Indiana University–Purdue University–Indianapolis Terri Washington, A. J. Lewis Greenview Elementary, Columbia, SC, “My Hair, My Story, My Glory: Building Self-Esteem through Literature”

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSIONS — 9:30–10:45 A.M. ET Bringing Together What Others Threaten to Divide: Creating Healthy, Operative Communal Spaces

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Sponsored by the Conference on English Leadership In this working session, Kass and Cornelius Minor will lead participants through a series of activities designed to shift how we operate as literacy teachers, coaches, and leaders in schools. Conference on English Leadership members will facilitate conversations at job-alike tables, empowering educators to create communal, equitable spaces.

SATURDAY

Chair: Janice Schwarze, Downers Grove North High School, IL Presenters: Cornelius Minor, The Minor Collective/Heinemann Kassandra Minor, The Minor Collective, Brooklyn, NY Roundtable Leaders: Christopher Bronke, Downers Grove North High School, IL Robin Bynum, Troy University College of Education, AL Natalie Croney, Warren East High School, Bowling Green, KY Jeffrey Krapels, Northern Highlands Regional High School, Allendale, NJ Shari Krapels, Glen Rock School District, NJ Emily Meixner, The College of New Jersey, Ewing Susan Ritter, Cranford Public Schools, NJ Heather Rocco, School District of the Chathams, NJ Rachel Scupp, Thomas R. Grover Middle School, West Windsor, NJ Anna J. Small Roseboro, Grand Rapids, MI

Exhibitor Session: Explore The Britannica All New Kids Encyclopedia with Editor Christopher Lloyd

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Sponsored by Publisher Spotlight Explore The Britannica All New Kids' Encyclopedia as editor Chris Lloyd leads us through the Encyclopedia, each followed with a quiz. With 100+ experts from around the world, and 1000+ images including specially commissioned illustrations and photos, this single-volume Kids’ Encyclopedia takes Britannica’s reputation for authentic, trustworthy information and brings it to a whole new audience.

Presenters: Christopher Lloyd, Editor, The Britannica All New Kids’ Encyclopedia Ellen Myrick, Publisher Spotlight

Welcoming Diversity in Our Teaching of Literature

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Inspired by #DisruptTexts—a crowdsourced, grassroots effort by teachers for teachers to challenge the traditional canon in order to create a more inclusive, representative, and equitable language arts curriculum—this session features brief praxis presentations and conversation for educators committed to antiracism/antibias in the teaching of literature.

Chair and Roundtable Leader: Sarah Robbins, Texas Christian University/MLA K–16 Committee, Fort Worth, “Francisco Jimenez’s The Circuit” Presenters: Lorena Germán, Headwaters School, Austin, TX Kelly Sassi, North Dakota State University, Fargo, “Overview Comments” Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia Roundtable Leaders: Latrice Ferguson, University of Pennsylvania, “Jemisin, How Long ‘til Black Future Month?”

TaSharra Hilson, Pinson Valley High School, AL, “Hurston, Their Eyes Were Watching God” Deventae Mooney, Union Middle School, “Curtis, The Watsons Go to Birmingham—1963” Margaret Robbins, Mount Vernon Presbyterian School, Atlanta, GA

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY, NOVEMBER 21

SCHEDULED SESSIONS WITH LIVE Q&A — 9:30–10:45 A.M. ET A Confluencia of Voices with Autistic (Multi)Cultures: Exploring Resources and Methods to Recognize Neurodiversity in the English Language Arts Classroom Our panel is part of the larger neurodiversity movement—the campaign to recognize neurological difference as normal and necessary to human development. We will share differing methods and approaches toward including autistic (multi)cultures in the English language arts classroom. Attendees will leave with a wealth of resources.

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Presenters: Christopher Bass, University of Illinois at Chicago, “Confluencia of Voices with Autistic Culture in the ELA Classroom” Angelica Davila, University of Illinois at Chicago, “Inclusive Creative Writing Using TEACCH” Peter Smagorinsky, The University of Georgia, Athens

Stories of Resilience across Social Class in Orbis Pictus-Winning Picture Books

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This research shows that stories of “grit” as revealed in language and literacy practices in and out of school vary across social class in nonfiction narratives told in award-winning picture books.

Chair and Presenter: Jiang Pu Presenters: Kristine Gritter, Seattle Pacific University, WA Sarah Zhou, Seattle Pacific University, WA

Different Schools, Similar Realities: Reenvisioning (More) Power of School Communities

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In this panel, four teacher-leaders from New Mexico share confluencia in its various forms. Together, the speakers offer collective insight into how roles of school communities can be widened, reenriched, reflected, and reenvisioned across subjects and levels of schooling (middle, high, and college).

Chair: Yoo Kyung Sung, University of New Mexico, Albuquerque Presenters: Lou Ellis Brassington, Hope Christian School, NM, “Historical Literacy Program Restoring Students’ Agency” Mariana Castanon, Washington Middle School, Albuquerque, NM, “Reenvisioning Hope in a Struggling School” Amber Gordon, University of New Mexico, Albuquerque Lisa Martinez, Albuquerque High School, NM Respondent: Mary Rice, University of New Mexico, Albuquerque

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SCHEDULED SESSIONS WITH LIVE Q&A — 9:30–10:45 A.M. ET Beyond Tolerance: Erasing the Margins and Subverting the “Master Narrative”

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Spark reflection. Provoke dialogue. Inspire change. Two teachers and a counselor—representing majorityminority high schools that serve economically disadvantaged, migrant, and ELL populations in the deep South—will discuss the challenges of counteracting a culture of intolerance and the strategies used to cultivate a spirit of inclusivity by celebrating diverse student voices.

Presenters: Beth Ann Hamilton, Chestatee High School, Gainesville, GA Cindy Lloyd, Chestatee High School, Gainesville, GA Amanda Toney-Velazquez, Gainesville High School, GA

Reclaiming African History in Teaching Young Children: Literacy Practices in K–3 Classrooms

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Creating a confluent space that both excites and disrupts, this presentation brings together the voices and the work of teachers, teacher educators, preservice teachers, and young children to share ways that African histories can become integral to teaching in K–3 classrooms and preservice teacher education.

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SATURDAY

Presenters: Jennipher Frazier, Jackson Creek Elementary School, Columbia, SC, “Reclaiming African History in Teaching Young Children” Jarvais Jackson, University of South Carolina, Columbia, “Reclaiming African History in Teaching Young Children” Susi Long, University of South Carolina, Columbia Mukkaramah Smith, A. J. Lewis Greenview Elementary School, Columbia, SC, “Reclaiming African History in Teaching Young Children” Kamania Wynter-Hoyte, University of South Carolina, Columbia, “Reclaiming African History in Teaching Young Children”

SATURDAY, NOVEMBER 21

LIVE SESSION — 11:00 A.M.–12:15 P.M. ET

SATURDAY GENERAL SESSION JOY HARJO with the Performance Ensemble of the Bread Loaf Next Generation Joy Harjo’s nine books of poetry include An American Sunrise, Conflict Resolution for Holy Beings, How We Became Human: New and Selected Poems, and She Had Some Horses. Harjo’s memoir Crazy Brave won several awards, including the PEN Center USA Literary Award for Creative Nonfiction and the American Book Award.

She is the recipient of the Ruth Lilly Prize from the Poetry Foundation for Lifetime Achievement, the 2015 Wallace Stevens Award from the Academy of American Poets for proven mastery in the art of poetry, a Guggenheim Fellowship, the William Carlos Williams Award from the Poetry Society of America, and the United States Artist Fellowship. Harjo’s latest is a book of poetry from Norton, An American Sunrise.

The Performance Ensemble of the Bread Loaf Next Generation

Lena Ashooh

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Leah Sneed

Faith Omosefe

LIVE SESSION — 12:30–1:45 P.M. ET Community-Engaged Writing and Literacy in a Time of Crisis: A Workshop

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Sponsored by the College Section Steering Committee 2020’s pervasive sense of precarity and possibility is nothing new to community-engaged teacher-scholars for whom radical contingency is both occupational hazard and intellectual reward. This workshop asks participants to imagine how this Year That Already Lives in Infamy challenges us to co-create more imaginative ethical and sustainable projects and partnerships.

Presenters: Veronica House, University of Colorado Boulder Tobi Jacobi, Colorado State University, Fort Collins John Tiedemann, University of Denver, CO

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Veronica House

Tobi Jacobi

John Tiedemann

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SATURDAY, NOVEMBER 21

LIVE SESSION — 12:30–2:00 P.M. ET

SHARE LUNCH WITH OUR KEYNOTE SPEAKERS Children’s Book Awards Luncheon The winners of the 2020 Charlotte Huck Award for Outstanding Fiction for Children and the Orbis Pictus Award for Outstanding Nonfiction for Children will share their remarks. The 2021 award winners will also be announced during this event!

Presiding: Roberta Price Gardner, Kennesaw State University, GA Desiree W. Cueto, Western Washington University, Bellingham Denise Dávila, The University of Texas at Austin Speakers: Barry Wittenstein is the author of A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation, winner of the 2020 Orbis Pictus Award. He has written several picture books, including Waiting for Pumpsie and The Boo-Boos That Changed the World: A True Story about an Accidental Invention (Really!). Barry lives in New York City.

Barry Wittenstein

Jerry Pinkney is the illustrator of the 2020 Orbis Pictus Award winner A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation. The legendary author and illustrator’s many accolades include the Caldecott Medal, five Coretta Scott King Awards, five Coretta Scott King Honor Awards, four New York Times Best Illustrated Books, and four gold medals from the Society of Illustrators. He served on the National Council of the Arts, is a trustee emeritus of the Eric Carle Museum of Picture Book Art, and has taught at the Pratt Institute, the University of Delaware, and the University of Buffalo. He lives in Westchester, New York.

Kate and Jol Temple are internationally awarded children’s authors whose books have been translated into more than 20 languages. Their recent picture book, Room on Our Rock, is an allegory about empathy and refugees. It can be read front-to-back or back-to-front for two different perspectives. The book received the Charlotte Huck Award for outstanding fiction with the potential to transform children’s lives. It was also listed as a Notable Book for a Global Society by the Children’s Literature and Reading Special Interest Group of the International Literacy Association; named a Notable Children’s Book in the Language Arts by the Children’s Literature Assembly; and selected for the ILA 2020 Teachers’ Choices Reading List.

Jerry Pinkney

Kate and Jol live in Sydney, Australia, with their two sons. They regularly visit schools and writers’ festivals to discuss ideas with young readers and writers. When they’re not writing, Kate pretends to play the piano and Jol makes little egg-carton shelters for his Star Wars characters.

Kate and Jol Temple

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LIVE SESSION — 12:30–2:00 P.M. ET

2020 AWARD RECOGNITION Charlotte Huck Award for Outstanding Fiction for Children Presenter: Desiree W. Cueto, Western Washington University, Bellingham Recipient: Room on Our Rock, written by Kate and Jol Temple, illustrated by Terri Rose Baynton, published by Kane Miller Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Denise Dávila, The University of Texas at Austin Recipient: A Place to Land: Martin Luther King Jr. and the Speech That Inspired a Nation, written by Barry Wittenstein, illustrated by Jerry Pinkney, published by Holiday House

SATURDAY 2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY, NOVEMBER 21

LIVE SESSION — 12:30–2:00 P.M. ET

SHARE LUNCH WITH OUR KEYNOTE SPEAKERS Secondary Section Luncheon Presiding: Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY Speaker: Chanel Miller Chanel Miller is a writer and artist who received her bachelor of arts in literature from the University of California, Santa Barbara. Her critically acclaimed memoir, Know My Name, was a New York Times bestseller, a New York Times Book Review Notable Book, and a National Book Critics Circle Award winner; it was also was named a best book of 2019 by TIME, the Washington Post, the Chicago Tribune, NPR, and People, among others. She is a 2019 TIME Next 100 honoree and a 2016 Glamour Woman of the Year honoree under her pseudonym, “Emily Doe.”

AWARD RECOGNITION High School Teachers of Excellence Award Recipients (in affiliate order): Carrie Morgan, West High School, CATE (CA); Julia Torres, Denver Public Schools - Montbello Campus, CLAS (CO); Michelle Lindsey, Charlotte High School, FCTE (FL); Paul W. Hankins, Silver Creek High School, ICTE (IN); Tracy Tensen, Gilbert High School, ICTE (IA); Melissa Buteyn, Wichita Northwest High School, USD 259, KATE (KS); Lisa Quatrale, Dexter Regional High School, MCELA (ME); Rebecca (Becky) J. Stahr, York High School, NELAC (NE); Cathy Nicastro, Wachusett Regional High School, NEATE (New England); Alexis Nusbaum, Huntington High School, OCTELA (OH); Nicholas Emmanuele, Millcreek Township School District, PCTELA (PA); Paula Lamina, Arlington Community High School, VATE (VA); Mary Davidson, Menomonee Falls High School, WICTE (WI) English Journal Edwin M. Hopkins Award Recipient: Katie Alford, McKendree College, Lebanon, IL, "Explicitly Teaching Listening in the ELA Curriculum: Why & How" (July 2020) Paul and Kate Farmer English Journal Writing Award Recipient: Tiffany L. Rehbein, Laramie County School District #1, Cheyenne, WY; Katie Wheeler, McCormick Junior High School, Cheyenne, WY; Cynthia Brock, University of Wyoming; and Lillian Lenhart, middle school student, "The Intersections of Nature and Voice" (May 2020)

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LIVE SESSIONS — 12:30–1:45 P.M. ET

FEATURED SESSION

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Everything You Always Wanted to Know about Rhetoric But Were Afraid to Ask—An Invitation More than ethos, logos, pathos, rhetoric is about analyzing and composing texts.

Rhetorical knowledge gives students the confidence and power to develop topics worth writing about, an authentic audience, and purpose. Their literacy is enhanced by interpretive and communicative powers that establish their authority and their ability to resist injustice.

Presenter: Cheryl Glenn, Pennsylvania State University, University Park Cheryl Glenn

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Alfredo Luján’s moving call about confluence/confluencia inspired the panel’s speakers to think about metaphor’s power from different disciplinary approaches with overlapping perspectives. We explore the WHY of our work as teachers in college classrooms, on the songs that get aroused/sung by our students when we engage metaphor’s power.

Presenters: Hoke Yao Glover, Bowie State University, MD, “Metaphor’s Structure” Joern Langhorst, University of Colorado, Denver, “Metaphors of Territory, Marginality, and Identity” Renee Moreno, California State University, Northridge, “Place Metaphors (But the Wall Is Not a Metaphor)” Valerie Sweeney Prince, Wayne State University, Detroit, MI, “Metaphor’s Efficiency” Facilitator: Omar Gonzalez, California State University, Northridge

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY

On Metaphor: Exploring the Power of Confluence/Confluencia, Literacy, and Place

SATURDAY, NOVEMBER 21

LIVE SESSIONS — 12:30–1:45 P.M. ET Teaching English Education across Modalities through Digital Literacies

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Members of the ELATE Commission on Digital Literacies and Teacher Education (D-Lite) will hold roundtables addressing how English teachers and English teacher educators can explore the confluences of pedagogy and digital literacies.

Chairs and Roundtable Leaders: Nicole Damico, University of Central Florida, Orlando Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ/Fordham University, “Digital Health and Wellness across Modalities” Presenter: Donna Alvermann, University of Georgia, Athens Roundtable Leaders: Jonathan Bartels, Grand Valley State University, Grand Rapids, MI Richard Beach, University of Minnesota, “Using Digital Tools for Responding to and Creating Literary Texts” David Bruce, University at Buffalo, NY, “Teachers’ Digital Literacies: Immersion, Application, Reflection, Evolution” Jeffrey Carpenter, Elon University, NC, “Connecting and Collaborating Using Digital Tools during the Global Read Aloud” Rachael Debnam-O’Dea, North Carolina State University, Raleigh, “ELA Today Survey Results: What It Means to Teach ELA in the Digital Age—MS, HS, TED” Will Fassbender, The University of Georgia, Athens Seth French, Bentonville High School, AR, “Teaching Argument Writing through Digital Video Remix” Merideth Garcia, University of Wisconsin, La Crosse, “Developing Multimodal and Multimedia Projects That Support Critical Digital Literacies” Hannah Gerber, Sam Houston State University, TX, “Teaching Esports Literacies: Streaming and Vodcasting” Thor Gibbins, SUNY, Oneonta, “Leveling Up: Video Game Design and Composition as ELA” Joseph Haughey, Northwest Missouri State University, Maryville, “An Overview of Northwest’s Professional Education Accreditation Transition from CAEP to AAQEP, with Insights for Others Involved in Their Institution’s Accreditation Processes” Aimee Hendrix-Soto, Murray State University, KY, “Social Media to Support Critical Literacies in an ‘Extended’ Classroom Space” Troy Hicks, Central Michigan University, Mount Pleasant, “Promising Practices for Digital Writing Instruction” CJ Holthaus, Northwest Missouri State University, Maryville, “Discussion of Additional or Alternative Teaching Spaces with Preservice English Education Candidates Including but Not Limited to Adjunct Work, Transitioning to University Instructor, or etc.”

Remi Kalir, University of Colorado Denver, “Educator Annotation as Collaborative and Professional Learning” Shea Kerkhoff, University of Missouri, St. Louis, “Connecting and Collaborating Using Digital Tools during the Global Read Aloud” Stephanie Loomis, University of Nevada, Las Vegas Maureen McDermott, independent scholar, FL, “Assessing Multimodal Compositions of Preservice English Education Candidates and Students in High School ELA Classrooms” Ewa McGrail, Georgia State University, Atlanta, “Composing with Sound and Word in Podcasting” J. Patrick McGrail, Jacksonville State University, AL, “Composing with Sound and Word in Podcasting” Clarice Moran, Appalachian State University, Boone, NC, “’All You Need Is Your Phone’: Transforming ELA Instruction through Virtual Reality” Suzie Null, Fort Lewis College, Durango, CO, “Targeted Arguments: Identifying and Writing Memes, Tweets, Video Ads, and Essay Arguments Using the Big Five Personality Traits” Ian O’Byrne, College of Charleston, SC, “Educate, Empower, Advocate: Engaging with Activist Texts in Learning Environments” Jennifer Penaflorida, Berryville High School, AR, “Polyphony of Voices: Using Bakhtinian Methodology on Digital Writing Feedback”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

LIVE SESSIONS — 12:30–1:45 P.M. ET

The Intersection of Identities, Critical Literacies, and Critical Pedagogies Storytelling, interactions with texts, readings of the world, engagements with the climate, and narrative writings (about trauma, resilience, restorative justice, self, others, the world) are powerful ways by which to engage students, teachers, and teacher educators in critically transformative work. This collection of roundtable presentations explores these aforementioned topics.

Chair: Mara Grayson, California State University, Dominguez Hills, “The Racial Illiteracy of the Trigger Warning” Presenters: Monica Baldonado-Ruiz, Arizona State University, Tempe, “Testimonio” Regine Darius, Broward College, Fort Lauderdale, FL, “Multilingual Writer Workshops: Challenging Linguistic Ideologies toward Monolingualism” Jennifer Killam, Broward College, Fort Lauderdale, FL, “Multilingual Writer Workshops: Challenging Linguistic Ideologies toward Monolingualism” Lisa Pickett, Point Park University, Pittsburgh, PA, “Race Based Trauma, African American Youth, and Race Based Interventions” Cierra Presberry, Michigan State University, East Lansing Evan Taylor, Indianapolis Public Schools, IN Kara Taylor, Indiana University–Purdue University–Indianapolis, “A Safe Space: Wounded Healing Spaces in Literacy Classrooms through Narrative Writing” Kinga Varga-Dobai, Georgia Gwinnett College, Athens, “Storytelling as Culturally and Emotionally Sustaining Literacy Practice” Lance Wheatley, Valley Christian High School, San Jose, CA, “Resisting Islamophobia in the English Classroom: A Young Muslim Woman’s Text-Composing Agency Contending with Islamophobic Sociocultural Structures” Melissa Wicker, University of Oklahoma, Norman Adam Wolfsdorf, New York University, “Using Trauma Theory to Promote Confluencia and Flow in the English Classroom”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY

Tonya Perry, University of Alabama at Birmingham, “Using Digital Tools to Engage Students in High School Literacy Centers” Amy Piotrowski, Utah State University, Logan, “Preservice English Teachers Developing Critical Digital Literacies” Amanda Plaizier, Utah State University, Logan, “Preservice English Teachers Developing Critical Digital Literacies” Mary Rice, University of New Mexico, Albuquerque, “Working across Comics and Digital Modalities to Support Interdisciplinary Curriculum Making” Marla Robertson, Utah State University, Logan, “Infographics in Student Research: A Confluence of Ideas and Images” Jennifer Smith, Texas Christian University, Fort Worth, “Infographics in Student Research: A Confluence of Ideas and Images” Sunshine Sullivan, Houghton College, Caneadea, NY, “Teachers’ Digital Literacies: Immersion, Application, Reflection, Evolution” Sally Ventura, Olean City School District, NY, “Digital Skills Differentiation Using a ‘Happiness Portfolio’” Allen Webb, Western Michigan University, Kalamazoo, “Preparing Teachers to Support Digital/Online Activism” Carl Young, North Carolina State University, Raleigh, “ELA Today Survey Results: What It Means to Teach ELA in the Digital Age—MS, HS, TED”

SATURDAY, NOVEMBER 21

SCHEDULED SESSIONS WITH LIVE Q&A — 12:30–1:45 P.M. ET Building a Confluencia of Neurodiverse Learners in Every K–12 and Preservice Classroom

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Looking for a confluencia of atypical and typical neurodiverse learners? Need support/strategies to help atypical neurodiverse learners? Our roundtable session will highlight what is neurodiversity, how to blend all learner types, co-teaching models, instructional strategies, and what atypical neurodiverse students need to be successful.

Chair and Presenter: Cheryl Golden, Virginia Association of Teachers of English, Ashland, VA, “Neurodiversity” Presenters: Jocelyn A. Chadwick, Harvard Graduate School of Education, Arlington, MA Carol Jago, California Reading and Literature Project, UCLA Lauren Jewett, Bread Loaf School of English/Bread Loaf Teacher Network/KIPP New Orleans Schools, “Neurodiversity” Nathan Morrill, Brady Independent School District, “Neurodiversity” Stephanie Steinemetz, Dublin City Schools, OH, “Neurodiversity” Roundtable Leaders: Ash Holland, “Neurodiversity” Lauryn Hutchinson, Find Your Passion, “Neurodiversity” Jon Hutchinson, EXTROSKI, “Neurodiversity”

Culturally Sustaining Borderlands Rhetorics: Reimaging Literacy through a Confluencia of Decolonization and Pedagogy

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La frontera, or the borderlands, represents an important rhetorical confluencia that is perpetually relevant and sustaining as a theory and a practice for educators and scholars who occupy this space.

Attendees will leave the session with possible applications of culturally sustaining borderlands rhetorics for their own pedagogies.

Presenters: Casie Cobos, The Post Oak School, Bellaire, TX Victor Del Hierro, University of Florida, Gainesville Laura Gonzales, University of Florida, Gainesville Juan Moises Garcia Renteria, University of Texas at El Paso Nora Rivera, University of Texas at El Paso

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

SCHEDULED SESSIONS WITH LIVE Q&A — 12:30–1:45 P.M. ET Why Middle Matters—Songs of Solidarity: Bringing Culturally Sustaining Pedagogy into the Middle Grade Curriculum

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Have you been eager to pursue critical, culturally responsive pedagogies in the complex terrain of middle school but aren’t sure where to begin? This exciting #whymiddlematters session puts educators into conversation with equity researchers to examine concrete examples of lessons and practice that bring culturally sustaining pedagogy into the middle grades.

Chairs and Presenters: Michael Domínguez, San Diego State University, CA Carla España, Bank Street College Graduate School of Education, New York, NY Roundtable Leaders: Clint LaFuente, The University of Texas at Austin Alethea Maldonado, Lockhart Junior High, TX Teaira McMurtry, Milwaukee Public Schools, WI

AP English: A Confluence of Two Courses While AP Literature and AP Language focus on two distinct genres—fiction and nonfiction—they are confluent in purpose. In this session, the presenters will discuss where the two courses overlap and diverge from each other with regard to skill development, studied texts, pedagogical methods, and formative and summative assessments.

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Presenters: Susie Bonsey, College Board Aubrey Ludwig, College Board

Exhibitor Session: Spring 2021 Showcase Featuring Lamar Giles and Raúl the Third

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Sponsored by Houghton Mifflin Harcourt Join us as we present our Spring 2021 list with special guest stars Lamar Giles, author of The Legendary Alston Boys series, and Raúl the Third, author and illustrator of the World of Vamos books. Hear about upcoming titles like Linda Sue Park’s The One Thing You’d Save; Brian Lies’s new bat book, Little Bat in Night School; Wow in the World: The How and Wow of the Human Body by top children’s podcasters Mindy Thomas and Guy Roz; and many more!

Presenters: Amanda Acevedo, Houghton Mifflin Harcourt Taylor McBroom, Houghton Mifflin Harcourt

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY, NOVEMBER 21

LIVE SESSIONS — 2:00–3:15 P.M. ET

FEATURED SESSION

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History of Cultivating New Voices among Scholars of Color (CNV) The Cultivating New Voices among Scholars of Color program (CNV) celebrates 20 years of developing and encouraging diverse scholars in the field of literacy research. Learn more about the history of the program, its impact, and the scholarship that has emanated from the fellows.

Arnetha Ball

Maria E. Fránquiz

Presenters: Arnetha Ball, Stanford University, CA María E. Fránquiz, The University of Texas at Austin Juan Guerra, University of Washington, Seattle Valerie Kinloch, University of Pittsburgh, PA Carol D. Lee, Northwestern University, Evanston, IL

Juan Guerra

Valerie Kinloch

Carol D. Lee

Tonya Perry, University of Alabama at Birmingham Peter Smagorinsky, The University of Georgia, Athens

Tonya Perry

Peter Smagorinsky

Hot Titles in Literature with Carol Jago

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Sponsored by the Secondary Section Steering Committee Carol Jago will keynote this roundtable session. Hear about the hottest literature titles in secondary education. After the keynote, participants will have an opportunity to join a roundtable to hear about practical teaching strategies for literature being used in today’s classrooms.

Presenters: Christopher Buck, University of Massachusetts, Amherst, “Reading LGBTQ+ YA Literature Empathetically and Critically: Exploring Personal Connections to Texts” Kathleen Colantonio-Yurko, The College at Brockport, SUNY, “Never Belonging: Third Culture Kids in YAL” Katelyn Gallagher, Northern Valley Regional High School, NJ Kaye Hagler, Capstone Professional Publishing, “Deconstructing the Gothic Tale: Building on the Past to Create Voices of the Future” Sawyer Henderson, Woodstock High School, "Reading the Rainbow: Availability and Content of LGBTQ+ Literature in Georgia Secondary Schools" Chrissy Howard, University of Massachusetts, Amherst, “Reading LGBTQ+ YA Literature Emphatically and Critically: Exploring Personal Connections to Texts” Carol Jago, California Reading and Literature Project, UCLA Rabiah Khalil, Roland Park Country School, Baltimore, MD, “Questioning and Contextualizing Toni Morrison’s Beloved” Jeffrey Krapels, Northern Highlands Regional High School, Allendale, NJ, “Confluence with Social Issues: Confronting Canonical Texts” Rebecca Maldonado, University of Oklahoma, Norman, “Holding Two Truths: Owning Our Privileged and Marginalized Identities” Latasha McKinney, Emerson North Alternative High School, Oklahoma City, OK Angela Panagiotopoulos, Northern Valley Regional High School, NJ

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LIVE SESSIONS — 2:00–3:15 P.M. ET Leilya Pitre, Southeastern Louisiana University, Hammond, “A Journey of Self-Discovery: Reading Young Adult Novels Which Help Students Accept Their Conflicting Identities” Jackie Regales, Roland Park Country School, Baltimore, MD, “Questioning and Contextualizing Toni Morrison’s Beloved” Josh Robinson, Metea Valley High School, Aurora, IL Tiffany Roussel, Belton Independent School District, Belton, TX Camille Schuler, South Medford High School, Medford, OR, “Songs of Cultural Confluence: Acculturation as Literary Theory”

When the Canon Needs Rescuing: Superheroes as a Disruptive Force Five educators will provide evidence for using superheroes to study issues of identity, privilege, and M inequity in society. Using graphic novels is a fertile ground for critical literacy and the use of comics as M S meaningful texts. This presentation will offer insights for teacher candidates, practicing teachers, and

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teacher educators.

The Complex and Critical Work of YA Lit: Authors, Publishers, and Educators Imagine New Possibilities for Reading and Teaching

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This interactive session brings together two leaders in children’s and YA publishing. Jason Reynolds and Christopher Myers will engage participants and each other in conversation about the work of YA literature, their own work in writing and publishing, and approaches to teaching YA lit that are complex and critically engaged.

Presenter: Jennifer Buehler, Saint Louis University, MO Tradebook Authors: Christopher Myers, Penguin Random House Jason Reynolds, Simon & Schuster

Tayo (Na!): Toward Equity-Based Research and Practice among Filipina/o/x American Literacy Scholars

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The presenters come together in this session as Filipino/a/x American scholars to illustrate the ways in which they each have been inspired by teaching in their own respective classrooms to later engage in literacy research toward transformative education.

