2022 NCTE Annual Convention Program

ANNUAL CONVENTION SPONSORS

NCTE would like to thank our current 2022 Annual Convention sponsors for their generous contributions and support of literacy education.

Special thanks to Scholastic and Penguin Random House for their GOLD SPONSORSHIP

NCTE would also like to thank the following for helping make the Annual Convention possible.

BRONZE SPONSORS

Education

NCTE leaders of tomorrow are like you—active, dedicated NCTE members of today!

NCTE leaders of tomorrow are like you—active, dedicated NCTE members of today!

Are you interested in running for a steering or nominating committee position? Or do you have a colleague you’d like to nominate for office in NCTE?

Are you interested in running for a steering or nominating committee position? Or do you have a colleague you’d like to nominate for office in NCTE?

The nominating committees of NCTE; ELATE (English Language Arts Teacher Educators); TYCA (Two-Year College English Association); and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2020 elections during the Annual Convention.

The nominating committees of NCTE; ELATE (English Language Arts Teacher Educators); TYCA (Two-Year College English Association); and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2023 elections during the Annual Convention.

Visit the committees at the following times:

Visit the committees at the following times:

FRIDAY, 5:00 6:30PM

BALLROOM II / CONVENTION CENTER

SATURDAY, 12:00 1:00PM

PEALE ABC / HILTON

SUNDAY, 9:00 10:00AM

FRIDAY, 5:00–6:30 PM SATURDAY, 12:00–1:00 PM SUNDAY, 9:00–10:00 AM

PEALE ABC / HILTON

BALLROOM D 304-A 304-A https://ncte.org/get-involved/volunteer/elections/

www2.ncte.org/get-involved/volunteer/elections

SCHEDULE

WEDNESDAY 11/16

5:00–8:00 P.M. — Registration

FRIDAY 11/18

6:30 A.M.–8:00 P.M. — Registration

7:00–7:45 A.M. — First-Timers’ Welcome

8:00–9:15 A.M. — Friday General Session: IBRAM X. KENDI & NIC STONE

9:30–10:45 A.M. — E Sessions

10:00 A.M.–6:30 P.M. — Exhibit Hall & NCTE Central 11:00 A.M.–12:15 P.M. — F Sessions

11:30 A.M.–1:30 P.M. — ELATE Luncheon: ASHLEY C. FORD

11:30 A.M.–1:30 P.M. — Middle Level Luncheon: DAVID BOWLES

12:30–1:45 P.M. — G Sessions

2:00–3:15 P.M. — H Sessions

3:30–4:45 P.M. — I Sessions

5:00–6:30 P.M. — Annual Business Meeting

6:45–8:30 P.M. — All-Attendee Event: YUYI MORALES

8:00–9:30 P.M. — Cultural Celebration

SUNDAY

All times are Pacific Time.

Times below are subject to change.

THURSDAY 11/17

7:30 A.M.–6:30 P.M. — Registration

9:30–10:45 A.M. — A Sessions

11:00 A.M.–12:15 P.M. — B Sessions

11:30 A.M.–3:30 P.M. — Workshops

1:00–2:15 P.M. — C Sessions

2:30–3:45 P.M. — D Sessions

4:00–5:30 P.M. — Opening General Session: JAVIER ZAMORA

5:45–7:15 P.M. — Section Get-Togethers

SATURDAY 11/19

6:30 A.M.–6:00 P.M. — Registration 7:00–9:15 A.M. — ALAN Breakfast: ANGELINE BOULLEY

7:30–8:45 A.M. — Awards Session 8:00–9:15 A.M. — J Sessions 9:30–10:45 A.M. — Saturday General Session: SEEMA YASMIN

11:00 A.M.–12:15 P.M. — K Sessions 11:00 A.M.–6:00 P.M. — Exhibit Hall & NCTE Central 12:30–2:30 P.M. — Secondary Section Luncheon: ANNA-MARIE MCLEMORE 12:30–2:30 P.M. — Children’s Book Awards Luncheon: TRACI N. TODD & KAELA RIVERA

12:30–1:45 P.M. — L Sessions 2:45–4:00 P.M. — M Sessions 4:15–5:30 P.M. — N Sessions

6:00–7:15 P.M. — Special Interest Group Sessions

11/21

11/22

WELCOME FROM MARÍA E. FRÁNQUIZ PROGRAM CHAIR

¡Bienvenidos! ¡Welcome!

I am thrilled that we can gather in person for the 2022 NCTE Annual Convention in Anaheim, California. Although the COVID-19 pandemic brought formidable changes to our personal and professional lives, we still came together for two very dynamic Annual Conventions that were held virtually. Now we come together using a variety of modalities in place and online. The theme, ¡Sueños! Pursuing the Light! is at the heart of hundreds of educator sessions and the image of a lighthouse stands as a symbol reminding us that now is the time to shine a light within ourselves and for each other.

This 2022 Annual Convention marks a new and bright moment for our organization. Attendees in Anaheim, as well as those who register for digital access, can view recordings of all General Sessions and around 100 on-demand and networking sessions. I ask you, who would have thought a few years ago that the brilliance of so many authors, artists, educators, and researchers presenting at our NCTE Convention could be captured and live across time and space in a virtual library?

As you arrive from diverse geographic locations, I invite you to discuss with other educators, authors, and artists of ways to shed light on the many social injustices that affect present and future generations. Our theme, ¡Sueños! Pursuing the Light! offers a time and space for intensifying personal and collective illumination. My hope is that as a registrant you savor light from books, people, and ideas to imagine a new story with bright spots and new sueños for you, your students, their families, their communities, our society, and our world.

The 2022 NCTE Annual Convention offers many enlightening experiences and resources for you to take home. These include:

• Teacher to teacher innovations that are actionable

• Make and take projects

• Ideas for cultivating and shining a light on equitable practices

• Celebrating play and work—plork!

• Sharing ways to help schools become bright stars in their communities

• Conversations on ways to advance English, bilingualism, multilingualism

In the pursuit of light and for the realization of our dreams as educators, I welcome you to our 2022 NCTE Annual Convention! I look forward to learning from and with you on better ways to shine a bright light on all of our students, schools, and communities.

All the best, María E. Fránquiz

NCTE President-Elect and 2022 NCTE Annual Convention Program Chair

VOLUNTEERS THANK YOU to the

2022 Local Arrangements Committee Chairs

CAROLE LECREN

Retired, La Jolla High School, San Diego, CA Volunteer Assignments and Coordination

FRANK MATA

Eleanor Roosevelt High School, Eastvale, CA

Local Committee Onsite Office

ANNIE GERVAIS

Mills Middle School, Rancho Cordova, CA Onsite Exhibits

GINA VATTUONE

Bonita High School, Bonita, CA

Local Committee Onsite Office

JENNIFER SILVER

Vistamar High School, El Segundo, CA

Onsite Registration

Planning Meeting Reviewers

Janice Baines

Susan Barber

Yavanna Brownlee

Limarys Caraballo

Anthony Celaya Jamal Cooks

Toni Rose Deanon Michael Domínguez

Danielle Donelson Jessica Early Sakeena Everett Tracey Flores María Fránquiz

Jennipher Frazier Maria Goff

Betina Hsieh

Ileana Jiménez

Lauren Kelly

Valerie Kinloch

Latrise Johnson

Alfredo Celédon Luján

Deborah MacPhee

Keisha McIntyreMcCullough Nicole Mirra

Sharon Mitchler

Renee Moreno

Michele Myers

Lakisha Odlum

Sandra Osorio

Tonya Perry

Luke Rodesiler

Rochelle (Shelley)

Rodrigo Lisa Scherff

Franki Sibberson

Josh Thompson LaMar Timmons-Long

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

Proposal Coaches

Bradley Bleck

Josh Cabat

Geena Constantin Carol Gilles

Jaime Armin Mejia

Laurie Pinkert

Ann Marie Quinlan Tiffany Rehbein

Shelley Rodrigo Kathy Whitmore

Liz Murray Joe Pizzo

Miriama Postlethwaite Melissa Smith Bethany Seal Lyschel Shipp

Proposal Reviewers

Suriati Abas

Kirsten Abel

Patricia Abril-Gonzalez

Molly Adams Whitney Adams

Susan Adamson

Lydia Adegbola Danelle Adeniji Olalekan Adepoju

Nikki Agee

Kathryn Ahmed Michelle Alcaraz

Lama Alharbi

Johnny Allred Kristi Amatucci

Gary Anderson

Isabel Anderson Paul Anderson Patrick Andrus

Joseph Anson Steven Arenas Michelle (Shelly) Atkins

Robin Atwood

Michael Avery

JuliAnna Ávila

Kefah Ayesh

Rebecca Babcock

Damián Baca

Abbey Bachmann

Kimberly Bain

Janice Baines

Shazia Bajwa

Kennita Ballard

Kimberly Ballinger

Arianna Banack

Will Banks

Jessica Bannon

Susan Barbee

Susan Barber

Molly Bardine Ian Barnard

Anne Barr

Christine Barrett Heather Barton Bill Bass

Erika Bass

Bedashruti Mitra Basu Katherine Batchelor

Crystal Beach

Laura Beal

Jane Bean-Folkes Kate Beaudoin

David Beauzil

Caroline Bedingfield Diane Beers-Gallop

Kara Belden

Glynis Benbow-Niemier

Sheila Benson

Susan Bernstein

Richard Beyer

Jana Bielecki

Andrea Bishop

Karen Bishop-Morris Jennifer Blair

Heather Blanchard

Elizabeth Blye Victoria Boecherer Sarah Bonner

Willeena Booker

Emily Botta

Amy Bouch

Paula Bourque

Joya Brandon

Sonja Brandt

Stephanie Branson

Elizabeth Watts Bromery

Ellen Brooks

Melissa Brooks-Yip

Tracy Brosch

Carolyn Brown

Sally Brown

William Christopher Brown

Cassie Brownell

Yavanna Brownlee

Daniel Bruno

Alexis Bryant

Donna Bulatowicz

Luann Bulisco-Burdick

Teresa Bunner

Heather Burke

Julia Burnett Virginia Burnett

Jonathan Bush

Gabrielle Buttazzoni

David Bwire

Kristina ByBee

Candice Byers

Joshua Cabat

Martha Cabrera

Jeffrey Cabusao

Deborah Cains

Carolyn Calhoon-Dillahunt

Kristie Camacho

José Luis Cano

Lauren Capps

Julie Carbaugh

Jessica Carpenter

Alyssa Carr

Emily Plummer Catena

Susan Catlin

Mary Caulfield

Jessica Cavalier

Leslie Cavendish

Jacqui Cebrian

Christina Cedillo

Frances Chamberlain

Susan Chenelle

Sonja Cherry-Paul Mary Christel

Huy Chung

Sunah Chung

Jennifer Claiborne

June Clark

Angela Clark-Oates

Brian Clements

Maria Clinton Joanna Collins

Valerie Combie

Michelle Commeret

Sean Connors

Annamary Consalvo

William Cooper

Adam Coombs

Sue Corbin

Margaret Cox William Creighton

Susan Cridland-Hughes

Amy Croel-Perrien

Caryl Crowell

Laura Cruse

Christine Cucciarre

Jonathan Cullick

Amy Cummins

Memory D’Agostino

Jennifer Dail

Kimberley Daly

Melissa Dameron-Vines

Dolores D’Angelo

Alison Daniels

Gita DasBender

Ann David Denise Davila

Janine Davis Mary Davis

Cherubina De Bartolo

Gwendolyn Dean

Toni Rose Deanon

Lynn Define

Jason DeHart

Amy Dennis Matthew Deroo

Susan DeRosa

Todd DeStigter

Michelle Devereaux

Tim Dewar Kerry Dickenson

Shannon DiFede

Susan Dillon

Darryn Diuguid

Michael Domínguez

Danielle Donelson

Sally Donnelly

Caitlin Donovan

Victoria Dotson

Susan Dubin

Vivett Dukes

Mary Kathryn Durkin

Sarah Dwyer

Darlene Dyer

Lori Eastman

Wendy Edelman

Brooke Eisenbach

Katie Harlan Eller

Elisabeth Ellington

Melissa Elliott

Patricia Emerson

Nicholas Emmanuele

Jennifer Escobar Carla España

Cecilia Espinosa Stephanie Estes Samantha Evans Kirstey Ewald Mary Fahrenbruck

Jeanne Fain Michelle Falter Alii Farrell

Shirley FaulknerSpringfield Danielle Filipiak Dawn Finley Jennifer Flaherty

Jo Flory

Dwedor Ford Marquita Foster Shalonda Foster Jennipher Frazier

Emily Freeman

Lynn Frick

Brittany Frieson Kathy Froelich

Carol Frow

Glenda Funk

Jesse Gainer

Wendy Galgan

Elizabeth Gannon Huan Gao

Heather Garcia

Romeo Garcia

Victoria A. Garcia

Traci Gardner

Shelly Garnett

Alexa Garvoille Joel Garza

Wendy Gassaway Suzanne Gatto

Laura Gellin

Jennifer Geringer

Melissa Giggey

Sierra Gilbertson

Nikysha D. Gilliam

Ricki Ginsberg

Joanne Giordano

Cyndi Giorgis

Andrea Glaws

Brian Gogan

Christy Goldsmith

Carolyn Gonzalez

Frances Gonzalez

Frances Gonzalez-Garcia Valerie Gordon-Elliot

Richard Gorham

Charissa Govan

Anissa Graham

Jackie Grant

Jennifer Gray

Mara Lee Grayson Ann Green

Robert Greenberger

Salondra Griggs

Cathy Griner

Meg Grizzle

Sarah Gross

Rima Gulshan

Kathryn Hackett-Hill

Xenia Hadjioannou

Kailyn Hall

Callie Hammond Mary Jade Haney Ling Hao

Carolyn Harman

Paula Harmon

Bria Harper

Fredeisha Harper Darrington Brian Harrell

Nicole Harris

Chris Hass

Theresa Hasseler

Brandon Hatcher-Fagan

Ally Hauptman

Jahziel Hawley-Maldonado

Stacy Haynes-Moore

Karla Hayslett

Anna Hazen

Jennifer Healy

Dhaline Hean

Marcela Hebbard

VOLUNTEERS

Jillian Heise

Lorrie Henrie-Koski

Heather Hentges

Luz Yadira Herrera

Emily Hester

Joshua Hill

Kathy Hinchman

Christian Hines

Michelle Hock

Daniel Hoilett

Cory Holding

Tamara Hollins

Payton Hopper

Jennifer Howard

Sonja Howard

Aileen Hower

Laura Hudock

Dana Huff

Nancy Hulan

Chelsea Hull

Gordon Hultberg

Melanie Hundley

Heather Hurst

Dilnavaz (Dee)

Hushmendy

Emily Hutti

Noël Ingram

Sawsan Jaber

Louanne Jacobs

Brad Jacobson

Wanda Jaggers

Carol Jago

Sharon James

Adrienne Jankens

Shannon Janovitz

Tiffany Jewell

Lauren Elizabeth Johnson

Sarah Z. Johnson

Wintre Johnson

Tommy Jolly

Leigh Jonaitis

Chris Judson

Clifton Kaiser

Sara Kajder

Kristen Kalenowicz

Remi Kalir

Hayley Kamin

Jean Kanzinger

Jessica Kato

Lauren Katzman

David Kaye

Melanie Keel

Martha Keller

Lauren Kelly

Madonna Kemp

Alice Kennedy

Chelsea Kent Meghan Kerr

Ted Kesler

Christine Khoo

Jiye Kim

Somin Kim

Matthew Kimball

Lauren King

Stephanie King

Stacey Kinnear

Adria Klein

Neil Klein

Susie Kopecky

Paulette Koubek-Yao

Helen “Michelle” Kreamer

Zachary Kronstat

Rachelle Kuehl

Jonna Kuskey

Angela Laflen

Teresa Lambe Paula Lamina

Jayne Lammers

Catherine Lammert

Patricia Lane

Caitlyn Lasater

Benjamin Lathrop

Mary Lawrence Amber Lawson

Shonterrius Lawson-Fountain

Erika Leak

Ayoung Lee

Grace Lee

Christopher Lehman

María Leija

Jennifer Lemberg

Rhonda Lemieux

Laura Leonard

Steven Lessner

Melina Lesus

Mark Letcher

Elizabeth Lewis

Mark Lewis

Yewande Lewis-Fokum

Elizabeth Lietz

Anthony Lince

Heather Lippert

Meng-Hsien Neal Liu

Diana Liu

Maria Perpetua Liwanag

Beatrice Lopez

Julia Lopez-Robertson

Jane Losinger

Kim Lovejoy Ruth Lowery Amber Loyacano Sue Lozinski

Kristen Luettchau

Susan Luft

Julianna Lux Emily Machado

Nancy Mack

Cyndy Maddux Emily Madison Stephanie Maenhardt Steffany Maher Kathleen Maher-Baker Victor Malo-Juvera Christian Marcuzzi Pam Margolis Jonathan Marine Jamie Marsh Courtney Marshall Emeka Barclay Marshall Jessica Masterson Heather Matthews Sharon Matthews Nicole May Amanda McAllen Elizabeth McAninch

Thomas McCann Erika McCombs

Jen McConnel

Jennifer McCredy Jen McCreight

Maureen McDermott Honor McElroy

Alexis McGee Kristina McGee

Patty McGee Carol McGill Mary McGinnis Erin McNeill

David McNelly Cruz Medina Mohit Mehta Emily Meixner Blake Mellencamp

Heather Mendoza

Diane Mertens

Kemba Metropoulos

Lisa M. Middendorf

Caitlin Miller

Derek Miller

Donna Miller

Shervette Miller-Payton

Cindy Minnich

Dianna Minor

Nicole Mirra

Michelle Mitchell

Robert Montgomery

Diane Mora

Clarice Moran

Renee Moreno

Sam Morris

Wendi Moss

Suki Mozenter

Alex Mueller

Lisa Muller

Joaquin Munoz

Jessica Murdter-Atkinson

Liz Murray Michele Myers

Anne Namuth

Emily Nason

Greenlee Naughton

Jane Nazzal

Jill Nelson

Sharonica Nelson Mary Neville Phil Nichols

Donna Niday

Dairee Njie Mitchell Nobis

Lori Norton-Meier Christina Nosek

Idalia Nuñez

Amy Nyeholt

Laura O’Brien

Caitlin O’Connor

Cindy O’Donnell-Allen

Tim Oldakowski

Adewumi Oluwadiya

Zachary Oneill

Lisa Ortmann

Melinda McBee Orzulak

Sandra Osorio

Rae Oviatt

Jason Palmeri

Leah Panther

Terri Pantuso

Erin Parke

Denise Patmon

Emily Pendergrass

Carrie Perry

Jessica Pfau

Tien Pham

Darius Phelps

Christine Photinos

Kathryn Pierce

Jill Pinard

Janeen Pizzo

Gabrielle Plastrik

Patricia Poblete

Bilal Polson

John Poole

Kisha Porcher

Angela Porter

Miriama Postlethwaite

Rebecca Powell

Angie Powers

David Premont

Heather Pule

Kristine Pullins

Kyley Pulphus

Pengtong Qu

Ann Marie Quinlan

Ambika Gopal Raj

Lisa Rakes

Sherry Rankins-Robertson

Ann Reddy

Lynn Reid

Stephanie Reid

Lawrence Reiff

Lauren Elizabeth Reine

Johnson

Virginia Reischl

Keisha Rembert

Carol Reuman

Dani Rimbach-Jones

Jackelyn Rivera

Jessica Rivera-Mueller

Stephanie Robillard

Kit Robinson

Kimberly Rocha

Luke Rodesiler

Shelley Rodrigo

René M. Rodríguez-Astacio

Ixta Rosa

Mario Rosado

Tanya Rose

Anna J. Small Roseboro

Heidi Rubín de la Borbolla

Heather Rundo

Cyndi Russell-Albach

Lee Rutherford

Michelle Ryan

Christina Saidy Rene Saldaña

Erika Sanders

Matthew Schempp

Ryan Schey Kellie Schmidt

Pauline Schmidt

Hannah Schneewind

Gillian Schneider

Shantel Schonour

Mary-Celeste Schreuder

Katie Schrodt

Karen Schubert-Ramirez

David Schultz

Megan Schumacher

Sara Schumacher

Jessica Schwind

Julianne Scullen

Bethany Seal

Byung-In Seo Haley Shaffer Shelly Shaffer

Paul Shamchuk

Caron Sharp Karen Shaw Lyschel Shipp Karlen Shup

Reva Sias

Emmanuel Sigauke

Haley Sigler

Darby Simpson

Katrina Sire

Matthew Skillen

Ryan Skinnell

Amy Smith

Cheryl Hogue Smith

Danielle Smith

Dywanna Smith

Hiawatha Smith

Melissa Smith

Mukkaramah Smith

Robin Snead

Cathy Sosnowski

Mara Southorn

Lee Ann Spillane

Holly Spinelli

Michelle Sprouse Kasey Stecher

Kimberly Stewart Trini Stickle Scott Storm

Wendy Streit Carolyn Stufft

Erin Stutelberg Terri Suico Pia Surgent Tadayuki Suzuki Natalie Svrcek Terre Sychterz

Katherine Szwejbka

Cassandra Tafoya Jay Taniguchi Cathline Tanis Ashle Tate

Anna Taylor Valerie Taylor

Allison Teicher-Fahrbach

Connie Kendall Theado Marcey Thomas Christina Thomas Josh Thompson Marisa Thompson Mary Langer Thompson

Debra Thoreson

Kim Toben

Andrea Tochelli-Ward Jeanette Toomer

Jenny Tuten María Underwood

Nancy Valdez-Gainer

Mieke Valk

Sarah Valter Deb Van Duinen

Valerie Vancza

Kinga Varga Dobai Saba Vlach

Erin Vogler

Dinah Volk

Allison Volz

Kelly Vorhis Alison Vowell

Diane Waff Barbara Wahlberg Elisa Waingort

Amy Walker

Michelle Walker

Jon Wargo

Mary Kay Waterman

Michelle Waters Brandon Watkins Erika Watts

Kyla Weeks

Kristen Weinzapfel Leah Wendt

Donald Wheeler

Melissa Wheeler

Kristen White

Maria Whitley

Shauna Wight

Lauren Wilkie

Jennifer Williams

Jill Williams Rick Williams

Natalie Wilson

Nichole Wilson Ashlynn Wittchow Shelbie Witte

Joanna Wong

Katie Wood Cary Wright Shuling Yang

Deborah Yarbrough

Karen Yelton-Curtis Colton Young Craig Young Sheena Zadai Frances Zauhar Ruth Zeisloft Steven Zemelman Emily Zuccaro

WELCOME FROM EMILY KIRKPATRICK

NCTE EXECUTIVE DIRECTOR

On behalf of the staff of the National Council of Teachers of English (NCTE), I personally welcome you to the 2022 NCTE Annual Convention. It is wonderful to gather together in person again! We are glad you are with us and to be in the state of California for the first time in 19 years.

What amazing hours and days we have in store for us at the 112th Annual Convention. We encourage you to explore all that the Convention has to offer: hundreds of sessions to learn from peers, keynote and featured sessions specifically designed to inspire, and limitless conversations to be had about priority teaching questions, books, titles, and so much more. We elevate this profession when we come together and lend our collective energy toward our shared agendas for literacy education.

Returning to the in-person experience brings joy, determination, and a bit of nervousness to us. Our team has created new ways to serve and celebrate you. Together, with our program chair and partners, we’ve imagined new ways to involve art and creative endeavors into our treasured Convention. We’re also navigating new protocols necessary in a world filled with health concerns and evolving challenges.

Our partners at the Convention Center and hotels are pulling out all the stops to be responsive and offer the best experience possible. The hospitality community in Anaheim is actively onboarding new staff members after numbers dwindled during the height of the pandemic. We ask in advance for your grace and patience. Let’s support each other to make the 2022 Annual Convention reflect and refract light to and between each other at every turn.

It is a privilege to be your professional home. I am honored to serve you and lead an amazing staff of professionals dedicating their careers to serving and supporting literacy educators. May your time at this Convention bring the sense of renewal, love, healing, thoughtful disruption, and a commitment to celebrating and sharing the light in each of us as we envision and pursue new dreams.

Warmly, Emily Kirkpatrick Executive Director

HELLO PAGE TURNER!

With each day in your presence, your students add words to their own stories. With each lesson, you deepen their understanding of the world and offer new ways for them to write their own pages. The National Council of Teachers of English is the organization it is today because of the wisdom and expertise of teachers like you. Do you have a colleague who would enjoy the many rewards of NCTE membership? Do them a favor and share this page with them!

5 Reasons to Join the National Council of Teachers of English:

1. FIND YOUR PEOPLE. NCTE is a dynamic community of English and language arts educators who span the preK–college spectrum in experience and hail from all 50 states, the District of Columbia, and US Territories.

2. KEEP CURRENT IN YOUR PROFESSION. NCTE offers frequent learning opportunities via quarterly journals, new books on key topics, online and in-person events, and social networking with exceptional teachers, researchers, and leaders in the field.

3. SUPPORT ONGOING RESEARCH AND ACCESS TO RESOURCES. Your membership contribution supports research grants that further our understanding of teaching and learning in the English language arts; it also supports the Center for Intellectual Freedom and the creation of lesson plans and position statements that we make available to all teachers, regardless of affiliation.

4. SHARE YOUR VOICE. Members of NCTE are doing brilliant things in their classrooms, and they share that work within our community via the Literacy & NCTE blog, our Build Your Stack initiative, the NCTE Village, and more.

5. SAVE MONEY. Continuing education in our field can be expensive. But NCTE members save on professional books, conferences, and online events through store and registration discounts, and enjoy access to several member-exclusive free online learning events throughout the year.

NCTE is the professional home for elementary, middle, seconday, and college English language arts educators. With the support of our 25,000 incredible members, we strive to be the place where you belong. Learn more at join.ncte.org

SCHEDULE

FRIDAY

10:30 A.M.

Author Stuart Gibbs Presents Mission: Write! A New Creative Writing Video Series

The New York Times bestselling author of the Spy School (and many others!) series, Stuart Gibbs has made a creative writing videos series, focusing on providing real world tips for aspiring young writers. Stuart Gibbs will talk about the different topic focuses of the videos, where the idea for a series came from, and how to use the program with your students.

Sponsored by Simon & Schuster

11:00 A.M.

Lighting the Way: Poetry to Bring Joy and Dialogue into Your Classroom

Mary-Kate Sableski, University of Dayton Ryan Colwell, Fairfield University

11:30 A.M. New and Awesome Audio!

Sarah Ressler Wright, RB Hayes High School

Jenell Igeleke Penn, The Ohio State University

12:00 P.M.

Exploring the Pandemic through Literature for Youth

Kathy G. Short, University of Arizona

Desiree Cueto, Western Washington University Loren Reyes, University of Arizona

12:30 P.M.

Beyond the Book Series Who Would Win; Nonfiction Books That Engage and Inspire All Readers

Mandy Robek

Bitsy Parks

1:00 P.M.

Books That Center Family Stories

Lynsey Burkins, Dublin City Schools

Franki Sibberson, SproutFive (Columbus, Ohio)

Tracey Flores, The University of Texas at Austin

Sandra Osorio, Erickson Institute Chicago

1:30 P.M.

Nonfiction Graphic Novels

Kasey Short, Charlotte Country Day School

2:00 P.M.

Translanguaging in Middle Grade Books

Carla España, Rye Country Day School

Luz Yadira Herrera, California State University, Channel Islands

2:30 P.M.

Join Disney, Bloomsbury, and HarperCollins for a preview of some of our 2023 kids and YA titles!

Beth Eller, Bloomsbury

Mimi Rankin, HarperCollins Children’s Books

Dina Sherman, Disney Publishing

BUILD YOUR STACK® LOCATED IN EXHIBIT HALL B

3:00 P.M.

Read to Resist: MG, YA, and Adult Titles That Make Us Stand Up and Speak Out!

Nawal Qarooni, NQC Literacy LLC

Samira Ahmed, Little Brown Books for Young Readers

Sara Ahmed, Catherine Cook School

3:30 P.M.

Reading Many Voices: Anthologies and Collections for MS/HS

Donalyn Miller, The Book Whisperer, Inc.

Jodi-Beth Hazel, IDEA Public Schools

4:00 P.M.

Stories with Pictures for the Secondary Classroom

Carrie Santo-Thomas

4:30 P.M. Indigenous Authors and Artists

Saba Khan Vlach, University of Iowa, Iowa City

5:30 P.M.

Building a Diverse Nonfiction Text Set

Roberta Price-Gardner. Kennesaw State University

6:00 P.M.

Ordinary Joy: Appreciating Ordinariness in Texts

S. Travis Crowder, East Alexander Middle School

SATURDAY

11:00 A.M.

YA Mirrors for Muslim Students

Zainab Jabak

11:30 A.M.

How The Light Gets In: Illuminating Mental Health Matters with Picture Books

Aliza Werner

12:00 P.M.

Using Children’s Picture Books to Examine Deeper Concepts in the Secondary English Language Arts Classroom

Vivett Dukes, Stony Brook University

12:30 P.M.

Publishers Spotlight Sponsored Session

1:30 P.M.

Latinx Stories for All Grade Levels

Megan Jensen Ismée Williams

Alexandra Villasante

2:30 P.M.

Books That Celebrate “Black Beauty”

Laura Haney, Meadowfield Elementary School, Richland One, Columbia, SC

3:00 P.M.

Finding Hope

Greg Micek, Maercker School District 60/Holmes Primary School

3:30 P.M.

Art, Design, and Story: How Endpapers Give Readers Clues about Picture Books

April Larremore, Dallas Independent School District

Jill Culmo, Dallas Independent School District

4:00 P.M.

Possibilities of Poetry

Clare Landrigan, Heinemann Aeriale Johnson, Teachers College Reading and Writing Project

4:30 P.M.

Honoring the Lived Experiences of Transnational Students

Stella Villalba, Dublin City Schools

5:00 P.M.

Doodling as Deep Thinking: Texts to Explore Sketchnoting with Students

Jen Vincent, Carl Sandburg Middle School

SUNDAY

8:30 A.M.

Translingual Mentor Texts in the Borderlands

Katie Trautman, The University of Texas at Austin

Tracey Flores, The University of Texas at Austin

Kathryn Rosa, The University of Texas at Austin Tess Covey, The University of Texas at Austin

9:00 A.M.

Friends, Food, and Fauna Andrea Wang, Kokila Books JaNay Brown-Wood, Charlesbridge

David L. Harrison, Holiday House/ Charlesbridge/Boyds Mills Jason Chin

10:00 A.M.

Picture Books with Read Aloud Potential

Jillian Heise, Heise Reads & Recommends

11:00 A.M.

Reclaiming the Palestinian Narrative: Literary Mirrors and Windows

Sawsan Jaber, Education Unfiltered Consulting

EXECUTIVE COMMITTEE

Elementary Section Representative-at-Large

Bradley Elementary Columbia, SC

Middle Level Section Representative-at-Large

LAKISHA ODLUM

New York City Department of Education New York, NY

Secondary Section Representative-at-Large

LAMAR TIMMONS-LONG

New York City Department of Education New York, NY

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

President VALERIE KINLOCH University of Pittsburgh Pittsburgh, PA

President-Elect MARÍA E. FRÁNQUIZ University of Texas at Austin Austin, TX

JANICE R. BAINES

Vice President ROCHELLE (SHELLEY) RODRIGO University of Arizona Tucson, AZ

Chair, CCCC HOLLY HASSEL

North Dakota State University Fargo, ND

Associate Chair, CCCC STACI M. PERRYMAN-CLARK

Western Michigan University Kalamazoo, MI

Chair, TYCA SARAH Z. JOHNSON

Madison Area Technical College Madison, WI

Chair, CEL CHRISTOPHER BRONKE

Downers Grove North High School Downers Grove, IL

Chair, ELATE LATRISE P. JOHNSON

University of Alabama, Tuscaloosa Tuscaloosa, AL

Chair, LLA MICHELE MYERS

Wake Forest University, Winston-Salem, NC

Chair, Elementary Section TRACEY T. FLORES

University of Texas at Austin Austin, TX

Chair, Middle Level Section MICHAEL DOMÍNGUEZ San Diego State University San Diego, CA

Chair, Secondary Section LISA SCHERFF

Community School of Naples Naples, FL

Chair, College Section RENEE MORENO

California State University, Northridge Northridge, CA

GENERAL CONVENTION INFORMATION

Most activities of the 2022 NCTE Annual Convention will be held at the Anaheim Convention Center, 800 W. Katella Ave.

A few meetings, plus the CEL Annual Convention and the ALAN Workshop, will be held at the adjoining Anaheim Hilton; these are noted in this program.

REGISTRATION

The NCTE Registration Desk is located at the Anaheim Convention Center, ACC North (level 2).

REGISTRATION HOURS

Wednesday, Nov. 16 5:00 p.m.–8:00 p.m.

Thursday, Nov. 17 7:30 a.m.–6:30 p.m.

Friday, Nov. 18 6:30 a.m.–8:00 p.m.

Saturday, Nov. 19 6:30 a.m.–6:00 p.m.

Sunday, Nov. 20 6:30 a.m.–3:30 p.m.

Admission Statement and Name Badges

Attendance at the 2022 NCTE Annual Convention requires credentials. Admittance to all sessions, workshops, and the Exhibit Hall is limited to registered attendees with Convention badges. Name badges will be available onsite for all registrants. No name badges were mailed in advance. Visit the NCTE Registration Desk located in the Anaheim Convention Center, ACC North (level 2), to pick up your badge.

Meal Tickets

Access to Convention meal functions will be available via your name badge. A limited number of tickets will be available for purchase onsite. Visit the NCTE Registration Desk to purchase tickets. Tickets for meal functions are not refundable.

For attendees interested in hearing speakers but not purchasing meal tickets, limited theater seating is available in most meal event rooms and will be open to other attendees after the meal is finished.

Photography and Videography

NCTE will capture photographs and videos throughout the Convention. By registering for this event, attendees understand that NCTE may use photographs and/or videos of their likeness taken at the event for all purposes, including publicity purposes, whether in print, electronic, or other media. If you prefer your likeness not be included, contact NCTE at NCTEevents@ncte.org

Audio or Video Recording/Live Streaming

NCTE does not allow recording in sessions. As a courtesy to speakers, please request permission before taking photographs. Speakers reserve the right to refuse permission.

EXHIBITS

The Exhibit Hall and NCTE Central are located in Exhibit Hall B (level 1) in the Anaheim Convention Center.

Exhibit Hall & NCTE Central Hours

Friday, Nov. 18 10:00 a.m.–6:30 p.m. Saturday, Nov. 19 11:00 a.m.–6:00 p.m. Sunday, Nov. 20 8:00 a.m.–11:30 a.m.

A map and list of exhibitors begin on page 246 of this Convention Program.

NCTE Central

Located in Exhibit Hall B (level 1), NCTE Central will feature the latest NCTE products and publications. Browse a huge selection of NCTE books and gift items, pick up a free journal sample, and discuss NCTE membership with staff.

Author Signings

Information about author signings is available in the Meet the Authors booklet. Pick up your copy at the Registration Desk. Updates will also be available in the mobile app.

Build Your Stack®

Visit the Build Your Stack® stage in the Exhibit Hall for a 20-minute session featuring authors and educators talking about their favorite books and how to use them in the classroom. See the complete schedule on pages 12 13.

NCTE Annual Convention Mobile App

The NCTE Annual Convention mobile app is available for Apple and Android devices. It provides a quick way to search Convention sessions, view maps of the Anaheim Convention Center, and connect with other attendees. The app is where the most up-to-date information about session locations, speakers, and events can be found. Any room changes will be updated in the app. To download the app, search for “eShow Events” in your app store and select the 2022 NCTE Annual Convention from within the app. All registered attendees will also receive an email inviting them to set up an account within the app.

SERVICES

Nearest Hospital

Garden Grove Hospital and Medical Center 12601 Garden Grove Blvd. (714) 537-5160

Open 24 hours a day, 7 days a week

In case of emergency contact the closest facility staff member for assistance or call 911.

Nearest Pharmacy

CVS Pharmacy

1803 S. Harbor Blvd. (714) 817-9116

Monday–Sunday, 7:00 a.m.–11:00 p.m.

First Aid in the Convention Center

If emergency medical assistance is needed, please contact the Anaheim Convention Center’s Security Control Center at 714-765-8975 or simply dial 8975 from any house phone. Security Control is staffed 24 hours a day and they will set in motion a response that is sufficient to handle the emergency which would include onsite First Aid staff (Registered Nurse or EMT), Anaheim Fire Paramedics, and Security staff. One or more First Aid Stations will be open during the Convention and staffed to treat walk-in first aid needs.

Session Room Equipment & Wi-Fi

NCTE will provide a Laptop, LCD projector with accompanying screen, microphone, and sound patch. No other media equipment will be provided. Please be sure to bring your presentation on a USB storage device to load onto the presentation computer. Your presentation must be in PowerPoint or PDF format as those are the only format the computers will support.

The Wi-Fi bandwidth in the Convention Center will not be sufficient to present streaming video. Please have a backup plan ready.

Lost and Found

Found items should be turned in to the NCTE Registration Desk, ACC North (level 2).

NCTE Shipping Center

Visit the NCTE Shipping Center, located in the back of the Exhibit Hall. The Shipping Center in Exhibit Hall B (level 1) will be open during Exhibit Hall hours (shipping costs are based on weight and destination).

Build Your Box

Recycled boxes will be available for your shipping needs at no cost. Simply pick out a box at the Build Your Box area and proceed to the Shipping Center (shipping costs still apply).

Child Care

NCTE does not provide child care services. Check with your hotel staff for available services.

Lactation/Breastfeeding Room

For the privacy and comfort of nursing mothers, a Lactation Room will be available during the Convention. Please ask for assistance at the NCTE Convention Registration Desk, ACC North (level 2).

Sign Language Interpreters

NCTE provides American Sign Language (ASL) at the following convention sessions:

• General Sessions on Thursday, Friday, Saturday, and Sunday

• First-Timers’ Welcome Breakfast on Friday

• Board of Directors Meeting on Friday

• All-Attendee Event on Friday

• NCTE Awards & Committees Celebration on Saturday

• ALAN Workshop General Sessions

Scooter Rental

ScooterBug Rentals (scooters start at $50/day): (800) 726-8284 https://www.scooterbug.com/anaheim/

Select Mobility Scooter Rental (scooters start at $40+/ day): (714) 644-8057 https://anaheimscooters.com/ Soaring Scooters (scooters start at $40+/day): (855) 981-7627 https://soaringscooters.com/

Gender-Inclusive Restrooms

NCTE is committed to producing events where everyone may learn and network in an environment of inclusion and mutual respect. With this in mind, the Annual Convention provides gender-inclusive restrooms in our rented space within the Anaheim Convention Center.

Restaurants

The Anaheim Convention Center offers a wide array of options from coffee stands to specialty food carts throughout the Convention Center and on the Exhibit Hall floor. There is a variety of dining options within walking distance of the Convention Center. Stop by the Visit Anaheim Information Kiosk at the Anaheim Convention Center (level 1, near Exhibit Hall B) to talk with a host about dining options. The Information Kiosk staff also offer information about attractions and transportation options; they will be open daily during the Convention.

VIRTUAL ACCESS: All 2022 NCTE Annual Convention registrants will have access to a selection of session recordings, including the general sessions, through Tuesday, February 21, 2023. Emails with instructions for viewing session recordings will be sent to all registrants.

GENERAL CONVENTION INFORMATION

Finding Your Way Around

Volunteers from the California Association of Teachers of English (CATE) will be positioned throughout the Convention Center to assist you in locating a session room, the Exhibit Hall, the nearest restroom, or the closest exit to get back to your hotel.

Annual Business Meeting

The Annual Business Meeting for the Board of Directors and Other Members of the Council will take place Friday, November 18, from 5:00 to 6:30 p.m. in Ballroom D (level 3). All registered attendees are invited to attend. Only NCTE voting members may participate in discussion and may vote at the meeting. NCTE staff will verify your membership at the door by checking your Convention registration badge and provide voting cards. Note to Directors: Please obtain your voting card at the door before the meeting.

The agenda and rules of conduct for the meeting will be available at the door of the meeting. The rules of conduct for the meeting are also included on pages 244 245 of this Convention Program. Resolutions will be presented and voted on during the meeting. Drafts will be available at the Open Hearings on Resolutions on Friday from 9:30 to 11:00 a.m. in Room 303-D (level 3).

Nominations for the 2023 Elections

The nominating committees of NCTE, ELATE, TYCA, and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2023 elections during the 2022 Convention. Bring your questions and nominations to the Annual Business Meeting on Friday, November 18, and to the committees’ open meetings on Saturday, November 19, 12:00 p.m.–1:00 p.m. (Room 304-A, level 3) and Sunday, November 20, 9:00 a.m.–10:00 a.m. (Room 304-A, level 3).

POLICIES

HEALTH & SAFETY POLICY

NCTE takes the health and safety of its personnel and all guests at events very seriously. In light of ongoing concerns regarding COVID-19 and communicable health risks more generally, NCTE is requiring all attendees to be fully vaccinated against COVID-19 to attend the 2022 NCTE Annual Convention. Prior to the event you will be asked to submit proof of vaccination using the Crowdpass digital health-clearance program. In addition to the vaccine verification, NCTE may implement additional appropriate health and safety protocols in light of the public health circumstances existing at the time of each NCTE event. NCTE will follow protocols that comply with any then-applicable local public health requirements and are consistent with then-prevailing public health standards as issued by the CDC (or other relevant public health authorities). Those protocols may include some or all of the following: selfmonitoring, symptom screening, contact tracing, use of face coverings, social distancing, or other safety measures. Additional or enhanced measures may apply to certain events or activities in light of the particular circumstances and risks. Compliance with the protocols adopted by NCTE may be mandatory for in-person attendance and participation at the event. Additional information regarding the specific health and safety measures, and any necessary consents by you, will be communicated to attendees before the event as well as found on signage around the Convention Center.

After patiently, eagerly waiting for the opportunity to meet in person once again, we are all working together to make this a rewarding, enjoyable, and safe event. Accordingly, you agree that you will not attend the event if within ten (10) days preceding the event, you have tested positive or been diagnosed with COVID-19 or other communicable disease; or experienced any new or unexplained symptoms commonly associated with COVID-19 or other communicable disease. Further, you understand and agree that NCTE may share any COVID-related information about you that NCTE receives as part of such health and safety protocols with public health authorities or other regulatory agencies, as required by applicable law.

MUTUAL RESPECT & ANTI-HARASSMENT POLICY

NCTE is committed to producing events where everyone may learn, network, and socialize in an environment of safety and mutual respect. Therefore, some behaviors are expressly prohibited, including but not limited to harassment or intimidation related to sex, gender identity, and/or expression, sexual orientation, disability, race, color, national origin, age, religion; deliberate intimidation, stalking, or following; harassing photography or recording; sustained disruption of talks or events; inappropriate physical contact and unwelcome sexual attention. Participants are expected to comply with this policy at all times throughout the event. If you have observed or experienced a harassing behavior, please contact any NCTE staff member to intervene and address the matter. All reports will be directed immediately to NCTE leadership, and venue security and/or local law enforcement may become involved if deemed necessary.

DEMONSTRATIONS POLICY

Demonstrations and protests will be conducted in a peaceful and organized manner, within the policies of the venue, and compliant with federal, state, and local laws. Such activities are strictly forbidden in exhibition space, and protesters will not be permitted to block participants’ entrance to or egress from the exhibit area. NCTE retains the right to permit demonstrations and protests to occur in predetermined areas and to terminate any protests that are unreasonably disruptive, hateful, or offensive and that occur on its property or property NCTE is renting, leasing, or otherwise using for a specific time to host an event. Attendees who do not uphold these standards may be subject to removal and may jeopardize their NCTE membership and/or event participation.

MEETINGS

NCTE COMMITTEE MEET & GREET

NCTE Engagement Center in the Exhibit Hall, Friday, November 18, 11:00 a.m.– 2:00 p.m. Hear how to become more involved in NCTE!

Members of NCTE’s committees will share their charges and involvement opportunities.

ASSEMBLIES

Assembly on Literature for Adolescents of NCTE (ALAN) Board

Sunday, 2:00 4:00 p.m., Catalina Room (Hilton)

Children’s Literature Assembly Board

Friday, 6:00 9:00 p.m., 262-A (Convention Center)

Children’s Literature Assembly—Notable Children’s Books in the Language Arts Committee

Thursday, 2:30 4:00 p.m., 209-A (Convention Center)

Early Childhood Education Assembly Business

Saturday, 6:00 7:15 p.m., 252-A (Convention Center)

Genders and Sexualities Equality Alliance (GSEA) Saturday, 6:00 7:15 p.m., 256-B (Convention Center)

NCTE Assemblies and Advisory Committees Collaboration

Saturday, 2:45 4:00 p.m., 262-A (Convention Center)

NCTE COMMITTEES

Achievement Awards in Writing Advisory Committee

Saturday, 11:00 a.m. 12:15 p.m., 303-A (Convention Center)

Build Your Stack Committee

Saturday, 2:45 4:00 p.m., 303-B (Convention Center)

Charlotte Huck Award for Outstanding Fiction for Children Committee

Thursday, 8:30 a.m. 5:00 p.m., 303-A (Convention Center)

College Section Nominating Committee

Friday, 9:30 11:30 a.m., 304-A (Convention Center)

Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

College Section Steering Committee

Thursday, 8:30 a.m. 4:30 p.m., 255-B (Hilton) Committee Against Racism and Bias in the Teaching of English Saturday, 4:15 5:30 p.m. (open), 303-A (Convention Center)

Cultivating New Voices among Scholars of Color Fall Institute

Thursday, 8:00 a.m. 4:00 p.m., 304-A (Convention Center)

Cultivating New Voices among Scholars of Color Reception Thursday, 7:30 9:30 p.m., 304-A (Convention Center)

Elementary Section Nominating Committee

Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

Elementary Section Steering Committee Thursday, 8:30 a.m. 4:30 p.m., 255-C (Convention Center) Saturday, 11:00 a.m.-1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 10:00 a.m. 12:00 p.m., 304-C (Convention Center) Lesbian, Gay, Bisexual, Transgender, and Queer Advisory Committee Saturday, 12:30 1:45 p.m., 303-A (Convention Center)

Middle Level Section Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m.-1:00 p.m.; 12:00-1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

Middle Level Section Steering Committee Thursday, 12:00 4:30 p.m., 260-B (Convention Center)

NCTE Children’s Poetry Award Committee Thursday, 8:30 a.m. 12:30 p.m., 204-A (Convention Center)

NCTE/CAEP Meet the New SPA Coordinator Friday, 9:30 10:45 a.m., 303-A (Convention Center)

NCTE/CAEP Program Session for 2021 NCTE Standards Friday, 2:00 3:15 p.m., 303-D (Convention Center)

NCTE/CAEP ALL Program Reviewers Work Session Thursday, 12:30 3:45 p.m., 255-A (Convention Center)

NCTE Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00-1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

Orbis Pictus Award for Outstanding Nonfiction in Children’s Literature Committee Thursday, 8:30 a.m. 6:30 p.m., 303-B (Convention Center)

All Council assemblies, committees, caucuses, and collaboratives that meet during the Convention are listed alphabetically.

Unless otherwise noted, committee meetings are closed.

Professional Dyads and Culturally Relevant Teaching Project

Friday, 9:00 a.m. 2:00 p.m., 304-B (Convention Center)

Promising Young Writers Advisory Committee

Friday, 3:30 4:45 p.m., 303-A (Convention Center)

Public Language Awards Committee

Friday, 2:00 3:15 p.m., 303-A (Convention Center)

Recognizing Excellence in Art and Literary Committee (REALM)

Thursday, 1:00 4:00 p.m., 204-A (Convention Center)

Research Foundation Board of Trustees

Thursday, 3:00 6:00 p.m., 264-BC (Convention Center)

Resolutions Committee

Wednesday, 8:00 a.m. 5:00 p.m., Catalina 1 (Hilton) Thursday, 8:00 a.m. 12:00 p.m., 262-C (Convention Center)

Friday, 9:15 a.m. 12:00 p.m.; 9:30 11:00 a.m. (open) Open Hearings, 303-D (Convention Center)

Resolution drafts will be available at the Open Hearings.

Secondary Section Nominating Committee

Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center)

Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

Secondary Section Steering Committee

Thursday, 8:30 a.m. 4:30 p.m., 260-C (Convention Center)

Sunday, 10:00 a.m. 12:00 p.m., 304-B (Convention Center)

Standing Committee Against Censorship Saturday, 4:15 5:30 p.m., 303-C (Convention Center)

Standing Committee on Affiliates (SCOA) Friday, 2:00 3:15 p.m., 303-B (Convention Center)

Standing Committee on Diversity and Inclusivity Saturday, 2:45 4:00 p.m., 303-A (Convention Center)

Standing Committee on Global Citizenship Friday, 9:30 10:45 a.m. (open), 303-B (Convention Center)

Standing Committee on Literacy Assessment Saturday, 4:15 5:30 p.m., 303-B (Convention Center)

Standing Committee on Research Friday, 9:30 10:45 a.m.; 10:30 10:45 a.m. (open), 303-C (Convention Center)

CAUCUSES

American Indian Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m. (open), 251-C (Convention Center)

Asian/Asian American Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m. (open), 252-A (Convention Center)

Asian/Asian American Caucus Networking and Mentoring Event Saturday, 5:30 7:00 p.m. (open), 253-A (Convention Center)

Black Caucus Executive Committee Saturday, 5:00 6:30 p.m., 252-C (Convention Center)

Black Caucus Business Meeting Saturday, 11:00 a.m. 12:15 p.m., 252-B (Convention Center)

Jewish Caucus Open Forum & Workshop Sunday, 9:00 11:45 a.m., 252-B (Convention Center)

Latinx Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m., 253-A (Convention Center)

CONSTITUENT GROUP COMMITTEES

CCCC Officers Saturday, 2:30 5:30 p.m., 304-A (Convention Center)

CCCC Executive Committee Retreat Sunday, 1:45 5:45 p.m., (location to be announced)

CCCC Executive Committee Monday, 8:00 a.m. 3:00 p.m., (location to be announced)

CEL Executive Committee Saturday, 9:00 a.m. 3:00 p.m., 303-C (Convention Center)

ELATE Executive Committee Thursday, 9:00 a.m. 5:00 p.m., 303-C (Convention Center)

ELATE Graduate Strand Friday, 5:00 6:30 p.m. (open), 261-A (Convention Center)

ELATE Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

LLA Executive Board Thursday, 8:30 a.m. 4:30 p.m., 303-D (Convention Center)

Two Year College English Association (TYCA) Executive Committee Saturday, 8:00 a.m. 5:00 p.m., 303-D (Convention Center)

TYCA Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)

GENERAL SESSIONS

THURSDAY, NOV. 17, 4:00–5:30 P.M.

ARENA

Opening General Session

JAVIER ZAMORA was born in El Salvador in 1990. His father fled the country when he was one, and his mother when he was about to turn five. Both parents’ migrations were caused by the USfunded Salvadoran Civil War. When he was nine, Javier migrated through Guatemala, Mexico, and the Sonoran Desert. His debut poetry collection, Unaccompanied, explores the impact of the war and immigration on his family. Zamora has been a Stegner Fellow at Stanford and a Radcliffe Fellow at Harvard and holds fellowships from the National Endowment for the Arts and the Poetry Foundation.

FRIDAY, NOV. 18, 6:45-8:30 P.M., BALLROOM

All-Attendee Event

A/B

Join us for an uplifting evening led by author and artist, YUYI MORALES. In her most recent children’s picture book, Bright Star in English and Lucero in Spanish, one beautiful line reads: “No matter where you are, you are a bright star inside our hearts.” / “Dondequiera que estés, eres un lucero en nuestros corazones.” Let us gather under the theme’s lighthouse imagery to share in the joy and love of sharing our light with each other teacher to teacher, NCTE member to NCTE member. Every attendee is invited to this event. NCTE provides food and beverages alongside programming that’s sure to be treasured for years to come. This is an excellent opportunity to meet new colleagues and to enjoy an evening with those treasured people already within your professional community.

Born in Xalapa, Mexico, where she currently resides, New York Times bestselling author and illustrator Yuyi Morales lived for many years in the San Francisco Bay area, where she still maintains close relations with booksellers and librarians. Professional storyteller, dancer, choreographer, puppeteer, and artist, she has won the prestigious Pura Belpré Award for Illustration six times: for Dreamers (2019), Just a Minute: A Trickster Tale and Counting Book (2003), Los Gatos Black on Halloween (2006), Just in Case: A Trickster Tale and Spanish Alphabet Book (2008), Niño Wrestles the World (2013), and Viva Frida (2014), also a Caldecott Honor Book. Her book Bright Star garnered a 2022 Pura Belpré Honor.

YUYI MORALES

Photo Credit: Gerardo del Valle

JAVIER ZAMORA

A book signing will follow each General Session.

FRIDAY,

NOV. 18, 8:00-9:15 A.M.,

ARENA

Friday General Session

IBRAM X. KENDI is the Andrew W. Mellon Professor in the Humanities at Boston University and the founding director of the BU Center for Antiracist Research. He is a contributing writer at The Atlantic and a CBS News correspondent. He is the author of many books, including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, and five #1 New York Times bestsellers, including How to Be an Antiracist; Stamped: Racism, Antiracism, and You, coauthored with Jason Reynolds; and Antiracist Baby, illustrated by Ashley Lukashevsky. His latest books are How to Raise an Antiracist and Goodnight Racism, illustrated by Cbabi Bayoc. In 2020, Time magazine named him one of the 100 most influential people in the world. He was awarded a 2021 MacArthur Fellowship, popularly known as the “Genius Grant.”

NIC STONE is an Atlanta native and a Spelman College graduate. Her debut novel for young adults, Dear Martin, was a #1 New York Times bestseller. She is also the author of the New York Times bestseller Clean Getaway, the 2020 NPR Best Book of the Year selection Dear Justyce (a sequel to Dear Martin), the Rainbow Book List Top Ten selection Odd One Out, Jackpot, and Shuri: A Black Panther Novel. She is one of the authors in the New York Times bestselling book Blackout, recently optioned for as a new anthology program for Netflix by Barack and Michelle Obama’s production company, Higher Ground. Find her online at nicstone.info, @nicstone (Instagram), and @getnicced (Twitter)

The #1 New York Times bestseller that sparked international dialogue is now a book for young adults! Based on the adult bestseller by Ibram X. Kendi, and co-authored by bestselling author Nic Stone, How to Be a (Young) Antiracist will serve as a guide for teens seeking a way forward in acknowledging, identifying, and dismantling racism and injustice.

All times are Pacific Time.

IBRAM X. KENDI NIC STONE

GENERAL SESSIONS GENERAL SESSIONS

SATURDAY, NOV. 19, 9:30-10:45 A.M., ARENA

Saturday General Session

SEEMA YASMIN

SEEMA YASMIN is an Emmy Award-winning journalist, medical doctor, professor, and poet. She is the author of five books, including a poetry collection, If God Is a Virus, which was voted one of the Best Books of 2021 by The New York Public Library, and Viral BS: Medical Myths and Why We Fall for Them, which tells her own history of growing up a conspiracy theorist before becoming a debunker of myths. In Muslim Women Are Everything: Stereotype-Shattering Stories of Courage, Inspiration, and Adventure (Harper Design), published in April 2020, Yasmin reframes how the world sees Muslim women, to reveal everything they CAN do and the incredible, stereotype-shattering ways they are doing it. She is also the author of What the Fact: Finding the Truth in All the Noise, a timely book about the importance of media literacy.

Yasmin is director of the Stanford Health Communication Initiative, clinical assistant professor in Stanford University’s Department of Medicine, and visiting assistant professor at the Anderson School of Management at UCLA where she teaches crisis management and crisis communications. She was a finalist for the Pulitzer Prize in breaking news in 2017 with a team from The Dallas Morning News for coverage of a mass shooting. After training in medicine at the University of Cambridge, Yasmin served as an officer in the Epidemic Intelligence Service at the US Centers for Disease Control and Prevention, where she investigated outbreaks in prisons, hospitals, reservations, and other settings. She trained in journalism at the University of Toronto and worked as a staff writer at The Dallas Morning News covering Ebola’s arrival in Texas.

SUNDAY, NOV. 20,

12:00-1:30 P.M.,

ARENA

Sunday General Session

NCTE PRESIDENTIAL ADDRESS

On Sunday, participants are invited to the NCTE presidential address by NCTE President Valerie Kinloch. Following the address, author Andrea Wang and illustrator Jason Chin will close out the Convention.

Born and raised in Charleston, South Carolina, VALERIE KINLOCH is the Renée and Richard Goldman Dean of the School of Education at the University of Pittsburgh. She is cochair of Remake Learning, current NCTE President, and a member of the Board of Trustees of her undergraduate alma mater (Johnson C. Smith University). She is author of publications on race, literacy, and equity. Her book, Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth, received the 2010 AERA Outstanding Book of the Year award. Her new co-authored book is Where Is the Justice? Engaged Pedagogies in Schools and Communities

ANDREA WANG is the award-winning author of Watercress, illustrated by Jason Chin, which Kirkus called “understated, deep, and heart rending” in a starred review. She is also the author of The Nian Monster and Magic Ramen: The Story of Momofuku Ando as well as the forthcoming middle-grade novel, The Many Meanings of Meilan. Andrea holds an MS in Environmental Science and an MFA in Creative Writing for Young People. She lives in Colorado with her family.

JASON CHIN is a celebrated author and illustrator of children’s books. He received the Caldecott Medal for his illustrations in Andrea Wang’s Watercress, a Newbery Honor book and APALA award winner. His book Grand Canyon was awarded a Caldecott Honor, a Sibert Honor, and the NCTE Orbis Pictus Award. His other acclaimed nonfiction titles Coral Reefs, Redwoods, Gravity, and Island: A Story of the Gálapagos have received numerous starred reviews and other accolades. He is also the illustrator of Stephanie Parsley Ledyard’s debut title, Pie Is for Sharing, and Miranda Paul’s Water Is Water and Nine Months: Before a Baby Is Born, the latter a Boston Globe Horn Book Honor Book. He lives in Vermont with his wife and children.

ANDREA WANG

JASON CHIN

VALERIE KINLOCH

A book signing will follow each General Session.

MEAL EVENTS

FRIDAY,

NOV. 18, 7:00-7:45 A.M., BALLROOM

A/B

First-Timer’s Welcome Breakfast

Never been to an NCTE Annual Convention before? Don’t miss this event we’re holding just for you!

Join fellow first-time attendees for an informative session over breakfast to kick off your NCTE Annual Convention experience. You’ll have the opportunity to hear from NCTE PresidentElect MARÍA FRÁNQUIZ and NCTE Executive Director EMILY KIRKPATRICK, and to meet NCTE leaders and repeat attendees who can walk you through tips and strategies that will enhance your Convention experience, expand your knowledge of NCTE’s resources, and build your professional network.

FRIDAY,

NOV. 18, 11:30 A.M.-1:30 P.M.,

ELATE Luncheon

BALLROOM C

ASHLEY C. FORD is a writer, host, and educator. Ford is the former host of The Chronicles of Now podcast; co-host of the HBO companion podcast Lovecraft Country Radio; seasons one and three of MasterCard’s Fortune Favors the Bold; as well as the video interview series PROFILE, by BuzzFeed News; and Brooklyn-based news and culture TV show, 112BK.

She was also the host of the first season of Audible’s literary interview series, Authorized. She has been named among Forbes Magazine’s 30 Under 30 in Media (2017), Brooklyn Magazine’s Brooklyn 100 (2016), Time Out New York’s New Yorkers of The Year (2017), and Variety’s New Power of New York (2019)

EMILY KIRKPATRICK MARÍA FRÁNQUIZ

ASHLEY C. FORD

FRIDAY,

NOV. 18, 11:30 A.M.-1:30 P.M., BALLROOM

Middle Level Luncheon

D

DAVID BOWLES is an associate professor and coordinator of the English education program at the University of Texas Rio Grande Valley. He is the award-winning Chicano author and translator of some thirty books, among them They Call Me Güero and My Two Border Towns. Bowles joined NCTE in 2017 to better network with Latinx educators and their allies in the fight for children’s literary dignity. He also serves as vice president of the Texas Institute of Letters.

SATURDAY,

NOV. 19, 7:00–9:15 A.M.,

BALLROOM D ALAN Breakfast

ANGELINE BOULLEY, an enrolled member of the Sault Ste. Marie Tribe of Chippewa Indians, is a storyteller who writes about her Ojibwe community in Michigan’s Upper Peninsula. She is a former Director of the Office of Indian Education at the US Department of Education. Her debut YA novel, Firekeeper’s Daughter, is the winner of the 2022 Printz Award, Morris Award, Walter Award, Edgar Award, and an American Indian Youth Literature Award Young Adult Honor Book. It was an instant #1 New York Times bestseller, a Time magazine Best YA Book of All Time selection, and a Reese Witherspoon x Hello Sunshine Book Club YA pick. Firekeeper’s Daughter is being adapted for Netflix by the Obamas’ production company, Higher Ground. Angeline’s second novel, Warrior Girl Unearthed, will be available on May 2, 2023.

DAVID BOWLES

ANGELINE BOULLEY

GENERAL SESSIONS

MEAL EVENTS

SATURDAY,

All times are Pacific Time.

NOV. 19, 12:30–2:30 P.M., BALLROOM

C

Children’s Book Awards Luncheon

When Chicago native TRACI N. TODD was born, her father decided her initials should stand for dynamite, just like his. He raised her on Ray Charles and Nina Simone, and her mother read her every good book. Traci grew up to become a children’s book editor and currently lives in Jackson Heights, Queens, where she writes, edits, and listens to Ray Charles and Nina Simone, while her partner draws comic books. Traci is the author of Nina: A Story of Nina Simone

KAELA RIVERA grew up believing in will-o’-thewisps and el chupacabra, but even ghost stories couldn’t stop her from reading in the isolated treetops, caves, and creeks of Tennessee’s Appalachian forests.  She still believes in the folktales of her Mexican American and British parents, but now she writes about them from the adventure-filled mountains of the Wild West. When she’s not crafting stories, she’s using her English degree from BYU-Idaho as an editor for a marketing company (or secretly doodling her characters in the margins of her notebook). Her award-winning debut novel, Cece Rios and the Desert of Souls, came out in April 2021, and its sequel, Cece Rios and the King of Fears, was published in September.

Her biggest hope is to highlight and explore the beauty of cultural differences and how sharing those differences can bring us all closer.

SATURDAY, NOV. 19, 12:30–2:30 P.M., BALLROOM D

Secondary Section Luncheon

Anna-Marie McLemore was born in the foothills of the San Gabriel Mountains and taught by their family to hear la llorona in the Santa Ana winds. They are the author of The Weight of Feathers, Wild Beau ty, Blanca & Roja, Dark and Deepest Red, The Mirror Season, Lake lore, and Self-Made Boys: A Great Gatsby Remix, which was also just longlisted for the 2022 National Book Award in Young Adult Literature. Their books include two previous titles longlisted for the National Book Award and recognition from both the William C. Morris Debut Award and Stonewall Book Award.

TRACI N. TODD

KAELA RIVERA

ANNA-MARIE MCLEMORE

SUNDAY, NOV. 20, 7:00–8:45 A.M., BALLROOM E

Affiliate Roundtable Breakfast

The Affiliate Roundtable Breakfast gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a place to hear from NCTE leaders and a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leadership, development, membership growth, recruitment of teachers of color, intellectual freedom, multicultural programs, and publications, including journals, newsletters, and websites.

Speakers: Emily Kirkpatrick, NCTE Executive Director Shelley Rodrigo, NCTE Vice President, University of Arizona

SHELLEY RODRIGO is the senior director of the writing program; associate professor in rhetoric, composition, and the teaching of English; and associate writing specialist (continuing status) in the Department of English at the University of Arizona. Shelley teaches undergraduate and graduate courses in writing, rhetoric, and film studies, and has coauthored three editions of The Wadsworth/Cengage Guide to Research and coedited Rhetorically Rethinking Usability (Hampton Press). Currently NCTE Vice President, Shelley also has served on the NCTE Executive Committee (EC) as the Chair of the College Section Steering Committee; the CCCC Executive Committee, both as an elected member and as Parliamentarian; TYCA-West’s EC as elected Chair and Treasurer; and on TYCA’s EC.

Children’s Literature Assembly Breakfast

JERRY CRAFT is the #1 New York Times bestselling author-illustrator of the Newbery Medal winning graphic novel, New Kid, and its companion book, Class Act. The third book following the kids from Riverdale Academy, School Trip, comes out in April 2023. New Kid is the winner of the Coretta Scott King Author Award and the Kirkus Prize for Young Readers’ Literature, and has been named to state award lists in 25 different states. Jerry is the creator of Mama’s Boyz, an award-winning syndicated comic strip. He has won five African American Literary Awards and is a cofounder of the Schomburg Center’s Annual Black Comic Book Festival. He received his BFA from the School of Visual Arts in New York City and now lives in Connecticut.

SHELLEY RODRIGO

EMILY KIRKPATRICK

JERRY CRAFT

THURSDAY FEATURED SESSION

9:30–10:45 A.M., ROOM 258-A

A-FS.01 Corita Kent: With Love to the Everyday Miracle

Sponsored by the Corita Art Center, Los Angeles, CA

Join Corita Art Center Director Nellie Scott in a presentation of the notable artist, educator, and social justice advocate Corita Kent. Highlighting the ability of art as a tool for collective change, Scott will explore the prevalent themes throughout Kent’s artistic career and pedagogy.

Presenter: Nellie Scott, Director, Corita Art Center

ABOUT NELLIE SCOTT

Scott holds her degree in Art History from Portland State University and Szeged University in Hungary, focusing on Indigenous Art and Social Practice. With art accessibility as a pillar of all of her professional endeavors, Scott has spent the last decade developing exhibitions and art education initiatives geared toward democratizing art engagement. Prior to holding the position of Director at the Corita Art Center, she served as an independent consultant and art advisor for a variety of public and private foundations, institutions, artists, and estates. With an entrepreneurial spirit, Scott has a history of building nonprofits and businesses successfully to meet mission and service. She currently serves on the Board of Councilors for the University of Southern California Roski School of Art and Design.

ABOUT THE CORITA ART CENTER

The Corita Art Center maintains the largest and most comprehensive collection of work by iconic pop artist pioneer Corita Kent (1918–1986). The Center’s collection is comprised of Corita’s artwork, photographs, ephemera, and other archival material that visitors won’t see anywhere else. The Corita Art Center is dedicated to preserving and promoting Corita’s artistic and educational legacy as well as her passion for social justice. Today, the Corita Art Center oversees image and merchandising rights, produces public programming, supports exhibition loans, and serves as a resource for information about her life and work. The Corita Art Center is a project of the Immaculate Heart Community, which just celebrated its 50th anniversary.

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: Sandra Lucia Osorio, Erikson Institute Chicago, Chicago, IL

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: Franki Sibberson, SproutFive, Columbus, OH

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: Ada Hubrig, Sam Houston State University, Hunstville, TX

LGBTQIA+ 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: Henry “Cody” Miller, SUNY Brockport, Rochester, NY

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: Carol Jago, University of California, Los Angeles

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: Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces by Detra Price-Dennis, The Ohio State University, and Yolanda. Sealey-Ruiz, Teachers College, Columbia University, New York, NY

Julia E. Berry Research Award to Study Careers of English Majors

The Berry Research Award to Study Careers of English Majors (Berry Research Award) supports NCTE members in the teaching, learning, and application of literacy learning. The Berry Research Award provides research support for an NCTE member(s) who proposes a research project that studies the careers of English Majors and/or the role and function of English in career development.

Recipient: Erin McNeill, Indiana University, Bloomington, for her project, “Culturally Responsive Listening in English Language Arts Classrooms: Building Curriculum for Cultural Engagement”

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: David Chrisinger for Public Policy Writing That Matters, second edition (Hopkins Press, 2022)

Promising Researcher Award

Given by the NCTE Standing Committee on Research, this award recognizes the promise of a researcher early in his or her 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: Monica Kleekamp, Maryville University, St. Louis, MO, “No! Turn the Pages!” Repositioning Neuroqueer Literacies”

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: Stephanie R. Toliver, “Freedom Dreaming in a Broken World: The Black Radical Imagination in Black Girls’ Science Fiction Stories” (August 2021)

Honorable Mention: Alicia Rusoja, “’Our Community Is Filled with Experts:’ The Critical Intergenerational Literacies of Latinx Immigrants That Facilitate a Communal Pedagogy of Resistance” (February 2022)

Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, and Mari Gashaw, “Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming” (November 2021)

Orbis Pictus Award for Outstanding Nonfiction for Children

Established to promote and recognize excellence in the writing of nonfiction for children

Recipient: Nina: A Story of Nina Simone by Traci N. Todd, Illustrated by Christian Robinson (G. P. Putnam’s Sons Books for Young Readers)

Charlotte Huck Award for Outstanding Fiction for Children

Established to promote and recognize excellence in the writing of fiction for children.

Recipient: Cece Rios and the Desert of Souls by Kaela Rivera (HarperCollins)

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: Julia Schleck, University of Nebraska Honorable Mention: Ohioana Library in Ohio

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.

2022 Recipients: Adedoyin Ogunfeyimi, University of Pittsburgh at Bradford, Bradford, PA

N’Kengé Robertson, Detroit International Academy, Detroit, MI

Hiawatha Smith, University of Wisconsin–River Falls, River Falls, WI

Kim Tate, International Prep Academy, Champaign IL Karen Tellez-Trujillo, Cal Poly Pomona, Pomona, CA Curtis Wu, Boston Latin School, Boston, MA

2021 Recipients: Gabrielle Julia Bachoo, Governor William Pitkin School, East Hartford, CT

Briana Morales, Gordon Bush Alternative Center, East St. Louis, IL

Rubén González, Stanford University, Palo Alto, CA Lydia Haff, Wai‘anae High School, Wai‘anae, HI

Dorian Harrison, The Ohio State University at Newark, Newark, OH

Diana Liu, New York City Department of Education, New York, NY

Alethea Maldonado, Lockhart Junior High School, Lockhart, TX

Dillin Randolph, Niles West High School, Skokie, IL

Darius B. Wimby, Dr. Ronald E. McNair High School, Atlanta, GA

Shuling Yang, East Tennessee State University, Johnson City, TN

Zöe Zander, Union Academy Charter School, Monroe, NC

Shay Kaleo‘oluho‘iloliokawaipāhe Zykova, Wai‘anae High School, Wai‘anae, HI

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.

2022–2024 Fellows: Tasha Austin, University at Buffalo, NY

Jordan Bell, CUNY Graduate Center, NY

Theresa Burruel Stone, Sonoma State University, Rohnert Park, CA

José Luis Cano Jr., Texas Christian University, Fort Worth

Autumn A. Griffin, University of Pennsylvania, Philadelphia

Sharim Hannegan-Martinez, University of Kentucky, Lexington

Alicia K. Hatcher, Syracuse University, NY

Ileana Jiménez, Teachers College, Columbia University, NY

Naitnaphit Limlamai, Colorado State University, Fort Collins

Pratigya Marhatta, University of North Carolina at Greensboro

Tamara Moten, University of Georgia, Athens

Lauren Elizabeth Reine Johnson, University of Illinois at Chicago

Renée Wilmot, Michigan State University, East Lansing

Alexis Morgan Young, University of MarylandCollege Park

ELEMENTARY SECTION AWARDS

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

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

Recipient: Jacqui Witherspoon, Jackson Creek Elementary, 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.

Recipient: Detra Price-Dennis, The Ohio State University, Columbus

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, brings the sociocultural realities of children’s everyday lives into language arts instruction, and facilitates conversations of rich and authentic literacies.

Recipient: Wintre Foxworth Johnson (see p. 79)

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: Alison Criss, St. Anthony Middle School

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: Sara Kajder, University of Georgia, Athens Shelbie Witte, Oklahoma State University, Stillwater

Linda Rief Voices from the Middle Award

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

Recipients: to be announced Honorable Mention: to be announced

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: Wanda Anderson, Huguenot High School

Therese Arvizu, North High School

Tommy Lee Bender, Southeast High School

Amber Dumbuya, Kendrick High School

Janice L. Rowley, Renaissance High School and Detroit Public Schools

Jay Schroder, Central Medford High School

Donja J. Thomas, Gahanna Lincoln High School

English Journal Edwin M. Hopkins Award

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

Recipients: Luz Yadira Herrera and Carla España, “Se hace camino al andar: Translanguaging Pedagogy for Justice” (May 2022)

Honorable Mention: Yolanda Sealey-Ruiz, “An Archaeology of Self for Our Times: Another Talk to Teachers” (May 2022)

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: Kimberly D. Hellerich, “(Re)Vitalizing Instruction via Participatory Action Research” (November 2021)

Honorable Mention: Daniel Ian Rubin, “Teaching Ghost Boys to Explore Police Brutality and Antiracist Protests” (September 2021)

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.

Recipients: Tom Hong Do, University of Arizona, Tucson, “Knowing with Our Bodies: A Racialized, Embodied Translingual Approach” (May 2022)

ENGLISH LANGUAGE ARTS TEACHER EDUCATORS (ELATE) AWARDS

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: Nadia Behizadeh, Cheryll M. ThompsonSmith, and PJ Miller, Georgia State University, Atlanta, GA, “‘Peeling off the Mask’: Challenges and Supports for Enacting Critical Pedagogy in Student Teaching” (April 2021)

ELATE Richard A. Meade Award

The ELATE 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: Ewa McGrail, Georgia State University, Atlanta; Kristen Hawley Turner, Drew University, NJ; Amy Piotrowski, Utah State University, Logan; Kathryn Caprino, Elizabethtown College, PA; Lauren Zucker, Drew University, NJ, and Fordham University, NY; Mary Ellen Greenwood, Utah State University, Logan, “An Interconnected Framework for Assessment of Digital Multimodal Composition” (English Education, July 2021)

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: Rachel Donegan, Northern Illinois University, DeKalb

Jessica Torelli, Western Kentucky University, Bowling Green

Ellen Casale, Western Kentucky University, Bowling Green Cori McKenzie, SUNY Cortland Elizabeth Jach, University at Albany, NY

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: Neisha Terry Young, Drexel University, Philadelphia, PA

CONFERENCE ON ENGLISH LEADERSHIP (CEL) AWARDS

Best Article of the Year Award

This award is given annually to the author of an article written and published in English Leadership Quarterly (ELQ)

Recipient: Robert D. Ford, North Branford Public Schools, CT “Adventures in Gamification and Personalized Learning: A Case Study in GameBased Course Design” (February 2021)

Honorable Mention: Christine M. Dawson, Siena College, Loudonville, NY, and Nicole Sieben, SUNY Old Westbury, NY, “Writing-Rich Workshops as Pathways for Transformative Teacher Learning” (August 2021)

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: Cathy Fleischer, Emeritus, Eastern Michigan University, Ypsilanti

Teacher-Leader of Excellence Award

This award is given to a classroom educator who leads the way of literacy instruction by sharing his or her work with others at local and/or national levels.

Recipient: Amy Salamone, Guilderland High School, Albany, NY

AFFILIATE AWARDS

Affiliate Excellence Awards

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

Recipients: to be announced

Student Affiliate Excellence Awards

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

Recipients: to be announced

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 Julia Schleck, University of Nebraska, Lincoln

Ohio Council of Teachers of English Language Arts recognizes Ohioana Library, Columbus

Affiliate Journal of Excellence Award

This award is given to outstanding affiliate journals.

Recipients: California Association of Teachers of English (CATE)

Kansas Association of Teachers of English (KATE)

Maine Council of English Language Arts (MCELA)

Michigan Council of Teachers of English (MCTE)

New York State English Council (NYSEC)

Oregon Council of Teachers of English (OCTE)

Ohio Council of Teachers of English Language Arts (OCTELA)

Texas Council of Teachers of English Language Arts (TCTELA)

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: Arizona English Teachers Association (AETA)

Oregon Council of Teachers of English (OCTE)

Ohio Council of Teachers of English Language Arts (OCTELA)

Texas Council of Teachers of English Language Arts (TCTELA)

Affiliate Website of Excellence Award

This award is given to honor affiliates that have websites that best meet set criteria.

Recipients: Arizona English Teachers Association (AETA)

Iowa Council of Teachers of English (ICTE)

Michigan Council of Teachers of English (MCTE)

New England Association of Teachers of English (NEATE)

New York State English Council (NYSEC)

Ohio Council of Teachers of English Language Arts (OCTELA)

Texas Council of Teachers of English Language Arts (TCTELA)

Western Pennsylvania Council of Teachers of English (WPCTE)

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: Indiana Council of Teachers of English (ICTE)

Texas Council of Teachers of English Language Arts (TCTELA)

Ohio Council of Teachers of English Language Arts (OCTELA)

Arizona English Teachers Association (AETA)

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 Katie Rice, Omaha Public Schools

Ohio Council of Teachers of English Language Arts recognizes Marlee Barboza, Pleasant View Middle School

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: Arizona English Teachers Association (AETA)

Western Pennsylvania Council of Teachers of English (WPCTE)

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.

LGBTQIA+ 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:

M TE C S E

G Elementary Middle Secondary College General Interest Teacher Education

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 2021 NCTE Annual Convention:

Doris Bowman

Benjamin “Benji” Chang

Virginia Everson

Shirley Haley-James

Ruby Herlong

Bobbi Ciriza Houtchens

Gerald “Gerry” Kuroghlian

John Manear

William “Bill” McBride

Madeline Elaine Rowe Mead

Frank Morales

WORKSHOPS — 11:30 A.M.–3:30 P.M.

W.1 #WriteNow: Getting Real with Literacy in the Classroom ROOM 258-A

Is writing something you love to teach or dread? Love it or hate it, writing is a necessity in education, regardless of the subject area. This workshop will explore how writing can be taught effectively through a number of venues including rap music, post it notes, commercials, peacock feathers, props, sports programing, and social media. Learn how to effectively teach writing and have fun too!

Presenter: Rebecca Harper, Augusta University

W.2 Anaheim Writing Marathon ROOM 204-B

Sponsored by the National Writing Project

After hearing a brief introduction from the facilitator, who founded the New Orleans Writing Marathon and has led Writing Marathons across the country, participants take part in a three-hour Writing Marathon, writing and sharing their work in small groups around Anaheim before returning to the meeting room to reflect on the process as a community of teachers/writers.

Presenter: Richard Louth, Southeastern Louisiana University

W.3

Critical Hip Hop and Spoken Word Literacies in the 6–12 Classroom: A Generative Poetry Writing Workshop #HipHopEd

ROOM 262-A

During this half-day interactive poetry writing workshop, participants will read and write poems that cultivate critical Hip Hop and spoken word literacies. The workshop will demonstrate practical Hip-Hop-Based Education strategies for teachers who want to learn about using Hip Hop and spoken word poetry in the 6–12 classroom.