Chair and Presenter: Korina Jocson, University of Massachusetts, Amherst Presenters: Gerald Campano, University of Pennsylvania, Philadelphia Antero Garcia, Stanford University, CA Noreen Rodríguez, Iowa State University, Ames Vivian Vasquez, American University, Washington, DC

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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SATURDAY

Presenters: Javier Del Riego, University of Florida, Gainesville Christian Hines, The Ohio State University, Columbus Cody Miller, SUNY Brockport Jon Mundorf, P. K. Yonge Developmental Research School at the University of Florida, Gainesville Mario Worlds, University of Florida, Gainesville

SATURDAY, NOVEMBER 21

SCHEDULED SESSIONS WITH LIVE Q&A — 2:00–3:15 P.M. ET Celebrating Barry Gilmore: A Tribute

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The purpose of this session is to celebrate the legacy of Barry Gilmore, an NCTE luminary, who passed away last year. The session will highlight the major themes of Barry’s work, including best practices in writing instruction, academic readiness, literature discussions, and the strategies every secondary teacher should know.

Chair: Lisa Luedke, Corwin Press Presenters: Deborah Appleman, Carleton College, Northfield, MN James Burke, Middle College High School, San Mateo, CA Sue Gilmore, Martin Luther King Jr. Academic Magnet, Nashville, TN Gravity Goldberg, Gravity Goldberg, LLC Dave Stuart Jr., Cedar Springs High School, MI/Corwin Literacy

Creating Clear Confluence in AP English Language: Developing a Line of Reasoning in Student Writing

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Harmony between argument and organization can seem elusive in student writing. Strategies that develop reasoning offer students opportunities to explore the work of authors while cultivating their own writing. AP English Language Development Committee members will discuss how the course’s structure and resources offer pedagogical convergence that enriches students’ writing.

Presenters: Akua Duku Anokye, Arizona State University, Tempe Aubrey Ludwig, College Board, Alexandria, VA Kevin McDonald, Edmond Memorial High School, OK

Exhibitor Session: Literature in the Time of COVID: Engaging, Inspiring & Empowering Students with Authentic Texts

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Sponsored by Penguin Random House As the COVID pandemic continues, teachers are facing formidable challenges, especially in keeping students engaged. Teaching with authentic texts inspires students to connect with their learning and their community through stories in which they can see themselves and others. Join us as Samira Ahmed, educator-turned-bestselling author of Love, Hate & Other Filters, moderates a discussion with members of the Penguin Random House Education Teacher Advisory Boards on the power of representation in stories. All attendees will receive a free digital copy of Ahmed’s latest book, Mad, Bad & Dangerous to Know.

Moderator: Samira Ahmed, Author, Love, Hate & Other Filters Panelists: Joel Brigham, YA Author and ELA Teacher, Olympia High School, Stanford, IL Kristen Stevens, K-8 Literacy Specialist, Willington Public Schools, CT Julia Torres, ELA Teacher and Librarian, Denver, CO

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LIVE SESSION — 6:00–6:30 P.M. ET Virtual 88th Annual M.R. Robinson Event Sponsored by Scholastic, Inc. Please join Scholastic Chairman and CEO Dick Robinson as he hosts the annual M.R. Robinson event. This longstanding tradition captures the spirit of the Thanksgiving season in recognition of the dedication of teachers around the country.

SATURDAY

LIVE SESSION — 7:00–9:00 P.M. ET

All-Attendee Event & 20th Anniversary Celebration of the Cultivating New Voices Among Scholars of Color Program Speaker: Andrea Davis Pinkney Andrea Davis Pinkney has had an illustrious thirty-year career in various facets of the publishing industry. Pinkney is the New York Times bestselling and award-winning author of numerous books for children and young adults, including Martin Rising: Requiem for a King, The Red Pencil, and Rhythm Ride: A Trip through the Motown Sound. Her work has garnered multiple Coretta Scott King Book Awards, the Boston Globe/Horn Book Honor, and the Parenting Publications gold medal, among other citations. She is a four-time NAACP Image Award nominee, and recipient of both the Regina Medal and the Arbuthnot Honor Award, for her singular body of work and distinguished contribution to the field of children’s literature. Additionally, she has served in a variety of leadership and executive roles, including her current role as vice president and executive editor at Scholastic, where she has served since 2005.

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SUNDAY, NOVEMBER 22 LIVE SESSION — 9:00–10:15 A.M. ET

SHARE BREAKFAST WITH OUR KEYNOTE SPEAKER Children’s Literature Assembly Breakfast Sponsored by the Children’s Literature Assembly CLA Breakfast Chairs: Cynthia Alaniz, Cottonwood Creek Elementary, Coppell, TX April Bedford, Brooklyn College, NY Speaker: Jason Reynolds Jason Reynolds is a #1 New York Times bestselling author, a Newbery Award Honoree, a Printz Award Honoree, a two-time National Book Award finalist, a Kirkus Award winner, a two-time Walter Dean Myers Award winner, an NAACP Image Award winner, and the recipient of multiple Coretta Scott King honors. Reynolds is also the 2020–2021 National Ambassador for Young People’s Literature. His many books include When I Was the Greatest, The Boy in the Black Suit, All American Boys (cowritten with Brendan Kiely), As Brave as You, For Every One, the Track series (Ghost, Patina, Sunny, and Lu), Look Both Ways, and Long Way Down, which received a Newbery Honor, a Printz Honor, and a Coretta Scott King Honor. He lives in Washington, DC. You can find his ramblings at JasonWritesBooks.com.

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LIVE SESSIONS — 9:00–10:15 A.M. ET Challenging Anti-Semitism through Critical Museum Pedagogies in College English Classrooms

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In the current sociopolitical climate, English educators must help students develop the critical literacy and rhetorical skills to recognize and counternarrate disinformation and misrepresentation. This interactive session showcases approaches used by college-level English educators to teach rhetorical awareness, critical literacy, and civic engagement while enhancing students’ awareness of the Holocaust.

Chair: Mara Lee Grayson, California State University, Dominguez Hills Presenters: Laurie Rozakis, Farmingdale State College, “Applied Learning Used with Holocaust Pedagogy to Combat Anti-Semitism” Cheryl Hogue Smith, Kingsborough Community College, NY, “Degenerate Art as Propaganda: Lessons in Cultural Politics in an Age of Racial Nationalism”

Understanding the Gap between High School and College

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Presenters look at the roles played by the writing center, the perception high school teachers have of the college classroom, and the differences in teaching American literature at the two levels.

Presenters: Khadeidra Billingsley, The University of Alabama, Tuscaloosa, “How High School Teachers Perceive College Writing” Anne Ruggles Gere, University of Michigan, Ann Arbor, “Teaching American Literature in High School and College”

Literacy with a Public Purpose: Leveraging Multimodality, Equity, and Civic Engagement in the ELA Classroom This interactive roundtable session will inspire and support ELA educators at all levels (K through university teacher preparation) by offering strategies they can use to infuse their pedagogy with multiple forms of media, encourage engagement with local community members, and strive for equity and social justice.

Chair: Antero Garcia, Stanford University, CA Presenters: Shannon Davis, Cleveland Metropolitan School District, OH, “Using Cell Phones to Enable a Community-Based Inquiry Project in an Urban High School” Darshana Devarajan, Michigan State University, East Lansing, “Listen Up: Preservice Teachers Teaching and Learning with Technology in a Sound Recording Club” GaVita Haynes, Glenville High School, Cleveland, OH Joanne Marciano, Michigan State University, East Lansing, “Listen Up: Preservice Teachers Teaching and Learning with Technology in a Sound Recording Club” Mike McLane, Michigan State University, East Lansing, “Listen Up: Preservice Teachers Teaching and Learning with Technology in a Sound Recording Club” Nancy Pauly, University of New Mexico, Albuquerque, “Multimodal, Arts-Integrated Learning: Engaging Diverse Students in Creative, Collaborative Inquiry” Hollie Putnam, University of New Mexico, Albuquerque, “Multimodal, Arts-Integrated Learning: Engaging Diverse Students in Creative, Collaborative Inquiry” Mark Stevens, Glasgow Middle School, “Engaging English Learners with Multimodal Digital Texts: Confluence in Abundance” Jon Wargo, Boston College, MA, “TikTok History? Examining How Prospective Teachers Engage Participatory Media to Develop Disciplinary Literacy” Lindsay Yearta, Winthrop University, Rock Hill, SC, “From Pencils to Podcasts: A Confluence of Modalities to Transform Literacy Practices” Roundtable Leaders: Briana Asmus, Aquinas College, Grand Rapids, MI, “Equitable and Reflective Teaching Practices through Collaborative Video Platforms” Richard Beach, University of Minnesota, Minneapolis, “Using Digital Tools for Multimodal Creation of and Response to Literary Texts”

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LIVE SESSIONS — 9:00–10:15 A.M. ET Fawn Canady, Sonoma State University, Rohnert Park, CA, “Remixing Poetry as a Call to Action—Tupac and Multimodal Poetry” Alex Corbitt, Boston College, MA, “Restorying Horror: Negotiating Intersectional Identities across the Dangerous Terrain of Horror Literature” Jennifer Dail, Kennesaw State University, GA, “Confluencia con Tecnologia: Using Digital Tools to Create and Share Songs of Ourselves” Aimee Firmani, Beaver Area School District, PA, “Cultivating Empathy and Civic Engagement through Story: A Confluence of Voices, Perspectives, and Literacies” Jennifer Johnson, Sonoma State University, CA, “Remixing Poetry as a Call to Action—Tupac and Multimodal Poetry” Jeremiah Kalir, University of Colorado Denver, “Educator Civic Writing and Confluences among Social Annotation, Digital Literacy, and Open Learning” Katie Kelly, Furman University, Greenville, SC, “From Pencils to Podcasts: A Confluence of Modalities to Transform Literacy Practices” Karla Kingsley, University of New Mexico, Albuquerque, “Multimodal, Arts-Integrated Learning: Engaging Diverse Students in Creative, Collaborative Inquiry” William Kist, Kent State University, OH, “Using Cell Phones to Enable a Community-Based Inquiry Project in an Urban High School” Stephanie Loomis, University of Nevada, Las Vegas, “Collaborative Remix: How People of Different Cultures Find Confluence in Literary Understanding through Creating Art” Katie Muhtaris, Barrington CUSD 220, IL Mary Rice, University of New Mexico, Albuquerque, “Engaging English Learners with Multimodal Digital Texts: Confluence in Abundance” Mary Louise Richards, Anchorage School District, AK, “Brackish Backlash: The Potentiality of Digital Media to Mitigate and Heal Political Segregation” Dani Rimbach-Jones, Basic Academy of International Studies, Henderson, NV, “Remixing Poetry as a Call to Action—Tupac and Multimodal Poetry” Jeff Share, University of California, Los Angeles, “Preparing Preservice Teachers to Teach Critical Media Literacy” Franki Sibberson, Dublin, OH, “Digital Reading in Grades 3–8” Amy Stornaiuolo, University of Pennsylvania, Philadelphia, “Facilitating Online Discussions in Secondary Classrooms through Productive Dialogue Moves” Jennifer VanDerHeide, Michigan State University, East Lansing, “Listen Up: Preservice Teachers Teaching and Learning with Technology in a Sound Recording Club” Respondent: Nicole Mirra, Rutgers University, New Brunswick, NY

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SCHEDULED SESSIONS WITH LIVE Q&A — 9:00–10:15 A.M. ET “What Kind of Asian Are You?” Countering the Model Minority Myth through Spoken Word and Text

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Participants will learn how to integrate Asian American youth spoken word poetry to display resistance to the model minority stereotype. Teachers will consider how to deconstruct the myth in recent South Asian YA fiction in order to unpack representations of Asians in literature and popular media.

Presenters: Mohit Mehta, The University of Texas at Austin Katherine Priske, The University of Iowa, Iowa City Saba Vlach, The University of Iowa, Iowa City

¡Confluencia! Reclaiming Our Voices through Our Stories in School

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Stories are important tools for learning about one another’s lives and representing the confluence of languages, cultures, and ways of knowing. Our panel members will describe how they engage and learn from each other, children, and families through story to create more equitable and inspiring learning spaces for children and families.

Presenters: Rocio Herron, Jackson Creek Elementary School, Columbia, SC Julia Lopez-Robertson, University of South Carolina, Columbia

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LIVE SESSION — 10:30–11:45 A.M. ET

SHARE BREAKFAST WITH OUR KEYNOTE SPEAKER NCTE Affiliate Breakfast Sponsored by the Standing Committee on Affiliates Affiliate Breakfast Chairs: Kirstey Ewald, Central Rivers Area Education Agency, Cedar Falls, IA Amy Nyeholt, PA Cyber Carolyn “Carrie” Perry, Prew Academy, Sarasota, FL Speaker: Valerie Kinloch Valerie Kinloch, president-elect of NCTE, is the Renée and Richard Goldman Dean of the School of Education and a professor at the University of Pittsburgh. She is also an executive member of the AERA Consortium of University and Research Institutions and cochair of the Remake Learning Council.

In 2018, Kinloch was awarded the NCTE Advancement of People of Color Leadership Award. In 2015 she was awarded the NCTE Rewey Belle Inglis Award for Outstanding Women in English Education.

Her scholarship examines the literacies and community engagements of youth and adults inside and outside schools.

Author of publications on race, place, literacy, and equity, her books include Service-Learning in Literacy Education: Possibilities for Teaching and Learning (2015), Crossing Boundaries: Teaching and Learning with Urban Youth (2012), Urban Literacies: Critical Perspectives on Language, Learning, and Community (2011), Harlem On Our Minds: Place, Race, and the Literacies of Urban Youth (2010), June Jordan: Her Life and Letters (2006), and Still Seeking an Attitude: Critical Reflections on the Work of June Jordan (2004). In 2012, her book Harlem on Our Minds received the Outstanding Book of the Year Award from the American Educational Research Association, and in 2014, her book Crossing Boundaries: Teaching and Learning with Urban Youth was a staff pick for professional development by Teaching Tolerance magazine.

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LIVE SESSION — 10:30–11:45 A.M. ET

SHARE BRUNCH WITH OUR KEYNOTE SPEAKER National Writing Project Brunch Sponsored by the National Writing Project Moderators: Tanya Baker Elyse Eidman-Aadahl Speaker: Ebony Flowers Ebony Flowers is a cartoonist and an ethnographer. She was born and raised in Maryland. She holds a BA in biological anthropology from the University of Maryland College Park and a PhD in curriculum and instruction from the University of WisconsinMadison, where she wrote her dissertation as a comic (mostly).

Her expertise is in qualitative research and evaluation, picturebased methods, curriculum studies, and STEAM education. Author and illustrator of the graphic novel Hot Comb, Flowers is a 2017 Rona Jaffe Award recipient, a 2019 Ignatz Award recipient for Promising New Talent, and a 2020 Believer Award recipient for Fiction. She was also nominated for a 2020 NAACP Image Award for Literacy (Young Adult Fiction). She lives in Denver, Colorado.

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SUNDAY, NOVEMBER 22

LIVE SESSIONS — 10:30–11:45 A.M. ET

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FEATURED SESSION Songs of Ourselves

US Poet Laureate Emeritus Juan Felipe Herrera and contemporary poet Pat Mora will read from their works.

Alfredo Celedón Luján will disrupt Whitman's "Song of Myself" with student Leslie Peña's poem, "Mi Sangre," Corky Gonzales's "Yo Soy Joaquin," Mora's "Tigua Elder," and Herrera's "Let us Gather in a Flourishing Way." Presenters: Juan Felipe Herrera, US Poet Laureate Emeritus Alfredo Celedón Luján, Monte del Sol School, Santa Fe, NM Pat Mora, Author Jon Olson, Penn State University Leslie Peña, Student

Juan Felipe Herrera

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Pat Mora

Jon Olson

LIVE SESSIONS — 10:30–11:45 A.M. ET A Confluence of Grammars: How the Language of Students’ Worlds and the Language of the Classroom Might Merge

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While calls for “real world” relevance in the classroom are common, the ways in which we use language in everyday moments is usually avoided in language and grammar discussions. Participants will learn how to negotiate the confluence of real-world grammars and language with the expectations of Standardized English traditionally emphasized in classrooms.

Presenters: Darren Crovitz, Kennesaw State University, GA Michelle Devereaux, Kennesaw State University, GA

Fostering Student Engagement in High School English Classrooms through Student-Centered Pedagogy

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This interactive session examines research on student engagement and agency in grades 9–16 and shares findings from a study of a rhetoric-based high school English curriculum. Participants will reflect on their own practices and experience strategies that foster motivation and self-efficacy using highinterest texts and topics.

Chair: Carol Jago, California Reading and Literature Project, UCLA Presenters: Lisa Benham-Lewis, Fresno County Superintendent of Schools, CA Jennifer Fletcher, California State University, Monterey Bay Tony Fong, WestEd Nelson Graff, California State University, Monterey Bay Anne Porterfield, WestEd

Affirming Identities and Building Empathy through MG and PB Latinx Literature Eleven acclaimed Latinx authors offer an interactive panel discussion on the confluence of culture, M

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race, class, and religion as it relates to Latinx identity, code-switching, and blended families in middle grade and picture book literature. Attendees will gain strategies to foster affirmation, empathy, and connectedness in the classroom, plus book recommendations.

Presenters: Alexandra Alessandri, Albert Whitman & Company/Broward College, Ft. Lauderdale, FL Yolanda Gonzales, Joe Barnhart Academy, Beeville, TX Julia Torres, Denver Public Schools, CO Author/Illustrators addressing “Fostering Affirmation and Empathy through Confluence: CodeSwitching, Blended Families, and the Spectrum of Latinx Identity in MG and PB Literature”: Chantel Acevedo, Balzer + Bray/HarperCollins Kim Baker, Penguin Random House Rebecca Balcarcel, Chronicle Books/Tarrant County College, Bedford, TX Adrianna Cuevas, Macmillan Children’s Publishing Group Anika Fajardo, Simon & Schuster Anna Meriano, Walden Pond Press Emma Otheguy, Children’s Author Loriel Ryon, Margaret K. McElderry Books/Simon & Schuster Mary Louise Sanchez, Lee & Low Books Shreya Vora, The Nightingale Bamford School, New York, NY

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SUNDAY, NOVEMBER 22

SCHEDULED SESSIONS WITH LIVE Q&A —10:30–11:45 A.M. ET Autistic Author and Author-Educator Tips for Promoting Autism Acceptance in Classrooms How has the history of fictional and mass media portrayals created harmful stereotypes of autistic people? How can #ownvoices literature encourage students to be more accepting of autism? Four picture book, middle grade, and young adult authors and author-educators lead participants through interactive, multimedia-rich activities and provide resources.

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Presenters: Mike Jung, Levine Querido, “Self-Knowledge Is Power” Jen Malia, Norfolk State University, VA, “Autistic Characters in Picture Books” Lyn Miller-Lachmann, Farrar, Straus and Giroux/Carolrhoda Lab Sarah Pripas-Kapit, Penguin Random House, “Using Fiction to Discuss Ableism”

Healing through Antiracist Teaching in a Shifting Nation How do we celebrate our students’ songs in our shifting school populations? This panel will explore a case study focusing on theory and practice. Through an antiracist, trauma-informed, and culturally sustaining approach, the NCTE Committee Against Racism and Bias in the Teaching of English believes we can effectively meet student needs.

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Presenters: Steven Alvarez, St. John’s University, New York, NY Lorena Germán, Headwaters School, Austin, TX Felicia Hamilton, Windsor High School, CT

Mother and Daughter Make It Work: Mentoring and Managing a New Career

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Hear ways in which a veteran educator and a first-year graduate TA work together developing lessons.

Veteran and novice participants then will have time to sing their own songs in a mini-roundtable format, asking and answering questions about process writing and about classroom management that helps students achieve personal goals and university course outcomes.

Presenters: Anna J. Small Roseboro, Grand Rapids, MI Roz Roseboro, Northern Michigan University, Marquette, MI

Multimodal Ways of Knowing in Preservice Education: The Confluence of Literacy and Aesthetics in Teacher Learning

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This session reimagines what it might look like to expand activities, classroom experiences, and assessments in teacher education courses that focus on equity and social justice in language arts.

Toward multimodal ways of knowing, we leverage the tools of social media, writing, art, and digital platforms to widen definitions of literacy.

Presenters: Rachel Knight, Teachers College, Columbia University, New York, NY Detra Price-Dennis, Teachers College, Columbia University, New York, NY Jon Wargo, Boston College, MA Haeny Yoon, Teachers College, Columbia University, New York, NY

Exhibitor Session: Peace Corps Response

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Sponsored by Peace Corps Have you ever wanted to teach internationally, share your skills with others or work on curriculum development in a different cultural context? Peace Corps Response offers opportunities for teachers, education specialists, literacy specialists, and more. Come join our session to learn how you can become a powerful catalyst for change as a Peace Corps Response Volunteer. Our recruiters will be available to answer any questions about the application process, the Volunteer experience and opportunities available with Peace Corps Response.

Presenter: Natalie Borrego, Peace Corps

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LIVE SESSIONS — 12:00–1:30 P.M. ET

SUNDAY GENERAL SESSION PATRISSE KHAN-CULLORS interviewed by JEFF CHANG Speakers: Patrisse Khan-Cullors is an artist, organizer, and freedom fighter from Los Angeles, California. Cofounder of the Black Lives Matter Global Network and founder of the Los Angeles-based grassroots organization Dignity and Power Now, she is also a performance artist, Fulbright scholar, popular public speaker, and Sydney Peace Prize recipient. For 20 years, Khan-Cullors has been on the front lines of criminal justice reform, and is currently leading Reform L.A. Jails, a ballot initiative that was won in March 2020. She is the faculty director of Prescott College’s new Social and Environmental Arts Practice MFA program, which she developed by nesting a curriculum focused on the intersection of art, social justice, and community organizing that is the first of its kind in the nation.

Photo: Giovanni Solis

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Jeff Chang has been a hip-hop journalist for more than a decade and has written for the San Francisco Chronicle, the Village Voice, Vibe, The Nation, URB, Rap Pages, Spin, and Mother Jones. He was a founding editor of Colorlines magazine, senior editor at Russell Simmons’s 360hiphop.com, and cofounder of the influential hip-hop label SoleSides, now Quannum Projects. He was also previously the executive director of the Institute for Diversity in the Arts at Stanford University. He is coauthor of the forthcoming young adult adaptation of Can’t Stop Won’t Stop: A History of the Hip-Hop Generation. He lives in California.

Photo: Jeremy Keith Villaluz

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SUNDAY, NOVEMBER 22

LIVE SESSIONS — 1:45–3:00 P.M. ET Project Lengua: Fostering Critical Awareness of Language, Identity, and Culture

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Teachers from the Puente Project present a unique curriculum that explores the power of language to shape discourse communities and linguistic identities. The goal was to provide students with the linguistic tools and concepts needed to investigate their own “linguistic landscapes” and the language practices of school, home, and community.

Chair: Greta Vollmer, Sonoma State University, CA Presenters: Grace Ebron, Puente Project Gustavo Flores, Puente Project Johnny Gonzalez, Puente Project Janette Johnson, Puente Project Facilitator: Melinda Martinez, Puente Project

Connecting Arts Integration: Bringing Students Together at the Confluencia of Experiential Theater, Digital Memory Books, and Infographics

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Join presenters for a demonstration-oriented panel in which all attendees will develop an understanding of the foundations of arts integration and see clearly—by doing—how these approaches can be used to engage students and advance innovative, responsive pedagogies in ELA. Chair: Martha Sandven, University of Arkansas, Fayetteville Presenters: Angela Clark, Fayetteville High School, AR Hung Pham, University of Arkansas, Fayetteville Penny Springmann, Bentonville High School, AR Nathan Windel, Ozarks Unlimited Resource Educational Service Cooperative

Affiliate Representative Meet-Up

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This Standing Committee on Affiliates–sponsored session is a true ¡confluencia! We’ll merge ideas, people, and minds as we think about how to better support the members we serve in our role as affiliate leaders. Take the time to learn, connect, and collaborate with us and each other in this interactive session.

Presenters: Kirstey Ewald, Central Rivers Area Education Agency, Cedar Falls, IA Jim Kroll, L’Anse Creuse Public Schools, Macomb, MI Amy Nyeholt, Pennsylvania Cyber Charter School, Midland Carolyn "Carrie" Perry, Prew Academy, Sarasota, FL Mary Rice, University of New Mexico, Albuquerque Renée Rude, Chandler-Gilbert Community College, Maricopa County, AZ

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LIVE SESSIONS — 1:45–3:00 P.M. ET Notable Children’s Books in the Language Arts 2020 Awards Notable Children’s Books in the Language Arts (NCBLA) Committee members will share brief reviews E of the 30 K–8 titles selected for the 2020 list. Then, authors and/or illustrators of these NCBLA titles will M entertain participant questions at roundtables. Finally, lucky attendees may win one of the 30 NCBLA

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titles.

Chair: Jeanne Gilliam Fain, Lipscomb University, Nolensville, TN Presenters: Vera Ahiyya, Brooklyn Arbor Elementary School, NY Elizabeth Bemiss, University of West Florida, Pensacola S. Rebecca Leigh, Oakland University, Rochester, MI Janine Schall, University of Texas Rio Grande Valley Jennifer Summerlin, University of Alabama at Birmingham Kathryn Will, University of Maine, Farmington

Expanding the Argument for Diverse Literature: Equity, Comprehension, and Social Learning in Classrooms and Communities

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Members of this panel of literature educators, librarian educators, authors, and publishers aim for “radical inclusion” of diverse literature. We present evidence and arguments from multiple disciplines that can support teachers, administrators, and publishers in making a multidisciplinary, robust case for reading diverse literature every day with all youth.

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Chair and Presenter: Patricia Enciso, The Ohio State University, Columbus, “Reading Research and Diverse Literature” Presenters: Sarah Park Dahlen, St. Catherine University, St. Paul, MN, “Holding Up Mirrors: What Could We See?” Denise Dávila, The University of Texas at Austin Zetta Elliott, Independent, PA, “Independent Publishers: Transforming Voices and Visibility” Jason Low, Lee & Low Books, “Publishing for Radical Inclusion” Detra Price-Dennis, Teachers College, Columbia University, New York, NY Caitlin Ryan, University of North Carolina, Wilmington, “Reading Research and LGBTQ Literature” Nithya Sivashankar, The Ohio State University, Columbus, “Close Reading of South Asian Literature” Stephanie Toliver, University of Colorado Boulder, “Seeing #OwnVoices Speculative Fiction as Telescopes” Angie Zapata, University of Missouri, Columbia, “Picture Book Research and Latinx Literature”

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SCHEDULED SESSIONS WITH LIVE Q&A — 1:45–3:00 P.M. ET Songs of Biography: Stories That We Must Share

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Through poetry and prose, authors Carole Boston Weatherford and Andrew Maraniss have penned books about people from our history that help add to the diverse literature that is still greatly needed.

Both Weatherford and Maraniss have written about African American history and historical African American figures who need representation in our classrooms.

Chair: Ann Neely, Vanderbilt University, Nashville, TN Presenters: Andrew Maraniss, Vanderbilt University, Nashville, TN, “Songs of Biography” Carole Boston Weatherford, Simon & Schuster/Fayetteville State University, NC, “Songs of Biography”

Colorado Communities of Confluence, Historical and Contemporary: A Multimedia Exploration

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Through audio, video, and conversation, this panel explores the role of writing in Denver’s “communities of confluence”: communities that have been displaced and reformed around Confluence Park, where Denver was founded on Native land; “the Triangle,” where Denver’s homeless gather; and Casa de Paz, a safehouse for released ICE detainees.

Presenters: Blake Sanz, University of Denver, CO Geoff Stacks, University of Denver, CO John Tiedemann, University of Denver, CO Alison Turner, University of Denver, CO

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LIVE SESSIONS — 3:15–4:30 P.M. ET Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities This session took place on Saturday 11/21 at 3:15; find the recording under the Saturday entry.

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This roundtable session facilitates cross-“generational” dialogue between graduate student/early career researchers and mid-career/senior researchers within the Latinx Caucus, as well as general NCTE members. Graduate students and early career scholars will receive mentorship on specific work. This session is open to anyone interested in Latinx issues.

Chair: Tracey Flores, The University of Texas at Austin Presenters: Antero Garcia, Stanford University, CA Korina Jocson, University of Massachusetts, Amherst Roundtable Leaders: Steven Alvarez, St. John’s University, New York, NY Damián Baca, University of Arizona, Phoenix Limarys Caraballo, Queens College, City University of New York Denise Dávila, The University of Texas at Austin Cati de los Ríos, University of California, Davis Sybil Durand, Arizona State University, Phoenix Patricia Enciso, The Ohio State University, Columbus María E. Fránquiz, The University of Texas at Austin Laura Gonzalez, University of Florida, Gainesville Juan Guerra, University of Washington, Seattle Kris Gutiérrez, University of California, Berkeley Valerie Kinloch, University of Pittsburgh, PA Danny Martinez, University of California, Davis Ramon Martinez, Stanford University, CA Renee Moreno, California State University, Northridge Timothy San Pedro, The Ohio State University, Columbus Angie Zapata, University of Missouri, Columbia

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Productive Agitation in the Promotion of Equity: The Responsibility for Transformation Is Ours

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The Standing Committee on Diversity and Inclusion offers an opportunity for participants to discuss what NCTE must do to support the dismantling of inequities with a specific focus on identifying and countering anti-Blackness and anti-Indigeneity with pro-Blackness and pro-Indigeneity in our home districts as well as within NCTE as an organization.

Presenters: Alexa Clausen, Eanes ISD/Westlake High School, Austin, TX Shekema Dunlap, IFE Academy of Teaching & Technology, Atlanta, GA Stephanie P. Jones, Grinnell College, IA Jung Kim, Lewis University, Romeoville, IL Susi Long, University of South Carolina, Columbia Shashray McCormack, Grace James Academy of Excellence, Louisville, KY Tiffany Karalis Noel, University at Buffalo, NY Kenlea Pebbles, Michigan State University, East Lansing Robert Rivera-Amezola, F.S. Key Elementary, PA Kelly Sassi, North Dakota State University, Fargo Kamania Wynter-Hoyte, University of South Carolina, Columbia

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SUNDAY, NOVEMBER 22

LIVE SESSIONS — 3:15–4:30 P.M. ET Using Critical Literacies to Foster a Confluence of Voice, Choice, and Identity among K–12 Students

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This panel presentation includes three yearlong projects conceptualized by our 2019 Early Career Educator of Color Leadership Award recipients. The panel focuses on critical literacies through voice, choice, and identity among K–12 students.

Chair: Tiffany Flowers, Georgia State University, Atlanta Presenters: Brianna Burnette, Mary H. Wright Elementary School, Spartanburg, SC, “Advocacy within Multiple Literacies” Daniel Hoilett, Brushy Creek Elementary School, Greenville, SC, “Reigniting True Writing” Reuben Howard, Henderson Inclusion School, Boston, MA, “‘Unit Planning with an Equity Lens” Respondent: Jeffrey Cabusao, Bryant University, Providence, RI

You Are This Universe: Nature’s Impact on Narrative and Identity

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Given the dearth of literature featuring children of color engaging in wild spaces, how can we show all children that they are this universe and that nature belongs to them, too? Learn the latest research, ways to connect with nature, and the impact of nature on authors’ narratives and identities.

Presenters: Ann Marie Corgill, Vestavia Hills Elementary Cahaba Heights, AL, “Making Nature Connections in the Classroom” Irene Latham, Lerner/Charlesbridge/Boyds Mills/Kane, “Impact of Nature on Identity” Michelle Martin, University of Washington, Seattle, “Black Kids Camp, Too” J. Elizabeth Mills, University of Washington, Seattle, “Children’s Literature and Immersive Nature Experiences for Children of Color” Heather Montgomery, Bloomsbury Children’s Books

Changing Our Worlds: Why HOW We Read Matters

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Join us as we examine the interdependent nature of reading and writing, the power and privilege that comes with both, and the hope that emerges when kids see themselves in texts and see beyond themselves to the world. In this fast-paced and hands-on session, we’ll share tips and tools that will help your students.

Chair: Kylene Beers, Beers-Probst Consulting, The Woodlands, TX, “Why Reading Still Matters” Robert Probst, Georgia State University, Atlanta, “Talking about a Text: Why Talk Matters” Linda Rief, University of New Hampshire, Durham Respondent: Penny Kittle, Plymouth State University, NH, “Books That Keep Them Reading and Writing”

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LIVE SESSIONS — 3:15–4:30 P.M. ET Teaching at the Confluence of Identity: Critical Approaches to Young Adult Literature

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This roundtable session addresses the myriad ways YA literature allows educators and students to examine the confluence of identity. Following a keynote from YA author Joy McCullough, roundtable presentations examine intersectional identities in texts, how students and educators take up differing perspectives in the classroom, and multiple approaches to teaching.

Chair: Alice Hays, California State University, Bakersfield Keynote: Joy McCullough, Penguin Random House Roundtable 1: Examining the Confluence of Women as Warriors and Victims: Maria Hernandez Goff, Fresno State University, CA; Alice Hays, California State University, Bakersfield Feminist Approaches to Exploring Identity in the YA Dystopian Novel: Jackie Bach, Louisiana State University, Baton Rouge; Tiffany Doerr, Louisiana State University, Baton Rouge; Anita Dubroc, Louisiana State University, Baton Rouge Reading at the Intersections: Sexual Orientation, Mental Health, and Culture: Ashley Boyd, Washington State University, Pullman Roundtable 2: Examining the Confluence of Adolescence, Family, and Mental Health in Amy Sarig King’s The Year We Fell from Space: Steffany Comfort-Maher, Indiana University Southeast, New Albany Finding Her Own Identity in Ms. Marvel Volume 1: Becki Maldonado, University of Oklahoma, Norman; Stacia L. Long, University of Georgia, Athens

Roundtable 4: Intergenerational Trauma and Identity: Michael Hall, Arizona State University, Phoenix Dear Martin: Discussing and Deconstructing Racism in the Rural Class through the Web Buddy Project with an Urban Class: Willy Williams, Concord University, Christiansburg, VA; John Istel, New Design High School, New York, NY Roundtable 5: Stepping into Discomfort and Dissent through Dialogue: Examining Student and Teacher Responses to Dear Martin: Elsie Olan, University of Central Florida, Orange County; Kia Jane Richmond, Northern Michigan University, Marquette Back and Forth: Exploring Home in Enchanted Air: Francisco Torres, Penn State Berks Roundtable 6: Exploring Complexities of Converging Identities in Mexican White Boy by Matt de la Peña: Leilya Pitre, Southeastern Louisiana University, Hammond; Melinda McBee, Bradley University, IL Roundtable 7: Activist or Bystander: Making the Choice to Take a Stand in Anger Is a Gift: Shelly Shaffer, Eastern Washington University, Cheney Spoken Word Poetry and Social Activism in Let Me Hear a Rhyme: Melanie Hundley, Vanderbilt University, Nashville, TN Examining the Confluence of the Real, the Ideal, and the In-Between in Check, Please: Cindi Koudelka, Aurora University, IL; Terri Suico, Saint Mary’s College, Notre Dame, IN Roundtable 8: Exploring the Confluence of Family and Identity in Literature Circles: Tom Smith, Utah Valley University, Orem 2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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Roundtable 3: So Many Identities, So Little Time: Considering the Construct of Identity in Someday: Marshall George, Hunter College, CUNY; Melanie Shoffner, James Madison University, Harrisonburg, VA Identity Clash: Profoundly Traumatized Refugee from Vietnam Meets Wannabe Cowboy from Texas in Thanhha Lai’s Butterfly Yellow: Sharon Kane, State University of New York, Oswego; Dan Rose, State University of New York, Oswego

SUNDAY, NOVEMBER 22

SCHEDULED SESSIONS WITH LIVE Q&A — 3:15–4:30 P.M. ET ¡Confluencia!-ELA: The Nexus for Whole Literacies and Our Students’ Voices

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Panelists will illustrate how we scaffold and interweave old and new texts for our 21st-century student audience, allowing students to discover relevance and voice for themselves. The session, with student work, illustrates how the literature we teach informs our students’’ here and now across the curriculum.

Chair and Presenter: Jocelyn A. Chadwick, Harvard Graduate School of Education, Cambridge, MA Presenters: Cheryl Golden, Virginia Association of Teachers of English, Ashland, VA Carol Jago, California Reading and Literature Project, UCLA Heather Kriner, Culpepper Middle School Nathan Morrill, Brady High School,TX Lakisha Odlum, School of the Future, New York, NY Joseph Pizzo, Black River Middle School, Chester, NJ Winona Siegmund, Commonwealth Governor’s School/Stafford High School, VA Christina Torres, Punahou School, Honolulu, HI

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

ON-DEMAND SESSIONS Confluencia Curriculum With the iGeneration in college, many English teachers around the nation are looking for ways to engage C and help their students succeed in literacy. Through research and observations, I have developed a social, political, and cultural focused confluencia curriculum to help students sing their songs!

Presenter: Caroline Davis, San Antonio College, Alamo Colleges District, TX

Writing Our Own Songs Together

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Take away instructional strategies that will help build relationships with students. Learn how to provide literature that mirrors students’ language and culture; how to become part of the learning process of discovering who you are alongside students, so you too, can sing your own songs.

Chair and Presenter: Lorna Baniaga-Lee, James Campbell High School, Ewa Beach, HI Presenters: Jessica Caraang, James Campbell High School, Ewa Beach, HI Ann Tanaka, James Campbell High School, Ewa Beach, HI Kim Virtudazo, James Campbell High School, Ewa Beach, HI

Growing Lifelong Readers: Choice and Independent Reading in the Classroom

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Reading instruction loses significance if learners fail to identify as readers once they leave the classroom.

This roundtable session will address bringing student choice and independent reading into the classroom in efforts to grow lifelong readers.

Presenters: Sharon Kane, SUNY, Oswego, “Songs of Our Disciplinary Selves: Promoting Independent Reading throughout Content Areas” Jessica Reid, Braden River High School, FL, “Creating a School Culture of Reading: Making Reading Visible, Vibrant, and Venerable” Shantel Schonour, Minuteman High School, Boston, MA, “Adding Independent Reading to Any Classroom” Sarah Vance, Lenoir City High School, TN Kelly Wallace, University of Tennessee, Maryville, “Creating a Culturally Relevant Daily Independent Reading Program from the Ground Up in High School ELA Classrooms”

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The Identity Project’s school-based residencies in documentary storytelling empower marginalized youth with invaluable opportunities to explore selfhood and personal acts of literacy. Featuring our partnerships with New Mexico ELA and Indigenous studies teachers, this session explores the potential of creative literacy intervention programming for Native American and Latinx students.

Presenter: Alfredo Celedón Luján, Monte del Sol School, Santa Fe, NM Alesandra Zsiba, The Identity Project

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The Identity Project: Exploring Personal Acts of Literacy through Documentary Storytelling Interventions

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A ¡Confluencia! of Queer Songs

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This roundtable session offers a variety of teaching and research approaches to queer work (meaning both LGBTQ+ identities and work that disrupts norms) in ELA classrooms. Keynote speakers and roundtable leaders will engage attendees in conversations on how queer topics and pedagogy can confluence with reading and writing texts.

Chairs: Danielle Lee, SUNY, Old Westbury Summer Pennell, Truman State University Roundtable Leaders: Jill Bindewald, Oklahoma State University, Stillwater, “Writing for a Cause: LGBTQ+ Students, Teachers, and Allies Advocating for More Inclusive Schools” Sherri Castillo, The University of Texas at Austin, “Advocating for Trans and Nonbinary Students through District Policy Development” Stephen Adam Crawley, Oklahoma State University, Stillwater, “Multiliteracies and Multiple Voices: Learning from LGBTQ+ Activists in a Greece Study Abroad” Darryn Diuguid, McKendree University, Lebanon, IL, “Exploring Identities of Picture Book Authors/ Illustrators on the 2019 and 2020 Rainbow Book Lists” Debra Goodman, Hofstra University, Hempstead, NY, “A ¡Confluencia! of Queer Songs: The Story of LGBTQ+ Activism in NCTE” Dillon Graham, Stillwater Junior High School, OK, “Writing for a Cause: LGBTQ+ Students, Teachers, and Allies Advocating for More Inclusive Schools” Roxanne Henkin, The University of Texas at San Antonio, “A ¡Confluencia! of Queer Songs: The Story of LGBTQ+ Activism in NCTE” Megan Kennedy, Westfield University, MA, “Queering Field Experience: How Our Teacher Education Students Are Being Mentored to Develop Spaces for and Embodiment of a Confluencia of Queer Songs” Kim Knight, Ithaca College, NY, “Queering Field Experience: How Our Teacher Education Students Are Being Mentored to Develop Spaces for and Embodiment of a Confluencia of Queer Songs” Bethy Leonardi, University of Colorado Boulder, “Queering the Keynote: It Hurts to Become” Ryan Schey, Auburn University, AL, “Humor, Conflict, and Resistance in Teaching Queer-Inclusive Curricula: Examples from a High School Classroom” Kristy Self, Stillwater High School, OK, “Writing for a Cause: LGBTQ+ Students, Teachers, and Allies Advocating for More Inclusive Schools” Nicole Sieben, SUNY Old Westbury, “Queering Teacher Activism” Dana Stachowiak, The University of North Carolina Wilmington Tadayuki Suzuki, SUNY at Cortland, “Exploring Identities of Picture Book Authors/Illustrators on the 2019 and 2020 Rainbow Book Lists” Craig A. Young, Bloomsburg University of Pennsylvania, “Finding Our Own Inheritances: Using Literature Circles in Middle Grade and College Classrooms to Learn of Ourselves” Deborah S. Zollmann, Greenwood Friends School, Millville, PA, “Finding Our Own Inheritances: Using Literature Circles in Middle Grade and College Classrooms to Learn of Ourselves”

Communities of Support: Writing Labs and Writing Centers This session examines three approaches to serving students in writing centers.

C Presenters: Tina Matuchniak, California State University, Long Beach, “Writing at the Center: Tutor TE Training for Writing Instructor Professional Development” Kaden C. Milliren, Purdue University, West Lafayette, IN

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(Re)Considering the Library: Representation of LGBTQ+ and Other Identities in Classroom and School Libraries Panelists share their analyses and building of classroom and school libraries for racial, sexual, gender, and G

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other identities. School librarians and teacher educators provide strategies for collection development along with research on censorship in light of NCTE’s and the American Library Association’s statements on students’ freedom to read.

Presenters: Mary Cotillo, Mansfield Public Schools, “Building Classroom Libraries to Support Social and Emotional Learning in Adolescents” Erin O’Leary, Franklin Public Schools, MA, “Books Build Bridges: YA Literature to Promote Inclusivity and Understanding Among Adolescents“ Parker Ruby, Central Catholic High School, San Antonio, TX, “The Words That Bind” Erin Shaw, University of Central Arkansas, “Elementary School Librarian Practices in Selecting LGBTQ Materials”

Counterscripting and Interrupting the Convenience of Racialism

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How might critical reading be developed in young adult literature in a global society? What understandings of race and racialism are needed to support how we choose texts and how they are read? This panel provokes needed discussions and examples of how typographies of identity are normalized.

Chair: Seemi Aziz, University of Arizona, Tucson, “Representation Is Significant in Promoting or Questioning Stereotypes in Children’s Books about Muslims” Authors/Illustrators: S.K. Ali, Abrams Hena Khan, Simon & Schuster, “Representation Is Significant in Promoting or Questioning Stereotypes in Books about Muslims” Naheed Hasnat Senzai, Scholastic,“Writing about Muslims” Facilitator: Amina Chaudhri, Northeastern Illinois University, Evanston, “Representation Is Significant in Promoting or Questioning Stereotypes in Children’s Books about Muslims”

Becoming Teachers of Writing: A Confluence of Self, Pedagogy, and Reflection

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Three teacher educators share research on how preservice teachers’ writing histories, coursework, and reflection create their writing teacher identities. This session highlights multiple research studies that both build and support writer teacher education.

Chair: Anne Whitney, Penn State University Presenters: Kate Hope, California State University Stanislaus Karen Morris, Penn State University David Premont, Purdue University, West Lafayette, IN

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In today’s connected world, it’s no longer a question of whether or not students are using a device; it’s about supporting students to create, reason, and connect responsibly. This student-led panel shows how kids vlog, blog, and podcast their stories around the world, and how adults support them.

Presenters: Louie DaCosta, Caldwell Schools Cynthia Merrill, Consultant Liv Van Ledtje, Oyster River Schools, Durham, NH

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#KidsCanTeachUs: Using Digital Tools for Student Voice, Choice, and Citizenship

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Ignite! Sparking Innovation in the (Physical and Virtual) Classroom

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Kindle classroom opportunities with Ignite! presentations on innovation. Topics include supporting English Language Learners, supporting students’ social-emotional health, embracing technology, creating antiracist and community responsive curriculum, teaching in rural schools, grading practices, and supporting communities of teachers.

Presenters: Alexis Thieme, Littleton High School, Golden, CO Members of the Colorado Language Arts Society

Critical Media Literacy

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In this session, participants will share and learn about strategies for teaching critical media literacy. This will be an important session for librarians and language arts teachers alike looking to upgrade their skill set through hearing about practical strategies.

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Presenters: Christine Barrett, Teachers College, Columbia University, New York, NY, “Stereotypes of Race and Ethnicity: The Role of Media Literacy Education” Kile Clabaugh, Teaching with Primary Sources Western Region Florian Feucht, Thinking Habitats, “News Media Literacy: Students Use W-Questions to Evaluate the Content and Trustworthiness of News Reports.”

Breanne Hicks, Saint Mary’s Hall, TX, “How to Teach Critical Theory to High School Students” Kate Michaelson, University of Toledo, OH Jessica Miller, Richland Two School District, Columbia, SC, “Unmuting Your Students: Audience Empowers Secondary Writers” Keith Patterson, Teaching with Primary Sources Western Region, "Historical Comics, Yellow Journalism, and the Media Today" Regina Rotshtein, Thinking Habitats Megan Soukup, Saint Mary’s Hall, San Antonio, TX, “How to Teach Critical Theory to High School Students”

Creating Picture Book Biographies: Mentor Processes, Not Just Mentor Texts

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Learn how third graders reached a deeper understanding of the steps involved in creating biography, not just the attributes of biography, by adopting mentor processes, the methods used by professional authors and illustrators. By composing biographies of community members, students also created a unique confluencia of the human experience.

Presenters: Mary Ann Cappiello, Lesley University, Cambridge, MA Erika Dawes, Lesley University, Cambridge, MA Lorraine Leddy, Murray Avenue School Tradebook Author: Jen Bryant, ABRAMS The Art of Books

Restorying Genders and Sexualities in and beyond Classrooms Roundtable presenters share findings from their critical research on the role played by multiple, diverse ways of knowing in the transformative restorying of genders, sexualities, and other identities within and across English classrooms.

Presenters: Emily Clay, Boulder Community School of Integrated Studies James Coleman, San José State University, CA, “Restorying Queerphobia: Using Speculative Composing Practices to Rewrite Happy Endings for English Education” Summer Davis, Indiana University, “’I Don’t Want to Push Away from Places Like Here’: Examining Lesbian, Gay, and Queer E/LA Preservice Teachers’ Stories of Induction” Mary Gilreath, University Hill Elementary School Heidi Hadley, Missouri State University, “Navigating Tensions: Evangelical Teachers and Gender and Sexual Diversity in the ELA Classroom” Bethy Leonardi, University of Colorado Boulder Christopher Parsons, Keene State College, NH

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A Confluence of Voices: Primary Sources and Performance

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This session celebrates the confluence of voices from the past and the present. As students analyze a myriad of primary, secondary, and literary texts, they create performances to share the stories of Chinese Immigrants. Through the stories of others, students gain a deeper understanding of self.

Presenters: Bridget Morton, Teaching with Primary Sources, Mars Hill University, Mars Hill, NC, “Primary Sources and Performance” Jenny Zimmerman, North Buncombe High School, Barnardsville, NC, “Primary Sources and Performance”

A Confluence of Pedagogy: Approaches to Composition Instruction

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Composition teachers share their varied approaches to teaching writing to include working with basic writers, creating intrinsic motivation through Sun Tzu’s The Art of War, and a reading/writing combination. Join these panelists as they share their insights into improving instruction in the writing classroom.

Presenters: Heonsook Cho, University of Massachusetts Amherst, “Teaching Writing at a Confluence of Pedagogies, Practices, and Institutional Supports” Kelsie Endicott, Salisbury University, MD, “Navigating the Confluence between Reading and Writing: Why These Metaphorical Rivers Need to Be Reunited” Steven Nelson, Concordia University Wisconsin, Mequon, “Teaching the Way: Using the Principles of The Art of War to Teach Composition”

Authentic Writing Situations Writing clubs, writing camps, and writing workshops will be the focus.

S Presenters: Rebekah Buchanan, Western Illinois University, Macomb, “Creating Community Literacy C

Partnerships” Barbara Lawhorn, Western Illinois University, Macomb Amanda Montgomery, Park Street Elementary Robert Montgomery, Kennesaw State University, GA, “Finding Authenticity in the Inauthentic: Using Place-Based Writing to Merge the Academic and the Personal” Jessica Russell, Martha’s Vineyard Regional High School, Northampton, MA, “Beyond the Desk: Writing Instruction Outside the Classroom” Susan Woodward, Webster Central Schools, NY, “Introducing Change with Place-Based Research”

Student Writings: Sharing Stories, Shaping Voices, and Enacting Resistance

Presenters: Amanda Brewer, Texas Woman’s University, Denton Amy Burke, Texas Woman’s University, Denton, “High School Students’ Self-Efficacy in Writing through the Revision Process” Carolina Torrejon Capurro, Arizona State University, Tempe Trina Hill, University of Iowa/Tipton Community Schools, Iowa City, “Empowering Kindergarten Writers: Putting THEIR Voice on the Page” Becci McCleary, Tipton Community Schools, IA, “Empowering Kindergarten Writers: Putting THEIR Voice on the Page” Lindsey Moses, Arizona State University, Tempe Meridith Ogden, Pinnacle Peak Preparatory, Paradise Valley, AZ Danielle Rylak, Arizona State University, Tempe, “A Multimodal Analysis of First Graders’ Writing: Appropriating Mo Willems’s Semiotic Resources in Narrative Writing” Efleda Tolentino, Long Island University, NY, “’Eyebrows Starts with an Eye!’: The Role of Talk in Emergent Literacy Development” Cale Zuiker, Holmen High School, WI, “Writing Conferences”

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These roundtable presentations will focus on the value of student writings across educational environments to elicit collaborative ways by which to engage with student stories, lives, and powerful acts of resisting normalized contexts and conditions.

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We Thought We Were Progressive A teacher and librarian create a diversity and inclusion library collection audit. Presenters will discuss how to use a hyperdoc, Padlet, Adobe Spark, an LMS, and Google Sheets to facilitate a complex and real-world project.

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Presenters: Jeanine Akers, St. Mary’s Episcopal School, Memphis, TN, “Diversity Book Audit” Caroline Goodman, St. Mary’s Episcopal School, Memphis, TN, “Diversity Book Audit”

When Authentic Field and Technology Converge: Creating Effective Field Experiences in an Online Literacy Course This presentation describes research conducted in an online Master of Arts in Teaching program.

Students participated in an online field experience by creating videos of a literacy lesson and then annotating and submitting those videos for feedback using the VideoAnt system. Participants completed pre/post surveys and also reflected on their experience.

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Presenters: Sunny Styles-Foster, University of Central Arkansas, Conway, “Online Field” Jeff Whittingham, University of Central Arkansas, Conway

A Confluence of Visual Arts and Written Text: Incorporating Visual Narratives and Deepening Thinking to Improve Craft

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This session unites visual theory with English education. Presenters will share strategies, lessons, and a bibliography of visual works for use in the classroom. Participants will explore how visual analysis methods can be transferred to the development of written text.

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Presenters: Sierra Gilbertson, Fosston High School, Bagley, MN, “Deepening Thinking and Improving Craft through a Confluence of Visual Art and Written Text” Stephanie Reid, University of Montana, Missoula, “Bringing Images and Words Together: Incorporating Visual Narratives in the Middle or High School English Classroom” Justin Scholes, Arizona State University, Phoenix

The Write Blend of Poetry: Overcoming the Fear by Creating Confluence in the Classroom Let’s explore various ways poetry ignites students’ natural passion for playing with language. Poetry is a divisive topic among educators—between lovers and bemoaners of the genre. Billy Collins’s antidote for “beating a poem”—simply read it aloud.

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Presenters: Amanda Hall, High Point Academy, Spartanburg, SC Joseph Pizzo, Black River Middle School, “The Write Blend of Poetry 2.0” Shelly K. Unsicker-Durham, The University of Oklahoma, Oklahoma City, “Creating Confluence with Classroom Poetry”

Refining a Teacher Identity through the Confluence of Your Teacher Family’s Influences

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Teaching is an act of collaborative creation. This poster presentation focuses on the team of teachers who shape our teacher identity. Participants are invited to “build their tribe” and find the ways that they can learn and grow from even the most challenging peers.

Presenter: Hannah Lewis, PA Leadership Charter School, West Chester, PA ,“Finding a Teaching Identity through the Confluence of Your Teacher Tribe’s Influences”

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Acting toward Compassionate Solutions to Climate Change

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Come explore and learn about the content, methods, and literacy resources to help students understand and advocate for compassionate solutions to climate change.

Presenter: Cheney Munson, Teacher’s College, Columbia University, New York, NY, “Climate Literacy: Teaching the Climate Challenge in the 21st Century with Urgency, Compassion, and Social Justice”

TE Translanguaging as Confluence of Languages, Cultures, and Identities: Explorations of the Translanguaging Practices in Diverse Contexts

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In the call for proposals, Lujàn explained confluencia as literally meaning the merging of the waters of two rivers. The powerful potential of the term for metaphor is undeniable. When considered in the realm of language, bilinguals can be imagined as incarnations of confluencia; within them languages, cultures, and identities.

Presenters: Xiaochen Du, University of Florida, Gainesville Danling Fu, University of Florida, Gainesville Xenia Hadjioannou, Pennsylvania State University, Harrisburg Xiaodi Zhou, University of Texas at Rio Grande Valley

Up Close and Personal: Winners of the 2020 Orbis Pictus Awards

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Meet authors, illustrators, and committee members of the 2020 Orbis Pictus Awards! Get up-close and personal with the award winners that are sure to enhance every K-8 library and support interdisciplinary instruction.

Presenters: Amina Chaudhri, Northeastern Illinois University Suzanne Costner, Fairview Elementary School, TN Denise Davila, The University of Texas at Austin Sophie Ladd, University of Nevada, Las Vegas Julia Lopez-Robertson, University of South Carolina, Columbia Sanjuana Rodriguez, Kennesaw State University, GA Jeanne Swafford, University of North Carolina Wilmington

Up Close and Personal: Winners of the 2020 Charlotte Huck Awards Meet authors, illustrators, and committee members of the 2020 Charlotte Huck Awards! Get up-close G and personal with the award winners that are sure to enhance every K-8 library and students' love of reading.

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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Presenters: Maria V. Acevedos, Texas A&M University, San Antonio Patrick Andrus, Prairieview Elementary School, Eden Prairie, MN Donna Bulatowicz, Montana State University, Billings Desiree Cueto, Western Washington University, Bellingham Cecilia Espinosa, Lehman College, CUNY Mary Lee Hahn, Daniel Wright Elementary School, Columbus, OH Bettie Parsons Barger, Winthrop University, SC

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Piecing Our Reading Selves Back Together

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This study examines the experiences of seven middle school teachers as they engage in a book club with the graphic novel New Kid by Jerry Craft. Teacher book clubs offer space for tears and laughter, questions and insights, but most important opportunities for teachers to reconnect with their reading lives.

Presenter: Coley Lehman, Teachers College, Columbia University, New York, NY

Todos Iguales/All Equal, the Culturally Competent Classroom, Puente Language Arts, and Oye Mi Canto: A Culturally Responsive Approach to Community Narratives and Teaching Writing

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In 1930, Mexican American parents in Lemon Grove, CA, legally challenged their school district’s segregation policies and won. What happens when students do not find themselves in the stories they read? A confluence of Student Voices and Community explore how the Puente Portfolio allows for student access and empowerment.

Presenters: Dulce-Marie Flecha, Cayuga Centers, “Oye Mi Canto: Representing Community Narratives of Trauma and Traditional Healing Practices in the Literacy Classroom” Christy Hale, Lee & Low Books Cindy Jenson-Elliott, Nativity Prep Academy, San Diego, CA, “Todos Iguales/All Equal—Helping Students Create Corridos and Comics to Tell Their Communities’ Civil Rights Stories” Melinda Martinez, Puente Project, “Puente Language Arts and Student Engagement: A Culturally Responsive Approach to Teaching Writing“ Gizelle Roberson, Puente Project, “Puente Language Arts and Student Engagement: A Culturally Responsive Approach to Teaching Writing” Reena Shah, New Horizon School, Pasadena, CA, “Culturally Competent Classroom: A Convergence of Literature, Society, and Identity”

Affirming LGBTQ+ Identities in the Elementary Grades

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Come hear panelists share books and strategies they use to include and affirm LGBTQ+ identities in their elementary classrooms. Principals, instructional coaches, and teachers describe their experiences of queering the classroom—from read-alouds and beyond—to promote social justice and engage the heart.

Presenters: Christy Glaser, Country Club Elementary Korby Saunders, Country Club Elementary, “A ‘Confluent School Culture through Read-Aloud’”

Confluence and Contradiction: Teaching from the Atomic City—the Literature and Disruption of Place

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As teachers from Los Alamos, we seek and teach texts that reflect and honor the confluence and contradictions of a place that is home to many diverse cultures. This session will incorporate teaching strategies on including, validating, and celebrating the diverse voices that contribute to a cultural understanding of place.

Chair and Presenter: Michelle Holland, Los Alamos High School, NM Presenters: Margo Batha, Los Alamos High School, NM Tracy Thompson, Los Alamos High School, NM

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Studying Ourselves: Teacher Self-Reflection for Social Justice

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What impacts does a teacher’s race, gender, and educational history have on our work in the classroom?

Drawing from Pinar’s concept of currere and post-qualitative research, this presentation discusses a method for self-study designed to encourage teachers to examine their identities and power relations within schools to better serve our students.

Presenter: Natalie Carro, Florida International University, Miami

Affirming the Black Body Politic as a Social Construction of Reality

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This session highlights social justice and Black identity as a platform for developing middle level and secondary students’ writing. Included within this discussion will be approaches to thinking about equality through American Literature and American History.

Presenters: Samantha Chandler, NOVA Middle School, Olympia, WA, “Teaching Social Justice through Just Mercy” Josh Robinson, Metea Valley High School, Aurora, IL

A New Song of Inclusion: Culturally Sustaining Literacy Practices and UDL

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In this session, asset-based literacies are explored through children’s literature, sports videos, and multiple texts to redefine ability and invisible identities. These engagements provide teachers with an opportunity to explore social-emotional learning and UDL within the literacy curriculum.

Presenters: Laurie Rabinowitz, Bank Street College of Education, New York, NY, “Balancing Literacies: A Universal Design for Learning Approach to Culturally Sustaining Elementary Reading Instruction” Jennifer Stratton, Bay Path University, Longmeadow, MA, “Redefining the Song of Ability” Amy Tondreau, Austin Peay State University, Clarksville, TN, “Balancing Literacies: A Universal Design for Learning Approach to Culturally Sustaining Elementary Reading Instruction”

Translanguaging, Writing, and Writing Processes Join us to (1) Explore how dominant understandings of early formative literacy can be extended in E primary writing classrooms. (2) Discover how multilingual writing partnerships can be a fruitful site for TE translanguaging and broaden your conception of academic language. (3) Discuss a language experience approach for making digital books.