#HipHopEd

Presenters: Brian Mooney, Teachers College, Columbia University

Otto Vock, Jersey City Art Exchange

ROOM 253-A

As social media deepens divides and the stories we tell become more important than ever, young people need to be empowered to take action. Critical media literacy enables students to understand the dangers of fake news, see representation in a new light, and expose the media’s political economy— then to use their new skills to create their own lighthouses to guide and protect their communities.

Presenters: Ben Boyington, White River Valley High School

Allison Butler, University of Massachusetts Amherst Nolan Higdon, California State University East Bay

261-A

Sponsored by NCTE Standing Committee on Global Citizenship

In this collaborative workshop you will review/revise the principles (developed by past workshop participants) for decreasing the impact of colonization on students and countering the racism and inequity inherent in English education. You will apply the principles discussed and developed to samples of your own work: lessons, materials, curricular projects, and professional development activities.

Presenters: Kevin DePew, Old Dominion University

Kylowna Moton, LA City College

Rex Ovalle, University of Illinois at Chicago

Michael Seward, Minneapolis College

Robyn Waters, Brooklyn School of Inquiry

W.4 Critical Media Literacy as a Beacon: Empowering Young People to Light the World

W.5 Decolonizing the English Classroom: Applying the Principles of Decolonization in Your Own Work ROOM

W.6 Digital Literacies As a Beacon of Hope: Thinking, Writing, and Doing in a Digital Age

ROOM 256-A

Sponsored by the Assembly on Computers in English (ACE)

In this Bring Your Own Device (BYOD) workshop, participants will engage in digital literacy practices that encourage meaningful thinking, writing, and doing in a digital age. Attendees will be led through activities centered on digital storytelling, source evaluation, accessibility, critical media literacy, and mindful technology integration.

Presenters: Johnny Allred, Brigham Young University

Katherin Garland, Santa Fe College

Troy Hicks, Central Michigan University

Devan MacKenzie, North Carolina State University

Mary Rice, University of New Mexico

W.7 Do You Know Who You Are? An Exploration of Personal Stories through Ancestry.com

ROOM 262-B

We often work with students on the basics of character development and other elements of story in creative writing, but what about telling a personal story? Many students struggle with writing personal essays, so a fullblown narrative can be overwhelming. In this workshop, we will explore the personal narrative from a different perspective—researching our family history using Ancestry Classroom.

Presenter: Love Foy, Half Hollow Hills CSD

W.8

Illuminating Our Stories for Liberation and Learning: Inviting Students’ Lived Experiences to Co-Create Radiant, Restorative Classrooms for Students of Color

ROOM 205-B

In this interactive workshop, presenters will guide teachers through narrative inquiry to identify connections between their lived experience and teaching practice. Teachers will gain instructional practices and methods to illuminate their students’ dreams and strategies for co-creating learning communities where all dreams can be seen, nurtured, and protected. We welcome educators of any age group.

Presenters: Arlene Casimir, Reveye, LLC

Kisha Howell, The Thought Partner

Anastazia Neely, Convent of the Sacred Heart

Islah Tauheed, NYC Dept of Education

W.9 Investigative Literacy: Using Inquiry to Foster Engagement, Empowerment, and Activism ROOM 251-B

In this workshop, participants will explore the practice of investigative literacy, that is, the practice of using texts to create investigative, problemsolving units that not only expose students to a multitude of varied texts, but also engage them in big questions around social justice, human behavior and psychology, and world affairs.

Presenter: Emily Creveling, High School South

W.10 It Begins with Us: Driving Out Darkness with Poetry, Reflection, and Writing ROOM 304-B

Antibias and antiracist work requires a personal uncovering of bias. This half-day workshop will be an engaging and interactive process for learning about ourselves and finding our inner light. Through spoken word poetry, independent writing prompts, smallgroup discussions, and whole-group processing, participants will leave with practical classroom strategies.

Presenters: Lorena Germán, Multicultural Classroom

Roberto Germán, Multicultural Classroom Tiffany Jewell

W.11 Keep Your Light Shining with the Gift of Time ROOM 252-A

This work session is designed around determining how we may consider how our time is spent so that we may keep our light on and stay rejuvenated in our teaching. When asked what educators need, the most common response is more time. While we can’t add more time in a day, we can look at better ways to spend our time and continue to support our students.

Presenters: Erin King, Fulton County Schools

David Tarnoff, Intermation

— 11:30 A.M.–3:30 P.M.

W.12 Lead by Example: Holistic Learning as an Equitable School Improvement Strategy

ROOM 251-A

Everyone has the ability to lead! Participants will develop the techniques to strengthen their learning environment through holistic, social emotional learning, and equitable practices. Participants will explore what leadership is and be given strategic tools to improve their leadership capabilities, along with a comprehensive guide to schoolwide improvement and overall education reform.

Presenters: Hal Eisenberg, The Eisenberg Leadership Academy

Allison Teicher-Fahrbach, New York City Department of Education

W.13 Learning How to Integrate Literacy and Science in Elementary School with Inquiry, Ecological Justice, and Citizen Science with Butterflies Belong Here ROOM 261-B

Participants will learn through hands-on experiences about a research project in which elementary school teachers learned about integrating science and literacy through student-centered instruction with insects through inquiry, ecological justice, and citizen science with Butterflies Belong Here, written by Deborah Hopkinson. Deborah will be joining us for this workshop.

Presenters: Maricela Almaraz, Golden Feather Union School District

Jennifer Diaz, Golden Feather Union School District Cristina Hawkins, Golden Feather Union School District Char Moffit, California State University, Chico

JD Olsen, California State University, Chico

Lexi Southam, Golden Feather Union School District Tradebook Author/Illustrator: Deborah Hopkinson, Scholastic

W.14 Liberate the Human Potential through Critical Literacy: Amplifying Their Light to Rebuild a Better Future ROOM 304-C

Coconstructing inquiry units that break down white supremacy culture in literature by highlighting the brilliance of communities of

color and focus on collective action and care. By first decolonizing our ideology through self and interpersonal work, we will develop an awareness to identify marginalized voices in texts and work to cocreate collective action projects to address these issues.

Presenters: Sovandara Chhin, Birch Lane Montessori Ashley Person, New Roads School

W.17 Shining a Light on School Culture and Climate ROOM 252-C

In this half-day workshop, educators will plan to implement Culture and Climate strategies from Learning for Justice’s Critical Practices for Social Justice Education publication. Through an interactive and collaborative workshop, educators will map Critical Practices onto their existing evaluations and make a plan for how to create safer spaces for their students and colleagues.

Presenters: Sarah-SoonLing Blackburn, Southern Poverty Law Center/Learning for Justice

Jaci Jones, Southern Poverty Law Center/Learning for Justice

Jonathan Tobin, Southern Poverty Law Center/Learning for Justice Courtney Wai, Southern Poverty Law Center/Learning for Justice

W.18 Shining a Light on the Crosswalk: Joining the NCTE Literacy for a Digital Age Definition and the Standards for the Initial Preparation of Teachers of ELA ROOM 258-B

Sponsored by the NCTE Literacy for a Digital Age Framework Committee from 2019 Participants will be involved in creating a crosswalk of the new Literacy for a Digital Age framework with the new Standards for ELA Teacher Preparation, creating an online repository of exemplar curricular approaches as well as potential online publication opportunities for reflection on implementation of the crosswalks in their work as teacher educators.

Presenters: Bryan Ripley Crandall, Fairfield University Jennifer Dail, Kennesaw State University Christian Z. Goering, University of Arkansas Raúl Alberto Mora, Universidad Pontificia Bolivariana

WORKSHOPS — 11:30 A.M.–3:30 P.M.

Ian O’Byrne, College of Charleston Detra Price-Dennis, The Ohio State University Shelbie Witte, Oklahoma State University

W.19 Soul Sustenance 365: The Power of Radical Black Love Praxis in English Language Arts Classrooms

ROOM 252-B

This workshop illustrates how radical Black Love Praxis can be utilized to nurture liberation and affirm Black lives and the Black Literary Heritage. The workshop will be grounded in the following questions: (1) How can ELA educators reconceptualize love?; (2) Why is it necessary for ELA educators to recommit to a love praxis as we work for equity, justice, and antiracist education?

Presenters: Janice Baines, Bradley Elementary School

Kenesha Johnson, Claflin University

Tristan Evans Richardson, Tristan Michelle, LLC

Tori Simmons, AC Flora High School

Dywanna Smith, Claflin University

W.20 Speak Up Students: Infusing Podcasting Into Your Curriculum

ROOM 256-B

During this workshop you will learn how to create a podcast with your students from beginning to end, with free editing tools, content curriculum, and ways of funding a classroom podcast studio. Attendees will hear from NPR Student Podcast winners before discussing example podcasts and the implementation process. Join us, and expect to walk away as a part of a collaborative podcasting community!

Presenters: Andrea Marsh, Dalton High School, GA

Amanda Triplett, Dalton Junior High School, GA

W.21 Teaching Shakespeare with Video Games: Shedding New Light on Social Justice Themes in the Tragedies ROOM 251-C

In this hands-on, interactive workshop, participants learn to use digital gaming and physical theatre activities to teach Shakespeare’s tragedies and to connect the plays to social justice issues. The workshop is led by a Shakespeare scholar who is one of the creators of Play the Knave (https://www.playtheknave.org), the mixed reality Shakespeare video game this workshop explores.

Presenter: Gina Bloom, University of California, Davis W.23 Using Digital, Multiliteracies Tools to Support Place-Based Storytelling within and beyond Language Arts Classrooms ROOM 205-A

In this workshop, presenters share digital tools that can support place-based storytelling in language arts classrooms. Attendees will interact with student produced data stories focused on family migration histories and try out different approaches that support the inquiry-based activities we used to scaffold students’ learning (such as data visualization, oral histories, and community mapping).

Presenters: Daryl Axelrod, Florida International University Matthew Deroo, University of Miami Jennifer Kahn, University of Miami

W.24 Using Shakespeare to Activate Social-Emotional Learning for English as a New Language Learners ROOM 204-C

Participants will learn about and then engage in a hands-on exercise that models how to engage ENLs in active learning with Shakespeare. This exercise ties directly to ELA content standards and is designed to promote SEL development, and it can be applied to any play or novel.

Presenters: Kellie Schmidt, NWEA Margaret Stead, North Rockland High School

THURSDAY FEATURED SESSION

9:30–10:45 A.M.

A-FS.01 Corita Kent: With Love to the Everyday Miracle ROOM 258-A

Sponsored by the Corita Art Center, Los Angeles, CA

Join Corita Art Center Director Nellie Scott in a presentation of the notable artist, educator, and social justice advocate Corita Kent. Highlighting the ability of art as a tool for collective change, Scott will explore the prevalent themes throughout Kent’s artistic career and pedagogy.

Presenter: Nellie Scott, Director, Corita Art Center

ABOUT NELLIE SCOTT

Scott holds her degree in Art History from Portland State University and Szeged University in Hungary, focusing on Indigenous Art and Social Practice. With art accessibility as a pillar of all of her professional endeavors, Scott has spent the last decade developing exhibitions and art education initiatives geared toward democratizing art engagement. Prior to holding the position of Director at the Corita Art Center, she served as an independent consultant and art advisor for a variety of public and private foundations, institutions, artists, and estates. With an entrepreneurial spirit, Scott has a history of building nonprofits and businesses successfully to meet mission and service. She currently serves on the Board of Councilors for the University of Southern California Roski School of Art and Design.

ABOUT THE CORITA ART CENTER

The Corita Art Center maintains the largest and most comprehensive collection of work by iconic pop artist pioneer Corita Kent (1918–1986). The Center’s collection is comprised of Corita’s artwork, photographs, ephemera, and other archival material that visitors won’t see anywhere else. The Corita Art Center is dedicated to preserving and promoting Corita’s artistic and educational legacy as well as her passion for social justice. Today, the Corita Art Center oversees image and merchandising rights, produces public programming, supports exhibition loans, and serves as a resource for information about her life and work. The Corita Art Center is a project of the Immaculate Heart Community, which just celebrated its 50th anniversary.

NELLIE SCOTT

A SESSIONS — 9:30–10:45 A.M.

A.01 A Spiderweb of Agency: Fostering Conceptual Shifts and Teacher Agency in a Writing Project Graduate Degree

ROOM 251-A

This panel presents person-based research about how teachers in a graduate degree sponsored by a writing project transformed their conceptions and practices of teaching writing over time, illustrating principles and practices of graduate-level teacher education that can foster meaningful change in how teachers see themselves and claim agency as writers, teachers, and researchers.

Presenters: Will Chesher, Miami University of Ohio Jason Palmeri, Miami University of Ohio

A.02 Afro-Latinx and BIPOC Sueños: Implementing Bright Practices with Life Writing for Youth and Adults ROOM 253-BC

Sponsored by the NCTE Assembly on American Literature

This interactive session will consider texts, including challenged or banned texts, that invite opportunities to explore Afro-Latinx and BIPOC Sueños and to implement NCTE’s standards and Learning for Justice’s Social Justice Standards.

Session Chair: KaaVonia Hinton, Old Dominion University Roundtable Leaders: Nicole Amato, University of Iowa, “Gabby Rivera, Juliet Takes a Breath” Michael Anderson, North Carolina State University, “Walter Dean Myers, Bad Boy” Quanisha Charles, North Central College, “Austin Channing Brown, I’m Still Here: Black Dignity in a World Made for Whiteness”

Kalyn Coghill, Virginia Commonwealth University, “George M. Johnson, All Boys Aren’t Blue”

Tiffany Flowers, Georgia State University Perimeter College, “Malcolm X, The Autobiography of Malcolm X: As Told to Alex Haley” Crag Hill, University of Oklahoma, “Nikki Grimes, Ordinary Hazards”

KaaVonia Hinton, Old Dominion University, “Veronica Chambers, Shirley Chisholm Is a Verb!”

Kristen Marakoff, Travelers Rest High, “Ta-Nehisi Coates, Between the World and Me”

Joaquin Munoz, University of British Columbia, “Indigenous Futurisms in The Marrow Thieves, Apple in the Middle, and Healer of the Water Monster”

Saba Khan Vlach, University of Iowa, Iowa City, “Jacqueline Woodson, Brown Girl Dreaming”

A.03 Bringing to Light the Affordances of Video SelfAnalysis with Preservice Teachers and Their University Supervisors

ROOM 256-A

Building on Gholdy Muhammad’s Cultivating Genius framework, the researchers will discuss their experiences as university supervisors hosting monthly professional learning communities focused on video self-analysis and reflection with English education preservice teachers during their student teaching semester.

Presenters: Madison Gannon, University of Georgia, Athens

Sarah Stice, University of Georgia, Athens William Wright, University of Georgia, Athens

A.04 Catching the Light of Our Past and Finding Strength in Family Stories ROOM 206-A

Our panel will show how family cueñtos ignite our imaginations and allow us to create characters who carry the light of our ancestors. We’ll address the importance of family stories, the process of unearthing histories, and equip educators with ways of encouraging young readers to seek their own histories and share them before they’re lost forever.

Presenters: Marie Andrue

Ruth Behar, Penguin Random House Books

Adrianna Cuevas, Macmillan Children’s Publishing Group

Alda Dobbs, Sourcebooks

Margarita Engle, Simon & Schuster

A.M.

A.05 Write On, Black Girl!: How a K–College Literary Journal Allows Black-Identifying Girls and Women to Control their Own Narrative ROOM 210-B

Write On, Black Girl! is a magazine that honors excellence in Black girl student writing from kindergarten to twelfth grade in the state of Connecticut. It is produced by preservice educators of color.

Presenters: Rhianna Bennett, University of Connecticut

Jason Courtmanche, University of Connecticut Pascale Jaochim, University of Connecticut

Kiedra Taylor, University of Connecticut Christina Young, University of Connecticut

A.06 Curing the Fake-Reading Epidemic through Choice: Students Discover Their Light and Voice through Workshop

ROOM 201-B

Learn how the implementation of a readingwriting workshop model has helped remedy the fake-reading epidemic in senior English classes. Participants will gain insight into our day-to-day routine where a community of diverse learners empower one another to discover their light within. Participants will walk away inspired and with strategies to get students reading and writing beginning tomorrow.

Session Chair: Linda Rief, University of New Hampshire

Presenters: Caitlin Evans, Monona Grove High School Michael Short, Perrysburg High School

A.07

Dead

Bodies and Danger: STEAMing toward the Light ROOM 208-A

Dead animals litter our roads—it’s a compelling natural phenomena about which students care, give voice, and create solutions. Meet two seventh-grade teachers who turned a trade nonfiction book about roadkill into a crosscurricular unit that simultaneously engages reading, writing, communication, science, technology, engineering, and mathematics skills. Attendees also meet the book’s author.

Presenters: Lauren Avant, Richmond Hill Middle School Ann Vitello, Richmond Hill Middle School/Bryan County Schools

Tradebook Author/Illustrator: Heather Montgomery

A.08 Deepening Cultural Understanding and Critical Literacy with Graphic Novels

ROOM 253-A

This presentation will show how graphic novels can reveal similarities and differences in cultural values presented more explicitly than regular texts because of the multimodal affordances of graphic novels. Using a variety of recent multicultural graphic novels, presenters will show that graphic novels are also a good way to bring the inquiry of critical literacy to secondary students.

Presenters: Boma Andrew-Jaja, Seattle Pacific University Xu Bian, Seattle Pacific University William Boerman-Cornell, Trinity Christian College Kristine Gritter, Seattle Pacific University Jennifer Haugen, College Place Middle School

A.09

Exploring Definitions of Justice and How Our Identities

Shape Those Ideas: Cultivating Our Sueños to Be Beacons of Light in Teacher Preparation ROOM 252-B

Despite guidelines for justice in ELA classrooms, teachers can still perpetuate injustice through curricular, pedagogical, assessment, and discretionary decisions. In this session, participants will use refined definitions of justice as beacons to prepare future teachers while surfacing, interrogating, and exploring the role of their identities in those definitions.

Presenters: Naitnaphit Limlamai, University of Michigan, Ann Arbor Elisabeth Spinner, Western Michigan University

A.10 Filling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agency ROOM

203-B

Leaders will explore ways to create conditions for growth by surfacing current realities, understanding how beliefs are created while fostering a safe space for teachers to grow. Leave with concrete strategies for brave teaching in a contentious environment.

Presenters: Heather Bixler, Beaver Area High School, “Lighting a Scaffolded Path away from Division and toward Empathy, Understanding, and Action”

Aimee Firmani, Beaver Area School District, “Lighting a Scaffolded Path away from Division and toward Empathy, Understanding, and Action”

Towanda Harris, Heinemann, “Filling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agency”

Tameka Thomas, Atlanta Public Schools, “Filling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agency”

9:30–10:45 A.M.

A.11 The Refractive Power of Creative Writing: Bringing Student Ownership of Writing Identity Into the Light

ROOM 205-A

How do we create a classroom community of students who collectively and collaboratively identify as writers? This session contains practical strategies and tools that unlock the power of a more inclusive, equitable approach to teaching writing that reaches all students. Creative writing instruction holds the key to illuminating student empowerment and voice in the classroom.

Presenter: Miriam Plotinsky, Montgomery County Public Schools

A.12 From Dreams to Reality: How to Manifest the Light of the Profession in Collegial Practices to Support Curricular and Classroom Innovation ROOM 202-A

It is hard for educators to imagine or sustain work— to seek the light of progress—without a foundation of trust, collaboration, and community. In this interactive presentation, we will share a practical model that channels professional engagement into departmental practices and student projects that humanize learning, inviting participants to consider how they might do the same.

Presenters: Kerry Baird, Monroe-Woodbury High School Michelle Bulla, Monroe-Woodbury High School Holly Spinelli, Monroe-Woodbury High School

A.13 From Mrs. Frisby to Fish in a Tree: An Analysis of Diversity in Fifth-Grade Read-Alouds

ROOM 209-A

If we’re committed to diversity, why don’t our read-alouds always reflect that? In this sssion, we’ll present a diversity audit of texts read aloud by a national sample of fifth-grade teachers alongside our findings from focus groups. We’ll invite discussion: Why do we read what we do? Why do we sometimes opt for classics over newer texts? What makes us shy away from certain titles or topics?

Presenters: Margaret Barr, College of William and Mary Kristin Conradi Smith Craig A. Young, Bloomsburg University of Pennsylvania

A.14 Global Citizenship as Viewed by Academics and Intellectuals around the World during COVID-19 Pandemic: A Roundtable of the NCTE Committee on Global Citizenship

ROOM 261-B

Sponsored by the NCTE Standing Committee on Global Citizenship

In this roundtable, academics, intellectuals, and writers around the world explore how the COVID-19 global pandemic has impacted denotation, connotation, and understanding of global citizenship. The future of global citizenship in literature and language education will be discussed to provide guidance.

Session Chair: Heerak Kim, Asia Evangelical College and Seminary

A.15 Holding Our Own: How Teachers, Authors, and Librarians Can Fight Book Bans and Protect Diverse Curricula ROOM 213-CD

This session offers practical information about how to prevent, prepare for, and resist book challenges and censorship initiatives. Our panel consists of a library coordinator, a teacher librarian, a classroom teacher, and four awardwinning authors whose books have been challenged. This collaboration is a reflection of how we must come together in support to fight for intellectual freedom.

Presenters: Becky Calzada, Leander Independent School District

Liz Seelig, Leander Independent School District

Julia Torres, Denver Public Schools

Tradebook Authors/Illustrators: George M. Johnson, Macmillan

Kyle Lukoff

Dashka Slater, Macmillan

Kelly Yang, Scholastic

A.16 Illuminating Pedagogies: Centering Students and Well-Being ROOM

206-B

In this combined session, speakers will examine adult ESL learners, service-learning, and facultystudent relationships and the impacts on learning.

Presenters: Lisa Beckelhimer, University of Cincinnati, “Illuminating Social Justice through Service-Learning: Students Write and Act to Bring Brightness to Their Communities”

Cortney Holles, Colorado School of Mines, “Shining Light into the College Classroom: Fostering Faculty-Student Relationships for Well-Being”

Svetlana Mylnikova, University of New Mexico, “Spotlighting ‘Dark’ Areas of Career Pathways Programs via ZPD: Preparing Adult ESL Students for More Efficient Integration into the US Workforce” Natalia Rud, Skagit Valley College, “Spotlighting ‘Dark’ Areas of Career Pathways Programs via ZPD: Preparing Adult ESL Students for More Efficient Integration into the US Workforce”

A.17 Imagination as an Act of Empathy: Shedding Light on Character Analysis with the Language of Emotional Intelligence ROOM 201-D

Taking up narrative transportation theory, two high school English teachers consider how ELA students might develop empathetic and imaginative capacities as they interface with the lives and choices of fictional characters. Situating SEL in classroom literature revitalizes taken-for-granted concepts and yields a robust lens for character analysis.

Presenters: Maggie Quinn, Glenbard North High School Jessica Rochford, Glenbard South High School

A.18 Lighting a Path: Building Young Writers’ Voices and Viewpoints through Cross-Country Collaboration ROOM 201-C

In this interactive session, two teachers from Oklahoma and New York present a crosscountry collaboration that “shines light” on their students’ viewpoints through debate, collaborative writing, and sharing perspectives. Participants will walk away with tools, ideas, and strategies to consider how to create, revise, or enhance similar projects for their own classroom contexts.

Presenters: Shannon Altom, Bixby High School

Amy Matthusen, East West School of International Studies

A.19 Lighting the Way toward Digital Democratic Futures: Sharing

Models of Multimodal Composition,

Connection, and Care across the National Writing Project Network ROOM 210-CD

In an overwhelmingly digital world, ELA teachers seeking to demonstrate commitments to equity, justice, and antiracism must be ready to navigate and engage in multimodal discourse with students and each other about sensitive topics. This session will help them do that with helpful principles and strategies drawn from three innovative National Writing Project learning communities.

Session Chair: Nicole Mirra, Rutgers University

Presenters: Janelle Bence, New Tech High at Coppell

Joe Dillon

Antero Garcia, Stanford University

Peter Haun, Oak Park Public Schools

Jeremiah (Remi) Kalir, University of Colorado, Denver

Christina Puntel, Carver Middle School

Mary Louise Richards, Anchorage School District

Molly Robbins, Cherokee Trail High School

Amy Stornaiuolo, University of Pennsylvania

Respondent: Christina Cantrill, National Writing Project

A.20 Out of Darkness into the Light: The Role of Creative Writing in Prison and Beyond ROOM 212-A

This interactive session will explore strategies and challenges for teaching creative writing to incarcerated youth and adults. We will be joined by three formerly incarcerated writers who will offer examples of their work and discuss the role that creative writing opportunities played in offering light to their time behind bars. We will also offer specific lessons for mainstream classrooms.

Session Chair: Peter Williamson, Stanford

Presenter: Deborah Appleman, Carleton College

A.21 Promoting a Classroom Culture of Empathy and Compassion through Diverse Picture Books ROOM 252-C

Social justice begins with understanding the “other,” and understanding must begin at the earliest age. Diverse picture books are the best vehicle for building a classroom culture of empathy and compassion. Five Latina authors will speak to the immigrant experience and the incredible benefits that communities and helping hands can bring to an immigrant’s search for light and hope.

Tradebook Authors/Illustrators: Alexandra Alessandri, Simon & Schuster/Sleeping Bear Press/Albert Whitman

Terry Catasús Jennings, Author, Member of Las Musas, SCBWi, Children’s Book Guild Karina González, Macmillan Monica Mancillas, Balzer + Bray/HarperCollins/ Roaring Brook/Macmillan/Penguin Workshop/ PenguinRandomHouse/Chronicle NoNieqa Ramos, Lerner Books

Ana Siqueira, Beaming Books/Simon & Schuster/ HarperCollins/Capstone/Barefoot Books

A.22 Promoting Equity and Social Justice through Dialogic Teaching ROOM 207-D

In this session, you will learn about dialogic teaching and hear from teachers who engage in this practice.

Presenters: Alexander Harbour, Orange Center School District, “Creating Art, Reading Images, and Shining Bright: Deconstructing and Reconstructing Discourses for Equity”

Heidi Marchetti, Canterbury Elementary, “Shining a Light on Dialogic Teaching and Learning for Our Youngest Students”

Ruth Quiroa, National Louis University, “Fantasy for Social Justice: Fourth-Grade Students’ Responses to A Wish in the Dark”

Selena Van Horn, California State University, Fresno, “Creating Art, Reading Images, and Shining Bright: Deconstructing and Reconstructing Discourses for Equity”

Jongsun Wee, Pacific University, “Fantasy for Social Justice: Fourth-Grade Students’ Responses to A Wish in the Dark”

A.23 Purposeful Reflection on Literacy and Instructional Practices ROOM 210-A

Professional reflection is productive and engaging. Presenters share how they collaboratively engage in reflection to ignite and refine their instruction.

Presenters: Tracy Brosch, “In the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivity”

Tiffany Clay, Clyde C. Miller Career Academy, “In the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivity”

Diana Hammond, UMSL, “In the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivity”

Janeen Pizzo, SUNY Brockport, “See the Light: Reclaim Your Agency and Up the Ante”

A.24 Pursuing the Light in Book Selection and Critically Using Global Literature with Multilingual Learners In Elementary Classrooms ROOM 207-C

The need for teachers who can critically evaluate, select, and use texts that work for students is crucial. This session seeks to create a light for teachers and preservice teachers around topics of global text selection and evaluation—looking at elements of diversity, quality, developmentally appropriateness, and kid appeal to empower teachers to select titles for multilingual classrooms.

Session Chair: Jeanne Fain, Lipscomb University

Presenters: Sarah Duncan, Lipscomb Univesity

Jeanne Fain, Lipscomb University

Molly Miller, J.E. Moss Elementary

Kahla Smith, J.E. Moss Elementary

9:30–10:45 A.M.

A.25 Pursuing the Light through Culturally Sustaining Writing Pedagogy— EQUITY in Action

ROOM 208-B

As teachers, we see writing’s transformative power. So how can we foreground students’ voices to disperse light in our classrooms and schools? By putting EQUITY, an acronym for culturally sustaining writing practices, into action, we foreground students’ voices to foster writing. This presentation offers classroom strategies for dispersing the light through culturally sustaining writing.

Presenters: Ryan Mintz, Murray School District

Elizabeth Thackeray Nelson, Utah Valley University

Margaret Opatz, University of Utah

A.26 Putting Assessment Practices Under the Spotlight ROOM 256-B

How can teacher educators move toward authentic, empathetic, equitable, and just assessment practices, and how can they help prospective teachers do the same? This session aims to help attendees advance their own practices and perspectives as they relate to assessment and, in turn, support prospective teachers in doing the same.

Presenters: Amanda Brewer, University of Central Missouri, “Seeing the Light in Students’ Writing: How Preservice Teacher Training Can Support Asset-Based Writing Evaluation”

Mike Cook, Auburn University, “Exploring LaborBased Grading Contracts in Teacher Education and Secondary Classrooms”

Darren Crovitz, Kennesaw State University, “Exploring Labor-Based Grading Contracts in Teacher Education and Secondary Classrooms”

Jennifer Dail, Kennesaw State University, “Exploring Labor-Based Grading Contracts in Teacher Education and Secondary Classrooms”

Lindsey Ives, Auburn University, “Exploring LaborBased Grading Contracts in Teacher Education and Secondary Classrooms”

Chelsea Everly Orman, University of Central Missouri, “Seeing the Light in Students’ Writing: How Preservice Teacher Training Can Support Asset-Based Writing Evaluation”

A.27 Shining

a Light on Digital Practices in Teacher Education

ROOM 264-BC

Sponsored by the ELATE Commission on Digital Literacies in Teacher Education (D-LITE)

Members of the ELATE Commission on Digital Literacies and Teacher Education share research and teaching ideas for using digital literacies to shine a light on teacher education. The session includes two rounds of presentations by educators and researchers. Join us to learn how to harness digital literacies to help brighten these dark times for preservice and in-service teachers.

Session Chairs: Rick Marlatt, New Mexico State University

Clarice Moran, Appalachian State University

Roundtable Leaders: Sean Adcroft, Manhasset Schools/ Fordham University

Donna Alvermann, University of Georgia, Athens

Stefani Boutelier, Aquinas College

David Bruce, University at Buffalo

Nicole Damico, University of Central Florida

Jessica Eagle, North Carolina State University

Kari Enge, Texas Woman’s University

Will Fassbender, Montana State University

Merideth Garcia, University of Wisconsin-La Crosse

Thor Gibbins, SUNY Oneonta

Jenevieve Goss, Kennesaw State University

Stephen Goss, Kennesaw State University

Mary Ellen Greenwood, Utah State University

Troy Hicks, Central Michigan University

Laura Jacobs, Towson University

Sara Kajder, University of Georgia

Benjamin Lathrop, Purdue University

Ryan Lewis, Ouachita Baptist University

Maureen McDermott, Independent Scholar

Christy McDowell, Henderson State University

Rick Marlatt, New Mexico State University

Janell Miller, North Carolina State University

Clarice Moran, Appalachian State University

Brady Nash, University of Texas

Ian O’Byrne, College of Charleston

Tonya Perry, University of Alabama at Birmingham

Amanda Plaizier, Utah State University

Mary Rice, University of New Mexico

Ryan Rish, University at Buffalo, SUNY

Brad Robinson, Texas State University

Aimee Hendrix Soto, Texas Woman’s University

Sunshine Sullivan, Houghton College

Kristen Turner, Drew University

Carl Young, North Carolina State University

Lauren Zucker, Northern Highlands Regional High School/ Fordham University/Drew University

A.28 Shining a Light on Rural YA Literature: Presenting the Winners of the Whippoorwill Award for Rural Young Adult Literature ROOM 262-B

The Whippoorwill Award for Rural Young Adult Literature recognizes exceptional books representing rural people and places. In this panel, Whippoorwill committee members present the most recent winning titles and discuss the importance of recognizing exemplary texts that tell stories of rural places with invited authors including Darcie Little Badger, Nora Shalaway Carpenter, Carly Heath, and Jeff Zentner.

Presenters: Jill Bindewald, Oklahoma State University

Devon Brenner, Mississippi State University

Kate Kedley, Rowan University

Nick Kleese, University of Minnesota

Chea Parton, The University of Texas at Austin Jennifer Sanders, Oklahoma State University

Stephanie Short, University of North Georgia Tradebook Authors/Illustrators: Darcie Little Badger

Nora Shalaway Carpenter Carly Heath Jeff Zentner

A.29 Shining the Light in Nontraditional Educational Spaces: Healing Pedagogies in English Education ROOM 211-B

What does humanizing pedagogy look like in nontraditional English educational K 16+ spaces? As we continue to dream about love, care, and healing in our learning communities, four educators examine unexplored spaces and critically reflect with participants about humanizing practices. Lastly, we share artifacts from enacted curriculums that center student identities.

Session Chair: Limarys Caraballo, Teachers College, Columbia University

Presenters: Katie Harlan Eller, Teachers College, Columbia University

Chiara Fuller, Teachers College, Columbia University

Eun Bee Kim, Teachers College, Columbia University

Diana Liu, Teachers College Columbia University

A.30 Sight Unseen: Supporting Visual Literacy to Students with Visual Impairments

ROOM 261-A

This session offers classroom activities for university students that keep Universal Design Learning principles in mind, specifically for students with visual impairments (SwVI)—a student population largely ignored. These activities are designed so SwVI can have an equal path to access as sighted students, but also so university faculty and students will be more aware of the issues SwVI face.

Session Chair: Cheryl Hogue Smith, Kingsborough Community College, CUNY

Presenters: Esther M. Gabay, Kingsborough Community College, CUNY, “Building Accessibility into the Structure of Our Pedagogy”

Rebecca Penrose, California State University, Bakersfield

Cheryl Hogue Smith, Kingsborough Community College, CUNY, “The Art of Alt Text: Students Writing for Students with Visual Impairments”

A.31 Spark the Human Connection: Fueling Energy-Giving Relationships in School and Beyond ROOM

251-B

Communities thrive when members feel seen, heard, understood, and uplifted. In these literal and figurative spaces, connection, joy, and purpose become fuel for learning. Join us as we explore classroom, student-led, and collegial communities, sharing specific examples and actionable tips for creating spaces where personal and collective learning are centered and sustained.

Presenters: Pamela Koutrakos, Allendale School District

Melanie Meehan, Corwin Press

Christina Nosek, Lucille Nixon School

Maria Walther, Maria P. Walther LLC

9:30–10:45 A.M.

S M

A.32 The Humor, the Heavy, and the Hope: Using Literature to Tackle Tough Topics ROOM 263-A

Today’s students are often faced with a number of social challenges that are part of their worlds, including racism, substance abuse, identity questioning, death, poverty, and violence. In this session, presenters will explore the potential for integrating quality young adult literature that connects multiple aspects of life with heavy and difficult topics in today’s world.

Presenters: Raymond Epps, Augusta University

Jenna Gurley, Augusta University Rebecca Harper, Augusta University Marlynda Holley, May River High School

A.33 The North Star: Centering Antibias and Antiracism in Your Classroom and School Community ROOM 212-B

Join antibias and antiracist practitioners as we identify and explore texts, student work, and original units of study that address the spectrum of understanding and concretizing ABAR theory in the classroom.

Presenters: Tiffany Jewell, This Book Is Antiracist, The Quarto Group Liz Kleinrock, Heinemann/Teach and Transform shea martin, The Ohio State University Henry Cody Miller, SUNY Brockport Kassandra Minor, The Minor Collective

A.34

G TE G

ROOM 213-A

NWP Writing Project site leaders will share a variety of successful online networking activities that connected educators during the COVID-19 pandemic. Through a range of online opportunities, teachers across the South were able to engage, learn, and work together on areas of interest. Presenters will highlight the positive outcomes for teachers and engage participants in discussions to replicate.

Presenters: Rebecca Kaminski, Clemson University Mary Parker, The University of Mississippi Tobi Pirolla, Clemson University Ellen Shelton, The University of Mississippi

We’ll Keep the Light On: The Power of Networks during Difficult Days

A.35

With(in), alongside, and between: Creating Humanizing Writing Experiences for Youth in SchoolAdjacent Spaces

ROOM 203-A

This session represents ways of using community resources to support schools and classroom educators in creating humanizing writing experiences for youth to help them realize their sueños of, and through, writing. We explore how womanist, feminist, Black, Chicana, and sociocultural perspectives inform the design and understanding of writing spaces for healing, transformation, and self-authoring.

Session Chair: Sarah Beck, New York University

Presenters: Sarah Beck, New York University, “Coconstructing Identities as Writers and Teachers in the Youth Online Writers Web”

Tracey Flores, The University of Texas at Austin, “Creating Our Brave Space: Latina Girls and Women Authoring Their Lives”

Latrise Johnson, University of Alabama, “(Re)Writing as a Womanist: Cultivating Humanizing Literacy Experiences for Black and Queer Youth in and on the Edges of School”

Christina Rodriguez, New York University, “Coconstructing Identities as Writers and Teachers in the Youth Online Writers Web”

Scott Storm, New York University, “Co-constructing Identities as Writers and Teachers in the Youth Online Writers Web”

A.36 “You Ever Think of Getting Out of Here?” Exploring Rural Voices and Communities in Diverse English Classrooms

ROOM 202-B

Rural communities are often portrayed as dead ends, but reality is more complex for the youth that call them home. This session explores three different ways teachers in Utah centered rurality in their diverse English classrooms through the young adult novel The Serpent King and discussions of culturally distinct contexts of community and identity, challenging rural stereotypes in the process.

Presenters: Ren Hatt, Green River High School

Rachel Knecht, University of Nevada, Reno Kaylee Smedley, Provo High School

Respondent: Dawan Coombs, Brigham Young University

A.37 Poster Session

ACC NORTH, PREFUNCTION AREA, SECOND FLOOR

Poster 1—Fostering Empathy and Understanding in Rural Community Schools through Diverse Children’s Literature

This poster presents the results of a case study examining the beliefs and experiences of elementary educators in rural, predominately white schools as they utilize multicultural children’s literature. Teachers’ motivation to engage in this work, perceived opportunities and challenges, and effective instructional strategies were identified through analysis of survey and focus group data.

Presenters: Madeleine Israelson, College of Saint Benedict

Terry Johnson, College of Saint Benedict

Poster 2—Honoring Our Voices: Art and Place in the ELA Classroom

Arts-integrated, place-based projects create space for expanded notions of literacy in the English language arts classroom. Participants in this session will consider how to support students in explorations of place that build students’ capacity to honor diverse voices.

Presenters: Jessica Gallo, University of Nevada, Reno Bailey Herrmann, University of Wisconsin Oshkosh Poster 3—Job-Embedded Professional Development: A Pathway to Improving Teachers’ Text-Based Writing Instructional Capacity

Professional development has the potential to improve middle school English teachers’ ability to teach text-based writing, a particularly difficult form of academic composition with which many students struggle. Through this poster presentation, you will learn how to design and use job-embedded PD to enhance the text-based writing instructional capacity of middle school English teachers.

Presenter: Kevin Kendrick, Johns Hopkins University

A SESSIONS — 9:30–10:45 A.M.

Poster 4—More Than a Jack-of-All-Trades: Substitute Teaching as a Cyclical Experience

This poster focuses on the current need for substitute teachers and the dialogue about what language arts teachers most desire for their substitute teachers to accomplish in the classroom when they are out, whether that be for a day or an extended absence. An interactive Q&A section of my poster board will address topics between teachers and substitutes.

Presenter: Elizabeth Whitehead, Independent Scholar, Virginia (Northern Virginia, Public School)

Poster 5—Pursuing the Light in the Darkness of YA Dystopian Literature: Helping Students Better Their Worlds in a Project-Based Learning Unit

This poster session provides educators with a compelling infographic reflecting an engaging PBL unit comprised of data-driven best practices and some of the most contemporary and award-winning young adult dystopian literature. Extensive handouts of recommended readings and internet resources are provided so colleagues can immediately utilize information upon returning to the classroom.

Presenter: Jennifer Kirchoff, Le Moyne College

Poster 6—The 1,000 Books before Kindergarten Movement: Supporting Early Literacy and Nurturing a Lifelong Love for Reading

The 1,000 Books before Kindergarten foundation does important work promoting reading to children starting in their youngest years. Their simple, accessible, and fun approach to intentional language exposure in the early years provides engaging opportunities to build foundational literacy skills that will sustain and support readers, setting them up for success during critical early childhood years.

Presenter: Samantha Cronin, University of Minnesota

Poster 7—What Book Are You Reading Today? Teachers Explain Their Multicultural Book Choices

In this poster session, we will present preliminary findings of our doctoral study which will investigate the integration of multicultural literature utilized in classroom libraries and within the curriculum. Through an examination of lesson materials, classroom observations, teacher interviews, and document review, we will examine how and to what extent teachers integrate multicultural texts.

Presenters: Xavier Bradley, Augusta University Lauren Davis, Augusta University Rebecca Harper, Augusta University Porsha Stephens, Augusta University

A.38 Making It Personal: Narrative Stories in the Classroom ROOM 202-B

G G

Eric Gansworth and Daniel Nayeri discuss how using personal narratives in the classroom can encourage social emotional learning—and help teens better understand—historical events. The panel will address how reading personal narratives can help teens to reenvision their personal stories as part of the larger historical narrative.

Session Chair: Ramona Caponegro, University of Florida Presenter: Antonio Gonzalez-Cerna, LQ Tradebook Authors/Illustrators: Eric Gansworth, Author Daniel Nayeri

A.39 Open Windows‚ Open Minds: Developing Antiracist Students ROOM 213-B

Open Windows, Open Minds is an interactive workshop session that will build on the concept of Windows and Mirrors to explore why learning to appreciate the experiences and perspectives of Black and Brown people in literacy instruction is essential for our White students.

Presenter: Afrika Afeni Mills, “Open Windows‚ Open Minds: Developing Antiracist Students”

B.01 Are Your Words Like My Words? Accessing Your Inner Light through Poetry

ROOM 207-A

Do we see the world the same way? Do you see what I see? How do you shine your light?

Writing poetry alongside students enriches the student-teacher relationship as they share a creative and life-affirming activity. This panel of teacher/authors will offer strategies for encouraging you and your students to express their individuality through creative poetic writing.

Session Chair: Margaret Simon, Iberia Parish Gifted Program

Presenters: Mary Lee Hahn, Clintonville Resource Center Kids Clubs

Laura Shovan, Houghton Mifflin Harcourt/Clarion

Margaret Simon, Iberia Parish Gifted Program

B.02 Be Brave: MG Books That Inspire Young Readers to Work for Change in Their Own Lives and the World around Them

ROOM 208-A

Educator Katrina Webber will moderate a discussion with middle-grade authors Chrystal Giles, Karen Strong, Laurel Snyder, Jessica Vitalis, and Kelly Yang, exploring how their stories can serve as beacons of hope and change when it comes to addressing issues such as bullying, sexism, gentrification, racism, and poverty.

Session Chair: Katrina Webber, Dublin City Schools Tradebook Authors/Illustrators: Chrystal D. Giles

Laurel Snyder, Chronicle Books

Karen Strong, Simon & Schuster

Jessica Vitalis, HarperCollins

Kelly Yang, Scholastic

B.03 Big-Hearted Read-Aloud: Using Picture Books as a Vehicle for Literacy Learning, Social Comprehension, and SEL ROOM 207-C

The session offers strategies, structures, and lessons through a broad array of stories centered on various identities, and we invite educators to continuously center the students in their classrooms and continue to seek texts that allow our children to see themselves. We will provide brief explanations of instructional methods, grab-and-go reading and SEL strategies, restorative circle practices, etc.

Presenters: Dana Clark, Gravity Goldberg LLC Keisha Smith-Carrington, Princeton Public Schools Jigisha Vyas, Calvin Coolidge Elementary

B.04 Birds Aren’t Real: Literature as Truth and Light in Dark Times ROOM 212-A

Presenters in this session will offer attendees hands-on opportunities for exploring the ways literature illuminates truth and for teaching students to be critical consumers and creators of online information. Our keynote, awardwinning children’s author Carol Lindstrom, will speak about the unique role picture books can play in critiquing and responding to disinformation.

Session Chair: Glenda Funk, Highland High School

Roundtable Leaders: Glenda Funk, Highland High School

Joel Garza, Greenhill School, Addison, TX, “Netflix and Skill: Interrogating the Political Impact of Stories in Our Down Time”

Jori Krulder, Paradise High School, “Teaching Research and Media Literacy Skills through Podcasting”

Erica Lopez

Stefanie Plato, Highland High School, “Rumor Has It: Literature as Illumination in the Age of Disinformation”

Ami Szerencse, Schurr High School

Marcela Valadez, Montebello USD

Tradebook Author/Ilustrator: Carole Lindstrom, Macmillan Children’s Books

B.05 Creating a Framework for Healing: Engaging Students’ Socioemotional Well-Being

ROOM 212-B

Indigenous literature, centering love, and fostering mental wellness can serve as windows into SEL. Presenters offer tools, materials, and interventions for teachers.

Presenters: Tiffeni Fontno, Boston College, “What’s Love Got to Do with It: Creating a Framework for LoveInformed Teaching”

Nicholl Montgomery, Boston College, “What’s Love Got to Do with It: Creating a Framework for Love-Informed Teaching”

B.06 Empowering Students’ Voices through a Framed Story Structure ROOM 208-B

Learn how a framed story structure helps students reflect on significant people, events, and places in their lives. This strategy empowers students’ voices as they describe why/how these meaningful people/events/places influence their views of social justice issues. Classroom teachers describe their use of a framed story structure to teach memoir and reader responses to multicultural literature.

Session Chair: Beverly Ann Chin, University of Montana

Presenters: Beverly Ann Chin, University of Montana Dana Haring, Kalispell School District

Stephanie Swigart-Bell, Montana Office of Public Instruction

B.07 Finding the Light in All Students through Conferring ROOM 206-A

Educators can tap into the light within each student through the power of conferring. Participants will learn how to use a variety of conferences to build upon student academic strengths, create pathways to learning, and discover the stories inside each child that reveal their identities that make them unique. Attendees will leave equipped to put what is learned into practice immediately.

Presenters: Kristen Forth, Rockwood School District Stefanie Steffan, Rockwood School District Stacey Taylor, Rockwood School District

B.08 From Access to Equity: Lighting a Path to Support Diverse Students’ Success in Advanced High School English Classes

ROOM 201-B

Three teachers and a university professor share strategies to make advanced high school classes accessible and equitable for students from diverse racial, cultural, linguistic, and socioeconomic backgrounds. Learn practical approaches—for universities, schools/districts, departments, PLCs, and classroom instruction— to support access and equity in AP, dual-credit, and other advanced classes.

Session Chair: Margaret Perrow, Southern Oregon University

Presenters: Teresa Connelly, Grants Pass High School, “Step to the Side, Shakespeare—the Defenders of Diversity Are Here!”

Kelly Fogg-Johnson, Phoenix High School, “Dual Credit Is for Everyone”

Merrilyne Lundahl, Southern Oregon University Camille Schuler, South Medford High School, “Acculturation: From Theory to Practice”

B.09 Harnessing the Light and Power in Mentor Texts: New Possibilities for Young Writers (A Conversation with Matt de la Peña, Corinna Luyken, and Sarah Cordova) ROOM 213-CD

Award-winning authors Matt de la Peña (Last Stop on Market Street) and Corinna Luyken (The Tree in Me) sit down with Sarah Cordova, director of Literacy Matters, to discuss utilizing Matt and Corinna’s texts (including their newest collaboration, Patchwork) to foster powerful and purposeful writing instruction and the beautiful journey each child takes as they stitch together their very own story.

Session Chair: Sarah Cordova, Literacy Matters

Tradebook Authors/Illustrators: Matt de la Peña, Penguin Corinna Luyken, Dial/Penguin

B.10 Honoring the Light with Equitable Grading Practices ROOM

209-B

This session offers practical ideas to create more equitable grading models, including alternative forms of student evidence.

Presenters: Joshua Kunnath, Highland High School, “Rethinking the F Word: Exploring Equitable Grading Practices and Student Failure Rates”

Hunter Reardon, Palo Alto Senior High School, “Grade for Equity in Your Classroom Today!”

B.11 Humanizing Adolescents with Addictions through Authorship, Teaching, and Research

ROOM 201-C

Utilizing stories about the impact of substance use disorders in our classrooms is important as the United States faces a national opioid crisis. This panel features author Mindy McGinnis discussing her novel Heroine, a librarian who used Heroine in a YAL elective course, and teacherresearchers who discuss the importance of centering humanizing narratives about addiction in ELA curriculum.

Presenters: Arianna Banack, University of Tennessee, Knoxville

Brandi Hartsell, Halls High School

Mindy McGinnis, HarperCollins

Daniel Moore, University of Colorado, Boulder

Amanda Rigell, University of Tennessee, Knoxville

B.13 Leveraging Teacher Collaboration to Facilitate Authentic Student Voices: Podcasting as a Vehicle for Change in the 21st-Century Classroom

ROOM 203-A

When students star in their own podcasts, they are able to find and strengthen their voice. Combining research, synthesis, and narrative into a passion project allows students to shine a light onto their experiences and communities. Drawing on our multiyear success in the NPR Student Podcast Challenge, we will share our strategies to guide your students to create engaging and meaningful podcasts.

Presenters: Sophia Faridi, J. Sterling Morton East High School

Sarah Lorraine, J. Sterling Morton East High School

Jeremy Robinson, J. Sterling Morton East High School

Mark Sujak, J. Sterling Morton East High School

B.14 Lighting a Path: Children’s Literature and the Pursuit of Critical Practice

ROOM 203-B

This session brings to light ways to engage with children’s literature to enact critical and reflective practices in teaching. Presenters offer local and global perspectives of equity and social justice.

Presenters: Jamie Caudill, Georgia Gwinnett College, “Integrating Social Justice Themes into Elementary Education Teacher Preparation”

Xenia Hadjioannou, Pennsylvania State University, Harrisburg, “Illuminating a Social Justice Pathway for Preservice Teachers through Children’s Literature”

Deborah Jane, University of Minnesota, “Lighting Up the World: Globalizing Rural Teacher Training Programs”

Kathrina O’Connell, Bemidji State University, “Lighting Up the World: Globalizing Rural Teacher Training Programs”

Christine Reilly, Georgia Gwinnett College, “Integrating Social Justice Themes into Elementary Education Teacher Preparation”

Meghan Valerio, Kent State University, “Illuminating a Social Justice Pathway for Preservice Teachers through Children’s Literature”

B.15 Lighting Different Ways: Unsettling and Indigenizing Pandemic Pedagogies in Writing and English Studies

ROOM 210-A

This panel offers the audience stories and strategies for unsettling and Indigenizing teaching practices at both the classroom and the departmental levels. Panelists discuss our collective work to survive, recover, and heal from the ongoing impacts of both the COVID-19 pandemic and the legacies of settler colonialism while simultaneously building communities of care and support for our students.

Presenters: Everardo Cuevas, Michigan State University, “Antiracist (Hi)Story Lessons: The Need for Contextualization in Developing Racial Self-Awareness in the Teaching of Writing”

Catheryn Jennings, Hamline University, “Caring for Their Stories: Compassionate Methodology in the Writing Classroom”

Jaquetta Shade-Johnson, University of Missouri, “Adapting Experiential and Land-Based Pedagogical Practices in the English Studies College Classroom in the Time of COVID”

B.16 Literature as Light: Children’s Books Beckoning the Stories of Young Writers

ROOM 207-B

Participants in this session will consider ways that children’s literature shared through classroom spaces has the potential to offer affirmation of different identities in ways that invite personal writing. Picture books, early readers, and middle grade texts will be examined through dialogue, opportunities for writing, and as a springboard for participants to reflect on their own practice.

Presenter: Mary Ann Cahill, Bellarmine University

B.17 “Power in Identity”: Finding Light and Hope through Criminal and Social Justice in AP Language and Composition

ROOM 263-A

In 2022, it has never been more important to teach our students about social and criminal justice, and AP English Language and Composition is the perfect place to do so. Our students, still reeling from the effects of the pandemic, need to see individuals struggle, endure, and triumph. Attend this session for a detailed unit involving Bryan Stevenson’s Just Mercy and popular, high-interest texts.

Presenters: Darren Bosch, Mamaroneck High School

Hannah Krafchick, Mamaroneck High School

Evan Madin, Mamaroneck High School

James Short, Mamaroneck High School

B.18 Pursuing the Light of Teen Empowerment ROOM 210-B

This panel discusses various ways educators can help teens overcome the fear of alienation by peers. These include modeling encouraging behavior, including diverse books in the classroom, and creating a safe environment where teens can be their authentic selves while embracing the nuances of their diverse experiences.

Presenters: Zabé Ellor, Roaring Brook Press

Carly Heath, Soho Teen Brandie June, CamCat Books

Naz Kutub, Bloomsbury YA Emery Lee, Author Alexandra Overy, Inkyard Press Liza Wiemer, Delacorte

B.19 Pursuing the Light through Laughter ROOM 201-A

Teachers know humor reaches and heals students but aren’t always sure where to start. In this session, three authors/performers/ teachers discuss concrete ways to create space for humor and joy in lessons and the classroom, provide the opportunity for attendees to try their hand at creating light through laughter together, and offer a list of choice books that use laughter to heal.

Presenters: Nicole Kronzer, Champlin Park High School/ Henry Abrams, Inc.

Laura Zimmermann, Dutton Books/Penguin Random House

B.20 Pursuing the Light! Teaching Next Generation Genres ROOM 201-D

This panel is about teaching writing to harness our students’ energy, curiosity, lived experience, light, and love. We offer a genre framework for designing and implementing a secondary writing curriculum, focusing on helping students gain the experience they need to write with confidence in academic and civic life. Using genre in the classroom reconnects students to the beautiful writing world.

Session Chair: Jessica Early, Arizona State University

Presenters: Amber Curlee, Arizona State University

Jessica Early, Arizona State University, “Pursuing the Light! Teaching Next-Generation Genres”

Rosanne Orta, Alhambra High School

Heather O’Loughlin, Horizon High School

Ginette Rossi, Arizona School for the Arts

B.21 Rekindling Student and Teacher Light ROOM 213-A

In the midst of uncertainty and stress during the pandemic, our lights—students’ and teachers’ alike—may have dimmed. Together, we will take a breath and reflect through writing and learning how to build toward a mindful ELA classroom.

Presenters: Jodi Baker, Anoka-Hennepin District #11, “Reflections on Teaching: Rekindling Our Light”

Shannon Galvan, The University of Texas at Austin, “’Together We’re Able to Navigate This Crazy Year’: Early-Career Literacy Teacher Coaching in the Midst of a Global Pandemic”

Jessica Murdter-Atkinson, The University of Texas at Austin, “’Together We’re Able to Navigate This Crazy Year’: Early-Career Literacy Teacher Coaching in the Midst of a Global Pandemic”

Gabrielle Plastrik, Charles Wright Academy, “Mindfulness in the ELA Classroom”

B.22 Using Critical Literacy to Support Students’ Awareness, Action, and Advocacy Related to Social Justice Concerns

ROOM 202-B

The Justice Scholars program in an urban school provides students with a unique opportunity to develop as advocates for social justice issues and agents of change through learning research skills and writing individualized research projects grounded in their own community realities, interconnecting academic and authentic experiences to cultivate a more scholarly understanding of the issues.

Presenters: Angela Flango, Pittsburgh Public Schools

Sean Means, Pittsburgh Public Schools

Esohe Osai, University of Pittsburgh

B.23 Using Restorative Circles to Illuminate Student Voices and Bring People Closer Together ROOM 211-A

Restorative Circles serve to build brave spaces for the voices of students to be heard and understood. As educators committed to the sueños of a community of belonging and dignity, we will center this session around actively experiencing Restorative Circles and exploring the power of talk to illuminate the stories of learners of all ages, and receiving tools for immediate implementation.

Presenters: Kelly Horalek, Lindbergh School District

Sara Levine, Lindbergh School District

Jeremy Mapp, Kirkwood/Lindbergh School District

Jessica Ostrich, Lindbergh School District

Sarah Valter

Natalie Weems

B.24 You Too Can Wear the Mask: Illuminating Superhero Narratives as Justice-Oriented Pedagogies in the ELA Classroom and Beyond ROOM 211-B

In this session, six educators invite practitioners to reimagine curricular ideas and content centered on empowerment and adolescence and how those ideas are are presented to youth through a variety of superhero narratives, including young adult literature, comics, film, and graphic novels.

Presenters: Javier Del Riego, University of Florida

Christian Hines, The Ohio State University

Jillian Miley, P.K. Yonge Developmental Research School at the University of Florida

Henry Cody Miller, SUNY Brockport

Jon Mundorf, P.K. Yonge Developmental Research School at the University of Florida

René M. Rodríguez-Astacio, California State University, Fresno Mario Worlds, University of Florida

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B.25 Making Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacher ROOM 213-B

While the last three years have seen much darkness for educators, they have also seen an explosion of new voices offering fresh solutions to old problems and finding ways to be at once more effective, efficient, and equitable. This session, led by three practicing teachers, focuses on key rising pedagogical ideas that can help teachers work faster, be better, and create classes that work for all.

Presenters: Matthew Johnson, Ann Arbor Public Schools, “Making Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacher”

Matthew Kay, Stenhouse Publishers, “Making Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacher”

David Stuart, Cedar Springs High School/Corwin Literacy, “Making Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacher”

C SESSIONS

C.01 2022 Notable Children’s Books in the Language Arts Session ROOM 210-CD

Sponsored by the NCTE Children’s Literature Assembly

This session will highlight 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K 8. NCBLA 2022 Committee members will share their insightful reviews of each book and suggested instructional strategies for each book.

Presenters: Vera Ahiyya, Brooklyn Arbor Elementary

Patrick Andrus, Prairie View Elementary School

Dorian Harrison, The Ohio State University at Newark

Laretta Henderson, Eastern Illinois University

Janine Schall, University of Texas Rio Grande Valley

Kathryn Will, University of Maine, Farmington

C.02 Beyond Belief: Enacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Education ROOM 264-BC

Sponsored by the ELATE Commission on Methods Teaching and Learning

The ELATE Commission on Methods Teaching and Learning presents four concurrent roundtables discussing the ways in which instructors of Methods of Teaching English courses are both critically enacting and innovating beyond our newly revised NCTE Position Statement, Beliefs about Methods Courses and Field Experiences in English Education, in the development of new English teachers.

Presenters: Jessica Gallo, University of Nevada, Reno

Christopher Parsons, Keene State College

Roundtable Leaders: Alison Bright, University of California, Davis, “Writing as a Torch: Processing Trauma through Writing Instruction”

Rebecca Chatham-Vazquez, Arizona State University, “Collaborative Teaching to Build Community and Increase Flexibility in Preservice Teachers”

James Chisholm, University of Louisville, “When Methods Courses Go Public. . . and Gradeless: Making Authenticity and Equity Central to Teacher Preparation”

— 1:00–2:15 P.M.

Mike Cook, Auburn University, “When Methods Courses Go Public. . . and Gradeless: Making Authenticity and Equity Central to Teacher Preparation”

Katharine Covino-Poutasse, Fitchburg State University, “Making It Count: Authentic, Real-World Assessments, and Experiences in Special Methods”

Will Fassbender, Montana State University, “Rural Sense of Belonging and English Curricula”

Michelle Fowler-Amato, Old Dominion University, “Seeking Radical Healing and Reinvention: Restorative English Education in Practice”

Jessica Gallo, University of Nevada, Reno, “Beyond Belief: Enacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Education”

Bailey Herrmann, University of Wisconsin, Oshkosh, “Developing a Multiliteracies Approach with ELA Teachers”

Amber Jensen, Brigham Young University, “Navigating the Transition into the Teaching Profession through Dialogic Reflection”

William Kerns, University of Arkansas at Little Rock, “Responding to Pressures from the ‘Science of Reading’ Debates”

Allison Wynhoff Olsen, Montana State University, “Rural Sense of Belonging and English Curricula”

Melinda McBee Orzulak, Bradley University, “Planning for Joy: Frameworks and Strategies for Making Time for Joy and Play in the Capstone Methods Course and Field Experiences”

Christopher Parsons, Keene State College, “Enacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Education”

Nora Peterman, University of Missouri-Kansas City, “Tweets as Informational/Nonfiction Texts: Meeting Content Standards Using Social Media in the Methods Course”

David Premont, Purdue University, “Wrestling with Professional Teacher Identity”

Laura Renzi, West Chester University, “Expanding the Idea of ‘Reading’ for Preservice Teachers in the ELA Classroom”

Todd Reynolds, University of Wyoming, “Supporting Interpretation during Student Teaching: Lighting the Way toward Student-Led Interpretations of Literary Texts”

Leslie Rush, University of Wyoming, “Supporting Interpretation during Student Teaching: Lighting the Way toward Student-Led Interpretations of Literary Texts”

Melanie Shoffner, James Madison University, “Pedagogical Care and Preservice Teachers”

Maja Teref, University of Chicago Laboratory School, “Planning for Joy: Frameworks and Strategies for Making Time for Joy and Play in the Capstone Methods Course and Field Experiences”

Connor Warner, University of Utah, “Tweets as Informational/Nonfiction Texts: Meeting Content Standards Using Social Media in the Methods Course”

C.03

Bringing Classroom Anti-Fatness Out

ROOM 211-B

This presentation aims to illuminate the issue of anti-fatness in the classroom, and hopes to define for teachers of English and literacy the problems of fatphobia, anti-fatness, and intersections of identity that these oppressive paradigms share.

Presenters: David Bowles, University of Texas Río Grande Valley

Kelly Love, West Auburn High School

Caitlin O’Connor, Hommocks Middle School

Heather Perez, Solano Community College

C.04 Creative and Poetic Language to Engage Students and Teachers ROOM 213-A

Through the use of documentary poems, novels in verse, and creative writing units, the presenters provide attendees with literacy practices to expand students’ literacies.

Presenters: Carlina Duan, University of Michigan, “’Speaking Nearby’: Teaching Documentary Poetry in a Community-Engaged Writing Context”

Janis Harmon, The University of Texas at San Antonio, “Novels in Verse: An Enlightened Experience”

Miriam Martinez, The University of Texas at San Antonio, “Novels in Verse: An Enlightened Experience”

Rebecca Stortz, The University of Texas at San Antonio, “Novels in Verse: An Enlightened Experience”

Rashanna Tice, The University of Texas at San Antonio, “Novels in Verse: An Enlightened Experience”

Kia Turner, Stanford Graduate School of Education, “The Making of Abolitionist Classroom Community: How to Dovetail Critical Collective Practices in the English Classroom with Writing of the Self”

Marcy Wilburn, The University of Texas at San Antonio, “Novels in Verse: An Enlightened Experience”

1:00–2:15 P.M.

C.05 Critical Media Literacy Brings Social and

Environmental Justice into K–16

Classrooms

ROOM 211-A

This session explores the importance of teaching critical media literacy (CML) to prepare students to make sense of the messages that surround them and create media that can confront the omissions and misinformation they encounter. Educators from elementary school to higher education share their experiences, student examples, and resources for teaching reading and writing through a CML Framework.

Session Chair: Jeff Share, University of California, Los Angeles

Presenters: Andrea Gambino, University of California, Los Angeles

Jennifer Mead, Palms Middle School

Amber Medina, Dr. Owen Lloyd Knox Elementary School

Melina Melgoza, Los Angeles Unified School District Scott Moss, University of California, Los Angeles

C.06 Cuentos: A Path to the Creative Process for Discovering Our Sueños, the Light in Our Dreams ROOM 208-A

Approximately twenty diverse artists shared their creative process through their cuentos to serve as creative sages encouraging middle school students and community members to do the same. In this session, we will share the experiences, lessons, and strategies used, along with some of the participants’ cuentos and their journeys as they shed light on their creative process.

Session Chair: Roxanne Henkin, The University of Texas at San Antonio Emeritus

Presenters: Ilna Colemere, National Writing Project Aurelia Davila de Silva, San Antonio Public Schools

Roxanne Henkin, The University of Texas at San Antonio Emeritus

of the Darkness and Into the Light

C.07 Culture over Everything: Radical Teaching, Lived Experiences, and Authentic Literacies in the 21st Century

ROOM 209-A

Sponsored by the NCTE Early Career Educator of Color Award

This panel features year-long projects developed by our 2021 Early Career Educator of Color (EC-EOC) leadership award recipients. Our presenters have created teacher-scholar projects that explore innovative teaching methods, authentic literacies, and lived experiences for students.

Session Chair: Tiffany Armstead-Flowers, Georgia State University, Perimeter College

Presenters: Tiffany Armstead-Flowers, Georgia State University, Perimeter College

Gabby Bachoo, Gov. William Pitkin School

Briana Morales, Gordon Bush Alternative Center

Darius Wimby, DeKalb County School District

Respondent: Andy Chen, John Burroughs School

C.08 Different Languages as Bright Stars for Students: The Importance of Multilingualism in the Classroom ROOM 206-B

Our panel consists of four picture book and chapter book authors who were emergent bilinguals, and whose stories incorporate their home languages. In our discussion of multilingual texts as bright stars for students, we will discuss the emotions of an emergent bilingual student’s experiences and how educators can use multilingual texts to help students feel welcomed and affirmed.

Presenters: Alexandra Alessandri, Simon & Schuster/ Sleeping Bear Press/Albert Whitman

Reem Faruqi, Author

Aya Khalil, Tilbury House

Terry Catasús Jennings, Author, Member of Las Musas, SCBWi, Children’s Book Guild

C.09 Grappling with the Literature ROOM 212-A

Graduate school can be a daunting space. Even grad students can benefit from the kind of scaffolding that sheds light on processes of researching and grappling with academic literature. In this session, participants will try out one researcher’s process and original graphic organizer for grappling with the literature, as well as share their own ideas for organizing and utilizing research.

Presenters: Crag Hill, University of Oklahoma Shelly K. Unsicker-Durham, University of Oklahoma Michelle Boyd Waters, University of Oklahoma

C.10

Humanizing People, Practices, and Policies: Pursuing the Light of Justice in an Urban School District ROOM 203-A

Literacy education researchers developed a year-long humanizing professional learning community (HPLC) to promote equitable education among 100 practicing educators. Our HPLC, which took place in an urban school district, cultivated humanizing distance learning (HDL) pedagogies with/in an intergenerational community of educators. Findings illuminate the need for long-term HPLC spaces.

Presenters: Keisha McIntosh Allen, University of Maryland, Baltimore County Sakeena Everett, University of Connecticut Kindel Nash, Appalachian State University

C.11 Humanizing Writing Experiences ROOM 203-B

In this session, you will learn to engage middle and secondary students in writing and creating around their humanizing experiences.

Presenters: Erica del Riego, St. Brendan High School, “The Light of Gratitude: Using Family Interview Projects to Introduce Oral History into the ELA Classroom”

Maria Martin-Diemer, Gadsden Independent Schools, “‘Look, and Look Again’: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classrooms”

Mary Neville, New Mexico State University, “‘Look, and Look Again’: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classrooms”

Nicholas Thomas, Santa Teresa High School, “‘Look, and Look Again’: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classrooms”

C.12 Illuminations: The Inquisitor’s Tale as a Model for Making Marginalia, Mineral-Based Pigments, and the Poetry of Light ROOM 208-B

Explore the intersections of literature and science in this hands-on, practical guide to project-based learning! Panelists will share a sixth-grade investigation into illuminated letters, sketchnoting, and color theory. Whether or not you teach The Inquisitor’s Tale, participants will take home practical strategies for incorporating illuminated letters and marginalia in your own classrooms.

Presenters: Laura Page, Atrium School Julia Schroeder, Atrium School

C.13 Let’s Talk about Race: Supporting Sustained Professional Development for Pre-K–8 Classroom Teachers in Texas ROOM 207-B

We are school and university teacher educators who developed a professional development (PD) series titled “Talking about Race” that has been taking place over the course of the 2021–22 school year. We share the results of our PD, including resources, barriers, and transformations in teacher development in a political moment that has threatened to silence educators who prioritize racial equity.

Presenters: Annie Daly, The University of Texas at Arlington Wendilyn Ilund, Round Rock Independent School District

Amy Prescott, Round Rock Independent School District Wideline Seraphin, The University of Texas at Arlington Alice Strenger, Round Rock Independent School District

C.14 Lighting the Way to Information Literacy: Writing Faculty and Librarian Collaboration

ROOM 210-A

This panel explores how we might bring about change in regards to research and information literacy in university libraries and first-year writing curriculum. We explore the benefits of moving beyond previously entrenched practices and emphasizing faculty-librarian collaboration as a means of enhancing students’ information literacy.

1:00–2:15 P.M.

Session Chair: Jennifer Johnson, University of California, Santa Barbara

Presenters: Rebecca Greer, University of California, Santa Barbara

Jennifer Johnson, University of California, Santa Barbara Nicole Warwick, University of California, Santa Barbara

C.15 Lights, Camera, Action! ROOM 209-B

Explore student short films as well as Retro Report’s library of short-form films and leave with the resources to get students to create their own short identity films.

Presenters: Lauren McClanahan, Western Washington University, “Resemblances: Using Cross-Cultural Filmbuilding to Co-Create Identity through Film” David Olson, Retro Report, “Start with Story: Driving Inquiry through Film with Retro Report”

C.16 Locating the Self in Space and Place: The Politics of Home in Middle Grade and Young Adult Literature ROOM 201-A

This session considers the politics of home in MG and YA literature across multiple genres written by own story authors. It centers antiracist frameworks to explore how fiction for young people reflects varying, but always political, conceptions of home; how teachers and students might examine these conceptions through literature; and how readers might find or make home in the stories they read.

Session Chair: Wendy Glenn, University of Colorado Boulder

Presenters: Arianna Banack, University of Tennessee, Knoxville

Erica Caasi, University of Colorado Boulder

Ricki Ginsberg, Colorado State University

Andrea LeMahieu Glaws, University of Colorado Boulder Wendy Glenn, University of Colorado Boulder Daniel Moore, University of Colorado Boulder Francisco Torres, Kent State University

C

SESSIONS

C.17 Love, Light, and Literacy through Book Clubs and Expanding Libraries ROOM

263-A

Join this co-led session with a focus on youthled book clubs and learn how to collaborate with the school librarian to enrich students’ reading experience both in and out of the classroom.

Presenters: Tracy Becker, St. Joseph High School, “Love, Light, and Literacy: Building School Library and ELA Classroom Connections”

Jamie Culver, St. Joseph High School, “Love, Light, and Literacy: Building School Library and ELA Classroom Connections”

Jody Polleck, Hunter College, CUNY, “Bringing New Light into Youth-led Book Clubs: Developing Literacies and Centering Emotional and Identity-Based Engagements through Texts and Talk”

C.18 Mirrors, Windows, and Mentors: Humanizing the Writing Curriculum through Critical Mentor Text Sets ROOM 201-B

How can we humanize the writing curriculum so it illuminates students’ identities? Teachers can use culturally and linguistically diverse texts to create critical mentor text sets that mirror students’ identities, provide windows into the experiences of others, and mentor their writing. Participants leave this presentation with critical mentor text lists and a process for developing their own.

Presenters: Ryan Mintz, Murray School District

Elizabeth Thackeray Nelson, Utah Valley University Margaret Osgood Opatz, University of Utah

— 1:00–2:15 P.M.

C.19 Moving beyond Lip Service to Create Antiracist, Humanizing English Classes ROON 206-A

Classes can be places for abolitionist, antiracist work. The tools of literacy instruction can be used to trouble inequitable systems. A framework for students to examine race issues and challenge racism, social, and linguistic injustices will be presented. Teachers walk away with methods for “flipping” their existing curriculum. Resources for translanguaging and multimodal content will be shared.

Presenters: Jelbin DeLaCruz, Teaching Matters, Inc. Reshma Ramkellawan-Arteaga, Teaching Matters, Inc. Maria G. Underwood, Teaching Matters, Inc.

C.20 NCTE22 Black Roundtable

ROOM 213-CD

The Brown Bookshelf will continue to build community and encourage 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 bring light to their students and classroom.

Presenters: Paula Chase, Author/Co-Founder The Brown Bookshelf

Leah Henderson, Penguin Random House/Sterling Children’s Books/Atheneum/Simon & Schuster

Kelly Starling Lyons, Penguin Young Readers Ebony Elizabeth Thomas, University of Michigan LaMar Timmons-Long, New York City Department of Education Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books

1:00–2:15 P.M.

C.21

Out of Darkness: Using Social Emotional Learning and TraumaInformed Orientations for Teacher Education

ROOM 207-D

Using SEL and trauma-informed frameworks, presenters will examine literacy theory, practice, and instruction that prepare ELA teachers to meet challenges created by trauma.

Presenters: Quintin Bostic, Georgia State University, “Project E.A.S.E.L: A Literacy Program Focused on Equity, Awareness, and Social-Emotional Learning”

Benjamin Lathrop, Curriculum & Instruction, “A Healing Light: Integrating Trauma-Informed Instruction into the Student Teaching Experience”

Marcus North, Elevated Ed, “Project E.A.S.E.L: A Literacy Program Focused on Equity, Awareness, and SocialEmotional Learning”

C.22 Powerful Community Partnerships: Sonando A Lado de Families and Communities ROOM 207-A

Sponsored by the NCTE Elementary Section

This session brings together teachers, parent advocates, researchers, and teacher educators with strong personal commitments to working alongside youth, families, and communities. Through our collaborations, we work toward the creation of partnerships that are humanizing and built on the cultural, linguistic, and familial strengths of communities.

Session Chair: Tracey Flores, The University of Texas at Austin

Presenters: Tracey Flores, The University of Texas at Austin

Laura Gonzales, University of Florida

Mohit Mehta, The University of Texas at Austin

Ana Whited, Austin Independent School District

Respondent: Gerald Campano, University of Pennsylvania

C.23 Representations of Black and Indigenous Voices in YA Literature and Comics/Graphic Novels ROOM 213-B

This session examines humanizing, affirming, and empowering representations of Black and Indigenous youth in comics, graphic novels, young adult literature, and other multimodal, contemporary texts.

Presenters: Michael Crowther, Bishop’s College School, “(Re) Appropriating the Story: Indigenous Graphic Novels and Decolonizing the Text”

Christian Hines, The Ohio State University, “Can’t Stop Our Shine! Exploring and Illuminating Visual Representations of Black Girls as Superheroes in Comics and Graphic Novels”/ “Reflections and Refractions: Shining a Light on Depictions of Black Love in YA Novels in the ELA Classroom”

Doricka Menefee, “Reflections and Refractions: Shining a Light on Depictions of Black Love in YA Novels in the ELA Classroom”

S M

C TE

C.24 Rising from Darkness: Destigmatizing the Adolescent Mental Health Experience with Brave Voices in MG and YA Literature ROOM 210-B

A panel of acclaimed authors will discuss the importance of literature featuring authentic characters struggling with mental health. In our classrooms, where the number of students affected by mental health challenges is rising, there is a critical need for educators to expand classroom practice so that students struggling with mental health can find reflections of their own experiences.

Presenters: Rocky Callen, Candlewick Press Nora Shalaway Carpenter, Candlewick Press Alecia Dow-Hirt, Author Sonia Patel, Sonia G. Patel, M.D., Inc. Marcella Pixley, Candlewick Press/Carlisle Public Schools Ebony Stewart, Candlewick Press

C.25 Shining a Light on Digital Literacies in a Post-Truth World: Next-Level Grammar for a Digital Age ROOM 202-A

Digital tools and communication can strengthen students’ understanding of contextual language use. In this session, we will explore common language moves through various online mediums (such as TikTok and memes) using an applied grammar perspective. Participants will be introduced to specific lessons and projects that can help students practice savvy language use through digital media.

Presenters: Darren Crovitz, Kennesaw State University

Michelle Devereaux, Kennesaw State University

Clarice Moran, Appalachian State University

C.26 Teaching Audio Rhetoric: How to Perform Close Readings on Audio Texts

ROOM 201-C

For educators passionate about multimodality, the audio mode is powerfully relevant and engaging for students. Where visual rhetoric offers a framework to understand how images make arguments, audio rhetoric covers the same idea in ways unique to the mode of sound. Using close reading, this presentation shares the fundamentals of audio rhetoric to equip educators to confidently teach audio texts.

Presenters: Danah Hashem, Lexington Christian Academy

Anne Mooney, Malden High School

C.27 Turning Dreams into Reality: Creating Innovative Spaces in Unexpected Places ROOM 212-B

Foregrounding the voices and stories of children, our Summer Camp for Emergent Bilinguals and Williams Family Multicultural Literacy Collaborative serve as beacons of light with the “potential to transform ourselves, our students, and our communities.” Using multicultural literature to connect with Pre-K–12 students, we describe the creation of these unique opportunities on our university’s campus.

Presenters: Bettie Parsons Barger, Winthrop University

Erin Hamel, Winthrop University

C.28 Using Children’s Literature to Support Cultural Consciousness and Connections

ROOM 207-C

This session discusses ways that children’s literature can be used to enhance children’s connection to their cultural and linguistic heritage and to promote greater critical and social consciousness.

Presenters: Sally Brown, Georgia Southern University, “梦 (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritage”

Maria Garcia, Washington State University, “Culturally Conscious and Social Conscience Award-Winning Children’s Literature”

Ling Hao, University of South Carolina, “梦 (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritage”

Jane Kelley, Washington State University, “Culturally Conscious and Social Conscience Award-Winning Children’s Literature”

Saba Khan Vlach, The University of Iowa, “Pedagogical Possibilities with Culturally Conscious Picture Books Centering South Asian American Youth”

Rong Zhang, Purdue University, “梦 (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritage”

C.29 Poster Session

ACC NORTH, PREFUNCTION AREA, SECOND FLOOR

Poster 1—Connecting the Canon to Student Communities: Using Fahrenheit 451 to Light Exploration of Present-Day Conformity and Rebellion

This poster presentation highlights practices used in one secondary English classroom to create space for students to explore relevant issues in their communities alongside more classic works of literature. It also walks visitors through setting up such practices in their own classrooms.

Presenter: Nicole Ryan, Stevenson High School

Poster 2—Diverse Reads: Free Reading Passages That Reflect All of Our Students

Diverse Reads is a new initiative in partnership with Eastside Freedom Library that provides teachers with free, authentic, diverse reading passages across both fiction and nonfiction genres. During this session, teachers will gain access to the website, learn how to create and save collections, and collaborate with fellow teachers on ways to incorporate the passages into existing or new lessons.

Presenter: Ruby Hogen-Chin, Diverse Reads

Poster 3—Lighting the Spark of Student Ownership through Prior-Knowledge Scaffolding

This poster session will show the phases of a literature and writing unit that launches with students’ prior knowledge and self-selected inquiry. Throughout the unit, students engage in levels of critical thinking that develop ownership of learning.

Presenter: Karen Yelton-Curtis, Fresno Unified School District

Poster 4—Pursuing the Light: Extinguishing the Darkness of Prejudice Surrounding Marginalized Adolescent Identities in a Young Adult Literature Course

This poster session provides educators with an engaging infographic reflecting an extensive young literature curriculum comprised of datadriven best practices and utilizing some of the most contemporary, diverse, and awardwinning young adult literature. Colleagues will also receive extensive handouts reflecting recommended readings and internet resources, which can be used immediately in class.

Presenter: Jennifer Kirchoff, Le Moyne College

Poster 5—Sunnyside Inspirations: Using Irving’s The Sketch Book to Inspire the Light in Middle Level/ Secondary Creative Writers

Washington Irving was a great storyteller whose writing was influenced by the people and places he encountered. Students will be inspired by using Irving’s The Sketch Book as a mentor text to shine their own lights in this unique creative writing unit which allows them to experiment through a series of literary sketches and a short story—all cataloged in their own virtual Sketch Books.

Presenter: Michele Connors, Pocono Mountain School District

Poster 6—Teaching Trauma in the Secondary Classroom

Trauma is a force that impacts every human personally. As such, trauma-informed curricula are excellent methods of generating understanding in terms of both literary- and self-analysis. The concept requires deliberate decision making, but, structured effectively, a trauma-informed classroom can enhance learning in a variety of ways.

Presenter: Matthew Kimball, Montgomery Bell Academy/Columbia University

D.01 “A Healing Place for the Soul”— Literature as Remedy ROOM 209-B

Biblioguidance (n): The use of literature to help navigate life challenges. This interactive session invites teachers to explore the biblioguidance model as a strategy for social-emotional learning. Participants will experience the magic of the “literary matchmaking process,” as well as explore ideas for incorporating biblioguidance practices into their existing curriculum.

Presenters: Julie Meiklejohn, La Junta High School

Jennifer Ritter, La Junta High School

D.02 All Not Lost, in the “Lost Year” of Learning ROOM 207-D

There’s a pandemic-era narrative that school children experienced “learning loss” or a “lost year.” But research indicates that children adapted and even thrived in a digital environment. In this session, presenters will discuss how we build on the momentum of learning in a hybrid or online environment through digital media.

Presenters: Meredith Dutra, Scarsdale High School

Susan Luft, Scarsdale Public Schools

Edgar McIntosh, Scarsdale Public Schools

Paul Tomizawa, Edgewood Elementary School

William Yang, Scarsdale Public Schools

D.03 Antibias and Antiracist Theories and Methods for Responsive and Responsible Literacy Teacher Education

ROOM 201-D

How might literacy teacher educators bring theoretical work to action? The presenters will introduce frameworks for understanding Blackness, unpacking bias, and teaching literacy in historically responsive and responsible ways.

Presenters: Shamaine Bertand, The College of New Jersey, “Black Gaze Framework: Centering and Celebrating Blackness in English Language Arts Secondary and Elementary Education for Liberation”

Macie Kerbs, Sam Houston State University, “Identity Exploration with Preservice Teachers: Bringing Light to Meaningful Antiracist Work”

Cori McKenzie, SUNY Cortland, “Lighting the Way with Cultivating Genius: Pre- and Inservice Teachers Using Muhammad’s Historically Responsive Pedagogy to Move toward Antiracist Pedagogies”

Kisha Porcher, University of Delaware, “Black Gaze Framework: Centering and Celebrating Blackness in English Language Arts Secondary and Elementary Education for Liberation”

Heather Pule, University of Houston, Clear Lake, “Identity Exploration with Preservice Teachers: Bringing Light to Meaningful Antiracist Work” Joe Sweet, University of North Carolina, Pembroke, “Lighting the Way with Cultivating Genius: Pre- and Inservice Teachers Using Muhammad’s Historically Responsive Pedagogy to Move toward Antiracist Pedagogies”

D.04 Antiracist Work at a Conservative Suburban Middle School

ROOM 208-B

This session will describe how a group of educators created an Equity Committee aimed at building systems to improve the academic and social-emotional lives of BIPOC students at their school. We will provide guidance for educators who are interested in ABAR work but are asking themselves, “Where do I begin?”

Presenters: Sidonie Chhetri, Canyon Vista Middle School Sara Dietert, Round Rock Independent School District Miles Phillips, Round Rock Independent School District

D.05 Be(com)ing Antiracist Teacher Educators in Predominantly White Institutions (PWIs): A Collaborative, Hermeneutic Inquiry

ROOM 203-B

This collaborative, hermeneutic inquiry among white teacher educators at PWIs asks: “How do we do antiracist teacher education without enacting racial ignorance and doing epistemic harm to our students of color?” This interactive session aims to imagine antiracist educational futures, where self-interrogation of white perspectives and ways of knowing is a critical component of teacher education.

Presenters: Ashley Boyd, Washington State University Caroline Clark, The Ohio State University Mike Cook, Auburn University

Adam Crawley, University of Colorado, Boulder Rachel Skrlac Lo, Villanova University

Ryan Rish, University at Buffalo, SUNY

D.06 Better and Brighter Together: Teacher Book Clubs as Catalysts for Curricular Change ROOM 211-A

Presenters provide the frameworks, titles, content, questions, curriculum guides, and activities of three different teacher professional book clubs of diverse, classroom-appropriate books. Attendees may use these materials in their classrooms and/or to host book clubs of their own. We argue that changing the curriculum is possible when teachers work together through such professional book clubs.

Session Chair: Kati Macaluso, University of Notre Dame

Presenters: Meghan Kuehnle, The Ohio State University

Michael Macaluso, University of Notre Dame Kelly Waller, Carmel Clay Schools

D.07 Bilingual Identities and Text as a Gateway to Equity in Bilingual Literacy Education ROOM 210-CD

The papers in this panel collectively shine a light on the the possibilities for emergent bilinguals to connect and expand their identities when engaging with texts. By decentering monolingualism and creating literacy learning spaces that build upon emergent bilinguals’ multifaceted identities and resources, we offer an expansive view of literacy(ies) instruction that disrupts traditional norms.

Presenters: Laura Ascenzi-Moreno, Brooklyn College Cecilia Espinosa, Lehman College, CUNY Tracey Flores, The University of Texas at Austin Luz Herrera, California State University, Channel Islands

Emily Machado, University of Wisconsin-Madison Sandra L. Osorio, Erikson Institute Chicago

D.08 Bright Lights on a Burning Planet: Teaching Critical Media Literacy via Environmental Documentary Film

ROOM 212-A

Sponsored by the ELATE Commission on Climate Change and the Environment in English Education

Making a case for bringing environmental issues into the English language arts classroom, this panel shares how teachers can use documentary film to teach critical media literacy, rhetorical awareness, and environmental literacy. Attendees will leave with valuable resources on media literacy that may be used to transform classrooms into luceros in their communities.

Presenters: Chris Bass, University of Illinois at Chicago Russell Mayo, Chicago Public Schools

Luke Rodesiler, Purdue University Fort Wayne

Respondent: Andrea Gambino, University of California, Los Angeles

D.09 Changing School Cultures: Centering Language, Literacy, and BIPOC Student Voice ROOM 201-A

Sponsored by the NCTE Early Career Educators of Color Leadership Award

This panel features projects developed by winners of the 2021 NCTE Early Career Educator of Color Leadership Award. Each project focuses on changing school cultures in meaningful and lasting ways and offers practical takeaways for any educator seeking to improve literacy education, support the needs of BIPOC students, center social justice, and elevate student voice.

Session Chair: Andy Chen, John Burroughs School

Presenters: Jeffrey Cabusao, Bryant University

Andy Chen, John Burroughs School

Alethea Maldonado, Lockhart Junior High, “We Are Multilingual Writers . . . of Social Justice: Building Identity, Fluency, and Advocacy through Critical Writing”

Dillin Randolph, “Black Lives Ain’t Never Gonna Matter in the Classroom until Black English Does”

Lydia Saffery, Waianae High School, “Get off the Carousel: Creating a Sustainable School Culture to Support Literacy Acquisition”

Zoe Zander, “Plant, Water, Grow: Creating a Culture of Empathy from the Ground Up”

Respondent: Jeffrey Cabusao, Bryant University

D.10 Coming of Age in a Complex World: The Honest Stories We Need to Hear and Tell ROOM 202-B

What are the honest stories our students need now, as they navigate adolescence during this unprecedented time? Drawing on research that reframes adolescence and resources from Facing History and Ourselves’ ELA collection, this session prepares educators to bring the practice of authentic and honest storytelling to their classrooms to spark joy, develop agency, and cultivate strong communities.

Presenters: Nikysha Gilliam, Susan Miller Dorsey High School

Arisela Hernandez, Facing History and Ourselves Beth Lammers, Huntington Beach High School Deidre Powell, California Connections Academy

D.11 Connecting with Students through Reading and Writing ROOM 207-C

In this session, one presenter shares classroom vignettes and discusses forming connections with students, inspiring them to read and write. Another presenter explores how five primary teachers went “deeper” in their read-alouds with diverse books to engage their students in critical thinking and conversations. The third presenter shares real-life stories about students from a Title I school and the impact that their personal experiences have on their education.

Presenters: Stephanie King, Granger High School, “‘How Was Your Weekend?’ The Curb-Cut Effect of Relationships before Instruction on a Monday Morning”

Sarah Reid, Illinois State University, “‘Why Can’t We Go a Little Bit Deeper?’: How Primary Teachers Add Layers of Complexity in Their Read-Alouds with Diverse Books”

Justin Stygles, Lyseth Elementary, Portland Public Schools, “One Candle Lights Our Candelabra— Connectedness and Inner Sueños through Context, Empathy, and Compassion”

D.12 Cultivating Hope: Teacher Strategies to Support and Inspire Each Other ROOM 213-A

After the past two-and-a-half years, all instructors can use strategies to bolster their own, and their colleagues’ well-being. Presenters share how they engaged and energized themselves as humans through building community, resilience, and hope.

Presenters: Jill Davidson, Anglophone West School District, “The Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)”

Kitty (Mary) Donohoe, Roosevelt Elementary, “The Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)”

Brent Gilson, Westwind School Division, “The Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)”

Kate Hertz, Geneva High School, “Daring to H.O.P.E. and Dream: Exploring Purpose and Challenges in English Instruction”

Francine McVeigh, Fran McVeigh LLC, “The Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)”

Cindy O’Donnell-Allen, Colorado State University, “Moving from Collective Trauma into Collective Light”

Molly Robbins, Cherokee Trail High School, “Moving from Collective Trauma into Collective Light”

Sara Salvato, Geneva High School, “Daring to H.O.P.E. and Dream: Exploring Purpose and Challenges in English Instruction”

Susan Vincent, Miami University, “The Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)”

D.13 Disrupting Oppressive Solidarities through Literature and Literacy Instruction

ROOM 212-B

This session will shed light on oppressive solidarity paradigms in the English language arts classroom via literature, pedagogy, and systemic intersections (education, criminal justice, etc.). Educator-participants will answer the following: How can an English classroom become a beloved community that holds its members accountable for self-knowledge and growth?

Presenters: Carrie Mattern, Carman-Ainsworth High School

Caitlin O’Connor, Hommocks Middle School

Holly Spinelli, Monroe-Woodbury High School

Tony Sun, Liberty Avenue School, NYCDOE

D.14 Diverse Jewish Voices in the Classroom: A Festival of Literary Light

ROOM 211-B

Join diverse award-winning Jewish authors, including a librarian, a reading specialist/ former teacher, and a literary agent, as we explore ways to enrich your students’ learning with a sparkling array of Jewish literary voices that uplift, challenge, entertain, and invite new perspectives. A Festival of Literary Light!

Presenters: Bridget Hodder, Vanderbilt University

Susan Kusel, Temple Rodef Shalom Library

Rachael Maria Romero, Random House

Sarah Pripas-Kapit, Penguin Random House

D.15 Growing Advocacy Online: Bringing Together Teachers, Researchers, Families, and Communities to Advocate for Authentic Writing Instruction

ROOM 206-A

Sponsored by the ELATE Commission on Writing Teacher Education

How can we share ideas about our experiences with, and our visions for, teaching writing in a public space? Join editors, authors, and reviewers from the writing advocacy blog, Writers Who Care, to discuss, write, and bring together voices from across communities and to inspire real change in writing instruction.

Presenters: Sarah Donovan, Oklahoma State University

Lauren Esposito, Marywood University

Charlotte Land, Pennsylvania State University

Kira LeeKeenan, California State University, Fullerton

Dominique McDaniel, Kennesaw State University

Margaret Simon, Iberia Parish Gifted Program

Amy Vetter, University of North Carolina, Greensboro

D.16 Guiding Writers to Shore: Connecting the Social-Emotional Needs of Learners through a Vibrant Community of Secondary Schools Writing Centers ROOM 203-A

Secondary school writing center directors will reflect on the pandemic’s impact on student emotions and relationships, highlight ways their centers have served as lighthouses for students as they reconnect to social settings, and celebrate the various strategies used to create safe spaces within their school communities. Opportunities for sharing of voices and resources will be emphasized.

Session Chair: Georganne Nordstrom, University of Hawaii at Manoa

Presenters: Heather Barton, Secondary ELA

Vivian Blair, NACAC

Lauren Wilkie, Chicago Public Schools

D.17 Indigenous Perspectives on Thanksgiving and the American Story

ROOM 201-B

The “first Thanksgiving” narrative most Americans learned in school is American foundational mythology popularized in the 19th century that is problematic to both Native and non-Native students alike. It minimizes the effects of colonization on Native peoples and also contributes to implicit biases. This panel of Native authors explores new materials on this story created from Native perspectives.

Presenters: Alexis Bunten, Bioneers

Danielle Hill, Mashpee Wampanoag Tribe

Chris Newell, Akomawt Educational Initiative

Anthony Perry, Author

D.18 Interrogating Our Identities to Shine a Light on Our Practice ROOM 208-A

Panelists will discuss how they have unpacked and interrogated their own identities in order to create identity-affirming spaces within the often historically embedded racist barriers of our school systems. Attendants will leave having done work “LIVE” alongside panelists in the form of engaging with texts and personal writing with the space to share and engage in discourse.

Presenters: Sara Ahmed, Catherine Cook School

Chad Everett, Horn Lake Middle School

Pernille Ripp, Global Read Aloud/Passionate Learners

D.20 Literature as Light: Inspiring Inquiry through Critical Conversations ROOM 201-C

Join us as we discuss intentional practices to honor students’ multifaceted identities, inquiries, and ideas. We will share how we engage students in literature-based critical conversations to illuminate topics such as inclusion, equity, and justice, inspiring them to see and be the light as they take action to make a difference in their lives, the lives of others, and the broader world.

Presenters: Daniel Hoilett, Brushy Creek Elementary School, Greenville County School District

Katie Kelly, Furman University

Alyssa Likens, Gable Middle School

Reilly Mahan, Jesse Bobo Elementary Brianna Wallace, Legacy Early College

D.21 More Light to Read By: Building Community and Peer Relationships through School-Wide Summer Reading ROOM 202-A

High school English teachers and their school librarian share strategies to invigorate summer reading and establish a community of readers from the first day of school. Presenters will share their experiences in creating a schoolwide book club. Participants will leave with samples of multigrade activities and discussion tips, as well as suggestions for creating their own large-scale book clubs.

Presenters: Charity Cantey, Louisiana State University Laboratory School

Tamara Empson, Louisiana State University Laboratory School

Matthew Lavergne, Louisiana State University Laboratory School

Anne McConnell, Louisiana State University Laboratory School

Emily Peters, Louisiana State University Laboratory School

Candence Robillard, Louisiana State University Laboratory School

D.22 Shedding Light on the Transition to College Writing: An Interactive Panel by the Writing Program at the University of Southern California ROOM 210-A

This audience-inclusive panel hosted by five instructors from the Writing Program at the University of Southern California aims to start a conversation about how both secondary and postsecondary composition instructors can better ease students’ transition to college-level writing. Brief (five-minute) presentations will be followed by moderated discussion.

Session Chair: Amber Foster, University of Southern California

Presenters: Laurie Fisher, University of Southern California

Vanessa Osborne, University of Southern California

Tanvi Patel, University of Southern California

Patricia Taylor, University of Southern California

D.23

Shining a Light on Digital Platforms: Implications for Teachers and Classrooms ROOM

210-B

Zoom, Flipgrid, Google Classroom—today’s English language arts classes are filled with digital “platforms,” the complex digital infrastructures (e.g., algorithms) influencing literacy learning and living. This panel explores what pedagogical possibilities emerge when researchers and educators examine the social, political, and economic implications of digital platforms in English education.

Session Chair: Brad Robinson, Texas State University

Presenters: Will Fassbender, Montana State University, “Words, Phrases, and Platforms: Computational Composition in the ELA Classroom”

Robert LeBlanc, University of Lethbridge, “Beyond Literacy: Digital Platforms, Fake News, and Media Ecologies”

T. Philip Nichols, Baylor University, “Beyond Literacy: Digital Platforms, Fake News, and Media Ecologies”

Brad Robinson, Texas State University, “Words, Phrases, and Platforms: Computational Composition in the ELA Classroom”

Amy Stornaiuolo, University of Pennsylvania, “Restorying Platforms: Critically Reading and Resisting Platform Narratives”

Ebony Elizabeth Thomas, University of Michigan, “Restorying Platforms: Critically Reading and Resisting Platform Narratives”

Respondent: Antero Garcia, Stanford University

D.24 Shining a Light on Social Justice

ROOM 213-B

Theory, policies, and curriculum all impact how and why teachers engage in socially just teaching. Presenters share their experiences working with critical race theory, government policies, and school-wide curriculum to honor the backgrounds and identities of all our students.

Presenters: Jane Marie Hutcheson, German School Brooklyn, “Shining a Light on Social Justice in a K–8 Schoolwide Curriculum”

Brianna Jensen, German School Brooklyn, “Shining a Light on Social Justice in a K–8 Schoolwide Curriculum”

Stefanie Moser, Judson University, “Moving beyond Numbers: Using DisCrit to Find Answers”

D.25 Sparking Joy, Celebrating Identity, and Inspiring Action with Multimodal Text Sets

ROOM 207-B

The “heart work” of literacy feels most compelling when it is authentically threaded throughout classroom experiences. Join in as we reimagine ways to use strategically layered texts to celebrate the identities and experiences of the class community. Through integrated learning experiences featuring these carefully curated texts, students become prepared to apply learning and enact change.

Presenter: Pamela Koutrakos, Allendale School District

D.26 Sueños de Libertad: Mexican American/Xicanx Literature for High School Students

ROOM 263-A

This panel is an invitation for reading and writing teachers to examine, reflect on, and implement opportunities for Mexican American/Xicanx students to see themselves as the central perspective of their high school English course. This panel of teachers will share the journey that resulted in a culturally relevant reading and writing course with examples for classroom implementation.

Presenters: Eduardo Arce, Camelback High School

Steven Arenas, Carl Hayden Community High School

Therese Arvizu, North High School

Marietta Morales, Trevor G. Browne High School

Rosanne Orta, Alhambra High School

D.27 When Writing Feels Right: Illuminating Pathways to Validate and Honor Students’ Oral Languages across Composition for Young Writers ROOM 206-B

Honoring the breadth and depth of what writing truly is—communication of self and bringing thought alive—we elevate the importance of oral tradition and translanguaging throughout the writing process. Join us to discuss decolonizing our workshop, using tools to record oral composing, written drafts, revisions, and publications to empower youth in finding their light and elevating shine in others.

Presenters: Grace Choi, Fairfax County Public Schools

Clare Landrigan, Heinemann Nawal Qarooni, NQC Literacy LLC Kristin Ziemke, Big Shoulders Fund

D.28 Creating Better Open Educational Resources: Best Practices in Fair Use ROOM 207-A

Sponsored by American University Content in the English language arts classroom is undergoing a shift as we adapt to the everchanging landscape of media and resources. Come and explore the world of Open Educational Resources with us as we examine opportunities to adopt and customize OER, including how to incorporate outside examples and illustrations with Best Practices in Fair Use for OER. We'll also share opportunities to take part in an upcoming project to create better OER for English classrooms.

Presenters: Bill Bass, Parkway Schools Meredith Jacob, American University

OPENING GENERAL SESSION

ARENA

JAVIER ZAMORA was born in El Salvador in 1990. His father fled the country when he was one, and his mother when he was about to turn five. Both parents’ migrations were caused by the USfunded Salvadoran Civil War. When he was nine, Javier migrated through Guatemala, Mexico, and the Sonoran Desert. His debut poetry collection, Unaccompanied, explores the impact of the war and immigration on his family. Zamora has been a Stegner Fellow at Stanford and a Radcliffe Fellow at Harvard and holds fellowships from the National Endowment for the Arts and the Poetry Foundation. A book signing will follow the session.

JAVIER ZAMORA

Photo Credit: Gerardo del Valle

SECTION GET-TOGETHERS

Elementary Section Get-Together

BALLROOM C

— 5:45–7:15 P.M.

Meet NCTE’s elected leaders who represent the Elementary Section, network with educators from across the country, and snack on hors d’oeuvres. Speakers will include Detra Price-Dennis, recipient of the 2022 Outstanding Elementary Educator Award.

Presiding: Tracey Flores, Elementary Section Steering Committee Chair, The University of Texas at Austin Speaker: Detra Price-Dennis, The Ohio State University

DONALD H. GRAVES AWARD FOR EXCELLENCE IN THE TEACHING OF WRITING

Recipient: Jacqui Witherspoon, Jackson Creek Elementary, Columbia, SC

LANGUAGE ARTS DISTINGUISHED ARTICLE AWARD

Recipient: "History Is a Way of Building Identity: How One Independent Neighborhood Elementary School Uses Black Cultural Movements to Engage Children’s sociopolitical Perspectives” (January 2022) by Wintre Foxworth Johnson, University of Virginia

OUTSTANDING ELEMENTARY EDUCATOR AWARD

Recipient: Detra Price-Dennis, The Ohio State University

Middle Level Meet-Up

BALLROOM D

Kick off your convention experience with this gathering of Middle Level attendees that features speakers and the chance to hear from section leaders.

Presiding: Michael Domínguez, Middle Level Section Steering Committee Chair, San Diego State University, CA

Secondary Section Get-Together

BALLROOM A/B

It has been three years since we have been able to meet in person. During that time, educators have faced seemingly insurmountable challenges, been the target of political and cultural attacks, and experienced significant trauma. Many have also prioritized self-care and sought community with other teachers. In that spirit, the Secondary Section Steering Committee invites English language arts educators to join us for a “Self-Care in Community Get Together.” This gathering will offer opportunities to meet other teachers, build community, create, dance, express gratitude, and take care of ourselves. And, of course, refreshments will be served.

Presiding: Lisa Scherff, Secondary Section Steering Committee Chair, Community School of Naples, FL

College Section Get-Together

BALLROOM E

Join leaders of the NCTE College Section and colleagues who teach at the postsecondary level across the country during Thursday night’s College Section Get-Together. The Richard Ohmann Award for Outstanding Article in College English will be presented to Tom Hong Do for his article, “Knowing with Our Bodies: An Embodied and Racialized Approach to Translingualism” (May 2022 College English).

Presiding: Renee Moreno, College Section Chair, California State University, Northridge

Speaker: Tom Hong Do, University of Arizona, Tucson

LISA SCHERFF

MICHAEL DOMÍNGUEZ

TOM HONG DO

DETRA PRICE-DENNIS

7:00–7:45 A.M.

FIRST-TIMER’S WELCOME BREAKFAST

BALLROOM A/B

Never been to an NCTE Annual Convention before? Don’t miss this event we’re holding just for you!

Join fellow first-time attendees for an informative session over breakfast to kick off your NCTE Annual Convention experience. You’ll have the opportunity to hear from NCTE President-Elect MARÍA FRÁNQUIZ, and NCTE Executive Director EMILY KIRKPATRICK, and you'll meet NCTE leaders and repeat attendees who can walk you through tips and strategies that will enhance your Convention experience, expand your knowledge of NCTE’s resources, and build your professional network.

EMILY KIRKPATRICK

MARÍA FRÁNQUIZ

GENERAL SESSION

ARENA

IBRAM X. KENDI NIC STONE

IBRAM X. KENDI is the Andrew W. Mellon Professor in the Humanities at Boston University and the founding director of the BU Center for Antiracist Research. He is a contributing writer at The Atlantic and a CBS News correspondent. He is the author of many books, including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, and five #1 New York Times bestsellers, including How to Be an Antiracist; Stamped: Racism, Antiracism, and You, coauthored with Jason Reynolds; and Antiracist Baby, illustrated by Ashley Lukashevsky. His latest books are How to Raise an Antiracist and Goodnight Racism, illustrated by Cbabi Bayoc. In 2020, Time magazine named him one of the 100 most influential people in the world. He was awarded a 2021 MacArthur Fellowship, popularly known as the “Genius Grant.”

NIC STONE is an Atlanta native and a Spelman College graduate. Her debut novel for young adults, Dear Martin, was a #1 New York Times bestseller. She is also the author of the New York Times bestseller Clean Getaway, the 2020 NPR Best Book of the Year selection Dear Justyce (a sequel to Dear Martin), the Rainbow Book List Top Ten selection Odd One Out, Jackpot, and Shuri: A Black Panther Novel. She is one of the authors in the New York Times bestselling book Blackout, recently optioned as a new anthology program for Netflix by Barack and Michelle Obama’s production company, Higher Ground. Find her online at nicstone.info, @nicstone (Instagram), and @getnicced (Twitter)

The #1 New York Times bestseller that sparked international dialogue is now a book for young adults! Based on the adult bestseller by Ibram X. Kendi, and co-authored by bestselling author Nic Stone, How to Be a (Young) Antiracist will serve as a guide for teens seeking a way forward in acknowledging, identifying, and dismantling racism and injustice.

A book signing will follow the session.

10:30 A.M.

Author Stuart Gibbs Presents Mission: Write! A New Creative Writing Video Series

The New York Times bestselling author of the Spy School (and many others!) series, Stuart Gibbs has made a creative writing videos series, focusing on providing real world tips for aspiring young writers. Stuart Gibbs will talk about the different topic focuses of the videos, where the idea for a series came from, and how to use the program with your students.

Sponsored by Simon & Schuster

BUILD YOUR STACK® LOCATED IN EXHIBIT HALL

11:00 A.M.

Lighting the Way: Poetry to Bring Joy and Dialogue into Your Classroom

Mary-Kate Sableski, University of Dayton

Ryan Colwell, Fairfield University

11:30 A.M.

New and Awesome Audio!

Sarah Ressler Wright, RB Hayes High School

Jenell Igeleke Penn, The Ohio State University

12:00 P.M.

Exploring the Pandemic through Literature for Youth Kathy G. Short, University of Arizona Desiree Cueto, Western Washington University Loren Reyes, University of Arizona

12:30 P.M.

Beyond the Book Series Who Would Win; Nonfiction Books That Engage and Inspire All Readers

Mandy Robek Bitsy Parks

1:00 P.M.

Books That Center Family Stories

Lynsey Burkins, Dublin City Schools Franki Sibberson, SproutFive (Columbus, Ohio)

Tracey Flores, The University of Texas at Austin Sandra Osorio, Erickson Institute Chicago

1:30 P.M.

Nonfiction Graphic Novels

Kasey Short, Charlotte Country Day School

2:00 P.M.

Translanguaging in Middle Grade Books

Carla España, Rye Country Day School

Luz Yadira Herrera, California State University, Channel Islands

2:30 P.M.

Join Disney, Bloomsbury, and HarperCollins for a preview of some of our 2023 kids and YA titles!

Beth Eller, Bloomsbury Mimi Rankin, HarperCollins Children’s Books

Dina Sherman, Disney Publishing

3:00 P.M.

Read to Resist: MG, YA, and Adult Titles That Make Us Stand Up and Speak Out!

Nawal Qarooni, NQC Literacy LLC

Samira Ahmed, Little Brown Books for Young Readers

Sara Ahmed, Catherine Cook School

3:30 P.M.

Reading Many Voices: Anthologies and Collections for MS/HS

Donalyn Miller, The Book Whisperer, Inc.

Jodi-Beth Hazel, IDEA Public Schools

4:00 P.M.

Stories with Pictures for the Secondary Classroom

Carrie Santo-Thomas

4:30 P.M.

Indigenous Authors and Artists Saba Khan Vlach, University of Iowa, Iowa City

5:30 P.M.

Building a Diverse Nonfiction Text Set

Roberta Price-Gardner. Kennesaw State University

6:00 P.M.

Ordinary Joy: Appreciating Ordinariness in Texts

S. Travis Crowder, East Alexander Middle School

FRIDAY FEATURED SESSIONS

11:00 A.M.–12:15 P.M.

F-FS.01 Crossing Borders: The Journey to My Dreams ROOM

261-B

“Reyna Grande is a fierce, smart, shimmering light of a writer with an important story to tell.”—Cheryl Strayed

When she immigrated to the US at the age of nine, Reyna Grande was made to feel ashamed about being a border crosser. Now, being a border crosser is her superpower. Grande will speak about the many borders, both physical and metaphorical, she had to cross to succeed in the US, from becoming the first in her family to go to university to having a successful writing career. By pursuing her sueños—her dreams—she went from being an undocumented immigrant living on the margins of society to an award-winning author of bestselling books such as The Distance Between Us and A Dream Called Home.

Presenter: Reyna Grande

Sponsored by Simon & Schuster

11:00 A.M.–12:15 P.M.

F-FS.02 I Belong Here! Creating Welcoming and Nurturing Environments to Support Deep Learning for Migratory Students

ROOM 261-A

All students should feel like they belong in school. In this session, participants will consider the needs of migratory students and explore three social-emotional components necessary for equity: agency, belonging, and identity. Participants will engage in an interactive reading with a culturally relevant text and discuss key takeaways.

Presenter: Liz Jameyson, WestEd

Sponsored by WestEd

12:30–1:45 P.M.

G-FS.01 Developing Language and Literacy in Mathematics for Long Term English Learners

ROOM 252-B

Long-term English Learners lack adequate opportunities to develop language and literacy in secondary mathematics. The IES-funded RAMP-UP Math project engages students to develop conceptual understandings about cross-cutting ideas, participation in disciplinary practices, and disciplinary literacy and oracy. Educators will learn how to design language rich mathematics instruction for English Learners.

Presenters: Leslie Hamburger, WestEd Guillermo Lopez, WestEd

Sponsored by WestEd

REYNA GRANDE

E.01 Affiliate Leadership Follow Up

ROOM 258-B

Sponsored by the NCTE Standing Committee on Affiliates

Continue the discussion begun at the 2022 Affiliate Leadership Meeting. Participants will bring light and clarity to their organization through strategic planning. Affiliates will learn a process to identify priority areas, specific goals, and action steps that engage them in a model of continuous improvement that helps them better serve their members.

Session Chair: Kirstey Ewald, Central Rivers Area Education Agency

Presenters: Kirstey Ewald, Central Rivers Area Education Agency

Amy Nyeholt, PA Cyber

Carolyn “Carrie” Perry, Florida Council of Teachers of English

Mary Rice, University of New Mexico

Renée Rude, Chandler-Gilbert Community College

Catherine Sosnowski, CCSU

E.02 Antiracist Teaching and Translanguaging: Light from the Field

ROOM 256-B

Sponsored by the Linguistic Society of America/Linguistics in the School Curriculum Committee

We describe linguistically informed pedagogies that yield classrooms that truly center students and what they have to teach us. Students’ expertise with translanguaging and multilingualism provides a platform for both multilingual awareness and explicit antiracist teaching that is necessary to confront the stillpervasive Standard Language Ideology.

Presenters: Kristin Denham, Western Washington University

Anne Lobeck, Western Washington University

Laura Ruth-Hirrel, California State University, Northridge

E.03 Authentic Audio Books Shine Light on Latinx Literature ROOM 208-A

Three Latinx award-winning narrators and author Aiden Thomas will lead a discussion on the importance of authenticity in audio and suggest activities that bring more Spanish/ English audio books, from picture books to YA, into classrooms. Educators Gilles and Igeleke-Penn will demonstrate fun and practical strategies for incorporating audio books in schools and share recommended Latinx audio books.

Session Chair: Sarah Ressler Wright, RB Hayes High School

Presenters: Emily Gilles

Jenell Igeleke Penn, The Ohio State University Tradebook Author/Illustrator: Aida Salazar, Scholastic

E.04 Beacons of Light: Bridging the Literacy Gap by Building Community Engagement through Student Writing Exchanges

ROOM 201-A

Three high school English teachers will share how we leveraged the power of our National English Honor Society to become beacons of light for our feeder elementary schools. We will share evidence along with personal accounts of our work toward bridging the literacy gap for our future students. Participants will receive materials and approaches to build their own writing exchanges.

Presenters: Heather Barton, Secondary ELA Robyn Coggins, Etowah High School/Cherokee County J. Cole Ross, Etowah High School/Cherokee County

E.05 Being a Light for One Another: Forming a Self-Study Community of Practice

ROOM 264-BC

Engaging in a Self-Study Community of Practice (SSCoP) is a sustainable and sustaining practice that has pushed our thinking, changed our practices, and helped us to “be a light for one another.” A group of eight teacher educators will share structures and resources from our four years as an SSCoP focusing on antiracist, antibias teaching so that others can replicate them in their own contexts.

Presenters: Sophie Degener, National Louis University

Tess Dussling, Saint Michael’s College

Wendy Gardiner, Pacific Lutheran University

Tierney Hinman

Elizabeth Stevens, Roberts Wesleyan College

Amy Tondreau, University of Maryland, Baltimore County

Kristen White, Northern Michigan University

Nance Wilson, SUNY Cortland

E.06 Being the Light: Culturally Sustaining Pedagogies for Literary and Pedagogical Transformation ROOM 252-A

This panel examines the elements needed to read critically and with confidence in the culturally responsive classroom.

Presenters: Bobbie Kabuto, Queens College, CUNY, “A Community-Based Literacy Collaborative as a Light into Culturally Responsive Teaching Practices”

Christopher Lewis, Chapman University, “Empowering Preservice Teachers with Multilingual Young Adult Novels”

Caroline McAuliffe, Teachers College, Columbia University, “Opening Doors to Wavering Confidence: Stories of Coursework and Pedagogical Confidence in the First Year”

Christopher Wagner, Queens College, CUNY, “A Community-Based Literacy Collaborative as a Light into Culturally Responsive Teaching Practices”

E.07 Beyond Migrants and Weavers: A Critical Look at Central American Children’s Literature ROOM 207-D

In this presentation, we share our findings from a critical content analysis of all picture book published by and about Hondurans, Guatemalans, and Salvadorans in the US. We outline for teachers tropes and stereotypes present in the literature to watch out for, and suggestions for culturally responsive pedagogy for Central American students.

Presenters: Mohit Mehta, The University of Texas at Austin Monica Pineda, The University of Texas at Austin

E.08 Both Hurt and Healing: Decolonized Practices for Educators and Students ROOM 251-B

This panel presentation will feature the work of two educators as they attempt to decolonize the English language classroom and the professional development of English language educators. The past two years of working in the pandemic has forced educators and teacher educators to confront pain and consider what role we can have in mending the wounds.

Presenters: Olivia Mulcahy, Illinois Resource Center Rex Ovalle, University of Illinois at Chicago

E.09 Burning Brighter Together: How Teaching and Embodying Collective Action Brings Light

ROOM 207-B

This session will focus on teaching and embodying values of collective action. Presenters will examine changes made by large-scale organizing against unjust dominant groups and policies. The session will include ways to center protest literature in classrooms, language to speak about collective action, and thoughts about what we can be doing to collectivize more intentionally and with longevity.

Presenters: Roberta Price Gardner, Kennesaw State University Noelle Mapes, PS 142, New York, NY Islah Tauheed, New York City Department of Education

E.10 Curating a Literacy Life: StudentCentered Digital Learning in an Urban High School

ROOM 202-A

Teachers at Cleveland’s Glenville High School collaborated with a literacy coach and professional filmmaker to use digital tools to help students curate their literacy lives. Using everyday Smart phones, a Netflix account, and access to a variety of YA, canonical, and media texts, the team of educators were able to begin to provide a foundation for lifelong learning and inquiry.

Presenters: Shannon Davis, Glenville High School

GaVita Haynes, Glenville High School

William Kist, Kent State University

E.11 Dear Teacher: How the Power of Letters and Collaboration Can Spark Courageous Conversations That Transform Our Profession ROOM 209-A

How do we keep our pedagogy urgent and raw, as Gholdy Muhammad calls for in Cultivating Genius? This interactive presentation will explore a letter-writing collaboration that enables high school students to communicate with future teachers, shining a light on our teaching practices and offering valuable lessons for the profession.

Presenters: Kristina Bardes, Roy C. Ketcham High School

Michelle Bulla, Monroe-Woodbury High School

Elise Cacciatore, Newburgh Enlarged City School District

Ryene Fenner, Kingston High School

Mary Sawyer, SUNY at New Paltz

Christine Zandstra, Roy C. Ketcham High School

E.12 Developing Inclusive Curriculum through Student-Centered Perspectives

ROOM 213-A

This panel explores approaches to curriculum development through students’ critical thinking and participatory action. Paper one discusses how superhero films can teach critical analysis skills to first-year college students. Paper two studies how a Midwestern school district overhauled its ELA curriculum to include more texts that center main characters of color.

Presenters: Tracy Schrems, St. Bonaventure University, “I Saw the Light: Using Superhero Films to Teach Critical Analysis Skills in College-Level Developmental English”

Jessica Stovall, Stanford University, “Assessing the Impact of a District’s Attempt to Make ELA Curricula More Inclusive”

E.13 Elevating Nuanced Representation of the Arab American Experience in Education Spaces

ROOM 212-A

A panel of Arab American authors and educators share their varied positionalities and experiences in understanding their own identities and then share practical ways for teachers to incorporate a more nuanced understanding in their classroom practices— with multimodality in demonstrating knowledge and with layered texts to represent Arabs.

Presenters: Sawsan Jaber, Education Unfiltered Consulting

Nawal Qarooni, NQC Literacy LLC

Tradebook Author/Illustrator: Sahar Mustafah, Homewood-Flossmoor High School

E.14

Equitable Literacy Instruction Demands Joyful and Affirming Knowledge Building ROOM 212-B

Is there knowledge that all students should know? If so, what knowledge is that? Who determines that? In this session, the presenters will explore what it means to take part in what Richard Milner terms, a “disruptive movement” that exposes and counters “storylines, policies, and practices that center and maintain whiteness, racism, white supremacy, and hegemony” in the teaching of reading.

Session Chair: Maria Cruz, Teachers College Reading and Writing Project, Columbia University

Presenters: Sonja Cherry-Paul, Teachers College, Columbia University Tyrone Howard, University of California, Los Angeles Tiffany Jewell

Yolanda Sealey-Ruiz, Teachers College, Columbia University

E.15 Exploring Contemporary Caribbean Children’s and Young Adult Literature: Implications for Culturally Responsive and Sustaining Education ROOM 253-A

The Caribbean transnational experience is central to a growing number of children’s books. Sharing these books with our community, many of whom have Caribbean ancestry, offers a clear example of culturally responsive-sustaining educational practice and embraces diverse perspectives and identities (racial, social class, gender, language, etc.). Research will present Caribbean children’s literature.

Presenters: Melissa Garcia, Lehman College, CUNY Alison Lehner-Quam, Education Librarian

E.16 Exploring Panels and Gutters—Using Comics and Graphic Novels to Craft Critical and Creative Classrooms

ROOM 262-C

Interrogating an author’s message and its relationship to the world equips students to read the word and the world. Recognizing the multifaceted and multimodal ways students engage with the world allows them to better build these relationships in their own ways. This presentation demonstrates how educators can use graphica for more student-centered, equitable, and accessible instruction.

Presenters: Julia Lopez-Robertson, University of South Carolina

Jennifer Morrison, University of South Carolina Melissa Wells, University of Mary Washington

E.17 Finding the Light of Other Suns: Black Speculative Fiction as Literary Lighthouses

ROOM 201-C

How can speculative fiction (SF) be a light leading readers to new futures and otherworlds?

In this session, YA authors Ayana Gray and Jennifer Baker join speculative literacy scholar Stephanie Toliver to discuss (1) how SF is an underexplored space for cultivating our collective dreams; (2) how authors of SF shine a light for themselves and others; and (3) how SF can be a light for ELA students.

Presenter: Stephanie Toliver, University of Colorado, Boulder

E.18 How to Fail Like an Improviser: Humanizing the Pursuit of Failure in Writing Instruction through Improvisational Theater

ROOM 201-D

How can we humanize writing instruction by normalizing failure when learning to write?

Join presenters for an inclusive and interactive discussion of failure in writing instruction through practice-based resources and theories of improvisational theater.

Presenters: Lauren Esposito, Marywood University Samuel Tanner, Penn State University

E.19 Igniting the Spark: How to Use Author Visits to Inspire and Encourage Students at All Levels ROOM 211-B

Author visits to schools can have a profound impact on students at all levels. This panel shares the benefits of author visits, how educators can leverage the experience to inspire and encourage their students, how the wider community can be involved in author visits, and how educators can plan for the visits.

Presenters: Kim Howard, Author Crystal Howell, Randolph College Tammi Sauer, Author

E.20 Journeying with Students: Migration Narrative Framework for Teachers of Students with Limited or Interrupted Formal Education Using Sociocognitive Perspectives ROOM 252-C

Migration narratives can transform classroom communities and elevate student voices, while highlighting cultures and capabilities of immigrant learners in authentic ways. Teachers globally teach migration narratives. This piece shares teaching considerations and theoretical insights grounded in sociocognitive literature that open instructional possibilities when creating a migration narrative unit.

Presenter: Rachel Siegman, Vanderbilt University

E.21 L. Ramon Veal Research Seminar

ROOM 253-BC

Sponsored by English Language Arts Teacher Educators (ELATE)

The L. Ramon Veal Research Seminar is an ELATE-sponsored session that supports graduate students and teacher-researchers engaged in educational research through directed discussion with experienced scholars in ELA teacher education.

Session Chair: Luke Rodesiler, Purdue University Fort Wayne

Presenters: Shelby Boehm, University of Florida

Megan Davis, Teachers College, Columbia University

Melissa Drake, University of Toronto/OISE

Diana Liu, Teachers College, Columbia University

Brian Mooney, Teachers College, Columbia University

Luke Rodesiler, Purdue University Fort Wayne

Taylor Rose-Dougherty, University of Louisville

Katie Trautman, The University of Texas at Austin

Erika Watts, University of South Florida

Ashlynn Wittchow, Teachers College, Columbia University

Respondents: Elizabeth Dutro, University of Colorado, Boulder

Megan Guise, California Polytechnic State University

Lamar Johnson, Michigan State University

Jung Kim, Lewis University

Tom Liam Lynch, The New School

Sandra L. Osorio, Erikson Institute Chicago

Emery Petchauer, Michigan State University

David Schaafsma, University of Illinois at Chicago

Michael W. Smith, Temple University

E.22 Letting in the Light in Teacher Education: Partnering with Schools and Community Organizations for Expanded Methods Courses and Field Experiences

ROOM 251-A

As teachers and mentors, how can we adjust previous best practices for use in online, inperson, and hybrid methods courses and field experiences? In this session, three university English language arts educators share practical resources for expanding our classrooms through outdoor, experiential learning experiences, community partnerships, and virtual field placements.

Presenters: Cheryl Almeda, Kalamazoo Valley Community College, “Freeing Practices during Pandemic Protocols”

Erinn Bentley, Columbus State University, “Field Placements in the ‘Great Outdoors’”

Jonathan Bush, Western Michigan University, “Community Partnerships and Online Connection”

E.23 Light of Hope: Presenting Authors Whose Books for Young Readers Are a Perfect Remedy to Overcome the Pandemic’s Devastating Effects of Isolation and Anxiety ROOM 262-A

E TE

Award-winning authors will discuss the ways they use language and visuals to create light and hope for young readers, illuminating the power of friendships. Authors will offer books as a remedy for overcoming the effects of the pandemic’s isolation and anxieties, as they share ways their empathetic characters offer hope, solace, emotional support, and encouragement to overcome challenges.

Session Chair: Donna Knoell, Educational Consultant

Presenters: Donna Knoell, Educational Consultant, “Offering Differentiation Strategies That Extend, Magnify, and Illuminate the Power of Books”

Tradebook Authors/Illustrators: Frank Morrison, “Radiating the Light of Understanding and Honesty: Making Friends and Being True to Oneself”

Apryl Stott, “Using Positive and Healing Words to Share and Extend the Light of Friendship”

Monica Wesolowska, “Recognizing and Valuing the Gifts and Unique Qualities of Each Individual as Points of Light, That Make the World a Better Place”

Salina Yoon, “The Life-Changing Magic of Friendships”

E.24 Light, Color, Sound, and Texture: Multimodal Composition in K–12 Classrooms

ROOM 203-B

Inspired by the founding members of the New London group, this circle of teacher leaders, administrators, authors, and creatives intends to share their evolving understandings of multimodal composition. This interactive session offers a space for facilitated dialogue and resources for educators who are eager to begin or sustain their efforts to center multimodality in their own K–12 classrooms.

Presenters: Trevor Aleo, Middlebrook School/Learning That Transfers

Bryan Ripley Crandall, Fairfield University

Brent Gilson, Westwind School Division

Garreth Heidt, Perkiomen Valley School District

Julie Johnson, The Ohio State University

Susan Luft, Scarsdale Public Schools

Bernajean Porter, Reading and Writing Beyond Words

Erin Quinn, Calgary Board of Education

Dan Ryder, Community Regional Charter School

Angela Stockman, Daemen College

Tara Vandertoorn, Calgary Board of Education

Amanda Williams-Yeagers, Brock University

E.25 Literacy Escape: Using Classroom and Digital Escape Rooms to Engage Students

ROOM 262-B

Escape rooms have become a widespread entertainment experience that individuals of all ages can enjoy. Using hints and clues, participants solve a series of puzzles to complete the objectives of the game and escape the room. In this session, participants will take part in a Literacy Escape room using a novel as an anchor text to address literacy competencies and standards in an engaging setting.

Presenters: Raymond Epps, Augusta University

Marlynda Holley, May River High School

Rebecca Harper, Augusta University

E.26 Making Space for Teachers’ Light ROOM 205-A

Explore the borderlands between different professional teacher identities and what happens when they conflict with what is being asked of us at work. Learn how to carve out time and space to do the necessary soul work in the classroom.

Presenters: Victoria Gill, Lesley University, “Intersectional Pedagogy: Conceptualizing Space and Soul Work in the Classroom”

Christopher Kingsland, University of Michigan, “Imagining Just Curricula and Instruction through Borderland Professional Teacher Identities”

E.27 Media and Pop Culture: Entry Points to Complex Texts and Tough Topics ROOM 205-B

What do Lizzo, Billie Eilish, and picture books have in common? They make great companions to tough texts!

Presenters: Abigail Baumgartner, Louisiana State University, “Multimodal Golden Lines: Pairing Lizzo, Emily Dickinson, The Weeknd, Faulkner, Dorothy Parker, and Billie Eilish”

Sarah Honore, Houston ISD, “Picture This: Picture Books as an Entrypoint to Tough Topics in Secondary ELA” Emily Peters, Louisiana State University, Laboratory School, “Multimodal Golden Lines: Pairing Lizzo, Emily Dickinson, The Weeknd, Faulkner, Dorothy Parker, and Billie Eilish”

E.28 Multimodal Memoir Writing: Humanizing Our Classrooms and Curriculum ROOM 208-B

In this session, middle school teacher Rachel Scupp and teacher educator Emily Meixner will share experiences developing and writing multimodal memoirs with students and teachers. Session attendees will be provided with examples of how the study and creation of multimodal memoirs allows for connection, representation, perspective-taking, self-study, and empathy-building.

Presenters: Emily Meixner, The College of New Jersey Rachel Scupp, Thomas R. Grover Middle School

E.29 Permission and Play: Bringing Light to the Writing Workshop through Creativity ROOM 211-A

Writing can be an exploration of self, others, and the world around us when opportunities are made for young people to engage with thinking in creative and expressive ways. With exercises from their own repertoires and their experiences with students, this panel will offer strategies and ideas that when transferred to writing classrooms will promote permission and play among developing writers.

Session Chair: Melissa Guerrette, Oxford Elementary School

Presenters: Melissa Guerrette, Oxford Elementary School Pernille Ripp, Global Read-Aloud/Passionate Learners Tradebook Authors/Illustrators: Erin Entrada-Kelly, HarperCollins Olugbemisola Rhuday-Perkovich, Crown/Random House/Macmillan/HarperCollins Laurel Snyder, Chronicle Books Christina Soontornvat, Candlewick Press

E.30 “Poetry Is Not a Luxury”: Reading and Writing Poetry as Illumination and Life

ROOM 213-CD

This interactive roundtable session featuring teacher-poets, local students, and awardwinning poet Padma Venkatraman invites attendees to experience poetry as a necessity. Participants will leave with teaching materials they can use upon returning to their classrooms and be invited to connect with teacher-poets who know “poetry is not a luxury.”

Presenter: Padma Venkatraman, “Pursuing Light and Illuminating Futures through Poetry”

Roundtable Leaders: Susan Ahlbrand, Jasper Middle School, Jasper, IN, “Building Writers through Jenga Block Poetry”

Allison Berryhill, Atlantic High School, “Feedback for Student Poets: How to Create a Classroom Culture That ‘Breaks into Blossom’ the Poet in Each Student”

Stefani Boutelier, Aquinas College, “Location and PlaceBased Poetry”

Maureen Daley, James Hart School, Homewood, IL, “Metaphor Poems using Metaphor Dice”

Sarah Donovan, Oklahoma State University, “Born behind Bars (Venkatraman): Pursuing Light and Illuminating Futures by Noticing the Poetry in Prose to Inspire Poetic Response”

Barbara Edler, Iowa Wesleyan University, “Ekphrastic and Found Poetry”

Glenda Funk, Highland High School, “Found in Translation: Poetry and Pedagogy in the Antiracist Classroom”

Seana Hurd-Wright, Los Angeles Unified School District, “Paint Chip Poetry to Color Your World”

Kimberly Johnson, Pike County Schools, “Poetry for Reluctant or Enthusiastic Writers without Lifting a Pencil: Mashed Potato Poetry on the theme of Pursuing the Light!”

Jennifer Jowett, St Gerard School, “Pantoums: Recycling Lines for Reluctant Poets”

Stacey Joy, Baldwin Hills Elementary Pilot and Gifted Magnet School, “Golden Shovel Poetry”

Denise Krebs, Al Raja School (retired), “Multiple Language Poetry”

Leilya Pitre, Southeastern Louisiana University, “Exploring Healing Power of Language through Writing Poetry, Creating a Tree of Hope from the Poems Written”

Anna J. Small Roseboro, “Patterning Poetry—Golden Shovel from a Pantoum”

Margaret Simon, Iberia Parish Gifted Program, “Creative Poetry Forms for Grades 4–6”

Emily Yamasaki, San Diego Area Writing Project/ National Writing Project/San Diego Global Vision Academy, “Mathematical Poetry: The Significance of Numbers”

E.31 Possibilities of Poetry: Excavating and Exploring Identity in the Elementary Classroom ROOM 206-A

“Poetry is not only dream and vision; it is the skeleton architecture of our lives,” wrote Audre Lorde. Poetry invites us to embrace our humanity and to create a humanizing space for our students. In this session, we will invite participants to consider the intersection of their identities and poetry, and share the power of creating and analyzing Poetry

Anthology Identity Webs alongside students.

Presenters: Aeriale Johnson, Teachers College Reading and Writing Project, Columbia University

Clare Landrigan, Heinemann

Traci Sorell, Penguin/Charlesbridge/Lerner

E.32 Red Bicycle Moment: Write/Share Your Life-Changing Moment Here, as in “Float Like a Butterfly, Sting Like a Bee”

ROOM 204-C

Muhammad Ali’s life-pivoting moment came when he, as 12-year-old Cassius Clay, had his red bicycle stolen. He needed to find the thief and “whup” him. He was advised to learn how to box. Who knew the moment would be lifechanging for all of us? In this session we will read, write, listen to, and explore our own “Red Bicycle” moments.

Session Chair: Alfredo Celedón Luján, Monte del Sol Charter School

Presenters: Kevin Cordi, Ohio University Lancaster María E. Fránquiz, The University of Texas at Austin Valerie Kinloch, University of Pittsburgh Alfredo Celedón Luján, Monte del Sol Charter School

E.33 Reflecting the Light: Reflective Practice with/in Literacy Teaching, Learning, and Being ROOM 252-B

This session examines how to interrogate the self, examine pedagogical approaches, and use methods that provide literacy access for all.

Presenters: Janine Davis, University of Mary Washington, “Teacher Inquiry as Guiding Light: Retaining the Skills and Mindsets That Matter in Changing Times”

Coley Lehman, Teachers College, Columbia University, “A Light to Guide Us: How a YA Teacher Book Club Helped Teachers (Re)Envision Reading in Their Classrooms”

Kristie Smith, Kennesaw State University, “Pursuing the Light through Curricula Design: The Social Justice Classroom Library Project”

Jessica Wontropski, Bank Street College of Education, “Illuminating the Sueños of Students, Families, and Communities through Antiracist Curriculum-Making: Educators as Co-Conspirators”

E.34 Reframing Shakespeare’s Cymbeline to Explore Themes of Environmental Justice: Student Actors and Filmmakers on Location in Yosemite National Park.

ROOM 210-A

Discover how one of Shakespeare’s lesserknown works can be reframed and adapted in a radical way to engage today’s student activists. Galvanised by the talents of student actors and filmmakers, Shakespeare’s Cymbeline—as adapted in the eco-inflected movie Imogen in the Wild—has the power to shine a light on environmental justice and point the way to a brighter tomorrow.

Session Chair: Mary Christel, TimeLine Theatre Presenter: Katie Brokaw, University of California, Merced

E.35 Specific Strategies to Improve Critical and Engaged Thinking ROOM 213-B

Come to this session to learn how the presenters used workshopping and self-critique of writing to activate critical thinking skills. Examples of student learning and digital tools will be shared to try in your classrooms.

Presenters: Suzanne Kail, Sandy Valley High School, “Self-Evaluation for Success: Students Shining a Light on Their Own Writing” Lauren Kaufman, Garden City Public Schools, “Reimagining the Magic of the Workshop Model”

E.36 Sueños in Communities of Readers and Writers

ROOM 210-B

In this combined panel, speakers will situate reading and writing as light in community.

Presenters: Brittany Adams, SUNY College at Cortland, “Illuminating Unexplored Spaces: Reflective Journaling for Differentiated Critical Literacy Learning”

Adele Doyle, Kingsborough Community College, CUNY, “In Their Own Words: Why Community College Students Resist Academic Reading, and How InterestBased Instruction Can Increase Reading Engagement” Jolie Hicks, Southwestern Oklahoma State University, “Place-Based Writing: A Place for Sustainability in First-Year Composition”

E.37 Take the Journey: Rising with Courage, Hope, Humility, and Compassion

ROOM 204-B

For the fourth year at NCTE, the three of us will gather at the Convention, this time to discuss our actions and reactions during one of the hardest few years teachers have faced in recent history. We’ll share our thinking about empowering students, calling out racist actions, combating censors, and teaching with compassion and courage alongside humility and hope.

Session Chair: Cornelius Minor, The Minor Collective/ Heinemann

Presenter: Kylene Beers, Beers.Probst Consulting

Respondent: Stephanie Harvey, Stephanie Harvey Consulting

E.38 Teaching Teenagers to Read and Write: Radical Student Choice in the Classroom ROOM 263-A

During this presentation, I will discuss how radical student choice with Native Hawaiian students, or allowing Indigenous Hawaiian students complete freedom in both the selection and creation of texts that they want to read/write, can completely shift the dynamic of a classroom so that the goal of "learning to read" begins to focus more on what students can do, and away from what they can’t. I will share instructional strategies that allow Hawaiian students to invest in their own learning and growth as readers, share the data behind student improvement on the intervention side and how that correlates with their written work, and address some of the challenges of radical student choice can crop up in implementation.

Presenter: Shay Kaleo ’oluho ’iloliokawaip ā he Zykova, Independent Scholar

E.39 The

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“Fun Doesn’t Stop

Here”: Peritext as a Site for Critical Literacy in Books for Beginning Readers ROOM 251-C

This presentation explores the possibilities for promoting criticality with emergent readers through the peritext found in books for beginning readers. We discuss the current role of peritext in books for emergent readers and demonstrate ways that educators can utilize the peritext to help bring to light new possibilities for more just futures.

Presenters: Rebekah Degener, Minnesota State University

Sarah E. Jackson, Millersville University

Nithya Sivashankar, Texas State University

E.40 The Birthplace of Young Activists: Developing Socially Just, Antiracist Elementary Classrooms Using Literature That Represents, Celebrates, and Challenges

ROOM 206-B

This presentation highlights the work of elementary teachers who have successfully infused social justice and antiracism work through children’s literature in order to advocate for students who have been traditionally marginalized in public school settings. Here, the presenters introduce a program of action that leads to effective explorations of difficult topics and to student activism.

Session Chair: Douglas Kaufman, University of Connecticut

Presenters: Douglas Kaufman, University of Connecticut

Tracey Lafayette, O’Brien STEM Academy Michelle McKnight, Manchester, Connecticut, Public Schools

E.41 The Greatest Climate Change Threat to California and Developing the Schema Required to Be a Critical Participant in Real-World Solutions

ROOM 203-A

What is the greatest climate change threat to California? Come and learn how to analyze informational text through a critical ecomedia lens to overcome the greatest climate change threat to California. Participants will also have the opportunity to speak with the general manager of the Antelope Valley East Kern Water Agency.

Presenters: Dwayne Chisam, Antelope Valley East Kern Water Agency

Becki Maldonado, University of Oklahoma

Alexandra Panos, University of South Florida

E.42 Two-Point Perspective: How Creative Depth Fosters Collaborative Communities

ROOM 207-C

Caldecott Honorees Molly Idle and Juana Martinez-Neal illustrate how creative projects can lead to more collaborative classrooms and communities. In hands-on exercises, students and educators will be encouraged to participate in creative, verbal, and visual collaboration with their fellow attendees. Both the exercises, and the life skills gained, can be applied in the classroom and beyond.

Tradebook Authors/Illustrators: Molly Idle, Macmillan Juana Martinez-Neal, Macmillan/Roaring Brook Press

E.43 Using Oral Language Composition and Rehearsal to Support Elaboration ROOM 207-A

A powerful but underutilized tool to support writing is oral rehearsal. Oral composition is important for all students, especially those navigating more than one language. Oral rehearsal provides a way of playing with language before committing words to the page. Using video of diverse students, the presenters will share strategies for shining a light on oral language to support young writers.

Presenters: Matt Glover

Whitney La Rocca, Stenhouse Publishers

Rosemary Martinez, Lamar Consolidated Independent School District

Sarah Ramirez, Lamar Consolidated Independent School District

E.44 Working with and Learning from Indigenous Communities: A BookMaking Project to Counter Language Extinction

ROOM 256-A

In this book-making project, we have intentionally sought local knowledge and perspectives to create sets of bilingual books that introduce young children (ages 4–7) to simple phrases and conversational vocabulary in two indigenous languages spoken by indigenous peoples in Taiwan and South Carolina (i.e., Atayal and Cherokee Peoples).

Presenters: Catherine Compton-Lilly, University of South Carolina

Asiye Demir, University of South Carolina

Anna Howard, University of South Carolina

Ching-Ting Hsin, National Tsing Hua University Taiwan

Di Tam Luu, National Tsing Hua University Taiwan

E.45 Writing for and from the Heart: Exploration of Social Emotional Learning through Collaborative Writing with Universal Design for Learning

ROOM 201-B

This presentation will speak to a specific semester-long writing unit that was designed and co-facilitated by an English department chair/teacher and associate principal for student support services. Attendees will engage in the specific writing strategies used to incorporate meaningful and academically relevant social emotional learning activities in a high school writing class.

Presenters: Christopher Bronke, Downers Grove North High School

Erin Ludwick, Downers Grove North High School

E.46 Poster Session: Cultivating New Voices among Scholars of Color ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR

In this session, fellows in the 2022–2024 cohort of the Cultivating New Voices among Scholars of Color (CNV), sponsored by the Research Foundation of NCTE, present their research and address questions from participants.

Session Chair: Tonya Perry, University of Alabama at Birmingham

Presenters: Tasha Austin, SUNY at Buffalo, “Limited Capital: A Raciolinguistic Genealogy in (Language) Teacher Education”

Jordan Bell, CUNY Graduate Center, “Dig Real Deep for Me: Reframing Racial Literacy through a BlackCrit Lens”

Theresa Burruel Stone, Sonoma State University, “Territorializing Anticolonial Belonging toward PlaceBased Literacies”

José Luis Cano Jr., Texas Christian University, “Fugitive Rhetorics at Border Patrol Checkpoints”

Autumn Griffin, University of Pennsylvania, “Loving with Black Girls: Exploring Adolescent Black Girls’ SelfLove Literacies”

Sharim Hannegan-Martinez, University of Kentucky, “Literacies of Love: A Portrait of Trauma and Healing in the English Classroom”

Alicia K. Hatcher, Syracuse University, “Performing a Symbolic Resistance”

Ileana Jiménez, Teachers College, Columbia University, “#HSfeminism as Curriculum and Activism: Black and Latina Feminist Pedagogies in the High School English Classroom”

Naitnaphit Limlamai, Colorado State University, “Illuminating Justice-Oriented Teaching by Delineating Three Kinds of Justices”

Pratigya Marhatta, University of North Carolina at Greensboro, “Teachers as Change Agents: Reimagining Literacy Instruction to Address Socially Just Topics”

Tamara Nicole Moten, University of Georgia, “Beyond the Mat: Centering the Literacy Experiences of Black Girls in Gymnastics through Sista Circles”

Lauren Elizabeth Reine Johnson, University of Illinois at Chicago, “‘This Has Been Inside Me This Whole Time’: Black Girls Cultivating Homeplace through Storying”

Renée Wilmot, Michigan State University, “‘Can I Hold the Mic?’ Narratives of Historical Black Women Educators”

Alexis Morgan Young, University of Maryland, College Park, “Skyrise: Black Girls ‘Architexting’ Youthopias”

F.01 Actualizing Our Sueños: Radically Inclusive Teaching with Newcomer and Emergent Plurilingual Students

ROOM 251-A

Join teachers, administrators, and researchers as they reflect upon their work with hundreds of culturally and linguistically diverse newcomer and emergent plurilingual students in California.

Presenters use case studies, classroom examples, and student writing to illustrate classroom and district-level approaches to affirming plurilingual students’ identities, voices, and linguistic repertoires.

Presenters: Renae Bryant, Anaheim Union High School District

Alison Dover, California State University Fullerton

Vy Hoang, Anaheim Union High School District

Diana Fujimoto, Anaheim Union High School District

Fernando Rodriguez-Valls, California State University Fullerton

Paola Rosenberg, John F. Kennedy High School

F.02

Bright Pasts and Futures: Possibilities of YAL for Teaching ELA and Methods

ROOM 252-A

This session uses responsive and antiracist orientations of reading YAL. Presenters in this session will discuss historical and futuristic orientations of reading young adult literature within methods courses and ELA classrooms.

Presenters: Sarah Fleming, SUNY Oswego, “Books as Bright Stars: Using Young Adult Literature to Shine a Light through Antiracist Teacher Education”

Ewa McGrail, Georgia State University, “How to Empower Students through Self-Selection of Texts”

Heather Pule, University of Houston, Clear Lake, “Moving Past Good Intentions: Exploring the Use of Young Adult Literature within the Historically Responsive Literacy Framework”

Lisa York, Gwinnett County Public Schools, “How to Empower Students through Self-Selection of Texts”

F.03 Changing Schools, Growing Teachers, Creating Spaces for Equitable Learning: Realizing the Potential of PDS Spaces ROOM 207-C

C

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Sponsored by Literacies and Languages for All (LLA)

The presenters describe a set of layered educational practices across our PDS network, elementary program, embedded CSP course, literacy methods course, and focal elementary classroom that contribute to our systemic focus on culturally sustaining learning for children, teachers, preservice teachers, and university faculty.

Presenters: Catherine Compton-Lilly, University of South Carolina Michele Myers, Wake Forest University

F.04 Climate Advocacy through Public Art: Using Personal Narratives and Critical Inquiry to Bring Awareness to Climate Change ROOM 202-B

Sponsored by the ELATE Commission on Climate Change and the Environment in English Education

“Climate change is impacting people around the world right now.”—Zanagee Artis. Climate change—a topic of immense concern. Public Art—a method to bring heightened awareness.

In this interactive presentation, participants will engage the artist advocate within and learn how to create effective public art pieces to send a clear message about the urgency of climate change.

Presenters: Stephen Goss, Kennesaw State University Catherine Lammert, Texas Tech University Becki Maldonado, University of Oklahoma

F.05 Connecting Reading and Writing to Student Identities: Bringing The Outsiders In

ROOM 258-A

Inspired by Gholdy Muhammad’s framework in Cultivating Genius, a group of junior high school teachers redesigned their unit on The Outsiders to focus on student identity. In this session, participants will engage in the revised lessons and feel the impact of centering student identity in reading and writing tasks.

Session Chair: Jan Ferrer, Goleta Valley Junior High Presenters: Cameron Hatcher Day, La Colina Junior High

Tim Dewar, University of California, Santa Barbara

Jan Ferrer, Goleta Valley Junior High

Eleanor Skladman, La Colina Junior High

Respondent: Robert Polski, Independence High School

F.06 Constellations and Not a Single Star: Shining and Rising Native Voices on Collaboration and Writing Truths

ROOM 211-B

Seven Native authors/illustrators will share about collaboration and writer’s/ illustrator’s craft as it pertains to writing truths, history and historicity, and the writing journey. This presentation offers a multifaceted picture of the rich storytelling and innovation within their contemporary narratives.

Presenter: Ricki Ginsberg, Colorado State University Tradebook

Authors/Illustrators: Angeline Boulley, Macmillan Children’s Publishing Group

Laurel Goodluck, Charlesbridge Publishing

Carole Lindstrom, Macmillan Children’s Books

Andrea Rogers, Writer

Traci Sorell, Penguin/Charlesbridge/Lerner

Respondent: Kit Magee, Aurora Central High School

F.07 Creating Space for Care, Healing, and Well-Being in Teaching and Learning ROOM 262-C

These studies highlight healing-centered approaches to developing and sustaining transformative educators. Paper one explores how researchers and practitioners enact teacher agency, well-being, and a professional culture of care. Paper two supports Black teacher retention through healing-centered, design-based professional development. Paper three draws from women of color feminisms and critical participatory design to honor preservice teachers of color knowledges, memories, and histories.

Presenters: Peter De Costa, Michigan State University, “Teaching-as-Caring and Caring Institutions: An Ecological View of Teacher Well-Being”

Alexa Muse, University of Oxford, “Whispered Revolutions in English Education: Equity, Subversion, and Personal Safety in Oppressive Communities”

Thomas Rodney, ATECH High School, “Chat and Chew: Using Joy for Building a Healing-Centered Academic Environment”

Jessica Stovall, Stanford University, “Chat and Chew: Using Joy for Building a Healing-Centered Academic Environment”

LaMar Timmons-Long, New York City Department of Education, “Chat and Chew: Using Joy for Building a Healing-Centered Academic Environment”

Adrianna González Ybarra, University of Missouri, “Making Space: Speaking, Writing, and Sharing Our Testimonios as a Way for Healing”

F.08 Critical Praxis for Action ROOM 263-A

This panel will discuss active ways to engage in communication with academic and K–12 communities using texts, technology, and publication.

Presenters: Paula Dagnon, Western Washington University, “Illuminating Student Stories through Technology”

Ryan Kelly, Arkansas State University, “Enrichment, Motivation, and Advocacy: Successful Graduate Candidate Publication in State-Level Academic Journals”

Meg Petersen, Plymouth State University, “Shedding Light: Cross-Cultural Communication in Dark Times”

Stephanie Strachan, Western Washington University, “Illuminating Student Stories through Technology”

George Zhao, Western Washington University, “Illuminating Student Stories through Technology”

F.09 Cuando tenía siete ańos. . . “: Family Storytelling in Early Years Online Bilingual Classrooms

ROOM 203-B

Bay Area bilingual elementary teachers share how they facilitated a family literacy event that put families’ stories at the center. The literacy projects invited families to share with their children what life was like for them “Cuando tenía siete ańos. . . . ” The teachers were guided in their work by The Anti Racist Teacher (Germán, 2019) in challenging hegemonic schooling practices.

Presenter: Liz Murray, Bay Area Writing Project

F.10 Digging Up Hidden Histories: Using the Light of Research to Bring Learning to Life

ROOM 208-A

Five award-winning authors discuss their recent books that showcase remarkable events and people. Each writer uses research and creativity to shine a light on neglected corners of history, science, and contemporary life. The panelists will share a research-related mini-activity, and attendees will leave with new ideas, practical teaching tools, and recommended titles for a classroom library.

Presenters: Sarah Albee, Author

Cheryl Blackford, Clarion Books

Janet Fox, Simon Kids

Kekla Magoon, Bloomsbury/Candlewick

Anne Nesbet, University of California, Berkeley/ Candlewick Press

F.11 Dreaming Past the Whiteness of Teacher Education: The Multimodal Visioning of WOC Preservice Teachers and Teacher Educators ROOM

251-B

This panel brings together two coalitions of WOC teachers and teacher educators to explore the visionary power of WOC to collaboratively critique, (re)imagine, and (re) build teacher education as rooted in their community and cultural wealth and raced, gendered, and cultured literacies.

Session Chair: Monica Gonzalez Ybarra, University of Illinois at Urbana-Champaign

Presenters: Gabby Bachoo, Gov. William Pitkin School

Mackensi Crenshaw

Kimberly Duhart, East Hartford Public Schools

Claudia Hernandez, Hartford Public Schools

Khalila Lomax, University of Illinois at UrbanaChampaign

Cindy Lopez, Waterside School

Grace Player, University of Connecticut

Respondent: Yolanda Sealey-Ruiz, Teachers College, Columbia University

F.12 Eight Great English Education Authors Who Light the Way for Teachers ROOM 264-BC

This roundtable session highlights English education authors who inspire and equip us to be better teachers through their writing. Each table will explore and celebrate the works of groundbreaking authors, scholars, and practitioners who have devoted their careers to lighting the way for teachers to create engaging, inclusive, collaborative, and transformative learning environments.

Session Chairs: Heather Barto Wiley, R.J. Reynolds High School

Alan Brown, Wake Forest University

Joan Mitchell, Wake Forest University

Lindsay Schneider, West Forsyth High School

Roundtable Leaders: Heather Barto Wiley, R.J. Reynolds High School

Alan Brown, Wake Forest University

Justin Corazza, Cranford High School

Taylor Crandall, Lesley University

Elizabeth Davis, Sayre School

Elizabeth Kennard, Charlotte Country Day School

Mark A. Lewis, James Madison University

Victor Malo-Juvera, University of North Carolina, Wilmington

Joan Mitchell, Wake Forest University

Caitlin Murphy, Bellarmine University

Bob Probst, Georgia State University

Lindsay Schneider, West Forsyth High School

Liz Shults, Oak Mountain High School

F.13 Embodied Literacies for Lighthearted Classrooms ROOM 213-A

Playing can be serious fun! These presentations will explore how playing with games, art, music, and storytelling can help engage and ignite student learning.

Presenters: Sue Corbin, Notre Dame College, “This Little Light of Mine: How Stories Light Our Paths to Ourselves”

Sawyer Henderson, Woodstock High School, “Pursuing a Lighthearted Classroom Building Community in the ELA Classroom with Games and Movement”

Lindy Johnson, William & Mary, Williamsburg, VA, “Bringing Light into Secondary ELA Classrooms through Game-Based Play”

Grace Kim, The University of Texas at Austin, “Bringing Light into Secondary ELA Classrooms through Game-Based Play”

F.14 Enlivening Critical Reader Response Encounters with Picture Books in the

Early Childhood and Elementary Classroom ROOM 206-B

This interactive conversation will feature a critical reader response framework to support readers’ critical encounters with picture books in the classroom. Participants will reimagine picture book collections and rethink literature instruction as essential, critical work for both literacy development and a broader sense of citizenry among young children.

Presenters: Mary Adu-Gyamfi, University of Missouri Lottie Bushman, Education

Whitney Hoffman, Columbia Public Schools

Kara Johnson, Columbia Public Schools

Sarah Reid, University of Missouri

Angie Zapata, University of Missouri

F.15 “Every year on Juneteenth, they celebrated and remembered”: Analyzing the Story of Juneteenth in Children’s Literature through a Lens of CRT ROOM 207-D

As Juneteenth becomes more popularized in dominant culture, the scholars want to present this holiday giving a counternarrative of its past and present. We seek to blend the theory and framework of Critical Race Theory with practical knowledge of the literature. We aim to provide teachers and, ultimately, students, with a more justice-oriented stance regarding Juneteenth in children’s literature.

Presenters: Amber Lawson, Michigan State University Rebecca Witte, Michigan State University

F.16 Exploring the Role of Multimodal Literacies in Students’ Reading, Writing, and Analysis in Elementary and Secondary ELA Classrooms ROOM 262-B

Paper one explores multimodal forms of communication in a fifth-grade writer’s workshop. Paper two highlights digital storytelling projects and family migration stories using datavisualizations, community oriented research, and intergenerational family-centric interviews. Paper three shares an approach to students’ literary responses through abstract art creation.

Presenters: Matthew Deroo, University of Miami, “How Digital, Multiliteracies Tools Can Support Place-Based Storytelling within and beyond the English Language Arts Classroom”

Jennifer Kahn, University of Miami, “How Digital, Multiliteracies Tools Can Support Place-Based Storytelling within and beyond the English Language Arts Classroom”

Michael Moylan, Heartland Elementary School, “Using Multimodal Literacies in a Fifth-Grade Elementary Writer’s Workshop: A Case Study”

Ariela Robinson, Teachers College, Columbia University, “Making Art to Read: An Investigation of How the Making of Art Can Help Adolescent Students Explore Literature”

F.17 Freedom Dreaming: Crafting the Literacy and Teaching Communities We Want to Work Within ROOM 213-CD

In this session, the presenters will discuss their dreams for a more just and equitable world and the educator communities they have created and nurtured. Each presenter will share their personal story, of both the vision or need they had, and then the community that sprung from that dream. They will share real-world strategies for participants to freedom dream their own nurturing communities.

Session Chair: Sonja Cherry-Paul, Teachers College, Columbia University

Presenters: Sara Ahmed, Catherine Cook School

Arlene Casimir, Teachers College Reading and Writing Project, Columbia University

Maria Cruz, Teachers College Reading and Writing Project, Columbia University

Tricia Ebarvia, Conestoga High School

Aeriale Johnson, Teachers College Reading and Writing Project, Columbia University

Anna Gotangco Osborn, Educator, Reading Specialist

Kim Parker, Harvard University

Tiana Silvas, New York City Department of Education

F.18 Illuminating Diverse Voices of Past and Present in the English Classroom

ROOM 201-A

This panel will share a variety of novel units centered on 19th- and 20th-century writers, from Cather, Steinbeck, and Austen to Stone, Zoboi, Mbue, and Reynolds as dignitycentered texts focusing on various themes of justice, identity and home. Unit goals, activities, final assessments, and student examples will be provided so participants have lessons to immediate implement in their clasrooms.

Presenters: Molly Bardine, Chaminade Julienne High School

Amanda Bertke, Chaminade Julienne High School

Katlyn Delong, Chaminade Julienne High School

Dan Eiser, Chaminade Julienne High School

F.19 Illuminating Literary Fiction and Adolescent Lit: Creating Culturally Sustaining Text Sets with Primary Sources and Multigenre Texts ROOM 202-A

This workshop shares ways that primary sources and multigenre texts illuminate literary and adolescent fiction. We share free instructional units with text sets created by the Reimagining Humanities Education Project. We explore how humanities teachers find and integrate text sets from diverse perspectives. This includes accessible and complex texts such as photography, news, art, and video.

Presenters: Marie-Anne Barron, Brown University Leo Gordon, Brown University Brittany Ruiz, Brown University Laura Snyder, Brown University

F.20 Illuminating Possibilities: Young Adult Literature as Bystander Intervention Education ROOM 201-B

In order to consider characters beyond the survivor and assaulter in narratives of sexual assault and violence, we offer curricular and pedagogical suggestions for facilitating an understanding of bystander intervention using young adult literature.

Presenters: Brittany Adams, SUNY College at Cortland Shelby Boehm, University of Florida Henry Cody Miller, SUNY Brockport

F.21 Illuminating Teachers’ Meta Language Practices in the Elementary Classroom ROOM 210-B

This self-study of teacher education practices explores our beginning analysis of the decision-making processes around preservice elementary teachers’ usage of planned and inthe-moment metalanguage with EL students. These observable instances of practices that support translanguaging and literacy learning help to provide insight into preservice teachers’ enactment of languaging practices.

Presenters: Mel Hardy, University of Maryland, College Park

Maggie Peterson, University of Maryland, College Park Faith Sears, University of Maryland, College Park

F.22 Interactive Digital Shakespeare for the Pandemic and Beyond: Spotlight on Theater-Based Collaborations

ROOM 201-D

ELA teachers and theater company educators together responded to the challenge of teaching Shakespeare online to secondary students by combining innovative text instruction with aspects of performance pedagogy in a virtual setting. Participants gain an overview of new digital tools and time to discuss these with the creators and teachers representing Los Angeles, Chicago, and Houston Shakespeare companies.

Session Chair: Laura Turchi, Arizona State University

Presenters: Abbey Bachmann, Texas A&M University

Marilyn Halperin, Chicago Shakespeare Theater

Cori Stevenson, Houston Shakespeare Festival

Kimiko Turner-Warner, Shakespeare Center LA

Joan Wang, Diego Rivera Public Service High School

F.23 Leading When Everything Is Out of Balance: The Truth about Leading for Equity, Justice, and Antiracist Schools

ROOM 256-A

Sponsored by the Conference on English Leadership (CEL)

What does it mean to achieve harmony while leading for educational equity and justice? Can both be accomplished? How? Join Val Brown of the Center for Antiracist Education and the Conference on English Leadership (CEL) for this interactive keynote and roundtable discussion aimed at literacy leaders of all levels and focusing on ways to lead for educational justice.

Presenter: Val Brown, Center for Antiracist Education

Roundtable Leaders: Christopher Bronke, Downers

Grove North High School

Nicholas Emmanuele, Millcreek Township School District

Amy Marshall, Anglophone School District South

Anna Schultes, Glenbrook School District 225

Janice Schwarze, Illinois Principals Association

Cathline Tanis, North Plainfield School District

Donte Tates

F.24 Lessons of Light from Louisville’s Collaborative for Antiracist Teaching: Collaborate, Empower, Persist

ROOM 212-A

The Collaborative for Antiracist Teaching (Louisville, KY) is devoted to community healing by developing the capacity of preservice and practicing educators (P–20) through antiracist teaching practices. Join the group to hear our story of evolution and ways that we are supporting the larger education community to apply antiracist teaching practices in their classrooms and other spaces.