Presenters: Anna Jennerjohn, University of Minnesota, Minneapolis, “Making Mirrors: Creating Books with Young Students and Their Families” Emily Machado, University of Washington, Seattle Cori Salmerón, Georgia State University, “Translingual Peer Writing Partnerships as an Embodiment of Authentic Cariño”

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Eight Great Contemporary Novels in Which Place and Self Converge

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This roundtable session celebrates contemporary novels whose places and characters converge to form identity, humanity, purpose, and self-awareness for characters and students reading the text. Facilitators and attendees engage in critical conversations about how such convergences create place memory that illuminates one’s social, cultural, and emotional development.

Chairs and Roundtable Leaders: Alan Brown, Wake Forest University, Winston-Salem, NC, “Table 8: Beartown by Fredrik Backman” Joan Mitchell, Wake Forest University, Winston-Salem, NC, “Table 8: Beartown by Fredrik Backman” Lindsay Schneider, West Forsyth High School, “Table 8: Beartown by Fredrik Backman” Heather Barto Wiley, R.J. Reynolds High School, “Table 7: There There by Tommy Orange” Roundtable Leaders: Greg Bartley, University of Wisconsin Madison, “Table 7: There There by Tommy Orange” Sam Best, Eno River Academy, Durham, NC, “Table 4: I Am Not Your Perfect Mexican Daughter by Erika Sánchez” Tara Campbell, Douglas County School System “Table 1: The Hate U Give by Angie Thomas” Becca Chase, Isidore Newman School, “Table 5: Brown Girl Dreaming by Jacqueline Woodson” Robby Ciarrocca, Cranford High School, “Table 3: Born a Crime by Trevor Noah” Michaela Colon, Ronald Reagan High School, “Table 3: Born a Crime by Trevor Noah” Dawan Coombs, Brigham Young University, Provo, UT, “Table 5: Brown Girl Dreaming by Jacqueline Woodson” Justin Corazza, Cranford High School, “Table 2: Educated by Tara Westover” Jordan Daniels, Isidore Newman School, “Table 5: Brown Girl Dreaming by Jacqueline Woodson” Elizabeth Davis, Sayre School, Lexington, KY, “Table 1: The Hate U Give by Angie Thomas” Michelle Falter, North Carolina State University Simrin Hooper, Isidore Newman School, “Table 5: Brown Girl Dreaming by Jacqueline Woodson” Lauren Jensen, Fairfax County Public Schools, “Table 1: The Hate U Give by Angie Thomas” Elizabeth Kennard, East Forsyth High School, “Table 2: Educated by Tara Westover” Kristin Kennedy, R. J. Reynolds High School, “Table 7: There There by Tommy Orange” Matthew Koval, Booz Allen Hamilton, “Table 3: Born a Crime by Trevor Noah” Rachel Koval, Head Magnet Middle School, “Table 4: I Am Not Your Perfect Mexican Daughter by Erika Sánchez” Sheryl Long, Salem College, “Table 5: Brown Girl Dreaming by Jacqueline Woodson” Victor Malo-Juvera, University of North Carolina Wilmington, “Table 7: There There by Tommy Orange” Caitlin Murphy, Bellarmine University, “Table 3: Born a Crime by Trevor Noah” Tiffany Newsome, McDougle Elementary School, “Table 4: I Am Not Your Perfect Mexican Daughter by Erika Sánchez “ Angelique Reynolds, Stafford High School, “Table 1: The Hate U Give by Angie Thomas” Nicole Sieben, SUNY, Old Westbury, “Table 6: The House on Mango Street by Sandra Cisneros” Kelli Sowerbrower, Northgate High School, Newnan, GA, “Table 3: Born a Crime by Trevor Noah” Carl Young, North Carolina State University, “Table 4: I Am Not Your Perfect Mexican Daughter by Erika Sánchez” Kate Youngblood, Ben Franklin High School, “Table 6: The House on Mango Street by Sandra Cisneros”

Wandering through “The History House”: South Asian Literature as a Gateway to Literary Discourse and Multimodal Composition

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How can secondary teachers utilize culturally specific literature to speak to the universalities of good writing and critical thought? How do these explorations fit into the college prep landscape? The presenter will detail strategies for curriculum development at the nexus of South Asian history, literary theory, and multimodal composition.

Presenter: Deanne Battle, The Thaden School, Bentonville, AR

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Civic Action in the Secondary Classroom

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In this panel presentation, participants will engage in the workshop model, examining statistics, historical documents, literature, and pop culture. Participants will leave with ready-to-use strategies. In addition, participants will hear how one teacher used a field trip to the Civil Rights Museum to engage students civically.

Presenters: Sarah Ballard, Murrah High School, Jackson, MS Julie Rust, St. Andrew’s Episcopal School, Brandon, MS, “More Than Just a Field Trip: Collisions of Selves at the Civil Rights Museum”

Trauma in the College English/Composition Class

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How can English professors respond to trauma that students have experienced prior to entering the college classroom, or that they reveal in course assignments? This panel will outline Trauma Theory and possible responses to students’ trauma.

Presenters: Cassie Lo, St. Thomas Aquinas College, Sparkill, NY, “’I felt myself dying in front of her and I couldn’t even ask for any help’: Creating a rubric and structuring feedback to encourage authentic narratives of risk and trauma in a college composition classroom” Kristen Park Wedlock, Georgian Court University, Lakewood, NJ Adam Wolfsdorf, New York University, “Using Trauma Theory to Promote Confluencia and Flow in the English Classroom”

Climate Crisis Confluence, History, and Social Justice: How Race, Place, Privilege, Past, and Present Flow Together in YA Literature The climate crisis exists at the confluence of capitalistic greed, white supremacy, and toxic masculinity.

M In this session two 8th grade teachers discuss how climate fiction literature circles encourage students M S to enter the environmental justice conversation. This engaging session also delivers frameworks for understanding genocide, dictators, and corrupt legal systems.

C Presenters: Anna Bernstein, J.T. Moore Middle School, “Environmental Justice” TE Kaela Sweeney, Clarke Central High School, Athens, GA, “Environmental Justice”

Korean American Children’s Connections to Characters in Picture Books about Korean Americans

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This presentation introduces how Korean American children made connections to the characters in the picture books about Korean Americans during bilingual family literacy events.

Presenter: Jongsun Wee, Winona State University, MN

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CNV Poster Session: Cultivating New Voices among Scholars of Color

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In this session, fellows in the 2020–2022 cohort of the Cultivating New Voices among Scholars of Color (CNV) Program, sponsored by the Research Foundation of NCTE, present their research and address questions from participants.

Presenters: BernNadette Best-Green, San Joaquin Delta College, Stockton, CA, “Reframing ‘Broken English’ as ‘Counterhegemonic Linguistic Drip’: Investigating Ethnolinguistic Vitality within My 6th Grade Classroom” Laura C. Chávez-Moreno, University of California, Los Angeles, “Racial Literacy Practices of DualLanguage Teachers” Brittany L. Frieson, University of North Texas, Denton, “Linguistic Artistry and Flexibility in DualLanguage Classrooms: Young Black Children’s Language Practices” Hui-Ling Sunshine Malone, Michigan State University, East Lansing, “I Am Because We Are: The Role of Community Centric Pedagogy in Sustaining Students and a Neighborhood in the South Bronx” Giselle Martinez Negrette, University of Illinois at Urbana-Champaign, “Biculturalism for All?: Examining Teachers’ Ideologies toward Sociocultural Competence in Dual Language Immersion Programs” Alexis McGee, University of Alabama at Tuscaloosa, “Cultivating Intertextual Meaning-Making: Using Text, Media, and Sound to Teach Cultural Composition” Lakeya Omogun, University of Texas at Austin, “Coming to America: Black African Immigrant Youth Identities, Languages, and Literacies” Jenell Igeleke Penn, The Ohio State University, Columbus, “Garret Spaces: Collective and Collaborative Praxes with and for Black Preservice Teachers” Josephine H. Pham, California State University, Fullerton, “Toward Teacher Leadership for Solidarity, Love, and Justice: A Call to Uplift the Contested and Invisibilized Labor of Teacher Leaders of Color” Shamari K. Reid, Teachers College, Columbia University, New York, NY, “There’s More to Our Lives: Reflecting on the Materials We Select to ‘Culturally Relevantize’ Our Curricula” Cori Salmerón, Georgia State University, Atlanta, “Who Are We Writing For?: Translingual Writing in an Elementary English Dominant Classroom” S.R. Toliver, University of Colorado, Boulder, “’Weird Is Normal’: A Womanist Discourse Analysis of Black Girl Nerd’s Community Building” Francisco L. Torres, Penn State University Berks, Reading, “Revolutionary Love and Possibilities for More Equitable Classrooms: Centering the Voices of Children in Issues of Practice” Qianqian Zhang-Wu, Northeastern University, Boston, MA, “(Re)Imagining Linguistically Responsive Instruction in College Composition Classrooms: Through the Looking Glasses of Four Freshman Multilingual Writers”

The Power Is Student Voice: The Confluence of Discussion, Literary/Media Analysis, and Assessment

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This panel features the work of English teachers from East Side Community High School, a place where teachers believe that student voice, choice, and inquiry bolster engagement and are essential to the life of the classroom. Their students develop a passion for reading, social justice, inquiry, performance, and discussion.

Chair: Chantal Francois, Towson University, MD, “The Power Is Student Voice: The Confluence of Discussion, Literary/Media Analysis, and Assessment” Presenters: Jennifer McLaughlin Cahill, East Side Community High School, Brooklyn, NY, “Queer Pedagogy and YA Book Clubs” Joanna Dolgin, East Side Community High School, Brooklyn, NY, “Analytical Discussion as Assessment” Kim Kelly, East Side Community High School, Brooklyn, NY, “Multimedia Exploration of Social Norms— Race, Gender, and Class” Miyo Tubridy, East Side Community High School, Brooklyn, NY, “Persuasive Speeches: Voices in Action”

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HĀ: Fostering Insights into Cultural Values through Children’s Books Two teacher educators share a literacy project based in a framework of universal Hawaiian values that E

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can be meaningful and relevant across global contexts. Learn about how reading aloud children’s books anchored in these values promotes open-minded discussions and generates confluence within and amongst members of the learning community.

Presenters: Michele Ebersole, University of Hawaii at Hilo Avis Masuda, University of Hawaii at Hilo, “Literature Discussion”

Seeking My Reflection: The Reality of Life in Rural Communities and Their Representations in Children’s Literature

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Join us for a close look at the representation of rural communities in the Caldecott Medal and Honors books over time. The results of a systematic analysis and methodology used to complete the study will be shared as the foundation for exploring children’s picture books in your collection.

Presenters: Morgan Wellman, University of Maine Farmington Kathryn Will, University of Maine Farmington

Transforming Literacy Methods Courses through Critical Reading, Antiracist Instruction, and Transformative Pedagogies

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In this session, the presenter will share their efforts to de-center whiteness, disrupt dominant discourses, and transform literacy methods courses through critical reading practices and critical performative pedagogies aimed toward social justice and antiracist action.

Presenter: Tiffany Nielsen-Winkelman, College of St. Scholastica, Duluth, MN, “Pedagogical Practice as Productive Disruptions: Critical Reading against the Grain”

Why Middle Matters—Songs of the Heart: Convergence of Academic and Social-Emotional Learning and Song of Our Teaching: The Power of Convergence in Pedagogy

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Presenters: Brooke Eisenbach, Lesley University, Cambridge, MA Kate Roberts, K & M Literacy, LLC Justin Stygles, Wiscasset School Department, ME

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Based on pilot research conducted through Dartmouth College’s Institute for Writing and Rhetoric, this panel gathers ideas from across an interdisciplinary field of scholarship to recognize current gaps in institutional understanding and evaluation of features within African American English (AAE) alongside that of the Language of Wider Communication (LWC).

Presenters: Ji Young Kim, Fayetteville State University, NC, “Historically ‘Green’ Colleges and Universities: HBCUs and Military Discourses” Quienton Nichols, Fayetteville State University, NC, “Doing Social Work, Using Social Media”

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Collaborative Climates and African American English: Professional Advocacy, Military Language Meshing, and Faculty Resources for Student Writing Assessments

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Connecting through Choice

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An effective way to build community in a classroom is to honor individuality and offer choices that build upon strengths, empowering students to develop authentic relationships and identity. The presenters will share instructional strategies and techniques that offer choice and provide opportunities for students to come together.

Presenters: Natalie Johnson-Berry, Shawnee Mission School District, KS Pamela Lingelbach, Fort Osage High School, Independence, MO

Celebrating Six Decades of African American Authors of Young Adult Literature: From Myers to Reynolds and from Taylor to Magoon

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Beginning with keynotes from author/illustrator Christopher Myers and scholar KaaVonia HintonJohnson, this roundtable session—led by dynamic scholars, classroom teachers, and librarians who contributed to a three-volume series about African American authors of young adult literature—will celebrate the critical acclaim and impact of these authors’ work on adolescents.

Chairs and Roundtable Leaders: Steven Bickmore, University of Nevada, Las Vegas Shanetia Clark, Salisbury University, MD, “The Works of Christopher Paul Curtis” Roundtable Leaders: Cathrene Connery, Salisbury University, MD Dawan Coombs, Brigham Young University, Provo, UT, “The Works of Andrea Davis Pinkney” Alex Corbitt, Boston College, MA, “The Works of Varian Johnson” Bryan Ripley Crandall, Fairfield University, CT Chris Crowe, Brigham Young University, UT, “The Works of Mildred Taylor” Shimikqua Ellis, University of Mississippi, “The Works of Shelia P. Moses” KaaVonia Hinton-Johnson, Old Dominion University, Norfolk, VA Cheryl Logan, The Ohio State University, Mansfield, “The Works of Julius Lester” Ruth Lowery, The University of North Texas, Denton, “The Works of Julius Lester” Christopher Myers, Penguin Random House Mary Napoli, Pennsylvania State University, Harrisburg, “The Works of Nikki Grimes” Kim Parker, Shady Hill School, Cambridge, MA, “The Works of Kekla Magoon” Dani Rimbach-Jones, Basic Academy of International Studies, “The Works of Jason Reynolds” Matt Skillen, Elizabethtown College, PA, “The Works of Angela Johnson” Tammy Szafranski, University of Nevada, Las Vegas, “The Works of Sharon Flake” Nancy Tolson, University of South Carolina, Columbia, “The Work of Virginia Hamilton” Barbara Ward, Washington State University, Pullman, “The Works of Nikki Grimes”

Pathways toward Understanding

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Parents, educators, researchers, and policymakers can collaborate in support of linguistically diverse students’ classroom experiences. We can learn new lessons of linguistic “appropriateness” from the students. The classroom can be a place where the children fill the air with languages full of experience, identity, hope, and promise.

Presenter: Clare Donovan Scane, CDS Literacies, Evanston, IL

Where Personal and Practical Meet: The Reading Habits of Teachers and Librarians

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This session will present data related to research conducted to examine the reading habits of teachers and school librarians. The research relates to how teachers and school librarians impact the reading motivation of their students as well as how they make selections for their classroom libraries and school libraries.

Presenters: Kevin Powell, University of Central Arkansas, Conway Erin Shaw, University of Central Arkansas, Conway Amy Thompson, University of Central Arkansas, Conway Jeff Whittingham, University of Central Arkansas, Conway

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The Family Photo

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Family photos are familiar yet filled with research-worthy detail. Using a family photo as a research starting point, students will be able to brainstorm, map, and vet essay topics from descriptive to persuasive, while learning a transferable process skill set.

Presenter: Ann Kendall, Heritage University, Henrico, VA

Understanding Manifestations of Students’ Literacies Knowing: Reclaiming Literacies as Meaning Making

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Literacy assessment has eliminated the unique identities of teachers and learners. We reclaim literacies as meaning making to value knowledge, identities, and processes by understanding the manifestations of learners’ literacy lives. We share manifestations of learners’ creativity, joy, and learning to talk back and reclaim what we know.

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Roundtable Leaders: Eliza Braden, University of South Carolina, Columbia Catherine Compton-Lilly, University of South Carolina, Columbia, “Honoring Manifestations of Multilingual Readers’ Language Repertoire” Keri-Anne Croce, Towson University, MD, “Processing the World through Mathematical Reasoning: The Sociocultural Contexts of Writers” Nadine Duncan, The PrOOF Project, Inc., “Muting Diverse Voices: The Deleterious Effect of AcquisitionBased Literacies” Alan Flurkey, Hofstra University, Hempstead, NY, “Revaluing Readers with RMA: Miscue Analysis as Handwork” Carol Gilles, University of Missouri, Columbia, “’Actually, Everybody Miscues, Not Just Me’: Exploring Teacher Moves Using Retrospective Miscue Analysis in ‘Reading Intervention’ Classes” Danielle Johnson, Columbia Public Schools, MO, “’Actually, Everybody Miscues, Not Just Me’: Exploring Teacher Moves Using Retrospective Miscue Analysis in ‘Reading Intervention’ Classes” Chuck Jurich, University of North Carolina Wilmington, “Learning from Good Readers: Holistic Reading Practices within Sociocultural Models of Literacy” Koomi Kim, Salisbury University, MD, “Understanding Manifestations of Reading through Eye Movement Miscue Analysis” S. Rebecca Leigh, Oakland University, Rochester, MI, “Idea Poems: A Curricular Strategy for Manifesting a Sense of Identity in Writing” Maria Perpetua Liwanag, Towson University, MD, “Understanding Manifestations of Reading through Eye Movement Miscue Analysis” Rachel Meiklejohn, University of New Mexico, Albuquerque, “A Vygotskian Perspective on Manifestations of Voice” Richard Meyer, University of New Mexico, Albuquerque Michele Myers, University of South Carolina, Columbia, “Children as Informants for Kidwatching Profiles” Anna Gotangco Osborn, Educator, Reading Specialist, Columbia, MO Kathryn Mitchell Pierce, Saint Louis University, MO, “Taking Soundings: Listening in on Student Thinking” Scott Ritchie, Kennesaw State University, GA, “Muting Diverse Voices: The Deleterious Effect of Acquisition-Based Literacies” Amy Seely Flint, University of Louisville, KY, “Dialogic Practices to Support Translanguaging” Yang Wang, University of South Carolina, Columbia, “Honoring Manifestations of Multilingual Readers’ Language Repertoire” Kathryn Whitmore, Metropolitan State University, Denver, CO, “Reclaiming Manifestations of Literacies: Cultivating a Discourse of Meaning Making” Krystal Wood-Kofonow, Monte Vista Elementary School, Albuquerque, NM, “Reclaiming Agency with Young Writers”

ON-DEMAND

Announcing: The Whippoorwill Award for Rural YA Literature!

The Whippoorwill Award for Rural Young Adult Literature emerged as a social action project to provide educators with recommendations for quality literature representing rural people and places. The inaugural Whippoorwill committee presents the ten 2019 winning titles, and three award authors discuss how they conceptualized rurality in their stories.

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Presenters: Jill Bindewald, Oklahoma State University, Stillwater David Bowles, Cinco Puntos Press Devon Brenner, Mississippi State University, Starkville Karen Eppley, Pennsylvania State University Kate Kedley, Rowan University, Glassboro, NJ Nick Kleese, University of Minnesota, Minneapolis Anne Nesbet, Candlewick Natalie Newsom, Richmond Hill High School Jennifer Sanders, Oklahoma State University, Stillwater Stephanie Short, University of North Georgia

Literate Voices: Personal Narrative as a Path to Literacy This is a poster presentation of successful literacy projects conducted in middle schools and high schools in California’s Central Valley with underprivileged students to increase student motivation and literacy. These personal narrative projects resulted in five published student anthologies, increasing student comprehension, attendance, engagement, and self-esteem.

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Presenter: Jyothi Bathina, National University, Madera, CA

Confluent Critical Listening and Audio Composing: Reading and Writing Podcasts in the Secondary English Classroom Podcasts and audio literature are at the confluence of traditional and new literacies with critical listening complementing students’ own audio composing. This session will present research, strategies, and resources for teachers to engage their students in the critical listening of podcasts as well as the composition of student-generated podcasts.

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Chair: Shanetia Clark, Salisbury University, MD Presenters: Alex Corbitt, Boston College, MA Jason Griffith, Pennsylvania State University Joe Sweet, University of North Carolina, Pembroke Respondent: Will Fassbender, University of Georgia

Finding the “Right” Graphic Novel

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This poster features graphic novel choices that were used in a clinical setting with preservice teachers to help readers who are reluctant and readers who struggle. It is a conversation piece about finding the “right” text to engage students at all levels, starting in the middle grades.

Presenter: Jason DeHart, Appalachian State University, Boone, NC

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The Reading Notebook: A Confluence of Ideas, Insights, and Reflections

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Reading notebooks can capture the flow of ideas generated while reading. Newbery Medal-winning author Avi and four educators will demonstrate the value of using Reading Notebooks for readers’ responses. This resource-rich interactive panel presentation will show how notebooks can create connections, inspire discussions, generate reflections, and launch technology integrations.

Presenters: Avi, Candlewick Press, CO Katlyn Bennett, Jefferson Middle School, Arlington Public Schools, VA Sally Donnelly, DHMS, Arlington Public School, VA Julieanne Harmatz, Park Western Place Elementary School, Los Angeles Unified School District, CA John Re, Discovery Elementary School, Arlington Public Schools, VA

Latina/o ESL Learners Persisting in College English at Community Colleges This poster session presents the literature review and findings from the study of Hispanic ESL students C and their lived academic experiences in persisting in English courses in urban community colleges.

Presenter: DuEwa Frazier, Maryville University

Transition to Teaching: Preparing Beginning Teachers for Professional Practice and Reading Instruction

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Supporting beginning teachers with implementing literacy instruction is key to their professional success. As beginning teachers make the transition into professional practice differentiated support has an impact on instruction. In this poster presentation, participants will gain insight into the professional needs of beginning teachers.

Presenter: Lashenna Gaines, Northeastern University, Indian Trail, NC

Basic Writing as a Social Justice Movement: Legacies of Open Admissions and New Directions in the Age of Acceleration

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This presentation looks to update the conversation of open admissions by understanding its function in moving Basic Writing from a sociopolitical literacy project in New York City’s public colleges to a national program of research and pedagogy. The speakers will present approaches to training BW practitioners 50 years post-OA. Presenters: Jack Morales, Community College of Allegheny County, PA Lynn Reid, Fairleigh Dickinson University, Manville, NJ

At the Confluence: Reconsidering the Writing-Reading Connection This poster session will consider the research over the past twenty years regarding the reading-writing connection. Rather than invoking the “breathing” metaphor to describe this connection, we will rethink the relationship as a confluence of two powerful forces coming together in students’ lives.

Presenter: Vince Puzick, Colorado Language Arts Society, Colorado Springs, CO “The Reading-Writing Connection”

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Working with University Experts to Implement Swales’s [C.A.R.S.] Model in the High School Classroom

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University papers are different from high school papers, but are we really teaching students how to really write as universities expect? Tom O’Connor is a Canadian teacher who has introduced his high school students to John Swales and his C.A.R.S. model. Now he knows they are prepared.

Presenter: Tom O’Connor, Waterloo Region District School Board, Ontario, Canada, Kitchener, ON

Cell Phones as Confluence Enablers: Empowering Student Voices

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Teachers at Cleveland’s Glenville High School collaborated with a university researcher and professional filmmaker to develop a community-based inquiry project around the concept of increasing student voice, while reading such canonical texts as Things Fall Apart and To Kill a Mockingbird and YA literature such as The Hate U Give.

Presenters: Shannon Davis, Cleveland Metropolitan School District, OH GaVita Haynes, Glenville High School, Cleveland, OH William Kist, Kent State University, Akron, OH Christopher Serio, Glenville High School, Cleveland, OH

Why Self-Reflection Matters, and How You Can Teach It

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Creating space for reflection may be the single most impactful shift a teacher can make to support the social-emotional and academic growth of students. Participants will be reminded of the importance of teaching students to write self-reflections and be given suggestions on how to embed writing skills into an advisory program.

Presenter: Hannah Kast, Cape Cod Lighthouse Charter School, East Harwich, MA

Changing Instruction, Changing Culture: One District’s Emerging Model for Moving to Student-Centered Writing Instruction

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This panel offers the experiences of four people engaged in change-making around writing instruction in a single district over the past six years. A teacher, district specialist, district leader, and outside consultant will offer their different perspectives of the model for change emerging around classroom writing instruction.

Presenters: Ann David, University of the Incarnate Word, San Antonio, TX, “A View from Outside” Susan Diaz, North East Independent School District, San Antonio, TX, “A View from the Top” Allison Dunsmore, Roosevelt High School, NEISD, San Antonio, TX, “A View from the Center” Heathcliff Lopez, North East Independent School District, San Antonio, TX, “A View from All Over” Respondent: Katrina Jansky, Texas State University, San Marcos

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Intersections of Politics, Civic Engagement, and Social Justice

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The session will focus on the intersections of politics, social justice, and civic engagement in English education. The roundtables will bring together the voices of preservice, inservice, and teacher educators, especially as they involve middle/high school students, and together speak to how they practice agency in the political arena.

Chairs: Terri Rodriguez, College of St. Benedict/St. John’s University, MN Melissa Schieble, Hunter College, CUNY Amy Vetter, University of North Carolina Greensboro Presenter: Antero Garcia, Stanford University, CA, “Framing the Issues around Politics and Civic Engagement in English Education” Respondent: Deborah Bieler, University of Delaware Roundtable 1 Roundtable Presenters: Briana Asmus, Aquinas College, Kalamazoo, and Christopher Nagle, Western Michigan University, Kalamazoo, “Asking For It: YAL Approaches to #MeToo in the Secondary Classroom” Roundtable Presenter: Allen Webb, Western Michigan University, Kalamazoo, “Ethics of Teaching about Climate Crisis” Roundtable 2 Roundtable Presenter: Jessica Singer Early, Arizona State University, Tempe, “The Teaching of Writing as Social Justice Work” Roundtable Presenter: Jody Polleck, “’Our Voices Matter Most’: Centering Writing for Social Justice with Urban Adolescent Youth” Roundtable Presenter: Peter Newlove, University of Colorado Denver, “(Re)Writing our Racial Ideologies” Roundtable 3: Roundtable Presenter: Naitnaphit Limlamai, “University of Michigan, Ann Arbor, “Who Am I and Who Do I Want to Be: Understanding and Building an Identity for Justice” Roundtable Presenter: Michael Cook, Auburn University, AL, and Brandon Sams, Iowa State University, Ames, “Activism in Teacher Education: Fostering Civic Engagement with Pre-Service ELA Teachers” Roundtable Presenter: Molly Buckley-Marudas, Cleveland State University, OH, “Striving for Justice, Encountering Injustice: Cultivating Social Justice ELA Teachers in these Times” Roundtable 4 Roundtable Presenter: Nadia Behizadeh, Georgia State University, Atlanta, “Integrating Criticality into ELA Methods Courses” Roundtable Presenter: Summer Pennell, Truman State University, Kirksville, MO, “Preservice Teachers Engaging with Social Justice: Focusing on Theory to Encourage Practice” Roundtable Presenter: Allison Skerrett, The University of Texas at Austin, “Learning Opportunities That Expand Preservice English Teachers’ Civic Engagement”

Roundtable 6: Roundtable Presenter: Cindi Koudelka, Aurora University, IL, “Apprenticing Adolescents’ Civic Voices through Action Research Roundtable Presenter: Charles Gonzalez, Austin Peay State University, Clarkesville, TN, “Advocating for and Supporting Black Voices/PSTs”

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Roundtable 5: Roundtable Presenter: Michelle Knotts, Pennsylvania State University, University Park, and Kelsey Jones, Pennsylvania State University, University Park, “Building Knowledge and Courage: Antiracist Professional Development with and by Preservice ELA Teachers” Roundtable Presenter: Kristine Lize, University of Wisconsin, Milwaukee, and Donna Pasternak, University of Wisconsin, Milwaukee, “ACCESSing an English Teacher Education Curriculum Based in Culturally-Based Practices” Roundtable Presenters: Joanne Marciano, Michigan State University, East Lansing, and Hanna Rosemurgy, Michigan State University, East Lansing, “Examining Community-Based Youth Participatory Action Research as a Site for English Teacher Education”

ON-DEMAND

Confluence: Technology and Text, Using Digital Tools to Expand Learning in the ELA Classroom

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In this fast-paced roundtable session, hear from literacy teachers who have used technology to approach teaching language arts in innovative and engaging ways. Pick up new tips, tricks, and strategies to refresh your technology teaching toolkit by attending this session.

Presenters: Scott Cumberbatch, Diana C. Lobosco STEM Academy, Wayne, NJ, “Cultivating Confluence through Student Construction of AR, MR, and VR!” Lindsay Doolittle, Granite City High School, IL, “Digital Media Is Lit” Miles Harvey, University of New Mexico/Albuquerque Public Schools, “’It’s the Actual Bomb!’: 8th Grade Female ELA Students Use VR and Nonfiction Texts to Develop Digital Age Literacies” Laura Israelsen, Denver Public Schools, CO, “Digital Tools to Map Your Literary World” Lauren Jensen, Fairfax County Public Schools, VA, “Virtual Virtuosity: Leveraging Digital Tools for Writing in the Online Classroom Danna Pearsall, Hardin County Schools, Elizabethtown, KY, “Using Technology to Create a Confluent Classroom” Michelle Pearson, Adams 12 School District, Teaching With Primary Sources, Broomfield, CO, “Digital Tools to Map Your Literary World” Zachary Ramsey, University of New Mexico, Albuquerque, NM, “QR Code Adventure” Meaghan Reitz, Hazelwood West High School, “Digital Media Is Lit” Tracy Wade, Katy Independent School District, TX

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Amplifying Student Voices: The Significance of Student Authors Going Public with Their Writing

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Student writing is often read by one person (a teacher) and for one reason (a grade). What if it could be different? This panel will introduce the Student Press Initiative and share details about our studentauthored publication projects and what our research reveals about how students are impacted by these projects!

Presenters: Jorge Beltran, Teachers College, Columbia University, New York, NY Cristina Compton, Teachers College, Columbia University, New York, NY Jennifer DeCerff, Teachers College, Columbia University, New York, NY

Giving Voice: Empowering Students (and Teachers!) through Public Speaking

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The Ford’s Theatre toolkit for public speaking empowers students to find their voices by truly integrating speaking and listening into literacy instruction. Developed and tested by teachers nationally, the four strategies highlighted in this session prepare students to understand and deliver historic speeches and to write and perform their own.

Chairs: Sarah Jencks, Ford’s Theatre Society, Washington, DC, “Oracy Is Essential” Catherine Nelson, Self-Employed Contractor, “Making Oracy Teachable” Presenter: Joyce Erb-Appleman, Prince George’s County Public Schools, Bowie, MD, “Empowering Students with Oracy”

Student Podcasting: A Confluence of Voices and Perspectives

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A good podcast can satisfy the same end goals of a good first-person narrative or persuasive essay: intriguing topic, self-reflection, evidence, nuance, compelling voice, but often in the plural and often with a broader audience. Let’s discuss our diverse approaches to implementing, coaching, producing, and assessing podcasts.

Chair and Roundtable Leader: Palmer Seeley, Cary Academy, Cary, NC, “Podcasting: Fiction, Drama, Poetry” Roundtable Leaders: Allyson Buie, Cary Academy, Cary, NC, “Podcasting: Memoir” Jamie Roszel, Cary Academy, Cary, NC, “Podcasting: Persuasive Argument” Morgan White, Cary Academy, Cary, NC, “Podcasting: Student Perspective”

Showcase Your Students’ Voice with a Creative Alternative to the Traditional Book Report

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Presenters: Brittany Honea, McEachern High School, Powder Springs, GA Sara Reid, McEachern High School, Powder Springs, GA

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Are you tired of grading the same book reports every year? Are you looking for ways to showcase your students’ voices? In this session, we will show you how to assess reading using alternative and creative options that foster a cultural connection between our students, novels, and the real world.

ON-DEMAND

Ethics, Social Justice, and Civic Action in the Secondary Classroom In this roundtable session, participants will have an opportunity to engage with classroom-tested strategies using visual texts and civic engagement. Sessions include increasing social justice awareness, civic journalism summer camps, and raising student voice.

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Presenters: Tanya Baker, National Writing Project, Berkeley, CA, “High School Civic Journalism Summer Camps: What, How, and Why” Vicki Collet, University of Arkansas, Rogers, “High School Civic Journalism Summer Camps: What, How, and Why” Joseph Deegan, Esperanza Academy, Philadelphia, PA, “Examining Race, Adolescence, and Identity as a Means of Encouraging Student Voice” Caitlyn Farrow, Central Hardin High School, Elizabethtown, KY, “Increasing Literacy and Social Justice with the UN’s Sustainable Development Goals and Young Adult Literature” Katie Frankey, Butler Tech Career Technology Schools, Cincinnati, OH, “Honoring Other Perspectives to Empower Students to Be Agents of Change” Lauren McDaniel, Butler Tech Career Technology Schools, Cincinnati, OH, “Honoring Other Perspectives to Empower Students to Be Agents of Change” Bryn Orum, University of Wisconsin, Greater Madison Writing Project, “High School Civic Journalism Summer Camps: What, How, and Why” Jennifer Penaflorida, Berryville High School, “High School Civic Journalism Summer Camps: What, How, and Why” Brandi Robertson, Butler Tech Career Technology Schools, Cincinnati, OH, “Honoring Other Perspectives to Empower Students to Be Agents of Change” Ellen Shelton, The University of Mississippi, Oxford, “High School Civic Journalism Summer Camps: What, How, and Why” Carla Truttman, Northern California Writing Project Sarah Webster, Gallatin County Middle School, Warsaw, KY, “High School Civic Journalism Summer Camps: What, How, and Why” Paige Wilson, Central Hardin High School Heather Zaloudek, Berryville School District Eli Zemper, Washtenaw Technical Middle College, Chelsea, MI, “When shall we three meet again? Ethics, Argument, and the English Classroom”

Writing for Change: Using Trauma-Informed Narrative Writing Activities

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Writing toward social and emotional change can be a challenge for middle grades. This presentation will provide curriculum and activities that aim to sustain a vibrant space to teachers to engage particular types of writers.

Presenter: Abdul-Qadir Islam, Teachers College, Columbia University, New York, NY

Measuring Social-Emotional Learning: What Happens When Things Don’t Align?

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This poster shares potential pitfalls when conducting large scale studies of early childhood literacy platforms that state SEL alignment but may differ from the assessment suites districts use. Some assessment suites align to frameworks such as Whole Child and the CASEL Framework, while others, as in this study, do not.

Presenters: Matthew Farber, University of Northern Colorado, Greeley William Merchant, University of Northern Colorado, Greeley

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Diverse Books, Primary Documents, and the Canon: Critical Lenses for Teaching a Range of Texts From project-based learning, students’ experiences reading texts through the framing of critical race theories and whiteness studies, and the role of libraries in literacy instruction, to exploring the multiple roles of identities in young adult literature, children’s literature, and creative texts, these presentations all focus on a similar question.

Presenters: Patricia Dean, Salisbury University, MD, “Singing a Song of Diversity: Reflections on Children’s Access to Literature “ Jeanne Dyches, Iowa State University, Ames Jessica Gonzales, The University of Texas at San Antonio, “The Confluence of Considerations Shaping Middle School Teachers’ Decisions about Novel Study” Janis Harmon, The University of Texas at San Antonio, “The Confluence of Considerations Shaping Middle School Teachers’ Decisions about Novel Study” Miriam Martinez, The University of Texas at San Antonio, “The Confluence of Considerations Shaping Middle School Teachers’ Decisions about Novel Study” Sharon O’Neal, Texas State University, “The Confluence of Considerations Shaping Middle School Teachers’ Decisions about Novel Study” Paul Sutton, Pacific Lutheran University, Tacoma, WA, “Are Literature-Centered English Classes Still Relevant? Documenting How High School Teachers Unpack the Debate” Deani Thomas, Iowa State University, Ames Marcy Wilburn, The University of Texas at San Antonio, “The Confluence of Considerations Shaping Middle School Teachers’ Decisions about Novel Study”

A Confluence of Readers and Writers: Connecting Students and Authors

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Building bridges between authors and students can help young people find their voices and empower them as writers and readers. Join us as we explore best practices for bringing an author into your classroom and getting the most out of their visit, be it virtual or in person.

Presenters: Dusti Bowling, LBYR, Hachette/Sterling Children’s Books Kwame Mbalia, Rick Riordan Presents Alexandra Ott, Aladdin Books/Simon & Schuster Scott Reintgen, Random House Karuna Riazi, Simon & Schuster Ali Standish, HarperCollins

Teacher Educator and Practitioner Partnerships: Creating a Content Area Literacy Resource Bank Led by a teacher educator and literacy specialist, this poster session will present a resource bank that will include professional learning resources and instructional strategies to support teachers and teacher educators’ work across disciplinary and interdisciplinary content areas situated within diverse social contexts.

Presenters: Tracy Marchionda, University at Buffalo, NY Tiffany Karalis Noel, University of Buffalo, NY

Intersectionality for Middle School ELA

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In this session, I propose a framework of an intersectional pedagogy for the secondary ELA classroom.

My poster will include a curriculum map, units, teaching strategies, and preliminary findings. My research demonstrates students first grappling with intersectionality through reading YAL, then with their own lives, and ultimately sharing their stories.

Presenter: Victoria Gill, University of Pennsylvania

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Community Pathways to Support Family Learning with Adult ESL Classes Adult ESL classes offer opportunities to learn a target language and to also learn more about the target culture. This study observes an adult ESL class that was partnered with a local elementary school, and reports on boundary spanning efforts to empower families.

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Presenter: Dorian Harrison, The Ohio State University, Columbus

A Social Exploration of Race/Ethnicity, Gender, and Disability in NewberyWinning Titles This study shares results from a literature exploration of Newbery-winning titles for representations of race/ethnicity, gender, and disability. A critical content analysis was undertaken to determine the confluence of Newbery-winning titles as they relate to today’s public school population. Implications for curriculum and instruction are discussed.

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Presenters: Melanie Koss, Northern Illinois University, DeKalb, “Literature, Social Justice, and Equity: Teacher Education and Professional Development” Katie Paciga, Columbia College, Chicago, IL

Creating Confluence in the Classroom: Diverse Portrayals of Migration, the Middle East, and Muslims through Film and Literature This session will introduce multimedia about the Middle East, migration, and Muslims. This confluencia for the classroom will help teachers connect traditional curriculum with thematically compatible resources.

The conversation will focus on enhancing lessons in a typical English class through engaging materials that incorporate multiple perspectives and underrepresented voices.

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Presenter: Trisha Van Wagner, Baltimore City Schools, MD

Signs and Sliding Glass Doors: Exploring the Role of Affect in the Vygotskian Transformation of Books from Tools to Signs

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This presentation explores the ways in which literature functions within Vygotsky’s theory of tools and signs, specifically how it impacts the transformation of narratives from objects of external purpose— tools—to internal, personal signs. Writing as inquiry and poststructural theory frame this exploration of how books become signs and sliding glass doors.

Presenter: Kristin Bauck, University of Minnesota, Minneapolis

What Happened to William Frantz Public School: A Statement, Not a Question

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Learn what happened to William Frantz Public School. The iconic school’s story extends beyond 1960 when Ruby Bridges became the first African American student to attend the all-white school in New Orleans. Lesser known but equally important stories of race, resistance, resiliency, and recovery continued for decades.

Presenter: Connie Schaffer, University of Nebraska at Omaha Meg White, Stockton University, Galloway, NJ

Agency and Agenda: Exploring Critical Multicultural Analysis and Visual Methods in Media

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Join us to examine picture books, graphic novels, film portrayals, and other media through the confluence of visual methodologies and critical multicultural analysis. In this hands-on session, we’ll analyze and evaluate multiple media texts and examine portrayals of power, race, class, and gender in connection to our sociopolitical histories.

Presenters: Jewel Davis, Appalachian State University, Boone, NC Jennifer Luetkemeyer, Appalachian State University, Boone, NC Theresa Redmond, Appalachian State University, Boone, NC

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Beyond the Classroom: Literacy Confluences between Schools and Community Partners

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While the classroom offers students valuable chances to engage with texts, they must also have opportunities outside of school to explore and become excited about books. This session examines how an independent bookstore owner and a teacher educator collaborate to show readers different paths to and reasons for reading.

Presenters: Kathy Burnette, Brain Lair Books Terri Suico, Saint Mary’s College, Notre Dame, IN

Apples to Ulus to You: Community Intersections in First-Year Composition

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This poster session examines how the card game “Apples to Apples” and its parody “Ulus 2 Ulus” provide the foundation for students in first-year composition classrooms of a public university in Hawaii to connect rhetorical choices and the act of composing to the communities they and their classmates inhabit.

Presenter: Avree Ito-Fujita, University of Hawaii at Manoa, “Apples to Ulus to You: Community Intersections in First-Year Composition”

Promoting Critical Language Awareness in Writing Classrooms and Curricula

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In this session, we will discuss why and how to promote Critical Language Awareness (“CLA”) in high school and college classrooms. A CLA approach, which focuses on intersections between language and power, can help to make English/writing classrooms more engaging and inclusive. Numerous pedagogical applications and examples will be shared.

Presenter: Shawna Shapiro, Middlebury College, Burlington, VT

Adolescent Literacy: More Than Mockingbird!

Building a culture of readers requires innovative approaches to literacy. Students must interact with E M

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motivating books and instruction that capture interest. Infusing diverse literature selections with truly stimulating instructional opportunities ensures that teachers are capturing student interest. This presentation arms participants with tools for meeting the needs of today’s youth.

Presenter: Jessica Talada, Liberty University, Elmira College/Elmira City School District, PA

Confluencia of Practices and Experiences across a Border Space In El Paso, confluencia represents a space for dialogue in which different positionalities can view each other as allies instead of enemies. Our dialogue seeks ways to transform the white gaze of a traditional public school into practices that alleviate some of the tensions in our predominantly bilingual schools.

Presenter: Corina Lerma, The University of Texas at El Paso, “Culturally Sustaining Pedagogies: Confluencia of Practices and Experiences”

Picture Book Read-Alouds to the Rescue: An Approach with Emerging College EFL Learners

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This study with a mixed methods design aims to examine whether interactive picture book read-alouds plus meaning-making activities with emerging college EFL learners could elicit more learning pleasure, facilitate abilities of word inference, and enhance reading comprehension.

Presenter: Chia-Ho Sun, Kainan University, Taoyuan City, Taiwan

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Meaningful Choice in the Junior High Language Arts Classroom

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Allowing students choice increases student engagement, creativity, and independent thought, and extends learning beyond the page. Students can and should be given choice in what they read, how they respond to it, and extensions to their learning. However, it is important that choice is given meaningfully.

Presenter: Elizabeth Walls, Katy Independent School District/Tays Junior High School, TX

Promising Practices toward Culturally Sustaining Language and Literacy Practices in Pre-K-3rd Grade Classrooms

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Responding to the call to consider how literacy itself is a confluence, these presenters offer examples of processes and practices at the confluence of culturally relevant and culturally sustaining pedagogies.

Presenters: Alicia Arce-Boardman, Northern Parkway School, “Toward Culturally Sustaining Language and Literacy Practices for Pre-K-3rd Grade Classrooms” Suzanne Chapman, University of Florida, “Children’s Literature as a Tool for Developing Global Competency in K–3 Learners” Aijuan Cun, University of New Mexico, Albuquerque, “A Burmese Family, A Confluence of Ideas: Family Literacy and Funds of Knowledge” Zarabeth Davis, Vanderbilt University, Peabody College, “Pre-Kindergarten Writers: The Stories They Write and What We Can Learn” Kerry Elson, Central Park East II, New York Public Schools, “Toward Culturally Sustaining Language and Literacy Practices for Pre-K-3rd Grade Classrooms” Brian Kissel, Vanderbilt University, “Pre-Kindergarten Writers: The Stories They Write and What We Can Learn” Julia Lopez-Robertson, University of South Carolina, “Embedded Classrooms, Culturally Sustaining Pedagogy, and Growing Early Childhood Literacy Educators” Haydee Dohrn Melendez-Morgan, Central Park East II, NYPS, “Toward Culturally Sustaining Language and Literacy Practices for Pre-K-3rd Grade Classrooms” Jennifer D. Morrison, University of South Carolina, Columbia, “Embedded Classrooms, Culturally Sustaining Pedagogy, and Growing Early Childhood Literacy Educators” Jessica Murdter-Atkinson, The University of Texas at Austin, “What Counts as Reading? Expanding Notions of Literacy through Emergent Readers’ Interactions with Wordless Picture Books” Kindel Nash, University of Maryland Baltimore County, “Toward Culturally Sustaining Language and Literacy Practices for Pre-K-3rd Grade Classrooms” Karen Pharis, Sanford Middle School, “Children’s Literature as a Tool for Developing Global Competency in K–3 Learners” Elizabeth Ries, The University of Texas at Austin, “What Counts as Reading? Expanding Notions of Literacy through Emergent Readers’ Interactions with Wordless Picture Books”

A Confluence of Culturally Sustaining Pedagogy

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Would you like to foster a confluence of diversity and multicultural learning through literacy practices involving various aspects of education? This session will provide different educator perspectives and practices regarding the implementation of resources, tools, and strategies that promote and support literacy.

Roundtable Leaders: Fredeisha Darrington, University of Alabama at Birmingham Tonya Perry, University of Alabama at Birmingham

It’s Just Us Here: Supports for English Learners in Rural Ohio

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Teacher candidates discuss specific tools and techniques to support English language learners in a rural school setting.

Presenters: Hayden Bates, Heidelberg University, Tiffin, OH Michele Castleman, Heidelberg University, Tiffin, OH Megan Zimmerman, Heidelberg University, Tiffin, OH

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Changing the Conversation on Assessment with Assessment Leaders in Literacy

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This session will focus on how to change the conversation on assessment with expert teachers and assessment leaders working in, or working with teachers in K–16 classrooms.

Presenters: Bobbie Kabuto, Queens College, CUNY, “Biographic Biliteracy Profiles: Assessing through a Culturally Relevant Mindset” Kathryn Mitchell Pierce, Saint Louis University, MO, “Collaborative Assessment Inquiry: Inviting Colleagues, Students, and Families to Craft New Narratives around Assessment” Jessie Wheeler, Bedford County Public Schools, VA, “Teachers Collaborating around Assessment: Tools and Protocols for Growing Our Work”

Rewriting Professional Development: Coaching, Facilitating, and Cocreating Writing Competencies through a Researcher-Teacher Partnership Approach

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This presentation is based on a multi-year, ongoing professional development partnership between a university faculty member and a local school district. The content includes describing the WRITE principles for professional development for writing, with examples, materials, and resources from the ongoing partnership. Outcomes related to teacher competencies are presented.

Presenter: Tracey Hodges, University of Alabama, Tuscaloosa

This Is Us: A Personal Investigation of Whiteness and Its Effect on the ELA Classroom

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An African American–directed journey to investigate whiteness, this panel will explore both how the confluencia of whiteness and Blackness either agitated or calmed classroom environments, and how each panelist’s pedagogy is a confluence of the realization of what whiteness means for future teachers and students.

Presenters: Roni Burren, Redwood Learning LLC, Pearland, TX Margaret Hale, University of Houston, TX Heather Pule, University of Houston, TX Dawn Westfall, Fort Bend Independent School District, TX

What New Writing Teachers Need: How School Leaders Can Support

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While decades of research emphasize conditions that enable children as writers, little explores the conditions teachers need to teach writing effectively. This session describes how two literacy leaders inquire into the conditions that enable new K–8 teachers of writing and provides specific insights into how school leaders can help.

Creating Confluence through Collaborative Conversations on Justice and Equity with Mixed Stakeholders Groups

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Collaborate! Collaborate! Collaborate! Examine how to nurture allyship and student co-collaboration by gaining strategies to lead discussions on the centrality of race, racism, and its structural nature, including storytelling and experiences; empowering historically marginalized groups; and strengthening the empathetic capacity of students, teachers, and schools.

Presenters: Alicia Funes, East Leyden High School, Franklin Park, IL, “Creating Confluence through Collaborative Conversations on Justice and Equity with Mixed Stakeholders Groups” Lori Garcia, East Leyden High School, Franklin Park, IL Sawsan Jaber, East Leyden High School, Franklin Park, IL, “Creating Confluence through Collaborative Conversations on Justice and Equity with Mixed Stakeholders Groups” Michael Manderino, Leyden High Schools, Franklin Park, IL

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Presenters: Jamie Marsh, California State University, Los Angeles Haley Sigler, Washington & Lee University, Lexington City, VA

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Poetry Masters: Making a Difference in 5 Minutes or Less This poster session provides an overview of the Poetry Masters elementary school volunteer program, including samples of materials, guidelines, and incentives used with students as well as reference to current scholarship, with the goal of discussion about best ways to use 5 minutes or less to benefit these students.

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Presenter: Beth Whitehead, Independent Scholar, Virginia, Sterling, VA

Beyond the Single Muslim Story When stereotypical representations of marginalized communities, including the Muslim community, gain most mainstream attention, how do educators choose materials that are helpful and not harmful to their students? This panel aims to help educators navigate the world of Muslim literature from children’s, YA, to literary texts.

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Presenters: S.K. Ali, Abrams Rabiah York Lumbard, Crown Publisher Aisha Saeed, Abrams Publishing Nevien Shaabneh, University of Illinois at Chicago/District 230, Tinley Park, IL Jamilah Thompkins-Bigelow, The Innovation Press, Simon & Schuster

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The Reverse Case Method: Undergraduate Students’ Writing Cases This exploratory research investigates case writing of undergraduate students. The theoretical underpinnings center on the Socratic method, case writing, and case analysis. The research design utilized to examine the written student cases is content analysis. First results show that this is an effective tool to impart writing and analysis skills.

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Presenter: Christian Gilde, University of Montana Western

Critical Issues in English Education: Research by ELATE Research Initiative Award Winners In this roundtable session, the recipients of the annual Research Initiative Grants and Graduate Student Research Award, sponsored by English Language Arts Teacher Educators (ELATE), present their awardwinning research on current issues in the fields of literacy and English teacher education.

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Chair: Christian Z. Goering, University of Arkansas, Fayetteville Presenters: Mandie Dunn, University of South Florida, “Teaching Literary Texts While Grieving a Death” Russell Mayo, Purdue University Northwest, Chicago, IL, “Teaching English in the Anthropocene: Urban Preservice Teachers and the Climate Crisis” Susan Weinstein, Louisiana State University, Baton Rouge, “Reflecting (on) Critical Pedagogy: Student Teachers Look Back on a Year with Humanities Amped”

Teachers’ Challenges in Employing Process Writing Approaches in Chinese EFL Middle School Classrooms

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This poster session shows the challenges in employing process approaches of English writing teaching for several Chinese middle school ELA teachers. These challenges mirror their concept conflicts about how to teach English writing in EFL classrooms and under the pressure of high-stakes tests.

Presenter: Zexu Xi, University of Florida, Gainesville, “Teachers’ Challenges in Employing Process Writing Approaches in Chinese EFL Middle School Classrooms”

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Online Teacher Writing Groups: Writing Better Together

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In this presentation, two teacher writers will share their experiences and facilitate discussion about forming an online writing group. Presenters will discuss tips for making writing groups productive and sustainable. Participants will leave with ideas and resources, such as recommended technology tools, organization strategies, and accountability structures.

Presenters: Jessica Gallo, University of Nevada, Reno Bailey Herrmann, University of Wisconsin, Oshkosh

Advocating for Writers’ Language Practices across Campus and Community: A Writing Center’s Language Statement Policy

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We consider non-classroom sites of teaching around intersections and interactions among language, race, class, and ideology in the context of a university writing center, including its outreach programs across campus and into the community. We invite participants to interrogate and unpack assumptions through structured moments of reflecting, writing, and dialoguing.

Presenters: Grace Pregent, Michigan State University, East Lansing Nicholas Sanders, Michigan State University, East Lansing Trixie Smith, Michigan State University, East Lansing

Using Multiple Sources for Narrative Writing in Middle School Classrooms

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This research examines the confluence of sources that contribute to middle school students’ narrative writing development. Pathways increasing access to the curriculum and building equity for all students are discussed. Writing strategies supporting English language learners and others who may struggle with the complexities of writing narrative text are highlighted.

Presenters: Tanya Reader, Sandburg Middle School, Glendora, CA Nancy Walker, University of La Verne, Pasadena, CA

A Powerful Confluence: The Reading and Writing of Poetry to Bring Hearts and Minds Together in the English Language Arts Classroom

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Members of the ELATE Commission on the Teaching of Poetry will demonstrate how they use the reading and writing of poetry as points of confluence for deepening literature study, integrating various subjects, discussing controversial issues, cultivating self-awareness, exploring personal identity, and developing compassion and empathy.

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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Chairs and Roundtable Leaders: Vicki Sherbert, Kansas State University, Manhattan Danny Wade, Washburn University, Topeka, KS Roundtable Leaders: Crag Hill, University of Oklahoma, Norman Anthony Kunkel, Nicholls State University, Thibodaux, LA Bonner Slayton, Moore Norman Technology Center, OK Kimberly Stormer, Langston University, OK Ureka Williams, Tulsa Community College, OK

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Bringing Literacy Outdoors: Building Literacy Skills through Nature-Based Education Come hear about a day in the life of public school kindergartners who spend one day each week E TE

learning outdoors. We walk through standards-based lessons with pictures and student voices and share how each part of the day is integrated with early literacy. Please dress for the outdoors.

Presenter: Anna Jennerjohn, University of Minnesota, Minneapolis

Calling All Tweachers! A Confluence of Twitter Experiences in Education This panel explores the confluence of factors that allowed four teacher educators from multiple TE

institutions to use Twitter in their teaching, grow research projects, build connections with authors, and expand their personal learning networks. They’ll share their experiences using Twitter as a powerful educational platform for teacher learning.

Presenters: Stephanie Affinito, University at Albany, NY Kris McGee, Frostburg State University, Hagerstown, MD Molly Ness, Fordham University, New York, NY Susie Rolander, Bank Street Graduate School of Education, New York, NY

Ask, Explore, Write! Using Inquiry to Support Science and Literacy Learning With inquiry as a core component of the Next Generation Science Standards, English teachers have E newfound opportunities to collaborate with their science colleagues. In this session, we will explore M strategies for integrating science notebooks, creative nonfiction, infographic design, and other inquirybased approaches in an interdisciplinary manner.

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Chair and Presenter: Troy Hicks, Central Michigan University, Mount Pleasant Presenters: Jeremy Hyler, Fulton Middle School Wiline Pangle, Central Michigan University, Mount Pleasant

Confluencia of Texts, Topics, and Translanguaging with Latinx Bilingual Students

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This session features teacher educators and authors on the power of transformative texts that feature Latinx characters, experiences, and voices. Attendees will hear from researchers on pedagogies that bring together texts, topics, and translanguaging. Authors will share how they’ve developed stories that remain true to a variety of Latinx experiences.

Chairs and Presenters: Carla España, Bank Street College Graduate School of Education, New York, NY Luz Yadira Herrera, California State University, Fresno Presenters: David Bowles, Cinco Puntos Press Emma Otheguy, Children’s Author Respondent: R. Joseph Rodriguez, English Journal, Austin, TX

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Responding to the Climate Crisis in English Language Arts

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Middle school, high school, and college English teachers and young adult authors share their experiences addressing the climate crisis. The session will include a brief introduction and three 20-minute sets of roundtable discussions allowing significant discussion and interaction.

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Chair and Roundtable Leader: Richard Beach, University of Minnesota, “Using Digital Tools for Teaching about Climate Change” Allen Webb, Western Michigan University, “Students Investigating Local Climate Crisis and Activism” Roundtable Leaders: David Bowne, Elizabethtown College, PA, “The Confluence of English and Science: Writing Climate Fiction to Explore Climate Change Scenarios” John Creger, American High School, Fremont, CA Megan Dorsey, Matthews Middle School, “Teaching Climate Change through Neal Shusterman’s Dry” Kathryn Eldridge, Jordan Elbridge High School, “Titania: Climate Change Prophet in A Midsummer Night’s Dream” Jordan Goodson, Advantage Academy of Hillsborough, “Creating Sustaining Texts with Disciplinary Literacy Inquiries: Climate Crisis Approaches to Middle Grade English Language Arts” Kylie Hamm, Penn High School, “Immediate Ways to Incorporate Environmental History” Patricia Hans, Ridgewood High School, “Bringing Student Voices Together for Environmental Justice” Amy Lannin, University of Missouri, “Linking Science and Literacy for All Learners: Using Multimodal Text Sets to Address Climate Change Impacts” Rebecca Maldonado, University of Oklahoma Russell Mayo, Purdue University Northwest, Chicago, IL Todd Mitchell, Colorado State University, “Learning from Disasters: Using Apocalyptic Fiction to Engage and Empower Students” Rich Novack, Teachers College, Columbia University, New York, NY Alexandra Panos, University of South Florida, Tampa, “Creating Sustaining Texts with Disciplinary Literacy Inquiries: Climate Crisis Approaches to Middle Grade English Language Arts” Barbara Robbins, Staples High School, Westport, CT, “Exploring the Green New Deal through Response, Research, and Debate” Luke Rodesiler, Purdue University Fort Wayne, “The Future Is Now: Using Climate Change Documentaries to Teach Critical Media Literacy” April Rogers, St. Petersburg Christian School, “Creating Sustaining Texts with Disciplinary Literacy Inquiries: Climate Crisis Approaches to Middle Grade English Language Arts” David Schaafsma, University of Illinois at Chicago, “The Teaching of Writing and the Water Crisis: Teaching Luis Urrea’s The Water Museum” Jeff Share, University of California, Los Angeles Kasey Short, Charlotte Country Day School, “Examining the Human Impact of the Climate Crisis through a Multimodal Study” Mark Sulzer, University of Cincinnati, OH, “Reading the (Young Adult Cli-Fi) Text to Read the (Climate Crisis) World” Katharine Werthwine, University of South Florida, Tampa, “Creating Sustaining Texts with Disciplinary Literacy Inquiries: Climate Crisis Approaches to Middle Grade English Language Arts”

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The Swirl and Swing of Words: Grammar’s Potential to Foster Expression Rethinking grammar instruction can help educators remove the stigma and feelings of intimidation that many students have surrounding grammar and replace them with feelings of empowerment and mastery. Join educators and researchers as they share effective pedagogical techniques and practical functions of grammar for fostering self-expression in students.

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Chair and Presenter: Steve Graham, Arizona State University, Tempe Presenters: Michelle Glerum, Arizona State University, Tempe Justin Scholes, Arizona State University, Tempe Darby Simpson, Arizona State University, Tempe

Dire Straits: English Teacher Education and the Climate Crisis This interactive session reimagines English education at the confluence of climate change and the environment. In light of the growing threat of ecological catastrophe, we show how English educators can and must prepare preservice teachers by making climate change and the environment central to the teaching of English.