Presenters: Michele Abee, Bellarmine University

Kristen Harris, Spadling University

Sandra Hogue, Jefferson County Public Schools

Jennifer Mangeot, Spalding University

Vonn Purdy, Simmons College of Kentucky

Synthia Shelby, Carrithers Middle Geneva Stark, University of Louisville

Winn Wheeler, Bellarmine University (LWP Fellow)

Edy Yarbrough, Simmons College of Kentucky

F.25 Leveraging the Resources of Families and Community: Strength-Based Approaches to Relationships and Engagement ROOM 253-A

This panel brings together community-engaged educators and researchers sharing stories and findings from work alongside families and communities.

Presenters: Adriana Alvarez, University of Colorado, Denver

Mary Cowhey, Jackson Street School, Northampton, MA Wintre Johnson

F.26

Literacies before Technologies: Making Digital Tools Matter for Middle Level Learners

ROOM 256-B

Sponsored by the NCTE Principles in Practice book series

In this roundtable session, join the contributors to an NCTE Principles in Practice book as they share insights drawn from the Beliefs for Integrating Technology into the English Language Arts Classroom. With practical examples and an openly available website available, session participants will discover new ways to integrate technology into their fourth ninth-grade classrooms.

Session Chair: Jill Runstrom, Ann Arbor Public Schools

Presenter: Troy Hicks, Central Michigan University, “Literacies before Technologies: Making Digital Tools Matter for Middle Level Learners”

Roundtable Leaders: Alex Corbitt, Boston College, “Rethinking Narrative Writing with E-pistolary Stories”

Towanda Harris, Heinemann, “Learning Ways: A Path to Student Connection”

Megan Kowalski, John A. Walsh Elementary, “Inviting Audio Books into the ELA Classroom”

Joseph Pizzo, Black River Middle School/ Chester Schools, “Using Technology to Foster Acceptance”

Kathleen Rowley, Culver City High School, “Welcoming Voices by Honoring Names with Flipgrid”

Blaine Smith, University of Arizona, “Project ‘Imagine the Future’”

Justin Stygles, Lyseth Elementary, Portland Public Schools, “The Space Between: Engaging in Online Reading Conferences”

Respondent: Cathy Fleischer, “Insights from the Principles in Practice Imprint Editor”

F.27 Literature and Literacy as a Lighthouse: Finding Our Way through Dark Times

ROOM 206-A

Literature and literacy can be one of our greatest sources of light in dark times. Come learn from award-winning authors and passionate educators how to use recently released works of compelling children’s literature as sources of light in your instruction, and how to inclusively support all students to channel their own light through simple and accessible quick writes, doodles, and zines.

Presenters: Paula Bourque, Stenhouse Publishers/ Augusta Schools Katie Cunningham, Manhattanville College Tradebook Authors/Illustrators: Minh Lê, Random House Christina Soontornvat, Candlewick Press

F.28 Make a Joyful Noise: Centering Black Joy in Curriculum Planning and Text Selection ROOM 212-B

Black joy is integral to Black life. Participants will have the opportunity to discuss what Black joy is and how to center it in their teaching even when they must discuss more difficult topics.

Presenters: Tiffeni Fontno, Educational Resource Center, Boston College Renata Love Jones, Georgia State University Nicholl Montgomery, Boston College

F.49 Mental Health Topics as a Guiding Light in a Post-Pandemic World ROOM 209-A

Like a guiding light, children’s literature that explores mental health topics can support student wellness and provide a path forward during difficult times. Explore strategies for using literature to connect with student realities and identify coping strategies with experienced educators and creators of fiction for young people.

Session Chair: Robert Bittner, Simon Fraser University

Presenters: Kacen Callender, Scholastic Ernesto Cisneros, Mendez Intermediate Melanie Conklin, Little, Brown Books for Young Readers Lily Meade, Sourcebooks Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books

F.29 On the Corner of Candor and Hope There Lives a Poem ROOM 204-C

Poetry helps readers and writers pursue the light, even when maneuvering through deep darkness. In this session, five experienced teachers share poems that inhabit a figurative corner of candor and hope, poems that are unafraid to confront darkness or difficulty but simultaneously convey hope and comfort. Participants will leave with use-tomorrow ideas for writing notebooks and class discussion.

Session Chair: Joel Garza, Greenhill School, Addison, TX

Presenters: Linda Rief, University of New Hampshire/ Heinemann

Nawal Qarooni, NQC Literacy LLC

Brett Vogelsinger, Holicong Middle School

Respondent: Penny Kittle, Plymouth State University

F.30 Pedagogies of Possibility: Uplifting Culturally Responsive Approaches to Online Teaching and Learning ROOM 262-A

This presentation focuses on conceptual and practical tools K 12 educators used during remote learning to respond to the emerging needs of their students and policy initiatives from their schools. It highlights data from a study about how K 12 teachers adapted their culturally responsive instructional practices during the emergency shift to remote learning precipitated by the COVID-19 pandemic.

Session Chair: Detra Price-Dennis, The Ohio State University

Presenters: Katie Harlan Eller, Teachers College, Columbia University

Thomonique Moore, Teachers College, Columbia University

Detra Price-Dennis, The Ohio State University

F.31 Place, Power, and Pedagogy: Foregrounding “Bright Practices” to Expand Thinking, Writing, and Doing in Classrooms ROOM 210-CD

Sponsored by the NCTE Latinx Caucus

Through stories of place, we want to foreground and expand our thinking about how power operates in spaces (courtrooms, classrooms, communities) and want to think about how place informs/inspires “bright” pedagogical practices, much like those that foreground and interrogate how a community might seek their right to narrative, political consciousness, and social justice.

Session Chair: Alfredo Celedón Luján, Monte del Sol Charter School

Presenters: Joern Langhorst, University of Colorado, Denver, “Placing Equity, Justice, and Empowerment”

Renee Moreno, California State University, Northridge, “Some Racists, a Treaty, and a Law Student”

Valerie Sweeney Prince, Wayne State University, “Resilience and Light: Crossing Borders with Women’s Histories”

Respondent: Francisco Tamayo, California State University, Northridge

F.32 Prisms of Possibility: Using Autobiography and Audio Memoirs to Launch Writing Exercises ROOM 205-A

This session will cover the use of audio memoirs to spark ideas for college essays and autobiographical writing as a humanizing practice, one which encourages students to think deeply about the importance of their voice and identity within the English curriculum.

Presenters: Anne Mooney, Malden High School, “Assigning Audio Memoirs as a Drafting Step in the College Essay”

Rashida Mustafa, Teachers College, Columbia University, “Prisms of Possibility: Using Autobiography as a Humanizing Curriculum Practice”

Ashlynn Wittchow, Teachers College, Columbia University, “Prisms of Possibility: Using Autobiography as a Humanizing Curriculum Practice”

F.33 Promoting Student Agency and Voice through Poetry and Primary and Secondary Sources

ROOM 205-B

The two sessions in this panel feature poetry as a means of promoting student expression. The first presentation highlights work at a rural alternative school. The second presentation features interdisciplinary work in a social studies/English classroom.

Presenters: Ken Kramer, Deerfield High School, “Remixing the Past: Creative Expression, SelfReflection, and Contemporary Conclusions”

Neil Rigler, Deerfield High School, “Remixing the Past: Creative Expression, Self-Reflection, and Contemporary Conclusions”

Andy Schoenborn, Clare Pioneer High School, Clare, MI, “Scaling Mountains: Using Writing Footholds to Find Our Voice”

F.34 Pursuing More Equitable Assessment Practices: Challenges and Opportunities in Advocating for Students,

ROOM 258-B

Families, and Communities

Sponsored by the NCTE Standing Committee on Literacy Assessment

This roundtable session will focus on how literacy assessment practices can elevate the voices of students and their families.

The roundtable presenters will discuss the challenges and opportunities of enacting assessment practices in K–16 schools, homes, and communities.

Session Chair: Bobbie Kabuto, Queens College, CUNY Roundtable Leaders: Chris Hass, James Madison University, “Shifting Assessments Home: Inviting Families to Expand Our Perspectives”

Bobbie Kabuto, Queens College, CUNY, “Shedding Light on Linguistic Equity by Dismantling Monolingual Reading Assessment Practices”

Peggy O’Neill, Loyola University, “Lighting the Way for Students’ Transition to College Writing through Assessment”

Kathryn Mitchell Pierce, Saint Louis University, “Centering Teacher Voices in Assessment Conversations”

S M

F.35 Shining a Light on Students’ Voices: Youth Writing for Interruption (YWI) Approach

ROOM 209-B

In a time when classroom discussions about race and other aspects of equity are being questioned in many communities, it is students’ voices that many times shine a light on issues that matter to them. They can best draw on their youthful passion, using the Youth Writing for Interruption (YWI) approach to learning and advocating from themselves and others.

Presenters: Tina Curry, Chicago Public Schools Vanessa Heller, CATE Shonterrius Lawson-Fountain Tonya Perry, University of Alabama at Birmingham Katy Smith, Northeastern Illinois University

F.36 Shining a Light on the World and within Using Poetry, Nonfiction, and Imagination ROOM 208-B

E S M

Tips, techniques, and strategies for poetry success help students find their light, their voice, their special stories. Poetry and nonfiction may seem like unlikely partners, but pairing them gives a wider perspective. Discover individuals whose life and work helped illuminate new ideas or shed light on social injustices. A culminating poetry-writing experience models an activity to share.

Presenters: Joan Bransfield Graham, Author/Poet Alexis O’Neill, Author Patricia M. Stohr-Hunt, University of Richmond

F.37

Sparks Fly: Using Literature and Student Voices to Ignite Grammar Conversations

ROOM 211-A

Light the path of Pre-K–12 grammar instruction with a simple, humanistic process grounded in literature and students’ voices, which highlights meaning through celebration and experimentation. Come explore a use-tomorrow, practical process that leads to strategic shimmering conversations about grammar and its links to author’s purpose and craft, in English and Spanish.

Presenters: Jeff Anderson, Stenhouse Publishers

Holly Durham, Klein Independent School District

Whitney La Rocca, Stenhouse Publishers

Travis Leech, Northside Independent School District

Caroline Sweet, Austin Independent School District

Nicholas S. Perez Elementary School

F.38 Strategies as Lampposts: Using Content Area Literacy Strategies and Disciplinary Literacy in Secondary ELA to Support Adolescents’ Literacy Development ROOM 201-C

In this interactive presentation, we discuss differences between content area literacy strategies and disciplinary literacy approaches in secondary ELA classrooms. We explore how students become proficient readers and writers through the use of both. We share examples and resources to show how content area and disciplinary literacy strategies can be used to support adolescents’ literacies.

Presenters: Erica Hamilton, Grand Valley State University

Deborah Van Duinen, Hope College

F.39 Storytelling, Practicing Care, and Engaging Culturally Sustaining Pedagogies in Teacher Education ROOM 252-B

Paper one illustrates how preservice teachers use storytelling to practice care and critical love and to expand equitable literacy curricula possibilities in teacher education. Paper two provides a culturally responsive and sustaining constructivist professional development model to analyze literacy teacher practices and dispositions. Paper three develops a critical race theory instructional framework to guide and evaluate text selection and antiracist pedagogy.

Presenters: Jody Polleck, Hunter College, CUNY, “Bringing Light to Culturally Responsive and Sustaining Literacy Pedagogies: Using a Lab Model to Prepare Teachers for Humanizing Practices”

Dani Rimbach-Jones, “Attending to the Black Experience in Literature: Critical Race Theory Instructional Framework for English Education”

Jessica Schwind, University of Tennessee, “Attending to the Black Experience in Literature: Critical Race Theory Instructional Framework for English Education”

Tashema Spence, Pathways to Graduation, “Bringing Light to Culturally Responsive and Sustaining Literacy Pedagogies: Using a Lab Model to Prepare Teachers for Humanizing Practices”

Kinga Varga-Dobai, Georgia Gwinnett College, “Storytelling as Care Practice in Teacher Education Literacy Curricula”

F.40

Students Becoming Historians and Storytellers

ROOM 213-B

Students are energized and engaged when they have the opportunity to uncover and shine the light on local and family histories. Presenters share frameworks for including family stories, legacies, and culture in the study of history.

Presenters: Pam Allyn, “The Heroes Who Light Our Way Are Our Families: Illuminating the Family as a Centerpoint of Literacy Change and Growth in the School Community”

Lauren McClanahan, Western Washington University, “The First-Gen Photo Project: Creating Student Identity Portraits to Light the Way for Future Generations”

Malcolm Mitchell, “The Heroes Who Light Our Way Are Our Families: Illuminating the Family as a Centerpoint of Literacy Change and Growth in the School Community”

F.41 Taking Stock and Naming Frameworks at Play: Teaching Preservice Teachers to Negotiate the Challenges of Sticking Points in Fieldwork

TE

ROOM 251-C

Remaining committed to socially just instruction is no small feat for preservice teachers who frequently encounter divergent frameworks for teaching and learning in their fieldwork. We identify concrete methods for teaching PSTs how to take stock of and name these emergent challenges, a critical, transferrable negotiation process for responsively enacting socially just instruction.

Session Chair: Danielle Lillge, Illinois State University

Presenters: Abigail Byrnside, Illinois State University

Maggie Morris Davis, Illinois State University

Danielle Lillge, Illinois State University

F.42 Teach/Write in the Skin You’re In: Developing Teacher Voices That Foster Writers’ Voices ROOM 203-A

TE S M

Inundated by digital access to materials and tutorials, many teachers feel drawn to recreate their colleagues’ successes. This session offers different approaches to a common topic of interest—teaching authentic voice while teaching effective writing—in an effort to model how teachers can create their own, hybrid approaches as unique to their classroom as the voices they seek to encourage.

Presenters: Brandon Abdon, Cincinnati Public Schools

Timm Freitas, Whitinsville Christian High School

Kristian Kuhn, Rush-Henrietta High School

F.43

Teaching Critical Civic and Media Literacies

ROOM 252-C

Sponsored by the ELATE DLITE Commission

Improving civic discourse can mitigate health, environmental, and social crises. This interactive panel brings together researchers from across the country sharing how educators are teaching critical civic and media literacies in culturally relevant, discipline-specific, and timely ways both inside and outside of school.

Session Chair: Shea Kerkhoff, University of Missouri, St. Louis

Presenters: Cassie Brownell, University of Toronto, “‘Show Up and Be Loud!’: Relaying Pedagogical Possibilities for Civic Literacies from CommunityBased Teachers”

Melissa Drake, University of Toronto/OISE, “‘Show Up and Be Loud!’ Relaying Pedagogical Possibilities for Civic Literacies from Community-Based Teachers”

Antero Garcia, Stanford University, “Beyond Fake News: Culturally Relevant Media Literacies for a Fractured Civic Landscape”

Shea Kerkhoff, University of Missouri, St. Louis, “Civic Discourse and C3WP across the Disciplines”

Amy Lannin, University of Missouri, “Civic Discourse and C3WP across the Disciplines”

Nicole Mirra, “Beyond Fake News: Culturally Relevant Media Literacies for a Fractured Civic Landscape”

Paddy Watson, University of Toronto, “‘Show Up and Be Loud!’ Relaying Pedagogical Possibilities for Civic Literacies from Community-Based Teachers”

F.44 The Nerdy Book Club: Fostering Community and Compassion with Books

ROOM 204-B

The Nerdy Book Club, a volunteer-led literacy blog and resource, offers suggestions for engaging young readers, celebrates children’s and YA literature, and provides a learning community for many educators. In this interactive session, we’ll exchange ideas and explore instructional moves, book and resource recommendations, and literacy activities that encourage community-building and compassion.

Session Chair: Donalyn Miller, The Book Whisperer, Inc. Roundtable Leaders: Lynsey Burkins, Dublin City Schools

Becky Calzada, Leander Independent School District

Jodi-Beth Hazel, IDEA Public Schools

Morgan Jackson

Jennifer LaGarde, Rutgers University

Cindy Minnich, Upper Dauphin Area High School

Colby Sharp, Parma Elementary School

Tradebook Authors/Illustrators: Julie Abe, Little Brown Young Readers

Erin Entrada-Kelly, HarperCollins Tae Keller

Celia C. Pérez, Penguin Young Readers

Julian Randall, Macmillian Publishing Aisha Saeed, Penguin Aida Salazar, Scholastic Andrew Sass, Little, Brown Books for Young Readers

Jasmine Warga, HarperCollins Children’s Books

Karina Yan Glaser, HarperCollins Jennifer Ziegler, Holiday House

F.45 Triggers, Cancel Culture, and Troubled Texts in Troubling Times: Pursuing the Light of Equitable Literature Teaching ROOM 253-BC

In these troubled times, choosing which texts to include in our curriculum has become an agonizing task with political, professional, and ethical dimensions. In this session, a panel of literacy educators will debate these challenges and offer specific suggestions to help literature teachers find a more nuanced approach to this current, powerful, and necessary reappraisal of how and what we teach.

Session Chair: Sheridan Blau, Teachers College, Columbia University

Presenters: Deborah Appleman, Carleton College

Justin Grinage, University of Minnesota

Carol Jago, California Reading and Literature Project, University of California, Los Angeles Ernest Morrell, University of Notre Dame

F. 46 Using Jewish Children’s Literature in Preschool through Sixth-Grade Classrooms—Asking Enduring Questions

ROOM 207-A

Sponsored by the NCTE Jewish Caucus

Jewish children’s literature exposes students to stories that provoke imagination, deepen emotional experience, engage students in philosophical inquiry, and counter stereotypes and racism. Rarely do Pre-K–6 students encounter Jewish children’s literature in school. This session overviews Jewish children’s literature, then three teachers share how they use Jewish children’s literature.

Session Chair: Evelyn Freeman, The Ohio State University

Presenters: Marie Boozer, Columbus City Schools, “Using Jewish Children’s Literature about Jews of Color in a Fifth-Grade Classroom—Being ‘Seen’ and ‘Unseen’”

Evelyn Freeman, The Ohio State University, “Introduction to Using Jewish Children’s Literature in P–6 Classrooms”

Julie Johnson, Hilliard Public Schools, “Using Jewish Children’s Literature in a Third- and Fourth-Grade Public School Classroom—Exploring What Constitutes Kindness and Caring”

Respondent: Laurie Katz, The Ohio State University, “Resources for Using Jewish Children’s Literature in P–6 Classrooms”

F.47 Using Literature to Shine Light on Healing and Hope for Students during Difficult, Dark Times

ROOM 207-B

With countless children and their families experiencing trauma and loss these past two years, how can we help students pursue healing and hope in the face of such darkness? Learn from award-winning authors Trudy Ludwig and Kathryn Otoshi on how to use children’s literature to shed light on promoting the healing powers of empathy, hope, resiliency, and universal human connection.

Presenters: Trudy Ludwig, Random House Children’s Books

Kathryn Otoshi, KOKids Books

F.48 Student-Driven Inquiry for Liberation, Joy, and Community ROOM 210-A

Education leaders from Paulo Freire to bell hooks to Gholdy Muhammad argue for student liberation, joy, and community. Student-Driven Inquiry, grounded in deep learning and academic competencies, is a powerful way to achieve both. Our SDI framework fuels innate curiosity and student differentiation by encouraging each learner to investigate and share on a topic of personal interest that matters.

Presenters: Shelly Buchanan, Arbor School of Arts & Sciences/San Jose State University School of Information

JoAnn Groh, City Center for Collaborative Center

Middle Level Section Luncheon

BALLROOM D

Presiding: Michael Domínguez, Middle Level Section Steering Committee Chair, San Diego State University, CA

Speaker: David Bowles

DAVID BOWLES is an associate professor and coordinator of the English education program at the University of Texas Rio Grande Valley. He is the award-winning Chicano author and translator of some thirty books, among them They Call Me Güero and My Two Border Towns Bowles joined NCTE in 2017 to better network with Latinx educators and their allies in the fight for children's literary dignity. He also serves as vice president of the Texas Institute of Letters.

RICHARD W. HALLE AWARD FOR OUTSTANDING MIDDLE SCHOOL EDUCATOR

Recipients: Sara Kajder, University of Georgia, Athens Shelbie Witte, Oklahoma State University, Stillwater

OUTSTANDING MIDDLE LEVEL EDUCATOR IN THE ENGLISH LANGUAGE ARTS AWARD Recipient: Alison Criss, St. Anthony Middle School

LINDA RIEF VOICES FROM THE MIDDLE AWARD Recipient: to be announced

DAVID BOWLES

ELATE Luncheon BALLROOM C

Presiding: Latrise P. Johnson, University of Alabama, Tuscaloosa Speaker: Ashley C. Ford

ASHLEY C. FORD is a writer, host, and educator. Ford is the former host of The Chronicles of Now podcast; co-host of the HBO companion podcast Lovecraft Country Radio; seasons one and three of MasterCard’s Fortune Favors the Bold; as well as the video interview series PROFILE, by BuzzFeed News; and Brooklynbased news and culture TV show, 112BK.

She was also the host of the first season of Audible’s literary interview series, Authorized. She has been named among Forbes Magazine’s 30 Under 30 in Media (2017), Brooklyn Magazine’s Brooklyn 100 (2016), Time Out New York’s New Yorkers of The Year (2017), and Variety’s New Power of New York (2019)

JANET EMIG AWARD FOR EXEMPLARY SCHOLARSHIP IN ENGLISH EDUCATION

Recipients: Nadia Behizadeh, Cheryll M. Thompson-Smith, and PJ Miller, Georgia State University, Atlanta, “‘Peeling off the Mask’: Challenges and Supports for Enacting Critical Pedagogy in Student Teaching” (April 2021)

RICHARD A. MEADE AWARD

Recipients: Ewa McGrail, Georgia State University, Atlanta; Kristen Hawley Turner, Drew University, NJ; Amy Piotrowski, Utah State University, Logan; Kathryn Caprino, Elizabethtown College, PA; Lauren Zucker, Drew University, NJ/Fordham University, NY; Mary Ellen Greenwood, Utah State University, Logan, "An Interconnected Framework for Assessment of Digital Multimodal Composition" (English Education, July 2021)

ASHLEY C. FORD

G.01 A Poetry Pedagogy for Teachers

ROOM 252-C

A fusion of discussion, provocations, and practical exercises, this hybrid panelworkshop invites participants to conceive of a “poetry pedagogy” applicable to their own teaching contexts. The presenters activate a range of pedagogical principles to demonstrate multiple, luminous ways teachers can engage poetry in their classrooms to inform broader literacy practices.

Session Chair: Ruth Vinz

Presenters: Matthew Burgess, Brooklyn College

Melanie Maria Goodreaux, Teachers and Writers

Collaborative

Sheila Maldonado, The City University of New York Maya Pindyck, Moore College of Art & Design

Arhm Wild, Ethical Culture Fieldston School

Respondents: Diana Liu, Teachers College, Columbia University

Ashlynn Wittchow, Teachers College, Columbia University

G.02 Artful Literacy: Integrate the Arts in Literacy Instruction to Promote Critical and Socially Engaged Teaching and Learning ROOM 207-D

Arts open pathways to access and articulate tacit understandings in literacy classrooms. Drawing from collaborations with museums/ artists, we showcase art-based literacy instruction in elementary classrooms and teacher education courses. Through simulation, children’s work samples, and reflections, participants will take away principles and strategies to use the arts to enhance literacy learning.

Presenters: Yang Hu, Hunter College, CUNY Rose Pinello, PS 38, New York City Department of Education

G.03 Banned in the USA: Lighting a Fire for Reading and Not to Books ROOM 264-BC

Across the US in 2021, states passed legislation restricting curriculum/instruction and censoring texts, often under the rhetorical umbrella of “banning critical race theory.” After an opening talk by author George Matthew Johnson (All Boys Aren’t Blue), roundtables examine the current move to ban books and how K–16 educators can and should continue to protect the Students’ Right to Read.

Session Chair: Christian Z. Goering, University of Arkansas, Fayetteville

Tradebook

Author/Illustrator: George M. Johnson, Macmillan Children’s Publishing Group

Roundtable Leaders: Jennifer Abramson, JLAImpactEDU LLC, “When Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Times”

Mike Cook, Auburn University, “ELA Teacher Preparation and Legislative Censorship: PSTs Analyzing Anti-CRT Legislation to Imagine Civic Engagement and the Critical Education”

Shawna Coppola, The Educator Collaborative, “Up in Smoke: The Historical Scapegoating of Comics and Graphic Novels”

Jennifer Dean, “When Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Times”

Christian Z. Goering, University of Arkansas, Fayetteville, “When Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Times”

Stacy Haynes-Moore, Coe College, “Called to the Office and Yet We Keep Cool: Teachers’ Resources and Practices to Defend Classroom Readings”

Ellen Hopkins, Penguin Publishing Group, “Writing the Good Fight: Why I’ve Never Shied Away from Writing ‘Controversial’ Subject Matter”

Katie Kelly, Furman University, “The Right to Read: Honoring Choice and Voice for Our Common Humanity”

Brian Kissel, Vanderbilt University, “People Are Not Prohibited Concepts: (Re)Defining Racist Laws in Red States”

Alyssa Likens, Gable Middle School, “The Right to Read: Honoring Choice and Voice for Our Common Humanity”

Kristen Marakoff, Travelers Rest High, “Recording in Progress: How Virtual Classrooms Instigate and Exacerbate SelfCensorship”

Donalyn Miller, The Book Whisperer, Inc., “#FREADOM to Read: Grassroots Efforts to Fight Book Challenges in Texas”

Emily Pendergrass, Vanderbilt University, “People Are Not Prohibited Concepts: (Re)Defining Racist Laws in Red States”

P.M.

Lisa Scherff, Community School of Naples, “To SelfCensor or Not: Text Selection and Inclusion in a PWI”

Melanie Shoffner, James Madison University, “’But I need to be objective!’: Burning through Preservice Teachers’ Self-Censorship of Tough Topics”

Paul Thomas, Furman University, “Shining a Light on Political Agendas: Critically Analyzing Attacks on CRT and the 1619 Project for K–16 Educators”

Michael Young, University of Minnesota, Duluth, “I’m Queer, Not Profane: Disrupting Policy Mandates That Censor Readers and Reading”

G.04 Bring the Light In: Children’s Literature for Truth Telling

ROOM 207-B

Sponsored by the NCTE Committee Against Racism and Bias in the Teaching of English

Light-filled children’s books are ones that tell the truth. They offer counternarratives (Delgado) and complex characters that are intersectional (Crenshaw). Featuring authors, this panel will explore frameworks for teachers to consider when teaching picture books for inclusivity.

Presenters: Lorena Germán, Multicultural Classroom Jineyda Tapia

Tradebook Authors/Illustrators: David Bowles, University of Texas Río Grande Valley David Barclay Moore, Candlewick Press Traci Sorell, Penguin/Charlesbridge/Lerner

G.05 Bringing Novice Teachers’ Experiences to Light: Lessons in Renewal from Early Career ELA Teachers in the Pandemic

ROOM 209-A

This session will explore the experiences of early career English language arts teachers—those who entered the field during or just prior to major shifts in schooling on account of the COVID-19 pandemic. We aim to complicate the burnout narrative by listening to the voices of those newest to the profession and how they draw their strength and renewal from one another.

Presenters: Jessica Campbell, Teachers College, Columbia University Sapna Chemplavil, Clark County School District Katie Nagrotsky, Sacred Heart University

G.06 Bringing the Light of Nonbinary Students to All Classrooms ROOM 208-B

Two cis-het educators, with their nonbinary children, share their stories, their practical suggestions for affirming spaces for queer students in classrooms, and most important, the light that gender expansive students bring to our world. Join us for the unique perspective that a presentation by educators, and their nonbinary teens, can bring as they pursue the light.

Presenters: Patty McGee Shay McGee, Nonbinary Student Elizabeth Pappas, University California, San Diego Liana Simonellli, University of California, Santa Cruz

G.07 Community-Based Practices for Preservice Field Engagement ROOM 251-C

This panel examines the partnership between preservice educators, mentor teachers, university faculty, and curriculum.

Presenters: Jessica O’Brien, University of South Florida, “Dear Future Teacher: A New Model of Mentorship and Sustaining the ELA Educator”

Thomas Smith, Utah Valley University, “Sharing the Light: How Cooperating Teachers View Their Work with Student Teachers”

G.08 Constrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogies and Journey to Rhetoric Listening ROOM 252-A

This presentation explores both Krista Ratcliffe’s theory of Rhetorical Listening and the means of utilizing it to interpret and facilitate conversations around gay identities. especially between teachers and students in the classroom. and shares experiences of a gay, gender-nonconforming white teacher over two years in suburban schools, finding multiple obstacles prevented enactment of humanizing pedagogies.

Presenters: Gabriel Acevedo, Arizona State University, “(Re)Constructing Gay, a Classroom, and a Journey to Rhetorical Listening”

Caroline Bedingfield, Georgia State University, “Constrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogies”

Nadia Behizadeh, Georgia State University, “Constrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogies”

G.09 Cultivating Antiracist Classrooms and Fostering EL-Inclusive Classrooms through Reading in the Audio Mode

ROOM 209-B

Teaching reading skills using audio texts like podcasts, audio dramas, or radio ads is a powerful tool for fostering inclusive classrooms for ELs while creating a rich, multimodal learning experience for all. In addition, audio texts can cultivate antiracism in the classroom. This session will equip participants with strategies and tools to use audio texts.

Presenters: Danah Hashem, Lexington Christian Academy, “Cultivating Antiracist Classrooms through Reading in the Audio Mode”/”Reading in the Audio Mode to Foster EL-Inclusive Classrooms”

Anne Mooney, Malden High School, “Cultivating Antiracist Classrooms through Reading in the Audio Mode”/“Reading in the Audio Mode to Foster ELInclusive Classrooms”

G.10 Culturally Relevant Pedagogy with Young Learners: Revolutionary Love in Action

ROOM 207-C

Sponsored by Literacies and Languages for All (LLA)

In keeping with the NCTE 2022 theme of bringing light to each other, our profession, and our organization, the presenters will share strategies that they employ in an early childhood and an elementary classroom with young learners to help them be the light as they deconstruct issues of race, gender, sexual orientation, language, religion, and ability.

Presenters: Alexandra Jenkins, Meadowfield Elementary, RCSD1

Michele Myers, Wake Forest University

ROOM 210-B

Research has shown the difficulty of defining “audiences” in science communication. In our college-level courses, we have seen two problematic patterns in audience

response: “cynicism” (a mistrust of science) and “captivation” (a surface-level positive engagement). This panel presents five different course projects that instructors can use to help students avoid these problems.

Presenters: Amanda Stansell, University of California, Santa Barbara

Doug Bradley, University of California, Santa Barbara Rebecca Chenoweth, University of California, Santa Barbara

Kenny Smith, University of California, Santa Barbara Karen Lunsford, University of California, Santa Barbara

G.12 Daily Joy: Practices That Light Up Our Thinking, Writing, and Teaching ROOM 204-C

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We will share teaching practices we’ve used to build curiosity and problem solving in a dynamically changing world. Digital composition propels students from stagnation, to shake them out of compliance into vibrant and relevant learning. We build habits of empowerment and independence by design: personalizing instruction to foster collaboration and deep engagement.

Presenters: Kelly Gallagher, Anaheim Union High School District

Penny Kittle, Plymouth State University Ernest Morrell, University of Notre Dame Julia Torres, Denver Public Schools

G.13 Dreaming Big: Strategies for Rejuvenating and Building Membership in State Affiliates ROOM 212-B

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NCTE Affiliates from Michigan, Arizona, and Montana explore strategies to increase membership and serve their communities. They illuminate their intentional work to engage in social justice and antiracist practices, empower leadership, and develop more inclusive programming and outreach. We invite you to come learn about and share your voice and visions for NCTE Affiliates.

Session Chair: Beverly Ann Chin, University of Montana

Presenters: Kristina Bybee, Arizona State University

Rebecca Chatham-Vazquez, Arizona State University

Naitnaphit Limlamai, University of Michigan, Ann Arbor

Sandra Saco, Arizona State University

G.11 Cynical and Captivated Publics: Pedagogical Strategies for Navigating the Scylla and Charybdis of Audience Engagement in Science Communication

G.14 Educating with Hope: Preparing a Climate Literate Global Citizenry ROOM 261-A

We explore a pedagogical rationale for studying climate science through characters, conflicts, and settings that disarm defenses, challenge assumptions, and motivate change. We urge educators to take up the mission of preparing climate literate students who will not only recognize the disproportionate impact of climate change as gross injustice but understand how to confront it. Presenters share a global climate literacy initiative designed to support and engage educators in this effort.

Presenters: Marek Oziewicz, University of MinnesotaTwin Cities, “‘It Was Just a Few Bad People’: Exploring Questions of the 1% and Responsibility for Climate Change with Geoff Rodkey’s We’re Not from Here” Rebecca Young, Cognia, “Illuminating Climate Crises by Exploring the Science behind the Story”

G.15 “Freedom Is Twisty”: A Case Study on Using SFL Methodology in an ELL/ELA Classroom

ROOM 258-A

Sponsored by the NASFLA (North American Systemic Functional Linguistics Association)

In this session, an educator team will review a language-based curricular unit to examine the teaching and learning cycle. A teacher educator will provide an overview of the initiative’s grounding theory, while the ELA teacher will share the process of developing a unit with functional language and genre-informed design.

Presenters: Kathryn Accurso, The University of British Columbia Holly Graham, Mount Holyoke College

G.16 Genius in the Middle: Voices from the Middle Explores Culturally and Historically Responsive Literacy in the ELA Classroom

ROOM 208-A

Sponsored by the NCTE Middle Level Section

In this interactive session, you are invited to join the editors of Voices from the Middle and featured authors as they collectively unpack their discoveries around integrating historically

responsive literacy in the classroom. Learn ideas to help students embrace their identities, reimagine the role of skills, leverage their intellect, and transform the world through criticality.

Presenters: Shanetia Clark, Salisbury University Robyn Seglem, Illinois State University Matt Skillen, Elizabethtown College

G.17 Graphic Novels: A Promising Light to Support English Learners to Build Literacy and Language Acquisition ROOM 213-B

How can you engage older English Learners to read texts that align with their proficiency levels and are appropriate for their age and interests? We will show how graphic novels can meet both of these criteria while increasing text comprehension and language acquisition.

Presenter: Margaret Piccoli, Louisiana State University

G.18 Holding Space for and Finding Strength in Student Voices, Storytelling, and Writing ROOM 262-B

This panel creates a space to discuss varied cultural ways of knowing, trauma experiences, and healing. Paper one raises awareness about Indigenous cultural practices with harm and healing and offers insight on how teachers might attend to student self-disclosures in writing. Paper two discusses the role of ancestral knowledge in supporting student writing among Latinx students. Paper three explores the educational experiences of Chinese students who transition from rural to urban contexts.

Presenters: Monica Baldonado-Ruiz, San Diego State University, “Testimonio as Personal Narrative in the Secondary Language Arts Classroom: A Beacon of Light to Navigate Nepantla through the In-between of School and Home”

Danielle Sullivan, Bemidji State University, “Illuminating Indigenous Student Voices: Intentions and Expectations in Disclosure of Trauma in Writing Assignments”

G.19 Illuminating Places: Deep Maps as Sites of Inquiry for Writing

ROOM 211-B

This presentation engages with visual and digital deep mapping activities to invite writers to explore their own emplacement, through explorations of positionality, history, and sustainability. We show how illuminating contexts helps writers in three different settings to engage in work that is authentically tied to self, voice, community, and people.

Presenters: Thor Gibbins, SUNY Oneonta

Sarah Morris, West Virginia University

Maggie Peterson, University of Maryland, College Park

G.20 Illuminating Radical, Humanizing, Literary Approaches to Mental Health/Illness in English Language Arts

ROOM 201-A

When we consider ways to bring more humanizing ELA curricula and instruction into broader light, we must consider who and what gets left out of conversations, leading to invisibility and marginalization. This proposed panel will engage participants in reflection and active unlearning, exploring radical, humanizing and literary approaches to mental illness in curriculum, pedagogy, and advocacy.

Presenters: Betina Hsieh, California State University, Long Beach

Caitlin O’Connor, Hommocks Middle School

Michelle Tio, California State University, Long Beach

G.21 Illuminating Resistance: Black Feminist Futures for Curriculum, Pedagogy, and Activism

ROOM 202-A

We gather as Black and Latina feminist teachers and scholars who have found healing through Black feminism. Our papers offer Black feminist futures for curriculum, pedagogy, and activism: first, we show how Black girls experience the teaching of enslavement; then, we trace how girls of color navigate white spaces at school, curriculum, and public media; finally, we map Black girl #MeToo activism.

Presenters: Chinyere Harris, Teachers College, Columbia University

Ileana Jiménez, Teachers College, Columbia University

Stephanie Robillard, Stanford University

G.22 Illuminating the Identities of Refugees, Immigrants, and Transnational Students

ROOM 211-A

Educators share ways to honor, support, and amplify the experiences, voices, and agency of refugees, immigrants, and transnational students.

Presenters: Xiaochen Du, University of Florida, “Shining Light through Brave Multilingual Writing: A Letter from a Transnational Youth to His Teachers”

Grace Gonzales, University of Washington, “Taking the Leap: Bringing Translanguaging Pedagogies into Elementary Writing Classrooms”

Emily Machado, University of Wisconsin-Madison, “Taking the Leap: Bringing Translanguaging Pedagogies into Elementary Writing Classrooms”

G.23 Into the Light of Diverse Jewish Children’s Literature ROOM 251-B

In this session we will discuss Holocaust literature and how to teach it emphatically, while also examining the danger of solely teaching such stories in classrooms. Jewish stories provide windows and mirrors into diverse cultures and belief systems. Let us illuminate this often-ignored or misunderstood category of literature. The rising tide of antisemitism makes this an urgent topic.

Presenter: Susan Kusel, Temple Rodef Shalom Library Tradebook Authors/Illustrators: Gae Polisner, Henry Holt/ Macmillan Liza Wiemer, Delacorte

G.24 Let the Light Shine: Understanding Censorship of ABAR Methods/PSTs

ROOM 253-A

This panel examines transformative approaches for sustainable social justice educational practice.

Presenters: Paula M. Carbone, University of Southern California, “Sustainable Education in Troubling Times: English Education for Justice”

Suki Mozenter, University of Minnesota Duluth, “Sliding Glass Doors for Those Who Want to Stay Inside: Decentering White Supremacy with White Readers”

Megan Van Deventer, Weber State University, “Preparing Preservice Teachers for Conservative Contexts”

G.25 New Perspectives on Primary Sources: Innovative Ideas from Teacher Leaders in an NCTE/Library of Congress Fellowship

ROOM 210-CD

Sponsored by NCTE and the Library of Congress

Primary sources, described by the Library of Congress as “the raw materials of history,” can enrich students’ experience through observation, reflection, and deeper questioning. In this roundtable session, a cohort of ELA-focused teacher leaders from NCTE’s “New Perspectives on Primary Sources” project will share lesson plans and teaching strategies for primary source instruction.

Session Chair: Troy Hicks, Central Michigan University

Presenters: Lisa Fink, NCTE, “An Overview of the NCTE/ TPS Partnership”

Rebecca Newland, New Perspectives on Primary Sources (NPPS) Project, “Engaging Students with Library of Congress Primary Sources in the ELA Classroom”

Chris Sloan, “Integrating Primary Sources into Multimodal Journalism and Research Writing”

Roundtable Leaders: Carrie Barbosa, “Beacons of Change: Using Primary Sources to Inform, Inspire, and Empower Students in Challenging Times”

Molly Bardine, Chaminade Julienne High School, “Understanding the Immigrant Experience through Visual, Primary Sources, and the Novels of Cather’s My Antonia and Mbue’s Behold the Dreamers”

Catelyn Boze, QI Roberts Junior-Senior High School, “Using Maps to Spark Student Inquiry”

Lyndsay Daly, Allendale Public Schools, “Teaching American Literature with Primary Sources”

Jo Flory, “Using Primary Sources to Facilitate Political Dialogue in the Secondary English Classroom”

Maryann Hasso, Cal Poly Pomona, “Research-Based Strategies to Support English Learners Navigate Primary Sources Using Digital Tools”

Stephanie King, Granger High School, “Teaching Primary Sources to Promote Equity”

Sarah Krajewski, Cleveland Hill High School, “Using Primary Sources to Create Digital Compositions”

Jonna Kuskey, “Connecting with Community Using Primary Sources”

Sharon Murchie, Okemos High School/CRWP, “Noticing and Wondering: Digging into Primary Sources with Reluctant Readers”

Hang Virginia Nguyen, IUSD, “Helping Students Create Inquiry Questions Using Primary Sources”

Helen Plevka, Illinois Central College, “Resonance and Resistance: Listening to Intersectional Voices through Primary Sources”

Emily Robbibaro, “Critical Literacy and Primary Sources: Language, Power, and the Documents That Shape Our World”

Christina Travis, “Expanding Rural Communities through Primary Sources”

Samantha Wood, Noblesville High School, “Intersectional Identities: LGBTQIA+ Voices in Primary Source Integration”

G.26 Partners in Change: Using Literature to Activate Identity and Criticality In and out of the Classroom ROOM 201-C

This panel discussion will outline how students and teachers activate identity and criticality in the classroom with Shadowshaper and Parable of the Sower. Inspired by Muhammad’s emphasis on learning for social change, students applied the lessons they learned to make changes in their school and district. Panelist will share successes and challenges with opportunity for discussion and collaboration.

Presenters: Isis Barret-Rogers, District 215 Steven Flores, Thornton Fractional North Dulce Gonzalez, District 215 Kyndall Jackson, District 215 Breanna Lopez, District 215 Guadalupe Ramirez, Thornton Fractional South Makalah Simpson, District 215

G.27 Radical Listening: Humanizing Pedagogies That Nurture Equitable Classroom Interactions

ROOM 263-A

In a time when fueling divisiveness is a badge of honor, shining light on humanizing pedagogies that foster genuine listening is critically important. Drawing on transcripts from research in diverse classrooms, panelists offer concrete tools that support the work and skill of listening as a cornerstone of humanizing pedagogies that foster more inclusive and equitable ELA classrooms.

Session Chair: Danielle Lillge, Illinois State University

Presenters: Maggie Morris Davis, Illinois State University

Danielle Lillge, Illinois State University

Shannon Maney-Magnuson, University High School, Illinois State University

G.28 Reflection as Agency: An Assets Approach to Shining Light on Teacher and Student Learning

ROOM 201-D

Teachers from Mississippi and Ohio share an approach to teacher and student reflection that builds agency and creates a culture in which teachers and students flourish. Session participants analyze and annotate teacher and student artifacts, view videos of students’ reflections, and engage in a structured reflection process designed to identify bright spots in their own teaching and learning.

Session Chair: Rebecca Kaminski, Clemson University

Presenters: Robin Atwood, South Mississippi Writing Project

Hannah Doleac, Lamar County Schools

Brooke McWilliams, Lamar County Schools

Megan Rodney, Ohio Writing Project

Catherine Williams, South Mississippi Writing Project

Dylan Williams, Oak Grove High School/South Mississippi Writing Project

G.29 Rekindling the Light: College and Secondary English Educators Negotiate the Student Teaching Experience to Support Students as Well as Themselves

ROOM 251-A

We highlight partner building between English Ed faculty and those who mentor student teachers. Focusing on the fundamentals of teacher preparation and prioritizing discussions regarding the needs of inservice/preservice teachers allowed us to be lights for each other and provided insights on the department’s English Ed program as well as the need for myriad professional development for teachers.

Session Chair: Jean Boreen, Southern Utah University

Presenters: Lisa Arter, Southern Utah University

Madalynn Belliston, Southern Utah University

Jean Boreen, Southern Utah University

Kristin Brinkerhoff, Cedar High School

Savannah Byers

Kodi Quartberg, Cedar High School

Sara Sterling, Southern Utah University

G.30

Researching

Young Adult Literature: Creating Space to Pursue Light and to Dream

ROOM 253-BC

Over the past decade, research and scholarship around young adult literature has become more expansive. As María Fránquiz calls upon us to think through ways that we might pursue the light and imagine a brighter future, we are curious about the ways that YA literature research does this work. This roundtable will feature some of the leading as well as new scholars in the field centering this work.

Session Chairs: Alice Hays, California State University, Bakersfield

Steffany Comfort Maher, Indiana University Southeast Roundtable Leaders: Arianna Banack, University of Tennessee, Knoxville, “Pairing Pride and Pride and Prejudice as Counterstory to the Whiteness of the Western Literary Canon”

Melissa Bedford, Eastern Washington University

Ashley Boyd, Washington State University, “Reading Young Adult Literature with Practicing Teachers: How Book Clubs Can Serve as a Form of Professional Development”

Kalie Chamberlain, Utah State University, “Finding the Future through Digital Technologies and Posthumanism in Young Adult Literature”

Susan Cridland-Hughes, Clemson University, “Challenging Times: Book Challenges in the Age of CRT”

Jed Cridland-Hughes, Greenville County Library System, “Challenging Times: Book Challenges in the Age of CRT”

Janine Darragh, University of Idaho, “Reading Young Adult Literature with Practicing Teachers: How Book Clubs Can Serve as a Form of Professional Development”

Wendy Glenn, University of Colorado, Boulder, “Fictional Girls Who Play to Play: Pushing on Narratives of Competition in YA Sports Literature”

Jillian Kneeland, University of Colorado, Boulder, “Race, Nation, and Culture: An Exploration of Transnational Young Adult Fiction as a Means to Improve Global Citizenship Education”

Andrea LeMahieu Glaws, University of Colorado, Boulder, “Bringing Joy, Engagement, and Criticality to Independent Reading Practices”

Daniel Moore, University of Colorado, Boulder, “Healing the Heartbreak: Exploring Depictions of Adolescents with Addiction in YAL”

Elsie Lindy Olan, University of Central Florida, “Examining Young Adult Literature through a Rogerian Perspective: De(re)constructing Narratives of Deficit and SelfActualization in I Am Not Your Perfect Mexican Daughter”

Chea Parton, The University of Texas at Austin, “Dreams and Nightmares: How Rural YA Horror Shines a Light on Rural Stereotypes”

Amy Piotrowski, Utah State University, “Finding the Future through Digital Technologies and Posthumanism in Young Adult Literature”

Kia Jane Richmond, Northern Michigan University, “Examining Young Adult Literature through a Rogerian Perspective: De(re)constructing Narratives of Deficit and Self-Actualization in I Am Not Your Perfect Mexican Daughter”

Shelly Shaffer, Eastern Washington University, “Analyzing Systems of Power: A New Role for Literature Circles”

T. Hunter Strickland, Anderson University, “English Teacher Candidates Unpack the Value of Award-Winning Young Adult Literature”

G.31 Restor(y)ing and Composing: Literacy Teachers and Students Light It Up

ROOM 256-B

Sponsored by the Center on Expansion of Learning and Thinking (CELT)

How do unexplored crevices in our contexts 1) clinical preservice seminar, 2) Pre-K–school’s blog and podcast, 3) virtual Literacy Cast cultivate one another’s sueńos? Negotiating a historically confounding educational system alongside a politicized pandemic replete with exhaustion, frustration, and calls for continued perseverance, we explore how can we, should we even, rally?

Session Chair: Nicholas Husbye, University of Nebraska

Presenters: Beth Buchholz, Appalachian State University, “Cultivating a New Spotlight: Young Composer Disrupts an English-Dominant Virtual Space”

Marty Kelly, St. Andrew’s Episcopal School, “Truth-Telling as Dreaming: Restor(y)ing with Teacher Blogs and Podcasts”

Julie Rust, St. Andre’s Episcopal School, “Truth-Telling as Dreaming: Restor(y)ing with Teacher Blogs and Podcasts”

Marissa Schweinfurth, Jacobson Center for Comprehensive Literacy, University of Northern Iowa, “Video Moment or Momentary Video”

Sarah Vander Zanden, University of Northern Iowa, “Video Moment or Momentary Video”

G.32 Sharing Our Voices: Creating Equity-Driven Community Writing Opportunities for Youth, Families, and Teachers ROOM 212-A

This session will begin by discussing writing workshops as tools for bringing community voices to light. We will begin in conversation and then participants will rapidly design their own writing event for their community. The goal of this workshop is to consider the ways that we might build rich writing communities that center diverse voices and equitably engage youth and teachers as leaders.

Presenters: Joe Dillon

Jennifer Henderson, Aurora Central High School

Kristina Stamatis, University of Nebraska, Omaha

Sarah Woodard, University of Colorado, Denver

G.33 Sharing the Light through Writing and Storytelling ROOM 203-B

This session will explore a multigenerational writing community where youth write alongside seniors. In addition, a high school English teacher will share how his story of perseverance through difficult times guided his practice of exploring new approaches to memoir writing.

Presenters: Tenesha Curtis, Volo Press, “Writing Selves and Communities in a Multigenerational Writing Collaborative”

Hannah Edber, Mercer University, “Writing Selves and Communities in a Multigenerational Writing Collaborative”

Abdul Qadir Islam, Teachers College, Columbia University, “Storying in the Wake of COVID-19: Techniques on Teaching Hope in Narrative Writing”

Leah Panther, Mercer University, “Writing Selves and Communities in a Multigenerational Writing Collaborative”

Rachael VanDonkelaar, Mercer University, “Writing Selves and Communities in a Multigenerational Writing Collaborative”

G.34

Shedding Light on Book Choices: What to Read First in High School English ROOM 213-CD

Utilizing perspectives of teachers, teacher educators, and a renowned YA author, this session explores how teachers choose first texts of the year. Classics, young adult selections, diverse literature, and digital texts are shared. Careful textual choices establish a classroom climate of inquiry, shine light for learners navigating common and difficult topics, and determine successful learning.

Presenters: Fawn Canady, Sonoma State University

Renee Dorrity, George Washington University

Anna J. Small Roseboro, Grand Rapids, MI

Gretchen Rumohr, Aquinas College

Renê Saldaña, Texas Tech University

Respondent: Margarita Engle, Simon & Schuster

G.35 Shifting the Spotlight by Empowering English Learners

ROOM 205-A

Discover how to engage English Learners with relevant social justice issues and create a thematic-based unit culminating in a story slam with the voices and stories of students.

Presenters: Tessla Donovan, Ellington Public Schools, “Shifting the Spotlight: Using Story Slams to Empower English Learners and Illuminate Their Identities and Experiences”

Holly Genova, “Teaching for Language Acquisition and Literacy Development through a Social Justice Framework”

Aimee Myers, Texas Woman’s University, “Teaching for Language Acquisition and Literacy Development through a Social Justice Framework”

Elizabeth Simison, University of Connecticut, Storrs, “Shifting the Spotlight: Using Story Slams to Empower English Learners and Illuminate Their Identities and Experiences”

Mandy Stewart, Texas Woman’s University, “Teaching for Language Acquisition and Literacy Development through a Social Justice Framework”

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G.36 Shining the Light on Our Latinx Students and Their Families’ Linguistic and Cultural Practices ROOM 207-A

This session will explore how educators can recognize, build upon, and engage Latinx students’ rich language and sociocultural practices as critical means to support their full construction of meaning in literacy engagements.

Session Chair: Cecilia Espinosa, Lehman College, CUNY Presenters: Laura Ascenzi-Moreno, Brooklyn College Cecilia Espinosa, Lehman College, CUNY Julia Lopez-Robertson, University of South Carolina

G.37 Sonnets for Social Justice: Youth Voices and Teaching Shakespeare for Identity, Community, Justice, and Action ROOM 202-A

This session presents new curriculum for teaching sonnets created by the Shakespeare and Social Justice project, a collaborative design team of ELA teachers and theater teaching artists and young adults based at the Shakespeare Center of Los Angeles. Four-hundred-year-old sonnets become relevant and matter to 21st-century students when adults listen to youth.

Session Chair: Leo Aguilar, Young Women’s College Preparatory Academy

Presenters: Leo Aguilar, Young Women’s College Preparatory Academy

Peter Howard, Shakespeare Center LA Jon Royal, Shakespeare Center LA Laura Turchi, Arizona State University Kimiko Turner-Warner, Shakespeare Center LA

G.38 Sparking Engagement: Translating and Integrating Social Media and Popular Culture Into the Literacy Environment ROOM 210-A

Educators must learn how to transform academic language to the language and culture of today’s students. Attend this session to learn ways to interact with and engage students by exploring social media’s ties to traditional literacy skills and standards, and the surprising impact that it can have on literacy environments.

Presenter: Kamshia Childs, Texas A&M UniversityCommerce

G.39 Teachers as Readers: Shaping, Sustaining, and Sharing Our Own Reading Lives

ROOM 213-A

Educators, administrators, equity leaders, and authors gather on this panel to shine light on ways to sustain our reading lives, build classroom communities that extend into global citizenship, and bring a rainbow of identities into our work. The treasure chest of readership benefits for teachers, students, and communities will be explored.

Presenters: Elizabeth Castillo-Guajardo, Houston Independent School District

Melissa Guerrette, Oxford Elementary School

Lorraine Leddy, Elementary Literacy Ambassador, Mamaroneck Union Free School District

Angie Lew, Barron Park Elementary

Christina Nosek, Lucille Nixon School

Tradebook Author/Illustrator: Torrey Maldonado, Penguin/Nancy Paulsen

G.40

The Science of Art: Creating Partnerships between Literature and STEM Courses

ROOM 201-B

Success and enlightenment in most disciplines require the ability to use reason to solve complex problems and recognize relationships between seemingly incongruous concepts. In this session, STEM and literature teachers will share how they have collaborated as learning partners to create interdisciplinary learning activities, such as comparison/contrast of voices and metaphysical poetry.

Presenters: Dee Dee Messer, William Mason High School

Blake Taylor, Walnut Hills High School

Nichole Wilson, William Mason High School

G.41 The Spark behind the Spark: Cultivating Curiosity and Critical Thinking

with Children’s Literature and Primary Sources ROOM 206-A

This session will focus specifically on the focused Inquiry Design Model, and how to use this template to design classroom activities that combine children’s literature and primary sources for young learners. We will discuss the components of the template, and then share examples of completed templates that combine children’s literature and primary sources to engage students in inquiry.

Presenters: Donna Fogelsong, Virginia Tech

Paige Horst, Radford University

Meghan Kessler, University of Illinois at Springfield Lisa Pennington, Governors State University Mary Tackett, Longwood University

G.42 Three Strategies That Lead to Independent Reading and Culturally Responsive Teaching ROOM 204-B

Join us as we demonstrate one beforereading, one during-reading, and one afterreading strategy that each not only deepen understanding of a text, but together encourage culturally responsive teaching. You’ll learn the specifics of the strategies and see how they work separately and in tandem as well as see how they fit into your CRT framework.

Presenter: Bob Probst, Georgia State University

Respondent: Kylene Beers, Beers.Probst Consulting

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G.43 Using Culturally Relevant Children’s Books in a High School Setting to Build Literacy

ROOM 203-A

This presentation will show how two high school teachers use culturally relevant children’s books in their classrooms on a regular basis. Using these books helps create a classroom community where students learn about and discuss difficult topics. They also serve as a source of celebration of student identities.

Presenters: Danielle Mandino, Alhambra High School

Rosanne Orta, Alhambra High School

G.44 Using Storytelling, Writing, and Read-Alouds to Amplify Students’ Voices and as the Guiding Light Needed to Create Culturally Relevant Curriculum

ROOM 206-B

Three New York City teachers will present the importance of students being the guiding light in implementing curriculum and how the work of identity affirmation must underpin all instruction. They will share how they have transformed storytelling, writing, and readaloud to be opportunities for educators to embrace a child’s full humanity, brilliance, and histories leading to a more responsive curriculum.

Presenters: Kris McPherson, Waterside Children’s Studio School

Rachel Rothman-Perkins, Teachers College Reading and Writing Project Aida Sanchez-Lobashov, 449x09

G.45 Writing for Publication in Research in the Teaching of English— Research-Based Argumentation in Historical, Social, and Cultural Contexts

ROOM 262-C

Sponsored by NCTE's Research in the Teaching of English

This session provides people considering submitting a manuscript to Research in the Teaching of English an understanding of argumentation for an education research journal that takes seriously historical, social, and cultural contexts. The presentations discuss research-based argumentation oriented to generalization, theorizing, and deconstruction of dominant narratives and rationalities.

Session Chair: Laurie Katz, The Ohio State University

Presenters: Mollie Blackburn, The Ohio State University, “Research-Based Argumentation in Historical, Social, and Cultural Contexts: Oriented to Theorizing”

David Bloome, The Ohio State University, “ResearchBased Argumentation in Historical, Social, and Cultural Contexts: Oriented to Generalization”

Stephanie Power-Carter, The Ohio State University, “Research-Based Argumentation in Historical, Social, and Cultural Contexts: Oriented to Deconstructing Normalized Grand Narratives and Hegemonic Rationalities”

Respondents: Dorian Harrison, The Ohio State University at Newark Michiko Hikida, The Ohio State University

G.46 “You Your Best Thing”: Working through Pandemic Grief with Creative Writing and Writing Groups

ROOM 202-B

2020 ushered in years of uncertainty, trauma, and heartbreak. We have work to do; we must use writing as a path to healing, a place to process these last few years, a means of modeling self-care. This session will make the case that it is normal for students to process pain, that writing groups are a productive and healthy way to do so, and provide practical tips on writing in the classroom.

Presenters: Allison Bass-Riccio, Cheshire Academy Jennifer Guarino, Cheshire Academy

H.01 Adolescent Reading Reimagined: Literacy Illuminating Lives

ROOM 255-ABC

Adolescent Reading Reimagined will share how our elective reading program, focusing on the core components of environment, culture, learning, and agency, reinvigorated reading at a secondary level. Additionally, Deb Caletti, award-winning and critically acclaimed author, will discuss visiting our classes and the importance of shared dreams and the power of storytelling to help us navigate our lives.

Presenters: David Griffith, Ridgefield High School Judy Silver, Ridgefield High School Tradebook Author/Illustrator: Deb Caletti, Simon & Schuster

H.02 Authors Who Shine Light on Difficult Topics: Literature That Supports Middle School Students

ROOM 204-C

Seven middle grade authors will problematize, inquire, and discuss with the audience how to use literature as a way to bring light to classrooms. Authors Randall, Elliott, Lachmann, Alston, Glaser, Kelly, and Warga will share their work and facilitate an empowering process of finding one’s voice and spreading the light.

Presenters: Jackie Marshall Arnold, University of Dayton Mary-Kate Sableski, University of Dayton Tradebook Authors/Illustrators: B.B. Alston, Balzer + Bray (HarperCollins)

Zetta Elliott, Independent Erin Entrada-Kelly, HarperCollins

Karina Yan Glaser, HarperCollins

Lyn Miller-Lachmann, Farrar, Straus and Giroux/ Carolrhoda Lab

Julian Randall, Macmillian Publishing

Jasmine Warga, HarperCollins Children’s Books

H.03 Book Banning and Erasure of the Whole Child: How Removing or Limiting Access to Books Impacts Children

ROOM 209-B

This panel examines the harmful impact of book banning on the whole child. Each speaker will highlight how their publishing journey was an act of creation against forces seeking to erase their queerness, brown- or blackness,

their disability, their ethnicity or gender expression. We will include a toolkit for teachers with strategies they can implement in their classrooms.

Presenters: Alison Green Myers, Highlights Foundation Alexandra Villasante, Penguin/Putnam Tradebook Authors/Illustrators: David Bowles, University of Texas Río Grande Valley Ernesto Cisneros, Mendez Intermediate Mike Curato, The Highlights Foundation Rajani LaRocca, Harper Collins Andrea J. Loney, Penguin Random House Knopf Anna-Marie McLemore, Macmillan Children’s Publishing Group

H.04 Braiding Sweetgrass for Young Adults: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants with Adapter Monique Gray Smith ROOM 262-B

Author Monique Gray Smith will discuss how she adapted a New York Times best-seller for a younger audience. Monique will share the Braiding Sweetgrass teaching guide and will also discuss how the book weaves social and emotional learning into the text for young adults.

Tradebook Author/Illustrator: Monique Gray Smith, Lerner Publishing Group

H.05 Bringing Light to Bias Impact: Guiding Students through the Pyramid of Hate ROOM 201-C

Using the Anti-Defamation League’s Pyramid of Hate, this presentation seeks to answer the question: What accountability must we hold for our individual actions within a system? Participants will participate in a variation of a lesson based on this work and will walk away with a deeper understanding of how we can explore notions of bias, accountability, and morality through texts.

Presenters: Rebecca Rose, Mercersburg Academy Leela Woody, Choate Rosemary Hall

H.06

Conceptualizing Theory as a Liberatory Practice in ELA Teaching and Learning

ROOM 202-B

Drawing on bell hooks’s (1994) conception of “theory as a liberatory practice,” this session offers a rationale for and pedagogical strategies for weaving literary theories and theories of social change into our curriculum. We discuss critical theories together and provide attendees with tools they need to inject theory into their own courses.

Presenters: Beth Krone, The Ohio State University

Karen Smith, Harvest Collegiate High School

Scott Storm, New York University

Anne Valauri, Georgia Southern University

H.07 Creating Community with Our Students and Families: Shining the Light on Their Sueños and Ways of Knowing through Stories

ROOM 207-B

Stories embody the merging of languages, cultures, and ways of knowing and are central for creating community and learning about each other. Teaching and learning can be greatly enhanced when teachers come to know about the everyday lived contexts of their students’ lives and the strengths that they bring to school. Our panel will describe how they engage and learn from children and families.

Session Chair: Julia Lopez-Robertson, University of South Carolina

Presenters: Christine Baker, Jackson Creek Elementary Amanda Blake, Jackson Creek Elementary

Rocio Herron, Jackson Creek Elementary School

Julia Lopez-Robertson, University of South Carolina

H.08 Creating Online Inquiry-Based Professional Communities to Support Teachers and Students

ROOM 211-B

National Writing Project site leaders will share highlights from inquiry projects that engage teachers remotely and online across schools and districts. Presenters will discuss the importance of providing space and time to engage teachers in reflection and the effects of these inquiries on both teachers and their students.This session will end with a discussion of the implications for future work.

Presenters: Rebecca Kaminski, Clemson University

Ellen Shelton, The University of Mississippi

H.09 Cultivating New Voices among Scholars of Color Mentor Session ROOM

253-BC

Sponsored by the NCTE Cultivating New Voices among Scholars of Color

The Cultivating New Voices among Scholars of Color Mentor session is held on Friday after the Poster Session. Details to come.

Session Chair: Tonya Perry, University of Alabama at Birmingham

Presenter: Tonya Perry, University of Alabama at Birmingham

H.10 ELATE Commission Meetings #1 ROOM 264-BC

TE

Sponsored by English Language Arts Teacher Educators (ELATE)

All interested ELATE and NCTE members are invited to attend the ELATE commissions of their choice.

Session Chair: Latrise Johnson, University of Alabama

Roundtable 1: Commission on Social Justice in Teacher Education Programs Co-Chairs: Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation Roundtable 2: Commission on Digital Literacies and Teacher Education (D-LITE) Co-Chairs: Rick Marlatt, New Mexico State University Clarice Moran, Appalachian State University

Roundtable 3: Commission on the Study and Teaching of Adolescent Literature Roundtable 4: Commission on the Teaching of Poetry Co-Chair: Danny Wade, Washburn University Roundtable 5: Commission on English Methods Teaching and Learning Co-Chairs: Jessica Gallo, University of Nevada, Reno Christopher Parsons, Keene State College Roundtable 6: Commission on Writing Teacher Education Co-Chairs: Amanda Brewer, University of Central Missouri

Amber Warrington, Boise State University

Roundtable 7: Commission on Arts and Literacies

Co-Chairs: Timothy Duggan, Northeastern Illinois University

Hung Pham, University of Arkansas

Roundtable 8: Commission on Family and Community Literacies

Co-Chairs: Tracey Flores, The University of Texas at Austin

Laura Gonzales, University of Florida

Roundtable 9: Commission on Everyday Advocacy

Co-Chair: Cathy Fleischer, Emeritus, Central Michigan University

Roundtable 10: Commission on the History of English Education

Co-Chairs: Sheridan Blau, Teachers College, Columbia University

Ashlynn Wittchow, Teachers College, Columbia University

Roundtable 11: Commission on Climate Change and the Environment in English Education (c3e3)

Co-Chairs: Russell Mayo, Chicago Public Schools

Rich Novack, Fairfield Warde High School

H.11 Exploring NCTE’s New Publication, Theater, Drama, and Reading: Transforming the Rehearsal Process into a Reading Process with Author Judith Freeman Garey ROOM 211-A

Author Judith Freeman Garey will explore her new NCTE book, Theater, Drama, and Reading: Transforming the Rehearsal Process into a Reading Process, with participants who will learn the methods of reading as an actor who builds characters’ lives, a designer, who constructs context, and a director, who generates action.

Presenter: Judy Garey, Ventura College

H.12 Finding the Light between Us: How Nine Black Women Found Light, Community, and Equity through a Never-Ending Text Thread ROOM 212-B

During the pandemic, a sister circle of nine Black female educators pursued light and rekindled their sense of community and equity. Take a journey as multidimensional women discuss issues of equity, justice, and antiracist teaching in their respective educational environments and communities coupled with their own personal stories, struggles, navigating relationships, parenting, and life.

Presenters: Fredeisha Darrington, University of Alabama at Birmingham

Kimberly Green, Birmingham City Schools

Sonjanika Henderson-Green, Birmingham City Schools

Shonterrius Lawson-Fountain Shawnta Owens, Greene County Schools

Veronica Rhodes-Simmons, Birmingham City Schools Daphney Shade, Bessemer City Schools

Jameka Thomas, UAB Red Mountain Writing Project Nikkia White, Birmingham City Schools

H.13

From Multimodal Literacies to Critical Media Literacy: How ELA Classrooms Can Pursue the Light through Media Education

ROOM 212-A

Sponsored by the NCTE Critical Media Literacy Task Force

NCTE recently charged a team of educators to revise the Multimodal Literacies statement in an effort to advance critical media literacy education. This session demonstrates practical ways of implementing the types of media instruction from the new statement and invites attendees to envision new ways to wield their influence to support critical, responsive, and creative thinking with students.

Session Chair: Renee Hobbs, University of Rhode Island

Presenters: Candance Doerr-Stevens, University of Wisconsin, Milwaukee

Seth French, Bentonville High School, Bentonville, AR

Tom Liam Lynch, The New School

Kristin Ziemke, Big Shoulders Fund

H.14 Harnessing the Power of Young Adult Literature for Educational Equity: Classroom Teachers Tell Their Stories

ROOM 210-CD

What happens when ELA teachers ground district-level equity work in diverse YA literature? This session brings together an ELA administrator, a YA lit professor, and three classroom teachers to unpack the process of making equity work actionable. Discussion will focus on #ownvoices titles and teachers’ stories in progress as they integrate diverse YA titles into the curriculum.

Presenters: Terry Anderson, Ann Arbor Public Schools

Sarah Andrew-Vaughan, Scarlett Middle School, Ann Arbor Public Schools

Jennifer Buehler, Saint Louis University

Zachary DiBiasi, Tappan Middle School, Ann Arbor Public Schools

Sarah Suchanek, Slauson Middle School, Ann Arbor Public Schools

H.15 Highlighting Research in (and outside of) the ELA Classroom ROOM 213-A

The three research studies showcased in this session shed light on the possibilities when we listen to students and are willing to step outside. The first presentation highlights an art academy; the second presentation focuses on shifting instruction with neurodiverse students; the final presentation reports on moving the ELA classroom outside. Artifacts and samples will be provided.

Presenters: Kristie Camp, Gaffney High School, “Let the Sunshine in: Enlightenment from Outdoors”

Melanie Hundley, Vanderbilt University, “Beyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasks”

Maria Lemus, Fresno Pacific University, “Centering Human Connections: Art as an Anchor of Hope, Courage, and Empathy”

Emily Pendergrass, Vanderbilt University, “Beyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasks”

Rebecca Peterson, Indiana University, “Beyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasks”

Tara Warmerdam, Fresno Pacific University, “Centering Human Connections: Art as an Anchor of Hope, Courage, and Empathy”

H.16 Hopes and Tropes: Fifty Books in Fifty Minutes

ROOM 201-D

Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN)

Voracious readers each bring ten new young adult titles to life, focusing on finding light amidst darkness. Familiar tropes like enemies to friends and kick-ass female heroines shine amidst stimulating summaries and personalized recommendations. YA subgenres range from antiracist fiction to feminist horror. Attendees receive booktalking strategies, provocative minilessons, and hot book lists.

Presenters: Michael Anthony, Muhlenberg School District

Neil Klein

Becki Maldonado, University of Oklahoma

H.17 Illumination: How Assessment Conferences Foster Student Agency and Grading Practices That Are Equitable, Transparent, and Consistent

TE

ROOM 203-B

While equity and justice exist across all facets of education, they are often overlooked with regard to assessment. Join us as we share ideas to further humanize the spaces in which we assess students, provide students opportunities for self-advocacy, and do the necessary work to interrupt and respond to the inequities in assessment practices that have pervaded the educational landscape for too long.

Presenters: Tessla Donovan, Ellington Public Schools

Elizabeth Simison, University of Connecticut, Storrs

H.18 Imagining New Worlds: Racial Literacies, Cross-Cultural Solidarity, and Social Change

ROOM 256-A

Sponsored by the NCTE Early Career Educator of Color Leadership Award

This panel features year-long projects developed by our 2021 Early Career Educator of Color leadership award recipients. Our presenters explore methods for developing racial literacies to enable students and teachers to not only appreciate forms of racial difference but to also develop a critical understanding of the function of race (as social construct) and systemic racism within our society.

Session Chair: Jeffrey Cabusao, Bryant University

Presenters: Jeffrey Cabusao, Bryant University

Rubén González, Stanford University, “Preservice

Teacher Affinity Groups: The Role of Racial Identity in Activism and Critical Pedagogy”

Dorian Harrison, The Ohio State University at Newark, “Recognizing and Rethinking Cultural and Linguistic Representations in Literature for Young Children”

Diana Liu, Teachers College Columbia University, “Following the Rays of Light: Racial Solidarity through Asian American Centered Curriculum”

Shuling Yang, East Tennessee State University, “Hand in Hand of Diverse Music and Children’s Books: Building Elementary Students’ Social Justice with the Power of Music and Books in the Rural Appalachian Area”

Respondent: Tiffany Flowers, Georgia State University Perimeter College

H.19

Increasing Students’ Transference of Teachers’ Commentary to Subsequent Drafts Using an Effective Digital Tool

ROOM 262-A

This session will focus on students’ transference (or lack thereof) of teachers’ commentary on subsequent drafts using an effective digital tool. Presenter will share evidence-based classroom research and content from her upcoming text on commentary to shed light on the complex communication between teachers’ intentions and students’ perceptions of commentary that relate to transference.

Presenter: Karen Wink, US Coast Guard Academy

H.20 Interrogating the Role of Emotions in Anti-Oppressive Literacy Education

ROOM 263-A

This panel presents three studies which share the question, “What do emotions do— particularly in the lives and literacies of multiply marginalized people?” This interactive session includes discussion on the role of emotions in/on literacies, from their use as a discursive tactic to maintain power, divide, and disally oppressed groups, to their potential for sparking activism and social justice.

Session Chair: Caroline Clark, The Ohio State University

Presenters: Alyssa Chrisman, “Storming the CASEL: An Ethical Critique of the Standardization of Emotions”

Caroline Clark, The Ohio State University, “Storming the CASEL: An Ethical Critique of the Standardization of Emotions”

Anne Crampton, Western Washington University, “In Defense of Resistance”

Cynthia Lewis, University of California, Santa Cruz, “Literacy, SEL, and Racial Capitalism’s ‘Infrastructure of Feeling’”

Suzanne Lewis, The Ohio State University, “Storming the CASEL: An Ethical Critique of the Standardization of Emotions”

Tracey Pyscher, Western Washington University, “In Defense of Resistance”

Roberto Santiago de Roock, University of California, Santa Cruz, “Literacy, SEL, and Racial Capitalism’s ‘Infrastructure of Feeling’”

H.21

It’s Your Cue! Using Active Drama Approaches to Illuminate Shakespeare’s Language for Novice Readers

ROOM 256-B

Take your cue! Experience a modified version of “original practice” rehearsal techniques used by Shakespeare’s actors to read and to speak a play’s language with intent and understanding to share with your students. Learn how to create a cue script to demystify Early Modern spelling, pronouns, capitalization, and punctuation and to experience how iambic pentameter drives characters’ emotional engines.

Session Chair: Mary Christel, TimeLine Theatre

Presenters: Mary Christel, TimeLine Theatre, “Let Shakespeare Provide the Cues to Promote More Fluid Reading and Better Understanding”

Kevin Long, Harper College, “Let Shakespeare Provide the Folio Clues for Better Understanding”

Respondent: Lulia Sarmiento, Belvidere School District 100

H.22 Lighting the Way to Our Stories: Opposition and Creativity amid Pandemic ROOM 251-C

In this combined session, presenters will examine “Indigenous survivance” and justice for minoritized communities.

Presenters: Isabel Baca, University of Texas at El Paso, “Being Luceros to Each Other: Stories from Two Latinx Scholars and Educators in Academia”

Danielle De Arment-Donohue, George Mason University, “We Are Not Stereotypes: Complicating Oppositional Identity Binaries through Research and Writing”

Joaquin Munoz, University of British Columbia, “Creativity for Survivance in Pandemic Times: Social Media, Indigenous Creativity and Curricula Development”

Jasmine Villa, East Stroudsburg University, “Being Luceros to Each Other: Stories from Two Latinx Scholars and Educators in Academia”

2:00–3:15 P.M.

H.23

Listening for the Light: Teaching Reading-Writing Connections in the Service of Individual Student Identity ROOM 201-A

Goals for reading and writing are often considered separately, determined by curriculum far removed from the culture and experiences of students in the room. Our panel will invite teachers to reconceive literacy instruction as an opportunity to identify the spark in each child, to listen for their unique lines of thinking—and connect reading and writing to explore their dreams and identities.

Session Chair: Daniel Feigelson, Scholastic/Heinemann

Presenters: Maria Cruz, Teachers College Reading and Writing Project, Columbia University Cornelius Minor, The Minor Collective/Heinemann

H.24 Mathematizing Children’s Literature: Sparking Connections, Joy, and Wonder through Read-Alouds and Discussion ROOM 207-D

Within the pages of children’s literature lie opportunities for young learners to notice, wonder, and experience joy for reading and mathematics. Join us to think about how to approach stories through different lenses to develop reading skills, deepen knowledge of mathematical concepts, and nurture students’ identities as literacy and mathematical sense-makers through read-alouds and discussion.

Presenters: Allison Hintz, University of Washington, Bothell Antony Smith, University of Washington, Bothell

H.25 Meet Them in the Middle: Designing Kid-Friendly, Academically Challenging Middle School English Curriculum ROOM 262-C

Middle school can feel heavy, even when we’re not in a pandemic. Social issues and increasing academic rigor can create a pressure cooker. Let’s build curriculum that feels like a release. Teachers from the United Nations International School will share ideas for changing it up, including suggestions for units that engage and uplift: graphic novels, reviews of anything, film analysis, and humor.

Presenters: Nicole Ifi, United Nations International School Drew Murphy, United Nations International School

Audra Robb, United Nations International School Gina Voskov, United Nations International School

H.26 “Never Again” Begins Here: Connecting the Holocaust to Local Communities

ROOM 252-A

Not a long time ago, in a country far away the Holocaust offers valuable social justice lessons here and now! Connect your community’s story with the values of Holocaust education. In this interactive session, we will explore ways teachers can connect the events and lessons of the Holocaust to their own communities.

Presenters: Shanedra Nowell, Oklahoma State University

Amber Tilley, Northland Pines High School

H.27 Poetry Builds Empathy

andConnection: Using Harjo’s An American Sunrise in a CommunityWide Reading Program to (Re)Learn Native American History and Culture ROOM 209-A

Teachers from different schools in one city discuss their participation in a communitywide reading program based on Joy Harjo’s An American Sunrise: Poems. They reflect on how they used poetry to build empathy and connection specifically with Native American culture and history. They share activities and resources that supported their students’ understanding of people, place, and culture.

Presenters: Becky Calvert, Allegan Public Schools

Brooke Carbaugh, Hope College

Nancy Gately, Hope College

Karen Rowe, Black River Public School

Deborah Van Duinen, Hope College

Eric Wilkinson, West Ottawa Public Schools

H.28 Pro-Black Practices in Elementary Literacy Education ROOM 207-C

At a time when antiracist practices are challenged, this presentation shares pro-Black literacy practices from K–5th grade classrooms illuminating the work to broaden the curricular center as students grow in their historical, literary, and critical knowledge and abilities.

Presenters: Gloria Boutte, University of South Carolina

Eliza Braden, University of South Carolina

Susi Long, University of South Carolina

Kamania Wynter-Hoyte, University of South Carolina

H.29 Shining Light on the Experiences of Refugees, Migrants, and Exiles with Mohsin Hamid’s Exit West ROOM 205-A

This session will provide materials on the lived experiences and identities of refugees, immigrants, and exiles using Mohsin Hamid’s Exit West and how it shines light on the migrant experience.

Presenter: Mathew Arnold, Granada Hills Charter High School, “The Humanizing Effect of Reading and Learning from Mohsin Hamid’s Exit West”

H.30 Sparkling Eyes vs. Standard-ized: Humanizing Language and Culture through Dramatic Inquiry ROOM 206-A

In this interactive session, we will work collaboratively to define humanizing education and teaching language and culture using drama. We will share how we use this multimodal approach in teaching students with various cultural-linguistic backgrounds to construct shared meaning. We motivate all learners to connect with the curriculum by bringing our students’ light and stories into the classroom.

Presenters: Brian Edmiston, The Ohio State University Myung-Jin Kim, The Ohio State University Katrina Webber, Dublin City Schools

H.31 Students in the Spotlight: Shining a Light on Students as Writers ROOM 251-B

In this interactive session, learn how two teachers from different districts spotlight student writers. Experience the joy of participating in writing groups to share and celebrate writing. Discover ways to spotlight student writers within and beyond the classroom. Collect and contribute to lists of contests, writing group resources, and concrete ideas to celebrate student writers.

Presenters: Amy Bouch, Chartiers Valley Middle School

Carol Frow, Belle Vernon Area School District

H.32 Taking the “Ugh” Out of Summer Reading ROOM 203-A

Would you love to extend your independent reading practices into the summer, but dread the idea of summer reading assignments? Come learn practical ideas to transform your summer reading initiatives to include student choice, diverse texts, extension workshops and field trips, and creative ways to connect the reading to authentic tasks when students return in the fall.

Presenter: Sarah Gray, Greene Central High School

H.33 Teaching and Teacher Education in Pandemic Times

ROOM 252-C

This session explores the challenges prospective and early career teachers face while teaching during the COVID-19 pandemic, how teacher educators are working to meet their unique needs, and the implications these experiences hold for the future of English teacher education.