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Presenters: Richard Beach, University of Minnesota, “Climate Change and Interdisciplinary Curriculum Development” Candance Doerr-Stevens, University of Wisconsin, Milwaukee, “Climate Change and Digital/Multimodal Literacies” Russell Mayo, Purdue University Northwest, Chicago, IL, “Climate Change and English Methods” Allen Webb, Western Michigan University, Kalamazoo, “Climate Change and Local Civic Engagement”

Through the Fun House Mirror: Representations and Readings of Gender in Children’s and Young Adult Literature

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Three researchers and teacher educators examine the complexities of representation and response regarding gender in children’s and young adult literature. Using the “fun house mirrors” metaphor (Reese, 2018) to reframe Bishop’s (1990) classic windows and mirrors concept, the panelists share and connect their qualitative studies focused on texts and reader response.

Chair and Presenter: Katrina Bartow Jacobs, University of Pittsburgh, PA Presenters: Stephen Adam Crawley, Oklahoma State University, Stillwater Thomas Hill Jr., University of Pittsburgh, PA Katie Sciurba, San Diego State University, CA

A Confluence of Perspectives and Place: How We Merge Youth Awareness and Voice in High School Classrooms

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This panel foregrounds a merging of text and place to accomplish increased awareness and amplified student voices. With two featured classrooms and one rural journalism camp, the presenters offer key moves that help students engage with their place as a way to infuse literature with local voices.

Chair: Allison Wynhoff Olsen, Montana State University, Bozeman Presenters: Kirk Branch, Montana State University, Bozeman Hali Kirby, Gardiner Public School Annie Murphy, Belgrade High School

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Cultivating Racial Literacy through Children’s Literature

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The field of children’s literature is taking an introspective look at what it means to write books on diversity and social issues. In this presentation, teacher educators and classroom teachers explore the potential for racial literacy to support students’ understanding of how racism, identity, and power are represented in literature.

Chair: Detra Price-Dennis, Teachers College, Columbia University, New York, NY Presenters: Katie Harlan Eller, Teachers College, Columbia University, New York, NY Rachel Knight, Teachers College, Columbia University, New York, NY Noelle Mapes, PS 142, New York, NY Jenice Mateo-Toledo, Hastings-on-Hudson School District, NY

Cosmopolitan Literacies: Helping Our Students Feel at Home in the World through Global Literature and Dialogue with Diverse Others

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Reading and discussing global literature can help students learn about the confluence of cultures and languages found at home and around the world. Using a cosmopolitan literacies frame, this panel features research on using literature and dialogue to help students learn about global cultures in critical and ethical ways.

Presenters: Jacquelyn Chappel, University of Hawaii Rabani Garg, University of Pennsylvania, Philadelphia Shea Kerkhoff, University of Missouri, St. Louis Bethany Monea, University of Pennsylvania, Philadelphia Amy Stornaiuolo, University of Pennsylvania, Philadelphia Kelly Wissman, University at Albany, SUNY

How Words and Pictures Come Together

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Picture books engage students by bringing together words and illustrations giving a sense of story, self, and place. Hear how #classroombookaday picture book read-alouds add complexity and build classroom community. Then sit in with author and illustrator pairs sharing how the confluence of their parts creates a complete story.

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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Chair and Presenter: Jillian Heise, Kenosha Unified School District, WI Presenter: Jessica Walsh, Indian Prairie School District Author/Illustrator: Ryan T. Higgins, Disney Tradebook Authors: Derrick Barnes, Penguin Young Readers Jen Bryant, ABRAMS The Art of Books Tami Charles, Scholastic Beth Ferry, Houghton Mifflin Harcourt Rita Lorraine Hubbard, Random House Linda Sue Park, Simon & Schuster Suzanne Slade, Little, Brown Books for Young Readers Illustrators: Bryan Collier, Scholastic Gordon James, Penguin Young Readers Juana Martinez-Neal, Houghton Mifflin Harcourt Oge Mora, Random House Frank Morrison, ABRAMS The Art of Books Debbie Ridpath Ohi, Simon & Schuster Don Tate, Little Brown

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Choosing Carefully: What to Read First in High School English

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Utilizing perspectives of teachers, teacher educators, and a renowned young adult author, this session explores how teachers choose first texts of the year—including classics, young adult selections, diverse literature, and digital texts. Considering the reasons for such selections, and the inquiry climate established from the beginning, can determine successful learning.

Presenters: Steven Bickmore, University of Nevada, Las Vegas Fawn Canady, Sonoma State University, Rohnert Park, CA Randy Ribay, Kokila/Penguin Random House Rene Saldana, Texas Tech University, Lubbock

Legitimizing Pedagogies and Preparing Teachers for a Multilingual Reality

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Developed from research that suggests restrictive, English-centric language policies in schools may disconnect multilingual students from their cultural identities and daily realities, this session calls for a re(construction) of multilingual pedagogies, such as translanguaging, that embrace diversity in language learning and literacy development in P–12 contexts.

Presenters: Jessica Davis, University at Buffalo, NY Tiffany Karalis Noel, University of Buffalo, NY

The Confluence: Best Practices for the Space Where Student Work Meets Teacher Response

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Feedback plays a crucial—and often underrated—role in building student skills, crafting student writing identities, and making students feel welcome. In this session, writing teachers from across the country unpack feedback’s unique power and shine a light on high-impact practices for getting every student to feel connected, confident, and competent.

Chair: Linda Christensen, Lewis & Clark College, Portland, OR Presenters: Matthew Johnson, Ann Arbor Public Schools, MI Julia Torres, Denver Public Schools, CO Renee Watson, Bloomsbury Publishing Sarah Zerwin, Fairview High School, Boulder, CO Respondent: Andy Schoenborn, Mt. Pleasant High School, MI

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

A Song of Their Own: Celebrating Creativity and Neurodiversity through Chapter Books

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This panel of chapter book authors—moderated by Colby Sharp—will discuss the inspiration behind their iconic characters, the powerful impact representation can have on young readers, and fostering environments that value the song of every child, including the voices most reluctant to speak and those that constantly surprise us.

Chair: Colby Sharp, Parma Elementary School Presenters: Elana K. Arnold, HarperCollins/Balzer & Bray Saadia Faruqi, HarperCollins Shelley Johannes, Little, Brown Books for Young Readers Erica Perl, Penguin Random House

The Nerdy Book Club: A Confluence of Readers and Writers The Nerdy Book Club, a community literacy blog and educator resource, promotes the importance of G

independent reading, celebrates literature for young readers, and provides a platform for writers. In this interactive roundtable session, share your experiences and explore instructional moves, personal stories, and resources that support and enhance strong reading.

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Chair: Donalyn Miller, The Book Whisperer, Inc Roundtable Leaders: Jason Augustowski, Riverside High School, “The Bowtie Kids: Our Reading and Writing Lives” Susan Campbell Bartoletti, HarperCollins Sarah Baughman, Little, Brown and Company Andrea Beaty, ABRAMS The Art of Books Ruth Behar, Penguin Random House Books Dusti Bowling, LBYR-Hachette/Sterling Children’s Books Mahogany Browne, Macmillan Joseph Bruchac, Penguin Young Readers Becky Calzada, Leander Independent School District, TX, “Forging Partnerships between Librarians and Teachers” Jerry Craft, HarperCollins Jo Hackl, Random House Jodi-Beth Hazel, Agape Education Consulting Shannon Hitchcock, Scholastic Ellen Hopkins, Penguin Publishing Group Molly Idle, Macmillan Tony Keefer, Dublin City Schools, OH Teri Lesesne, Sam Houston State University, Huntsville, TX Cindy Minnich, Upper Dauphin Area High School Cat Patrick, Penguin Random House Books Naheed Hasnat Senzai, Scholastic Colby Sharp, Parma Elementary School Dashka Slater, Macmillan Katherine Sokolowski, Monticello Middle School Jillian Tamaki, ABRAMS The Art of Books Susan Verde, ABRAMS The Art of Books

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When and Where We Speak: The Joy and Trauma of Black Girls in Adolescent Literature

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This session contends with the ways that our current pedagogical praxis denies Black girls and women space to actively articulate their full identities through presenting a critical content analysis concerning the representation of Black girls and women in popular young adult literature.

Presenters: Bria Harper, Michigan State University, East Lansing Lauren Elizabeth Reine Johnson, Michigan State University, East Lansing

Affirming Students’ Personal and Social Identities with Classroom Libraries

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Each of us, at some point, has wished for the superpower of literary matchmaking. We’ve sought that one perfect book for that one kid. Participants will leave this workshop with book recommendations and classroom-tested strategies for embedding identity work into the curation, organization, and maintenance of diverse, inclusive classroom libraries.

Presenters: Arlene Casimir, Teachers College Reading and Writing Project, New York, NY Sonja Cherry-Paul, Teachers College Reading and Writing Project, New York, NY Shana Frazin, Teachers College Reading and Writing Project, New York, NY Molly Ness, Fordham University, New York, NY Katy Wischow, Teachers College Reading and Writing Project, New York, NY

“The Old Black Ram”: Using Othello to Study Racializing Language

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This presentation unpacks instruction on Othello in a culturally and linguistically diverse urban high school by focusing on three key teaching practices designed to examine student biases, disrupt a westernized canon, and translate Shakespeare’s racializing language into modern contexts.

Presenters: Selena Hughes, Cristo Rey High School Leah Panther, Mercer University, Atlanta, GA

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Re-Constructing and Re-Positioning Reading Identities in a Fifth-Grade Classroom This session identifies routine-based literacy practices in a fifth-grade classroom and analyzes how these practices position and re-position Latinx students in unique ways to construct identities as readers, language learners, and students.

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Presenters: Jennifer Collett, CUNY, Lehman College, Bronx, NY Laverne Thomas, NYC Department of Education

Beyond the Label: Creating a Supportive Space for Young Writers This presentation shares the work of elementary inclusion classroom writing teachers. Using teaching and student artifacts, we will share how, in the current culture of accountability, we work to see beyond the label and provide authentic purposes for writing to all writers, including students who have acquired labels in school.

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Presenters: Meagan Best, Austin Independent School District, TX Macy Dale, Austin Independent School District, TX Melissa Gray, Austin Independent School District, TX Susan Tily, The University of Texas at Austin

A Confluence of Dreams: Principal and Teacher-Coach Create a Culture of Reading

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Presenters will discuss the conditions and suggest the tools needed to develop a culture of reading across the curriculum. Participants will experience and learn to plan an instructional, interactive readaloud, explore the how-to’s and benefits of taking their school’s reading temperature, and discuss finding time for independent reading.

Presenters: Laura Robb, Johnson Williams Middle School, Berryville, VA Evan Robb, Principal, Johnson Williams Middle School, Berryville, VA

Creating Confident Writers: Motivation, Momentum, and Moving toward CollegeLevel Writing

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When their voices are valued, student writers explore more, share more, and gain confidence along the way. Leaning on the Framework for Success in Postsecondary Writing, we situate promising writing habits within an inquiry-based classroom, exploring possibilities with reader response blogs, multimodal mentor texts, and Pecha Kucha-style talks.

Presenters: Troy Hicks, Central Michigan University, Mount Pleasant Andy Schoenborn, Mt. Pleasant High School, Mt. Pleasant, MI

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Named after the creator of The Snowy Day, the Ezra Jack Keats Award honors diverse picture books by new authors and illustrators. This panel introduces the EJK Award’s 35th anniversary online toolkit and features author-illustrator Oge Mora and author Ame Dyckman, two of the award’s recipients.

Chair and Presenter: Ramona Caponegro, Eastern Michigan University, Ypsilanti Presenter: Jacqueline LaRose, Eastern Michigan University, Ypsilanti Authors/Illustrators: Oge Mora, Little, Brown and Company Chieri Uegaki, Kids Can Press Phoebe Wahl, Penguin Random House

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

The Snowy Day’s Legacy: 35 Years of the Ezra Jack Keats Award

ON-DEMAND

The Child in the World: Supporting Students to Connect, Care, Closely Observe, and Create through Children’s Literature

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Learn new ways to tap into students’ hearts and minds through children’s literature. Panelists will share a framework for considering and using a variety of texts to cultivate content knowledge, meaning making, and understandings of themselves and the world.

Presenters: Mary Ann Cappiello, Lesley University, Cambridge, MA Katie Cunningham, Manhattanville College, Wilton, CT Erika Dawes, Lesley University, Cambridge, MA Grace Enriquez, Lesley University, Cambridge, MA

Confluencia in Community: Outreach as Readers, Writers, and Thinkers Community outreach projects move students from communicating on the page to building personM to-person connections in order to learn not just ABOUT community, but IN community. Professional M S community outreach and collaboration take teachers out of our bubbles, too, introducing us to new practices, making us more aware of our craft.

C Chair: Stefanie Jochman, Trinity Episcopal School Presenters: Elizabeth Dixon, West Lafayette High School, IN Heather Lester, International School at LaGuardia Community College, NY Respondent: Amy Heusterberg-Richards, Bay Port High School, Green Bay, WI

Turning Theory into Action: Building Capacity for Theoretical and Practical Confluencia with New Technology Belief Statements

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From 2016 to 2018, a group of English educators rewrote NCTE’s Beliefs for Integrating Technology into the English Language Arts Classroom. In this interactive presentation, members of the committee will unpack the statement and demonstrate specific classroom applications, including lesson and project ideas, handouts, and student work examples.

Presenters: Candance Doerr-Stevens, University of Wisconsin, Milwaukee Troy Hicks, Central Michigan University, Mount Pleasant Stephanie Loomis, University of Nevada, Las Vegas Ewa McGrail, Georgia State University, Atlanta Clarice Moran, Appalachian State University, Boone, NC Donna Pasternak, University of Wisconsin, Milwaukee Amy Piotrowski, Utah State University, Logan Mary Rice, University of New Mexico, Albuquerque Sunshine Sullivan, Houghton College, NY Stephanie Thompson, Purdue University, West Lafayette, IN Carl Young, North Carolina State University, Raleigh

Amplifying Youth Voices and Songs in University-Community Partnerships

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What happens when youth write, engage, and lead? This panel explores three university-community partnerships and will feature students’ voices, songs, and writing that are vehicles for community engagement. In this presentation, teachers, school leaders, professors, and community leaders will experience the power of literacy for community engagement.

Presenters: Crystal Lee, North Carolina State University, Raleigh Joanne Marciano, Michigan State University, East Lansing Rae L. Oviatt, Michigan State University, East Lansing

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Audience, Purpose, and Publication: Creating and Promoting Opportunities for K–12 Students to Publish Their Writing

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The Writing Project at UConn provides three school-year opportunities for students to publish their writing. Our own K–12 contest, Letters About Literature (4–12), and Scholastic Writing Awards (7–12) involve thousands of students and hundreds of teachers in providing audience, purpose, and publication opportunities.

Presenters: Sophie Buckner, University of Connecticut, Storrs Jason Courtmanche, University of Connecticut, Storrs John Martin, Wethersfield High School Megan Murphy, Enfield High School Vicky Nordlund, Rockville High School

Arousing the Songs of Our Students: The Confluence of Student Memoir and Academic Writing

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Academic writing often comes at the expense of students’ perspectives and narratives, but it doesn’t have to. Please join us as we delve into ways to preserve and honor the lived experiences of our students as they pursue more scholarly approaches to understanding the world.

Presenter: Elizabeth Simison, University of Connecticut, Storrs

#HashtagTextSets

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Are you looking to incorporate new quality literature into your classroom? We will share quality text sets based on social media hashtags of current events affecting your students. Participants will encounter young adult literature featuring diverse empowered characters and explore and curate new text sets to use with their students.

Presenters: Clara Mikita, The Ohio State University, Columbus Linda Parsons, The Ohio State University, Columbus Lisa Patrick, The Ohio State University, Columbus

Contemporary Global Literature and the Classics: Building Bridges with Essential Questions

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Interested in refreshing your reading list with contemporary global literature, but not sure where to start?

This workshop will help you craft Essential Questions that weave together stories from different eras and cultures, opening students’ eyes to global crosscurrents of inquiry, influence, and inspiration.

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

ON-DEMAND

Presenters: Nadia Kalman, Words Without Borders, Brooklyn, NY Ann Neary, Staples High School, Westport, CT, “Contemporary Global Literature and the Classics: Building Bridges with Essential Questions”

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Constructing Polychromatic Representations of People and Place through Prismatic Text Sets How can text sets act as prisms, providing a spectrum of representation? In this panel, four teacher E educators (1) share prismatic text sets of children’s and YA literature, (2) extend concepts of windows M and mirrors and disrupt single stories, and (3) engage groups in dialogue while exploring sample sets.

M S Presenters: Jill Bindewald, Oklahoma State University, Stillwater Stephen Adam Crawley, Oklahoma State University, Stillwater Sue Christian Parsons, Oklahoma State University, Stillwater Jennifer Sanders, Oklahoma State University, Stillwater

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Personal Cuentos in School, Local, National, and Global Communities: Lo Que Cuenta, What Counts?

Through a demonstration, we explore the confluence of communities, as we come together sharing E M

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writing through Cuentos. We’ll highlight the work we’ve done with middle level students, preservice and inservice teachers, and teacher educators, in diverse communities in San Antonio, the US, and globally, and especially with LGBTQ+ students.

Presenters: Aurelia Dávila de Silva, San Antonio Public Schools, TX, “From Personal Cuentos to Local Cuentos: Lo Que Cuenta, What Counts?”

Yolanda Gonzales, Joe Barnhart Academy, Beeville, TX Roxanne Henkin, The University of Texas at San Antonio

Translanguaging Pedagogy and Resistance in Formal Education This panel outlines the framework of translanguaging pedagogy to discuss its affordances and highlight resistance areas encountered at different levels. The three presenters will illuminate ideologies that underlie this resistance to validate and support translanguaging practice into curricula and instruction and will invite the audience to join the discussion.

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Chair: Xiaodi Zhou, University of Texas at Rio Grande Valley Presenters: Danling Fu, University of Florida, Gainesville Xenia Hadjioannou, Pennsylvania State University, Harrisburg Mark Pacheca, University of Florida, Gainesville

Technology, Motivation, and Early Adolescents What does research say about the relationship between motivation and technology use in the M classroom to assist developing readers in the middle grades? This poster session will highlight the types M S of technology that support student motivation and provide practical ways to integrate technology effectively.

Presenter: Kelli Bippert, Texas A&M University, Corpus Christi

A Confluence of Arts: Mini-Workshops for Bringing All the Arts into ELA

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Expression through the arts provides flow for students and teachers to articulate ideas, emotions, questions. Our presenters come alive in the confluence of the arts in ELA classrooms. In this interactive session, participants practice with performing arts, visual arts, and literary arts and find new meanings for literacy and learning.

Chairs and Roundtable Leaders: Alisha White, Western Illinois University, Macomb, “Entanglements: Valuing Multiple Simultaneous Identities” Michelle Zoss, Georgia State University, Decatur, “The Confluence of Drawings and Literature: Bringing Stories to Life” Roundtable Leaders: David Acevedo, The University of Tennessee at Chattanooga, “Imaging the Word” Leo Aguilar, Young Women’s College Prep. Academy, “Sketch Notes, One-Pagers, Pecha Kuchas, Museums, IMAGERY-O My! Putting the Arts Back into English Language ARTS”

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Sunshine Sullivan, Houghton College, NY, “Entanglements: Valuing Multiple Simultaneous Identities”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Christopher Bass, University of Illinois at Chicago, Oak Park, IL, “Mapping Your Ability” Jessica Berg, Franklin Central High School, “Gallery Installation Inspiration: Merging Art and Flash Fiction to Enhance Student Literacy” Jamie Collins, University of Arkansas, Fayetteville, “Playing with Poetic Lines: Working and Re-Working Words and Images” Haley Couch, The University of Tennessee at Chattanooga, “Let It Be a Dance We Do” Kay Cowan, The University of Tennessee at Chattanooga, “Telling Our Stories” Nicole Damico, University of Central Florida, Orlando, “Entanglements: Valuing Multiple Simultaneous Identities” Mike DiCicco, Northern Kentucky University, Highland Heights, “Student-Led Multimodal Research Projects” Candance Doerr-Stevens, University of Wisconsin, Milwaukee, “Entanglements: Valuing Multiple Simultaneous Identities” Ashley Domínguez, Arizona State University, Tempe, “Performing Texts: Integrating Theater into the ELA Classroom” Timothy J. Duggan, Northeastern Illinois University, Chicago, “Let’s Write a Song Together!”

Hannah Fulton, Ball State University, Muncie, IN, “Gallery Installation Inspiration: Merging Art and Flash Fiction to Enhance Student Literacy” Stephen Goss, Kennesaw State University, GA, “Guerrilla Poets: Ears and Eyes Wide Open or Shut?”

Pamela Hartman, Ball State University, Muncie, IN, “Gallery Installation Inspiration: Merging Art and Flash Fiction to Enhance Student Literacy” Scott Jarvie, San José State University, CA, “Not Even a Maester: Close Reading, Fandom, and Podcasting as ELA Practice” Matthew Kruger-Ross, West Chester University, PA, “Infographics as Digital Artforms” S. Rebecca Leigh, Oakland University, Rochester, MI, “Tiny Art and Tiny Stories: Discovering Songs of Self

by Responding to Peers’ Art” Katherine J. Macro, Buffalo State College, NY, “Playing the Part: Creative Drama Gives Text Life” Rebecca Maldonado, University of Oklahoma, Noble Mary L. Neville, Michigan State University, East Lansing, “Not Even a Maester: Close Reading, Fandom, and Podcasting as ELA Practice” Marcus North, Georgia State University, Atlanta, “Exploring Tone and Mood through Tableaux” Morgan Phillips, The University of Tennessee at Chattanooga, “Picturing the Words: Developing Comprehension of Text through Visual Art Activities” Peggy Rice, Ball State University, Muncie, IN, “Opening Windows: Dramatizing Literature Reflecting a Diverse Perspective to Ignite Critical Conversations” Pauline Schmidt, West Chester University, PA Nina Schoonover, North Carolina State University, Raleigh, “Culturally Responsive Photography: Using Cameras to Build Our Classroom Relationships” Brandon Schuler, Purdue University, West Lafayette, IN, “Gallery Installation Inspiration: Merging Art and Flash Fiction to Enhance Student Literacy” Tammie Sherry, Northern Kentucky University, Highland Heights, “Student-Led Multimodal Research Projects” Jacob Sliger, Fort Wayne Community Schools, IN, “Opening Windows: Dramatizing Literature Reflecting a Diverse Perspective to Ignite Critical Conversations “ Jeannie Smith, The University of Tennessee at Chattanooga, “Singing Our Songs”

ON-DEMAND

Amplify Access: The Confluence of Curiosity, Collaboration, Engagement, and Comprehension

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Today, teachers are sensitized to issues of student access, understanding the ways some kids have been historically shut out, shuttled away, or labelled out of a full education. In this session, we act to expand access for more students, through fresh ways of inviting kids’ Curiosity, Collaboration, Engagement, and Comprehension.

Chair: Stephanie Harvey, Stephanie Harvey Consulting, “Collaborative Conversations That Draw in More Kids” Presenters: Harvey Daniels, Heinemann Publishers, “Expanding Access by Inviting Students’ Curiosity” Cris Tovani, Tovani Group, Centennial, CO Kristin Ziemke, Big Shoulders Fund

Can Virtual Reality Experiences Impact the Writing of Primary Grade Students?

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This study measured the impact of virtual reality on the writing of elementary students. Preservice teachers taught writing lessons to elementary students, half the lessons integrated virtual reality technology while the other half did not. Writing samples were analyzed to determine if the virtual reality experience had any impact.

Presenters: Amanda Morrish, Edinboro University, PA Kristin Webber, Edinboro University, PA

Coding to Make a Difference

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Learn how computer coding can provide learners with a platform to share their voices. During this poster session, you will learn ways to engage your diversive students in projects with a purpose. You will see examples of learners’ digital writing and storytelling that allows them to share their knowledge Presenter: Samantha Wise, SCOPE Academy, Akron, OH

What Can Reading Teachers Learn from Those Crazy Fangirls on Twitter?

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Adult women, proudly calling themselves “fangirls,” use Twitter and other social media to celebrate their favorite book or tv show. They tweet opinions and arguments and share original art. This session gives teachers a peek inside their literacy culture and take away ideas for authentic, motivating engagements with literature.

Presenter: Marva Solomon, Angelo State University, San Angelo, TX

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Co-Constructing a Constellation: A Transdisciplinary Re-imagining of English Education

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We invite participants to engage in our jigsaw-style roundtable session that promotes a transdisciplinary approach to English Education. Participants will draw connections across disciplines and discuss ways these connections can inform and enhance conceptualizations of English Education in order to forward new meanings and possibilities in the field.

Presenters: Alecia Beymer, Michigan State University, East Lansing Darshana Devarajan, Michigan State University, East Lansing Sam Evalt, Michigan State University, East Lansing Sarah Galvin, Michigan State University, East Lansing Lauren Elizabeth Reine Johnson, Michigan State University, East Lansing Mike McLane, Michigan State University, East Lansing Heather Reichmuth, Michigan State University, East Lansing Jennifer VanDerHeide, Michigan State University, East Lansing Renee Wilmot, Michigan State University, East Lansing

#TeachLivingPoets: Re-imagining Whole Class Texts with Poetry Collections

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Traditionally, whole class texts are novels and plays, while poetry collections rarely get taught. This #TeachLivingPoets session will illuminate the value of teaching a single-volume poetry collection as a whole class read, share instructional strategies, provide complete unit plans for two different recent poetry collections, and more.

Presenters: Susan Barber, Henry W. Grady High School, Atlanta, GA Melissa Smith, Lake Norman Charter High School, Huntersville, NC

Confluencia: Gamification and Next-Generation Education

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Colleagues engage in a lively presentation of a gamification study that employs elements of ProjectBased Learning, Standards-Based Grading, Interdisciplinary Learning, applied traditional vocabulary, CAD design, and 3-D printing, as the team has successfully introduced student prototypes to professional game designers, producers, and companies who are thirsty for student work.

Presenters: Michael Guigliano, East Syracuse Minoa Central High School, NY, “Confluencia: Gamification and Critical Thinking” Jennifer Kirchoff, East Syracuse Minoa Central High School, NY, “Confluencia: Gamification and Best Practices” Keith Ward, East Syracuse Minoa Central High School, NY, “Confluencia: Gamification and NextGeneration Education”

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Participants will learn strategies for engaging children in collaborative conversations and drama-based pedagogies centered on wordless and post-modern picture books as well as gain classroom ideas and annotated picture book lists for activism around local and global environmental issues.

Presenters: Amanda Deliman, Utah State University, Logan, “Collective Agency Revealed in Young Readers While Interpreting Wordless and Post Modern-Picture Books” Melissa Parks, Stetson University, DeLand, FL, “Becoming Environmental Stewards: Using Literature to Inspire and Empower Young Environmentalists”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Collective Agency: Students Interpreting Texts through Conversation, Drama, and Environmental Activism

ON-DEMAND

Creating a New, Meaningful Curriculum and Redefining Canon for Middle Grades and YA Readers

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Participants will learn about a curriculum journey that engaged eighth graders in self-reflection and their own confluence of childhood and adulthood. Another aspect covered in this session is the use of popular culture to uncover non-traditional texts such as hip-hop poetry, multimedia, and graphics.

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Presenters: Honey Beth Kropp, Charles F. Patton Middle School, Chadds Ford School District, PA, “Marching into a New, Meaningful Curriculum for Eighth Graders” Kristie Smith, GCPS, Suwanee, GA

There’s Something about Reading: A Confluencia of Identities

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Presenters in this session will show how the confluencia of three reading identities—student as reader, teacher as reader, teacher as reader of research on reading—enhances independent reading in and out of the classroom for all parties.

Presenters: Tessie Curran, Moore High School, OK Crag Hill, University of Oklahoma, Stillwater Candace Hinnergart, Moore High School, OK

Breaking Down the Binary in Education

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What does it mean to break down the gender binary? In this presentation, you will walk away with a better understanding of how to address, teach, and reinforce inclusivity around gender and gender identity in your educational environment. Be prepared to engage, discuss, and complete hands-on activities!

Presenters: Ace Schwarz, Washington County Public Schools, Shippensburg, PA Skye Tooley, Saturn St. Elementary, Glendale, CA

Neurodiversity and Exceptional Learning

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Grow your skills for teaching and collaborating with exceptional learners in this session for language arts educators working with those whose learning differences affect the ways they develop in the educational environment.

Presenters: Nicholas Azzarella, Niagara Wheatfield High School Melissa Eckler, Shenendehowa High School, Burnt Hills, NY Brendan Lee, Oak Park River Forest High School, IL, “Teaching High School Students Who Are Years behind Their Peers” Rachel Besharat Mann, Fordham University, New York, NY, “Understanding the Whole Student: How Learner Differences Can Affect Adolescent Literacy across the Content Areas” Jody Polleck, Hunter College, CUNY, “’There’s Books about Me?’ How to Engage Culturally and Linguistically Diverse Youth with Autism in Bibliotherapeutic and Culturally Sustaining Book Clubs” Angela Porter, Niagara Wheatfield High School, NY, “Our Voices Matter” Medha Tare, Digital Promise Wendy Xiao, Digital Promise

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Be Loud! Empowering Students through Podcasting, Visual Thinking, Debate, and Dialogue

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In this session, participants will learn how students can use visual thinking strategies, podcasting, written debates, and small group dialogue to find and own their voices and points of view, while validating cultures and identities.