Presenters: Dallas Allen, University of Memphis, “Emerging Pedagogies of Care in ELA Classrooms: Rethinking Teacher Candidacy during the COVID-19 Pandemic”

Michelle Commeret, University of Florida, “Preparing Pandemic Preservice Teachers for Equity Pedagogy: One ELA Practitioner’s Perceptions as Both University Instructor and Emergent Teacher Mentor”

Janine Davis, University of Mary Washington, “Seeking the Light: Supporting Preservice Teachers’ Literacy Practicum Experiences within and beyond a Pandemic”

Wideline Seraphin, University of Texas at Arlington, “Emerging Pedagogies of Care in ELA Classrooms: Rethinking Teacher Candidacy during the COVID-19 Pandemic”

Melissa Wells, University of Mary Washington, “Seeking the Light: Supporting Preservice Teachers’ Literacy Practicum Experiences within and beyond a Pandemic”

H.34 Teaching with the 2022 Charlotte Huck and Orbis Pictus Award Books ROOM 204-A

Sponosred by the NCTE Charlotte Huck Award and the NCTE Orbis Pictus Award Don’t miss this interactive children’s literature session! The authors, illustrators, and committee members of the 2022 Charlotte Huck and Orbis Pictus Book Awards will host roundtable conversations with participants about lesson ideas, discussion strategies, and cross-curricular uses for the 2022 winning titles. Bonus: All participants are eligible for signed books!

Presenters: Eliza Braden, University of South Carolina Donna Bulatowicz, Montana State University, Billings Dahlia Constantine, Teachers College, Columbia University

Suzanne Costner, Fairview Elementary School Cecilia Espinosa, Lehman College, CUNY Holly Johnson, University of Cincinnati Sophie Ladd, University of Nevada, Las Vegas Darius Phelps, Teachers College, Columbia University JoAnne Powless, Onondaga Nation School Sanjuana Rodriguez, Kennesaw State University

H.35 The Everyday Joy in AAPI Books: How Light-Filled Themes Can Bring Connection to Readers ROOM 208-B

During a time when marginalized communities are often targeted for their everyday differences, books that celebrate everyday AAPI joy bring the light by helping readers discover the full humanity of people. Join this engaging panel to explore stories focused around friendship, family, and everyday AAPI culture as we brainstorm meaningful ways and activities to connect students to these themes.

Session Chair: Anna Gotangco Osborn, Educator, Reading Specialist

Presenters: Debbi Michiko Florence, Scholastic Jessica Kim, Penguin Young Readers Minh Lê, Random House Anna Gotangco Osborn, Educator, Reading Specialist Mae Respicio, Random House Children’s Books

H.36 The Intersection of Literacy, Sport, Culture, and Society

ROOM 213-CD

This roundtable session invites attendees to explore contemporary literacies and diverse teaching practices by using sports content and an examination of sports culture to create learning environments that empower students to think critically about issues impacting the world around them.

Session Chairs: Alan Brown, Wake Forest University Luke Rodesiler, Purdue University Fort Wayne Keynote Speakers: Sarah Donovan, Oklahoma State University

Stacey Joy, Baldwin Hills Elementary Pilot and Gifted Magnet School, Los Angeles, CA Padma Venkatraman, Penguin Roundtable Leaders: Crystal L. Beach, Union County High School, “Stories of Sport: Critical Examinations by and Opportunities for Students to Shine”

Alan Brown, Wake Forest University, “What Do We Want for Our Children? Considering the Trials and Tribulations of Youth Sports through Letter Writing”

Erica Caasi, University of Colorado Boulder, “The Ideological Positioning of Simone Biles and Serena Williams in Nonfiction for Children and Young Adults: Implications for Teaching”

Anthony Celaya, Western Washington University, “Troubling Youth Football Documentaries: Investigating Community Cultural Wealth in We Are: The Brooklyn Saints”

Katherine Cramer, Wichita State University, “Movement Is My Therapy: The Healing Power of Sport”

Bryan Ripley Crandall, Fairfield University, “Sport of the Arts: toward Equity, Justice, and Literacy through Pageantry”

Chris Crowe, Brigham Young University, “A Long Look Back: What Some YA Sports Classics Say about Today”

Rebekah Degener, Minnesota State University, “Sports (Counter)stories: Using Sports Picture Books to Create Space for Elementary Students’ Counterstories”

Makenzie Emily, Indiana University Southeast, “Shining a Light on Teammate ‘Sportsmanship’: Examining Bullying in Athletics through Winger, Michigan vs. The Boys, and Other YA Literature”

Katherin Garland, Santa Fe College, “Using Critical Media Literacy to Shine a Light on Diverse Interpretations of Colin Kaepernick’s Athletic Activism”

William Gerchick, Phoenix College, Paradise Valley Community College, Metro Tech High School, “I-Search LSCS: ELA Research Projects, from Creating Individualized Athlete Offseason Training Plans to Exploring Topics of Literacy, Sport, Culture, and Society”

Wendy Glenn, University of Colorado Boulder, “The Ideological Positioning of Simone Biles and Serena Williams in Nonfiction for Children and Young Adults: Implications for Teaching”

Christian Z. Goering, University of Arkansas, Fayetteville, “Critical Media Literacy, Critical Race Theory, and Scholastic Sport amid the COVID-19 Pandemic”

Jason Griffith, Penn State University, “Troubling Youth Football Documentaries: Investigating Community Cultural Wealth in We Are: The Brooklyn Saints” Alice Hays, California State University, Bakersfield, “Sport of the Arts: toward Equity, Justice, and Literacy through Pageantry”

Mark A. Lewis, James Madison University, “Sociopolitical Themes in Sports-Related Graphic YA Memoirs and Biographies”

Steffany Comfort Maher, Indiana University Southeast, “Shining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novels”

Alex Maher, Indiana University Southeast, “Shining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novels”

Ewa McGrail, Georgia State University, “Disability and Sports in the Friday Night Lights TV Series”

J. Patrick McGrail, Jacksonville State University, “Disability and Sports in the Friday Night Lights TV Series”

Joan Mitchell, Wake Forest University, “What Do We Want for Our Children? Considering the Trials and Tribulations of Youth Sports through Letter Writing”

Tamara N. Moten, The University of Georgia, “Using Critical Media Literacy to (Re)Present Black Women in Gymnastics”

David Pegram, Paradise Valley Community College, “Great Moments in Sports History: An Effective Approach to Teaching Research in the ELA Classroom”

Alicja Rieger, Valdosta State University, “Disability and Sports in the Friday Night Lights TV Series”

Luke Rodesiler, Purdue University Fort Wayne, “Sociopolitical Themes in Sports Related Graphic YA Memoirs and Biographies”

Shelly Shaffer, Eastern Washington University, “Shining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novels”

Paul Thomas, Furman University, “Critical Media Literacy, Critical Race Theory, and Scholastic Sport amid the COVID-19 Pandemic”

Benjamin K. Woodcock, Okemos High School, “What It Takes to Be the ‘Fittest’ and ‘Survive’ in Literature, School, Sports, and Medicine”

H.37 The Light Is On in Our Souls for the Power of Story: Telling, Sharing, and Amplifying Why Story Matters in Today’s World ROOM 204-B

Sharing a new dawn of empathetic justice work within reading and writing instruction, this team of literacy leaders and authors—Allyn, Beers, Charles, Laminack, Manzano, Morrell, and Muhammad—will demonstrate storypower strategies and a path toward celebrating our shared humanity, and storytelling in our students’ languages, voices, and perspectives.

Session Chair: Kylene Beers, Beers.Probst Consulting

Presenters: Pam Allyn, Independent

Lester Laminack, Author

Ernest Morrell, University of Notre Dame Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago

Tradebook Authors/Illustrators: Tami Charles, Scholastic Bryan Collier, Scholastic

H.38 The Living Legacy of the Black Panther Party: A BPP Alumni and Cub Multimedia Curriculum Collaboration

ROOM 210-A

This panel screens a short film and showcases curriculum documenting Black Panther Party Alumni and Cubs—young adult children and grandchildren of original members of the Black Panthers (many of whom are now English and Social Studies teachers)—contemporary organizing around critical education, food insecurity, housing, and medical needs in school communities across three Northern California cities.

Presenters: Dale Allender, California State University, Sacramento

Melissa Charles, Neighbor Program

Jordan McGowan, Neighbor Program

Billy X, Black Panther Party Alumni Association

Amir Whitaker, ACLU Southern California

H.39 They’re Not Too Young! Guiding Early Elementary Students through Difficult Conversations

ROOM 206-B

When firmly established, a culture of student voice is putting students in charge of how they learn. This session will focus on using multimodal methods such as art, read-alouds, and movement to establish routines and protocols around class discussions. When regularly implemented, young learners can cultivate their own and each other’s sueńos through classroom talk.

Presenters: Nelída Pagan, New York City Department of Education

Aramis Soler, New York City Department of Education

H.40 Toward a Social Class–Visible ELA ROOM 210-B

Social class remains one of the most invisible— yet one of the most salient—facets of schooling and ELA learning. To address this gap, this panel will feature examples of a financial literacy unit culminating in student-produced ‘zines; treatments of social class and place in YAL; and cultural approaches to social class.

Session Chair: Sophia Sarigianides

Presenters: Antonia Moore, Agawam Junior HIgh School Chea Parton, The University of Texas at Austin Sophia Sarigianides

Respondent: Amanda Haertling-Thein, University of Iowa

H.41 Translanguaging in and across Global Contexts with Elementary Students and Texts

ROOM 213-B

Paper one presents translanguaging as a transformative and sustaining approach to teaching and learning with newcomer and emergent plurilingual students. Paper two discusses K–5 (kindergarten) students in Colombia, exploring the students’ English usage without teacher prompting and the role of translanguaging in supporting communication and engagement during the implementation of a play-based learning unit. Paper three considers how students connect global issues across texts in translation.

Presenters: Carolina Torrejon Capurro, Arizona State University, Tempe, “Supporting Language and Literacy Development of Bilingual Learners through Play-Based Learning”

Alison Dover, California State University Fullerton, “Using Translanguaging to Transform Teaching and Sustain the Sueños of Plurilingual Students”

Paula Garcés, The Columbus School, “Supporting Language and Literacy Development of Bilingual Learners through Play-Based Learning”

Lindsey Moses, Arizona State University, Tempe, “Supporting Language and Literacy Development of Bilingual Learners through Play-Based Learning”

Fernando Rodriguez-Valls, California State University Fullerton, “Using Translanguaging to Transform Teaching and Sustain the Sueños of Plurilingual Students”

H.42 Translanguaging Pedagogy, Independent Reading, and Conferring: Supporting Students in Pursuing Their Sueńos ROOM 207-A

We introduce a framework for conferring during Independent Reading that, in concert with a translanguaging pedagogy, centers emergent bilingual students and humanizes reading instruction. We illustrate how these practices set the stage for students to “fall so in love with [their] own language and [their] own literacy practices so that no one can tell [them] who [they] are.”—Gholdy Muhammad

Session Chair: Carl Anderson, Teachers College Reading and Writing Project, Columbia University

Presenters: Pia Persampieri, City School District of New Rochelle/Hunter College

Hannah Schneewind, Trusting Readers, LLC

Jennifer Scoggin, Trusting Readers LLC

H.43 Using Our Light to See Our Way through Extraordinary Circumstances: Voice, Equity, and Creativity ROOM 202-A

Teachers from a small New York City school, upon returning to live teaching after more than a year of remote teaching, share practices that help students navigate issues around identity, mental health, and creativity. Special attention is given to encouraging and promoting voice for often underrepresented and marginalized voices.

Session Chair: Chantal Francois, Towson University Presenters: Jennifer McLaughlin Cahill, East Side Community High School, “Naming and Reframing Our Obstacles to Bring Light to Ourselves and Others” Kim Kelly, East Side Community High School, “Creative Exploration of Voice”

Nailah Moonsammy, New York City Department of Education, “Naming and Reframing Our Obstacles to Bring Light to Ourselves and Others”

H.44 Using Visual Re-Presentations to Interrogate Social Justice Issues

ROOM 252-B

This panel examines how visual and visualization methods can facilitate understanding bias and issues of social justice.

Presenters: Geraldine Balzer, University of Saskatchewan, “(Re )Envisioning Picture Books for Equity and Social Justice in Teacher Education: Pursuing the Light through a Pedagogy of Discomfort”

Eleni Louloudi, Bielefeld University, “(Re )Envisioning Picture Books for Equity and Social Justice in Teacher Education: Pursuing the Light through a Pedagogy of Discomfort”

H.45 “Visit Our City!”: From DocumentBased Questions to Multimodal Culturally Relevant Social Studies and Literacy Integration

ROOM 251-A

This presentation centers a culturally relevant approach to SS and ELA curricula within and beyond the fourth grade. The presenters examine how to move curricula from documentbased questions toward more literacy-focused and culturally relevant aims before offering unit plans, essential questions, teaching activities, and paired resources for participants to adapt to their own curricular context.

Presenters: Rachel Kenney, Doña Ana Elementary Mary Neville, New Mexico State University Rhianna Thomas, New Mexico State University

H.46 We Are America: Narratives, History, & Identity ROOM 205-B

How do you define "American"? Through the We Are America Project, we explore and expand definitions while shining a light into the darker spaces of history and identity. We ponder the cycle of socialization and how it impacts our "windows and mirrors." By reading, listening, and writing, we are empowered to write authentic narratives about our American Identity.

Presenters: Jessica Lander, Lowell High School, “We Are America: Narratives, History, and Identity”

Florence Scott, Hawaii Technology Academy, “We Are America: Narratives, History, and Identity”

H.47 When I Get My Superpowers: How Black Stories Can Spark Joy, Healing, and Center Black Students ROOM 208-A

This session features origin stories to harness the joy and trauma of students’ lived experiences as well as the Counter Fairy Tales model to use with Black female students to center Black Hair stories.

Presenters: Melissa Hughes, Michele Clark High School, “‘When I Get My Superpowers...’ How a Multimodal Origin Story Unit Can Spark Joy, Healing, and Center Black Students’ Stories”

Kelli Rushek, Miami University, “‘When I Get My Superpowers...’ How a Multimodal Origin Story Unit Can Spark Joy, Healing, and Center Black Students’ Stories”

Jemimah Young, Texas A&M University, “Centering our (Hair)Stories: Utilizing the Counter Fairy Tales (CFT) Model and Black Hair to Drive Critical Literacy in English Classrooms for Black Girls”

H.48 #Why Middle Matters—Illuminating the Middle: Speculative Fiction as Healing, Joy, and Justice

ROOM 205-A

Sponsored by the NCTE Middle Level Section

In this interactive session, you are invited to learn about how to teach speculative fiction (i.e., fantasy, science fiction, and horror) as a tool for healing, joy, and justice. Featuring Ebony Elizabeth Thomas and Stephanie Toliver, session attendees will have the opportunity to work with mentors to brainstorm their own activities for the classroom.

Presenters: Alex Corbitt, Boston College

Sonam Shahani, NCTE Middle Level Steering Committee

Ebony Elizabeth Thomas, University of Michigan

Stephanie Toliver, University of Colorado Boulder

H. 49 Poster Sessions

ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR

Poster 1—“Orange Shirt Day” College and Community Event

On September 30, 2021, educators from two Massachusetts community colleges hosted an “Orange Shirt Day” virtual event to honor survivors of the Indian Residential Schools, where the motto was to “Kill the Indian, Save the Man.” Speakers included Navajo Nation Poet Laureate Laura Tohe and Wampanoag instructor Durwood Vanderhoop. The event furthers our mission to decolonize the curriculum.

Presenter: Stacie Charbonneau Hess, Bristol Community College

Poster 2—Adult Fandoms and the Pursuit of Authentic Engagements with Texts on Social Media

In a time when the dark areas of social media are at their apex, it is refreshing to pursue welllit spaces infused with the complexities of adult readers participating in adult digital affinity groups. The behaviors of these adult readers may inform K-12 teachers about authentic engagements with texts.

Presenter: Marva Solomon, Angelo State University

Poster 3—An Autoethnographic Inquiry of International Students’ Participation Experience in College Class Discussions: A Classroom Participation Freedom Perspective

The qualitative study is to explore international students’ (3 Chinese graduate students pursuing a PhD degree) own perceptions of participating experience in academic class discussions when English was not their mother tongue in a Midwestern university with a theoretical framework of “freedom of classroom participation.”

Presenters: Yuan Cao, Saint Louis University

Ning Guo, Saint Louis University

Zibin Wang, Northwest Minzu University

Poster 4—Humanizing the College Writing Classroom Experience with Mindful Reading

Humanize first-year composition curricula and instruction by adding nonfiction book projects. Mindful reading of diverse nonfiction books in the college writing classroom teaches students to read texts rhetorically, reflect on their reading, and transfer their learning. This poster will present data collected during a semesterlong reading and writing project.

Presenter: Kristina Bybee, Arizona State University

Poster 5—Preparing Preservice Teachers to Be Literacy

Lighthouse Keepers with Empathy and Joy: How We Developed a Literacy After-School Club during a Pandemic

Learn how our faculty/practitioner partnership designed and supported future teachers and children in poverty. A nerdy professor and passionate reading specialist team teach newbies how to illuminate literacy with love, light, belonging, creativity and fun, thus increasing reading motivation, connection and parental involvement.

Presenters: Jennifer Botello, Missouri Western State University

Lillian Muller, Missouri Western State University

Taylor Nigh, Missouri Western State University

Susan Wilson, St Joseph School District, St. Joseph, MO

Poster 6—Pursuing the Light in Classroom Texts through Teachers’ Perceptions of Self-Determination: Presentation of Research Poster Presentation

This poster presentation will present the findings of my dissertation study, conducted from May 2021 through November 2021, which sought to understand the influences of teaching experience on perceptions of self-determination (autonomy, competence, and relatedness) on 7th- through 12th-grade English language arts teachers’ text selection decisions.

Presenter: Julianna Lux, Dorman Freshman Campus

Poster 7—“Do Your Homework”: A Collective Case Study of Educators’ Experiences with Book Challenges

Research suggests the fear of a challenge prompts some educators to preemptively censor books, and censorship undermines students’ right to read. However, studies about educators who have been involved with book challenges are limited. What is a book challenge really like? This collective case study tells the stories of six educators who have been confronted with censorship.

Presenters: Sebastian Cherres, University of North Georgia

Danielle Hartsfield, University of North Georgia Sue Kimmel, Old Dominion University

H.50 “I Have So Much More to Say”: Alternative Assessment with English Learners in Secondary Classrooms ROOM 261-A

This roundtable will share experiences using authentic assessment strategies with English Learners (ELs) in secondary ELA classrooms. Participants will have an opportunity to practice the strategy (a Brown Bag Exam), receive examples, materials, discuss ideas and receive feedback for their own classrooms and contexts.

Presenters: Denise Ousley-Exum, University of North Carolina, Wilmington

Eleni Pappamihiel, University of North Carolina, Wilmington

HI.01 High School Matters—Learning Liberated: Reading, Writing, and Discussion Grounded in Multimodal Pedagogies

ROOM 253-A

Sponsored by the NCTE Secondary Section

The Secondary Section Steering Committee is delighted to announce this year’s HSM session: Learning Liberated: Reading, Writing, and Discussion Grounded in Multimodal Pedagogies. Join us for a handson session where we dive into supporting student success and joy through multimodal teaching and assessment. Participants will engage in meaningful learning and conversations about centering critical pedagogy and culturally responsive teaching into their classrooms. Speakers include Melissa Smith (#teachlivingpoets), Susan Barber (#muchadoaboutteaching), Scott Bayer (#thebookchat), Joel Garza (#thebookchat), Matthew Kay (author of Not Light, But Fire), and Phiona Lloyd-Henry (Education Chair, Jamaican Canadian Association). The keynote speaker is Angeline Boulley, author of Firekeeper’s Daughter.

Session Chair: Lisa Scherff, Community School of Naples

Keynote Speaker: Angeline Boulley, Macmillan Children’s Publishing Group

Presenters: Susan Barber, Midtown High School, Atlanta, GA

Scott Bayer, Richard Montgomery High School

Joel Garza, Greenhill School, Addison, TX

Carol Jago, University of California, Los Angeles

Matthew Kay, Stenhouse Publishers

Phiona Lloyd-Henry, Education Chair, Jamaican Canadian Association

Melissa Smith, Lake Norman Charter High School, Huntersville, NC

Secondary Section Steering Committee Members:

Layla Aldousany, North Carolina School of Science and Mathematics, Durham

Susan Barber, Grady High School, Atlanta, GA

Angela Moore, Richmond, VA

Josh Thompson, Blacksburg, VA

ANGELINE BOULLEY

3:30–4:45 P.M.

I.01 A Call to Reform and Sustain: Highlighting the Voices of Young Climate Activists “Getting Real”

ROOM 253-BC

Sponsored by the ELATE Commission on Climate Change and the Environment in English Education (E3C3)

Have you ever wondered what your students wish they could learn about climate justice? Meet youth members of the Climate Reality Project to listen to the voices and stories of young people who use reading and writing to disperse light and promote change. Attendees will also find out how to create standards-based integrated science/literacy units that engage students in eco-activism.

Presenters: Kathryn Allen, University of Wisconsin, Oshkosh

Caitlin Cooper, Climate Reality Project

Margo Finlayson, Climate Reality Project

Ariane Jong, Climate Reality Project

Pam Jones Kamp, Climate Reality Project

Sky Keyoung, Climate Reality Project OC

Linda Kraemer, Climate Reality Project

Catherine Lammert, Texas Tech University

Tula Larsen, Climate Reality Project

Tristin Miller, Climate Reality Project

David Marrett, Climate Reality Project

ROOM 251-C

This presentation explores rural-serving teachers’ engagement with To Kill A Mockingbird. Following a unit on culturally sustaining pedagogy, teachers created learning activities premised in abolitionist pedagogy. Presenters share artifacts that will assist teachers and teacher educators in facilitating a critique of the novel’s perpetuation of White supremacy.

Presenters: Ashley Benoit, University of North Carolina at Pembroke

Joe Sweet, University of North Carolina at Pembroke

I.03 Accessing Light: Preparing Content Area Teachers for Socially Just/ Social Justice Teaching through Disciplinary Literacy in Linguistically Diverse Classrooms

ROOM 251-B

All teachers must create linguistically inclusive classrooms that give students access to content and language needed to achieve their dreams. Content area literacy faculty and social studies and science teachers will engage participants in demonstrations and discussion while sharing resources that can be adapted for teacher education, secondary content areas, ESOL, and professional development.

Session Chair: Cheryl North, University of Maryland, Baltimore County

Presenters: Amy Axline, Seneca Valley High School

Kimberly Feldman, University of Maryland, Baltimore County

Sayre Posey, Northwest Middle School

I.04 Advocating for Young Adult Literature in Politically Divided Times: Creating Alliances to Face the Challenges ROOM 264-BC

How might teachers strategically defend the use of YA literature in schools? In this session teachers and YA authors will share stories, identify shared experiences and values, and identify strategies to change the popular narrative about why YA literature matters.

Presenters: Jennifer Buehler, Saint Louis University Cathy Fleischer, Eastern Michigan University Tradebook Authors/Illustrators: Jerry Craft, HarperCollins

George M. Johnson, Macmillan Malinda Lo, Penguin Meg Medina, Candlewick Press Nic Stone, Author

I.02

A Critical Analysis of Whiteness in To Kill a Mockingbird: Exploring Rural-Serving Inservice ELA Teachers’ Engagement with Culturally Sustaining Pedagogy

I.05

Agents of Light: Reaching Adolescents in Crisis through the Toe Tag Monologues and Young Adult Literature

ROOM 209-A

Focusing on diverse youth, the Toe Tag Monologues address youth trauma that often results in deaths of marginalized students. This roundtable session provides strategies for using monologues and drama with young adult literature to develop ELA skills, social justice, and equity, empowering students to confront bullying, violence, marginalization, and neglect.

Presenters: Morgan Jackson

Steffany Comfort Maher, Indiana University Southeast

Gretchen Rumohr, Aquinas College

Shelly Shaffer, Eastern Washington University

R. Byron Stringer, Vision Theatrical Foundation Inc.

Tradebook Authors/Illustrators: e. E Charlton-Trujillo, Candlewick

Chris Crutcher, HarperCollins

Matt de la Peña, Penguin

Ellen Hopkins, Penguin Publishing Group

William Konigsberg, Arizona State University Padma Venkatraman

I.06 Changing the Narrative, Reimagining the Curriculum: Light for Marginalized Voices

ROOM 212-B

Sponsored by the NCTE Asian American Caucus

This presentation illuminates how texts representing marginalized perspectives can push back on dominant narratives in classrooms. Participants will leave with a greater awareness of potential pitfalls when “diversifying” curriculum and reflect on their practices to consider how they can mindfully broaden the spectrum of light to center diverse voices.

Session Chair: Betina Hsieh, California State University, Long Beach

Presenters: Grace Choi, Fairfax County Public Schools

Diana Liu, Teachers College, Columbia University

Tien Pham, Northwestern Pennsylvania Collegiate Academy

Norman Sales, Farrington High School

I.07 Choice as a Beacon to Authentic Reading ROOM 201-B

Teachers know the value of choice in our classroom, and we also know that engaging students in authentic choice reading can be challenging. Attendees will engage with a variety of tools for implementing choice in creating a reading community with their students and walk away with resources to successfully incorporate choice reading in their classrooms.

Session Chair: Kelly Herrera, Buena High School

Presenters: Jori Krulder, Paradise High School

Kristin Runyon, Charleston High School

I.08 Creating Equitable Classrooms: Inclusivity, Trauma-Informed Pedagogy, and Labor-Based Grading ROOM 210-A

Students from traditionally marginalized groups face many pressures. David Ornelas, Eirein Gaile Harn, and Gabriel Garcia will discuss three strategies cultural inclusivity, trauma-informed teaching, and labor-based grading and how we’ve implemented them in our first-year writing classrooms to combat some of the pressure on students.

Presenters: Eirein Gaile Florendo, San Diego State University

Gabriel Garcia, University of New Mexico David Ornelas Jr., San Diego State University

I.09

Critical and Culturally Responsive Literacy Instruction across Local and Global Classroom Contexts

ROOM 252-A

This session highlights innovative approaches to student’ critical literacy development. Paper one offers a guided approach to Culturally Responsive Reading. Paper two shares activities that can deepen PST's knowledge and comfort in teaching critical literacy in a field placement. Paper three explores how teachers in a rural primary school on the Eastern Cape of South Africa engage in community mapping to honor and build upon their students’ and community’s assets.

Presenters: Helen Bentely, Purdue University, “‘The Action Part Is Really Important’: Learning to ‘Do’ Critical Literacy and Antiracism in K–5 Classrooms through Interactive Read-Alouds”

Fay Mentzer, Purdue University, “‘The Action Part Is Really Important’: Learning to ‘Do’ Critical Literacy and Antiracism in K–5 Classrooms through Interactive Read-Alouds”

Christy Wessel Powell, Purdue University, “‘The Action Part Is Really Important’: Learning to ‘Do’ Critical Literacy and Antiracism in K–5 Classrooms through Interactive Read-Alouds”

Durthy Washington, US Air Force Academy (Retired), “Culturally Responsive Reading: What It Is and Why It Matters”

Rooting

ROOM 201-C

More so than ever before, we live in a multimodal world; it simply just makes sense that we base our curriculum in the lived experiences of our students.This panel is about transforming the boundaries of literacies by writing through civic discourse in different modes to increase authenticity and high road transfer. Students’ inner lights guide their pens and keystrokes in beautiful permanence.

Presenters: Dianna Bellian, Arizona School for the Arts

Teresa Layden, Arizona School for the Arts

Ginette Rossi, Arizona State University

I.11 Early Career ELA Teachers Subverting “Back to Basics” Instruction to Include Innovative, Equitable, Antiracist ELA Instruction during the Global Pandemic ROOM 201-A

ELA teaching during the global pandemic has been spurred by the notion of “back to basics” Eurocentric literature, rote learning, and uninnovative instruction. This panel illuminates how four early career ELA teachers subverted the “back to basics” push to decenter Whiteness to offer critical, relevant, and innovative antiracist instruction.

Presenters: Kedibona Ochs, Gateway High School, Aurora Public Schools

Elizabeth Petersen, Clear Creek Amana Community School District

Tiphany Phan, Cedar Rapids Community School District Kelli Rushek, Miami University

Abigail Suiter, Cedar Rapids Community School District

I.12 ELATE Membership Meeting and Social Hour ROOM 258-B

Sponsored by English Language Arts Teacher Educators (ELATE)

All those interested in shaping English language arts teacher education are invited to attend this membership meeting and social to mingle with representatives from English education programs nationwide and prospective English education graduate students and PhD candidates.

Session Chair: Latrise Johnson, University of Alabama

Presenters: Nadia Behizadeh, Georgia State University

Tamara Butler, College of Charleston

Cati V. de los Ríos

Antero Garcia, Stanford University

Maria Hernandez Goff, Renton School District

Lindy Johnson, William & Mary, Williamsburg, VA

Jung Kim, Lewis University

Keisha McIntosh Allen, University of Maryland, Baltimore County

Nicole Mirra, Rutgers University

Respondents: T. Philip Nichols, Baylor University

Darius Phelps, Teachers College, Columbia University

Stephanie Robillard, Stanford University

Luke Rodesiler, Purdue University, Fort Wayne

Melanie Shoffner, James Madison University

Nicole Sieben, SUNY Old Westbury

I.10

Dreaming in Protest:

Discourse in Civic Literacy to Disrupt Mono-Modal Methods in Secondary ELA Classroom

I.13 Finding Light in the Never-Ending Shade—Writing Practices for Joy and Rejuvenation ROOM 204-C

Sponsored by the National Writing Project

In this session, National Writing Project teacher leaders, directors, and scholars share innovative, equitable, and culturally/historically responsive writing instruction created for diverse student populations during the pandemic. Tables offer powerful lessons on writing to support emotional well-being and community.

Session Chairs: Bryan Ripley Crandall, Fairfield University

Jessica Early, Arizona State University

Presenters: Elyse Eidman-Aadahl, National Writing Project

Kimberly Herzog

Kristin Lessard, Weir Farm NHP - National Park Service

Barbara Robbins, Staples High School

Mary Sawyer, SUNY at New Paltz

Fola Sumpter, Harding High School

Roundtable Leaders: Tanya Baker, National Writing Project

Amber Curlee, Arizona State University

Elyse Eidman-Aadahl, National Writing Project

Michelle Glerum, Arizona State University

Susan James, University of West Florida

Rich Novack, Fairfield Warde High School

Tonya Perry, University of Alabama at Birmingham

Kelly Sassi, Northern Michigan University

Carla Truttman, Northern California Writing Project

I.14 Fire and Words: Igniting Equitable Writing Instruction ROOM 202-A

Equitable writing instruction sparks students’ best work. Drawing on scholarship that centers agency, process, and community, this panel explores pedagogical approaches that support all students in achieving their goals while igniting their passion for writing. Presenters share practical strategies for embedding choice, dialogue, and feedback in the writing classroom.

Presenters: Jennifer Fletcher, California State University, Monterey Bay

Matthew Johnson, Ann Arbor Public Schools

Matthew Kay, Stenhouse Publishers

Sarah Zerwin, Fairview High School

I.15

From Will to Skill and Back Again: Re-Energizing Kids for Their Journey Forward ROOM

204-B

Join us as we share our excitement at all that might come next. Focusing on the critical importance of empowering students, celebrating their strengths, and helping them develop needed reading and writing skills, we’ll show you how we encourage kids to rethink their reading, revise their writing, and return to talk as they read responsively and responsibly and write persuasively.

Session Chairs: Kylene Beers, Beers.Probst Consulting Penny Kittle, Plymouth State University

Presenter: Bob Probst, Georgia State University

Respondent: Linda Rief, University of New Hampshire

S M E M

I.16 Goals vs. Vision: Choosing a Framework to Make the Dream of All Students Writing a Reality ROOM 205-A

In this lively debate, the presenters will argue the role of goal setting versus vision creation in writing instruction. They will explore ways that having clear, delineating goals can be inspiring for some, as well as how developing a meaning-based vision can be how others thrive. They will then share practical strategies that teachers can implement, regardless of framework chosen.

Presenters: Maria Cruz, Teachers College Reading and Writing Project, Columbia University Jennifer Serravallo, Heinemann

I.17

Helping Students Find Light by Reading and Writing Poetry

ROOM 203-A

Kids listen to music all the time, so why do they believe poetry is scary or dull? In this workshop, we will explore ways to build classroom community, unlock imagination, and understand craft. Participants will renew their excitement for finding light in poetry and take home four lesson plans for analyzing and writing poetry.

Presenters: Joanna Fox, Booker Middle School

Donna Heath, Booker Middle School

Carolyn “Carrie” Perry, Florida Council of Teachers of English

Shirley Rutter, Weeki Wachee High School/FCTE PastPresident

I.18 History’s Heartache and Hope: What’s Known, Unknown, and Why It Matters

ROOM 208-B

This panel shines light on history’s complexities, known and unknown, to explore power, confront injustice, and ignite response and advocacy. Three authors will discuss how their acclaimed nonfiction narratives tell stories of heartache and hope, and two middle school teachers will share strategies to invite, complicate, and extend how students find meaning and relevance in historical nonfiction.

Session Chair: Nancy Johnson, Western Washington University

Presenters: Scott Riley, Singapore American School

James Toney, Singapore American School

Tradebook

Authors/Illustrators: Candace Fleming, Scholastic

Kekla Magoon, Bloomsbury/Candlewick

Steve Sheinkin, Macmillan Children’s Publishing Group

I.19 Inseparable Links: Igniting a Whole Teacher Approach to Curriculum Design ROOM

TE

262-C

With a whole teacher approach in mind, participants explore the symbiotic connection between English and other disciplines as the basis for creating a curricular approach that results in transference and mastery of knowledge and skills. Using a variety of protocols, participants establish common ground and conceptualize content from new perspectives in a synergistic meeting of the minds.

Presenters: Kristine Cooney, Iconic Teaching Learning, LLC

Susan Sobehrad, Iconic Teaching and Learning LLC

I.20 Lights! Camera! Magic! Critical Theory in the Secondary Classroom through Encanto and Other Magical Texts ROOM 202-B

This hands-on panel brings together high school educator Lakisha Odlum and high school educator Sarah Richard to examine the ways in which the magic of the film Encanto can be used in the high school English classroom to provide a joyful, engaging, and fun entry point to critical theory for secondary students.

Presenters: Lakisha Odlum, New York City Department of Education

Sarah Richard, New York City Department of Education

I.21 Literacy Teaching in the State of Surveillance and the Implications on Literacy Teaching and Learning ROOM 213-B

Literacy educators and researchers discuss policy frameworks and the impact on literacy teaching and learning in elementary classrooms.

Presenters: Roberta Price Gardner, Kennesaw State University

Brian Kissel, Vanderbilt University

Sanjuana Rodriguez, Kennesaw State University

Michael Young, University of Minnesota, Duluth

I.22

Literature as a Lighthouse: Illuminating the Path beyond a Single Story ROOM 207-A

We’ll examine the importance of exploring a topic from multiple perspectives. Literature can serve as a beacon of light to expand students’ worldviews, disrupt stereotypes, examine biases, and seek truth and justice when we carefully curate multiperspective text sets and teach students to read with a critical lens. We will demonstrate practical teaching strategies and share multiperspective text.

Presenters: Katie Kelly, Furman University

Lester Laminack, Author Vivian Vasquez, American University

I.24 Mentor Texts as Lighthouses: Using Real-World Texts to Guide and Inspire Young Writers

ROOM 208-A

Mentor texts serve as beacons of light for writers who need guidance and inspiration. A mentor text can teach everything from punctuating a sentence to identifying which genre is best for communicating ideas to navigating a writing problem. Most important, mentor texts inspire writers to find their own voices by shining the light on mentor writers’ diverse backgrounds and perspectives.

Session Chair: Carl Anderson, Teachers College Reading and Writing Project

Presenters: Xochitl Bentley, Grover Cleveland Charter High School

Allison Marchetti, Heinemann Rebekah O’Dell, St. Michael’s School

I.25 Multimodal Text Sets of the Untold and Silenced Stories in Our Communities ROOM 213-CD

K–12 classroom teachers share their work in researching multimodal text sets to shine light on the untold and silenced stories in their communities. Through the lens of migration as a constant in history and a source of rich cultural and linguistic resources, teachers created text sets and engaged students in interactions and humanities research through the text sets.

Session Chair: Kathy G. Short, University of Arizona

Presenters: Carol Brochin, University of Arizona, “Shining Light on the Untold and Silenced Stories in Our Communities”

Lauren Clough, University of Arizona, “Strategies for Developing Multimodal Text Sets”

Leah Durán, University of Arizona, “Shining Light on the Untold and Silenced Stories in Our Communities”

Loren Reyes, University of Arizona, “Strategies for Developing Multimodal Text Sets”

Kathy G. Short, University of Arizona, “Shining Light on the Untold and Silenced Stories in Our Communities”

Deonna Tourtellot, University of Arizona, “Strategies for Developing Multimodal Text Sets”

Roundtable Leaders: Zorayda Agus, San Carlos Unified School District, Arizona, “Asian Immigrants in Arizona and the US”

Kevin Anderson, Stanford University, “Exploring AfroLatinidad Culture, History, and Identity”

Christina Bustos, Mesa School District, AZ, “Creating Space for Multimodal Text Sets”

Carissa Delgado, Cumberland County Schools, NC, “Food Voices: Connecting Cultures”

Rick Froehbrodt, Franklin Elementary STEAM Magnet School, San Diego, “Contributions of Indigenous Peoples of Southern California”

Rebecca Guerrero, Young Women’s STEAM Research and Preparatory Academy, “Perilous Crossings: Immigrants at the US/Mexico Border”

Madison Loya, Borton Magnet School, Tucson, “History and Culture of the Southwest”

Patricia Vazquez, Columbus Spanish Immersion Academy, Ohio, “Voices in Transition: Arrival Stories Then and Now”

Richard Zamorano, Sunnyside School District, Tucson, “The Tohono O’odham”

I.26 Navigating Trauma in the English Classroom

ROOM 201-D

Trauma disrupts, disorients, and displaces; it makes a mess. When trauma occupies the literature we teach, the bodies of our students, and the writing that we share, teachers of English must find a way to see the lint in the light, to open the windows, to ventilate and mask, to read the room. This panel intimately braids theory, praxis, and healing through presentation and demonstration.

Presenters: Kristen Park Wedlock, Georgian Court University

Adam Wolfsdorf, Bay Ridge Preparatory High School/ New York University

I.27 Power of Persistence ROOM 207-B

Our author panel helps educators learn how to use children’s literature to integrate social and emotional learning into the classroom through exercises including how to create a character who demonstrates persistence. This panel offers ideas on how we, much like the characters in stories we love, can support each other as we persist through moments of darkness and grow toward light.

Presenters: Reese Eschmann, Simon & Schuster

Nancy Tandon, SCBWI

Sonja Thomas, Aladdin/Simon & Schuster Jenna Yoon, Simon & Schuster

I.28 Practically Teaching: Master Teachers Pass the Torch and Light the Way

ROOM 251-A

Dismayed by declining numbers of teacher candidates at a local university, several master teachers discuss how they create professional mini-conferences and symposia to recruit potential teacher candidates and to illuminate the strategies and techniques of expert educators. These teachers explain how they shine a light that inspires potential teachers to explore the field and find joy.

Presenters: Tamara Empson, University Laboratory School

Matthew Lavergne, University Laboratory School

Candence Robillard

I.29 Pursuing the Light with PlaceBased Writing: Finding Meaning and Authenticity in the World Outside the Classroom ROOM 211-A

Focused on place-based writing strategies, this session explores ways of getting students out of the classroom and writing about the world beyond school. Participants will learn about the benefits of place-based writing and approaches for facilitating it. They will also have the chance to consider opportunities in their own school communities.

Presenters: Amanda Montgomery, Park Street Elementary School

Robert Montgomery, Kennesaw State University

I.30 Rethinking Collaboration: Youth Participatory Action Research and the Enactment of Educational Solidarity

ROOM 263-A

This panel presentation features youth participants and adult allies from two community-based programs grounded in Youth Participatory Action Research (YPAR). Dedicated to eradicating educational injustice through youth-led social change, these programs engage critical, multimodal, and participatory literacies to facilitate healing and build collective power between young people and adults.

Session Chair: Karen Zaino, CUNY Graduate Center

Presenters: Limarys Caraballo, Teachers College, Columbia University

Marissa Desir

La'Chelle Gaillard

Madeline Lopez Rosario Tamar Shoshan

Ari Sussman, Students and Educators for Equity Wena Teng

Mijin Yeom

Respondent: Danny Martinez, University of California, Davis

I.31 Shining a Light in the Dark: Addressing Missing African and Puerto Rican Representations in the ELA Classroom through Critical Multiculturalism

ROOM 209-B

This panel provides attendees with context, text recommendations, and strategies for choosing and teaching authentic multicultural texts for children from Africa and Puerto Rico. We examine authentic stories of communities and their contributions in all their multiplicities to counter misrepresentations and disrupt misunderstandings that have the potential of becoming master narratives.

Session Chair: Jocelyn Amevuvor, Pennsylvania State University

Presenters: Phoebe Quaynor, Pennsylvania State College

René M. Rodríguez-Astacio, California State University, Fresno

Yamil Sárraga-López, California State University, Fresno

Respondent: Jason Griffith, Pennsylvania State University

I.32 Shining a Light on Teachers’ Voices through Digital Storytelling ROOM

211-B

This interactive panel engages participants in a digital storytelling workshop exploring stories of teachers who creatively envision and practice new pedagogies, especially in light of challenges to teaching and learning. Attendees will begin the process of authoring their own digital stories of being an “invested stayer” during our current educational era.

Presenters: Deborah Bertlesman, Olmsted at Kensington

Kristen Pastore Capuana, Buffalo State College

Katharine Covino-Poutasse, Fitchburg State University

Lauren Ergen, Apollo High School

Heidi Hallman, University of Kansas

Martin Odima Jr., University of St. Thomas

Terri Rodriguez, College of St. Benedict/St. John’s University

Leah Shepard-Carey, Drake University

Allison Spenader, College of St. Benedict/St. John’s University

Elizabeth Yomantas, Pepperdine University

Garrett Zecker, Fitchburg High School

I.33 Spark: Igniting the Synergy of Literacy, Innovation, and Arts Integration in Multicultural Classrooms

ROOM 206-A

This session will examine and demonstrate how literacy and arts integration interconnect to advance innovation and equitable classroom learning for K–8 students.

Presenters: Merryl Goldberg, California State University, San Marcos Laurie Stowell, California State University, San Marcos Christiane Wood, California State University, San Marcos

I.35 Supporting Inservice and Preservice Teachers through Critical Self-Reflection and Antiracist Pedagogies

ROOM 262-A

This session shares research on approaches to supporting classroom teachers as they develop antiracist and culturally responsive practices.

Paper one analyzes how district leaders and inservice teachers responded to the vilification of talking about race ushered in by anti-Critical Race Theory law in Texas. Paper two discusses how reflective moments can surface teachers’ ecologies of influence. Paper three uses the concept of “wobble” to examine how novice teachers engage in dialogue.

Presenters: Annie Daly, The University of Texas at Arlington, “Staying the Course toward Equitable Schooling: Texas Teachers’ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostility”

Kelby Gibson, George Mason University, “Tell Me the Story: Reflecting Together to Uncover Teachers’ Ecologies of Influence”

Maria Miranda, George Mason University, “Tell Me the Story: Reflecting Together to Uncover Teachers’ Ecologies of Influence”

Daniel Norwood, The University of Texas at Arlington, “Staying the Course toward Equitable Schooling: Texas Teachers’ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostility”

Ericka Roland, The University of Texas at Arlington, “Staying the Course toward Equitable Schooling: Texas Teachers’ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostility”

Wideline Seraphin, University of Texas at Arlington, “Staying the Course toward Equitable Schooling: Texas Teachers’ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostility”

Emily Staudt, George Mason University, “Tell Me the Story: Reflecting Together to Uncover Teachers’ Ecologies of Influence”

I.36 Supporting New ELA Teachers by Learning to Play ROOM 252-C

A team of teachers and teacher educators collaborate to support a new English teacher in learning to “play” in ELA curriculum and pedagogy, which results in teacher well-being and development.

Presenters: Shelby Boehm, University of Florida Michelle Commeret, University of Florida Lindsey Franklin, P.K. Yonge Developmental Research School at the University of Florida

Jillian Miley, P.K. Yonge Developmental Research School at the University of Florida

Jon Mundorf, P.K. Yonge Developmental Research School at the University of Florida

I.37 Teaching Queer and Trans Curricula in K–12 English and Literacy Classrooms

ROOM 212-A

One presentation will illustrate how a Queer educator used Queer voices in a middle school classroom in Southwestern Virginia, pushing past visual displays of Queer “safe spaces” and centered love in the curriculum. The other presentation uses critical multicultural analysis informed by Queer theory to examine the elements of Jessica Love’s Julián Is a Mermaid (2019) and Julián at the Wedding (2021).

Presenters: Kris Bell, San Diego State University, “Mermaids, Abuelas, and Fairy Wings: Jessica Love’s Julián and the Making of a Queertopia”

Katherine Sciurba, San Diego State University, “Mermaids, Abuelas, and Fairy Wings: Jessica Love’s Julián and the Making of a Queertopia”

Clint Whitten, Virginia Tech, “Beyond the PRIDE Flag: Using Queer Voices to Disrupt Heteronormative Spaces”

I.38 The Category Is Queer Lit and the Future Is Bright: Exploring Lessons from a Fiercely Magical LGBTQIA+ Book Club

252-B

This interactive presentation will explore the collaborative construction and facilitation of an online literacy community with LGBTQIA+youth during the pandemic that centered critical engagement with LGBTQIA+ YA texts, helped youth make connections and develop literacy skills, and prioritized care and dreaming toward a brighter and more liberatory futures.

Presenters: shea martin, The Ohio State University

Henry Cody Miller, SUNY Brockport

I.39 This Little Light of Mine: Culturally Relevant and Sustaining Practices in Elementary and Early Childhood Education

ROOM 256-A

Sponsored by the NCTE Elementary Section

Five dyads from PDCRT Cohort V examine the need for a literacy curriculum that reflects the histories and lives of subjugated peoples. This session includes explicit examples of co-created literacy curriculum to expand pedagogies that build young children’s academic proficiency through teaching grounded the dignity and brilliance of students’ rich communal heritages and linguistic repertoires.

Session Chair: Valente’ Gibson, Jackson Creek Elementary School

Presenters: Paty Abril-Gonzalez, The University of Texas at Austin

Maggie Beneke, University of Washington

Eliza Braden, University of South Carolina

Bridgette Dainty, Milwaukee Public Schools/Grant

Brittany Frieson, University of North Texas

Rosalba Garcia-Rodriguez

Maria Leija, The University of Texas at San Antonio

Alanna Malloy

Karisma Morton

José Luis Perales, Sánchez Elementary School, Austin Independent School District, TX

Nicole Sorensen, Seattle Public Schools/Emerson Elementary

Marin Woodard, Denton ISD, TX

I.40 Toward Transformative and Humanizing Critical Writing Pedagogy

ROOM 207-D

The purpose of this session is to engage in iterative and action-focused inquiry to center critical writing pedagogy. A tool highlighting three theories of writing (cognitive, sociocultural, and critical) will be described to raise theoretical awareness and situate current practices. The framework is designed to promote critical writing pedagogy that is transformative, humanizing, and antiracist.

Presenters: Grace Kang, Illinois State University Sonia Kline, Illinois State University

I.41 “We Are the Ones We Have Been Waiting For”: Roundtable on Teacher Voice in Post-Pandemic Education

ROOM 203-B

In these roundtable discussions, teachers will gather to share their ideas and opinions on a variety of the challenges we face as a result of the pandemic and the attempts to return to school. Politicians and pundits have much to say on these issues, but professional teachers are the experts; we will brainstorm strategies to help us do what’s best for our students.

Presenter: Maria Clinton, Denver Writing Project

I.42 What It Means to Teach with Love: From Theory to Practice ROOM 261-A

We believe that to show light, we must be practicing love in action. The problem at hand is that what love looks like in the classroom has many interpretations and many problematic embodiments. In this panel, we seek to disrupt the lack of genuine and healthy love experienced in schools across America that lead to racial and curricular violence. We rest on the work of bell hooks and other scholars.

Presenters: Taina Benitez, Teach With Love™

Lorena Germán, Multicultural Classroom

Patrick Harris, Good Trouble Media, Detroit, MI

I.43 What Teachers Need to Know about the History of English Teaching ROOM 210-B

How can understanding key episodes in the history of English teaching help us respond to present challenges? Three English educators explore the New Criticism, grammar instruction in the 1960s, and the influence of Paulo Freire on American teachers.

Presenters: Judith Franzak, Salisbury University, “How the New Criticism Transformed the Teaching of English”

Annmarie Sheahan, “How Paulo Freire Shaped American ELA Instruction”

Don Zancanella, University of New Mexico, “Grammar in the Sixties: A Failed Revolution”

I.44 What We’ve Learned: Two Decades of Hanging Out, Messing Around, and Geeking Out ROOM 213-A

Though more learners have technology in their hands than ever before, we ask: what has changed in the last twenty years? In this session, participants will have the opportunity to do some “hanging out and messing around” with researchers, instructional technologists, and one another as we collaboratively develop and explore inquiry questions about the role of technology in literacy and learning.

Session Chair: Kristen Turner, Drew University

Roundtable Leaders: Bill Bass, Parkway School District

Troy Hicks, Central Michigan University

Bud Hunt, State Educational Technology Directors Association

Sara Kajder, University of Georgia

Ian O’Byrne, College of Charleston

I.45 #Why Middle Matters—Illuminating the Middle: Ethnic Studies and the Middle School Context ROOM 210-CD

Sponsored by the NCTE Middle Level Section and the NCTE Latinx Caucus

Have you been eager to learn more about ethnic studies and how it can fit into the complex terrain of middle school, but aren’t sure where to begin? This exciting #whymiddlematters session supports educators to examine and explore concrete examples of lessons and praxis that bring ethnic studies into the middle grades classroom.

Presenters: Michael Domínguez, San Diego State University

Carla España, Rye Country Day School

Roundtable Leaders: Luz Herrera, California State University, Channel Islands

Ricardo Medina, San Diego Unified School District

Joaquin Munoz, University of British Columbia

Arturo Nevarez, California State University, Stanislaus

Respondent: Curtis Acosta, University of Arizona/ Acosta Educational Partnership

I.46 Writing as the Binding Light of Community

ROOM 262-B

This session explores the instructional practices of an exemplary fourth-grade writing teacher. Special focus is placed on the teacher’s language and actions and how these intersected to support the development of students’ identities as writers and the creation of a community bound through writing. A variety of artifacts and collaborative processes will be used to reveal the themes.

Presenters: Mary Ann Cahill, Bellarmine University Amy Gaynor, Goshen Elementary School

I.47 Writing That Matters

ROOM 256-B

Sponsored by the NCTE Elementary Section Established in 2001, the Donald H. Graves Award recognizes exemplary teachers of young writers. This session is a love letter to writing teachers who build writing communities where young writers bravely compose to restory themselves and their communities, to resist against marginalization, and to sustain their cultures, voices, and identities.

Session Chair: Tracey Flores, The University of Texas at Austin

Presenters: Nora Cisneros, California State University, Los Angeles, “Poetxs de Pandemia”

Tracey Flores, The University of Texas at Austin Jungmin Kwon, Michigan State University, “Physically Distanced, Transnationally Connected: Learning from Immigrant Children’s Transnational Writing Practices” Emily Machado, University of Wisconsin, Madison

I.48 Writing the Light: Black Girls’ Literacies and Writing Identity ROOM 205-B

Writing can be such an empowering experience. This session will demonstrate how to find the passion in writing to build a writing identity. The session will also share the work of the Black Girls’ Literacies Project.

Presenters: Barrett Rosser, The University Pennsylvania Graduate School of Education, “The Black Girls’ Literacies Project”

Lyschel Shipp, Gwinnett County Public Schools, “Writing the Light: Writing from a Place of Realness, Rawness, and Authenticity”

FRIDAY EVENING EVENTS

5:00–6:30 P.M.

Annual Business Meeting for the Board of Directors and Other Members of the Council

BALLROOM D

NCTE, ELATE, TYCA, and NCTE section nominating committees will be on hand to accept nominations for candidates for the 2022 elections. The agenda for the meeting will be available at the door. The rules of conduct for the meeting are listed on pages 244 245.

Presiding: Valerie Kinloch, NCTE President, University of Pittsburgh, PA

Parliamentarian: Victor Del Hierro, University of Florida

Presentation of Resolutions: Katrina Bartow Jacobs (Resolutions Committee Chair), University of Pittsburgh, PA

ELATE Graduate Student Business Meeting

ROOM 261-A

Sponsored by ELATE-GS

All current and prospective members of the ELATE Graduate Strand (ELATE-GS) are invited to attend the business meeting, We will provide a brief overview of events planned for the upcoming year and vote on new officers for 2022–2023.

Session Cochairs: Darius Phelps, Teachers College, Columbia University, New York, NY Stephanie Robillard, Stanford University, CA

All-Attendee Event

BALLROOM A/B

Join us for an uplifting evening led by author and artist YUYI MORALES. In her most recent children’s picture book, Bright Star in English and Lucero in Spanish, one beautiful line reads: “No matter where you are, you are a bright star inside our hearts.” / “Dondequiera que estés, eres un lucero en nuestros corazones.” Let us gather under the theme’s lighthouse imagery to share in the joy and love of sharing our light with each other teacher to teacher, NCTE member to NCTE member. Every attendee is invited to this event. NCTE provides food and beverages alongside programming that’s sure to be treasured for years to come. This is an excellent opportunity to meet new colleagues and to enjoy an evening with those treasured people already within your professional community.

Born in Xalapa, Mexico, where she currently resides, New York Times bestselling author and illustrator Yuyi Morales lived for many years in the San Francisco Bay area, where she still maintains close relations with booksellers and librarians. Professional storyteller, dancer, choreographer, puppeteer, and artist, she has won the prestigious Pura Belpré Award for Illustration six times: for Dreamers (2019), Just a Minute: A Trickster Tale and Counting Book (2003), Los Gatos Black on Halloween (2006), Just in Case: A Trickster Tale and Spanish Alphabet Book (2008), Niño Wrestles the World (2013), and Viva Frida (2014), also a Caldecott Honor Book. Her book Bright Star garnered a 2022 Pura Belpré Honor. A book signing will follow the session.

Cultural Celebration

BALLROOM E

The celebration, cosponsored by the Black Caucus and the Latinx Caucus, opens with a welcome and introductions to the history of the celebration by Caucus leadership. Three Anaheim area groups will perform, engaging the audience in the history and tradition of the local community through various creative endeavors. The celebration will conclude with a mix and mingle networking event for all in attendance who wish to continue the conversation. The Cultural Celebration is open to all those in attendance at the NCTE Annual Convention.

YUYI MORALES

ALAN Breakfast BALLROOM D

ALAN President: Dani King-Watkins

ALAN Award Winner: Rudine Sims Bishop, professor emerita, The Ohio State University Hipple Award Winner: Suzanne Metcalfe

Speaker: Angeline Boulley

ANGELINE BOULLEY, an enrolled member of the Sault Ste. Marie Tribe of Chippewa Indians, is a storyteller who writes about her Ojibwe community in Michigan’s Upper Peninsula. She is a former Director of the Office of Indian Education at the US Department of Education. Her debut YA novel, Firekeeper’s Daughter, is the winner of the 2022 Printz Award, Morris Award, Walter Award, and Edgar Award, and was selected as an American Indian Youth Literature Award Young Adult Honor Book. It was an instant #1 New York Times bestseller, a Time magazine Best YA Book of All Time selection, and a Reese Witherspoon x Hello Sunshine Book Club YA pick. Firekeeper’s Daughter is being adapted for Netflix by the Obamas’ production company, Higher Ground. Angeline’s second novel, Warrior Girl Unearthed, will be available on May 2, 2023.

ANGELINE BOULLEY

NCTE Awards and Committees Celebration

BALLROOM E

Join the 2022 NCTE award recipients and members of NCTE’s committees for coffee and breakfast. Service and volunteerism are the lifeblood of NCTE. This is an opportunity to recognize our member-leaders and learn more about service opportunities.

All attendees are welcome to join this free event (no additional purchase or ticket is required).

Chair: Valerie Kinloch, NCTE President, University of Pittsburgh

DISTINGUISHED SERVICE AWARD

FRANKI SIBBERSON, SproutFive, Columbus, OH

EARLY CAREER EDUCATOR OF COLOR LEADERSHIP AWARDS

2022–2023 Recipients:

ADEDOYIN OGUNFEYIMI, University of Pittsburgh at Bradford N’KENGÉ ROBERTSON, Detroit International Academy, MI

HIAWATHA SMITH, University of Wisconsin-River Falls

KIM TATE, International Prep Academy, Champaign, IL

KAREN TELLEZ-TRUJILLO, California State Polytechnic University, Pomona

CURTIS WU, Boston Latin School, MA

2021–2022 Recipients:

GABRIELLE JULIA BACHOO, Governor William Pitkin School, East Hartford, CT

BRIANA MORALES, Gordon Bush Alternative Center, East St. Louis, IL

RUBÉN GONZÁLEZ, Stanford University, Palo Alto, CA

LYDIA HAFF, Wai‘anae High School, HI

DORIAN HARRISON, The Ohio State University at Newark

DIANA LIU, New York City Department of Education, NY

ALETHEA MALDONADO, Lockhart Junior High School, TX

DILLIN RANDOLPH, Skokie, IL

DARIUS B. WIMBY, DeKalb County School District, GA

SHULING YANG, East Tennessee State University, Johnson City

ZÖE ZANDER, Monroe, NC

SHAY KALEO‘OLUHO‘ILOLIOKAWAIPĀHE ZYKOVA, Independent Scholar, Wai‘anae, HI

DAVID H. RUSSELL AWARD FOR DISTINGUISHED RESEARCH IN THE TEACHING OF ENGLISH RECIPIENTS:

Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces, by DETRA PRICEDENNIS, The Ohio State University, Columbus, and YOLANDA SEALEY-RUIZ, Teachers College, Columbia University, New York, NY

ADVANCEMENT OF PEOPLE OF COLOR LEADERSHIP AWARD

SANDRA LUCIA OSORIO, Erikson Institute Chicago, IL LEADERSHIP AWARD FOR PEOPLE WITH DISABILITIES

ADA HUBRIG, Sam Houston State University, Huntsville, TX

LGBTQIA+ ADVOCACY AND LEADERSHIP AWARD HENRY “CODY” MILLER, SUNY Brockport

JAMES R. SQUIRE AWARD CAROL JAGO, University of California, Los Angeles GEORGE ORWELL AWARD FOR DISTINGUISHED CONTRIBUTION TO HONESTY AND CLARITY IN PUBLIC LANGUAGE Public Policy Writing That Matters, Second Edition, by DAVID CHRISINGER

NATIONAL INTELLECTUAL FREEDOM AWARD JULIA SCHLECK, University of Nebraska, Lincoln Honorable Mention: OHIOANA LIBRARY, Columbus, OH PROMISING RESEARCHER AWARD MONICA KLEEKAMP, Maryville University, St. Louis, MO

COMMITTEES

Award Committees

Student Awards Committees Awards for Children’s Literature & Poetry Committees NCTE & Section Nominating Committees Section Steering Committees Build Your Stack Committee Committee against Racism and Bias in the Teaching of English Lesbian, Gay, Bisexual, Transgender, and Queer Advisory Committee

Public Language Awards Committee Research Foundation Board of Trustees Resolutions Committee Standing Committee against Censorship Standing Committee on Affiliates (SCOA) Standing Committee on Diversity and Inclusivity Standing Committee on Global Citizenship Standing Committee on Literacy Assessment Standing Committee on Research

BUILD YOUR STACK® LOCATED IN EXHIBIT HALL B

11:00 A.M.

YA Mirrors for Muslim Students

Zainab Jabak

11:30 A.M.

How The Light Gets In: Illuminating Mental Health Matters with Picture Books

Aliza Werner

12:00 P.M.

Using Children’s Picture Books to Examine Deeper Concepts in the Secondary English Language Arts Classroom

Vivett Dukes, Stony Brook University

12:30 P.M.

Publishers Spotlight Sponsored Session

1:30 P.M.

Latinx Stories for All Grade Levels

Megan Jensen Ismée Williams Alexandra Villasante

2:30 P.M.

Books That Celebrate “Black Beauty”

Laura Haney, Meadowfield Elementary School, Richland One, Columbia, SC

3:00 P.M.

Finding Hope

Greg Micek, Maercker School District 60/Holmes Primary School

3:30 P.M.

Art, Design, and Story: How Endpapers Give Readers Clues about Picture Books

April Larremore, Dallas Independent School District

Jill Culmo, Dallas Independent School District

4:00 P.M.

Possibilities of Poetry

Clare Landrigan, Heinemann

Aeriale Johnson, Teachers College Reading and Writing Project

4:30 P.M.

Honoring the Lived Experiences of Transnational Students

Stella Villalba, Dublin City Schools

5:00 P.M.

Doodling as Deep Thinking: Texts to Explore Sketchnoting with Students

Jen Vincent, Carl Sandburg Middle School

THE SCREENING ROOM: FILMS AT NCTE

Now Screening at NCTE 2022

204-B

Now Screening at NCTE screens recent feature films. We also include some student-made films, offering teachers creative ways to have their own students create films. All films featured at the screenings can become springboards for classroom study.

Cochairs: Christina Anker, Adlai E. Stevenson High School, Lincolnshire, IL David Handelman, Adlai E. Stevenson High School, Lincolnshire, IL

Consultants: Frank Baker, Media Literacy Clearinghouse, Inc., Columbia, SC Mary Christel, Adlai E. Stevenson H.S. (retired), Wheeling, IL Jane Nickerson, Gallaudet University, Olney, MD

Annotations for the films were compiled using information found on the webpage for each film.

10:30 A.M.–12:30 P.M.

Imogen in the Wild

Directed by Katie Brokaw and Paul Prescott

“Shakespeare in Yosemite’s spectacular film Imogen in the Wild opens with Debra Ann Byrd, founder of the Harlem Shakespeare Festival, singing a haunting version of the traditional Black spiritual song, ‘Sometimes I feel like a motherless child,’ against a bleak rockface. The lyrics of painful isolation and redemptive yearning announce one of the film’s major themes: disconnection from, and regeneration through, wild nature as a source of personal and environmental well-being. Overall, the eco-cinematic message of Imogen in the Wild is of hopeful collaboration for a sustainable future by ‘deal[ing] with others better’ and activating the prophetic spirit of the play’s Jailer: ‘I would we were all of one mind, and of one mind good.’ Those ‘others’ include Mother-Earth entities like trees, rivers, animals, and mountains as well as colonized or marginalized people.”

https://www.cymbeline-anthropocene.com

If you are interested in teaching the film, this page has educational resources on the film, Cymbeline, and environmental justice, as well as California State Standards information (high school): https://sites.google.com/aspirepublicschools.org/yosemiteshakes-ed-imogen/home

SCREENING ROOM: FILMS AT

12:30–2:00 P.M.

Trust Me

Directed

by Roko Belic

Synopsis: Trust Me explores how a lack of media literacy is causing physical, emotional, and political problems. Using personal stories and expert input, Trust Me answers the question: “Is the world doomed?” “The concept for our film arose from seeing the gap between how people perceive our world and what the actual data shows in terms of positive evolution in human behavior. New media technologies have exacerbated this misperception,” said Joe Phelps, GBF’s founder and originator of the film. “And since, freedom of expression limits legislation, the obvious cure for media ill-literacy is education. We’re hoping that Trust Me helps accelerate that learning.” Because of media information literacy’s (MIL) role in modern warfare, NATO categorizes it as a priority. Aligned with this priority, the US State Department featured Trust Me at its global conference on media literacy in September. US middle and high schools received the film alongside a link to a media literacy study guide with a link to stream the film that they can play in their classrooms through News Literacy Project, an organization that works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust. “The internet has opened a world of information to billions of people. But, at the same time, it has spawned an insidious counterforce: the mass dissemination of accidental misinformation and intentional disinformation,” said Roko Belic, Trust Me’s director and Oscar nominated director of Happy https://www.trustmedocumentary.com

2:00–4:15 P.M.

Much Ado About Nothing

Directed by Kenny Leon

“For the first time in over four decades, THIRTEEN’s Great Performances series presents a Public Theater production recorded live at Free Shakespeare in the Park. After a highly successful, critically acclaimed run at the outdoor Delacorte Theater in New York City’s Central Park, Much Ado About Nothing joins the third annual Great Performances ‘Broadway’s Best’ lineup. This bold interpretation of Shakespeare’s comedic masterpiece features an all black cast: Danielle Brooks (Orange is the New Black, Broadway’s The Color Purple) and Grantham Coleman (Buzzer, The Americans) as the sparring lovers Beatrice and Benedick. Tony Award winner Kenny Leon (American Son, A Raisin in the Sun) directs with choreography by Tony Award nominee Camille A. Brown (Choir Boy).” https://www.folger.edu/shakespeare-unlimited/kenny-leon-much-ado

4:15–5:45 P.M.

A Few Nagging Questions

Directed by Paul Sapin

A Few Nagging Questions is a feature-length documentary film about a unique crossgenerational memory project involving Glenville High School students and community elders. Together, they are searching for answers about a gun battle that took place in their community nearly 50 years ago when seven people were killed, three of them police officers. Described as the first example of “urban warfare” in the United States, the shoot-out set in motion a cycle of poverty and neglect that still persists in Glenville. The documentary will investigate what happened that night, the subsequent murder trial, and how the Glenville students’ journey might offer solutions for their community. https://www.globalfairness.org/our-work/our-programs/afewnaggingquestions

SATURDAY FEATURED SESSIONS

12:30–1:45 P.M.

L-FS.01 Identity, Agency, and Belonging: Reconceptualizing Social Emotional Learning for Migratory Students

ROOM 252-B

This session considers the unique social-emotional needs of migratory students and how educators can develop student agency, identity, and sense of belonging. Participants will consider how social-emotional practices mitigate barriers to achievement, and how a classroom centered on equity can create a sense of community, acceptance, and affirmation.

Presenters: Deb Benitez, WestEd

Liz Jameyson, WestEd

Sponsored by WestEd

4:15–5:30 P.M.

N-FS.01 Why, Now More Than Ever, Talk Is Key in the Development of Language and Literacy

ROOM 252-B

English and multilingual learners must have instructional opportunities that engage them in quality interactions. Well-structured learning that engages students in rigorous tasks, analytical thinking, and generative discussions are essential for learning that promotes social well-being, disciplinary knowledge, and language development. This session will explore how schools can promote quality interactions.

Presenter: Mary Schmida, WestEd

Sponsored by WestEd

N-FS.02 CATE: California's Statewide NCTE Affiliate and Its Nine Local Councils

ROOM 256-B

Sponsored by the California Association of Teachers of English

In this presentation, board members from the California Association of Teacher of English (CATE) will share the history of CATE and its work over the last 60+ years to keep English language arts teachers involved in the issues and concerns they face in the classroom. From the relationship of local-area councils to the implementation of an annual statewide conven tion, board members will share what they do in California for CATE members. A Q&A session will include sharing advice with other state affiliates.

Presenters: Annie Gervais, Mills Middle School, Rancho Cordova, CA

Carole LeCren, Retired, La Jolla High School, San Diego, CA

Frank Mata, Eleanor Roosevelt High School, Eastvale, CA

Jennifer Silver, Vistamar High School, El Segundo, CA

Gina Vattuone, Bonita High School, Bonita, CA

Bill Younglove, Emeritus, California State University, Long Beach

J SESSIONS — 8:00–9:15 A.M.

J.01 A Pool of Light: Writing Effective Book Rationales to Support Teachers and Kids

ROOM 258-B

Sponsored by the NCTE Standing Committee Against Censorship

While there are no sure or easy solutions to censorship of books, one individual step is for teachers to have high-quality rationales for the books in their classrooms. This session will walk teachers through the process of writing rationales in a way that includes hands-on practice.

Presenters: Katharine Covino-Poutasse, Fitchburg State University, “Writing Rationales for Now”

Ann David, University of the Incarnate Word, “Writing Rationales for Now”

Respondents: Drew Hall, Quitman County School District

Lindsey Jones, Hernando Middle School

Sydney McGaha, Oxford Middle School

J.02 Agents of Change: Raising Student Voice for Advocating for Marginalized or Oppressed Groups

ROOM 205-A

This session features initiatives and projects used to amplify student voices and increase civic engagement. Areas of focus include addressing the opioid epidemic, project-based learning, and public sphere pedagogy.

Presenters: Storey Mecoli, University of Cincinnati, “‘Oh, my ideas can be heard and used somewhere’: High School Students Claiming Their Voice in the Silence and Shining Their Light in the Darkness”

Melissa S. Meola Shanahan, Lafayette International Community High School, “Agents of Change: The Art of Public Sphere Pedagogy”

Ted Turley, Franklin Police and Fire High School, “Advocating for Marginalized or Oppressed Groups— Using Your Voice—A Student Project-Based Learning Unit”

Susan Watts-Taffe, University of Cincinnati, “‘Oh, my ideas can be heard and used somewhere’: High School Students Claiming Their Voice in the Silence and Shining Their Light in the Darkness”

J.03 Alternative Literacies in the Spotlight: Digital and Graphic Middle Grades Practices

ROOM 209-B

Attend this exciting session to learn about classroom practices—including video games, graphic novels, and more—that leverage digital and multimedia literacies to engage student learning.

Presenters: Claudia Alvarado, Dailey Middle School, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”

Katherine Batchelor, Miami University, “Digital Writing as Multiple Paths: Seventh Graders Compose ‘Choose Your Own Adventure Stories’ Alongside Preservice Teachers”

Jennifer Ervin, University of Georgia, “Analyzing Identity through the Lens of Graphic Novels

Miles Harvey, University of New Mexico/Albuquerque Public Schools, “Incorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogy”

Megan Beth Hedgecock, Manor New Technology High School, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”

Trent Kennedy, Wayside Schools, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”

Brady Nash, Miami University, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”/“Incorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogy”

Mario Reyes IV, Denver Public Schools, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”

Carolyn Stufft, Berry College, “Incorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogy”

Kennedy Thompson, Fort Wayne Community Schools, “Digital Writing as Multiple Paths: Seventh Graders Compose ‘Choose Your Own Adventure Stories’ Alongside Preservice Teachers”

Sam von Gillern, University of Missouri, “Incorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogy”

Michelle Williamson, The University of North Texas, “Exploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classrooms”

J.04 Amplifying the Light of StrengthBased Pedagogy: Deepening Our Funds of Knowledge Work in a Teacher Education Literacy Course

ROOM 251-A

This panel reveals a teacher educator team reimagining of a preservice secondary teacher education literacy course. Shifting from a skillsbased to an asset-based pedagogies approach allows educators to better illuminate their students’ linguistic funds of knowledge, organic critical literacies, and digital literacy practices, providing a richer experience grounded in humanizing practices.

Presenters: Noah Golden, California State University, Long Beach

Kim Hall, California State University, Long Beach Betina Hsieh

Shawne Hume, California State University, Long Beach Heather Macias, California State University, Long Beach

J.05 Books as Beacons on Friendships: Shining Light on Toxic and Healthy Relationships in Middle Grade Fiction

ROOM 264-BC

Four acclaimed middle grade authors discuss their novels as beacons to encourage readers to examine toxic friendships and shine light on the difference between healthy and unhealthy relationships. How can reading and discussing middle grade fiction help students to see more clearly as they navigate friends, enemies, frenemies, and allies in their own lives and become a light for one another?

Presenter: Elizabeth Blye, Anne M. Dorner Middle School

Tradebook Authors/Illustrators: Christopher Baron, Feiwel and Friends/Macmillan

Barbara Dee, Aladdin/Simon & Schuster

Torrey Maldonado, Penguin/Nancy Paulsen Laurie Morrison, Amulet/Abrams

J.06 Bringing Public Language to the Light: Critical Explorations of the Language of Our Lives

ROOM 201-D

Sponsored by the NCTE Public Language Awards Committee

In this session, the members of NCTE’s Public Language Awards Committee will share classroom-tested ideas to help students

8:00–9:15 A.M.

critically read, discuss, and create public language. From literary analysis to grammar instruction, participants will learn how to integrate specific frameworks and lenses to existing curricula so students can engage with public language in ways that matter.

Presenters: Allison Berryhill, Atlantic High School, Atlantic, IA Michelle Devereaux, Kennesaw State University Missy Springsteen-Haupt, Ames Middle School/Iowa State University

J.07 Capturing the Spark of Inquiry: Nonfiction Illuminating the World for Young People

ROOM 213-CD

Nonfiction suffers from an image problem. We are in a golden age of nonfiction literature for young people, yet nonfiction literary texts and biographies for children are often underrepresented in classrooms and curricula. Come join a group of educators and award-winning book creators and engage in conversations about cutting-edge nonfiction books and their many classroom possibilities.

Session Chair: Mary Ann Cappiello, Lesley University

Presenters: Mary Ann Cappiello, Lesley University

Amina Chaudhri, Northeastern Illinois University Jared Crossley, The Ohio State University Evelyn Freeman, Professor Emerita, The Ohio State University Cyndi Giorgis, Arizona State University Jennifer Graff, University of Georgia Xenia Hadjioannou, Pennsylvania State University, Harrisburg

Ruth Lowery, University of North Texas Scott Riley, Singapore American School

Julie Waugh, Smith Junior High/Mesa Public Schools Terrell Young, BYU

Tradebook

Authors/Illustrators: Chris Barton, Simon & Schuster

Matthew Burgess, Brooklyn College

Jason Chin

Lesa Cline-Ransome, Penguin/Random House Candace Fleming, Scholastic Deborah Hopkinson, Scholastic

Marie Lejeune, Western Oregon University

Kelly Starling Lyons, Penguin Young Readers

Julia Menendez, Macmillan Children’s Publishing Group Barb Rosenstock, Random House Christina Soontornvat, Candlewick Press Traci Sorell, Penguin, Charlesbridge, Lerner Donald Tate, Abrams

J.08 Celebrating the Legacy of Ken Goodman

ROOM 210-CD

Sponsored by the NCTE Elementary Section and Literacies and Languages for All (LLA)

Ken Goodman had a tremendous impact on literacy education for decades. His influences include understanding reading as a sociolinguistic process, miscue analysis research and application, and whole language. He advocated in the defense of good teaching and was an ally for teachers as professionals. His professional connections include ILA, NCTE, CELT, WLU, Wayne State University, and the University of Arizona.

Presenters: Catherine Compton-Lilly, University of South Carolina

Tracey Flores, The University of Texas at Austin

Carol Gilles, University of Missouri (emerita) Koomi Kim, Salisbury University

J.09 Coalition Building, Antiracism, and Truth-Telling to Build Suburban Literacies

ROOM 213-A

This panel presentation will explore the pressing issue of truth-telling in education, particularly in the early childhood, intermediate, and middle school English language arts classrooms. English language arts gives unique and critical opportunities to find and facilitate spaces in which students share and shed their own light, even in the midst of attacks on their truths and histories.

Presenters: Caitlin O’Connor, Hommocks Middle School

Bilal Polson, Northern Parkway School

Lyschel Shipp, Gwinnett County Public Schools

J.10 Cultivating New Voices Roundtable Session: Discussion about How Your Research Is Shining Light on What Matters ROOM 253-BC

Cultivating New Voices among Scholars of Color (CNV) roundtables will focus on different aspects of antiracist research. Each mentor and mentee pair will discuss different topics.

Presenter: Tonya Perry, University of Alabama at Birmingham, “CNV Research as a Guiding Light”

Roundtable Leaders: Patricia Enciso, The Ohio State University, “Youth Identity Constructions through Popular Media”

Carmen Kynard, Texas Christian University, “NCTE Pathways for Leadership”

Hui-Ling Malone, Michigan State University, “Literacies beyond Classroom Spaces”

Danny Martinez, University of California, Davis, “Exploring Languaging, Culture, and Literacy Understandings and Practices in Uncertain Times”

Alexis McGee, “NCTE Pathways for Leadership”

Gholdy Muhammed, Georgia State University, “What’s Joy Got to Do with It? A Critical Exploration of the Role of Joy in Cultivating the Genius of Black Students”

Giselle Martinez Negrette, University of Illinois at Urbana-Champaign, “Exploring Languaging, Culture, and Literacy Understandings and Practices in Uncertain Times”

Lakeya Omogun, “Youth Identity Constructions through Popular Media”

Shamari Reid, University of Oklahoma, “What’s Joy Got to Do with It? A Critical Exploration of the Role of Joy in Cultivating the Genius of Black Students”

Timothy San Pedro, The Ohio State University, “Literacies beyond Classroom Spaces”

Allison Skerrett, The University of Texas at Austin, “Racially and Linguistically Minoritized Students across the Borders”

Ebony Elizabeth Thomas, University of Michigan, “She Dreams of Afrofutures! Black Girls, Women, and Femmes Dreaming of Tomorrow in Literacy and Literature Research”

Stephanie Toliver, University of Colorado, Boulder, “She Dreams of Afrofutures! Black Girls, Women, and Femmes Dreaming of Tomorrow in Literacy and Literature Research”

Qianqian Zhang-Wu, Northeastern University, “Racially and Linguistically Minoritized Students across the Borders”

J.11 Daring to Dig Out of Darkness: Choosing to Collectively Pursue Antiracist and Equitable Teaching in a High School ELA Department ROOM 203-A

J.13 Dragon Ladies, Model Minorities, and Quiet Girls: Asian American Girlhood Representation and Resistance in Children’s and Young Adult Fiction ROOM 212-B

Moving an entire ELA department towards diversity, equity, and inclusion in all practices is an arduous task, fraught with tensions. But if we are to truly teach with a united front, that unity has to be genuine and come from the core of the group. This session is a panel discussion with full attendee participation, as we unpack the protocols that worked for us as we worked to move towards DEI.

Presenters: Anthony Andrus, Okemos High School

Pat Brennan, Okemos High School

Emily Feehery, Okemos High School

Shelby Fletcher, Okemos High School

Rachel Freeman-Baldwin, Okemos High School

Amy Huntley, Okemos High School

Sharon Murchie, Okemos High School/CRWP

Mindy Patnoude, Okemos High School

Erik Potere, Okemos High School

Dawn Reed, Okemos High School

G E S M G

Benjamin K. Woodcock, Okemos High School

J.12 Destination Unexpected: How Stories and Information Prepare Us for Change, Exploration, and Finding Community

ROOM 202-B

Books are not the destination, they are the vehicles to the destination unknown. Four books, unlimited destinations. These books share the light and information that may lead readers to places unexpected. The authors will engage in a discussion about process, the connection between reading and writing, and how their books may be used to explore identity, relationships, understanding, and community.

Presenter: Susannah Richards, Eastern Connecticut State University

Tradebook Authors/Illustrators: Robin Benway, HarperCollins Children’s Books

Tiffany Jewell

Emily X. R. Pan, Algonquin Young Readers

Liz Garton Scanlon, Chronicle Books

In this panel, five Asian American children’s and young adult authors discuss Asian American girlhood: what it means to be and write about Asian American girls today. After author insights, participants will engage in a Q & A facilitated by the educators, followed by a discussion of teaching ideas and a sharing of resources.