Presenters: Charity Hughes, The Woodlands High School, TX, “Cultivating Meaning-Makers: Empowering Students to Think Their Own Thoughts through VTS and Writers Workshop” Jen Lucas, The Woodlands, TX, “Cultivating Meaning-Makers: Empowering Students to Think Their Own Thoughts through VTS and Writers Workshop” Alex Owens, Be Loud Studios Diana Turner, Be Loud Studios, “Be Loud: Elementary Reporting and Podcasting”

Confluencia, Arab American Students Experiences in Middle and High School English Classrooms

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Every student should feel empowered. By seeing themselves and their stories reflected accurately in curriculum, teachers amplify the voices of diverse students providing them with opportunities to be heard. This session will empower participants to integrate culturally sustaining practices using researchbased strategies that create confluence between diverse students.

Presenters: Sawsan Jaber, East Leyden High School, Franklin Park, IL, “Confluencia, Arab American Students’ Experiences in Middle and High School English Classrooms” Nina Shoman-Dajani, Moraine Valley Community College, “Confluencia, Arab American Students Experiences in Middle and High School English Classrooms”

Book Clubs as Personal, Social, and Political Revolution

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What is the confluence between talk, reading, and identities? Presenters will share lessons, strategies, and resources to help students have fascinating book club discussions, read more deeply, build strong relationships and, most importantly, understand that reading in the company of others is a practice that can change the world.

Presenters: Sonja Cherry-Paul, Teachers College Reading and Writing Project, New York, NY Maria Colleen Cruz Shana Frazin, Teachers College Reading and Writing Project, New York, NY Katy Wischow, Teachers College Reading and Writing Project, New York, NY

Containing Multitudes: How Teachers Balance Life as Writers, Too What happens when teacher-writers pursue publication? Presenters will explore details on life as teachers who write. How do we publish personal, creative work? How do we manage response from students, peers, or the public? How do we make time to write? Attendees will also do some writing of their own.

ON-DEMAND

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Presenters: Angela Knight, Eastern Michigan University & Henry Ford College Shannon McLeod Mound, Monticello High School, Albemarle County Public Schools, VA Mitchell Nobis, Birmingham Public Schools, MI Paul Shepherd, Monticello High School, Albemarle County Public Schools, VA Thomas Warren, Monticello High School, Albemarle County Public Schools, VA

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Bridging Denver’s Communities and Schools This panel presentation provides attendees the opportunity to learn how Denver has increased academic opportunities for their most vulnerable populations, forged strong connections between schools and their communities, and problem-solved the issues cities encounter when tasked with turning schools into community anchors.

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Presenters: Eric Golden, Denver Public Schools, CO Christopher Herndon, Denver City Council, CO Jamie Torres, Denver City Council, CO

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Team Up to Give Students a Voice with Podcasting 12 students. 2 microphones. 1 podcast.

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Come learn how a team of teachers started a student podcast club to help their students take over the narrative of their school.

Get the inside tips on how to bring this initiative back to your school to elevate students’ voices.

Presenter: Jennifer Gasser, Beechwood Elementary, “Studen-Led Podcast”

Trenzas de Identidades: Braiding Our Linguistic and Cultural Selves into K–12 and Teacher Education Literacy Practices Trenzas de identidades is a metaphor and analytical tool used to describe the personal, professional, and community identities shaping Latinx teachers’ experiences and perspectives. Panelists discuss how the braid metaphor offered three K–12 literacy studies transformational potential for improving literacy for students from minoritized communities.

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Chair: Maria Leija, The University of Texas at San Antonio Presenters: María E. Fránquiz, The University of Texas at Austin Minda Lopez, Texas State University, San Marcos Joaquin Muñoz, Augsburg University, Minneapolis, MN Jane Saunders, Texas State University, San Marcos Respondent: Maria Del Carmen Salazar, University of Denver, CO

Creating Authors in Our Classroom: Developing Authors via Book Making

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This session will discuss the importance of giving students the opportunity to create their own books.

Participants will view different types of books created by first-grade bilingual students of different backgrounds. Participants will also view the thinking process used as students developed their books.

Presenter: Yalitza Martinez, JC Mitchell Elementary, Houston, TX

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

“All Mixed Together in a Big Bowl”: Using Picture Books about Food to Lead Conversations about Culture, Power, Justice, and Action

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In this interactive session, we advocate for moving beyond superficial analyses of food in children’s literature in order to facilitate conversations about culture, power, and justice with young children. In small groups, participants will use the Anti-Bias Framework to discuss food justice in contemporary picture books.

Presenters: Rebekah Degener, Minnesota State University, Mankato Sarah Jackson, Millersville University, PA Nithya Sivashankar, The Ohio State University, Columbus

Teaching with Primary Sources Regional Program

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Engage in conversation about how to enrich the quality of your organization’s curriculum and instruction by using the Library of Congress Teaching with Primary Sources (TPS) materials for K–16 classrooms.

Grant funding is available to integrate TPS into existing teacher professional development.

Presenter: Sue Wise, TPS Eastern Region, Waynesburg, PA

Bridging the Roles of Teacher and Consultant

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Being a teacher consultant bridges the two roles of “teacher” and “consultant.” This session will present a single-case study of five teacher consultants and the beliefs and impressions that surfaced after a 3-day professional development session.

Presenter: Jameka Thomas, UAB Red Mountain Writing Project, Birmingham, AL, “Bridging the Roles of Teacher and Consultant”

From Words to Action

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From Words to Action documents a journey of curriculum revision for English 12. The poster presentation looks at the framing of 12th grade English class with a final, summative Service Learning Project (SLP).

Presenter: Adriana Coppolla, Randolph High School

The Value of Human Rights: A Four-Book Perspective

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The Universal Doctrine of Human Rights will be used as a lens to examine how characters in four novels are used to represent commonalities in equality and social justice.

Presenter: Kate Ryan, Cape Cod Lighthouse Charter School, East Harwich, MA

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ON-DEMAND

Codices as Confluencia: Cross-Classroom Exchanges The power of a people is in their words. To destroy a people, the Spanish conquistadors burned the scholarly writing (codices) of the Aztec and Maya. We heal through creation: see the results of an exchange between students in Mexico, Massachusetts, and California who collaborated on their own codices.

Presenters: Grace Hunter, Bread Loaf Teacher Network Anjali Nirmalan, Bread Loaf Teacher Network Yulissa Nunez, Bread Loaf Teacher Network

Reading/Writing Relationship: It Is NOT an Inhale/Exhale

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Although reading and writing work together, they are far from mirror images of one another as mental processes. The presenter will share research about the differences in the cognitive requirements for the tasks and offer ideas and resources about differentiating writing instruction to meet student needs.

Presenter: Pamela Lingelbach, Fort Osage High School, Independence, MO

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

The Magic of a Good Book: Adolescent Readers and the Making of Meaning “I don’t like to read!” These five words haunt ELAR teachers across the world. What if your students really DO love to read, they just don’t know it yet? Please join me to discuss contemporary fiction books that your students won’t be able to put down.

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Presenter: Charles Aron Jones, Arizona State University

Examining Student Voice: Listening to Students with Disabilities

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In a case study of fifth and sixth graders identified as students with disabilities, student interviews and work samples opened the eyes of educators to unveil instructional strategies that were and were not successful in optimally supporting these students as unique learners.

Presenter: Leni Caldwell, Greensboro College/Moore Elementary, Winston-Salem, NC

Countywide Battle of the Books: How One District Brings Schools and Students Together through Reading

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Connect readers around your county with Battle of the Books. Learn how to pitch, organize, and implement a countywide reading competition based on the needs of your students and your district.

Presenter: Jessica Reid, Braden River High School, Palmetto, FL

Opening the Doors to Preservice Teachers

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Preservice and mentor teachers working together - Creating an authentic teaching experience.

Presenters: Megan Barone, Buffalo State College, Kenmore, NY Nicholas Ilardi, Buffalo State College, Kenmore, NY Kristina Rovison, Buffalo State College, Kenmore, NY Emily Wynne, Buffalo State College, Kenmore, NY

The 1000 Books before Kindergarten Movement: Supporting Early Literacy and Nurturing a Lifelong Love for Reading The 1000 Books before Kindergarten foundation does important work by promoting reading to children E starting in their youngest years. Their simple, accessible, and fun approach to intentional language TE exposure in the early years provides foundational early literacy skills that will sustain and support children by setting them up for success.

Presenter: Samantha Cronin, University of Minnesota, Minneapolis

Bringing All Perspectives through the Use of Text to Promote Equity and Diversity

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This session focuses on multidisciplinary ways to build a classroom community where students are exposed to texts representing multiple perspectives and where they feel comfortable to question and/ or validate each other’s perceptions when interacting with any text. It will provide actionable examples of instructional practices and activities.

Presenter: Monika Moorman, Newsela Fellow, Plantation, FL

Increasing Literacy and Reader Identity for ELLs in Secondary ELA Classes through Contemporary Multicultural Texts

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In order to invite ELLs into an ELA classroom that values their experiences/backgrounds as readers, they should be supported in reading appropriate, culturally relevant, contemporary texts. This session includes practical support for teachers to link cultures through text and reader so that students can engage with texts deeply to foster their Reader Identities.

Presenter: Sarah Shepherd, Florida State University, Lynn Haven, FL

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2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Navigating Assessment and Grading Practices

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These roundtables will focus on grading practices. Interest includes areas in project-based classrooms, gradeless rooms, and workshop spaces.

Presenters: Kyle McKillop, LA Matheson Secondary, Surrey, BC, Canada, “Side by Side: Building a Gradeless Classroom” Kelsey Sabori, Desert Vista High School, “Increasing Student Engagement through Project-Based Learning” Elizabeth Simison, University of Connecticut, Storrs, “The Confluence of Conference: Using Conversations on Grading to Foster Student Agency and Navigate the Agitated Waters of Assessment Practices”

Navigating the Poetic River: Helping Students Deconstruct and Construct Figurative Language

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Poetry is the merging of the soul with words. While sometimes challenging to teach, helping students learn to write, read, and enjoy poetry leads to powerful learning experiences. This roundtable session will provide participants with lessons, ideas, and strategies to support poetry in the classroom.

Chair: Teresa Strait, Spartanburg Day School, Spartanburg, SC, “Where All Roads Meet: Purposeful and Creative Poetry Units” Presenters: Eric Abrams, Teachers College, Columbia University, New York, NY, “Teaching of Poetry through Inquiry” Lori Fisher, Animas High School, Durango, CO Ryan Hurnevich, Wolcott School Elizabeth Jorgensen, Arrowhead Union High School, Hartland, WI, “Korean Poetry Competition Provides Opportunity for American Students” Abigail Kindelsperger, University of Illinois at Chicago, “Brain to Page to Stage: The Power of Spoken Word Poetry for Neurodiverse Learners” Ariela Robinson, Teachers College, Columbia University, New York, NY, “Mixing Paint to Teach Poetry” Bobbie Jean Shepard, Spartanburg Day School, Spartanburg, SC Jahkari Taylor, Purpose Pushers LLC, Chesapeake, VA, “Hip-Hop Pedagogy and Literacy Instruction” Jesse Wilder, NEXUS, Pallas Communications, Inc., Cleveland, OH, “Defamiliarization in Poetry” Haeny Yoon, Teachers College, Columbia University, New York, NY

On Common Ground: A “Parallel-Process” Model for Writing-Focused ElementaryCollege Partnerships

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Our poster documents the attempts of a first-year writing instructor at a private university and a fifthgrade public school teacher to create a shared, community-engaged writing space that cultivates mutual investment and positive outcomes for both elementary and college students alike.

Based on a True Story: Confluence of Reality and Fiction in YA Literature Writers are told to write what they know, but where is the line between truth and engaging tales? Like S

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any point of junction, convergence of art and real life can be a tricky, dangerous place. This session examines YA authors who balance what really happened with telling a good story.

Presenters: Cathy Leogrande, Le Moyne College, Syracuse, NY, “Based on a True Story: Confluence of Reality and Fiction in YA Literature” Mark Oshiro, Tor Teen, “Based on a True Story: Confluence of Reality and Fiction in YA Literature” Crystal Ponto, Cayuga, Onondaga BOCES, Syracuse, NY, “Based on a True Story: Confluence of Reality and Fiction in YA Literature”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Presenters: Ryan Kelley, Charles Hay World School Heather Martin, University of Denver, Englewood, CO

ON-DEMAND

Shifting from “One School, One Book” to “One School Honoring Hundreds of Readers, Hundreds of Books”

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In this presentation, we will discuss the justification for and outcomes of shifting from a “One School, One Book” program to letting students choose what they want to read in small literature circles and daily independent reading. The importance of centering diverse voices within school-wide reading programs will also be discussed.

Presenters: Jennifer Ledford, Alcoa High School Kelly Wallace, University of Tennessee, Maryville

Acts of Resistance: Subversive Teaching in the English Language Arts Classroom

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This roundtable session will highlight how English language arts teachers act as change agents in subverting their curricular restraints. Roundtable leaders will describe the nature of their subversive teaching, how they achieve traditional markers of mainstream success while also intentionally working to move students toward effecting more socially just futures.

Chairs: Ashley Boyd, Washington State University, Pullman, “Subversive Literacies” Jeanne Dyches, Iowa State University, Ames, “Subversive Literacies” Brandon Sams, Iowa State University, Ames, Subversive Literacies” Presenter: Janine Boiselle, Joseph L. McCourt Middle School Roundtable Leaders: Katie Aquino, Leyden District 212, “Revolutionizing the Canon: Repositioning Texts during Politically Tumultuous Times” Ryan Burns, Smithfield High School, RI, “Gender Bending the Curriculum: Queer Approaches to Teaching Shakespeare” Caroline Clark, The Ohio State University, Columbus, “Making a ‘Safe’ and Subversive Space for Students’ Lives through Open Mic” Heather Coffey, University of North Carolina, Charlotte Michelle Falter, North Carolina State University, Raleigh Megan DuVarney Forbes, Arcadia Unified School District, “Instagram as a Subversive Tool for ELA Teachers” Steve Fulton, Kannapolis Middle School, “Subverting the Middle School ELA Curriculum” Lori Garcia, East Leyden High School, “Interrupting ‘Single Stories’: Using Socially Just Media Texts to Teach Rhetorical Analysis” Meghan Kessler, University of Illinois at Springfield, “The Case of Courtenay: Subversive Resistance in Teacher Evaluation” Gena Khodos, Leyden District 212, “Revolutionizing the Canon: Repositioning Texts during Politically Tumultuous Times” Michael Manderino, Leyden High Schools, “Interrupting ‘Single Stories’: Using Socially Just Media Texts to Teach Rhetorical Analysis” Angie Masters, Mahomet-Seymour High School, Mahomet, IL, “The Case of Courtenay: Subversive Resistance in Teacher Evaluation” R. Joseph Rodriguez, English Journal, Austin, TX Melanie Shoffner, James Madison University, Harrisonburg, VA, “Arguing for Controversial Curriculum” Crystal Soggar, Summit Preparatory Charter High School, “Arguing for Controversial Curriculum” Scott Storm, New York University, NY Kristen Strom, Knox College, “Subverting Curricula and Assessment Design by Using Culturally Responsive Teaching Practices” Anna Mae Tempus, Menomonie High School, WI, “’Climb into their Skin’: Whiteness and the Subversion of Perspective”

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Queer Is LIt: Honoring the Confluence, Brilliance, and Resilience in Queerness through Liberatory Literacy Instruction Join a dynamic panel of queer educators of color as we explore, discuss, and demonstrate resources, E texts, and strategies that center the confluence, brilliance, and resilience within the LGBTQ+ communities M of color in order to create more inclusive and liberatory classrooms for all students.

M S Chair: Shea Martin, Boston University, MA Presenters: Liz Kleinrock, Heinemann/Teach and Transform, Los Angeles, CA Nic Strack, Perspective Perspoctive

Puzzling Together the Truth: Author-Tested Tricks for Sifting through Sources in the Digital Age How can we train students to weed out bias and inaccuracies from their research? Seven picture-book G and middle-grade authors and author/educators lead roundtables on best practices for gathering and E synthesizing information for writing nonfiction and informational fiction. Participants rotate among five different tables for 10–12-minute, interactive discussions.

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District, Vergennes, VT, “Moving from Viral Videos to Reliable Reporting” Kirsten W. Larson, Boyds Mills & Kane/Calkins Creek, “Primary and Secondary Sources for Historical Topics” Jen Malia, Norfolk State University, Virginia Beach, VA, “Integrating Facts into Fiction Writing” Lindsay H. Metcalf, Charlesbridge Publishing/Boyds Mills & Kane/Calkins Creek/Albert Whitman & Co., “Tools for Detecting Bias” Saira Mir, Simon & Schuster/Salaam Reads, “Interview Tips for Primary-Source Generation” Colleen Paeff, Margaret K. McElderry Books; Chronicle Books, Los Angeles, CA, “Primary and Secondary Sources for Historical Topics” Christina Soontornvat, Candlewick Press, Austin, TX, “Moving from Viral Videos to Reliable Reporting”

Grappling with Self and Other in Eudora Welty’s “Where Is the Voice Coming From?”

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In this session, facilitated by two high school English faculty situated in Jackson, Mississippi, one a Eudora Welty scholar and another a lesson plan contributor to the Eudora Welty Foundation, participants will explore strategies for engaging youth in explorations of self/other with Welty’s “Where Is the Voice Coming From?”

Chair: Julie Rust, St. Andrew’s Episcopal School, Brandon, MS Presenters: Sarah Ballard, Murrah High School, Jackson, MS Carolyn Brown, St. Andrew’s Episcopal School, Jackson, MS

ON-DEMAND

Composing Critical Civic Futures: Convening Community Artists, Activists, Educators, and Youth to Imagine Together

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This session brings together artist activists working in and around Denver who work with children and youth to understand, problematize, and restory salient issues of our times. Interactive dialogues will explore the varied participatory literacy practices and humanizing relationships that emerge as communities compose together within and across multiple settings.

Presenters: David Low, California State University, Fresno Nicole Mirra, Rutgers University, NY Vaughn Watson, Michigan State University, East Lansing

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Narrative Nonfiction: Writing Un-Put-Down-able True Stories That Sing

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In this roundtable session, eight award-winning picture book authors and author-educators share resources for developing page-turning narrative nonfiction. Attendees rotate among four 17-minute interactive discussions on voice, research, story, and the perspective from which historical narratives are written, taking home handouts with tools for crafting compelling true stories.

Presenters: Nancy Churnin, Creston Books/Lerner Books/Albert Whitman & Co. Rita Lorraine Hubbard, Schwartz & Wade Silvia López, Little Bee Books/Albert Whitman & Co./Macmillan/Henry Holt/Capstone Lindsay H. Metcalf, Charlesbridge Publishing/Boyds Mills & Kane/Calkins Creek/Albert Whitman & Co. Annette Bay Pimentel, Sourcebooks/Nancy Paulsen Books/Charlesbridge Meeg Pincus, Sleeping Bear Press Emma Bland Smith, Calkins Creek/Little Bigfoot/West Margin Press Laurie Wallmark, Abrams Books

Ho‛okaulike: Balancing Literacy Instruction through an Indigenous, HawaiiFocused Perspective

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How do we empower those student voices that may otherwise feel unwelcome by the curriculum in our schools? How do we instill the belief in students that our minority and indigenous stories are valuable and worth committing to paper? Join us as we share our stories of confluence and success.

Roundtable Leaders: Lydia Haff, Waianae High School, Waianae, HI Cathy Ikeda, University of Hawaii, West Oahu Naturalee Puou, Nanakuli High and Intermediate School Coralyn Sunico, Farrington High School

A Confluence of Chapter Books: Empowering Young Readers by Celebrating Our Differences

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Our world often views differences with either suspicion or disregard. This author panel will discuss how their chapter books model an alternate view for young readers—that our differences are actually strengths to be celebrated. We win, individually and collectively, when students feel empowered to be their full selves.

Chair: Aliza Werner, Glendale-River Hills School District Presenters: Angela Dominguez, Macmillan Saadia Faruqi, HarperCollins Shelley Johannes, Little, Brown Books for Young Readers Christina Soontornvat, Candlewick Press

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

Disrupting Language Arts Curricula through Decolonizing the Canon

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Hear from practitioners who are exploring the work of decolonizing the traditionally taught language arts canon. Share ideas, collaborate, discuss problems of practice, and join the movement.

Presenters: Jacquay Durant, San Bernardino City Unified School District, CA, “Decolonizing the Classroom—Implementing a Culturally Responsive Curriculum into the Classroom” Denny Gonzalez, St. Albans School/Bread Loaf School of English, Washington, DC, “Firing the Canon” Kathryn Hoving, Community Unit School District 300/Judson University, “Curing the Secondary Literacy Epidemic by Cultivating Motivated Readers” Bermude Jules, Orange High School, NJ, “When Ortiz Cofer Met Hong Kingston and Other Writers Who Sound Like Us: Exploring the Confluence of Rhetoric and Literature across Multicultural Writings” Vanee Matsalia, San Bernardino City Unified School District, CA, “Decolonizing the Classroom— Implementing a Culturally Responsive Curriculum into the Classroom” Ashley Pollitt, Ridgewood High School/Montclair State University, NJ Marcey Thomas, Orange High School, NJ, “When Ortiz Cofer Met Hong Kingston and Other Writers Who Sound Like Us: Exploring the Confluence of Rhetoric and Literature across Multicultural Writings” Kaleb Watkins, Columbia High School, Lake City, FL, “A Confluencia of Reading Lives: YA Books and the Canon as Curriculum” Katie Whitley, Bergen County Technical Schools, Paramus, NJ/Montclair State University, NJ Nichole Woodruff, Batavia School District/Judson University, Dekalb, IL, “Curing the Secondary Literacy Epidemic by Cultivating Motivated Readers”

The Power of Perspective: Using Text Sets and Book Clubs to Tackle Difficult Dialogues in Elementary Social Studies Methods Courses

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This panel features four elementary social studies teacher educators from across the United States who engaged preservice teachers in explorations of children’s and young adult literature. This session offers important possibilities of practice for teacher educators and demonstrates how literacy and social studies methods coursework can complement each other.

Presenters: Noreen Rodríguez, Iowa State University, Ames Sarah Shear, University of Washington, Bothell Katy Swalwell, Iowa State University, Ames Amanda Vickery, University of North Texas, Denton

Curating a Collection to Uplift, Amplify, and Reflect How many times have you trusted internet book lists only to find out they don’t accurately reflect learners and the world that exists beyond our classrooms? We’ll work together to evaluate children’s books and have the opportunity to examine and curate an anti-oppressive collection using an antibias, antiracist framework.

Presenters: Antonia Adams, Houston, TX, “Curating a Collection to Uplift, Amplify and Reflect” Patrick Harris, Good Trouble Media, Detroit, MI

The Silent Struggle of Anxiety and Depression in Educators’ Lives: The Confluence of Coping and Healing While Serving Our Students

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Many educators struggle silently with anxiety and depression while publicly striving to appear “on” for their students, colleagues, and community. This session will be an empathetic space for personal testimony, sharing journeys of struggle and hope, and provide a confluence of community to connect and advocate for mental health.

Presenter: Dulce-Marie Flecha, Cayuga Centers

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Belonging, Being, and Extending: Seven Years of Writing with Immigrant and Refugee Youth

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Since 2014, CWP-Fairfield teachers from Bridgeport Public Schools have collaborated and led literacy programs in support of teaching writing to immigrant and refugee youth. Through summer programs, classroom pedagogy, after-school opportunities, and “humbled togetherness”—Ubuntu—they have enhanced the reading and writing success of students.

Presenters: Jessica Baldizon, Cesar Batalla K–8 Bryan Ripley Crandall, Fairfield University, CT William King, Bridgeport Public Schools/Fairfield University Author/Illustrator: Ger Duaney, UNHCR Respondents: Michelle Frey, Random Penguin House Christopher Myers, Penguin Random House

See the Child, Understand the Disability, Visible and Invisible

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Diversity of abilities exists in all classrooms. Books that accurately reflect this reality can emphasize the importance of seeing the whole child first as an individual and not as the disability. Panelists will discuss books that have gotten it right and provide lesson plans using story to build authentic, inclusive communities.

Presenters: Nancy Flood, Simon & Schuster Lyn Miller-Lachmann, Farrar, Straus and Giroux/Carolrhoda Lab Kelly Finan Richards, Baltimore Public Schools, MD Rebecca Weber, Oklahoma State University, Stillwater Sandip LeeAnn Wilson, Husson University, Bangor, ME

Canciónes de Nuestras Comunidades: Learning and Listening to the Songs of Families and Communities

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In this session, we share stories from a field-based Family and Community Literacies course in which a teacher educator, a parent-support specialist, graduate students, and mamás collaborated to design monthly juntas. We share our collective learning and suggest ways to center families and communities in your classroom and schools.

Chair and Presenter: Mohit Mehta, The University of Texas at Austin Presenters: Lori Adair, The University of Texas at Austin Dai Dong, Little Tiger Chinese Immersion School Alexandra Saclarides, The University of Texas at Austin Constanza Serna, Barbara Jordan Early College Prep Respondent: Tracey Flores, The University of Texas at Austin

Amplifying Student Identity through Nonfiction Writing

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Classrooms often center identity work in narrative writing. However, many of our students need nonfiction writing as a vehicle to explore, claim, and ultimately, celebrate their identity. In this interactive session, the presenters will share concrete ways to amplify student voice through informational writing.

Presenters: Arlene Casimir, Teachers College Reading and Writing Project, New York, NY Katrina Davino, Teachers College Reading and Writing Project, New York, NY Valerie Geschwind, Teachers College Reading and Writing Project, New York, NY Molly Picardi, Teachers College Reading and Writing Project, New York, NY

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Confluencia! Rivers of Writing: An Argument for Both Narrative and Argument in the ELA Classroom

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In this session participants will experience, reflect on, and discuss lessons exemplifying best practice in teaching narrative and argument in order to develop a more deeply articulated understanding of the choices they make in the teaching of writing and of the relative importance of teaching both forms of writing.

Presenters: Deborah Appleman, Carleton College, Northfield, MN, “Teaching Narrative” Michael W. Smith, Temple University, Philadelphia, PA, “Teaching Argument” Jeffrey D. Wilhelm, Boise State University, ID, “The Place of Narrative and Argument in the Writing Curriculum” Respondent: John Schmit, Augsburg University, Minneapolis, MN, “The Place of Narrative and Argument in the Writing Curriculum: Reprise”

The Writer in the Composition Classroom

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Writers who teach composition bring a unique perspective and connection to their students. They practice on a daily basis what they must teach: the craft of writing, including all the struggles and the pleasures. This panel presentation offers four new ways to teach composition from a writer’s point of view.

Presenters: Alexandra Alessandri, Albert Whitman & Company Rebecca Balcarcel, Chronicle Books/Tarrant County College, Bedford, TX Christopher Baron, Feiwel and Friends/Macmillan Alex Giardino, Cameron Kids/Creative Eds. & De Anza College, Cupertino, CA

Blurring Boundaries between Secondary and Postsecondary: Working Together Helps Students Write Their Way Into College

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In this interactive session, two former English teachers, in new roles as a college professor and a college and career coach, will share how they joined forces to help students to share their stories beyond their transcripts. Participants will learn how to use creative nonfiction as a way to engage.

Presenters: Megan Breaux, University of Louisiana at Lafayette Toby Daspit, University of Louisiana at Lafayette Helen Kreamer, University of Louisiana at Lafayette

Upper Middle Grade: The Confluence of MG and YA

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Facilitator: Katlyn Bennett, Jefferson Middle School, Arlington Public Schools, VA “Upper Middle Grade Literature” Authors/Illustrators: Paula Chase, Greenwillow/HarperCollins Barbara Dee, Aladdin/Simon & Schuster Henry Lien, Holt/Macmillan Torrey Maldonado, Penguin/Nancy Paulsen Laurie Morrison, Amulet/Abrams Melanie Sumrow, Yellow Jacket/Simon & Schuster

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This panel discussion by one teacher and six well-known authors explores how incorporating recent “Upper Middle Grade” fiction can foster empathy and connection for all students. The panel will consider the need for books that reflect and represent the interests and concerns of upper middle grade readers.

ON-DEMAND

Centering Children’s Voices and Cultural Worlds in the Reading Wars

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In this panel sponsored by the Elementary Section Steering Committee, rather than centering policies and narratives that constrict teachers’ pedagogical methods and children’s ways of being/becoming readers and composers, we center children’s voices and cultural worlds.

Facilitators: Roberta Price Gardner, Kennesaw State University, GA Haeny Yoon, Teachers College, Columbia University, New York, NY Presenter: Anne Haas Dyson, University of Illinois at Urbana-Champaign

Confluence of Choice and Curiosity: Exploring the Questions Google Can’t Answer

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In an age defined by multiple choice and smart devices, ELA has the distinct privilege of approaching questions demanding distinctly human inquiry brimming with complexity and empathy. This interactive session models how choice reading allows students to explore complex questions through the confluence of their and others’ experiences.

Presenters: Sam Best, Eno River Academy, Durham, NC, “How Can Book Clubs Inspire Student-Led Research and Writing?”

Elizabeth Kennard, East Forsyth High School, “How Can We Support Our Students during Daily Independent Reading?”

Lindsay Schneider, West Forsyth High School, “How Does Inquiry Lead to Empathy?”

Confluences between Past and Present: Discovering Critical Connections through Holocaust and Social Justice Education

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Educators from diverse settings, contributors to the forthcoming Opportunities and Challenges in Holocaust Education and leaders in The Olga Lengyel Institute for Holocaust Studies and Human Rights, consider how we arouse students’ songs in response to studying the Holocaust and navigate confluences between classroom and community when teaching social justice.