Presenters: Jung Kim, Lewis University Rosa Nam, Clark University Tradebook Authors/Illustrators: Sayantani DasGupta, Scholastic/Columbia University

Debbi Michiko Florence, Scholastic I. W. Gregorio, Little, Brown Books for Young Readers Misa Sugiura, HarperTeen/Labyrinth Road Andrea Wang, Kokila Books

J.14 El Pasado Como Faro para el Futuro: Puerto Rican Scholars Using Vicki and a Summer of Change! for Community-Building and Restorying ROOM 210-A

Puerto Rican scholars discuss how texts act as faros guiding community-building and restorying. By engaging with Vicki and a Summer of Change! we explore our pasts in relation to the text and our work as Puerto Rican scholars and activists. Panelists and participants will discuss how literacy and text engagement can address issues of the personal, collective, criticality, and the past.

Presenters: Carmen Liliana Medina, Indiana University Raquel Ortiz, Center for Puerto Rican Studies, Hunter College

J.15 Engage and Empower: Expanding the Curriculum for Justice and Activism

ROOM 203-B

The teacher-researchers in this session are “pursuing the light” by responding to modern-day injustices by creating curriculum units for the grades 4–12 ELA classrooms that also connect to US history. They share engaging units to promote social justice and activism while building critical literacies students need in the 21st century to challenge inequities and empower students to take action.

Presenters: Phylicia Anderson, Texas Woman’s University

Victor Lozada, Texas Woman’s University

Christina Salazar, Mesquite Independent School District

Mandy Stewart, Texas Woman’s University

Christina Thomas, Texas Woman’s University

J.16 Examining Diversity and Inclusion in Multimodal Children’s Picture Books

ROOM 213-B

Paper one explores the impact of diverse picture book read-aloud assignments on students’ access to diverse literature in rural K–6 classrooms. Paper two examines critical multicultural children’s literature picture books portraying women in political roles to nuance (gendered) political representation and challenge historical renderings of gender and race. Paper three investigates what happens when parents and children of a Burmese family with a refugee background read books multimodally.

Presenters: Cassie Brownell, University of Toronto, “Problematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Books”

Aijuan Cun, University of New Mexico, “Exploring a Burmese Family’s Interactive Digital Book Reading”

Maria Fernada de Almeida, University of Toronto, “Problematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Books”

Ibnat Islam, University of Toronto, “Problematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Books”

Kathrina O’Connell, Bemidji State University, “Diverse and Inclusive Picture Book Read-Aloud Requirement: Impact on Preservice and Classroom Teachers”

Olivia Sun, University of Toronto, “Problematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Books”

J.17 Finding the Light in Ourselves with Truth-Telling Fiction ROOM 208-A

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Problems exist, and sometimes they seem bigger than mountains. But solutions exist too. And our stories speak to that truth. When stories honor the hard realities of life—while also highlighting how those who feel powerless can find ways to make change—they remind readers of the light within each of us that can help us overcome our challenges.

Session Chair: Jennifer LaGarde, Rutgers University

Presenters: Varsha Bajaj, Author Ann Braden, Penguin/Nancy Paulsen Books Aisha Saeed, Penguin Padma Venkatraman

J.18 From Black

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Screen to Writers in Conversation: Hospitality, Sanctuary Spaces, and the Promise of Virtual Faceto-Face Assessment ROOM 201-B

Boxes on the

Virtual face-to-face assessment, where teachers have conscious conversations with students about their writing, humanizes our teaching and helps students celebrate and reflect on their progress. Participants examine their own teaching practices and consider how VF2FA can support equitable, student-centered, and hospitable learning environments, especially during a pandemic.

Presenters: Jeffrey Austin, Skyline High School, Ann Arbor Public Schools Ann Burke, Michigan State University Gretchen Rumohr, Aquinas College

J.19 Meet the NCTE Editors

ROOM 256-A

Participants will have the opportunity to meet journal and book editors, explore the publishing possibilities available with NCTE and with other publications, and discuss specific project ideas with the editors. Submission guidelines will be available.

Session Chair: Colin Murcray, NCTE

Editors:

The ALAN Review

Arianna Banack, University of Tennessee, Knoxville

Susan Groenke, University of Tennessee, Knoxville

Caitlin Metheny, University of Tennessee, Knoxville College English

Lori Ostergaard, Oakland University English Education

Melanie Shoffner, James Madison University English Journal

Amy Burke, Texas Woman’s University

Toby Emert, Agnes Scott College

Aimee Hendrix Soto, Texas Woman’s University

Mary Amanda Stewart, Texas Woman’s University

English Leadership Quarterly

Henry Cody Miller, SUNY Brockport

FORUM: Issues about Part-Time and Contingent Faculty

Trace Daniels-Lerberg, University of Utah

The Journal of Children’s Literature

Jill Hermann-Wilmarth, Western Michigan University

Laura Jiménez, Boston University

Caitlin Ryan, University of North Carolina, Wilmington

Craig Young, Bloomsburg University of Pennsylvania Language Arts

Rick Coppola, Chicago Public Schools/University of Illinois at Chicago

Sandra L. Osorio, Erikson Institute Chicago

Rebecca Woodard, University of Illinois at Chicago ReadWriteThink.org

Lisa Storm Fink, NCTE Research in the Teaching of English

Mollie Blackburn, The Ohio State University

David Bloome, The Ohio State University

Dorian Harrison, The Ohio State University at Newark

Michiko Hikida, The Ohio State University

Laurie Katz, The Ohio State University

Stephanie Power-Carter, The Ohio State University Talking Points

Pat Paugh, University of Massachusetts, Boston

Sherry Sanden, Goldendale School District, WA

Teaching English in the Two-Year College

Darin Jensen, Salt Lake Community College

Voices from the Middle Shanetia Clark, Salisbury University

Robyn Seglem, Illinois State University

Matt Skillen, Elizabethtown College

J.20 Mentor Texts in Spanish: How to Find Culturally Sustaining Texts That Pair with Writing Units ROOM 207-C

As we strive to make each of our students shine their own light by making our teaching more culturally relevant and accessible to multilingual learners, it’s critical that teachers know how to identify mentor texts in other languages. In this session, we’ll share how to search for, select, and implement the use of texts in other languages within the writing instruction.

Presenters: Viridiana Fimbres, Teachers College Ursula Tua, Teachers College

J.21 Pain and Possibility: A Balance of Grief and Joy through Poetry ROOM 261-A

Four teachers will discuss how they unlearned what they thought they knew about grief and joy and learned to challenge students to make space for pain and possibility through the process of creating poetry in secondary ELA classrooms. Writing poetry in particular can help us and our students to address our grief and reorganize ourselves through reflecting, remembering, and reimagining.

Presenters: Morgan King, Gwinnett County Public Schools

Kinsey Rubio, Gwinnett County Public Schools

Julie York, Worthington High School, OH Lisa York, Gwinnett County Public Schools

J.22 Poetry in Pursuit of Light—

Presenting the NCTE 2022

Notable Poetry Books and Verse Novels

ROOM 211-B

Sponsored by the NCTE Children’s Poetry Awards

This session will highlight a guest poet from the 2022 Notables list, who will share the potential of poetry by modeling classroom activities. Next, members of the Notable Poetry Books and Verse Novels Committee will present the 2022 Notables lists, share selected poems, and suggest ways these books can bring light to classroom communities.

Presenters: Ryan Colwell, Fairfield University, Connecticut

Deanna Day, Washington State University

Rebecca Dotlich, Boyds Mills Kane

Gabrielle Halko, West Chester University, PA

Georgia Heard, Roaring Brook/Stenhouse/Heinemann

Ted Kesler, Queens College, CUNY

Heidi Mordhorst, Montgomery County Public Schools, MD

Mary-Kate Sableski, University of Dayton

What does it mean to bring the light of compassion and understanding into spaces that actively work to diminish the light of our humanity? As the call suggests, “each person, place, and space of light reaches beyond itself” and moves into the world. This panel examines the paradox of teaching toward freedom inside a state prison where educators and students learn across profound social boundaries.

Session Chair: Todd DeStigter, University of Illinois at Chicago

Presenters: Reggie Bullock, Justice Education Initiative

Brian Charest, University of Redlands

Barbara Junisbai, Pitzer College

The three qualitative studies presented in this panel show how teachers encounter their identity and implement funds of identity in their pedagogy. The first study examines future teachers developing funds of identity through affinity groups. The second study focuses on teachers’ authoring texts and reflecting on the use of their linguistic repertoires. The third study examines mentor texts with male protagonists to expand funds of identity in elementary school classrooms and teacher education programs.

Session Chair: María E. Fránquiz, The University of Texas at Austin

Presenters: Gilberto Lara, The University of Texas at San Antonio, “Building Funds of Identity: Male Protagonists in Bilingual Children’s Literature”

A.M.

Maria Leija, The University of Texas at San Antonio, “Authoring Teachers’ Funds of Identity: Sustaining Dreams”

Adeli Ynostroza Ochoa, The University of Texas at Austin, “Building Funds of Identity: Male Protagonists in Bilingual Children’s Literature”

Monica Pineda, The University of Texas at Austin, “Aspirantes: Future Teachers Authoring Their Funds of Identity through Affinity Groups in Teacher Education”

Irán Tovar, The University of Texas at Austin, “Authoring Teachers’ Funds of Identity: Sustaining Dreams”

J.25 Reading Aloud and Proud: Embedding the High School English Classroom with Justice-Oriented Education

ROOM 202-A

When students are resistant to antiracist teaching, how can teachers circumvent possible pushback in the classroom and use the prior knowledge students may be bringing from home to stoke the fires of justice? This presentation seeks to show how read-aloud as a reading strategy can be the light to help teachers embed a culture of inclusivity, collaboration, and criticality into the ELA classroom.

Presenter: Caroline Bedingfield, Georgia State University

J.26 Recovering Means Reconsidering the Possibilities: Teachers Reflect on Light, Literacy, and the COVID-19 Pandemic ROOM 212-A

This session will offer a facilitated discussion to bring to light the ways that literacy classrooms have shifted during the pandemic. We will finish with the co-creation of a shared resource list to allow all participants to share knowledge and ideas that we can each take back to our classrooms. Our goal is to collectively navigate these new realities while spotlighting stories of participants.

Session Chair: Sarah Woodard, University of Colorado, Denver

Presenters: Erin Aguirre, Millard Public Schools

Hillary Anson, Elkhorn Public Schools

Stephanie Gillespie, Bennington Public Schools

Jennifer Lemke, University of Nebraska, Omaha

Lauren Rutledge, Papillion LaVista Public Schools

Kristina Stamatis, University of Nebraska, Omaha

J.23 Pursuing Light in Dark Places: Teaching toward Freedom Inside a State Prison ROOM 251-C

J.24 Pursuing the Light with Funds of Knowledge and Funds of Identity ROOM 207-A

J.27 Sharing Our Sueños: The Intersection of Community Cultural Wealth and Family Engagement in Early Childhood Settings

ROOM 206-B

Strategies for sharing sueños between families and educators will be explored through Yosso’s (2005) theory of community cultural wealth (CCW). Presenters will share observations of CCW in their work and research, suggestions for family engagement through CCW, and lists of resources (including children’s literature and digital resources) that align with CCW in early childhood settings.

Presenters: Mary Jade Haney, Horrell Hill Elementary School

Julia Lopez-Robertson, University of South Carolina

Melissa Wells, University of Mary Washington

J.28 Shining a Light on Children and Youth through Digital Storytelling and Digital Inquiry

ROOM 206-A

Presenters share classroom research using digital storytelling and digital inquiry to shine a light on justice and strengths in children’s and youth’s literacies. Presenters discuss how personal digital inquiry can be used as an instructional scaffold and critical literacy tool to right social wrong and recast assessment in a way that brings to light the voices of students who have been labeled as struggling through the use of digital storytelling.

Presenters: Stephanie Schmier, CUNY College of Staten Island, “Digital Storytelling as Assessment: Recasting Literacy for ‘Struggling Readers’”

Jon Wargo, Boston College, “Shining a Light on Justice through Personal Digital Inquiry: Young Children

Writing Across the Disciplines to Right Social Wrongs”

J.29 #TeachLivingPoets: NEW! HandsOn Activities and Collaborative Strategies That Nurture Student Engagement with Poetry ROOM 204-C

The #TeachLivingPoets panel will offer classroom-tested strategies which build environments that foster student questioning, discovery, and insight. We are excited to share new, engaging ideas for students to collaborate in their exploration of poetry, and to get hands-on and up and moving with kinesthetic activities. Panelists will introduce new poems from our favorite living poets.

Presenters: Susan Barber, Henry W. Grady High School, Atlanta, GA

Matt Brisbin, McMinnville High School

Cynthia Hamilton, Lake Norman Charter High School, Huntersville, NC

Jessyca Mathews, Carman-Ainsworth High School

Valerie Person, Currituck County High School

Melissa Smith, Lake Norman Charter High School, Huntersville, NC

Grover Cleveland Winfield III, Rappahannock High School

J.30 Teacher Research: A Lighthouse in a Storm ROOM 209-A

Like a lighthouse, teacher-researchers cut through the fog, staying focused on their chosen inquiry. In this interactive session, the experienced presenters will show how the teacher research structure systematically illuminates the best ways to support students and dismantle oppressive structures. Participants will leave empowered, armed with a teacher research padlet of resources.

Presenters: Sally Donnelly, DHMS, Arlington Public School, VA

Kate Flowers, San Jose Area Writing Project

Ellin Keene, Mosaic Literacy LLC

Anna Gotangco Osborn, Educator, Reading Specialist Tiana Silvas, New York City Department of Education

J.31 The Path to Writing Proficiency: Shedding Light on the Academic Writing Development of English Learners

ROOM

262-A

This research presentation sheds light on academic writing development of English learners. By systematically examining students’ writing, we uncover the challenges English learners must address when writing an argument of literary analysis. We also explore how the comprehensive cognitive strategies approach provided by Pathway Project helped English learners gain parity with their non-EL peers.

Session Chair: Carol Booth Olson, University of California, Irvine

Presenters: Huy Quoc Chung, University of California, Irvine, “A Review of Writing and Revision Strategies: What Helps English Learners Achieve Parity with Their Non-EL Peers in Growth Overtime?”

Undarmaa Maamuujav, University of California, Irvine, “Shedding Light on the Demands of Academic Essay Writing: What Are the Challenges English Learners Must Address?”

Jacob Steiss, University of California, Irvine, “Bringing Light to Equitable Teaching: What Elements of Academic Essay Writing Can English Learners Improve with Instruction?”

J.32 Using Critical Literacy Book Clubs to Empower Diverse Elementary Student Voices ROOM 207-B

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This presentation discusses action research conducted with preservice teachers in collaboration with elementary educators to lead critical literacy book clubs that foreground all students’ voices. Through interactive discussion, we aim to provide elementary educators with a model for encouraging all members of the elementary classroom to become beacons of the light.

Presenters: Rebekah Degener, Minnesota State University

Lisa Vasquez, Minnesota State University, Mankato

J.33 Using Young Adult Literature to Engage Today’s Youth with Causes and Consequences of the Holocaust: A Cross-Disciplinary Approach to Teach Preservice Teachers

C TE

ROOM 251-B

Accurate, empathetic understanding of teaching the Holocaust is essential, as anti-Semitism is on the rise. This session will share lessons of a multiyear cross-disciplinary collaboration between teacher educators in English and history, students, and experts. Approaches to inquiry-based teaching to preservice teachers will be explained and hands-on activities done during the session.

Session Chair: Marcy Merrill, California State University, Sacramento

J.34 Young Adult Titles for Transformative Teaching

ROOM 205-B

The presentation explores student-selected titles for young adult readers with a particular emphasis on Patron Saints of Nothing and elevating Asian voices.

Presenters: Lauren Amorós, Busan Foreign School, “Raising Asian Voices and Identities with Patron Saints of Nothing by Randy Ribay”

Wendy Glenn, University of Colorado, Boulder, “Through a Lens of Critical Love, Hope, and Heart: Exploring Teens’ Top Ten Young Adult Titles for Transformative Teaching”

Chelsea Kent, University of Colorado, Boulder, “Through a Lens of Critical Love, Hope, and Heart: Exploring Teens’ Top Ten Young Adult Titles for Transformative Teaching”

Jillian Kneeland, University of Colorado Boulder, “Through a Lens of Critical Love, Hope, and Heart: Exploring Teens’ Top Ten Young Adult Titles for Transformative Teaching”

J.35 Youth Voices: Pursuing the Light of Our Students’ Lived Experiences in the English Classroom ROOM 201-A

Valuing students’ experiences is not enough. We must develop inquiry-based classrooms that engage and amplify their voices. This presentation features the collaborative work of three teachers and two teacher educators as their students create powerful inquiry-based projects and present them in their classrooms and at a regional youth conference at a local college campus.

Presenters: Deborah Bertlesman, Olmsted at Kensington

Kristen Pastore Capuana, Buffalo State College

James Cercone, Buffalo State College

Alyssa O’Connor, West Seneca East Middle School

Kristina Rovison, Buffalo State College

GENERAL SESSION

ARENA

SEEMA YASMIN is an Emmy Award-winning journalist, medical doctor, professor, and poet. She is the author of five books, including a poetry collection, If God Is a Virus, which was voted one of the Best Books of 2021 by The New York Public Library, and Viral BS: Medical Myths and Why We Fall for Them, which tells her own history of growing up a conspiracy theorist before becoming a debunker of myths. In Muslim Women Are Everything: StereotypeShattering Stories of Courage, Inspiration, and Adventure (Harper Design), published in April 2020, Yasmin reframes how the world sees Muslim women, to reveal everything they CAN do and the incredible, stereotype-shattering ways they are doing it. She is also the author of What the Fact: Finding the Truth in All the Noise, a timely book about the importance of media literacy.

Yasmin is director of the Stanford Health Communication Initiative, clinical assistant professor in Stanford University’s Department of Medicine, and visiting assistant professor at the Anderson School of Management at UCLA where she teaches crisis management and crisis communications. She was a finalist for the Pulitzer Prize in breaking news in 2017 with a team from The Dallas Morning News for coverage of a mass shooting. After training in medicine at the University of Cambridge, Yasmin served as an officer in the Epidemic Intelligence Service at the US Centers for Disease Control and Prevention, where she investigated outbreaks in prisons, hospitals, reservations, and other settings. She trained in journalism at the University of Toronto and worked as a staff writer at The Dallas Morning News covering Ebola’s arrival in Texas.

A book signing will follow the session.

SEEMA YASMIN

K.01 A Beacon of Light in the Dark: Using Stories to Kindle Hope ROOM 206-A

Stories can help us find hope in difficult times. This panel of award-winning authors and educators shares ways to find the light hidden in hard topics and to put hope to work in the real world. Creative exploration of difficult topics through reading, research, and storytelling can kindle sparks of hope in our classrooms and in the wider communities in which those classrooms are embedded.

Presenters: Kevan Atteberry, Neal Porter Books/ Holiday House Heather Bouwman

Anne Nesbet, University of California, Berkeley/ Candlewick Press

Nadia Salomon, Philomel Books Lori R. Snyder, HarperCollins

K.02 American Indian Caucus Open Forum

ROOM 251-C

Sponsored by the NCTE American Indian Caucus

This is an open forum for all interested in the NCTE American Indian Caucus.

Presenters: Lisa King, University of Tennessee, Knoxville

Andrea Riley Mukavetz, Grand Valley State University

Kimberly Wieser, University of Oklahoma

K.03 Asian/Asian American Caucus Open Forum

ROOM 252-A

Sponsored by the NCTE Asian/Asian American Caucus

This is an open forum for all those interested in the NCTE Asian/Asian American Caucus.

Presenters: Betina Hsieh, California State University, Long Beach Jung Kim, Lewis University

K.04 Authentic Literacy Practices in the Spotlight: Connecting Literacies to Community Worlds ROOM 210-B

This strategy- and resource-rich session features speakers whose work grounds student literacy learning in the real texts, issues, and moments of everyday community and social life to engage and challenge students in their learning.

Presenters: Liz Breves, New York City Department of Education, “Igniting Authentic Writing and Revision: Sparking Optimism and Risk-Taking with Our Student Writers”

Rebecca Harper, Augusta University, “Play by Play: Using Sports to Teach Writing”

Victoria Lowe, New York City Department of Education, JHS 131, “Shining the Light on Social Issues through Authentic Writing Tasks”

Geraldine Plair, New York City Department of Education, “Shining the Light on Social Issues through Authentic Writing Tasks”

Tiana Silvas, New York City Department of Education, “Igniting Authentic Writing and Revision: Sparking Optimism and Risk-Taking with Our Student Writers”

K.05 Black Caucus Business Meeting ROOM 252-B

Sponsored by the NCTE Black Caucus

The Black Caucus Business Meeting is open to all interested in the NCTE Black Caucus.

Presenter: Jamal Cooks

K.06 Bright Practices in Teaching Critical Digital Literacy ROOM 251-A

Participants will dive into Learning for Justice’s digital literacy resources, which focus on helping students recognize and combat anti-democratic viewpoints and online disinformation. Educators will learn how to incorporate tools that teach students how to recognize disinformation, evaluate online content, engage safely in online communities, and use digital literacy for equity and justice.

Presenters: Sarah-SoonLing Blackburn, Southern Poverty Law Center

Jaci Jones, Southern Poverty Law Center/Learning for Justice

Jonathan Tobin, Southern Poverty Law Center/Learning for Justice

Courtney Wai, Southern Poverty Law Center/Learning for Justice

K.07

Classroom Culture as a Source of Light: Literacies that Build Community

ROOM 209-A

This session explores examples of literacy and classroom practices that nurture creativity and community in the classroom, inspiring students to explore and supporting educators to thrive.

Presenters: Nicholas Miller, Sayre School, “‘Until You Can Love It Again’: Poetry and the Cultivation of a New American Sueño”

Julie Scullen, Anoka-Hennepin ISD11, “Bringing Light through Dialogic Conversation: Pushing Students from ‘Turn and Talk’ to ‘Turn and Think Together’”

"Getting to Know an Interconnected Framework for Assessment of Digital Multimodal Composition"

Kisha Porcher, University of Delaware, “Black Lives Matter in Action: Centering Blackness in English Education”

Cheryll Thompson-Smith, Georgia State University, Atlanta, “Complexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"

Kristen Hawley Turner, Drew University, NJ, "Getting to Know an Interconnected Framework for Assessment of Digital Multimodal Composition"

Shelley Yu, Falls Church High School, VA, "SocialEmotional Learning: Reader’s Theater"

Jon Wargo, Boston College, “Annotating Approximations to Adjust Practice: Rethinking the Role of Rehearsal in Advancing Antiracist Teaching”

K.08 Critical Issues in English Education: Research by ELATE Research Grant and Award Winners

TE

ROOM 253-BC

Sponsored by English Language Arts Teacher Educators (ELATE)

In this roundtable session, the recipients of the annual Research Initiative Grant, Graduate Student Research Award, Janet Emig Award, Richard Meade Award, and James Moffett Memorial Award, sponsored by English Language Arts Teacher Educators (ELATE), present their award-winning works on current issues in the fields of literacy and English teacher education.

Session Chair: Latrise Johnson, University of Alabama

Presenters: Nadia Behizadeh, Georgia State University, Atlanta, “Complexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"

Latrise Johnson, University of Alabama

Elizabeth Kahn, Northern Illinois University, “Methods of Teaching High-Leverage Practices in English Methods: Authentic Discussion”

Catherine Lammert, Texas Tech University, “The Readability, Structure, and Knowledge Demands of Racially Diverse Children’s Literature: Exploring the (Text) Complexity of Justice”

Thomas McCann, Northern Illinois University, “Methods of Teaching High-Leverage Practices in English Methods: Authentic Discussion”

PJ Miller, Georgia State University, Atlanta, “Complexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"

Amy Piotrowski, Utah State University, Logan,

S

C TE

ROOM 251-B

How can dialogue about young adult literature support novice teachers as they wrestle with uncertainties they will inevitably face? This session explores how dialogue with respected others, young adult texts, and personal and professional identities helped novice teachers find light in moments of darkness throughout their professional becoming.

Presenters: Mercedes Allen, Diamond Fork Middle School

Dawan Coombs, Brigham Young University

Jonathan Ostenson, Brigham Young University

Nicole Sanchez, West Lake Junior High School

Respondent: Bob Fecho, Teachers College, Columbia University

K.09 Dispelling Shadows of Uncertainty: Facilitating Professional Growth through Dialogue and Young Adult School Stories

K.10 #DisruptTexts Now More Than Ever

ROOM 255-ABC

Led by the #DisruptTexts cofounders, this interactive roundtable session will feature authors, arguments for why we should be disrupting texts, and workshop-style and teacher-centered discussions for strategizing around different books. Come to learn about how to disrupt old books and come for useful strategies with new ones.

Presenters: Tricia Ebarvia, Conestoga High School

Lorena Germán, Multicultural Classroom

Kim Parker, Harvard University

Julia Torres, Denver Public Schools

Tradebook Authors/Illustrators: Aisha Saeed, Penguin Traci Sorell, Penguin, Charlesbridge/Lerner

K.11 Educators Using Literacy for Environmental Justice—A Multigenerational Collaboration

ROOM 212-B

This panel of educators has been bringing students together from different grade levels and different schools to learn from one another about the climate crisis through listening, speaking, reading, and writing. We have collaborated in person before the pandemic and virtually during online learning to promote critical literacy and environmental justice.

Presenters: Emiliano Amaro, Camino Nuevo Sandra Cisneros

Tyler Kenney, Alliance Environmental Science High School

Jeff Share, Department of Education, University of California, Los Angeles

K.12 Epiphanies Everywhere: A StudentLed Publishing Project Creatively Chronicling a 7-Year College-Access Program

ROOM 201-C

In this session, leaders of the Improving the Blank Page writing program will discuss the studentled publishing project “Epiphanies Everywhere” and the process that led to the final product of a published book of participant writing. Participants will become familiar with creative writing exercises that were implemented to prepare students for the roles of interviewers, writers, and editors.

Presenters: Megan Breaux, GEAR UP Toby Daspit, University of Louisiana at Lafayette H. Michelle Kreamer, University of Louisiana at Lafayette

K.13 Focusing the Light: Navigating Preservice Curricular Experience ROOM 258-B

This panel will examine how preservice teachers navigate experiences with advanced learners in the field and in the university using UDL, tutoring, and digital writing techniques.

Presenters: Brad Jacobson, University of Texas at El Paso, “Becoming Teachers of Digital Writing: Shining Light on Teacher Agency and Identity Development”

Lisa Paolucci, St. Francis College, “Integrating Universal Design for Learning and Disciplinary Literacy in ELA: A Case Study of Preservice Secondary English Teachers”

Darby Simpson, “Lighting the Way: Former Writing Tutors Building on their Preservice Tutoring Experiences as Early Career Teachers”

K.14 Highways, Byways, and Intersections: Using the Steps of the Writing Process as a Beacon to Study Identity, Characterization, and Intersectionality

ROOM 202-A

Attendees write through “Identity Roadmaps,” a series of exercises that start with brainstorming, drawing, and journaling and end with personal essays and literary commentaries. “Identity Roadmaps” highlight writing as the place where academic and personal meaning-making overlap leading to intentional, multilayered learning. Attendees leave with practical writing exercises for their classrooms.

Presenters: Abigail Baumgartner, Louisiana State University

Emily Peters, Louisiana State University Laboratory School

K.15

Humanizing Literacy Practices to Light Up the Middle Grades

Classroom

ROOM 209-B

This session explores and highlights middle grades literacy practices and strategies that work to humanize the classroom through a focus on connection, agency, and socioemotional engagement.

Presenters: Jenice Mateo-Toledo, Hastings on Hudson School District, “Creating Educational Spaces for Luceros to Shine: Identity and Media in Upper Elementary and Middle Grades”

Nanesha Nunez, Ardsley School District, “Creating Educational Spaces for Luceros to Shine: Identity and Media in Upper Elementary and Middle Grades”

Gina Paese-Margiela, University of Missouri, Kansas City, “‘Talking with...’: Humanizing Literacy Skills into Broader Light”

Emily Wilkinson, Teachers College, Columbia University, “Love in the Time of Corona: Building an Emotionally Responsive Writing Curriculum with Middle School Students”

K.16

ROOM 201-D

Student writing has been reduced to a series of teacher-set expectations, predetermined guidelines and rubrics, and specific assignments to complete which rarely encourages ownership throughout the writing process. This handson session will give teachers practical tools to move students from checking boxes in class for a grade to ownership in the creating and critiquing of their writing.

Presenters: Susan Barber, Henry W. Grady High School, Atlanta, GA

Matt Brisbin, McMinnville High School

K.17

ROOM 203-A

This panel centers a critical empathetic approach to teaching texts for justice and equity with secondary educators, asking all to consider: “What role does empathy play in our

dream-making, in our imagining for what is possible in ELA classrooms?” The session will offer a new framework, examine several text approaches, and facilitate a dialogue around enacting critical empathy.

Presenters: Sarah Donovan, Oklahoma State University Michelle Falter, North Carolina State University Mary Neville, New Mexico State University

K.18 Improving Literacy Opportunities for Indigenous Students Using EL Supports

ROOM 213-A

Unlocking literacy needs of AI students through a critical pedagogical revolution for culturally responsive, decolonized literacy education for AI students, our panel explores links between literacy, native language preservation/ revitalization, and lasting impacts of forced language assimilation while reflecting on how EL pedagogy and practices support the unique literacy needs of AI students.

Presenters: Jacob Barto, Montana Office of Public Instruction

Matt Bell, Montana Office of Public Instruction Rachel Gott, Montana Office of Public Instruction Evelyn Paz Solis, Montana Office of Public Instruction

ROOM 207-B

Presenters will explore how a schoolwide nursery school–grade 8 book-of-the-month program addresses teaching priorities, builds SEL skills, and enhances DEI work. Working across divisions and engaging all members of the school community, this picture book program shines a sustained light on critical social conversations. The presenters will share their adaptable framework and model lessons.

Presenters: Kit Ballenger, Help Your Shelf

Mara Rosenberg, St. Patrick’s Episcopal Day School

Erica Thompson, St. Patrick’s Episcopal Day School

Igniting the Light Within: Helping Students Find Their Voice through Collaboration

Illuminating Dimensions of Empathy: Dreaming of a Critical Empathetic Approach to Literature Study in Antiracist ELA Classrooms

K.19 Into the Light: Exploring the Spectrum of the Human Experience through Shared Stories with a Schoolwide Book-of-the-Month Program

K.21 Latinx Caucus Open Forum

ROOM 253-A

Sponsored by the NCTE Latinx Caucus

The Latinx Caucus Open Forum is open to all interested in the Latinx Caucus.

Presenter: Tracey Flores, The University of Texas at Austin

K.22 Lead with Hope: The Power of Uniting Rural and Urban Youth Voices in YPAR

ROOM 205-B

Discover how rural and urban high school students from the Colorado State Sustainable Teaching and Learning Collaborative have used YPAR to investigate the schooling experiences of underrepresented youth throughout the pandemic, and discuss the potential for establishing greater solidarity among urban and rural teachers who are committed to liberatory education.

Presenters: Karen Buntinas, Roosevelt High School Ted Fabiano, Berthoud High School/Kansas State University/Greater KC Writing Project Cindy O’Donnell-Allen, Colorado State University Breanna Young, Northglenn High School

K.23 Learning with Families and Writing Together: How a National Writing Project Fellowship Supported Elementary Teachers’ Foster Family Engagement and Literacy ROOM 207-C

In school year 2020–2021, a National Writing Project fellowship supported early career elementary teachers’ foster family engagement through literacy practices. The projects included family storytelling, time capsules, family history projects, letter writing, and a bookmobile. The practical and theoretical components of this work will be addressed during this session.

Presenter: Liz Murray, Bay Area Writing Project

K.24 Let Books Light the Way: Using Diverse and Inclusive Literature to Foster Empathy, Equity, and Change ROOM 264-BC

TE E TE S M

New York Times bestselling author Nic Stone and educators Brittany Hogan and Georgia Parker will discuss the power of stories to bring the experiences of others into the light. Learn how to use diverse and inclusive books as an entry point to foster empathy, equity, and change; strategies for teaching diverse books in your classroom; and how to evaluate classroom libraries for representation.

Presenters: Brittany Hogan, Booksource Georgia Parker, Trinity Prep Nic Stone, Author

K.25 Let’s Walk and Talk! Using Our Community and Environment around Us to Support Literacy Development and Promote Student Voice

ROOM 213-B

Our communities are a part of us and give us our authentic voices. In this presentation you will see how kindergarten and firstgrade students use their communities as ways to foster their literacy development and inquire about the world we live in, thus, taking every opportunity of their daily routines as a teachable moment.

Presenters: Maria Acevedo-Aquino, Texas A&M University-San Antonio, “Perspectives of Latinx Families around School Choice”

Stephanie Buelow, University of Hawaii at Manoa, “Using Teachable Moments to Foster Inquiry”

Anna Morrison, Central Park School, “Walking Curriculum and Literacy Development: Leveraging the Affordances of Being Outside”

Scott Morrison, Elon University, “Walking Curriculum and Literacy Development: Leveraging the Affordances of Being Outside”

Nayatzin Solis, Edgewood Independent School District, “Perspectives of Latinx Families Around School Choice”

Diane Sugahara, Hokulani Elementary School, “Using Teachable Moments to Foster Inquiry”

K.26 Letters to COVID ROOM 258-A

The session will discuss the impact of letter writing on helping students cope with grief brought on by the COVID-19 pandemic. Presenters will unveil the Letters to COVID project and share ideas for how to implement the prompt at schools and universities.

Presenters: Justin Cook, High Point University

Skye Roberson, University of South Carolina, Aiken

K.27 Light: Be It, Bring It, Share It— Spotlight on Building-Wide Literacy Intiatives

ROOM 208-A

How do you go from being an active reader to an active citizen? Join us to discover a school where students have 50 minutes every other day to be in a Literacy Workshop. As dedicated educators, we will share specific details, challenges, strategies, and a yearlong curriculum that brings light to our students’ reading lives and invites them to use their literacy to be active citizens.

Presenters: Brian Campbell, Wellesley Middle School

Ehrin Johnson, Wellesley Middle School

Laura Mullen, Wellesley Middle School

Lynda O’Brien, An Unlikely Story bookstore

K.28 Lit Mags Light the Way ROOM

211-A

Sponsored by the NCTE Recognizing Excellence in Art and Literary Magazines (REALM) Committee

As products of student voice, magazines help people find light in darkness, so we encourage magazines (and other publications) that foster a culture of writing, shining a creative light for others. REALM committee members show how to expand student engagement, advocate for students’ freedom of speech, and celebrate the many identities within school communities through the power of publication.

Presenters: Alexa Garvoille, North Carolina School of Science and Mathematics

Laura Gellin, Park Tudor School

David A. Ragsdale, Clarke Central High School

Gillian Schneider, Neuqua Valley High School

Amy Williams-Eddy, Saint Mary’s Hall

K.29 Makerspace Poetry ROOM 261-B

Come join us in experimenting with ways to take poetry off the page and into the classroom with makerspace activities and coffeehousestyle reading. We will explore poetry collaging, blackout poetry, magnetic poetry, and more, along with sharing how to create a safe space for reading poetry aloud and low-stakes options for reflection and participation. All are welcome!

Presenters: Sylvia Vardell, Texas Woman’s University Janet Wong, Pomelo Books

K.30 Multimodal Composition: Illuminating Our Humanity and Influencing Change

ROOM 211-B

In this interactive session, Angela Stockman and Trevor Aleo will invite participants into a multimodal writing workshop infused with color, sound, gesture, texture, and vibration. Attendees will define the varied modes of expression, examine them at work inside dynamic mentor texts, and acquire strategies that will enable them to serve writers who know that composition is far bigger than print.

Presenters: Trevor Aleo, Middlebrook School/Learning That Transfers

Angela Stockman, Daemen College

K.31 Out of the Darkness: Transformative Teaching and Healing in Transformative Times

ROOM 261-A

Sponsored by the NCTE Standing Committee on Research

This session shares insights from teachers and researchers who, rather than seeking a return to traditional structures of schooling, have pushed through the darkness to develop transformative and healing practices to combat the multiple pandemics that have challenged our social, educational, economic, and physical worlds since 2020.

Presenters: Sakeena Everett, University of Connecticut Lauren Kelly, Rutgers University Graduate School of Education

Sarabeth Leitch, McDaniel High School

Reshma Ramkellawan-Arteaga, Teaching Matters

Respondent: Nicole Mirra, Rutgers University

K.32 Pursuing the Light of African American Poets: Teaching a ReaderResponse Strategy to Understand Theme and Create a Cento Poem ROOM 203-B

The purpose of this session is to educate, celebrate, and inform middle and high school teachers about African American poetry through the Furious Flower digital archive (www.furiousflower.org). This session will preview the digital archive along with accompanying lesson plans and resource materials.

Presenters: Mary Beth Cancienne, James Madison University

Bria Coleman, Broad Run High School, Loudoun County Kailyn Gilliam, Jack Jouett Middle School, Albemarle County

Ryland Jones, Culpeper High School

K.33 Searching for the Stars in Online Teaching: Lessons Learned during the Darkness of a Global Pandemic ROOM 262-A

Sponsored by the ELATE Digital Literacies in Teacher Education (D-LITE) Commission

Members of Digital Literacies in Teacher Education (D-LITE) provide a deep dive into the experiences and research discussed in a special edition of English Education. Nine panelists highlight the extraordinary efforts that teacher educators, preservice teachers, and inservice teachers undertook during the early days of the COVID pandemic and their instant pivot to online instruction.

Presenters: Donna Alvermann, University of Georgia, Athens

Stefani Boutelier, Aquinas College

Merideth Garcia, University of Wisconsin-La Crosse Ewa McGrail, Georgia State University

Clarice Moran, Appalachian State University

Amy Piotrowski, Utah State University

Kristen Turner, Drew University

Carl Young, North Carolina State University

K.34 Sharing My Dreams and Shaping Our Sueños: A Community LiteratureBased Pen Pal Project ROOM 207-D

In this session, a school district curriculum coordinator and a teacher educator will share powerful community literacy practice stories (e.g., pen pal project) between two classes—a class that has many fifth graders who crossed the national border(s) and are continuing their journey in their new home, and the other class that has students who have limited experiences with refugee families.

Presenters: Junko Sakoi, Tucson Unified School District Yoo Kyung Sung, University of New Mexico

K.35 Sports Culture as a Site for Research and Inquiry in the ELA Classroom ROOM 201-A

Recognizing that sports provide light for so many students, whether they compete in interscholastic athletics, take up sports recreationally, or engage in sports fandom, the presenters in this session will help attendees envision ways to honor students’ knowledge of and experiences with sports culture while advancing their capacity to conduct distinct forms of research and inquiry.

Session Chair: Crystal L. Beach, Union County High School

Presenters: Colleen Caulfield, Norwich Free Academy, “Women in Sports Media: The Politics of Representation”

Justin Corazza, Cranford High School, “Sports Inquiry through Local Journalism”

Luke Rodesiler, Purdue University, Fort Wayne, “Making Room for Sports Culture in the English Language Arts Curriculum”

Jacob Whetstone, “Using Sports Rivalries as a Platform for Cultivating Research and Inquiry Skills”

Respondent: Katherin Garland, Santa Fe College

K.36 Spotlighting Student Voices in Dark Times: Interdisciplinary Multimodality and the General Education Classroom ROOM

210-A

This session documents ways a final multimodal assignment was used to support student voice in two separate general education classes during pandemic remote learning at the university level. Students engaged with monstrosity in British literature and identity in Latine young adult literature, respectively, positioning themselves as composers alongside the authors and artists they studied.

Presenters: Katherine Judith Anderson, Western Washington University Annmarie Sheahan

K.37 Teaching Young Adult Literature: Creating Space to Pursue Light and to Dream

ROOM 204-C

Sponsored by the ELATE Commission on the Study and Teaching of Adolescent Literature

This session will feature roundtables that address teaching young adult literature to create space to pursue light and to dream.

Session Chairs: Alice Hays, California State University, Bakersfield

Steffany Comfort Maher, Indiana University Southeast Presenters: Patricia Lane, California State University, Bakersfield

Steffany Comfort Maher, Indiana University Southeast Tradebook Author/Illustrator: Angeline Boulley, Macmillan Children’s Publishing Group

Respondents: Jacqueline Bach, Louisiana State University

Michelle Falter, North Carolina State University Alex Maher, Indiana University Southeast Victor Malo-Juvera, University of North Carolina, Wilmington

Shaylyn Marks, California State University, Bakersfield Maryanne Tice, Sycamore Junior High Roundtable Leaders: Katherine Baker, Elon University, “Interdisciplinary Visual Literacy through The Magic Fish”

Arianna Banack, Purdue University, “Amplifying Asian American Voices in ELA Classrooms”

Natalie Beamer, Chadwick School, “Local Settings

Shedding Light for Students with Dry” Stefani Boutelier, Aquinas College, “Local Settings Shedding Light for Students with Dry” Ashley Boyd, Washington State University, “Using a Graphic Novel to Shed Light on Refugee Experiences: Teaching Strategies for When Stars Are Scattered” Kristina Bybee, Arizona State University, “From the Depths of a Cave to the Light of Global Cooperation: Using All Thirteen to Shed Light on Community and Global Interconnectedness”

Rebecca Chatham-Vazquez, Arizona State University, “Looking to the Past to Imagine New Futures” Janine Darragh, University of Idaho, “Using a Graphic Novel to Shed Light on Refugee Experiences: Teaching Strategies for When Stars Are Scattered”

Tiffany Doerr, Louisiana State University, “Shining the Light on Stereotypes: How Can We Teach Ourselves and Students to Abandon Assumptions?”

Bryan Fede, Marquette University, “Interdisciplinary Visual Literacy through The Magic Fish”

Sarah Fleming, SUNY Oswego, “Pursuing the Light in Dark Times: Julie Berry’s Lovely War” Marshall George, Hunter College, CUNY, “Transcending Prejudice through Truth, Love, and Joy: A Story of Strength and Power”

Ricki Ginsberg, Colorado State University, “Collective Beacons of Light and Firekeeper’s Daughter” Meg Grizzle, University of Arkansas, “Illuminating Landscapes of Learning: Identity, Space, and Time in New Kid”

Alice Hays, California State University, Bakersfield, “Identity and Joy in All Boys Aren’t Blue”

Lisa Hazlett, University of South Dakota, “Transforming Darkness into Light in the Teaching of YAL about Immigration Narratives”

John Istel, New Design High School NY, “Breaking Stereotypes across Cultures: Using the Glass Castle to Promote Empathy, Understanding, and Literacy”

Chelsea Kent, University of Colorado, Boulder, “Light in Unexpected Places as Inspired by Jason Reynolds’s Ain’t Burned All the Bright”

Jillian Kneeland, University of Colorado, Boulder, “Finding Fairytales: Exploring Transnational Identity in Young Adult Fiction through the Reading of Tokyo Ever After by Emiko Jean”

Cindi Koudelka, Aurora University/Fieldcrest CUSD 6, “Understanding Activism through The Legend of Auntie Po”

Patricia Lane, California State University, Bakersfield, “Identity and Joy in All Boys Aren’t Blue”

Andrea LeMahieu Glaws, University of Colorado, “Exploring and Celebrating Transnational Identities through the Graphic Novel The Magic Fish by Trung Nguyen”/”Finding Fairytales: Exploring Transnational Identity in Young Adult Fiction through the Reading of Tokyo Ever After by Emiko Jean”

Amanda Luszeck, Utah Valley University, “From the Depths of a Cave to the Light of Global Cooperation: Using All Thirteen to Shed Light on Community and Global Interconnectedness”

Steffany Comfort Maher, Indiana University Southeast, “The Poet X: Xiomara’s Hopes and Dreams Become a Beacon of Light”

Becki Maldonado, University of Oklahoma, “Cooking and Identity in the Classroom”

Melinda McBee Orzulak, Bradley University, “Huda F Are We? Playing with Language in YA Literature to Explore Multiple Perspectives”

Rosa Nam, Colorado State University, “Amplifying Asian American Voices in ELA Classrooms”

Elsie Lindy Olan, University of Central Florida, “Translanguaging in The Poet X: Considerations of Cultural Expectations and Sueños”

Summer Pennell, University of Vermont, “Interdisciplinary Visual Literacy through The Magic Fish”

Leilya Pitre, Southeastern Louisiana University, “When Life Seems to Be an Impossible Choice, the Light Rolls in from Hidden Places”

Kia Jane Richmond, Northern Michigan University, “Translanguaging in The Poet X: Considerations of Cultural Expectations and Sueños”

Holly Riesco, University of Arkansas, Fayetteville, “Illuminating Landscapes of Learning: Identity, Space, and Time in New Kid”

Dani Rimbach-Jones, “The Black Flamingo”

Sandra Saco, Arizona State University, “Looking to the Past to Imagine New Futures”

Shelly Shaffer, Eastern Washington University, “The Poet X: Xiomara’s Hopes and Dreams Become a Beacon of Light”

Melanie Shoffner, James Madison University, “Transcending Prejudice through Truth, Love, and Joy: A Story of Strength and Power”

Katie Sluiter, Wyoming Public Schools/Western Michigan University, “Shining a Light on Truth and Tragedy by Bearing Witness”

Ann Marie Smith, North American University, “Transforming Darkness into Light in the Teaching of YAL about Immigration Narratives”

Jeff Spanke, Ball State University, “What Sound Waves Wash Ashore: Finding Your Rock Amidst the Rubbles of War”

Elisabeth Spinner, Western Michigan University, “A Wish in the Dark: Using YA Literature to Inspire Youth to Shine Their Light”

T. Hunter Strickland, Anderson University, “Shining the Light through Student Writing of YAL”

Terri Suico, Saint Mary’s College, “Illuminating the Past and the Present Using Kekla Magoon’s Revolution in Our Time”

William Williams, Concord University, “Breaking Stereotypes across Cultures: Using the Glass Castle to Promote Empathy, Understanding, and Literacy”

K.38 #TeachLivingPoets: “Keep the Fire. See by It” Featuring Poet Tim Seibles ROOM 213-CD

Tim Seibles, former Poet Laureate of Virginia, discusses the importance of mentoring educators and writers, gives a reading from his new book, and shares insight into his creative process. In a unique bridging together of the author and educator, the writing experience and classroom best practices, this #TeachLivingPoets session provides innovative strategies for teaching poetry.

Presenters: Tim Seibles, Poet Melissa Smith, Lake Norman Charter High School, Huntersville, NC Grover Cleveland Winfield III, Rappahannock High School

K.39 The CARE Framework: Antiracist Education from Theory to Practice ROOM 256-B

Many educators aspire to be antiracist in their practice but find little clarity about how to do it. The CARE Framework, designed for all educators, provides a roadmap for an antiracist educator’s journey. In this session, participants will deepen their understanding the CARE Framework and learn how to implement it in their school, district, or preservice education programs.

Presenters: Val Brown, Center for Antiracist Education Brittany Brazzel, Center for Antiracist Education Katrice Quitter, Hamilton County ESC

K.40 The Future of Literacy Education: Digital Discourse for What? ROOM 262-B

This panel convenes teachers and researchers from an ongoing, cross-national, five-year practitioner research study about how ELA teachers learn to facilitate digital discussions about literature. Working with teacher-researchers affiliated with the National Writing Project, we have engaged in inquiry sessions that focus on the tools and strategies.

Presenters: Bonnee Breese, National Writing Project Angie Crawford, National Writing Project Christina Puntel, Carver Middle School Barrett Rosser, Graduate School of Education, University Pennsylvania

K.41

The Social Justice Potential of Comics in Language Arts Contexts

ROOM 256-A

This panel is organized around the use of comics and graphic novels for social justice. We share data and stories to explore how comics’ unique semiotic, rhetorical, and storytelling possibilities support students’ social justice literacies. NCTE attendees will benefit from this session by considering how teachers and librarians can incorporate graphica across contexts in pursuit of justice.

Session Chair: Nicole Amato, University of Iowa

Presenters: Nicole Amato, University of Iowa

David Low, California State University, Fresno

Francisco Torres, Kent State University

K.42 Transformational Eco-Narratives: Using Picture Books and MG and YA Lit to Cultivate Imagination and Hope in Youth for Solving Environmental and Social Problems ROOM 208-B

Sponsored by ELATE c3ec

This session will focus on picture books, middle grade, and young adult literature eco-narratives and cli-fi that can be paired with classroom activities to help students make connections to real world environmental and social issues, develop their critical reading, research, and problem-solving skills, and ultimately develop a sense of agency through real world rhetorical activities.

Presenters: Ysaaca Axelrod, University of Massachusetts, Amherst

Jennifer Brownson, University of Wisconsin, Milwaukee

Candance Doerr-Stevens, University of Wisconsin, Milwaukee

Denise Ives, University of Massachusetts, Amherst

K.43 Using Readers and Writers Workshop to Promote SEL ROOM 202-B

In this interactive session, explore the benefits of cultivating workshop units that will promote students’ social and emotional learning. Come away with practical strategies and resources to aid your implementation, including curated

lessons and project ideas aimed at fostering a classroom environment that supports students academically, socially, and emotionally.

Presenters: Arlene Fannell, Diana C. Lobosco STEM Academy

Brittany Gaccione, Diana C. Lobosco STEM Academy

Ellen Gianakis, Passaic County Technical Vocational Schools

K.44 We Begin Here: Exploring Literacies and Land in Early Elementary Classrooms ROOM 206-B

Early-career teachers begin to shine a light on what is possible when teachers begin to engage land-centered literacies with young children. Presenters will share resources and strategies with attendees about how they engaged in inquiries to create curriculum with young children that begins the path of centering sovereign pedagogies.

Presenters: Maria Andrews, Western Washington University

Amy Seely Flint, University of Louisville Tasha Laman, Western Washington University Gabreiel Outlaw-Spencer, Western Washington University

Reanne Rossi, Western Washington University

K.45

Weathering the Storm: Student Voices for Context, Challenge, and Change ROOM 212-A

Students want relevant projects with the freedom to explore, inquire, and create. Topics including mental health, feminism, and LGBTQIA+, Black, Latinx, Indigenous, and Asian voices require an intellectual investment and are, in short, real. Meeting remote learning needs and involving digital texts, we’ve found this project meets the needs of everyone “weathering the storm” in a post-pandemic age.

Presenters: Michael Guevara, Perfection Learning

Carrie Mattern, Carman-Ainsworth High School

Andy Schoenborn, Clare Pioneer High School, Clare, MI

K.46 #Why Middle Matters—Illuminating the Middle: Censorship, Sustainability, and Finding Light in a Climate of Fear ROOM 210-CD

Sponsored by the NCTE Middle Level Section

We are teaching through an incredibly challenging moment, with our pedagogy under attack and censorship of curriculum— particularly on issues of race, culture, and identity—on the rise. This #whymiddlematters session supports educators to understand this difficult context and explore sustainable ways to defend the integrity of their pedagogy and curriculum.

Presenters: Sarah Bonner, Heyworth Junior High School

Michael Domínguez, San Diego State University

Carla España, Rye Country Day School

Sara Kajder, University of Georgia

Robyn Seglem, Illinois State University

Haley Shaffer, Poland Local School District, OH

Respondent: Shelbie Witte, Oklahoma State University

K.47 Writing Our Sueños: Cultivating the Light within Ourselves ROOM 201-B

This presentation highlights ways educators can draw students of color’s funds of knowledge to bring light to their writer identities.

Participants will leave with ways to mindfully integrate, deepen their use of, and center student knowledge and a greater awareness of the cultural capital students bring into our classroom communities.

Presenters: Jean Kim

Alethea Maldonado, Lockhart Junior High

Briana Morales, Gordon Bush Alternative Center

Dillin Randolph

K.48 Poster Sessions

ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR

Poster 1—Grappling with the Unprecedented: A First-Year Teacher’s Chronicle of Enacting Antiracist Pedagogy during Tragic and Traumatic Times

My autoethnographic study critically examines my experiences as a new educator navigating teaching during a pandemic in a grieving community following tragedy and uprising for

racial justice. I chronicle how I use literature as an accessible tool for antiracist pedagogy and creating equitable learning spaces for humanizing, honoring, healing, protecting hope, and cultivating light.

Presenter: Samantha Cronin, University of Minnesota

Poster 2—Rising from the Ashes: Two Teachers’ Work to Reignite Joy in the Classroom

From digital writer’s notebooks to building a curriculum oriented around student choice, we hope to share our experiences and our goto resources for revamping a classroom to fit the 21st century! Topics will include but won’t be limited to independent reading and book clubs, digital writer’s notebooks and workshop, standards-based grading, and student choice driven units and assessments.

Presenters: Hannah Rust, Ohio Writing Project, National Writing Project, Olentangy Local Schools

Angela Tremmel, Olentangy Liberty High School

Poster 3—The Dyslexia Disparity: An Examination of Inequities in the Identification of and Intervention with Black Early Learners

Would you like to support students of color experiencing dyslexia in your classroom? Do you know how dyslexia is identified and understood in young learners, especially students in urban schools dealing with disparities? This session will provide insights into the experiences, process, and protocols utilized by urban- area school professionals who serve students of color experiencing dyslexia.

Presenter: Fredeisha Darrington, University of Alabama at Birmingham Poster 4—Turn Up the Brightness: Inviting Transformative Social Media Content into Work with Preservice Teachers

Will Instagram and TikTok change teaching toward good for good? Join us as we illuminate the “bright practices” of preservice teachers as they bridge identity, experience, and transformative literacies through social media. We explore the curricular moves from our courses in the context of the digital, shifting, multimodal texts that preservice teachers encounter daily across platforms.

Presenters: Claire Collins, The University of Texas at Austin Kelsie Corriston, The University of Texas at Austin

SATURDAY LUNCHEONS — 12:30–2:30 P.M.

Children’s Book Awards Luncheon

BALLROOM C

The winners of the 2022 Charlotte Huck Award for Outstanding Fiction for Children and the Orbis Pictus Award for Outstanding Nonfiction for Children will speak at this luncheon. The 2023 award winners will also be announced!

Presiding: Tracey Flores, The University of Texas at Austin Sanjuana Rodriguez, Kennesaw State University, Kennesaw, GA Donna Bulatowicz, Montana State University, Billings

Speakers: Traci N. Todd and Kaela Rivera

When Chicago native TRACI N. TODD was born, her father decided her initials should stand for dynamite, just like his. He raised her on Ray Charles and Nina Simone, and her mother read her every good book. Traci grew up to become a children’s book editor and currently lives in Jackson Heights, Queens, where she writes, edits, and listens to Ray Charles and Nina Simone, while her partner draws comic books. Traci is the author of Nina: A Story of Nina Simone

KAELA RIVERA grew up believing in will-o’-the-wisps and el chupacabra, but even ghost stories couldn’t stop her from reading in the isolated treetops, caves, and creeks of Tennessee’s Appalachian forests.  She still believes in the folktales of her Mexican American and British parents, but now she writes about them from the adventurefilled mountains of the Wild West. When she’s not crafting stories, she’s using her English degree from BYU-Idaho as an editor for a marketing company (or secretly doodling her characters in the margins of her notebook). Her award-winning debut novel, Cece Rios and the Desert of Souls, came out in April 2021, and its sequel, Cece Rios and the King of Fears, was published in September.   Her biggest hope is to highlight and explore the beauty of cultural differences and how sharing those differences can bring us all closer.

2022 AWARD RECOGNITION

ORBIS PICTUS AWARD FOR OUTSTANDING NONFICTION FOR CHILDREN

Presenter: Sanjuana Rodriguez, Kennesaw State University, Kennesaw, GA

Recipient: Nina: A Story of Nina Simone by Traci N. Todd, Illustrated by Christian Robinson (G. P. Putnam’s Sons Books for Young Readers)

CHARLOTTE HUCK AWARD FOR OUTSTANDING FICTION FOR CHILDREN

Presenter: Donna Bulatowicz, Montana State University, Billings

Recipient: Cece Rios and the Desert of Souls by Kaela Rivera (HarperCollins)

TRACI N. TODD

KAELA RIVERA

SATURDAY

LUNCHEONS — 12:30–2:30 P.M.

Secondary Section Luncheon

BALLROOM D

Presiding: Lisa Scherff, Secondary Section Steering Committee Chair, Community School of Naples, FL

Speaker: Anna-Marie McLemore Anna-Marie McLemore was born in the foothills of the San Gabriel Mountains and taught by their family to hear la llorona in the Santa Ana winds. They are the author of The Weight of Feathers, Wild Beauty, Blanca & Roja, Dark and Deepest Red, The Mirror Season, Lake lore, and Self-Made Boys: A Great Gatsby Remix, which was also just longlisted for the 2022 National Book Award in Young Adult Literature. Their books include two previous titles longlisted for the National Book Award and recognition from both the William C. Morris Debut Award and Stonewall Book Award.

Secondary Section Steering Committee Members: Layla Aldousany, North Carolina School of Science and Mathematics, Durham

Susan Barber, Grady High School, Atlanta, GA

Angela Moore, Richmond, VA

Josh Thompson, Blacksburg, VA

AWARD RECOGNITION

HIGH SCHOOL TEACHERS OF EXCELLENCE AWARD

Wanda Anderson, Huguenot High School; Therese Arvizu, North High School; Tommy Lee Bender, Southeast High School; Amber Dumbuya, Kendrick High School; Janice L. Rowley, Renaissance High School and Detroit Public Schools; Jay Schroder, Central Medford High School; Donja J. Thomas, Gahanna Lincoln High School

PAUL AND KATE FARMER ENGLISH JOURNAL WRITING AWARD

Kimberly D. Hellerich, East Windsor High School, (Re)Vitalizing Instruction via Participatory Action Research” (November 2021)

Honorable Mention: Daniel Ian Rubin, “Teaching Ghost Boys to Explore Police Brutality and Antiracist Protests” (September 2021)

ENGLISH JOURNAL EDWIN M. HOPKINS AWARD

Luz Yadira Herrera, California State University, Channel Islands, and Carla España, Rye Country Day School, “Se hace camino al andar: Translanguaging Pedagogy for Justice” (May 2022)

Honorable Mention: Yolanda Sealey-Ruiz, Teachers College, Columbia University, “An Archaeology of Self for Our Times: Another Talk to Teachers” (May 2022)

ANNA-MARIE MCLEMORE

L.01

Antiracist Pedagogies That Resist Cultural Biases

ROOM 205-A

This session includes a case study that traces a three-year English antiracist curriculum designed to prepare students for the AP English Language and Composition exam at an all-girls, Hispanic-majority school and a paper that explores how increased knowledge of the unique cultural challenges of Asian American students can help educators create more culturally responsive classrooms.

Presenters: Joanne Choi, Therapy Source, Inc./ Teachers College, Columbia University, “Uncovering the Model Minority Narrative: A Case Study on Asian American Students in High-Achieving Schools”

Nora Rivera, Chapman University, “Antiracist Pedagogies That Resist Cultural Biases Embedded in the AP English Language and Composition Exam”

L.02 Be a Light, Not a Dimmer: Honoring Social Justice Commitments in the ELA Classroom

ROOM 201-C

How many teachers who think they are lights in antibias, antiracist work are actually dimmers? How much harm do they still do to students? This session challenges participants to reflect on the harm they may cause and offers ways to reduce it. Specifically, it covers teaching racial literacy using books, films, and comics and reframing the teaching of argumentation using the Rogerian method.

Presenters: Carrie Mattern, Carman-Ainsworth High School

Josh Thompson, Virginia Tech

L.03 “Boys Can’t Wear Skirts”: Facilitating Critical Dialogue in the Classroom with Youth

ROOM 262-B

This panel examines approaches to discussing critical issues of identity in the classroom. Paper one is an action research study exploring gender identity with preschool children; paper two discusses queer and trans youths’ (dis) trust of LGBTQIA+-inclusive curriculum through ethnographic study; paper three highlights the interactional quality of voices of students and teachers during a language-based learning activity; and paper four examines how teachers and students address religious themes in class.

Presenters: Maria Acevedo-Aquino, Texas A&M UniversitySan Antonio, “‘Boys Can’t Wear Skirts’: An Exploration of Gender Expression with Young Children”

Renata Love Jones, Georgia State University, “Dreaming in Dialogic: Dialogic Pedagogy in Language-Based Teaching and Learning”

Mikaela Martinez, Texas A&M University-San Antonio, “‘Boys Can’t Wear Skirts’: An Exploration of Gender Expression with Young Children”

Christopher Olshefski, Winchester Thurston School, “Functions of Religious Literacy in Literary Discussions of National Board Certified English Teachers”

Ryan Schey, University of Georgia, “Queer and Trans Youth (Dis)Trusting LGBTQIA+-Inclusive Curricula: Examples from One High School”

L.04 Children’s Literature Pursuing Sueños of Peace, Equity, Social Justice, and Global Community ROOM 213-B

The Jane Addams Children’s Book Award (JACBA) recognizes books with “literary and aesthetic excellence that effectively engage children in thinking about peace, social justice, global community, and equity for all people.” This panel session features 2022 JACBA award and honor authors, illustrators, and members of the book award selection committee.

Presenters: Jackie Marshall Arnold, University of Dayton Jenice Mateo-Toledo, Columbia University, Teachers College

Josie Bustos Pelayo, California State University, Fresno Ruth Quiroa, National Louis University Jongsun Wee, Pacific University Tradebook Authors/Illustrators: Keith Mallett, Macmillan Ray Anthony Shepard, Macmillan

L.05

Clarifying Misinformation: Tools to Empower Students

ROOM 203-A

Reading laterally and fact-checking are critical skills all students need! This session offers ideas to help students become discerning users of digital content.

Presenters: Pamela Brunskill, News Literacy Project, “Using News Literacy to Help Students Think Critically about Information by Writing a Fact-Check Social Media Post”

Sharon Murchie, Okemos High School/CRWP, “Illuminating Best Practices for Today’s Generation: Teaching Critical Media Literacy in 2022”

L.06 Creating Brave Spaces: Using Picture Books as a Tool for Greater Understanding and Empathy ROOM 207-C

During this session, participants will explore how children’s books can be utilized in classrooms to provide safe spaces to discuss social and emotional stances and empower young children to be represented in their classroom.

Presenters: Joshua Hill, University of Maine, Farmington, “Using Picture Books about Transgender Children in the Early Childhood Classroom”

Darius Phelps, Teachers College, Columbia University, “What Ways Do Young Men of Color Respond to Culturally Diverse Texts That Deal with Empathy?”

L.07 Disability Studies in the English Classroom

ROOM 203-B

About one in five people in the United States identify as having a disability. Yet, how often do we discuss disabilities in the English classroom? How many texts by disabled authors do we read? In this session, two teachers will discuss their English elective class “Disabilities in Literature” and how and why disability studies can be taught as a part of any English curriculum.

Presenters: Sarah Schulz, Roland Park Country School

Nicole Yoder, Roland Park Country School

L.08 Engaging Readers: From Comprehension to Social Justice ROOM 201-D

Teaching for and about social justice while ensuring skills are addressed and objectives are met are not mutually exclusive practices. Through strategies and practical takeaways for the classroom, participants will consider the role of identity and bias in comprehension and how to center social justice for an engaging and relevant curriculum.

Presenters: Tricia Ebarvia, Conestoga High School

Lorena Germán, Multicultural Classroom Jennifer Serravallo, Heinemann

L.09 Expanding Critical Reading Methods: What Lies beside, beyond, and Contingent to Close Reading? ROOM 262-A

What lies beyond the practice of close reading? This panel presents three critical reading methods that expand how we read texts in ELA classrooms. Based on empirical research, we present distant reading, textual resonance, and affective surges as reading methods that enliven transformational reading pedagogy and expand critical reading practices in English education.

Session Chair: Josh Coleman, San Jose State University

Presenters: Josh Coleman, San Jose State University, “‘Distant Reading’ Speculative Youth Literature: A Computational, Critical Content Analysis of LGBTQIA+ Youth Literature”

Cori McKenzie, SUNY Cortland, “Intensities and Surges: Using Affect Theory to Illuminate New Paths for Transformational Reading Pedagogy”

Scott Jarvie, San Jose State University, “Reading Resonance in English Classrooms”

L.10 Graphic Novels to Promote Student Storytelling and Understanding

ROOM 206-A

This session focuses on the use of graphic novels to support student voice and storytelling and as a way to include more humanizing experiences.

Presenters: Ashley Dallacqua, The University of New Mexico, “Centering Students as Storytellers while Reading Lowriders to the Center of the Earth”

Heather O’Loughlin, Arizona State University, “A Multiliteracies Approach to Teaching YA Graphic Novels in a Secondary English Language Arts Classroom”

Annmarie Sheahan, “Centering Students as Storytellers while Reading Lowriders to the Center of the Earth”

L.11 Illuminating Critical Methods for Bilingual and Biliterate Teachers ROOM 251-C

Through collective and critical methods, teacher educators engage with bilingual and biliterate educators and education in order to improve teaching and learning in ELA classrooms and beyond.

Presenters: Paty Abril-Gonzalez, The University of Texas at Austin, “Delvolviendo La Luz: Bilingual Latinx Preservice Teachers Shining Bright, Giving Back, and Becoming the Light for Others”

Joan Fingon, California State University, Los Angeles, “‘!Léelo a tu hermana pequeña!’ Storying the Literacy Experiences of Latinx Bilingual Teachers”

Holland Kowalkowski, The University of Texas at Austin, “Delvolviendo La Luz: Bilingual Latinx Preservice Teachers Shining Bright, Giving Back, and Becoming the Light for Others”

Sharon Ulanoff, California State University, Los Angeles, “‘!Léelo a tu hermana pequeña!’ Storying the Literacy Experiences of Latinx Bilingual Teachers”

L.12 In Pursuit of Light: Exploring Writing Methods for Teachers and Teacher Educators

ROOM 258-B

This session will illuminate methods for writing teaching and writing practice that center identity, poetry, and community.

Presenters: Erika Bass, University of Northern Iowa, “Using University-School Partnerships to Support Preservice Teachers’ Writing Feedback Practices”

Sheila Benson, University of Northern Iowa, “Using University-School Partnerships to Support Preservice Teachers’ Writing Feedback Practices”

Carter Couchman, Kansas State University, “Pursuing the Light and Preserving Wonder through Place-Based Poetry Projects”

Brenna Griffin, Cedar Falls High School, “Using University-School Partnerships to Support Preservice Teachers’ Writing Feedback Practices”

Erica Holyoke, University of Colorado, Denver, “Critical Consciousness as a North Star: The Transformative Nature of Nested Writing Communities”

Douglas Kaufman, University of Connecticut, “Recentering a Language Arts Methods Course in Equity, Social Justice, and Antiracism: Possibilities for Practice and Continual Revision”

Lori Leiszler, Kansas State University, “Pursuing the Light and Preserving Wonder through Place-Based Poetry Projects”

Gina Paese-Margiela, University of Missouri, Kansas City, “Found Poetry to Inform Teacher Education Practices in the Midst of Intersecting Pandemics”

Nora Peterman, University of Missouri, Kansas City, “Found Poetry to Inform Teacher Education Practices in the Midst of Intersecting Pandemics”

Susan Tily, The University of Texas at Austin, “Critical Consciousness as a North Star: The Transformative Nature of Nested Writing Communities”

L.13 Light in Changing Times: Interdisciplinary Literacies in the Middle Grades

ROOM 209-B

This session offers exciting strategies and opportunities for participation as presenters will share unique and innovative practices for engaging in interdisciplinary ways in today’s complex literacy classroom.

Presenters: Travis Crowder, East Alexander Middle School, “Critical Pedagogy in the Middle School Classroom: Social Justice amid Science of Reading Pressures”

Mary Jo Fresch, The Ohio State University, “Leveraging Literacy Skills in Grades 4–8 Content Area Learning: Providing Equity with Student-Centered Instruction”

William Kerns, University of Arkansas at Little Rock, “Critical Pedagogy in the Middle School Classroom: Social Justice amid Science of Reading Pressures”

Susannah Remillard, Cape Cod Lighthouse Charter School, “Argument Mapping the Mysteries: Exploring Tools to Break Down Toxic Polarization”

L.14 Light the Way: Reflections from an Urban-Based Teacher Residency Program

ROOM 251-A

In this multimedia panel discussion, attendees will see and hear how a team of culturally and linguistically diverse (CLD), first-generation English education interns in a retentionsupport program act to support one another through the systemic hurdles of pursuing teacher licensure and to cultivate racially just pedagogies in the 6th- to 12th-grade schools where they serve.

Presenters: Jessica Berrios, New Jersey City University

Chelsea Diggs, New Jersey City University

Nicole Leibowitz, New Jersey City University

Mary McGriff, New Jersey City University

Orlando Rodriguez, New Jersey City University

Michelle Rosen, New Jersey City University

L.15 Lighting the Way: Engaging Literature and Text to Think through Social Problems

ROOM 213-A

In this combined panel, the speakers will discuss using literature, texts, and practices to teach to and through social issues.

Presenters: Kailey Giordano, La Jolla Country Day School, “Love and Justice: Reading Poetry in Community”

Antony Lyon, University of California, San Diego, “Love and Justice: Reading Poetry in Community”

Stephanie F. Reid, University of Montana, “Teaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Students”

Kimberly Rotter, “English Teachers as American Democracy Activists: Upholding Fact and Principles of Equality, Community, and Social Justice in a PostTruth, Online World”

Justin Scholes, Northwest Middle School, “Teaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Students”

Rita Thorson, St Croix Preparatory School, “Teaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Students”

L.16 Lighting the Way! Exploring Contemporary Concerns

Early Childhood Classroom Using AwardWinning Picture Books ROOM 207-B

Learn about K–3 classroom applications using award-winning literature selected from the Notable Social Studies Trade Books for Young People lists. Focusing on contemporary concerns, the text sets shared will be connected to ELA and Social Studies standards and social emotional learning competencies. Ideas for reading, writing, discussion, and critical reflection will also be presented.

Presenters: Amanda Deliman, Utah State University

Marla Robertson, Utah State University

Rachel Turner, Utah State University

in the

L.17 Lighting the Way with Civic Literacies

ROOM 210-A

This exciting and timely session offers attendees multiple opportunities to learn from educators engaged in innovative civic literacy work with youth and communities, offering guidance and suggestions on centering and exploring civic and democratic education in the middle grade literacy classroom.

Presenters: Kristen Berger, Williamsport Area Middle School, “Envisioning a Brighter Future: Activism in the ELA Classroom”

Kimberley Daly, George Mason University, “Seeing the World: Engaging Students in the Local and Global” Penelope Melville, “Of Mice and Mockingbirds: Exploring Democratic Education, Socio-Political Teaching, and Dialogue through International Collaboration in English Classrooms”

Alexa Muse, University of Oxford, “Of Mice and Mockingbirds: Exploring Democratic Education, SocioPolitical Teaching, and Dialogue through International Collaboration in English Classrooms”

L.18 Lighting Up Identities and Justice in the Middle Grades

ROOM 212-B

This interactive session will share examples of transformative, illuminating literacies of social justice and identity exploration in the middle grades. Attendees can expect timely examples of practice and lesson studies that will inform their classroom practice in powerful ways.

Presenters: Brittany Adams, SUNY College at Cortland, “Guiding Lights: Racial Realism and CRT Themes in Florida’s Sunshine State Reader Texts”

Nadia Behizadeh, Georgia State University, “Blending Social Justice with Standards: Powerful Writing Pedagogy Lesson and Unit Planning”

Jacobe Bell, Teachers College, Columbia University, “Students as Agents of Change: Using Student-Led Inquiry to Create Antiracist Learning Spaces”

Gillian Mertens, University of Florida, “Guiding Lights: Racial Realism and CRT Themes in Florida’s Sunshine State Reader Texts”

Reshma Ramkellawan-Arteaga, Teaching Matters, “Students as Agents of Change: Using Student-Led Inquiry to Create Antiracist Learning Spaces”

L.19 Linking Literacies across the Curriculum through Multimodal Text Sets

ROOM 208-A

As proponents of reading and writing to learn across the curriculum, presenters will share approaches to integrate literacy strategies in learning complex text and content through multimodal text sets. Based on a Science-ELASpecial Education collaboration, the materials and strategies that attendees engage in can span grade levels and disciplines.

Presenters: Mellomonique Greene, Hancock Place School District

Amy Lannin, University of Missouri

Lori Pinkston, RPDC

L.20 Look Again: Inviting Students to See Familiar Civil Rights Landmarks in New Ways

C

ROOM 201-B

Teachers and administrators from Alabama, Mississippi, and Ohio describe students’ experiences on a Virtual Civil Rights Landmarks Tour designed to help students see landmarks in their communities in a new light. Session participants collaboratively analyze middle and high school student writing and hear videotaped student reflections. Participants also experience two stops on the virtual tour.

Session Chair: Rachel Bear, National Writing Project

Presenters: Robin Atwood, South Mississippi Writing Project

Hannah Doleac, Lamar County Schools

Brooke McWilliams, Lamar County Schools

Megan Rodney, Ohio Writing Project

Jameka Thomas, UAB Red Mountain Writing Project

Catherine Williams, Marion County Schools

Dylan Williams, Oak Grove High School/South Mississippi Writing Project

L.21 Making the Ancestors Proud and Illuminating the Future: Multigenerational and Multimodal Freedom Dreaming for Educational Justice

ROOM 212-A

Inspired by Bettina Love and Robin Kelley, we explore how a diverse collective of teachers, students, and luminaries harnessed the power of writing and the arts to manifest visions of a more just educational system. Join us as we share the writing prompts and art projects that led to the creation of multimodal education freedom dreams with our students.

Session Chair: Kelly Wissman, University at Albany, SUNY

Presenters: Christina Taylor, Corinth, NY

Leah Werther, Niskayuna Central School District

Kelly Wissman, University at Albany, SUNY

L.22 Nurturing and Sustaining Critical Educators: A Mentoring and Network Session

ROOM 264-BC

Sponsored by the NCTE Latinx Caucus, Black Caucus, Asian American Caucus, American Indian Caucus, and Middle Level Section

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 equityfocused, antiracist efforts! With mentors covering all grade levels, all interested in critical pedagogy and justice issues are welcome.

Presenters: Limarys Caraballo, Teachers College, Columbia University

Anthony Celaya, Western Washington University

Michael Domínguez, San Diego State University

Carla España, Rye Country Day School

Luz Herrera, California State University, Channel Islands

Betina Hsieh, California State University, Long Beach

Naitnaphit Limlamai, University of Michigan, Ann Arbor

Andrea Riley Mukavetz, Grand Valley State University

Joaquin Munoz, University of British Columbia

Sandra L. Osorio, Erikson Institute Chicago

Robyn Seglem, Illinois State University

Byung-In Seo, Chicago State University

Francisco Torres, Kent State University

Saba Khan Vlach, University of Iowa, Iowa City

L.23 Out of the Margins: Reimagining Narratives through Minor Character Explorations

ROOM 202-B

The presenters demonstrate how students can explore narrative through the lens of a minor character. The presenters suggest that considering the point of view of minor characters allows students to dwell in the unexplored spaces of a text, creating a rich opportunity to imagine the narrative from the point of view of the underrepresented or marginalized.

Presenters: Natalie Cole, Bentonville High School

Elizabeth Knapp, Bentonville High School

Alison Vowell

L.24 Representing Ourselves and Our Dreams: Remixing Visual Media with an Eye towards Criticality ROOM 207-A

Remixing visual media (the process of cutting up, sampling, combining or rearranging existing content to make something new [Coppola, 2020]), offers students the opportunity to reenvision the world as they want it to be. We will provide tools for visual critical literacy including a critical remixing self-assessment rubric for students and student work samples from an elementary classroom.

Presenters: Alexandra (Allie) Paddock, Bank Street College of Education

Laurie Rabinowitz, Bank Street College of Education

Amy Tondreau, University of Maryland, Baltimore County

L.25 Shedding Light on a Growing Field: Identifying Trends in Scholarly Books about Young Adult Literature

ROOM 251-B

What do scholarly books about YAL tell us about the field? This interactive session will report on published books and categories identified in a critical content analysis of YAL from the last 20 years. Participants will engage in analyzing data and sharing what books they use in their teaching. Together, we will shed light on new possibilities for YAL in classrooms and in scholarly works.

Roundtable Leaders: Ashley Boyd, Washington State University

Sarah Donovan, Oklahoma State University

Crag Hill, University of Oklahoma

Terri Suico, Saint Mary’s College

Shelly K. Unsicker-Durham, University of Oklahoma

L.26 Shedding Light on Book Deserts: Book Access and Equity ROOM 210-CD

Pre-COVID, over 32 million children lacked book access in their homes, schools, and communities. This roundtable draws together an array of literacy activists and educators—including nonprofits, children’s book authors, and grassroots organizers— who promote book access in innovative and engaging ways.

Presenters: Larry Abrams, Book Smile

Emily Cicchini, Book Spring Kevin Kushman, Blue Manatee

Alicia Levi, Reading Is Fundamental

Mike McGuffee, Unite for Literacy

Greig Metzger, Little Free Library

Molly Ness, Fordham University

Miranda Paul, We Need Diverse Books

Rekha Rajan, Bring Me a Book/Penguin/Scholastic

L.27 Shedding Light on Processes in Academia: A Conversation on Navigating the Ranks of Academia in English Teacher Education ROOM 253-BC

In this interactive session, full professors share their perspectives on the journey to academic rank promotion. We explore the difficulties in advancing in the professoriate. We listen to attendees’ stories, teasing out common threads and problems. We also share advice and develop an ongoing community aimed at assisting assistant and associate professors who seek to move to full professor.

Presenters: Jennifer Dail, Kennesaw State University

Tonya Perry, University of Alabama at Birmingham Shelbie Witte, Oklahoma State University

L.28 Shining Light on Latinidad in the Secondary ELA Classroom ROOM 201-A

This panel brings together three Latina educators committed to shining light on Latinx voices, identities, and experiences in the ELA classroom. The discourse will encourage critical dialogue including racism, language, and colorism that challenge how we are defined and how we center the voices of Latinx students, communities, and families toward cultivating the hopes and sueños of latinidad.

Session Chair: Sandra Saco, Arizona State University

Presenters: Monica Baldonado-Ruiz, San Diego State University

Alethea Maldonado, Lockhart Junior High Sandra Saco, Arizona State University

L.29 #SocialStrategies for Cultivating Multimodal Communications

ROOM 202-A

In this interactive session, explore the benefits of utilizing social media platforms such as TikTok, Instagram, and Snapchat to leverage students’ voices and expand learning communities beyond the classroom. Come away with practical strategies and resources to aid implementation, including curated lessons and project ideas that leverage expressive forms to construct multimodal communications.

Presenters: Arlene Fannell, Diana C. Lobosco STEM Academy

Brittany Gaccione, Diana C. Lobosco STEM Academy Ellen Gianakis, Passaic County Technical Vocational Schools

L.30 #TeachLivingPoets and US Poet Laureate Joy Harjo Present Living Nations, Living Words, and Teaching Native Nations Poets

ROOM 213-CD

Sponsored by the NCTE Secondary Section

Along with US Poet Laureate Joy Harjo, members of the Library of Congress’s educator toolkit committee for Living Nations, Living Words will share their expertise and classroom experience teaching this beautiful project devoted to the work and experience of living Native poets and essential to the literature of our nation. Ample time will be allotted for open Q&A with Joy Harjo.

Presenter: Joy Harjo, Academy of American Poets

L.31 The Creativity Collaborative: Sustaining Community, Care, and Creative Reflection ROOM 211-B

In this hands-on session, the Creativity Collaborative, a community of practice and care, will discuss using visual journaling as a sustainable care practice and as an arts-based method for learners. Participants will practice creative reflection and journaling and leave with practical suggestions for incorporating arts-based practices in personal and classroom settings.

Presenters: Tempestt Adams, Appalachian State University

Jewel Davis, Appalachian State University

Peaches Hash, Appalachian State University

Jennifer Luetkemeyer, Appalachian State University

Theresa Redmond, Appalachian State University

L.32 The Role of NCTE, Literacy Educators, and the Committee on Diversity and Inclusivity in Support of Antiracist Literacy Education ROOM 261-A

Sponsored by the NCTE Standing Committee on Diversity and Inclusivity

NCTE’s Standing Committee on Diversity and Inclusivity will discuss and invite discussion regarding legislation that challenges antiracist education in Pre-K–grade 12 and university classrooms addressing historical contexts for current issues, why antiracist education continues to be important, and strategies for working within while challenging legislation to antiracist teaching.

Presenters: Susi Long, University of South Carolina Kamania Wynter-Hoyte, University of South Carolina

L.33 To Boldly Go: Exploring the Future and Social Justice through YA Science Fiction

ROOM 256-A

In this session, presenters will share resources and strategies for facilitating shared readings of Young Adult science fiction and fantasy literature with preservice English teachers. Such readings and analyses help future teachers to imagine a brighter future for all. Participants are invited to share their own experiences with using YA literature to boldly go forth into a more just future.

Presenters: Kristi Amatucci, Georgia Gwinnett College Mari Banks, Decatur City Schools Ruth Caillouet, Louisiana Department of Education Barbara Holland, Louisiana Department of Education

L.34 Using Literacy Leadership to Plant Seeds of Opportunity and Illuminate Growth in Middle School Students

ROOM 208-B

In this presentation, members of a middle level schoolwide literacy team will share insights and strategies on how they develop, foster, and execute schoolwide literacy initiatives that honor and value the diversity of their students and school community, plant seeds and illuminate student potential, and bring teachers together around common goals.

Presenters: Leah Bishop, Freedom Middle School

Priscilla Conerly, Freedom Middle School

Tequila Cornelious, Concordia University Chicago

Catherine Curtis, Freedom Middle School

Charles Farmer, Freedom Middle School

Gretchen Koerpel, Freedom Middle School

L.35 Using Young Adult Verse

Novels

as Mentor Texts for Student Writers ROOM 205-B

This interactive session focuses on how ELA teachers can use young adult novels in verse as mentor texts to help students develop their writing skills, respond to and analyze texts, and create multiple genres of text. The panelists will offer strategies for and examples of student writing including poetry, short stories, essays, videos, and memoirs. Panelists will share materials, book lists, and more.

Session Chair: Melanie Hundley, Vanderbilt University

Presenters: Melanie Hundley, Vanderbilt University

Emily Pendergrass, Vanderbilt University

Rebecca Peterson, Indiana University

C

L.36 Utilizing Book Study and a ChallengeBased Learning Project to Enlighten FirstYear College Students Regarding Race and Equity during the COVID-19 Pandemic ROOM 210-B

How can we engage and support first-year college students who spent the last 18 months of high school in the midst of a pandemic in critical discussions related to race and equity? Participants will learn about our approach to confronting these challenges as we implemented a book study and ChallengeBased Learning Project with education majors at a predominately white suburban public university.

Presenters: John Craig, West Chester University

Rose Jagielo-Manion, West Chester University

Jessica Tobin Nagle, Temple University Chris Penny, West Chester University

L.37 #Why Middle Matters—Illuminating the Middle: Shining a Light on Mental Health Literacy ROOM 209-A

Sponsored by the NCTE Middle Level Section

This session features authors, educators, and mental health professionals sharing their work and knowledge for enhancing middle level students’ mental health literacy through literature. Presenters will share specific titles, considerations for educators, and suggestions for utilizing literature as a starting point in normalizing mental health foci in middle level classrooms.

Presenters: Brooke Eisenbach, Lesley University

Jason Frydman, Lesley University

Susan James, University of West Florida

Haley Shaffer, Poland Local School District, OH

Laura Wood, Lesley University

Tradebook Authors/Illustrators: Barbara Dee, Aladdin/Simon & Schuster

Ella Schwartz

Jeff Zentner, Penguin Random House

L.38

You’re

Getting Warmer! Climate Conversations in the ELA Classroom ROOM 211-A

In this engaging and interactive panel session, explore texts, topics, and strategies for inspiring students of all ages to learn more about climate change and environmental justice and become active participants in the fight for our planet.

Presenter: Sarah Honore, Houston Independent School District

M.01 2022 Notable Books for a Global Society: Dreams, Hope, and Possibilities in Literature

ROOM 213-A

The Notable Books for a Global Society Committee selects 25 books that demonstrate diverse genres, voices, and topics to enhance student understanding of people and cultures throughout the world. With multiple table discussions occurring concurrently, participants will be able to choose themes and books that are professionally and personally relevant.

Presenters: Jeanne Fain, Lipscomb University

Tracey Hodges, University of Alabama

Mary Oslick, Stetson University

Osha Smith, Walden University

Sandip LeeAnne Wilson, Husson University

M.02 A Whole New World: Books and Cultural Practices to Create Dreams and Ideas for a Better America

ROOM 207-B

This session highlights the dreams, goals, and ideas of immigrant and refugee students on their quest for visibility and equal rights. Through the use of books and cultural practices both in homes and in schools, students and teachers are able to see themselves as being a part of the American dream.

Presenters: Sally Brown, Georgia Southern University, “Honduran Dreams: Literacy Learning Embedded in Family Cultural Practices”

Don Vu, Scholastic/Roseville School District, “Finding the Audacity of Equality in the Stories of Immigrants and Refugees”

M.03 Being a Light for Each Other: Illuminating Fieldwork Partnerships between English Education and 6–12 ELA Contexts ROOM 256-A

How can we be a light for each other?

Presenters in this roundtable session describe collaborative projects between English Ed and 6–12 ELA, through which participants grew in community and practice together.

Featured projects showcase mutually beneficial school-university partnerships, innovative and interactive fieldwork structures, and reflective practices for deepening field experience.

Presenters: Katie Alford, McKendree University

Susanna Benko, Ball State University

Rebekah Buchanan, Western Illinois University

Laura Davies, SUNY Cortland

Abigail Kindelsperger, University of Illinois at Chicago

Rachel Knecht, University of Nevada, Reno

Christopher Parsons, Keene State College

Maggie Peterson, University of Maryland, College Park

David Schaafsma, University of Illinois at Chicago

Kate Sjostrom, University of Illinois at Chicago

Roundtable Leaders: Erinn Bentley, Columbus State University

Jessica Gallo, University of Nevada, Reno

Michelle Glerum, Arizona State University

Heidi Hadley, Missouri State University

Kate Hope, California State University Stanislaus

Donald James, Benito Juarez Community Academy

Rex Ovalle, University of Illinois at Chicago

Joe Passi, Benito Juarez Community Academy

Samuel Rowe, University of Illinois at Chicago

Lydia Saravia, DePaul University

Beth Singleton, University of Maryland Writing Project

Amanda Stearns-Pfeiffer, Oakland University

Lauren Wilkie, Chicago Public Schools

M.04

Beyond the Blank and Darkened Screen: Bringing Digital Literacy Practices to Light in ELA Instruction

ROOM 201-D

The shift to remote learning was less than ideal. Yet, these dark times—and blank screens—can be reinvigorated. Framed by NCTE’s Definition of Digital Literacy and four key questions that can be used for planning instruction, panelists will share examples of typical lessons and invite participants to engage in innovative versions of those lessons for both remote and face-to-face instruction.

Presenters: Troy Hicks, Central Michigan University Kristen Turner, Drew University

M.05 Beyond the Book: Understanding the Complexities of Digital Literacies and Authorship

ROOM 262-B

This session highlights how students and writers navigate, challenge, or construct their social worlds through digital spaces. Paper one explores how students engage in critical participatory dialogue with authors and illustrators through digital social media; paper two examines how Chinese international students make sense of their online informationseeking experience in the U.S.; paper three discusses how storied resistances against rape culture are enacted online through YA fanfiction.

Presenters: Huan Gao, University of Florida, “Information Literacy and Transnational Mobility: Chinese International Students Making Sense of Online Information-Seeking Experience in the United States”

Gina Paese-Margiela, University of Missouri, Kansas City, “Beyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Media”

Nora Peterman, University of Missouri, Kansas City, “Beyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Media”

Connor Warner, University of Utah, “Beyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Media”

M.06 Bi/Multilingual Luminaries:

Bilingual Teachers Empowering Students’ Language, Literacy, and Community Practices in the Classroom ROOM 207-A

The four studies in this panel exemplify practices of bilingual teachers that seek to illuminate the linguistic, cultural, and community practices of their students that are often overshadowed in curricular spaces. The studies offer implications for teachers of emergent bilinguals and teacher practitioners to seek ways to incorporate the wealth of knowledge the students bring into the classroom.

Session Chair: Kenya Vargas, The University of Texas at San Antonio

Presenters: Lucila Ek, The University of Texas at San Antonio

Jimena Guerra, Texas A&M University-San Antonio Gilberto Lara, The University of Texas at San Antonio Maria Leija, The University of Texas at San Antonio Alex Mejia, The University of Texas at San Antonio Kenya Vargas, The University of Texas at San Antonio Melinda Zepeda, The University of Texas at San Antonio

Respondent: Patricia Sanchez, The University of Texas at San Antonio

M.07 Blended and Online Spaces: Spaces for Literacy Collaboration ROOM 203-B

The shift to online learning during the pandemic has offered new ideas for innovative multimodal and arts-based literacy collaborations and discussions. This session features the work of ELA educators in these spaces.

Presenters: Adele Bruni Ashley, Teachers College, Columbia University, “Saying Something in the Dark: Responding to Jhumpa Lahiri’s Interpreter of Maladies through Online, Arts-Based Collaboration”

Nathan Blom, New York City Department of Education, “Saying Something in the Dark: Responding to Jhumpa Lahiri’s Interpreter of Maladies through Online, Arts-Based Collaboration”

Marcelle Mentor, Teachers College, Columbia University, “Saying Something in the Dark: Responding to Jhumpa Lahiri’s Interpreter of Maladies through Online, Arts-Based Collaboration”

Janeen Pizzo, SUNY Brockport, “Supporting Thoughtful Multimodal Discussion in ELA Blended Learning Spaces”

Natalie Svrcek, SUNY Brockport, “Supporting Thoughtful Multimodal Discussion in ELA Blended Learning Spaces”

M.08 Bottling Memories That Ignite: Harnessing the Power of Narrative Storytelling to Increase Joy in the ELA Classroom ROOM 201-A

Food and storytelling are huge parts of our culture. This presentation focuses on the healing power of narrative by “bottling” a memory, empowering students to tell their own stories and embrace their genius. During the presentation, participants can expect to “bottle” a memory, engage with others in the community, and receive ready-made lessons to use immediately in their class.

Presenter: Aimee Hardy, Pinson Valley High School

M.09 Bright Practices to Support Preservice Teachers ROOM 210-A

Training teachers to meet the challenges of cultivating an equitable classroom environment is one of the critical tasks for education programs today. Fostering their sense of responsibility to serve as beacons of light in their future schools requires engaging preservice teachers in multiple ways. Our efforts offer examples of ways to do this work at the course, program, and extracurricular level.

Presenters: Andrea Alden, Grand Canyon University Maria Zafonte

M.10 Bringing Social Justice Concepts and Censorship to Light ROOM 205-A

TE

This session will unpack designing curriculum through pairing social justice concepts, historical and legal documents, contemporary political texts, and young adult literature to illuminate the roles socio-political forces have in shaping schools. In addition, presenters will share a “Censorship in Literature” unit.

Presenters: Allyson Buie, Cary Academy, “Dispersing Light: Finding the Joy in Collaboration and Sparking Student Passion”

Kara Kalmer Caccuitto, Cary Academy, “Dispersing Light: Finding the Joy in Collaboration and Sparking Student Passion”

Henry Cody Miller, SUNY Brockport, “Illuminating the Humanity in Historical and Legal Curriculum: Centering Young Adult Literature to Teach Education Foundations Courses”

M.11

Creating Light through Books: The Power of Brave Spaces for Bridging Social Adversities in Virtual Book Clubs

ROOM 253-A

Teaching online during the height of the pandemic, Sam Glansman and Alicia Vonderharr saw a need to provide an extracurricular space for students. What was created was beyond their expectations. Students from varied socioeconomic, racial, and religious backgrounds came together during Book Club and created friendships that endured beyond the book club and across school years. After two successful years with a third on the horizon, Alicia and Sam are bringing their experiences and knowledge to NCTE in the hope of helping others to see the benefits of online extracurricular environments to provide brave spaces for all students.

Presenters: Samantha Glansman, LinK12 with ISD 194, Lakeville, MN

Alicia Vonderharr, Burnsville High School and ISD 191 Virtual Academy, Burnsville MN

M.12 Close-Reading Culturally Relevant Music

ROOM 206-B

The use of Close Reading tactics allows students to share their prior knowledge and experiences which exudes diversity and inclusion, as each student’s voice is shared in a variety of ways. Inspire students to interact and closely read music lyrics through a lens of diversity and equity to engage on significant issues surrounding culture, social justice, inclusion, and racial discourse.

Presenters: Leticia Citizen, Hawthorne School

Toutoule Ntoya, Pasadena Unified School District

Tory Wadlington, Murrieta Valley Unified School District

M.13 Community as the North Star: Building Literacy in Collective

Spaces

ROOM 203-A

In this session, presenters share how reimagining and restorying community/ies with their K–12 and/or teacher education students helped to build communities of resistance grounded in sustained and sustaining (1) participation in digital culture, (2) critical literacy teacher education, and (3) youth activism.

Session Chair: Jenell Igeleke Penn, The Ohio State University

Presenters: Christian Hines, The Ohio State University Hui-Ling Malone, Michigan State University Jenell Igeleke Penn, The Ohio State University

Respondent: Tamara Butler, College of Charleston

M.14 Connecting through Story: The Transformative Power of Daily Picture Book Read-Alouds ROOM 253-BC

Our text choices can welcome students in or turn them away. Intentional selection of daily picture book read-alouds can help students feel seen and strengthen community. Learn about #ClassroomBookADay and join author/ illustrator pairs as they shine the light on ways incorporating more inclusive stories can positively impact your classroom.

Session Chair: Jillian Heise, Heise Reads & Recommends Tradebook Authors/Illustrators: Tami Charles, Scholastic

Bryan Collier, Scholastic Joanna Ho, HarperCollins/East Palo Alto Academy Ashlee Latimer, Abrams Shahrzad Maydani, Abrams Frank Morrison, Illustrator Dow Phumiruk, Art by Dow LLC Christina Soontornvat, Candlewick Press Traci Sorell, Penguin/Charlesbridge/Lerner Arigon Starr, Penguin Carole Weatherford, Author

M.15 Constructing Writer’s Workshop to Build on Students’ Linguistic Repertoires and Funds of Knowledge

ROOM 207-C

In this presentation, you will see how kindergarten and first-grade teachers cultivated writing communities that represented wholeness by interconnecting translanguaging and cultural practices and discussions into the writing workshop. You will see how students used mentor texts and their language of love to produce complex and authentic texts.

Presenters: Viridiana Fimbres, Teachers College, Columbia University, “Reconstructing the Writing Workshop by Building on Students’ Linguistic Repertoires and Funds of Knowledge”

Erica Holyoke, University of Colorado, Denver, “‘He Does What We Do!’ Illuminating the Work of Young Writers”

Susan Tily, The University of Texas at Austin, “‘He Does What We Do!’: Illuminating the Work of Young Writers”

Ursula Tua, Teachers College, Columbia University, “Reconstructing the Writing Workshop by Building on Students’ Linguistic Repertoires and Funds of Knowledge”

M.16 Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities

ROOM 213-CD

Sponsored by the NCTE Latinx Caucus

This roundtable session facilitates crossgenerational 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 who is interested in Latinx issues in education.

Presenters: Limarys Caraballo, Teachers College, Columbia University

Denise Davila, The University of Texas at Austin

Sybil Durand, Arizona State University

Patricia Enciso, The Ohio State University

María E. Fránquiz, The University of Texas at Austin

Antero Garcia, Stanford University

Laura Gonzales, University of Florida

Danny Martinez, University of California, Davis Ramon Martinez, Stanford University Sandra L. Osorio, Erikson Institute Chicago Timothy San Pedro, The Ohio State University Angie Zapata, University of Missouri

M.17 Expanding Trauma-Informed Care through Literacies of Love and Embodiment

ROOM 202-B

As the numbers for child trauma continue to catapult—especially in the midst of a global pandemic—the field of literacy has begun to recognize the importance of addressing trauma in the classroom (Dutro, 2017; Everett, 2021). In this session, we extend trauma-informed frameworks to include literacies of love and embodiment as necessary components of healing.

Presenters: Stephanie Cariaga, California State University, Dominguez Hills Sharim Hannegan-Martinez, University of Kentucky

M.18

Finding Grace: Practical Tools for the Overworked or Overwhelmed ELA

Teacher

ROOM 208-A

In this panel, two ELA teachers and one administrator share practical tools to get out of the stress cycle, lesson-plan our way into more sustainable rhythms, and push for systems that support. By recognizing the challenges in this profession and providing ample space for participants to dialogue about their own survival techniques, we will dream about tomorrow while firmly grounded in today.

Presenters: Monica Colletti, St. Andrew’s Episcopal School

Dean Julius, St. Andrew’s Episcopal School

Julie Rust, St. Andrew’s Episcopal School

M.19 Finding Light from Theory to Practice: BIPOC Educators Share Their Stories

ROOM 207-D

This presentation explores a fundamental question in the minds of teachers and teacher educators: what texts should I use? The presenters, BIPOC identified professors, explore the development of courses taught with texts curated for anti-oppressive education to “create a broader spectrum of light” for the benefit of families and the school community.

Presenters: Stephanie P. Jones, Grinnell College

Joaquin Muñoz, University of British Columbia

Shamari Reid, University of Oklahoma

Stephanie Toliver, University of Colorado, Boulder

Francisco Torres, Kent State University

M.20 First Gen/Gen Z: Reimagining Field Experiences through Literacy Partnerships

ROOM 251-B

When school buildings closed and online programs replaced in-person instruction, we began to redefine the purpose, goals, and possibilities of fieldwork. This panel will share how we reimagined secondary field experiences through online literacy partnerships, centering responsive, personalized literacy instruction that offered much needed human connections for all. Examples will be shared.

Presenters: Libby Adjei, Oklahoma State University

Sarah Donovan, Oklahoma State University

M.21 Illuminating Critical Pedagogy and Practice for Preservice and Early Career Teachers

ROOM 252-A

This session is focused on critical orientations of pedagogy and practice for preservice and early career teachers. Attendees will hear from presenters who reimagine and expand literacy practice in order to explore and enact equitable teaching and learning.

Presenters: Kathryn Struthers Ahmed, Hunter College, CUNY, “Leveraging Students’ Personal and Teachers’ Professional Knowledge: Supporting Preservice Teachers to Design Equity-Based Culturally Sustaining Curriculum

Lucy Arnold, The University of North Carolina at Charlotte, “CEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogies”

Meghan Barnes, University of North Carolina at Charlotte, “CEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogies”

Heather Coffey, “CEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogies”

Anthony Celaya, Western Washington University, “Creating Opportunities for Light: Preservice Teachers Engaging with Critical Pedagogies to Design Civic Action Units”

M.22 Imagining and Creating a Better World in YA Fantasy ROOM 208-B

G

This session features YA authors of stories set in alternate, magical versions of the US. These fantastical stories may be set in another world, but many of the issues and challenges their teen protagonists face are familiar.

Presenter: Sarah Ressler Wright, RB Hayes High School Tradebook Authors/Illustrators: Rachel Griffin, Sourcebooks

Vincent Tirado, Sourcebooks

M.23 Into the Light: Organizing Against Censorship of Diverse Books

ROOM 258-A

Sponsored by the Standing Committee Against Censorship

Participants will gain a working understanding of national current censorship issues facing schools and resources available via NCAC speaker Dr. Christine Emeran; then of SCAC members’ guidance on how to marshall resources at the local level. Finally, led by SCAC members, small groups will study four NCTE position statements for support in school and district work addressing censorship.

Presenters: Ann David, University of the Incarnate Word, “Seeing the Light: Designing an Organized Response to Organized Censorship”

Christine Emeran, National Coalition Against Censorship, “Navigating Censorship and Book Challenges”

Respondents: Katharine Covino-Poutasse, Fitchburg State University

Christina Dobbs

Pamela Mason

Sharon Ryan, Acton-Boxborough Regional School District

M.24 James Moffett’s Lost Language Learning Program: Interaction

ROOM 261-A

M.25 Looking at Our Reading and Writing Practices That Work: Igniting Engagement and Learning in the Classroom

ROOM 251-A

This session will focus on how educators can employ enlightened teaching practices and ideas to navigate the social climate. We will focus on how to best reach students of color and students who have linguistically diverse backgrounds, and how to best support new teachers and veteran teachers in employing equitable teaching practices in literacy classrooms in 6–12.

Session Chair: Jameka Thomas, University of Alabama at Birmingham Red Mountain Writing Project

Presenters: Fredeisha Darrington, University of Alabama at Birmingham, “The Dyslexia Divide: An Examination of Inequities in Early Identification, Intervention, and Advocacy Involving Young Children of Color”

Brandon Hatcher, University of Alabama at Birmingham, “Antiracist Teaching in the Deep South: Affirming Students of Color and Valuing Diverse Populations”

Sonjanika Henderson-Green, Birmingham City Schools, “Reading, the Cornerstone to Breaking the Pipeline to Prison”

TaSharra Hilson, “Using Argumentation to Break Barriers in a Multicultural Classroom”

Sponsored

by

the Assembly for Expanded Perspectives on Learning (AEPL)

James Moffett’s revolutionary 1973 language learning program, Interaction, was protested out of use before it could be widely employed. This presentation utilizes the original activity cards from Interaction to help teachers craft, invent, and think about their own teaching practices and curriculum.

Session Chair: Paul Rogers, University of California, Santa Barbara

Presenters: Kathleen Kelly, Columbia University

Jonathan Marine, George Mason University

Shannon Potts, Special Music School

Respondent: Sheridan Blau, Teachers College, Columbia University

Shonterrius Lawson-Fountain, “All I Need is 4As and One Mic—How One Womanist Teacher Used Four As for Equity to Integrate Culturally Sustaining Anchor Texts That Create the Bridges and Pathways Student Need to Cultivate Their Agency”

Brandi McGuire, “Mustang Mane & Tail: Daily Writing in Every Class, Every Day, to Improve Writing Fluency”

Dianna Minor, Hoover City Schools, “Diverse Literature Initiative in Secondary Schools”

Tonya Perry, University of Alabama at Birmingham

Veronica Rhodes-Simmons, Birmingham City Schools, “Engaging in Socially Responsive Teaching for Gifted Students in Underrepresented Population”

Jameka Thomas, University of Alabama at Birmingham Red Mountain Writing Project, “Conduit of Empowerment and Opportunity: Providing Mentorship and Advocacy to Increase Equity in the Professional Workplace”

M. 26 Multimodal Expressions through Art and Storytelling

ROOM 213-B

Providing students with the opportunity to produce texts in multiple modes and media not only ignites their passion, but, more importantly, helps them make deep connections to the content and their own composing choices.

Presenters: Paula Bourque, Stenhouse Publishers/ Augusta Schools, “Dream It, Draw It, Discover It: Sketchnoting to Enlighten Understanding”

Christine Gentry, New York University, “Speak, Memory: The Power of Oral Storytelling”

Sarah Jerasa, University of Houston, “BookTok101: Enlightening the ELA Classroom with TikTok Multimodal Literacies”

Stacy Vocasek, Arts at the Capitol Theater, “Centering Student Voices through Art and Storytelling”

M.27 Navigating the Affordances and Challenges of Culturally Sustaining Pedagogies

ROOM 211-B

Paper one highlights the benefits of culturally sustaining pedagogies while acknowledging the rhetoric of “learning loss.” Paper two offers insights for navigating culturally relevant teaching and learning within blended learning contexts. Paper three explores culturally and linguistically sustaining pedagogies among emergent bilingual students. Paper four explores the culturally sustaining implications for international student teaching assistants at research-intensive Institutions.

Presenters: Fnu Dawayangzong, University of Florida, “What Successful International Teaching Assistants Do: Three Chinese ITAs’ Teaching Experiences at a US College Campus”

Kayla Hostetler, Aiken County Public Schools, SC, “The Tale of Two Pandemics: Culturally Relevant Pedagogy in a Blended Learning Environment Amidst COVID-19 and Racism Pandemics”

Daniel P. Moore, Stanford University, “Sustaining or Compensating? How Teachers Navigate the ‘Dual Responsibility’ of High-Stakes Tests and Culturally Sustaining Pedagogy”

Joanna Wong, California State University, Monterey Bay, “Affordances of Critical Asset-Focused Teacher Inquiry: Discoveries, Challenges, and Shifts toward Culturally Sustaining Writing Pedagogy”

M.28 Park Rangers and Teachers Ignite Meaningful Learning and Spark Inspiration through Nature-Based Writing and Communities of Practice ROOM 252-C

Three teachers and a National Park Service Ranger explain how collaborations with the National Writing Project and the National Park Service inspire them to beam rays of hope and community in their classrooms and beyond. Presenters will share work samples from students, from elementary and high school settings, that illustrate the writing that accompanies place-based outdoor teaching.

Presenters: Bryan Ripley Crandall, Fairfield University Janine Kayser, Mount Alvernia Academy Kristin Lessard, Weir Farm NHP—National Park Service Kemba Metropoulos, Parkway Central High School Rich Novack, Fairfield Warde High School

M.29 Radical Truth-Telling: Reckoning with Dr. King’s Legacy in Our Classrooms ROOM 212-A

We’ll explore the possibilities of radical and revolutionary truth-telling about Dr. King, race, and racism in K 12 classrooms. As Ida B. Wells reminded us, “The way to right wrongs is to shine the light of truth on them.” We will shine a light to expose canned narratives about Dr. King and demonstrate teaching that raises the critical consciousness of students and keeps hope at the center.

Presenters: Sonja Cherry-Paul, Teachers College, Columbia University Tricia Ebarvia, Conestoga High School

M.30 School Librarians, Teachers, Booksellers, and Authors Bring “Light” to Schools and Communities ROOM 211-A

This panel will discuss how representatives from different aspects of the education profession can bring LIGHT to schools and communities through books and reading. We believe that children, teens, and adults are better citizens when they read and share reading joy with others.

Session Chair: Jennifer Sniadecki, Reading Teacher Writes

Presenters: Kathy Burnette, Brain Lair LLC

Jennica Liberatore, SBCSC

Jennifer Sniadecki, Reading Teacher Writes

Kelly Vorhis, NorthWood High School Tradebook Authors/Illustrators: Pam Allyn, Independent

Margarita Engle, Simon & Schuster

Matthew Kay, Stenhouse Publishers

Jeff Zentner, Penguin Random House

M.31 Shining the Light on Palestinian Voices through Poetry ROOM 201-C

The Palestinian narrative is one that if often intentionally erased. Narratives of Arabs are often portrayed as monoliths. This session will cultivate an appreciation for a historic tradition in Arab cultures and poetry. Presenters will provide participants with resources for instruction and ways of integrating the Palestinian narratives, histories, and culture in English classes.

Presenters: Kefah Ayesh, Al-Ghazaly High School

Sawsan Jaber, Education Unfiltered Consulting

Mona Mustafa, Al-Ghazaly High School

Abeer Shinnawi, Reimagining Migration

M.32 Students and Stories: Illuminating Community with Student-Driven Storytelling ROOM 209-A

This innovative and resource packed session will highlight multiple examples of middle grades classroom practice that leverage storytelling to connect students with their communities in powerful, multimodal, and transformative ways.

Presenters: Erin Quinn, Calgary Board of Education, “Room to Breathe: Personalizing the Language Arts through Student-Designed Projects”

Stephanie F. Reid, University of Montana, “Authoring Pandemic Personal Narratives with Middle-Grade Students”

Florence Scott, Hawaii Technology Academy, “Intergenerational Empathy Interviews: Highlighting Our Shared Humanity through Storytelling and Art”

Rita Thorson, St. Croix Preparatory School, “Authoring Pandemic Personal Narratives with Middle-Grade Students”

Tara Vandertoorn, Calgary Board of Education, “Room to Breathe: Personalizing the Language Arts through Student-Designed Projects”

M.33 Sueña con Nosotros: Reimagining Educational Spaces as Beacons for Hope and Transformation ROOM 252-B

Sponsored by the ELATE Social Justice Commission

The ELATE Commission for Social Justice will begin their session by featuring Cati V. de los RÍos, who will be followed by concurrent roundtable presentations focusing on critical hope and transformation within our ELA educational spaces.

Presenters: Cati V. de los Ríos, University of California, Davis

Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation

Roundtable Leaders: Lydia Adegbola, New Rochelle High School, “From Protocols to Possibilities: Cultivating Critical Love and Critical Literacies in Our Learning Communities”

David Beauzil, Teachers College, Columbia University, “Soñando En Silencio: Advancing Critical Literacies toward a New English Education”

Nadia Behizadeh, Georgia State University, “Who Are We in This Work? Teacher Educators Critically Reflecting on Identities, Beliefs, and Instructional Practices”

Jordan Bell, Dutchess Community College, “From Scorched Earth to Fertile Grounds: The Challenges and Possibilities of Cultivating Abolitionist Futures in English (Teacher) Education”

Laura Bolf-Beliveau, University of Central Oklahoma, “(Con)trolling Public Discourse: Early-Career Teachers’ Experiences with Oklahoma H.B. 1775”

Stefani Boutelier, Aquinas College, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Michael Cho, Aptive Education, Inc., “Brothers of Black and Gold: Empowering Males of Color in the Field of Education”

Todd DeStigter, University of Illinois at Chicago, “Teachers Unions and Social Justice: Diversity and Equity through Solidarity”

Mandie Dunn, University of South Florida, “Miscarriage, Misogyny, The Crucible, and Macbeth”

Lauren Ergen, Apollo High School, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Noah Golden, California State University, Long Beach, “Language Ideologies, Identity, and ELA Teaching: Engendering Sites of Transformation through Critical Language Awareness and Teacher Reflection”

Charles Gonzalez, Austin Peay State University, “Growing toward a Culturally Relevant Future by Becoming Critically Reflective of the Past”

Charlie Green, Cornell University, “Teaching for Reconstruction: Race, Representation, and White Privilege”

Melanie Hundley, Vanderbilt University, “Poetry and Novels in Verse to Create Space for Voice and Representation”

Ileana Jiménez, Teachers College, Columbia University, “Centering Black Feminism in High School English Classrooms and Teacher Education”

Janet Johnson, Rhode Island College, “‘If You Cannot Hope Radically, Do Not Apply’: Working toward Policy Transformation”

Tara Johnson, Purdue University, “On Divisiveness and Discomfort: Speaking Truth to Disinformation in Education Policy”

Kelsey Jones-Greer, Pennsylvania State University, “Developing White Teacher Antiracist Stances through Critical Whiteness Pedagogies”

Odeese Khalil, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Michelle Knotts, Pennsylvania State University, “Explicit and Intentional Approaches for Developing Pedagogies of Hope with English Teacher Candidates”

Cindi Koudelka, Aurora University/Fieldcrest CUSD 6, “Partnering for Change: Learning with Community Educators in YPAR”

Naitnaphit Limlamai, University of Michigan, Ann Arbor, “Illuminating What We Mean by ‘Justice’ in Secondary ELA Teacher Preparation as We Dream and Build the Future

Diana Liu, Teachers College, Columbia University, “Soñando En Silencio: Advancing Critical Literacies toward a New English Education”

Beatrice Lopez, “From Protocols to Possibilities: Cultivating Critical Love and Critical Literacies in Our Learning Communities”

Joanne Marciano, Michigan State University, “Partnering for Change: Learning with Community Educators in YPAR”

Shaylyn Marks, California State University, Bakersfield, “Creating Curriculum That Matters: Centering Students’ Identities at the Core of Curriculum and Pedagogy”

Alpha Martinez-Suarez, The University of Texas at San Antonio, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Dominique McDaniel, Kennesaw State University, “Reimagining Literacy through Transformative Online Spaces: Teens’ Advocacy and Agency on Social Media Platforms”

Maureen McDermott, Independent Scholar, “Becoming the Light and Maintaining the Sunshine for 30 Years”

Jennifer Meagher, College of St. Benedict/St. John’s University, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Brian Mooney, Teachers College, Columbia University, “Soñando En Silencio: Advancing Critical Literacies toward a New English Education”

Cara Mulcahy, Central Connecticut State University, “Centering Critical Engagement, Multimodal Learning, and Compassion: A Framework for Literacy Instruction”

Ayan Omar, Tech High School, “Stories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Students”

Eddie Ortiz, Teachers College, Columbia University, “Soñando En Silencio: Advancing Critical Literacies toward a New English Education”

Rae Oviatt, Eastern Michigan University

Alexandra Panos, University of South Florida, “Miscarriage, Misogyny, The Crucible, and Macbeth”

Charlotte Pass, SUNY Cortland, “Teaching for Reconstruction: Race, Representation, and White Privilege”

Darius Phelps, Teachers College, Columbia University, “Brothers of Black and Gold: Empowering Males of Color in the Field of Education”

Mary Rice, University of New Mexico, “Supporting Teachers in Evaluating Digital Instructional Materials for Inclusivity”

Stephanie Robillard, Stanford University, “Disrupting Narratives: A Teacher’s Collaborative Focused on Improving the Teaching of Enslavement”

Louise Shaw, Southern Connecticut State University, “Centering Critical Engagement, Multimodal Learning, and Compassion: A Framework for Literacy Instruction”

Stephanie Anne Shelton, University of Alabama, “‘We’re Working to Do Diversity, Rather than Have It’: Disrupting Understandings of Social Justice Teacher Training”

Anderson Smith, Hunter College, “Wobbling with Agency: Digital Dialogic Classrooms of Community”

Allen Webb, Western Michigan University, “Future Teachers Finding Hope through Activism Addressing the Climate Emergency”

Zhen Yu, University of New Mexico, “Supporting Teachers in Evaluating”

Karen Zaino, CUNY Graduate Center, “From Scorched Earth to Fertile Grounds: The Challenges and Possibilities of Cultivating Abolitionist Futures in English (Teacher) Education”

M.34 The Emotion Atlas Project ROOM 201-B

Art and writing are powerful tools for making meaning of experiences. The Emotion Atlas Project merges poetry and art to give young people the space to name their feelings lyrically and visually. Participants will write a poem, rooting it in a feeling. They will describe what they discover when they travel away from that feeling, and represent their discoveries visually, creating a map.

Presenters: Layla Clark, Whole Village Art Therapy

Bahareh Mirian, Whole Village Art Therapy

Kyley Pulphus, We Scribblin’

Holly Wherry, Whole Village Art Therapy

M.35 When Disciplinary Literacy Meets

Informational

Texts: Shining a Light on the Close Reading Model ROOM 202-A

How can ELA teachers answer the call to integrate informational text without becoming de facto science and history teachers?

Presenters will discuss what disciplinary literacy means in ELA, then lead a hands-on exploration of a model in which informational texts are used to enrich the analysis of a literary text by providing authentic historical and conceptual context beyond the textbook blurb.

Presenters: Barrie Olson, Carnegie Learning Nicole Renner, Carnegie Learning

M.36 #Why Middle Matters—Middle Grade Literature As Dreams and Possibility—The Middle Level Mosaic ROOM 210-CD

Sponsored by the NCTE Middle Level Section

Middle level educators, don’t miss the capstone to our #whymiddlematters sessions! This year’s Mosaic features conversations with middle grade authors as they explore how middle grade literature helps students dream toward self-affirmation, inclusive communities, and more equitable worlds. Share questions, play with ideas, and discuss books at more than ten roundtables!

Session Chairs: Alex Corbitt, Boston College Carla España, Rye Country Day School

Presenter: Sarah Bonner, Heyworth Junior High School

Roundtable Leaders: Kelly J. Baptist, Lee & Low Books

Camille Gomera-Tavarez, Levine Querido Kekla Magoon, Bloomsbury/Candlewick Meg Medina, Candlewick Press

Tehlor Kay Mejia, Disney Publishing Worldwide Daniel Nayeri

Claribel Ortega, Scholastic Mark Oshiro, Tor Teen

Emma Otheguy, Children’s Author

Julian Randall, Macmillian Publishing

Olugbemisola Rhuday-Perkovich, Crown/Random House/Macmillan/HarperCollins

Lisa Yee, Random House Books for Young Readers

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

M.37 Working toward Educational Justice: Gender-Focused Inclusive Critical Education in Action

ROOM 206-A

As educators working toward justice, we have a responsibility to create conditions where all students can feel seen, heard, and honored for their authentic personhood. This panel amplifies the work of equity-seeking educators creating inclusive school spaces where all students, including our LGBTQIA+ youth, are recognized as change agents.

Presenters: Courtney Beatty, The Story Note

Kathryn Cubano, West Windsor-Plainsboro Regional School District

Justin Dolcimascolo, West Windsor–Plainsboro Regional School District

Jamaica Ross, Long Beach Unified School District

Jenny Taylor, Long Beach Unified School District

M.38 Writers Are Lighters:

Writing

Communities Find Their Way Out of the Dark ROOM 209-B

When teacher-educators reach across state lines to form an online research team, they redefine what it means to be part of a research community. Through their shared stories, they reinvigorate each other and harness the power of a collective voice to provide a place of hope for each other in unprecedented times.

Presenters: Kimberly Lewinski, La Salle University

Jamie Marsh, California State University, Los Angeles

Haley Sigler, Washington and Lee University

M.39 Writing to Soñar: Latina Girls’ Stories Shining Their Way to Freedom ROOM 212-B

Somos Escritoras is a creative space for Latina girls (grades 6–8) that invites them to write and perform stories from their lived experiences using art, theater, and writing as tools to speak truth and amplify their voices. In this interactive session, we provide texts used to inspire writing, examination, and critique, as well as examples of girls’ writing and art.

Session Chair: Sandra Saco, Arizona State University

Presenters: Tracey Flores, The University of Texas at Austin

Alethea Maldonado, Lockhart Junior High Iris Treinies

Yaikira Vazquez, Copperas Cove School District Gabriela Zuniga, Del Valle ISD

Respondent: Tracey Flores, The University of Texas at Austin

M.40 Poster Sessions ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR

Poster 1—Building

a Community on TikTok

By looking at the trending mental health topics, hashtags, and trends, an ethics of care framework (Place, 2021) helps us trace how social media mirrors the mental health epidemic affecting young adults today. Additionally, through this framework we can see how TikTok’s algorithm is used to increase community engagement and build foundational knowledge on a variety of mental health topics.

Presenter: Jasmine Villa, East Stroudsburg University

Poster 2—Igniting Learning through Role Play: Facilitating a Reacting to the Past Game

Drawing on drama-based learning and Reacting to the Past pedagogy, this poster presentation focuses on students’ experience in a roleplaying game, shedding light on texts, igniting engagement, and deepening learning. Learn about the potential for using Reacting to the Past games in the English classroom and the resources available for incorporating role play in your own classroom.

Presenter: Ann Siegle Drege, SUNY Fredonia

Poster 4—Out of the Shadows and Into the Light: Supporting Students with Incarcerated Parents

Through the exploration of scholarly research coupled with that of personal reflections and anecdotes, this session will bring to light the plight of children with incarcerated parents while illuminating how English teachers can, through reading, writing, and discussion, support these students’ quest for selfactualization and acceptance.

Presenter: Vivett Dukes, Stony Brook University

Poster 5—Pursuing the Light: Fostering Rigorous and Culturally Responsive ELA Classrooms with Cutting-Edge Pedagogy, Young Adult Literature, and Technological Platforms!

This poster session provides educators with an engaging infographic reflecting an extensive, culturally responsive ELA curriculum comprised of data-driven, best practices and utilizing some of the most contemporary and award-winning young adult literature. Colleagues receive extensive handouts reflecting recommended readings and internet resources as well, which can be utilized immediately.

Presenters: Jennifer Kirchoff, Le Moyne College Wen Ma, Le Moyne College

Poster 7—The Invisible Native American English Language Learner (ELL) in the Classroom and the Potential Power of Talking Circles

What is it like to be Native American and an English language learner? How much training do preservice teachers receive to prepare their work with the target group? What materials and methods work in the classroom? By highlighting this marginalized group, the presenter shares her acquired knowledge to facilitate interactive communication with attendees about their experiences in the classroom.

Presenter: Nadine Bravo, University of Southern Maine

Poster 8—Using Reciprocal Collaborative Curriculum Design as an Innovation in Professional Development and PreK–8 Academic Vocabulary Instruction

Explore the process of reciprocal collaborative curriculum design with a team of teachers and a curriculum administrator who will share their innovative approach to developing district-wide, Pre-K 8 academic vocabulary curriculum.

Presenter: Kristin Bourdage, Olentangy Schools

M.41 SchoolWideRead Presents Being the Light: Words That Light the Way for Everyday Power ROOM 251-C

Welcome to a culturally responsive, restorative approach to literacy and school community wellness. View artifacts and demonstrations that explore the power of words to “access light” from within, “share light” with others, and “shed light” on issues that impact community. Make connections and walk away with strategies to be the light and create holistic learning spaces of wellness grounded in literacy.

Presenters: Vanessa Emile, SchoolWideRead Zena Robinson-Wouadjou, SchoolWideRead

MN.01 Supporting Teachers in Turbulent Times: Holding a Light to Critical Pedagogical Practices

ROOM: 264-BC

Sponsored by the NCTE College Section

Following up on last year's workshop, this session will focus on how college-level faculty work with K-12 teachers during turbulent times—when teachers are often called to account or under scrutiny for everyday practices in classrooms. Speakers will discuss their own pedagogies that focus on holding a light to critical pedagogical practices that might yield real literacy outcomes for students.

Presenters: Dale Allender, California State University, Sacramento

Tracey Flores, The University of Texas at Austin

Co-Presenters: Angela Clark-Oates, California State University, Sacramento

Traci Gardner, Department of English, Virginia Tech

Sarah Johnson, Madison College

LaVie Leasure, Winston-Salem State University

Kelly Medina-López, California State University - Monterey Bay

Renee Moreno, California State University, Northridge

Siskanna Naynaha, California State University, Dominguez Hills

Reshma Ramkellawan-Arteaga, Teaching Matters

N.01 A New Age of Community and Connectivity

ROOM 213-B

Teaching with digital technologies can be welcoming and engaging. Presenters share how they utilize social media and discussion boards to better facilitate robust learning communities.

Presenters: Quanisha Charles, North Central College, “Community Building Techniques in the Online Classroom”

Lorraine Radice, Long Beach Public Schools, “A New Age of Community and Connectivity: Leverage Technology and Social Media to Stay Inspired”

N.02 Amplifying Voice and Agency: Storytelling with Facing History and Ourselves and This Teenage Life Podcast ROOM 205-A

In this panel discussion with students and educators, we will explore classroom-ready resources, such as a text set and teen-produced podcast episodes, to showcase the ways young people can shine a light on their own identity development and explore questions of power and agency through storytelling.

Presenters: Jayden Dial, High Tech High School Molly Josephs, This Teenage Life Karen Scher, Facing History and Ourselves

N.03 AP English: The Curricular Beacons of Text Variety and Performance Data

ROOM 201-A

Sponsored by College Board

This session will provide AP English teachers with insights, observations, and strategies related to how text variety and student performance data can provide clarity and guidance in everyday pedagogical decisions. Participants will examine course materials, review student data, and share their expertise.

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

N.04 Being a Light for Each Other: Connecting across Schools and Communities through Professional Book Study Groups ROOM 210-CD

This panel shares insights from two online book study groups designed for secondary English teachers to build a sense of professional community across schools and to learn strategies for revitalizing classroom practice. We share examples, tips, and strategies for audience members to create their own virtual book study groups as an alternative model of professional development.

Presenters: Sybil Durand, Arizona State University Sandra Saco, Arizona State University Lauren Spenceley, Arizona Department of Education

N.05 Bringing LGBTQIA+ Sueños into the Light

ROOM 213-A

Sponsored by the Genders and Sexualities Equality Alliance (GSEA)

This roundtable session offers a variety of teaching and research approaches to queer work (meaning both LGBTQIA+ identities and work that disrupts norms) in ELA classrooms. Keynote speakers and roundtable leaders will engage attendees in conversations that bring LGBTQIA+ sueños into the light. Presentations include contexts of K–12 teaching and teacher education on inclusive LGBTQIA+ ELA topics.

Session Chair: Summer Pennell, University of Vermont

Presenters: Adam Crawley, University of Colorado, Boulder

Summer Pennell, University of Vermont

Roundtable Leaders: Darryn Diuguid, McKendree University

Roxanne Henkin, The University of Texas at San Antonio (emeritus)

Joshua Hill, University of Maine, Farmington

Abdul Qadir Islam, Teachers College, Columbia University

Ileana Jiménez, Teachers College, Columbia University

Christopher Lewis, Chapman University

Rae Oviatt, Eastern Michigan University

Russell Sanders, Author

Ryan Schey, University of Georgia

Stephanie Anne Shelton, University of Alabama

Tadayuki Suzuki, SUNY at Cortland

Jon Wargo, Boston College

N.06 Bringing the Light through Spoken Word and Protest Poetry

ROOM 203-B

The three presentations in this panel offer ideas for teaching resistance, Black identity, and trauma-informed solutions.

Presenters: Nina Benegas, Alliance Marc and Eva Stern Math and Science School, “Spoken Word Spotlight: The Effects of Performance Poetry Curriculum on Students and Teachers in Post-Pandemic In-Person Schooling”

Mary Beth Cancienne, James Madison University, “Teaching Spoken Word Poetry, Black Poetry, and Hard History: The Case of Emmett Till, Susan Smith, and Raymond Byrd”

Whittney Conley, Mercer University, “Tomorrow Won’t Be Easy: Protest Poetry for the Day After”

Leah Panther, Mercer University, “Tomorrow Won’t Be Easy: Protest Poetry for the Day After”

N.07 Collaborative Superhero Storytelling: Lighting the Way for Critical Inquiry and Transmedial Design

ROOM 208-B

In this presentation, we share superhero storytelling curricula that we implemented in two public middle and elementary schools. We describe how nondominant students used multiple digital and social media platforms to critique and expand on existing superhero narratives and retell them across new spaces and times. Attendees will explore why and how to implement similar projects.

Presenters: Patricia Enciso, The Ohio State University Beth Krone, The Ohio State University Francisco Torres, Kent State University

N.08 Countering Harmful Media Narratives with Young Adult Literature

ROOM 207-B

Harmful media narratives such as those targeting Middle Easterners and Muslims in the wake of 9/11, AAPI people following COVID-19, and Black, Indigenous, and LGBTQIA+ people historically, can create internalized shame among young readers. A panel of diverse debut authors discusses how authentic representation in kid lit can act as a countervailing influence.

Presenters: Susan Azim Boyer, St. Martin’s Press/ Wednesday Books Jen Ferguson, Heartdrum Anna Gracia, Author Maya Prasad, Disney-Hyperion Vanessa L. Torres, Penguin Random House

N.09 Dreaming and Doing: Antiracist Literary Advisory Board (A-LAB) ROOM

262-A

NCTE calls upon us to dream and pursue the light, just as Robin D. G. Kelley reminded us of the transformative power of freedom dreaming. This panel of teacher candidates, teacher educators, and an education librarian describe how they combine dreaming and doing in their collective antiracist practice to diversify their campus children’s literature collection.

Session Chair: Suki Mozenter, University of Minnesota, Duluth

Presenters: Hailey Bownik, University of Minnesota, Duluth

Jayna Brown, University of Minnesota, Duluth Kayleen Jones, Kathryn A. Martin Library Suki Mozenter, University of Minnesota, Duluth Ariri Onchwari, University of Minnesota, Duluth Josh South, University of Minnesota, Duluth

N.10 ELATE Commission Meetings #2

ROOM 258-B

Sponsored by English Language Arts Teacher Educators (ELATE)

All interested ELATE and NCTE members are invited to attend the ELATE commissions of their choice.

Session Chair: Latrise Johnson, University of Alabama

Roundtable 1: Commission on Social Justice in Teacher Education Programs

Co-Chairs: Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation

Roundtable 2: Commission on Digital Literacies and Teacher Education (D-LITE)

Chair: Clarice Moran, Appalachian State University

Roundtable 3: Commission on the Study and Teaching of Adolescent Literature

Co-Chairs: Alice Hays, California State University, Bakersfield

Steffany Comfort Maher Indiana University Southeast Roundtable 4: Commission on the Teaching of Poetry Roundtable 5: Commission on English Methods Teaching and Learning

Co-Chairs: Jessica Gallo, University of Nevada, Reno Christopher Parsons, Keene State College Roundtable 6: Commission on Writing Teacher Education

Co-Chairs: Amanda Brewer, University of Central Missouri Amber Warrington, Boise State University

Roundtable 7: Commission on Arts and Literacies

Co-Chairs: Timothy Duggan, Northeastern Illinois University

Hung Pham, University of Arkansas Roundtable 8: Commission on Family and Community Literacies

Co-Chairs: Tracey Flores, The University of Texas at Austin Laura Gonzales, University of Florida

Roundtable 9: Commission on Everyday Advocacy

Chair: Cathy Fleischer, Emeritus, Central Michigan University

Roundtable 10: Commission on the History of English Education

Co-Chairs: Sheridan Blau, Teachers College, Columbia University

Ashlynn Wittchow, Teachers College, Columbia University

Roundtable 11: Commission on Climate Change and the Environment in English Education (c3e3)

Co-Chairs: Russell Mayo, Chicago Public Schools

Rich Novack, Fairfield Warde High School

N.11 Entering and Extending the Conversation: Making Room at the Table for More Voices and Visions ROOM 212-A

This session by two experienced teachers focuses on how to create engaging conversations through challenging texts about issues important to teens in general and African American middle and high school boys in particular. Participants will learn how to foster such conversations in their classes, while also improving students’ ability to read, write, speak, and think about and through literature.

Presenters: Jim Burke, Middle College High School, “How to Create Conversations through Texts” Kari Roan, Prosper Independent School District, “Making Room for African American Boys in the Literature Class”

N.12 Everything You Need to Know about Participating in the NCTE Book Awards and More!

ROOM 213-CD

Sponsored by the Committees for the NCTE Charlotte Huck Book Award for Outstanding Fiction for Children, the NCTE Orbis Pictus Award for Outstanding Nonfiction for Children, and the NCTE Award for Excellence in Poetry for Children

Calling all educators and literature enthusiasts! Do you want to get involved with NCTE’s awards for excellence in children’s literature? Come meet the committees of the Charlotte Huck, Orbis Pictus, and Poetry/Verse awards to learn about the different ways educators, librarians, publishers, literacy advocates, and students can participate! All are welcome.

Presenters: Donna Bulatowicz, Montana State University, Billings

Sanjuana Rodriguez, Kennesaw State University Mary-Kate Sableski, University of Dayton

4:15–5:30 P.M.

N.13 Finding Community Again: The Role of Literacies in Building the Bonds between School, Young People, and Families

ROOM 211-A

In this panel, authors, illustrators, and educators from various ethnic, racial, and gender identities discuss how they have reenvisioned the idea of “school community,” reshaping the role of reading and literacy activities to support the wider emotional and learning needs of students, teachers, administrators, and families.

Presenter: Kassandra Minor, The Minor Collective Tradebook Authors/Illustrators: Phil Bildner, Farrar, Straus and Giroux-Macmillan Brendan Kiely, Simon & Schuster

Meg Medina, Candlewick Press

LeUyen Pham, Macmillan Children’s Publishing

N.14 Ideas Can Change the World

ROOM 202-B

Helping students illuminate ideas in diverse nonfiction texts is essential when you engage in critical conversation. In this session, we will examine historical and contemporary texts that allow students to translanguage cultural ideas. Participants will engage in close reading exercises of multimodal texts that begin with an illuminating idea and annotate those texts for deeper meaning.

Presenters: Elizabeth Davis, College Station High School John Williamson, Eastern Kentucky University Mary Jo Zell, Keller High School

N.15 Illuminating the Ignored and Silenced Voices: Countering the Story of Arab and Muslim Women ROOM 202-A

Too often, the voices of Arab and Muslim women are erased or altogether ignored. This session focuses on Arab and Muslim women taking their own narratives. It will provide participants with examples from literature of Arab and Muslim women shedding the burden of a one voice-fitsall narrative and a focusing on illuminating the disembodied voices. Participate in this insightful conversation!

Presenters: Kefah Ayesh, Al-Ghazaly High School

Zainab Jabak

Sawsan Jaber, Education Unfiltered Consulting Mona Mustafa, Al-Ghazaly High School Abeer Shinnawi, Reimagining Migration

N.16 Into the Light: The Power of Books and Poetry to Light Our Way and Ignite Our Dreams ROOM 209-A

Literature can start students on a journey of understanding oppression and invite them into the light of hope, empathy, and social action to create change. Middle school principal Evan Robb and literacy coach Laura Robb join award-winning authors Aida Salazar and Lester Laminack to show the power in stories to help readers step into the light of justice and hope, and live their dreams.

Session Chair: Laura Robb, RCT, Inc.

Presenters: Lester Laminack, Author, “Bringing Light to Shadows of Identity”

Evan Robb, Johnson Williams Middle School, “Into the Light: School Leadership Matters”

Laura Robb, RCT, Inc., “Into the Light: The Power of Story and Poetry”

Tradebook Author/Illustrator: Aida Salazar, Scholastic, “A Seed in the Sun”

N.17 Languages, Cultures, and Identities: Trends and Possibilities in Bilingual Picture Books and Transitional Chapter Books for Multilingual Readers and Writers ROOM 207-C

In this interactive session, presenters focus on instructional possibilities of bilingual picture books and transitional chapter books for multilingual readers and writers.

Presenters: Emily Aguiló-Pérez, West Chester University of Pennsylvania, “Editoriales Cartoneras Escolares—Children Publishing Books Together across Borders”

Caroll Castro, Ucumari Cartonero, “Editoriales Cartoneras Escolares—Children Publishing Books Together across Borders”

Amina Chaudhri, Northeastern Illinois University, “CodeSwitching Strategies in Bilingual Picture Books: Trends and Possibilities”

Jesse Gainer, Texas State University, “Editoriales Cartoneras Escolares—Children Publishing Books Together across Borders”/“The Tomás Rivera Mexican American Children’s Book Award: Planting Seeds of Love in Dark Times”

Laura Hudock, “Editoriales Cartoneras Escolares—Children Publishing Books Together across Borders”

René M. Rodríguez-Astacio, California State University, Fresno, “Editoriales Cartoneras Escolares—Children Publishing Books Together across Borders”

Nancy Valdez-Gainer, Texas State University, “The Tomás Rivera Mexican American Children’s Book Award: Planting Seeds of Love in Dark Times”

N.18 Lighting the Way: Advancing Culturally Sustaining Literacies in English Education

ROOM 212-B

Four educators offer insights to advance culturally sustaining literacies through humanizing pedagogies of love, healing, and hope that light the way. We discuss practical classroom approaches that intentionally center, affirm, and champion the intersectional voices and identities of youth of color who have been silenced in traditional classrooms.

Presenters: David Beauzil, Teachers College, Columbia University

Diana Liu, Teachers College, Columbia University

Brian Mooney, Teachers College, Columbia University

Eddie Ortiz, Teachers College, Columbia University

N.19 Lighting Up Middle Grades Reading Praxis

ROOM 209-B

This session highlights exciting practices in writing in the middle grades literacy classroom that challenge students (and teachers) to think beyond typical reading assignments and instructional approaches, and towards practices that inspire creativity and rigorous development for students.

Presenters: Shannon Bosley, Reading Ways, “The Best Partner a Teacher Can Have!”

Carolyn Foster, Carnegie Learning, “Supporting Reading Comprehension Using Complex Texts”

Lauren Liang, University of Utah, “Reading with P-OWER: Selecting Inclusive Text Sets That Shed Light on Critical Issues and Spark Social Action”

Katie Russell, Murphysboro Middle School, “Engaging ALL Readers: Using Inclusive, High-Interest Novels and Tech Tools!”

Elizabeth Thackeray Nelson, Utah Valley University, “Reading with P-OWER: Selecting Inclusive Text Sets That Shed Light on Critical Issues and Spark Social Action”

N.20 NCTE Research Foundation Grant Recipient Presentations

ROOM 258-A

Sponsored by the NCTE Research Foundation

In this session, recipients of the 2021 NCTE Research Foundation Research Grants and Teacher Research Grants will share their grantwinning research.

Session Chair: Betina Hsieh, California State University, Long Beach

Presenters: Mariana Lima Becker, Boston College, “Roblox as Community Composition: Tracing Literacies and Digital Play among Brazilian Multilingual Youth”

Alex Corbitt, Boston College, “Roblox as Community Composition: Tracing Literacies and Digital Play among Brazilian Multilingual Youth”

Chris Hass, Richland School District 2, “Student Activism as a Vehicle for Literacy Learning in the Elementary Classroom”

Jose Picart, North Carolina State University, “Amplifying the Voices of Underserved Students in CommunityBased Organization”

Scott Storm, New York University, “Literary Scholars for Justice: Youth Transforming Literary Studies”

Natalia Ward, East Tennessee State University, “Honoring Eyes That Kiss in the Corners: Integrating Multicultural Picture Books with Asian American Characters in Rural Elementary Classroom” Shuling Yang, East Tennessee State University, “Honoring Eyes That Kiss in the Corners: Integrating Multicultural Picture Books with Asian American Characters in Rural Elementary Classrooms”

P.M.

N.21 Poetry, Writing, and Oral Storytelling as Antiracist Pedagogies

ROOM 261-A

This session centers writing and oral storytelling as embodied ways of being and knowing in the world. Presenters share the ways they draw on poetry and oral storytelling to create a nurturing writing environment to heal, foster identity development, amplify voices, and develop empowered writers.

Presenters: Yara Barbosa, East Kentwood High School, “In Order to See Light, We Must First Listen”

Sally Bergquist, Growing Writers, “Writing as an Antiracism Tool”

Michael Cho, Aptive Education, Inc., “Using Oral Storytelling as a Vessel to Address Grief and Healing within the Classroom”

Darius Phelps, Teachers College, Columbia University, “Using Oral Storytelling as a Vessel to Address Grief and Healing within the Classroom”

N.22 Prioritizing Sueños of Multilingual Students and Families: Reciprocity in a TESOL Family and Community Engagement Teacher Preparation Program

ROOM 207-A

In this panel, three faculty members of a TESOL and bilingual education program in a Graduate School of Education discuss their experiences participating in a federally funded family and community engagement program that served as a bridge between a university and a school district that mainly serves culturally and linguistically diverse students of color.

Presenters: Meg Burns, Lesley University

Ana Lopez, Lesley University

Laura Schall-Leckrone, Lesley University

N.23 Reading the World: Using Hard Topics to Create Hope and Change ROOM 208-A

Books can be used as beacons to show students their potential and worlds beyond their own and enact social change. An exploration of texts and methods that encourage students to recapture and use their own powers will occur, as well as sharing of tools and texts to further educators’ literary practices and support of students becoming the sueños—dreams—of their lives, families, and communities.

Presenter: Pernille Ripp, Global Read Aloud/Passionate Learners

Tradebook Author/Illustrator: Torrey Maldonado, Penguin/Nancy Paulsen

N.24 Reading, Writing, and Justice: Illuminating Paths Ahead for Teachers and Teacher Educators

ROOM 261-B

Given the increasing racial and cultural diversity of students in today’s schools as well as the growing emphasis on diversity, equity, and inclusion in education, ELA teachers and teacher educators can benefit from reconsidering approaches to the central activities of reading and writing in light of the ways educators understand and enact justice.

Session Chair: Stephanie Robillard, Stanford University

Presenters: Anne Ruggles Gere, University of Michigan Naitnaphit Limlamai, University of Michigan

Ebony Elizabeth Thomas, University of Michigan

Respondent: Stephanie Robillard, Stanford University

N.26 Redefining Success: Exploring Comunidad, Confianza, and Complexity with Newcomer and Emergent Plurilingual Students ROOM 201-C

In this interactive session, teachers share approaches to radically inclusive teaching with newcomer and emergent plurilingual students. Emphases include strategies for scaffolding comunidad/community, confianza/confidence, and complexity as students share their stories, stretch their linguistic repertoires, and develop a sense of identity and agency as valued members of their school communities.

Presenters: Yamila Castro, Western High School

Alison Dover, California State University, Fullerton

Joanna Peters, Dale Junior High

Roslynn Pryor, Western High School

Fernando Rodriguez-Valls, California State University, Fullerton

N.27 Shifting Perspective: Using Literature and Language to Illuminate Our Shared Humanity ROOM 206-A

In our current climate, it has become more important than ever to find ways that illuminate our shared humanity leaving us to wonder what we, as teachers of English, can do to affect positive changes. Join us as we discuss lessons and strategies for opening minds, deepening understandings, and shifting perspectives within our classrooms and school communities.

Session Chair: Kim Yaris, The Pine School

Presenters: Kristin Ackerman

Jen McDonough, The Pine School

Kim Yaris, The Pine School

N.28 Shining a Light and Lighting a Fire: The Wonder of Poetry ROOM

203-A

In this session, the presenters will share ideas for embedding poetry in curriculum throughout the year. Participants will be invited to experience ways to explore poetry reading and writing as a path toward social justice, ways to share poetry with students, and ways to offer spaces for students to use poetry to tell their stories and to wonder about their worlds.

Presenters: Thomas Bergen, Westlake High School

Melissa Dupre, Bainbridge High School

Valerie Taylor, The University of Texas at Austin

N.29 Shining a Light on Students’ Full Linguistic Repertoire/Iluminando la Trayectoria Linguistica de Nuestros Estudiantes ROOM 206-B

This session will engage participants in examining the high cognitive loads emergent bilinguals sustain during literacy instruction. It will also suggest how biliteracy trajectories can be used to track second-language acquisition, allowing time for students to gain mastery in the new language while also allowing for appropriate identification of students who would benefit from academic support.

Presenters: Suzanne Carroll, Mamaroneck School District

Maggie Hoddinott, Mamaroneck School District Judith Ravina, Mamaroneck School District

N.30 Storying through Writing: Igniting a Sense of Community and Identity ROOM 252-A

In this panel, three professors and two teachers share their experiences with storying through writing using authentic literature, role-play, Social Practice Art, curated Art, and letter-writing. We will present works that students produced, exemplifying our ways of storying to foster community and identity building. We hope to “shine the light” on storying rooted in individual positionalities.

Session Chair: Ambika Raj, California State University, Los Angeles

Presenters: Joshua Almos, Los Angeles Unified School District

Rebecca Batres, Stanley Oswalt Academy

Maria-Lisa Flemington, California State University, Los Angeles

Jamie Marsh, California State University, Los Angeles Ambika Raj, California State University, Los Angeles

N.31 Striving to Be a Light: The Case Study of a Transgender Student Teacher

ROOM 251-B

In this presentation, we share the case of one transgender student teacher as she begins to take her place in the field of teaching. Come hear about her experiences, including hearing her own voice and reaction to this research project.

Presenters: Kiley Campbell, Utah Valley University

Thomas Smith, Utah Valley University

N.32 Supporting and Scaffolding Students to Create Digital and Multimodal Compositions

ROOM 201-D

This interactive session focuses on both ELA teachers and students composing in digital media and offering strategies for and examples of compositions including digital poems, videos, infographics, kinetic poetry, and multimodal memoirs. Panelists will share how both teachers and students learn to compose effectively in new digital and multimodal environments and the learning opportunities this creates.

Presenters: Melanie Hundley, Vanderbilt University Emily Pendergrass, Vanderbilt University Rebecca Peterson, Indiana Univeristy

N.34 Tools of Illumination and Inspiration ROOM 210-A

This exciting session highlights an array of classroom practices, strategies, and tools that educators can use to connect their students with important questions, with critical skills, across disciplines, and with themselves, as well as strategies to help educators navigate this work in their school communities.

Presenters: Laura Fitzpatrick, The Community Classroom, “The Dent Project: A Collision of ELA, History, and Students Finding Their Light”

Emily Francis, Concord High School, “Refining Writing Minilessons to Be Inclusive, Engaging, and Mini”

Jenice Mateo-Toledo, Hastings on Hudson School District, “Cross-District Equity-Centered TraumaInformed Collaboration”

Patricia Vitale-Reilly, PVR Consulting, “Refining Writing Minilessons to Be Inclusive, Engaging, and Mini”

Michelle Yang-Kaczmarek, Dobbs Ferry School District, “Cross-District Equity-Centered Trauma-Informed Collaboration”

N.35 To Witness and Be Witnessed: Being the Truth Our Young People Need ROOM 207-D

As educators and writers, we strive to show the humans in our care, learning alongside us and reading our words, that their stories are worthy. It is our responsibility to shine light on our nuanced, beautifully diverse identities, to provide a blueprint for kids to persist and thrive. As Sabaa Tahir said, “We need someone else to say ‘I see you. You are not alone. You have been witnessed.’”

ROOM 251-A

Attendees use a metaphorical writing prompt activity designed to illuminate and explore implicit bias in concepts of teacher education. Participants will leave with: (1) an activity designed to help learners imagine opportunities perhaps outside their life experiences; (2) strategies to attract nontraditional learners into teaching; and (3) strategies for enhancing opportunity within the profession.

Presenters: Paige Horst, Radford University

Robert Williams, Radford University

Dan Woods, Radford University

Presenters: Luz Herrera, California State University, Channel Islands

Nawal Qarooni, NQC Literacy LLC Kate Roberts, K & M Literacy, LLC

Tradebook

Authors/Illustrators: Samira Ahmed, Little, Brown Books for Young Readers

Sabaa Tahir, Penguin Young Readers

Jasmine Warga, HarperCollins Children’s Books

N.33 The Glow That Illuminates, the Light That Glares: Instructional Materials and Representation in Teacher Education

N.36 Trigger Warnings: Lighting the Way Forward and/or Fracturing Classroom Communities?

ROOM 210-B

Teachers have seemingly countless questions, concerns, anxieties, stories, and pieces of advice about trigger warnings. The goal of this roundtable is not to advocate for or against trigger warnings, but rather to provide a space for teachers to deepen and complicate our understandings of trigger warnings, to learn from one another, and to share what we have learned from our students.

Presenters: Ian Barnard, Chapman University

Ryan Caldwell, Soka University of America

Jada Patchigondla, University of California, Los Angeles

Aneil Rallin

Morgan Read-Davidson, Chapman University

Ethan Trejo, University of Southern California

Kristi Wilson, Soka University of America

N.37 Using the Quad Text Set Approach to Teach for Social Justice and Equity in the ELA Classroom

ROOM 211-B

It is possible to teach content that challenges students and social injustice in a meaningful, productive way. Learn about the Equity-Focused Quad Text Set approach: a new, research-based instructional framework and its free resources, including sample units and text pairings. Participants will see how this tool can build literacy skills and engage students in deep learning about social justice.

Session Chair: Jill Flynn, University of Delaware

Presenters: Jill Flynn, University of Delaware

William Lewis, University of Delaware

Casey Montigney, Shue-Medill Middle School

Taria Pritchett, Mount Pleasant High School

N.38 Writing Illuminated: Fantasy Authors Share Inspiring Story Passages for Classroom Study

ROOM 253-BC

Current fantasy writers will illuminate the stories of their work and provide passages from their novels that teachers can immediately bring back for textual analysis, writing models, and SEL inspiration. Special Education teacher Francine Butler will share more enlightening ideas on incorporating fantasy in the classroom.

Session Chair: Olivia Johnson, Shanahan Middle School

Presenters: Francine Butler, Rutherford B. Hayes High School

Sarah Ressler Wright, Rutherford B. Hayes High School

Tradebook Authors/Illustrators: Kalynn Bayron, Bloomsbury

Melissa de la Cruz, Disney Publishing

Ayana Gray, Penguin Young Readers

Rachel Griffin, Sourcebooks

Lizz Huerta, Macmillan Children’s Publishing Group

Jason Shiga, Abrams

Respondent: Thomas Hering

N

SESSION — 5:00–6:30 P.M.

N.39 Black Caucus Executive Committee ROOM 252-C

Sponsored by the NCTE Black Caucus

The Black Caucus Executive Committee meeting.

Presenter: Jamal Cooks

N SESSION — 5:00–7:00 P.M.

N.40 Asian/Asian American Caucus Networking and Mentoring Event ROOM 253-A

Sponsored by the NCTE Asian/Asian American Caucus

Come join the Asian/Asian American Caucus of NCTE in a time of community building at this networking event designed to build bridges between Asian/Asian American authors, teachers, teacher educators, and researchers. As we gather together, we hope to further strengthen alliances and resource-sharing within our diverse communities and provide a muchneeded space for collaboration and coalition building within the larger NCTE Convention. Light refreshments will be provided and a selection of books by Asian American authors will be given away as door prizes. We hope you will join us!

NCTE Co-Chairs: Betina Hsieh, California State University Long Beach

Jung Kim, Lewis University, Romeoville, IL

N.41 Books as Lighthouses: Using Children’s Literature to Illuminate and Provide Hope in the Darkness of Sexual Abuse ROOM 252-B

Sponsored by the Children’s Literature Assembly

The 29th annual CLA Master Class explores how books can shine light onto the #MeToo movement for middle-grade readers, fostering vital conversations about healing and hope. A panel of authors and editors will share how their honest and sensitive stories illuminate the topic of sexual violence, which has only recently moved out of the realm of young adult literature and into children’s literature.

Session Chairs: Adam Crawley, University of Colorado, Boulder

Lisa Patrick, The Ohio State University

N.42 Highlighting International Stories for Children and Adolescents

ROOM 253-BC

Sponsored by USBBY/IBBY

Come hear the Outstanding International Books Committee of USBBY (United States Board on Books for Young People) present the 2020 list of exemplary books for grades pre-K 12, originally published around the world, then distributed in the US. Three authors will share their writing process, particularly the challenges of writing a book connected to an international context.

Presenters: Bettie Parsons Barger, Winthrop University

Patricia Bloem, Grand Valley State University

Gloria Boutte, University of South Carolina

Desiree Cueto, Western Washington University

Alison Francis, Poughkeepsie Public Library District

Jennifer Graff, University of Georgia

Nancy Johnson, Western Washington University

Isaac Larison, Marshall University

Sara Kersten Parrish, John Carroll University

Wendy Stephens, Jacksonville State University

Ebony Elizabeth Thomas, University of Michigan

Tradebook Authors/Illustrators: Achut Deng, Macmillan

Muhammad Najem, Little Brown Books

Mamle Wolo, Little Brown Books

6:00–7:15 P.M.

N.43 How “English” Can Deepen the American Dream: Expanding on James Moffett’s Final Idea, that the Heart of Our Profession Is “the Tending of Souls”

ROOM 258-B

Sponsored by the Assembly for Expanded Perspectives on Learning

At the first annual Summer Conference of this organization in 1995, James Moffett, perhaps the most important thinker/practitioner in NCTE history, claimed that the central responsibility of English teachers is “the tending of souls.” Come ponder together with us on how this may already be the central reality of our classroom practice, and on how it can be made the central public face of our profession in this time of global “crisis of the soul of democracy.”

Presenters: Mark Levine, University of California Bruce Novak, The Foundation for Ethics and Meaning

N.44 Storytelling SIG—Being Real During Unreal Times—Knowing Where the Story Works by Professional Storyteller Karen Golden also Tell Me by Dr. Kevin Cordi, +SWAP

ROOM 251-B

Sponsored by the Storytelling Special Interest Group

Welcome to the Storytelling SIG. We are happy to feature Karen Golden from California. She will be speaking to being real during unreal times—knowing when the story works. Drawing on her experience as an educational leader, creator, storyteller, and deep listener, Karen will share how stories drawn from personal experience, folklore, and literature can illuminate teaching/ learning.

Presenters: Kevin Cordi, Ohio University Lancaster

Karen Golden, Professional Storyteller and Teacher

KAREN GOLDEN

KEVIN CORDI

N.46 Special Interest Group: Secondary School Writing Center

ROOM 251-A

Sponsored by the International Writing Centers Association

Secondary school stakeholders will discuss how to ensure writing centers are sites of equity in schools and communities by sharing strategies to develop more equitable tutor recruitment and training methods, increasingly actionable social justice pedagogies, and exceptionally meaningful practices that celebrate and raise student voices. All attendees are welcome.

Session Chair: Georganne Nordstrom, University of Hawaii at Manoa

Presenters: Heather Barton, Etowah High School

Vivian Blair, Episcopal Collegiate School

Lauren Wilkie

N.47 Early Childhood Education Assembly (ECEA) Business Meeting ROOM 252-A

Come join us for our Annual Business Meeting to learn about ECEA and what we have done for the 2021–2022 year. This is also a time that you will learn more about our award and scholarship winners and have time to fellowship and network.

Session Chairs: Jennipher Frazier, Literacy Coach, Jackson Creek Elementary School, Columbia, SC

Darius Phelps, Adjunct Instructor, Queens College (CUNY) & Hunter College (CUNY), New York City, NY

N.45 The Fountain of the Muse ROOM 256-A

The annual Fountain of the Muse roundtable is a workshop and open mic poetry and short prose reading of original work. The event welcomes first-time readers as well as established writers to participate together in totally relaxed, smallgroup workshops and open mic readings. Those who wish to listen and enjoy the company of conference poets and prose writers are also welcome to join the gathering. Roundtable workshopping will begin at 7:00 pm. with open mic readings beginning at 8:00 p.m. Writers who want a careful look at their original work should bring eight copies of no more than two pages of poetry or prose for small-group response. Preregistration is not necessary. There is a fortyline or two-page maximum for open mic reads. Short verse, prose poems, fiction, and creative nonfiction excerpts are welcome.

Session Chair: Danny Wade, Washburn University

Presenters: Bonner Slayton, Moore Norman Technology Center

Danny Wade, Washburn University

7:00–10:00 P.M.

CELT Meeting & Social Hour ROOM

262-A

Sponsored by the Center for Expansion of Language and Thinking

Join us for a meeting (7:00–9:00 p.m.) and social hour with refreshments (9:00–10:00 p.m.).

ROOM 251-C

New, returning, and potential ALAN members! Pop in and drop by to learn more about the ALAN subcommittees, let us know your needs so we can meet them, and explore ways to get involved. YA Book giveaway every 15 minutes!

Session Chairs: Andrea Glaws

Danielle King-Watkins

Mark Letcher

Naitnaphit Limlamai

N.48 Assembly on Literature for Adolescents of NCTE (ALAN) Special Interest Group Meeting

7:00–8:45 A.M.

Affiliate Roundtable Breakfast

BALLROOM E

The Affiliate Roundtable Breakfast gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a place to hear from NCTE leaders and a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leadership, development, membership growth, recruitment of teachers of color, intellectual freedom, multicultural programs, and publications, including journals, newsletters, and websites.

Speakers: Emily Kirkpatrick, NCTE Executive Director Shelley Rodrigo, NCTE Vice President, University of Arizona

SCOA Chair: Kirstey Ewald, Central Rivers Area Education Agency, Cedar Falls, IA

SCOA Breakfast Co-chairs: Kirstey Ewald, Central Rivers Area Education Agency Amy Nyeholt, PA Cyber, Beaver Falls, PA Carrie Perry, Prew Academy, Sarasota, FL

NCTE FUND TEACHERS FOR THE DREAM AFFILIATE AWARD WINNERS

Arizona English Teachers Association Indiana Council of Teachers of English Ohio Council of Teachers of English Language Arts Texas Council of Teachers of English Language Arts

SHELLEY RODRIGO

EMILY KIRKPATRICK

Children’s Literature Assembly Breakfast

BALLROOM D

JERRY CRAFT is the #1 New York Times bestselling authorillustrator of the Newbery Medal winning graphic novel, New Kid, and its companion book, Class Act. The third book following the kids from Riverdale Academy, School Trip, comes out in April 2023. New Kid is the winner of the Coretta Scott King Author Award and the Kirkus Prize for Young Readers’ Literature, and has been named to state award lists in 25 different states. Jerry is the creator of Mama’s Boyz, an award-winning syndicated comic strip. He has won five African American Literary Awards and is a cofounder of the Schomburg Center’s Annual Black Comic Book Festival. He received his BFA from the School of Visual Arts in New York City and now lives in Connecticut.

JERRY CRAFT

BUILD YOUR STACK® LOCATED IN EXHIBIT HALL B

8:30 A.M.

Translingual Mentor Texts in the Borderlands

Katie Trautman, The University of Texas at Austin Tracey Flores, The University of Texas at Austin

Kathryn Rosa, The University of Texas at Austin

Tess Covey, The University of Texas at Austin

9:00 A.M.

Friends, Food, and Fauna

Andrea Wang, Kokila Books

JaNay Brown-Wood, Charlesbridge David L. Harrison, Holiday House/Charlesbridge/Boyds Mills Jason Chin

10:00 A.M.

Picture Books with Read Aloud Potential Jillian Heise, Heise Reads & Recommends

11:00 A.M.

Reclaiming the Palestinian Narrative: Literary Mirrors and Windows Sawsan Jaber, Education Unfiltered Consulting

SUNDAY FEATURED SESSION

9:00–10:15 A.M.

O-FS.01 Centering Students' Voices in Classroom Assessment: Environmental Charter Schools and Reading Apprenticeship Collaboration ROOM 252-C

We will actively explore an essential question through reading, considering classroom examples, and reflecting: How can we make students more central to formative assessment processes to center their voices and turn the intellectual work of literacy learning over to them? We will share assessment tools and processes that we developed.

Session Chair: Linda Friedrich, WestEd

Presenters: Bethany Sanabria, Environmental Charter High School Jane Wyche-Jonas, Environmental Charter Schools Home Office

Sponsored by WestEd

A.M.