Chairs: Jennifer Lemberg, The Olga Lengyel Institute for Holocaust Studies and Human Rights (TOLI), New York, NY Alexander Pope, Salisbury University, MD Presenters: Michelle Sadrena Pledger, High Tech High Graduate School of Education, “Student Response to Holocaust Education: Making Change through Community Action” Carol Revelle, Texas A&M University, Commerce, “Essential Questions on Forgiveness: Connecting Past and Present through Personal Inquiry” Wendy Warren, Berea College, KY, “Inquiry, Compassion, and the Power of Story: Finding Confluences with Survivor Testimony”

The Winding Roads and Rabbit Holes of Writing: Investigating Standardized Test Writing as One Genre among Many to Be Analyzed

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This interactive discussion explores how teachers help students dissect writing tasks, including standardized test writing, through a genre analysis workshop. Each panelist will share classroom resources to support participants’ efforts to teach test writing skills but also to engage their students’ interest in and curiosity about real-world 21st-century writing skills.

Presenters: Katie Alford, McKendree University, “Genre Analysis” Rebecca Chatham, Arizona State University, “Genre Analysis” Michelle Glerum, Arizona State University, “Genre Analysis”

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Evolving a Department with Truth and Equity in Mind: Designing Course Offerings and Selecting Literature for Student Voice and Agency

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Colleagues committed to teaching for equity share their challenging and inspiring process to prioritize student voice and agency in their department’s courses/curriculum design evolution. Participants will leave the session with ideas about redesigning courses and curricula to ensure diverse literary perspectives and encourage students to develop as whole people.

Presenter: Natalie Koblenski, Edgewood High School, Madison, WI

A Family Tree of Heritage and Community Pedagogies: Early Childhood Educators Honor Children with Practices for Equity and Change

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In our poster session, we will connect early literacy stories and practices to a family tree of heritage and community pedagogies, invoked to communicate the history, lineage, heritage, and legacies on which our work was built, ultimately leading to our convictions about culturally relevant and sustaining pedagogies.

Presenters: Alicia Arce-Boardman, Northern Parkway School Crystal Glover, Winthrop University, Rock Hill, SC Mary Jade Haney, Horrell Hill Elementary School Chinyere Harris, Teachers College, Columbia University, New York, NY Julia Lopez-Robertson, University of South Carolina, Columbia Erin Miller, University of North Carolina, Charlotte Kindel Nash, University of Maryland Baltimore County Bilal Polson, Northern Parkway Elementary School Dinah Volk, Cleveland State University, OH

Beyond Appreciation: The Confluencia of YA and Digital Texts for Engaging Diverse Perspectives

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This panel addresses the need to support teachers in moving stances beyond appreciation of diversity and toward practices for enacting literacy teaching as a sociopolitical act. Join three teacher educators as we share methods for using young adult literature and digital texts in teaching/teacher education practice.

Presenters: Briana Asmus, Aquinas College, Kalamazoo, MI Aimee Hendrix-Soto, Murray State University, KY Amy Piotrowski, Utah State University, Logan

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ON-DEMAND

From Passion to Purpose: Creating Spaces with Youth for Connection and Confluence The LRNG Innovators Challenge, an initiative of the National Writing Project and John Legend’s Show Me Campaign, supports educators in designing, testing, and sharing solutions that build the future of creative and connected learning. This roundtable brings together voices of educators and youth from five current projects across the country.

Presenters: Molly Buckley-Marudas, Cleveland State University, OH Christina Cantrill, National Writing Project, Berkeley, CA Cathy DeForest, Vision Quilt, Ashland, OR Thor Gibbins, SUNY, Oneonta Melissa Hughes, Michele Clark High School, Chicago Public Schools, IL Shanedra Nowell, Oklahoma State University, Stillwater

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Technology, Motivation, and Early Adolescents

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What does research say about the relationship between motivation and technology use in the classroom to assist developing readers in the middle grades? This poster session will highlight the types of technology that support student motivation and provide practical ways to integrate technology effectively.

Presenter: Kelli Bippert, Texas A&M University, Corpus Christi

(Re)Formatting the Writing Portfolio: A Remix

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Writing is difficult to learn, maintain, and sustain, for anyone. As intentional practitioners, we must provide our students with opportunities to process the world through open-ended avenues for expressing their creativity in emergent modalities. The move toward (re)formatting the traditional portfolio offers flexibility and choice.

Presenters: Erin Horton, Clarke County Schools, Athens, GA David Ragsdale, Clarke Central High School, Athens, GA Jennifer Tesler, Clarke Central High School, Athens, GA

“What Does This Book Have to Do with Me?” Creating and Sequencing Confluent Text Sets to Increase Reading Engagement and Achievement

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As teachers, we are familiar with our students’ common refrain: “What does this book have to do with me?” How can we help students connect to what we teach? In this interactive session, participants explore creating and sequencing texts to foster background knowledge and meaningful connections to increase reading engagement.

Presenters: Kathryn Kelly, Salt Lake City School District, UT Margaret Osgood Opatz, University of Utah, Salt Lake City Elizabeth Thackeray, University of Utah, Salt Lake City

Connecting with Readers through Novels in Verse: A Confluence of the Heart

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Many young readers, especially those whose reading skills are emergent, connect powerfully with verse novels. Dynamic and accessible, novels-in-verse offer voice-driven, eloquent storytelling on a range of topics. A panel of authors and educators will share strategies for incorporating novels-in-verse into curricula and model poetry as an alternative storytelling method.

Facilitator: Lorie Barber, Lisle Elementary School, IL Tradebook Authors: Christopher Baron, Feiwel and Friends/Macmillan, “Literature, Reading, Content Area Literacies/Writing across the Curriculum, Teacher Education, and Professional Development” Nikki Grimes, Bloomsbury Joy McCullough, Penguin Random House Aida Salazar, Scholastic Laura Shovan, Random House Children’s Books Consultant: Sylvia Vardell, Texas Woman’s University, “Literature, Reading, Content Area Literacies/ Writing across the Curriculum, Teacher Education, and Professional Development”

#SpeculativeFrictions: Restorying Imaginative Spaces with Youth

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Speculative fiction and fandom communities are popular among youth readers and writers. Despite this popularity, speculative fiction and its affinity spaces often reify racist, ableist, and heterosexist rhetoric. In this session, researchers and secondary educators discuss how they work with youth to foster inclusion within problematic genres and fan communities.

Chair and Presenter: Stephanie Toliver, University of Colorado Boulder Presenters: Karis Jones, New York University Scott Storm, New York University Respondent: Alex Corbitt, Boston College

2020 NCTE VIRTUAL ANNUAL CONVENTION PROGRAM

POSTCONVENTION EVENTS

CEL VIRTUAL ANNUAL CONVENTION NOVEMBER 22–23

Dynamic Leadership: Inspiring Literacy Leaders to Imagine, Innovate, and Invent Register via the CEL Convention website, http://ncte.org/ groups/cel/convention/, where you can also find the most up-to-date information about the schedule, speakers, and topics.

Literacy leaders need a community to grow as leaders and to surround themselves with visionaries in order to create and channel vision into reality. That’s where CEL comes in. CEL is a community of leaders with a mission to raise our leadership potential, imagine a new idea, collaborate around a problem or practice, and envision instruction and programs that exceed expectations. In order to truly be more than managers, we need dedicated time and space to imagine, innovate, and invent alongside other dynamic leaders. The CEL Annual Convention provides us this opportunity.

NOVEMBER 23–24

Book Brave: Using YAL to Rethink Spaces Together Register on the NCTE Convention registration page, http://convention.ncte.org/2020convention/registration/, and for the most up-to-date information, see the ALAN website: http://www.alan-ya.org/workshop.

The theme of this year’s workshop is “Book Brave: Using YAL to Rethink Spaces Together.”

For our 2020 gathering, we hope to shift power structures—both within and beyond the workshop. Responding to workshop participants’ requests, we aim to have greater diversity of session topics and presenters and more engaging interactions between authors, presenters, and attendees. We hope that sessions will spark conversation and explore the possibilities of young adult literature.

This year’s workshop will feature authors and presenters who are keenly focused on pushing the field and reimagining spaces—classroom spaces; library spaces; and spaces at large. We hope to design sessions that feature characters and/or themes that celebrate the diversity of young people in our schools and libraries.

—Ricki Ginsberg, 2020 ALAN President

—Karen Reed-Nordwall, 2020 Program Chair

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Sure, problems abound in our daily lives as leaders. We rush to put out fires and take care of the multitude of issues on our doorstep: we need to plan PD, sit on an interview committee, discipline a student, create schedules, collect data, grade papers, observe a teacher, and teach classes.

There are so many things awaiting our attention. How do we ever have enough time to imagine the possibilities of an English classroom and actually bring them to fruition?

ALAN WORKSHOP

EXHIBITORS

EXHIBITORS Visit the NCTE Central Exhibit Hall to see the latest NCTE publications, check out the new NCTE gear, and talk with staff about your membership and more!

TIPS FOR VISITING THE EXHIBIT HALL

EXHIBIT HALL HOURS: Thursday 11/19..........................................5:15–6:00 p.m.

Friday 11/20............................................. 2:00–8:00 p.m.

Saturday 11/21........................................9:00–11:00 a.m.;

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12:30–4:30 p.m.

9:00–10:30 p.m.

Sunday 11/22................................ 9:00 a.m.–12:00 p.m.;

Plan your booth visits in advance. Check out the schedule and note the designated hours for the Exhibit Hall. Grab a snack, get comfortable, and stop into booths to hear about upcoming books, resources, and more.

1:30–4:00 p.m.

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The Virtual Convention platform will include details of the Virtual Exhibit Hall that will help you navigate the booths and rooms. Many exhibitors are planning to host meet-and-greets with authors, so make sure you plan time to visit booths in the Virtual Exhibit Hall and be sure to stop by the Build Your Stack® area to learn from your peers about the best books for your classroom.

Just because we are virtual doesn’t mean you can’t snag some books! Many vendors will be having giveaways throughout the Convention, so be sure to Leave Your Business Card when visiting a booth.

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Vendors will be updating booth content throughout the Convention, so plan to visit and revisit booths often!

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Many publishers will host meet-and-greet opportunities with their authors throughout the Convention. When you visit a booth, textchat or video-chat the booth representative and ask about what they have planned!

30-Minute Shakespeare 16815 Milltown Landing Road Brandywine, MD 20613 http://www.30minuteshakespeare.com/ Based on 20 years of experience as a Folger Shakespeare Library teaching artist, each of Nick Newlin’s twenty “30-Minute Shakespeare” books offers several key scenes from a play, with stage directions, to get students up on their feet enjoying Shakespeare through performance.

826 National digital@826national.org 826 National works toward a country in which the power and joy of writing is accessible to every classroom. 826 National amplifies the words of young authors across the 826 Network and offers free writing resources for educators through 826 Digital.

American Psychological Association: APA Style, APA Books, APA Videos, Lifetools, and Magination Press Books 750 First Street NE Washington, DC 20002 apabooks.org The American Psychological Association publishes APA Style books, including the bestselling Publication manual, APA professional and scholarly titles, Lifetools nonfiction, and Magination Press children’s books. Visit apastyle.org, apabooks.org, and maginationpress.org.

Barnes & Noble 122 Fifth Avenue New York, NY 10011 https://www.barnesandnoble.com/

https://826digital.com/

We are introducing Spark Teach, teaching guidelines and lesson plans designed to help make classic literature engaging and relevant to today’s students. Also the latest books from Flash Kids, SparkNotes, Sterling Children’s Books, and Sterling Teen.

ABRAMS The Art of Books 195 Broadway New York, NY 10007 https://abramsbooks.com/

Bedford, Freeman & Worth High School Publishers 100 American Metro Boulevard Hamilton, NJ 8619 https://www.bfwpub.com/high-school/us

ABRAMS publishes critically acclaimed and bestselling books in art, cooking, craft, comics, design, and popular culture; children’s books ranging from board books through YA. Imprints include Abrams, Abrams ComicArts, Abrams Image, Abrams Press, The Overlook Press, Abrams Books for Young Readers, Amulet Books, Abrams Appleseed, and Cameron + Company.

ALAN (Assembly on Literature for Adolescents of NCTE) https://www.alan-ya.org/

Albert Whitman & Company 250 S. Northwest Highway Park Ridge, IL 60068 https://www.albertwhitman.com/ Albert Whitman & Company’s team is showcasing new fall books, spring 2021 releases, the beloved Boxcar Children series, recent releases, and special interest titles.

Bloomsbury Children’s Books 1385 Broadway, Fifth Floor New York, NY 11018 https://www.bloomsbury.com/us/childrens/ Bloomsbury Children’s Books is a general interest publisher of quality children’s books for readers of all ages. Our lists include award winners Princess Academy and Gone Wild, and favorite authors such as Sarah J. Maas, Shannon Hale, E.D. Baker, Kevin O’Malley, Carrie Jones, Simone Elkeles, and Julianne Moore.

Boyds Mills & Kane 19 W. 21st Street New York, NY 10010 https://boydsmillsandkane.com/ Boyds Mills & Kane, a division of Astra House Publishing, is a children’s book publisher comprised of the following imprints: Boyds Mills Press, Calkins Creek, Wordsong, and Kane Press.

Candlewick Press 99 Dover Street Somerville, MA 1742 https://www.candlewick.com/ Candlewick Press publishes award-winning children’s books, in all formats for readers of all ages. Our imprints include Big Picture Press, Candlewick Entertainment, Candlewick Studio, Nosy Crow, and Templar Books. Walker Books US is a division of Candlewick Press.

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The Assembly on Literature for Adolescents of NCTE (ALAN) promotes communication and cooperation among all individuals who have a special interest in adolescent literature, presents programs and conferences on this subject, promotes and increases the number of articles and publications devoted to it, and integrates the efforts of all those with an interest in this literature.

BFW is the leading publisher of AP® and Pre-AP® resources.

We proudly announce a revision of the best-selling Advanced Language & Literature and a new American Language textbook, American Literature & Rhetoric. Visit our booth to receive sample texts.

EXHIBITORS

Charlesbridge Publishing 9 Galen Street Watertown, MA 2472 https://www.charlesbridge.com/

Easy Grammar Systems 7717 E. Greeway Road Scottsdale, AZ 85260 www.easygrammar.com

Charlesbridge publishes high-quality books for children, with a goal of creating lifelong readers and lifelong learners.

To this end, we continually strive to seek new voices, new visions, and new directions in children’s literature.

Easy Grammar Systems publishes the award-winning Easy Grammar series, Daily GRAMS series, and Easy Grammar Ultimate Series (Grades 8–12). Author Dr. Wanda Phillips introduces concepts in a buildingblock, cumulative, and cyclical learning to produce mastery.

Chronicle Books 680 Second Street San Francisco, CA 94107 chroniclebooks.com Chronicle Books has developed a reputation for awardwinning innovative books and gifts. Chronicle continues to challenge conventional publishing wisdom, setting trends in both subject matter and format. We create exceptional publishing that’s instantly recognizable for its spirit, creativity, and value.

College Board 250 Vesey Street New York, NY 10281 https://pre-ap.collegeboard.org/ Every student deserves the opportunity to grow and succeed. Pre-AP and SpringBoard programs by the College Board promote critical thinking and drive engagement for all students. Learn more about Pre-AP at preap.org and SpringBoard at springboard.collegeboard.org.

Corwin 2455 Teller Road Thousand Oaks, CA 91320 www.corwin.com/literacy With Corwin Literacy, you can be certain of the quality of our research-based and classroom-tested professional development books. We’ve curated a collection of practical resources from expert educators and researchers to expand expertise.

Crimson Dragon Publishing 4344 S Archison Circle Aurora, CO 80015 http://www.crimsondragonpublishing.com/ Crimson Dragon Publishing is a small publisher carrying books that encourage readers by sparking their imagination. We currently carry fantasy and science fiction for all ages, as well as illustrated social-emotional skills development books for children.

Disney Publishing Worldwide 77 West 66th Street New York, NY 10023 disneybooks.com Disney Publishing Worldwide publishes award-winning children’s books for all ages, featuring several formats: board books, picture books, chapter books, novels, and paperback originals. Imprints include Disney-Hyperion, Rick Riordan Presents, Disney Press, Marvel Press, and Disney Lucasfilm Press.

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essaypop, LLC 3550 Downing Avenue Glendale, CA 91208 https://www.essaypop.com/ essaypop is an interactive, cloud-based writing platform that allows kids to compose great essays on any device. It is perfect for in-class, hybrid, and distance learning.

Great Minds PBC 55 M Street SE Washington, DC 20003 https://greatminds.org/ Great Minds PBC created Wit & Wisdom®, a Grades K–8 English language arts curriculum centered on content-rich literature. The program builds student knowledge of intriguing topics, bringing joy to reading and writing. Geodes® books for early readers follow the same successful discipline.

Hachette Book Group, USA 1290 Avenue of the Americas New York, NY 10104 https://www.hachettebookgroup.com/ Hachette Book Group (HBG) is a leading trade publisher based in New York, publishing under the division of Grand Central Publishing; Little, Brown & Company; Perseus Books; Hachette Nashville; Orbit; Little, Brown Books for Young Readers; Hachette Digital; and Hachette Audio.

HarperCollins Children’s Books 195 Broadway New York, NY 10007 https://www.harpercollins.com/ HarperCollins Children’s Books is one of the leading publishers of children’s books, home to many of the classics of children’s literature. Imprints include Balzer + Bray, Greenwillow Books, Katherine Tegen Books, and HarperTeen. HarperCollins Children’s Books is a division of HarperCollins Publishers.

HarperCollins Publishers 196 Broadway New York, NY 10007 https://www.harperacademic.com/ HarperCollins publishes classroom classics such as Brave New World and How to Read Literature Like a Professor as well as exciting new books like Dear America: Notes of An Undocumented Citizen by Jose Antonio Vargas.

Heinemann Publishing 361 Hanover Street Portsmouth, NH 3801 www.heinemann.com Heinemann is a publisher of professional resources and a provider of educational services for teachers, PreK-College.

Our books and resources are designed to support teachers at all career stages of their careers. We are eager to support you through a new and challenging school year and look forward to connecting with you at NCTE. Holiday House 50 Broad Street New York, NY 10004 https://holidayhouse.com/ Holiday House publishes children’s and young adult trade books. Imprints include Margaret Ferguson Books and Neal Porter Books. Sisten company, Pixel+Ink, series books for ages 3–13, launched May 2020 at PixelandInkBooks.com.

Follow both on social media @HolidayHouseNks and @ PixelandInkBks. Houghton Mifflin Harcourt Trade and Reference 125 High Street Boston, MA 2110 https://www.hmhco.com/ We publish award-winning, quality hardcover and paperback books for children, young adults, and adults in all genres and formats including board books, picture books, early readers, chapter books, middle grade, young adult, fiction, nonfiction, and reference.

IDW Publishing 2765 Truxton Road San Diego, CA 92106 https://www.idwpublishing.com/

Lead4Change Student Leadership Program 14 Creskill Place Huntington, NY 11743 https://www.lead4change.org/ Free lessons for 6–12 grades. Aligned to NCTE/ ILA standards.

Library of Congress 101 Independence Avenue, S.E. Washington, DC 20540 loc.gov/teachers Historical photographs, film clips, diaries, drafts, and newspapers from the Library of Congress can engage students, contextualize literature, and launch investigations. Explore these free primary sources and teacher resources including primary source sets, blog posts, and videos modeling instructional approaches.

Little, Brown Books for Young Readers 1290 Avenue of the Americas New York, NY 10104 https://www.lbyr.com/ Little, Brown Books for Young Readers began publishing books for children in 1926. We publish a diverse, carefully curated list of the finest books for your readers of all ages and backgrounds. Our mission is to inspire a lifelong love of reading.

Macmillan Children’s Publishing Group 120 Broadway New York, NY 10271 https://www.mackidsschoolandlibrary.com/

Inkyard Press, an imprint of Harlequin 195 Broadway New York, NY 10007 https://www.harlequinforlibraries.com/

Macmillan Publishers 120 Broadway New York, NY 10271 www.macmillanacademic.com

Inkyard Press is a critically acclaimed, bestselling YA imprint that offers smart, engaging stories across genres, from nonfiction to contemporary and epic fantasy. We are passionate about publishing diverse voices and relevant stories in which readers see themselves reflected.

Offers books for Young Adults for your classroom from Farrar, Straus & Giroux, Henry Holt, St. Martin’s Press, Wednesday Books, Flatiron Books, Celadon, Picador, and Tor/Forge.

Kane Miller/Usborne Books 4901 Morena Boulevard San Diego, CA 92117 http://www.kanemiller.com/ Kane Miller Books specializes in award-winning children’s books from around the world. Our books bring the children of the world closer to each other, sharing stories and ideas, while exploring cultural differences and similarities.

MarketingNewAuthors.com (MANA) 2910 E. Eisenhower Parkway Ann Arbor, NI 48108 https://marketingnewauthors.biz/ MANA is a self-publishing company that provides several services for teachers, graduating seniors, and more.

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IDW Publishing is an award-winning publisher of comics, graphic novels, and art books. IDWP is one of the top four publishers of comics and graphic novels in the US with a library of world-renowned licensed content and original series.

Macmillan Children’s Publishing Group is home to some of the most highly acclaimed children’s imprints in the industry. These imprints are home to award-winning, bestselling, and critically acclaimed authors and illustrators, including titles that are considered classics of kid lit.

EXHIBITORS

Middlebury Bread Loaf School of English 75 Franklin Street Middlebury, VT 5753 https://www.middlebury.edu/school-english/

Penguin Random House Education 1745 Broadway New York, NY 10019 www.randomhouse.com/highschool

Middlebury Bread Loaf School of English is an intensive summer graduate program offering courses in literature, creative writing, pedagogy, and theater arts. Students can attend for one session or earn a master’s degree over four or five summers.

Home to award-winning, diverse, and classroomfavorite authors, such as Maya Angelou, Ta-Nehisi Coates, Billy Collins, Mohsin Hamid, Khaled Hosseini, Rebecca Skloot, John Steinbeck, and Andy Weir, Penguin Random House Education features fiction, nonfiction, and poetry from a wide array of classic and contemporary writers. Visit our booth to browse the latest titles and pick up free corresponding Teacher’s Guides.

myShakespeare PO Box 20188 Stanford, CA 94309 https://myshakespeare.com/ myShakespeare provides web-based, media-rich, and fully free editions of six Shakespeare plays.

Media features include video and audio performance, interviews with the characters in character, and “plainEnglish” translation. Login features include highlighting, annotations, and built-in quizzes.

National Writing Project 2120 University Avenue Berkeley, CA 94704 https://www.nwp.org/ National Writing Project (NWP) sites have been working with educators for over 40 years to improve the teaching of writing and learning in classrooms and beyond.

Stop by our booth to learn how the NWP network can support you.

Orca Book Publishers 1016 Balmoral Road Victoria, BC V8T 1A8 https://www.orcabooks.com/ Orca Book Publishers publishes everything from board books and picture books to middle-grade and youngadult fiction. We strive to produce books that illuminate the experiences of people of all ethnicities, people with disabilities and people who identify as LGBTQ+.

Peace Corps Response 1275 First Street NE Washington, DC 20526 www.peacecorps.gov/response Have you ever wanted to teach internationally, share your skills with others, or work on curriculum development in a different cultural context? Peace Corps Response offers short-term, high impact volunteer opportunities for teachers, education specialists, literacy specialists, and more. Chat with us for more information!

Peachtree Publishing Company 1700 Chattahoochee Avenue Atlanta, GA 30318 https://peachtree-online.com/ Peachtree Publishing Company Inc. produces awardwinning children’s books, ranging from board books and picture books to middle grade and young adult fiction and nonfiction. We create books that educate, entertain, encourage, and endure.

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Penguin Young Readers 1745 Broadway New York, NY 10019 https://penguinclassroom.com/virtual-events/ We’re Penguin Young Readers, and we’re proud to publish both fiction and nonfiction books for children and teens and for grades PreK–12. In our booth, we’ve pulled together material we think you’ll find useful for your classrooms. Visit us, browse our Bookshelves and curated Book Lists, and don’t miss the Educator Guides, Brochures, and E-Galleys to help you build your classroom library!

Publisher Spotlight Myrick Marketing & Media, LLC 6670 New Nashville Hwy Smyra, TN 37167 https://www.publisherspotlight.com/ncte-2020 Discover books, audiobooks, and graphic novels.

Author signings, digital ARCS, educator resources, and more.

Random House Children’s Books 1745 Broadway New York, NY 10019 https://www.rhteacherslibrarians.com/latest-buzz/ updates-and-resources-for-educators/ Random House Children’s Books publishes quality paperbacks and hardcovers for preschool through young adult readers. Visit RHTeachersLibrarians. com for free classroom resources, videos, author appearance information, and more. Follow us on Twitter @RHCBEducators.

ReadersMagnet 10620 Treena Street San Diego, CA 92131 https://www.readersmagnet.com/ ReadersMagnet exists to assist aspiring and veteran authors in fufilling their dreams. We guide them through the self-publishing process through expert recommendations, publishing and marketing package options, editorial services, and other resources. We ensure our exceptional and author-friendly services parallel with your budgetary considerations and creative vision.

Scholastic, Inc. 557 Broadway New York, NY 10012 https://www.scholastic.com/home/

Teachers College Press 1234 Amsterdam Avenue New York, NY 10027 https://www.tcpress.com/

For 100 years, Scholastic has partnered with schools to support student learning. Today, the Company is the world’s largest publisher and distributor of children’s books, a leading provider of literacy curriculum, professional services and classroom magazines, and a producer of educational and entertaining children's media.

Teachers College Press publishes works at the cutting edge of theory, research, and practice in education— in areas such as multicultural education, literacy, social justice education, educational policy, equity pedagogy, professional development, urban education, counseling, special education, and curriculum.

Seven Stories Press 140 Watts Street New York, NY 10013 https://sevenstories.com/ Independent publisher of literature and nonfiction, social justice books for young people, and work of the radical imagination. Visit our academic resources page for teaching guides, complete backlist catalog, and free desk copies at sevenstories.com/pg/resourcesacademics.

Simon & Schuster 1239 Avenue of the Americas New York, NY 10020 https://www.simonandschuster.net/ Simon & Schuster is a global leader in the field of general interest publishing, dedicated to providing the best in fiction and nonfiction for consumers of all ages, across all printed, electronic, and audio formats.

Soomo Learning 1220 Ridgefield Boulevard Asheville, NC 28806 https://www.soomolearning.com/ Soomo provides modern courseware that is surprisingly simple and designed for learning. We partner with schools and instructors to enable student success in foundational college courses and help all learners develop “A-student” behaviors.

Turnitin 2101 Webster Street Oakland, CA 94612 https://www.turnitin.com/ Turnitin is a global company dedicated to ensuring the integrity of education and research and supporting the development of original thinking skills.

W. W. Norton & Company 500 Fifth Ave New York, NY 10110 https://wwnorton.com/ The trade booth for the W. W. Norton & Company will feature our children’s, teen, and adult crossover titles from Norton Young Readers and our distribution clients.

W. W. Norton & Company—High School Group 500 Fifth Ave New York, NY 10110 https://wwnorton.com/high-school Since 2012, W. W. Norton has offered versions of our market-leading college textbooks for your honors and AP® courses.

Workman Publishing 225 Varick Street New York, NY 10014 https://www.workman.com/

Sourcebooks is an independent publishing company dedicated to innovation and the belief that books change lives. We publish 300 new titles each year in the children, young adult, adult, nonfiction, gift, and education categories.

Write the World One Mifflin Place Cambridge, MA 2138 https://writetheworld.com/ Write the World is dedicated to improving the writing of high school students through a global online community and guided interactive process. Young writers are empowered to develop their voices, refine their editing skills, and publish on an international platform.

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Sourcebooks 1935 Brookdale Rad Naperville, IL 60563 https://www.sourcebooks.com/

Workman Publishing is an independently owned family of publishers including Workman Publishing, Algonquin Books of Chapel Hill, Algonguin Young Readers, Artisan, Storey Publishing, and Timber Press. We are also partners with The Experiment, duopress, Erewhon Books, and Familus.

VISIT MACMILLAN PUBLISHERS VIRTUAL BOOTH FOR BOOK GIVEAWAYS, E-GALLEYS, AND FREE TEACHER’S GUIDES DON’T MISS OUR AUTHORS AT NCTE & ALAN!

PHUC TRAN

Friday, November 20, 12:30-2:00PM EST

EBONY FLOWERS

Sunday, November 22, 10:30-11:45AM EST

PATRISSE KHAN-CULLORS in conversation with JEFF CHANG

Sunday, November 22, 12:00-1:30PM EST

ROMINA GARBER

Monday, November 23, 1:30-1:55PM MST (ALAN Workshop Panel)

REQUEST UP TO 5 FREE TEACHERS’ COPIES OF THESE AND OTHER TITLES

@macmillanreads

academic@macmillan.com

The professional development for online teaching and learning that you’ve been asking for An unprecedented pandemic may take the teacher out of the classroom, but it doesn’t take the classroom out of the teacher!

R JENNIFER SERRAVALLO New York Times best-selling author of The Reading Strategies Book

Connecting

with Students

nline

Now that you’re making the shift to online teaching, it’s time to answer your biggest questions about remote, digitally based instruction: How do I build and nurture relationships with students and their at-home adults from afar?

How do I adapt my best teaching to an online setting?

S T R AT E G I E S F O R

Remote Teaching & Learning

Dedicated to Teachers™

Read a sample at Heinemann.com

How do I keep a focus on students and their needs when they aren’t in front of me?

Includes 55 teaching strategies and video examples.

“What we’ve learned from the past few months is that connection is crucial for our students and for us. I hope this book helps teachers who want to find ways to connect”

—Jennifer Serravallo Jen will be donating a portion of the proceeds from this book to organizations supporting children directly impacted by COVID-19.

LEARN MORE AT HEINEMANN.COM/SERRAVALLO

CALL FOR PROPOSALS NOW OPEN SUBMIT BY JANUARY 13 2021 NCTE Annual Convention November 18-21 LOUISVILLE, KENTUCKY convention.ncte.org