O.01 A Beacon of Light: How Lee & Low Books Illuminates Multicultural Children’s Literature Publishing

ROOM 256-A

This paper applies hooks’s methodological approach for inquiry by engaging a critical discussion about the history and structural impacts of Lee & Low Books, the largest publisher of multicultural literature for youth in the United States. We argue that their family-business model empowers their autonomy to fulfill their mission and confidently advances solutions to the lack of diversity in books.

Presenter: Lettycia Terrones, University of Illinois at UrbanaChampaign

O.02 A Guiding Light: Using Critical Pedagogy to Teach YA Literature in the Secondary Classroom

ROOM 202-B

Drawing from their work as teacher educators and secondary ELA teachers, the presenters will share critical pedagogical approaches to teaching highinterest YA literature, exploring advantages (and challenges) of empowering teens to read culturally diverse texts through critical perspectives. The session will provide specific teaching strategies, classroom activities, and YA text selection.

Session Chair: Gretchen Rumohr, Aquinas College

Presenters: Sara Hoeve, Purdue University Steffany Comfort Maher, Indiana University Southeast Katie Sluiter, Wyoming Public Schools/Western Michigan University

O.03 Amplifying Our Light: Border and Immigrant Voices and Visions in Children’s Literature

ROOM 208-B

Five authors share stories aimed to expand and enrich young readers’ views of the world and of themselves while creating empathy and showing how similar we all are in spite of our origins, our histories, and our cultural backgrounds. They will also share ideas for incorporating these books into lessons on teaching immigration, life near the US-Mexico border, and cultures outside the US.

Presenters: Daniel Aleman, Hachette Group

Maria E. Andreu, HarperCollins

Alda Dobbs, Sourcebooks

Payal Doshi, Mango and Marigold Press

Margarita Longoria, Penguin Random House

O.04 Beyond Gendered Discourses ROOM 213-A

Presenters interrogate constructions of male and female teachers within novels and their lived experiences, and share strategies for reimagining teacher identities.

Presenters: Jared Crossley, The Ohio State University, “Shining Examples of Fictional Male Teachers in Elementary Classrooms: A Content Analysis of Middle Grade Novels”

Emily Freeman, University of Wisconsin, Eau Claire, “Arts Teacher Education”

O.05 Bridging Points of Light: International Perspectives in Teaching and Learning ROOM 207-D

In this combined panel, presenters will discuss multilingual learners and how identity politics shapes their perspectives as teachers.

Presenters: Olabisi Adenekan, Oakton College, “‘What if what I want to say is not enough for what I have to say?’ Expanding Meaning-Making Opportunities by Using Adinkra Symbols and Yoruba Proverbs”

Mellissa Gyimah-Concepcion, Elgin Community College, “‘What if what I want to say is not enough for what I have to say?’ Expanding Meaning-Making Opportunities by Using Adinkra Symbols and Yoruba Proverbs”

Emily Sendin, Miami Dade College–Eduardo J. Padrón Campus, “Tengo un Sueño—I Have a Dream: Community-Engaged Pedagogy and Media Literacy in College English”

Qianqian Zhang-Wu, Northeastern University, “’Keeping Home Languages out of the Classroom!’: Multilingual International Students’ Perceptions of Translingualism in an Online College Composition Class”

O.6 Bringing the Climate Crisis to Light in English Language Arts

ROOM 264-BC

Sponsored by the ELATE Commission on Climate Change and the Environment in English Education

Climate change is already impacting students and will shape the world in which they live. How do we respond to the climate crisis in English language arts? How do we draw on the literary imagination to understand the potential impacts of climate change? How do we help students write and act to protect their future?

Presenter: Allen Webb, Western Michigan University, “Teaching about Climate Migrants and Refugees”

Roundtable Leaders: Kathryn Allen, University of Wisconsin, Oshkosh, “Addressing the Vocabulary of Climate Justice through Arts Integration”

Ysaaca Axelrod, University of Massachusetts, Amherst, “‘Never Too Young’: Using Literature to Prepare Early Childhood and Elementary Teachers to Teach about Climate Justice”

Nancy Castaldo, Algonquin/Clarion, “Teaching Hope and Climate Action via Middle Grade and YA Lit”

Mary-Alice Corliss, cognia.org, “Exploring the Science behind the Stories: Interdisciplinary Cli-Fi Studies”

Jill Dahlman, California Northstate University, “Addressing the Environment via Service Learning”

Todd DeStigter, University of Illinois at Chicago, “Global Warming and the Failure of Democracy”

Velta Douglas, Ontario Institute of Studies in Education, University of Toronto, “Indigenous and Ecoliteracies Perspectives on Apocalyptic Literature”

Timothy Duggan, Northeastern Illinois University, “Lord of the Flies and Environmental Crisis”

Kathryn Eldridge, Jordan-Elbridge High School, “‘Don’t Look Up’: Helping Students Examine Denial and Delay”

Andrea Gambino, University of California, Los Angeles, “Ecowriting Our World: Critical Media Literacy and Environmental Justice in K–12 ELA Classrooms”

Stephen Goss, Kennesaw State University, “Teaching the Wild Fires”

Jessica Holmes, Eastern Oregon University, “Inclusive Environmentalism: Approaching Environmental Pedagogy among Conservative, Countercultural, and Climate-Critical Populations”

Denise Ives, University of Massachusetts, Amherst, “‘Never Too Young’: Using Literature to Prepare Early Childhood and Elementary Teachers to Teach about Climate Justice”

Toby Kahn-Loftus, “Mentor Texts Fostering Hope for a Brighter Future”

Catherine Lammert, Texas Tech University, “Teaching the Wild Fires”

Becki Maldonado, University of Oklahoma, “Storing Carbon: Soil, Trees, and Ocean in YA Lit”

Russell Mayo, Chicago Public Schools, “What’s in the (Flint) Water? Teaching Ecojustice via Drama and Creative Nonfiction”

Scott Morrison, Elon University, “Wild Pedagogies in Teacher Education: Rambling toward Ecoliteracy”

Rich Novack, Fairfield Warde High School, “Twinkling Hope in Dark Curriculum with Nature Walks, Ecopoetry, and Environmental Research”

Bruce Novak, The Foundation for Ethics and Meaning, “Exploring Robin Wall Kimmerer’s Understanding of Reading and Writing as Psychic Photosynthesis in Braiding Sweetgrass”

Marek Oziewicz, University of Minnesota-Twin Cities, “Narratives as Portals to Climate Literacy Concepts”

Sydney Richmond, North Carolina State University, “Ecowriting Our World: Critical Media Literacy and Environmental Justice in K–12 ELA Classrooms”

Elizabeth Ryder Baxmeyer, California Northstate University College of Health Sciences, “Addressing the Environment via Service Learning”

Lara Saguisag, College of Staten Island, CUNY, “Teaching Climate Justice by Engaging with Youth-Authored Texts”

Jeff Share, Teacher Education Program, University of California, Los Angeles, “The Logic of Domination Is Our Legacy from the Doctrine of Discovery”

Kasey Short, Charlotte Country Day School, “Human Impacts of Climate Change”

Stephen Siperstein, Choate Rosemary Hall School, “Of the Light: Cultivating Joy in the Climate Classroom”

Sheridan Steelman, Northview High School, “BookTalking Teachable Climate Texts”

Mark Sulzer, University of Cincinnati, “Horrors of YA Climate Fiction and Brighter Futures”

Allen Webb, Western Michigan University, “Climate Change or Climate Crisis?”

Rebecca Young, “Exploring the Science behind the Stories: Interdisciplinary Cli-Fi Studies”

O.7 Building Critical Hope: Envisioning Better Futures with Recent Young Adult Literature

ROOM 201-B

This presentation features four YA authors who will share their new books and strategies on how teachers can build critical hope with their stories (Duncan-Andrade, 2009). In this interactive presentation, the authors will share their writing process and engage the audience in four different writing activities, which can be replicated with students.

Presenter: Rosa Nam, Clark University

Tradebook Authors/Illustrators: David Levithan, Random House Children’s Books

Anna-Marie McLemore, Macmillan Children’s Publishing Group

Lizzy Mason, Bloomsbury Children’s Books

Brianna Peppins, Disney Publishing

Respondent: Ricki Ginsberg, Colorado State University

O.8 Collective Dreaming: Lighting Each Others’ Lamps as a Means of Liberation

ROOM 204-A

Students are the light in a world filled with darkness. Over the past two years, we’ve worked together toward this goal. You’ll hear from us; join in conversations with us and each other; and write, reflect, plan, and collaborate in an interactive, immersive space. How can our approaches to reading, to grading, and to classroom culture build students who are change agents toward collective liberation?

Presenters: Scott Bayer, Richard Montgomery High School

Joel Garza, Greenhill School, Addison, TX

Laquisha Hall, Baltimore City Public School System

Jessyca Mathews, Carman-Ainsworth High School

LaMar Timmons-Long, New York City Department of Education

Sarah Zerwin, Fairview High School

O.9 Coming at Writing from Multiple Angles

ROOM 205-A

In this session, presenters will share how to promote student writing through (1) graphs in math and (2) young adult literature.

Presenters: Rebecca Harper, Augusta University, “Democracy and Social Justice: Using Argument in the Secondary Classroom”

Marlynda Holley, May River High School, “Democracy and Social Justice: Using Argument in the Secondary Classroom”

Lauren Price, West High School, “There’s a Graph for That: Shining a Light on Story Structure and Writer’s Craft”

Stacey Reece, West High School, “There’s a Graph for That: Shining a Light on Story Structure and Writer’s Craft”

O.10 Community Literacy: A Call to Action ROOM 213-CD

By drawing in a wide coalition of community partners—all committed to bringing the joy and transformational light of literacy to children, families, educators, and all those dedicated to the care of our young people—we create a virtuous circle of benefits in which one desirable occurrence leads to another. Let us shine our light of literacy expertise into our own communities.

Presenters: Gabriella DeHaan-DeLeon, Urbita Elementary School, “Engaging Multilingual Families” JoEllen McCarthy, The Educator Collaborative Rekha Rajan, Bring Me a Book/Penguin/Scholastic Jacqueline Sanderlin, Apple, “Forming Partnerships to Strengthen Your School Community”

O.11

Community Research to Spark Change

ROOM 205-B

The two presentations in this session offer ideas on how to engage students in local research to learn about privilege and spark civic action.

Presenters: Robin Fisher, Oklahoma State University, “Meet Your Students at the Intersection of Pop Culture and Community Stories”

Rhonda Hylton, Kent State University, “Hearing Their Stories: How Podcasting Helped Move an Inquiry into Redlining into a Conversation about Justice”

Amy Myers, Notre Dame Cathedral Latin School, “Hearing Their Stories: How Podcasting Helped Move an Inquiry into Redlining into a Conversation about Justice”

Shanedra Nowell, Oklahoma State University, “Meet Your Students at the Intersection of Pop Culture and Community Stories”

Molly Schneider, Notre Dame Cathedral Latin School , “Hearing Their Stories: How Podcasting Helped Move an Inquiry into Redlining into a Conversation about Justice”

Elizabeth Walsh-Moorman, Lake Erie College, “Hearing Their Stories: How Podcasting Helped Move an Inquiry into Redlining into a Conversation about Justice”

O.12 Cultivating Joy Across Buildings, Communities, and Districts

ROOM 201-A

Panelists will work with session participants to help them uncover areas where they can carve room for students to Cultivate their Genius and Joy while discovering their voices among culturally and historically relevant texts and conversations. Participants will learn how to create a student-centered learning community where students can thrive linguistically and have agency, purpose, and criticality.

Presenters: Kimberly Herzog, Staples High School

Barbara Robbins, Staples High School

Fola Sumpter, Harding High School

O.13 English Teachers’ Responses to LGBTQIA+ Life History Vignettes

ROOM 252-A

This work spotlights the responses of secondary English teachers to LGBTQIA+ youth life history vignettes. We will explain how we created the life history vignettes using raw data from a previous study. We will also discuss the responses to the vignettes by secondary English educators in order to propose the kinds of supports English teachers need to fully include LGBTQIA+ youth in the classroom.

Presenters: Joel Soto, Freedom High School

Bess Van Asselt, Moravian University

O.14 Enhancing Our Teaching and Research in ELA Classrooms by Enacting Our Sueños and Illuminating Our Plurality

ROOM 251-B

This panel of women who hold marginalized intersectional identities reflect and explore the possibilities of what it would be like to engage in schooling that illuminates the kinds of plurality they wanted for themselves as school children and how their research and teaching move towards those sueños.

Session Chair: Naitnaphit Limlamai, University of Michigan, Ann Arbor

Presenters: Monica Baldonado-Ruiz, San Diego State University

Laura-Ann Jacobs, University of Michigan Naitnaphit Limlamai, University of Michigan, Ann Arbor

Sandra Saco, Arizona State University

O.15 Full, Full, Full: Schools as Sueños for Culturally Sustaining Processes and Practices during the Pandemic and Beyond

ROOM 207-A

Life-affirming schools help young people understand themselves and their cultures as full and whole. In this presentation, three teachers, two administrators (elementary school and university college of education), and a teacher educator spotlight practices and processes as sueños that humanize and sustain young people as the full, full, full humans they are.

Session Chair: Gloria Boutte, University of South Carolina

Presenters: Alicia Arce-Boardman, Northern Parkway School

Kerry Elson, Central Park East II, New York Public Schools

Kindel Nash, Appalachian State University

Roderick Peele, Northern Parkway School

Bilal Polson, Northern Parkway School

O.16 Guided by the Light: Visual Literacy, Picture Books, and Conversations on Joy ROOM 207-B

This session examines multimodal children’s literature with an emphasis on visual literacy and its relationship to meaning-making and how to use picture books with preservice teachers on topics that focus on powerful and nondidactic stories about showing care for oneself and others, and about empathy, determination, acceptance of self and others, the importance of community, and recognizing and celebrating beauty and joy in life.

Presenter: Jennifer Geringer, University of Wyoming, “Guided by the Light: Visual Literacy and Picture Books”

O.17 Illuminating the College English Curriculum and Professional Pathways for English Majors ROOM 262-A

What do college English majors really study and write about? And what do they do after graduation? This session combines work from W. W. Norton, Sigma Tau Delta (the English Honor Society), and Ball State University’s Humanities Compass Advantage program to examine the state of English studies and its future.

Presenters: Cathy Day, Ball State University Felicia Steele, The College of New Jersey Sarah Touborg, W. W. Norton

O.18 Into the Light: Illuminating Selfand Fieldwork to Improve Literacy Teacher Education ROOM 251-C

Presenters in this session will highlight critical and reflective approaches to understanding how teacher educators may enact practices and experiences that improve the preparation of ELA teachers.

Presenters: Elizabeth Barrow, Georgia Southern University, “Being the Light: Operationalizing a Critical Friendship in Pursuit of Antiracist Practices” Sarah Fleming, SUNY Oswego, “Imagining a New Story: Two English Teachers’ Journey into Teacher Education and Those Colleagues [Lights] That Lit Their Path” H. Michelle Kreamer, University of Louisiana at Lafayette, “Bridging Theory and Practice: A YearLong Residency Program to Better Prepare Preservice Teachers”

Keith Newvine, SUNY Cortland, “Imagining a New Story: Two English Teachers’ Journey into Teacher Education and Those Colleagues [Lights] That Lit Their Path” Taylor Norman, Georgia Southern University, “Being the Light: Operationalizing a Critical Friendship in Pursuit of Antiracist Practices”

O.19 Introducing Student-Directed Learning and Examining Point of View in the Composition Classroom ROOM 210-B

In this session, the presenter will invite participants to consider “flipping the script” away from lecture and into a student-directed workshop approach to teaching college composition that builds academic skills and confidence in first-year writing students and reduces stress for instructors. .

Presenter: Kristie Ennis, University of Louisville, “Flipping the Script: Student-Directed Learning in the Composition Classroom”

O.20 It’s the Little Things: Culturally Responsive Text, Empathy-Based Text, and Postcard Writing to Travel and Find Meaning ROOM 207-C

This session explores how a third-grade teacher guides students in constructing the meaning of empathy using culturally responsive and empathy-driven text as read-alouds, while a librarian establishes herself using postcards.

Presenters: Amanda Deliman, Utah State University, “Cultivating Fluent and Meaningful Writing through Empathy-Centered Texts in the Third-Grade Classroom”

Nichole Folkman, Hartsburg-Emden CUSD #21, “Postcard Field Trip—Traveling the World While We Stay at Home”

Lori Qian, Utah State University, “Cultivating Fluent and Meaningful Writing through Empathy-Centered Texts in the Third-Grade Classroom”

O.21 Libros y Estrellas: Prioritizing Literacy,

Humanizing

Instruction, and Imagining Connected Content in Early Childhood Classrooms

ROOM 206-A

Early childhood teachers spend much class time working on literacy and breaking the code of language with students. Sometimes “teaching other content” is relegated to a back burner. Join us to learn how we harnessed the power of the stars with read-aloud to champion content through literacy, and leave with a model framework to replicate this work for your classroom or district.

Presenters: Lisa Felske Deslaurier, EduSmart Susan Haynes, Dickinson Independent School District Virginia Lively, Alvin Independent School District Kelly Tumy, Harris County Department of Education

O.22 Lighting the Path toward Improvement in Student Writing: Assessment as a Beacon for Growth and Confidence with Multilingual Writers

S M

ROOM 201-C

Four middle and high school English teachers demonstrate how rubrics and feedback illuminate students’ path toward engagement, autonomy, and empowerment as writers. Presenters illustrate their assessment strategies with targeted passages from student work and prolific examples of learning activities. The presentations include interactive elements and ready-to-use resources to engage participants.

Session Chair: Beatrice Mendez Newman, The University of Texas Río Grande Valley

Presenters: Griselda Castro, Brownsville Early College High School

Erika Longoria, Berta Cabaza Middle School

Maika Matalomani, Beijing International Bilingual Academy

Juanita Pena, IDEA Pharr

O.23 Lighting the Way for True Stories: A District-Wide First Nations Education Journey

ROOM 201-D

In 2021, the superintendent of our district shared his vision for embedding First Nations history, language, culture, and worldviews into the English language arts curriculum, learning experiences, and activities. As a district team, we partnered with Wolastoqiyik stakeholders to begin the journey of creating a four-year First Nations Education curriculum and a toolkit of resources.

Presenters: Molly Brown, Anglophone West School District

Jill Davidson, Anglophone West School District

Colleen Dyer-Wiley, Anglophone West School District

Sarah Francis, Anglophone West School District

Dianne Kay, Anglophone West School District

O.24 Lighting Up Middle Grades Writing Praxis

ROOM 209-B

This session highlights exciting practices in writing in the middle grades literacy classroom that challenge students (and teachers) to think beyond typical writing assignments and instructional strategies and towards practices that inspire creativity and rigorous development for students.

Presenters: Beverly Ann Chin, University of Montana, “Writing about Social Justice Issues Using Primary Sources/Informational Texts and Readers’ Theatre”

Michele Irwin, University of Toronto, “Creative Expressive Writing as New Literacy Practice in a Middle School English Class”

Shelly K. Unsicker-Durham, University of Oklahoma, “Expressive Writing as a Guiding Light for Everything Else”

O.25 Mi Voz, Mi Pregunta: Lessons from the Inquiry-Based, Multilingual Classroom ROOM 211-B

Shed light on the unique value of each student voice in a multilingual, multicultural classroom by teaching students to ask their own questions. Learn the Question Formulation Technique, a simple, step-by-step protocol to stimulate curiosity, remove barriers to participation, and facilitate authentic studentdriven language practice in the classroom.

Presenter: Michele Rewold, Mesa County Valley School District 51

O.26 New Light on the History and Evolution of the Field of English Education

ROOM 251-A

This session will introduce research projects that shed light on changing conceptions of our academic discipline, illuminate the work of forgotten African American professional exemplars, and rewrite the history of a crucial era in the evolution of the teaching of English. Includes hands-on opportunity to contribute to an ongoing study of the evolution of the field of English education.

Session Chair: Sheridan Blau, Teachers College, Columbia University

Presenters: Abdul-Qadir Islam, Teachers College, Columbia University, “The Hidden History of Influential African American Teacher-Scholars in English Education: Illuminating Stories of Marginality, Activism, and Leadership”

Jonathan Marine, George Mason University, “New Light on the Contributions of James Moffett to the Development of Modern Thought and Practice in the Teaching of English”

Shannon Potts, Special Music School, “New Findings on the History and Impact of The Dartmouth Conference: The Moffett Effect”

Ashlynn Wittchow, Teachers College, Columbia University, “What Is English Education? Responses over Two Generations”

O.27

Radiating Luz in the Middle Grades: Ethnic Studies Literacies in Practice ROOM 210-A

This session offers compelling and timely examples of ethnic studies practices and lessons in the middle level and secondary classrooms that promise to inform educators’ efforts to introduce culturally sustaining practices and literacies into their classrooms.

Presenters: Wendy Barrales, City University of New York, “Searching for Mami & Abuelita: Exploring WOC Testimonios in a High School Ethnic Studies Course” Jennifer Florencio, Claremont McKenna College, “Searching for Mami & Abuelita: Exploring WOC Testimonios in a High School Ethnic Studies Course”

Felina Rodriguez, Arizona School for the Arts, “Tlanextli: Radiating luz on Humanities”

Ginette Rossi, Arizona State University, “Tlanextli: Radiating luz on Humanities”

O.28 Seeing Ourselves: Asian American Graphic Novels and Comics ROOM 211-A

This panel of Asian American educators and authors will address what it means to actually have Asian American graphic novels and comics representation—from the opportunity to actually see ourselves and our stories represented in graphic novels and comics to ways to approach the teaching and analysis of Asian American graphic novels and comics.

Presenters: Jung Kim, Lewis University

Anna Gotangco Osborn, Educator, Reading Specialist

Tradebook Authors/Illustrators: Samira Ahmed, Little, Brown Books for Young Readers

Harmony Becker, Macmillan

Talia Dutton, Abrams Books

Minh Lê, Random House

Christina Soontornvat, Candlewick Press

O.29 Struggling with/for Justice Together: Storying and Reclaiming Interdependence in Early Literacy

ROOM 206-B

Schools often locate “struggle” within children, applying deficit-based labels (e.g., “struggling reader”) based on young children’s independent literacy skills. Drawing on a multiyear participatory study of a critical literacies teacher inquiry group, we share stories of our experiences with struggle and the ways we collectively reclaimed interdependence towards justice in early literacy.

Session Chair: Maggie Beneke, University of Washington

Presenters: Zainab Ashraf, Bellevue School District

Santasha Dhoot, Bellevue School District

Emily Machado, University of Wisconsin, Madison

Melissa Maurer, Haring Center, University of Washington

Janaki Nagarajan, Panther Lake Elementary School

Megan Rupert, BF Day Elementary School

Jordan Taitingfong, University of Washington

O.30 Teacher Experts and Their Paths to Expertise

ROOM 212-A

Sponsored by the NCTE Teacher Expertise Position Statement Group: Recognizing Teacher Experts and Their Paths to Expertise Teachers often face challenging circumstances that can cause them to leave the classroom. The field is at risk of pushing out teacher experts who are vital contributors in various educational spaces. Drawing on NCTE’s recent position statement about teacher experts, this session will celebrate and support teachers committed to sustained professional learning and reflective practices.

Presenters: Melissa Guerrette, Oxford Elementary School

Betina Hsieh, California State University, Long Beach

Tiana Silvas, New York City Department of Education

Islah Tauheed, New York City Department of Education

Deborah Van Duinen, Hope College

O.31 The Light of Poetry: Guiding Our Paths through the Pandemic and Beyond ROOM

212-B

Sponsored by the ELATE Commission on the Teaching of Poetry

During this roundtable session, members of the NCTE-ELATE Commission on the Teaching of Poetry will demonstrate how they use the light of poetry in their classrooms and other avenues to inspire educators and students to seek refuge, cope with trauma, understand difference, advocate for equality, empathize with others, voice their outrage, and build community.

Session Chair: Danny Wade, Washburn University

Roundtable Leaders: Lawrence Baines, Berry College

Megan Davis, Teachers College, Columbia University

Mindie Dieu, Lane Community College

Crag Hill, University of Oklahoma

Anthony Kunkel, Nicholls State University

Bonner Slayton, Moore Norman Technology Center

Kimberly Stormer, Langston University

Danny Wade, Washburn University

Ureka Williams, Tulsa Community College

O.32 Uncovering “The Hidden Curriculum” of Graduate School through ELATE-GS ROOM 253-BC

Sponsored by the ELATE-Graduate Student Strand

In this roundtable session, ELATE-GS members will engage in discussions about navigating graduate school. Topics include transitioning into being a PhD student, forging connections, teaching teachers, and other examples of how graduate students can be collaborative throughout their program. It is essential that we have support from our community and provide a light to others as graduate students.

Presenters: Arianna Banack, Purdue University

Jennifer Ervin, University of Georgia

Laura Jacobs, Towson University

Trevor Joensen, University of South Florida

Kelsey Jones-Greer, Pennsylvania State University

Darius Phelps, Teachers College, Columbia University

Stephanie Robillard, Stanford University

Elisabeth Spinner, Western Michigan University

O.33 “Unseen: Our Past in a New Light”: Theoretical Perspectives on Literary Occlusion ROOM

210-CD

Building on bell hooks’s Teaching to Transgress, presenters in this session will offer attendees an interactive experience designed to empower them to “focus on practical, everyday implications of theory” as a way to build classroom communities of belonging, safety, and light that illuminates their dreams. Attendees will gain practical classroom lessons and strategies for use with their students.

Session Chair: Glenda Funk, Highland High School

Presenters: Jennifer Fletcher, California State University, Monterey Bay

Glenda Funk, Highland High School

Michael Guevara, Perfection Learning

Carol Jago, California Reading and Literature Project, UCLA

O.34 Using Our Voices for Change: Support from the Standing Committee on Diversity and Inclusivity

ROOM 258-A

Sponsored by the NCTE Standing Committee on Diversity and Inclusivity

The Standing Committee on Diversity and Inclusivity offers a session to support educators in affecting change in their educational institutions and learning to take action beyond the performative. We will share the work of committee members in impacting change in their own institutions and engage audience members in similar sharing to include challenges and strategies for negotiating challenges.

Presenter: Kamania Wynter-Hoyte, University of South Carolina

OP.01 Challenging Antisemitism: A Workshop with the NCTE Jewish Caucus

ROOM 252-B

Sponsored by the Jewish Caucus Scholars have posited that the lack of attention to antisemitism in social justice educational initiatives may result from various factors, including non-Jewish educators’ limited awareness of the historical and contemporary realities of antisemitism, the politicization of Jewish identity, and existing erroneous and racist stereotypes that frame all Jewish people as powerful, wealthy, and white. These “recycled antiSemitic myths” simultaneously perpetuate Jewish marginalization and the very denial of antisemitism. This workshop addresses those factors and attempts to fill part of the gap in social justice efforts in hopes of eventually developing a more inclusive community of antiracist educators and an even stronger coalition prepared to challenge white supremacy. In this workshop, outside facilitators (invited based upon expertise and proximity to Los Angeles) will offer context, discussion points, and strategies for learning about, discussing, and combatting anti-Jewish racism in primary and secondary literacy-focused classrooms. Many educators, particularly those who are not Jewish but who understand the need for curricula that raise Jewish voices and challenge antisemitism, are unsure where to even begin. We hope this work will both offer tangible resources for classroom instructors and initiate a conversation that is much needed at this point in time.

The Jewish Caucus will also host their annual open forum during this session.

Session Chair: Mara LeeGrayson, California State University, Dominguez Hills

P.01 Building Teacher Community through Technological Innovations in a Post-Pandemic World

ROOM 213-A

By building community, teachers can shine the light one another’s practices. These three presentations provide suggestions for building post-pandemic pedagogies.

Presenters: Molly Buckley-Marudas, Cleveland State University, “Designing and Analyzing an Educator Innovation Hub for the Future of Teaching and Learning”

Ashlee Cournia, Kindred High School, “’Be the Light’ Fostering Positive Colleague Interaction for Today’s Teachers”

Maureen Nagle, Moses Brown School, “Spreading the Light of Your Reading Community beyond Your Classroom and across Your State”

Shelley Rose, Cleveland State University, “Designing and Analyzing an Educator Innovation Hub for the Future of Teaching and Learning”

Michelle Waters, The University of Oklahoma, “Let Your Light Shine: Building Entrepreneurial Collaborations to Advocate and Share ELA Expertise”

P.02 Celebrating Juneteenth in Mulitple Communities: Creating Spaces for Light and Liberation

ROOM 213-CD

Sponsored by the NCTE Black Caucus

Now recognized as a holiday, Juneteenth celebrates June 19th—the day in 1865 when word of Lincoln’s signing of the Emancipation Proclamation, two years prior, freeing all enslaved people, made its way to the state of Texas. We will shine the light on the importance of Juneteenth, share how we have celebrated the holiday in our communities, and discuss the impact of this holiday on our communities.

Session Chair: Jamal Cooks

Presenters: Ayanna Brown, Elmhurst University

Kim Parker, Harvard University

Tonya Perry, University of Alabama at Birmingham

P.03 Critically Reading Texts and Creating Personal Canons

ROOM 205-A

This session focuses on critically examining texts. One presentation highlights graphic novels with LGBTQIA+ protagonists of color. Another presents a framework for challenging texts that center Whiteness. A third urges a shift from traditional canons to ones that are inclusively diverse, student-centered, and relevant to the current moment.

Presenters: Nina Davidson, Concord Carlisle High School, “Creating Personal Canons: A Student-Centered Shift” Brandy Gatlin-Nash, University of California, Irvine, “Teaching about Dialect, Voice, and Race in To Kill a Mockingbird; The Affordances of a Critical LanguageLiterature Approach”

Jacob Steiss, University of California, Irvine, “Teaching about Dialect, Voice, and Race in To Kill a Mockingbird; The Affordances of a Critical Language-Literature Approach”

P.04 Cultivating Compositional Agility: Shining a Light on Learning that Transfers

ROOM 202-A

In this session, Trevor Aleo and Jennifer Fletcher will share their experiences designing learning experiences that foster rhetorical flexibility and agility. In addition to illuminating some of the key frameworks and practices needed to teach writers learning that transfers, they’ll also provide applicable tools, strategies, and resources that can be used in your classroom tomorrow.

Presenters: Trevor Aleo, Middlebrook School/Learning That Transfers

Jennifer Fletcher, California State University, Monterey Bay

P.05 Culturally Relevant, Multisensory Writing

ROOM 201-D

Teachers from Georgia, Louisiana, and Texas describe how cultural relevance and multisensory approaches add urgency, increase student engagement, and improve writing quality.

Session Chair: Ureka Williams, Tulsa Community College

Presenters: Lawrence Baines, Berry College, “Introduction to Culturally Relevant, Multisensory Writing”

Anthony Kunkel, Nicholls State University, “King Cake and Crawfish”

Kimberly Stormer, Langston University, “Culturally Relevant, Multisensory Writing with English Learners in Texas”

P.06 Finding Light through Appreciating, Creating, and Sharing Poetry and Music in Our Writing and Teaching Lives

ROOM 208-A

Both poetry and music have the power to offer needed light in dark, heavy times. In this session, classroom teachers and authors share how the reading, appreciating, analyzing, and writing of poetry and music have a transformational impact on both their personal and professional lives in their writing and teaching.

Presenters: Travis Crowder, East Alexander Middle School

Diana Farid, Cameron Kids, a division of Abrams Christina Nosek, Lucille Nixon School

P.07 Fingerprints of Practice: Radical Empathy and Critical Love in the Narratives of Teachers of Refugee and Displaced Students ROOM 252-A

Narrative inquiry highlights teachers’ voices and their “fingerprints” of practice (unique markers of identity and experience) as they tell stories about supporting refugee and displaced students. Through interactive dialogue and roleplay, attendees will consider how we all might craft identities and practices as socially just educators responsive to students’ assets and unique histories.

Presenters: Lauren Ergen, Apollo High School

Odeese Khalil

Jennifer Meagher, College of St. Benedict/St. John’s University

Ayan Omar, Tech High School

Terri Rodriguez, College of St. Benedict/St. John’s University

P.08

Homegrown Dreams: Shining a Light on Under-Explored Settings in Children’s Literature ROOM 207-A

Books can reframe often-overlooked communities as places of magic, adventure, and transformation. Authors Jennifer Torres, David Bowles, and Jane Kuo discuss how they evoke a sense of place; the role of setting in storytelling; and how setting can challenge readers’ perceptions. They also share exercises to help readers explore the power of setting and tell the stories of their own communities.

Presenters: David Bowles, University of Texas Río Grande Valley Jane Kuo, Author Jennifer Torres, Author

P.09 Hope, Empathy, and Humanizing Pedagogies: Making Light for Students in First-Year Writing

ROOM 210-B

In this combined session, speakers discuss approaches to first-year writing through the lenses of collaborative practices.

Presenters: Emily Hopwood Durney, Brigham Young University, “First-Generation College Student Identification and Inclusion in the Composition Classroom”

Jennifer Falcon, University of California, San Diego, “Building Community in a Writing Classroom through Collaboration”

Josie Portz, University of Arizona, “Hope-Making and Votive Rhetorics: An Arts-Based First-Year Composition Course”

Ashna Singh, California State University, Stanislaus, “Humanizing the First-Year Composition Classroom for First-Generation Students”

Natalie Wilson, University of California, San Diego, “Building Community in a Writing Classroom through Collaboration”

P.10 Humanizing the Gradebook: Assessment Practices that Liberate ROOM 210-CD

Because transforming our grading practices can light the way for educational equity in our classrooms and schools, we invite participants to discuss humanizing assessment practices that unlock the potential of all students. This session includes three keynote speakers to inspire interactive roundtable explorations that illuminate liberating grading practices.

Session Chair: Sarah Zerwin, Fairview High School

Presenters: Cornelius Minor, The Minor Collective/ Heinemann

Julia Torres, Denver Public Schools

Sarah Zerwin, Fairview High School

Roundtable Leaders: Sarah Beck, New York University, “Teaching through the Writing Process with Dialogic Writing Assessment”

Juli-Anne Benjamin, Great Oaks Legacy Charter School, “Is the Quantity of Assessment in the Early Grades Equitably Better and What’s It Doing Now?”

Gina Benz, Roosevelt High School, “Hope, Joy, and the Gradeless Classroom”

Aaron Blackwelder, Teachers Going Gradeless/ Woodland High School, “Equity, Inclusion, and Nontraditional Formats of Writing”

Nicholas Emmanuele, Millcreek Township School District, “Teaching Students How to Gather Evidence of Learning, Not Points”

Matthew Johnson, Ann Arbor Public Schools, “Becoming Interested Readers, Not Detached Authorities”

Karis Jones, SUNY Empire State College, “Critically and Collectively Assessing Language Ideologies in Digital Classroom Discussions”

Deanna Lough, Howard High School, “Formative Feedback: It Keeps Going and Going”

Marisa Thompson, Carlsbad High School, University of San Diego, “The Next English Approach: Efficacy and Efficiency to Benefit Students and Teachers”

Brett Vogelsinger, Holicong Middle School, “Helping Students Notice Patterns in Their Work and Set Goals”

John Warner, College of Charleston, “Triage Teaching: Teaching in a Time of Precarity and Scarcity”

P.11 Illuminating Diverse Young Adult Alternatives to Classic Books ROOM 201-A

A group of diverse YA authors discuss books that center BIPOC, LGBTQIA+, ND/D authors and characters as worthy alternatives to current classroom classics.

Presenters: Susan Azim Boyer, St. Martin’s Press/ Wednesday Books

Lillie Lainoff, Farrar, Straus and Giroux BYR Grace Shim, Kokila Priyanka Taslim, Simon & Schuster Vanessa L. Torres, Penguin Random House

P.12 Illuminating the Power of Long-Form Nonfiction to Build Reading Stamina ROOM

203-A

P.14 Letting Language Shine: Linguistic Diversity and Teacher Education ROOM 251-B

This session will feature an interactive panel with three award-winning authors of longform, narrative nonfiction who will each share examples of how their research and writing combines to create complex and engaging texts that appeal to secondary school readers. Additionally, two educators will share strategies for weaving compelling nonfiction into the classroom to build stamina in readers.

Session Chair: Cyndi Giorgis, Arizona State University

Presenter: Marie LeJeune, Western Oregon University Tradebook Authors/Illustrators: Candace Fleming, Scholastic Deborah Hopkinson, Scholastic Sherri L. Smith, Penguin Random House

E TE G TE E

P.13 Integrating Translingual Play, Reading, Writing, Speaking, and Listening to Support Joyful Language and Literacy Development for Young Emergent Bilinguals ROOM 203-B

This presentation shares scaffolds used to support students’ joyful learning of English. With a focus on integrating translingual play, reading, writing, speaking, and listening, the presenters share scaffolding ideas for readalouds, play center development, translingual play, context- and language-specific book creation, writing center, vocabulary support, language scaffolds, and small groups.

Presenters: Carolina Torrejon Capurro, Arizona State University, Tempe Paula Garcés, The Columbus School Lindsey Moses, Arizona State University, Tempe

This session highlights practices that honor translanguaging and using home language to facilitate teacher preparation for critical literacy teaching and learning.

Presenters: Kelsie Corriston, University of Texas at Austin, “TikTok Tutoría: Illuminating Tranlanguaging Stances through Digital Literacies”

Jen McCreight, Hiram College, “From Self-Reflection to Intentional Prioritization: Preservice Teachers Incorporate Linguistically Diverse Texts into Their Classrooms”

Katie Trautman, University of Texas at Austin, “TikTok Tutoría: Illuminating Tranlanguaging Stances through Digital Literacies”

P.15 Lighting el Nuevo Sendero: Illuminating Critical Consciousness at the Intersections of Music, Children’s Literature, and Social Justice ROOM 207-B

This interactive session will share powerful teaching and research at the intersections of music, children’s literature, and social justice. Presenters share picture book biographies of musicians that point to music’s role in the challenge for social justice and how to apply critical pedagogy to multilingual literacy education through Nueva Trova, protest music from Latin America.

Presenters: Jorge Figueroa, Texas Woman’s University, “Lighting el Nuevo Sendero: Critical Consciousness in the Multilingual Classroom”

Victor Lozada, Texas Woman’s University, “Lighting el Nuevo Sendero: Critical Consciousness in the Multilingual Classroom”

Janelle Mathis, University of North Texas, “Illuminating the Intersection of Music, Children’s Literature, and Social Justice”

P.16 Literacy of Empowerment: African Diaspora Literacy, Thematically Linked Excerpts, and Drama-Based Pedagogy as Tools to Discuss Race and Gender for Elementary Students

ROOM 207-C

This session looks at how teachers infuse multiple approaches in their elementary classrooms while offering space to discuss race and gender. Participants will engage in lessons that host approaches and strategies such as African Diaspora Literacy and critical literacy.

Presenters: Jennifer Ervin, University of Georgia, “The ‘R’ Word: Talking about Race with Young White Children”

Madeline Garcia, Rhoda Maxwell Elementary, “Shakespeare as a Trojan Horse: Discussing Race and Gender with Elementary Students through Thematically Linked Excerpts and Drama-Based Pedagogy”

Jarvais Jackson, CEEAAS, “Using African Diaspora Literacy as a Racial Literacy of Empowerment”

Jaclynn M. Kiikvee, Franklin Elementary School, “Shakespeare as a Trojan Horse: Discussing Race and Gender with Elementary Students through Thematically Linked Excerpts and Drama-Based Pedagogy”

Sergio Sanchez, University of California, Davis, “Shakespeare as a Trojan Horse: Discussing Race and Gender with Elementary Students through Thematically Linked Excerpts and Drama-Based Pedagogy”

P.17 Poetry: Lights Our Imagination and Humanity

ROOM 209-B

When students listen to and read poems all year, they enjoy the music and imagery and connect to texts that are a bridge to empathy for others.

Laura Robb joins award-winning poets JaNay Brown-Wood, Margarita Engle, and David Harrison to show that poetry is foundational to reaching students’ emotions and developing their imagination, understanding of self and life, and turning them into the light.

Session Chair: Laura Robb, RCT, Inc.

Presenter: Laura Robb, RCT, Inc.

Tradebook Authors/Illustrators: JaNay Brown-Wood, Charlesbridge

Margarita Engle, Simon & Schuster

David Harrison, Holiday House, Charlesbridge/Boyds Mills

P.18 Professional Growth for Preservice Teachers, Teachers, and Literacy Coaches

ROOM 261-B

The mark of a great teacher is their continued commitment to professional growth. Speakers discuss methods for teachers, literacy coaches, and reading groups to improve instruction for equity and social justice.

Presenters: Rhianna Bennett, University of Connecticut, “Because There’s Always More to Do: Supplementing Teacher Preparation to Teach for Social Justice through a Co-Curricular Equity and Social Justice Reading Group”

Vicki Collet, University of Arkansas, “Differentiated Literacy Coaching with the GIR Model”

Jason Courtmanche, University of Connecticut, “Because There’s Always More to Do: Supplementing Teacher Preparation to Teach for Social Justice through a Co-Curricular Equity and Social Justice Reading Group”

Aarushi Nohria, University of Connecticut, “Because There’s Always More to Do: Supplementing Teacher Preparation to Teach for Social Justice through a CoCurricular Equity and Social Justice Reading Group”

Kiedra Taylor, University of Connecticut, “Because There’s Always More to Do: Supplementing Teacher Preparation to Teach for Social Justice through a CoCurricular Equity and Social Justice Reading Group”

Samantha vanValkenburg, University of Connecticut, “Because There’s Always More to Do: Supplementing Teacher Preparation to Teach for Social Justice through a Co-Curricular Equity and Social Justice Reading Group”

Zexu Xi, University of Florida, “Shed Light on PreserviceTeacher Students with Diverse Languages and Cultural Contexts in a University-Based Writing Instruction Course”

P.19 Pursuing the Light Matters: Cultivating Community, Centering Creativity, and Activating Light as a Justice-as-Praxis Imperative ROOM 251-C

Education researchers attempt to create and engage equitable English language arts teaching and learning approaches and research through cultivating community and centering creativity afforded by critical arts-based pedagogies and methodologies.

Session Chair: Sakeena Everett, University of Connecticut

Presenters: Justin A. Coles, University of Massachusetts, Amherst

Cati V. de los Ríos, University of California, Berkeley

Sakeena Everett, University of Connecticut

Theda Marie Gibbs Grey, Ohio University

Mellissa Gyimah-Concepcion, Elgin Community College

Ji Hyun Hong

Betina Hsieh, California State University, Long Beach

Leigh Patel, University of Pittsburgh

Grace Player, University of Connecticut

Tairan Qiu, University of Georgia

Dywanna Smith, Claflin University

P.20 Pursuing the Light: Re-Visioning Research with Educators, Youth, and Communities in “Unprecedented” Times

ROOM 258-A

Sponsored by the NCTE Standing Committee on Research

Structured as a facilitated dialogue among researchers, educators, and youth, this intergenerational panel seeks to disrupt imagined boundaries between researchers, practitioners, and activists as we consider what ethical and justice-oriented praxis can and should look like in the current context—where teachers, students, and families continue to grow beyond formidable challenges, pursuing sueños.

Session Chair: Limarys Caraballo, Teachers College, Columbia University

Presenters: Limarys Caraballo, Teachers College, Columbia University

Michelle Knight, Teachers College, Columbia University

Clifford Lee, Mills College at Northeastern University

Joanne Marciano, Michigan State University

Vaughn Watson, Michigan State University

P.21 Race Matters Whether or Not We Talk About It: A Critical Content Analysis of LGBTQIA+ Characters of Color in Three Contemporary Young Adult Graphic Novels ROOM 208-B

In this presentation, researchers share how they conducted a critical content analysis using an intersectional lens in examining The Magic Fish, Flamer, and Cheer Up!, three contemporary graphic novels with LGBTQIA+ protagonists of color. The session will include practical tips on how teachers can critically teach these novels in a way that emphasizes the nuanced and varying experiences of youth.

Presenters: Kristian Lenderman, Digital Promise Kimani Mitchell, The University of Texas at San Antonio Rosa Nam, Colorado State University

P.22 Rekindling Literacy Lives and Critical Hope with Illuminating Children’s and YA Books ROOM 211-A

Presenters will share classroom stories and book titles that help students rebuild relationships and navigate dark waters through a lens of critical hope. Presenters’ experiences range from kindergarten through higher education and share a range of inclusive children’s and YA literature moving us closer to the light—where we can heal, imagine new dreams, and bring people together.

Presenters: Julie Hoffman, Springfield Public Schools Cindi Koudelka, Aurora University/Fieldcrest CUSD 6 Greg Micek, Maercker School District 60/Holmes Primary School

Katie Russell, Murphysboro Middle School

P.23 SCOA Affiliate Extravaganza

ROOM 264-BC

Sponsored by the Standing Committee on Affiliates

Meet with affiliate leaders from around the country as they present working models of successful programs and practices from their affiliates. Whether you are looking for support in attracting and retaining members, hosting advocacy initiatives, or gathering ideas for planning and executing successful state and regional meetings, this session will give you ample ideas and tips to try back home.

Session Chair: Kirstey Ewald, Central Rivers Area Education Agency

Presenters: Kirstey Ewald, Central Rivers Area Education Agency

Amy Nyeholt, PA Cyber

Carolyn “Carrie” Perry, Florida Council of Teachers of English

Renée Rude, Chandler-Gilbert Community College

Catherine Sosnowski, Central Connecticut State University

P.24 Searching for the Openings: Exercising Teacher Agency for Social Justice in ELA Classrooms

ROOM 262-C

Currently, teachers are in tension between curricular mandates and their mission to promote social justice. We explore how three teachers found places in their contexts to use their agency to promote an ethic of social justice through talking about books. Detailed examples from the teachers’ interviews inform ways of supporting preservice and inservice teachers in finding and using their agency.

Session Chair: Kathryn Mitchell Pierce, Saint Louis University

Roundtable Leaders: Carol Gilles, University of Missouri (emerita), “Matt: Acting on His Beliefs”

Kathryn Mitchell Pierce, Saint Louis University, “Veronica: Affirming Identities and Experiences”

Sarah Reid, University of Missouri, “Paula: Having the Power to Build Thinkers”

P.25

Seeking Light while Teaching Diverse

Young Adult Literature in Dark Times: Critical Reflections and Lessons Learned in a Collaborative Action

Research Endeavor ROOM

251-A

Teachers from diverse contexts will share experiences and practical resources resulting from a collaborative action research effort seeking light while implementing literature circles focused on diverse YAL during dark times—global pandemic and socio-political unrest. Findings address the complexities of shifting to online teaching, along with the implications for teacher educators and teachers.

Session Chair: Carl Young, North Carolina State University

Presenters: Laura Jacobs, Towson University, “Action Research Analysis and Findings: Lessons Learned”

Janell Miller, North Carolina State University, “An ELA Teacher’s Experience in a Title 1 Inner-City High School: Critical Reflections”

Hannah Moehrke, North Carolina State University College of Education & DPS, “An ELA Teacher’s Collaborative Experience in an Arts-Based Magnet School: Critical Reflection”

Sabrina Nelson, North Carolina State University College of Education & DPS, “An ELA Student Teacher’s Collaborative Experience in an Arts-Based Magnet School: Critical Reflection”

Katherine Mitchell Smith, North Carolina State University College of Education & DPS, “An ELA Teacher’s Experience in an Early College (HBC-Partnered) High School: Critical Reflections”

Carl Young, North Carolina State University, “Critical Reflections from an ELA Educator’s Experience in a University YAL Methods Course and Action Research Implications for Teacher Educators and ELA Teachers”

Respondent: Laura Jacobs, Towson University, “Q & A Discussion and Collaboration with Audience: Generating Additional Ideas and Strategies for Hope, Support, and Light in Dark Times”

P.26 Shining a Light in Color-Blind Contexts: Teaching Ethnic Studies in White/Affluent School Settings

ROOM 212-B

Ethnic Studies has proven to be a hugely impactful addition to the literacy curriculum, but what does teaching ethnic studies in majority-White contexts, where race is often dismissed, look like? This panel explores the unique challenges and opportunities facing educators implementing ethnic studies in these contexts, offering lesson ideas, resources, and guidance.

Session Chair: Michael Domínguez, San Diego State University

Presenters: Alice Domínguez, Mater Dei Catholic High School

Therese Frerichs, San Diego Unified School District

Erin Mangahis, Patrick Henry High School

Andrew Myette, Patrick Henry High School

Respondent: Tricia Gallagher-Guertsen, Liberated Ethnic Studies Collective

P.27 Shining a Light on Socio-Emotional Needs: Classroom Practices of Empathy and Support ROOM 210-A

This important panel features educators highlighting practices that illuminate and encourage socio-emotional support and wellbeing for students, and for teachers, as critical aspects of our middle grade literacy praxis.

Presenters: Sonja Gaddy, Texas Woman’s University, “Creating Spaces for Adolescents to Flourish in ELA Classrooms”

Sarah Graber, Galeton Area School District, “Preserving Our Light: Helping Each Other and Ourselves in Order to Best Help Our Students in Their Pursuit of Learning”

Laurel Ripple, Galeton Area School District, “Preserving Our Light: Helping Each Other and Ourselves in Order to Best Help Our Students in Their Pursuit of Learning”

Korby Saunders, Gale Ranch Middle School, “Shining Light on Students’ Identity with Video Soft Starts in the Classroom”

P.28 Shining the Light on Novels in Verse ROOM 209-A

Curious about MG and YA novels in verse? Looking to tempt reluctant readers or feed enthusiastic readers’ appetites for books? Come explore a diverse array of verse novels, tools for using verse novels to promote reading and writing, and ways to discern key differences between verse and prose. Takeaways include an annotated bibliography and strategies to implement immediately in your classroom.

Presenter: Megan E. Freeman, Simon & Schuster/ Aladdin

P.29 The Children Come Full: Honoring and Extending Children’s and Communites’ Ways of Knowing, Ways of Being, and Ways of Reading ROOM 206-A

With culturally sustaining and humanizing pedagogies as its foundation, this panel presentation will help teachers create literacy teaching processes, practices, and spaces that work toward a more just world that honors and extends children’s fullness. We offer vivid examples that build on childrens’ and communities’ ways of knowing, ways of being, and ways of reading.

Presenters: Alicia Arce-Boardman, Northern Parkway School

Kerry Elson, Central Park East II, New York Public Schools

Kindel Nash, Appalachian State University Roderick Peele, Northern Parkway School

ROOM 204-B

Sponsored by the ELATE-GS Strand

In this wide-ranging session sponsored by ELATE-GS, undergraduate and master’s level preservice and novice English teachers from across the nation will lead presentations that explore 21st-century teaching ideas and research-driven pedagogical practices. Please join us to support the next generation of English teachers and NCTE members.

Session Chairs: Alan Brown, Wake Forest University

Luke Rodesiler, Purdue University Fort Wayne

Respondents: Johnny Allred, Brigham Young University

Lucy Arnold, University of North Carolina, Charlotte

Crystal L. Beach, Union County High School

Caroline Bedingfield, Georgia State University

Kristen Pastore Capuana, Buffalo State College

James Chisholm, University of Louisville

Brennan Davis, Columbia College

Michelle Falter, North Carolina State University

Jim Fredricksen, Boise State University

Marshall George, Hunter College, CUNY

Nicole Green, Denison University

Jason Griffith, Penn State University

Joseph Haughey, Northwest Missouri State University

Sara Hoeve, Purdue University

Lindy Johnson, William & Mary, Williamsburg, VA

Kelsey Jones-Greer, Pennsylvania State University

Rachel Knecht, University of Nevada, Reno

Catherine Lammert, Texas Tech University

Benjamin Lathrop, Purdue University

Steffany Comfort Maher, Indiana University Southeast Charlotte Pass, SUNY Cortland

Stephanie F. Reid, University of Montana

Rachel Sanders, The University of Texas at San Antonio

Stephanie Anne Shelton, University of Alabama

Liz Shults, Oak Mountain High School

Darby Simpson, Arizona State University

T. Hunter Strickland, Anderson University

Waverly Whisenant, University of North Carolina, Chapel Hill

Wendy Williams, Arizona State University

Shelbie Witte, Oklahoma State University

Mentors: Jill Adams, Metropolitan State University of Denver

Shelby Boehm, University of Florida

Ashley Boyd, Washington State University

Alan Brown, Wake Forest University

Karen Brown, Brigham Young University

Rebekah Buchanan, Western Illinois University

Fawn Canady, Sonoma State University

Mike Cook, Auburn University

Dawan Coombs, Brigham Young University

Thomas Crochunis, Shippensburg University

Chris Crowe, Brigham Young University

Ashley Dallacqua, The University of New Mexico

Nicole Damico, University of Central Florida

Maggie Morris Davis, Illinois State University

Tiffany Doerr, Louisiana State University

Katie Dredger, James Madison University

Timothy Duggan, Northeastern Illinois University

Jessica Eagle, North Carolina State University

Danielle Filipiak, University of Connecticut

Jill Flynn, University of Delaware

Ricki Ginsberg, Colorado State University

Andrea LeMahieu Glaws, University of Colorado

Wendy Glenn, University of Colorado, Boulder

Charles Gonzalez, Austin Peay State University

Rubén González, Stanford University

Karly Grice, University of Wisconsin, Eau Claire

Theresa Johnson, Troy University

Sara Kajder, University of Georgia

Rebecca Kaminski, Clemson University

Abigail Kindelsperger, University of Illinois at Chicago

Jillian Kneeland, University of Colorado, Boulder

Mark A. Lewis, James Madison University

Danielle Lillge, Illinois State University

Naitnaphit Limlamai, University of Michigan, Ann Arbor

Kati Macaluso, University of Notre Dame

Michael Macaluso, University of Notre Dame

Joan Mitchell, Wake Forest University

Robert Montgomery, Kennesaw State University

Caitlin Murphy, Bellarmine University

Cindy O’Donnell-Allen, Colorado State University

Elsie Lindy Olan, University of Central Florida

Allison Wynhoff Olsen, Montana State University

Melinda McBee Orzulak, Bradley University

Cornelia Paraskevas, Western Oregon University

Christopher Parsons, Keene State College

Emily Pendergrass, Vanderbilt University

Margaret Perrow, Southern Oregon University

David Premont, Purdue University

Detra Price-Dennis, The Ohio State University

Mary Rice, University of New Mexico

Luke Rodesiler, Purdue University, Fort Wayne

Anna J. Small Roseboro, Grand Rapids, MI

Leslie Rush, University of Wyoming

Pauline Schmidt, West Chester University

Shelly Shaffer, Eastern Washington University

P.30 The Future Is Now: Exploring 21stCentury Teaching Ideas with the Next Generation of English Teachers

Ellen Shelton, The University of Mississippi

Nicole Sieben, SUNY Old Westbury

Melissa Smith, University of Central Arkansas

Thomas Smith, Utah Valley University

Laura Snyder, Brown University

Aimee Hendrix Soto, Texas Woman’s University

Karen Spector, University of Alabama

Elisabeth Spinner, Western Michigan University

Terri Suico, Saint Mary’s College

Amy Tondreau, University of Maryland, Baltimore County

Amy Vetter, University of North Carolina. Greensboro

Nigel Waterton, Southern Oregon University

Erika Watts, University of South Florida

Allen Webb, Western Michigan University

P.31 Tools for Tumultuous Times: Designing to Support ELA Teacher Noticing for Equity in Remote ELA Classrooms

ROOM 256-A

Presenters and Teacher Partners (TePs) are part of a multiyear project focused on designing tools to help novice teachers develop knowledge and practices for leading discussions in culturally and linguistically diverse classrooms. The university-based team created tools to help TePs track student engagement and document talk patterns for pedagogical decision making.

Session Chair: Danny Martinez, University of California, Davis

Presenters: Liam Aiello, University of California, Davis

Steven Athanases, University of California, Davis

Kristen Blair, University of California, Davis

Jennifer M. Higgs, University of California, Davis

Lee Martin, University of California, Davis

Danny Martinez, University of California, Davis

Kayce Mastrup, University of California, Davis

Megan Welsh, University of California, Davis

Alexis Patterson Williams, University of California, Davis

P.32 Underrepresented Authors on Diversity in STEM/STEAM Fiction and Nonfiction ROOM

206-B

How is teaching students STEM/STEAM books by underrepresented creators pursuing the light? Picture book and middle-grade authors and author/educators discuss best practices for teaching diverse fiction and nonfiction books. Panelists will lead interactive discussions and provide a recommended reading list.

Session Chair: Jen Malia, Norfolk State University

Presenters: Ana Crespo, Charlesbridge/LBBYR

Rajani LaRocca, HarperCollins

Jen Malia, Norfolk State University

Natasha Yim, Charlesbridge Publishing

P.33

Unpacking Children’s Rights through Children’s Literature in Different Global Literacy Communities ROOM 211-B

Four educator panelists share their a yearlong journey to articulate the power of sueños that they came to define through global literacy community experiences built during the pandemic. We offer collective insight into global literature as a meaningful invitation to unpack children’s rights and make life relevant to child readers in different school and family communities in New Mexico.

Presenters: Diana Botello, Susie Rayos Marmon Elementary School

Amber Gordon, University of New Mexico-Taos, “Utilizing Picture Books in an Adult Writing Class”

Melody Magor-Begay, University of New Mexico, “Forming a Reading Community with Families of Autistic Children”

Yoo Kyung Sung, University of New Mexico, “Rediscovering Our Sueños: Stories of Forming and Supporting a Global Literacy Community”

P.34 “We Remember, Not for the Sake of Yesterday but for Tomorrow”: Finding the Light with the Secondary Cemetery Interdisciplinary Project

ROOM 201-B

In keeping with innovations in secondary education, the interdisciplinary panel will present the multiyear story of our work among faculty, teacher candidates, and local schools through the Secondary Interdisciplinary Cemetery Project.

Session Chair: Amy Garrett Dikkers, University of North Carolina, Wilmington

Presenters: David Gill, University of North Carolina, Wilmington

Denise Ousley-Exum, University of North Carolina, Wilmington

Donyell Roseboro, University of North Carolina, Wilmington

P.35 YA Authors Shine Light on Critical Content as They Speak Out and Speak Back ROOM 207-D

This roundtable session brings together middle grade and YA lit authors whose books shine light on our current world. In pairs, authors will engage in short conversations that illuminate critical storytelling, student agency, and connections between literature and activism. At roundtables, authors and educators will discuss teaching ideas and the power of YA lit to support humanizing pedagogy.

Presenters: Jennifer Buehler, Saint Louis University

Ricki Ginsberg, Colorado State University

Roundtable Leaders: Shanetia Clark, Salisbury University

Jewel Davis, Appalachian State University

Jung Kim, Lewis University

Rosa Nam, Clark University

Tradebook Authors/Illustrators: Olivia A. Cole, Little, Brown Books for Young Readers

Tracy Deonn, Simon & Schuster

Tiffany Jewell

Kim Johnson

David Levithan, Random House Children’s Books

Christina Soontornvat, Candlewick Press Jasmine Warga, HarperCollins Children’s Books

Jeff Zentner, Penguin Random House

SUNDAY BRUNCH — 10:30 A.M.–12:00 P.M.

National Writing Project Brunch

BALLROOM C

Join the National Writing Project for a Sunday morning celebration of teaching and writing. Poets from Kent State's Wick Poetry Center (https://www.kent.edu/wick) will lead us in conversation, writing, and poetry-making about the teachers and writers we are and strive to be.

GENERAL SESSION

ARENA NCTE PRESIDENTIAL ADDRESS

On Sunday, participants are invited to the NCTE presidential address by NCTE President Valerie Kinloch. Following the address, author Andrea Wang and illustrator Jason Chin will close out the Convention.

A book signing will follow the session.

Born and raised in Charleston, South Carolina, VALERIE KINLOCH is the Renée and Richard Goldman Dean of the School of Education at the University of Pittsburgh. She is cochair of Remake Learning, current NCTE President, and a member of the Board of Trustees of her undergraduate alma mater (Johnson C. Smith University). She is author of publications on race, literacy, and equity. Her book, Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth, received the 2010 AERA Outstanding Book of the Year award. Her new co-authored book is Where Is the Justice? Engaged Pedagogies in Schools and Communities

ANDREA WANG is the award-winning author of Watercress, illustrated by Jason Chin, which Kirkus called “understated, deep, and heart rending” in a starred review. She is also the author of The Nian Monster and Magic Ramen: The Story of Momofuku Ando as well as the forthcoming middle-grade novel, The Many Meanings of Meilan Andrea holds an MS in Environmental Science and an MFA in Creative Writing for Young People. She lives in Colorado with her family.

JASON CHIN is a celebrated author and illustrator of children’s books. He received the Caldecott Medal for his illustrations in Andrea Wang’s Watercress, a Newbery Honor book and APALA award winner. His book Grand Canyon was awarded a Caldecott Honor, a Sibert Honor, and the NCTE Orbis Pictus Award. His other acclaimed nonfiction titles Coral Reefs, Redwoods, Gravity, and Island: A Story of the Gálapagos have received numerous starred reviews and other accolades. He is also the illustrator of Stephanie Parsley Ledyard’s debut title, Pie Is for Sharing, and Miranda Paul’s Water Is Water and Nine Months: Before a Baby Is Born, the latter a Boston Globe Horn Book Honor Book. He lives in Vermont with his wife and children.

ANDREA WANG

JASON CHIN

VALERIE KINLOCH

These events are being held at the Hilton Anaheim.

CEL Annual Convention

November 20–22

Leading Literacy Coalitions: From Classrooms to Communities

While reading and writing may sometimes be private hobbies, literacy is unequivocally a public, political act. We utilize reading, writing, speaking, listening, analysis, and creating to engage with others within and beyond our own communities.

Literacy leadership is tasked with building communities to honor, bolster, develop, and enact literacy practices among students and adults. These communities may be individual grade-level teams, content-area departments, schools, districts, states, or national or international organizations that seek to empower student agency. Whether we are engaging with conceptualizations and applications of servant leadership; Freire’s critical pedagogy and praxis; Gonzalez, Moll, and Amanti’s funds of knowledge; or emancipatory education, community is at the heart of what literacy leaders do.

The Conference on English Leadership 2022 Annual Convention calls for us to share, connect, and examine how we center or build communities in our educational settings.

Keynote Speakers:

Sunday, Nov. 20: SHELDON L. EAKINS, founder of the Leading Equity Center and host of the Leading Equity podcast Monday, Nov. 21: ISAAC HUANG, member of the Conejo Valley Unified School District’s Inaugural Equity Task Force and is the principal and lead learner at Madrona Elementary School Monday, Nov. 21: LEE ANN JUNG, CEO of Lead Inclusion, clinical professor at San Diego State University, and a consultant to schools worldwide Tuesday, Nov. 22: SARAH RAFAEL GARCÍA, an arts leader in Orange County and a literary arts advocate nationally, and founder of Barrio Writers, LibroMobile, and Crear Studio arts programs

ALAN Workshop

November 21–22

Come Together: Using YAL to Rise, Overcome, and Forge Ahead Together

The theme for the 2022 ALAN Workshop is “Come Together: Using YAL to Rise, Overcome, and Forge Ahead Together.” We will feature authors and present ers who focus on and celebrate the power of individuals uniting with a shared love for young adult literature and its potential for transformation. We want participants to think about how they might harness this power to rise against oppressive forces, and in doing so, inspire op portunities for advocacy, support, and deeper connec tion with and among adolescents. Your workshop registration includes an amazing box of books, the opportunity to hear from authors you and your students admire, breakout sessions, a recep tion with authors, and lunch.

Read more about the ALAN Workshop and other ALAN events during the NCTE Annual Convention in this blog post from 2022 ALAN President Dani KingWatkins: alan-ya.org/2022/08/14/alan-how-to-for2022-workshop/

RULES OF CONDUCT

ANNUAL BUSINESS MEETING FOR THE BOARD OF DIRECTORS AND OTHER MEMBERS OF THE COUNCIL

IMPORTANT: Only NCTE voting members may participate in discussion and may vote at the meeting. NCTE staff will verify your membership at the door by checking your Convention registration badge and provide voting cards. Note to Directors: Please obtain your voting card at the door before the meeting.

A. RULES STATED IN THE NCTE CONSTITUTION AND BYLAWS.

These rules cannot be altered at the Annual Business Meeting unless consideration of a Constitutional amendment has been announced to the membership a month in advance. (XIII.A)

1. The Board of Directors can act in an advisory capacity to the Executive Committee with regard to the Council’s internal operations and structure, making recommendations to the Executive Committee concerning Council programs and operations. (VI.A.1)

2. The Board of Directors and other NCTE members present at the Annual Business Meeting may debate and vote on position statements on educational issues and other matters. (VI.A.1)

3. Position statements on educational issues approved by a majority of those present and voting at the Annual Business Meeting will be sent by ballot to the membership for ratification. (XI.C.) In addition to the above, special rules of conduct are adopted each year for the Annual Business Meeting. The rules for this year are listed below.

B. RULES OF CONDUCT

1. Directors and other NCTE members must be identified by a voting card. Only properly identified Directors and voting members may participate in the meeting. Nonmembers may attend the meeting but not participate as voters or discussants.

2. A quorum of twenty percent of the members of the board is required for the transaction of business at the meeting.

3. Sturgis Standard Code of Parliamentary Procedure applies on questions of procedure and parliamentary law not specified in the Constitution, bylaws, or other rules adopted by NCTE.

4. The Parliamentarian interprets the rules and advises the presiding officer on parliamentary procedures.

5. A Director or other NCTE member wishing the floor should go to a microphone and give his or her name and affiliation or state when recognized by the presiding officer.

6. The chair may request that a motion be written and signed by the maker so that it might be read by the chair to the voting body.

7. In discussion of resolutions and all other motions except sense-of-the-house motions:

a. Three minutes will be allowed for each speaker each time.

b. No one may speak a second time on a subject until all who wish to speak have been heard.

c. The presiding officer will attempt to provide a balance in recognizing pro and con speakers. If there are no speakers opposing a motion under consideration, the chair may ask the house to move immediately to a vote in order to expedite the business.

d. Discussion will be limited to no more than 15 minutes (not including discussion of amendments) on any main motion or resolution; this time may be extended in 10-minute increments at the discretion of the presiding officer or by a majority of those voting.

e. Discussion of an amendment to a motion or resolution will be limited to no more than 10 minutes; this time may be extended in 6-minute increments at the discretion of the chair or by a majority of those voting.

f. Substitute motions or resolutions will not be accepted.

g. Amendments to amendments will not be accepted, in order to avoid confusion.

h. With regard to resolutions, only the RESOLVED sections are subject to a vote; accordingly, discussion of the RESOLVED sections and not the background statements is in order.

8. In discussion of all items of business, a motion to POSTPONE OR TABLE TEMPORARILY (i.e., without noting a specific time for reconsideration) is not debatable, and the main motion can be acted on at the current meeting only if the assembly votes to resume its consideration. A motion to POSTPONE OR TABLE UNTIL A SPECIFIC LATER TIME is debatable in terms of the reasons for postponement or the times specified.

9. A Director or other NCTE member at the Annual Business Meeting may offer a sense-of-the-house motion at the specified time. Such motions are advisory to the Executive Committee or other appropriate Council bodies. They do not constitute official Council policy.

10. Discussion of sense-of-the-house motions:

a. To be considered for deliberation, a sense-of-the-house motion must be prepared in writing, must not exceed 50 words, and must be submitted (three copies) to the President or Parliamentarian before the adoption of the agenda. (Brief prefatory statements in explanation of the motion are not part of the motion and need not be submitted in writing.)

b. A sense-of-the-house motion may not be amended, except for editorial changes acceptable to the mover.

c. Speakers on sense-of-the-house motions shall be limited to 2 minutes each, except by dispensation of the chair.

d. Discussion of a sense-of-the-house motion shall be limited to 10 minutes, except by dispensation of the chair.

e. If approved, sense-of-the-house motions are advisory to the Executive Committee or other Council bodies. They represent the opinion of the majority of members attending the Annual Business Meeting.

11. A Director or other NCTE member who wishes to call attention to a matter of concern to the Council may, at the discretion of the chair, make a personal declaration on the subject at the specified times, but no discussion or vote will follow. Declarations shall be limited to 3 minutes.

12. A Director or other NCTE member who wishes to introduce business not provided for in the agenda must move to suspend the rules of conduct for the meeting, which can be done with the assent of two-thirds of the Directors and other members attending. Business so introduced will be regarded as sense-of-the-house motions subject to the specifications in items 9 and 10 above.

13. Unfinished items of business at the hour set for adjournment can be resumed at a time set by the chair, if two-thirds of the Directors and other members attending approve a session at which business is to be resumed.

EXHIBITORS

EXHIBIT HALL B IS LOCATED ON THE 1ST FLOOR

The NCTE Annual Convention offers a wide array of sessions, experiences, and opportunities from which attendees can choose. Each teacher’s experience, interests, and needs are different and that’s why the Exhibit Hall at the NCTE Convention provides a diverse offering of trade publishers, nonprofit organizations, government entities, educational supply organizations, and consumer brands that are eager to connect with you. There is something for everyone in the more than 75 booths featuring a myriad of books, authors, initiatives, and products.

905 30-Minute Shakespeare https://www.30minuteshakespeare.com/

Based on twenty-years 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. We also feature a Monologue Book with performance notes.

450 826 National 826national.org

826 National amplifies the impact of our national network of youth writing and publishing centers, and the words of young authors. We serve as an international proof point for writing as a tool for young people to ignite and channel their creativity, explore identity, advocate for themselves and their community, and achieve academic and professional success. We work towards a country in which the power and the joy of writing is accessible to every student in every classroom.

411 ABRAMS - The Art of Books https://www.abramsbooks.com

Founded in 1949, ABRAMS was the first in the US to specialize in publishing art and illustrated books. ABRAMS continues to publish critically acclaimed and bestselling works, including narrative nonfiction and new fiction for adults, and children’s books ranging from middle grade to young adult fiction to picture and board books.

719 ACMRS Press—Arizona Center for Medieval and Renaissance Studies https://acmrspress.com

ACMRS Press is the publications division of the Arizona Center for Medieval and Renaissance Studies at Arizona State University. We publish forward-looking, vanguard research in medieval and renaissance studies and offer our titles at competitive prices, including Open Access, believing that leading edge scholarship should be affordable and available to all.

917 AKJ Education Akjeducation.com

921 Alane Adams Studios—Between the Pages www.alaneadams.com

Between the Pages is an award-winning video series created by Alane Adams that consists of five interactive videos that break down the process authors undertake when writing, and is supported by grade-leveled worksheets to deepen the learning, including a Young Writers Track that encourages students to write their own stories.

440 Albert Whitman & Company https://www.albertwhitman.com/

All Albert Whitman & Company books treat their readers in a caring and respectful manner, helping them to grow intellectually and emotionally. We are dedicated to continuing our tradition of creating award-worthy books for children.

913 Amplify www.amplify.com

A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and formative assessment. All of our programs provide teachers with powerful tools that help them understand and respond to the needs of their students. Amplify serves more than ten million students across all 50 states.

610 Annick Press www.annickpress.com

Annick Press publishes dynamic, groundbreaking fiction and nonfiction for children and teens. Our editorial vision has always been to publish books that reflect the society we live in, and to help enrich and inform the conversations happening in the real world. We aim to engage kids and spark a lifelong love of reading.

EXHIBITORS

904 APA Style, American Psychological Association (APA) https://www.apa.org/pubs

Prepare your students for their future in academic writing. APA Style is the most widely used academic writing tool around the world. With 17 million in print, the Publication Manual of the American Psychological Association and Concise Guide to APA Style are indispensable resources. Incorporate APA Style into your classroom. Visit APAStyle.org for information and to join our monthly newsletter.

558 Assembly on Literature for Adolescents of NCTE (ALAN) http://www.alan-ya.org

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.

901 Astra Books for Young Readers https://astrapublishinghouse.com

Astra Books for Young Readers is comprised of seven children’s imprints, including Astra Young Readers, Calkins Creek, Hippo Park, Kane Press, minedition US, Toon Books, and Wordsong. ABFYR publishes books for all ages and children’s interests, including board books, picture books, nonfiction, history, poetry, middlegrade, and young adult.

515 Bedford, Freeman & Worth High School Publishers https://www.bfwpub.com/high-school/us

At Bedford, Freeman & Worth, we’ve built our reputation on producing the highest quality materials for AP® courses, and we’re proud to offer resources for a range of high school courses. Our groundbreaking books and media are based on changes in education, student populations, and accepted classroom best practices.

811 Benchmark Education https://www.benchmarkeducation.com

Benchmark Education Company is a leading publisher of inclusive, research-backed core, supplemental, and intervention literacy and language resources, and a provider of exceptional professional development resources to educators. The company was founded and continues to operate with the firm belief that literacy mastery changes lives. Our enduring goal is to empower all students with the agency and skills they need to succeed, and teachers with professional development resources essential for growth.

516 Bloomsbury Publishing https://www.bloomsbury.com/us

Bloomsbury publishes award-winning books for children of all ages from board books through teen.

442 Booksource Booksource.com

Booksource is the leading provider of books for classroom libraries. Our exceptional service and ability to customize any size project to meet your needs means the best titles for your classroom. Whether you need 100 or 100,000 books, we’re here for you!

412 Bound to Stay Bound https://www.btsb.com/

521 Candlewick Press www.candlewick.com

Candlewick Press publishes award-winning children’s books for readers of all ages. Our imprints include Big Picture Press, Candlewick Entertainment, Candlewick Studio, MIT Kids Press, MITeen Press, and Templar Books. Walker Books US is a division of Candlewick Press.

814 Chapman University MA in English Chapman.edu/EnglishMA

Chapman University’s MA in English prepares its students to emerge ready with critical reading, writing, and research skills vital to today’s workforce. Courses range across literature, rhetoric, and cultural studies. Ready yourself for a career in teaching literature and composition or an extensive range of career fields.

554 Children’s Literature Assembly

https://www.childrensliteratureassembly.org/

The Children's Literature Assembly (CLA) of the National Council of Teachers of English is a professional community of children’s literature enthusiasts who advocate the centrality of literature in children’s academic and personal lives. We believe every teacher needs a wide and extensive knowledge base of books published for children and young adults.

414 Chronicle Books https://www.chroniclebooks.com

Chronicle Books is an independent publisher based in San Francisco. Inspired by the enduring magic of books, Chronicle Books cultivates and distributes exceptional publishing that is instantly recognizable for its spirit and creativity.

349 College Board https://www.collegeboard.org/

College Board is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT, the Advanced Placement Program, and BigFuture.

1001 Combined Book Exhibit www.combinedbook.com

Established in 1933, the Combined Book Exhibit showcases both traditional and independently published authors and publishers. A catalog listing all titles and how to obtain them is provided free of charge at the booth.

1004 CommonLit commonlit.org

CommonLit is a research-backed digital literacy program for grades 3–12. CommonLit offers over 3,000 high-quality reading lessons in English and Spanish. Lessons include planning materials for teachers and accessibility tools for students. CommonLit 360, a full reading and writing curriculum, is also available for grades 6–12.

717 Corwin corwin.com

With Corwin Literacy, you can be certain of the quality of our research-based and classroomtested professional development books for all K–12 literacy educators. Whether you’re looking for guidance in writing, reading, or balanced literacy instruction, you’ll find timely resources to expand your expertise and improve literacy skills for all students.

909 Disney

Publishing

disneybooks.com

Disney Publishing publishes award-winning books for readers of all ages across a variety of formats, with content ranging from titles that highlight popular Disney franchises to books by best-selling authors such as Mo Willems and Rick Riordan. Imprints include Disney-Hyperion, Disney Press, Marvel Press, Disney Lucasfilm Press, and National Geographic.

825 DK

https://learning.dk.com

DK Learning: Helping every child understand the world beyond their classroom. With over 45 years' experience publishing award-winning books, DK Learning produces curriculum-aligned and visually stunning content. Expertly curated and trusted by educators, our learning resources help students of all grade levels and learning styles, and help teachers make every lesson their best yet.

713 Duolingo ABC https://www.duolingo.com/abc

Duolingo ABC is a free app designed to teach kids ages 3–8 how to read. Our curriculum is based on recommendations from the National Reading Panel, and includes a gamified and systematic approach to phonics instruction that kids love!

415 Eerdmans Books for Young Readers www.eerdmans.com/YoungReaders

Eerdmans Books for Young Readers is an imprint of Wm. B. Eerdmans Publishing Company, an independent, family-owned publisher. Offering picture books, nonfiction, and more, we seek to engage young minds with books, especially those celebrating diversity, stories of historical significance, and stories that relate to contemporary social issues.

417 Finding Forward Books Hi-Low Novels for Reluctant Teen Readers www.findingforwardbooks.com

We publish hi-interest, low-reading-level novels for reluctant and struggling teen readers. The books are easy to read, with Lexile measures ranging from 390 to 540. They feature compelling, classroom-appropriate stories about real-life situations faced by teens.

406 Forrest T. Jones & Company https://www.ftj.com/ FTJ's primary mission is developing and administering insurance programs for associations and affinity groups that want to strengthen their relationship with their members.

519 Gareth Hinds www.garethhinds.com

Meet the author of award-winning graphic novel adaptations that help students engage more deeply with classic texts such as Beowulf, The Odyssey, The Iliad, Macbeth, and more.

709 Groundwood Books https://groundwoodbooks

Groundwood is known for award-winning books that reflect the experiences of children both in North America and around the world. We are inspired by the belief that children’s books can be important and necessary without sacrificing warmth, beauty, playfulness, and humor.

1015 Hachette Book Group https://www.hbgresources.com

Hachette Book Group (HBG) is a leading trade publisher made up of dozens of esteemed imprints within the publishing groups Grand Central Publishing; Hachette Audio; Hachette Nashville; Little, Brown and Company; Little, Brown Books for Young Readers; Orbit; Perseus Books; and Workman Publishing.

EXHIBITORS

817 HarperCollins Children’s Books https://harperstacks.com

HarperCollins Children’s Books is one of the leading publishers of children’s and teen books. Respected worldwide for its tradition of publishing quality, award-winning books for young readers, HarperCollins is home to many timeless treasures and bestsellers.

HarperCollins Children’s Books is a division of HarperCollins Publishers. You can also visit HarperCollins Children’s Books at www. harpercollinschildrens.com and www. epicreads.com

438 Highlights Foundation www.highlightsfoundation.org

The Highlights Foundation positively impacts children by amplifying the voices of storytellers who inform, educate, and inspire children to become their best selves. We host professional development and in-community experiences for authors, illustrators, educators, and storytellers online and at our retreat center in Northeastern Pennsylvania.

937 Holiday House/Peachtree/Pixel+Ink holidayhouse.com

Sister companies Holiday House, Peachtree, and Pixel+Ink are the award-winning publishers of picture books through YAs, including graphic novels and books in Spanish. We feature the imprints of Margaret Ferguson Books, Neal Porter Books, and Margaret Quinlin Books, as well as Peachtree Teen and I Like to Read®.

612 Houghton Mifflin Harcourt https://www.hmhco.com

Houghton Mifflin Harcourt (HMH) is a learning technology company committed to delivering connected solutions that engage learners, empower educators, and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental and intervention solutions, and professional learning services, HMH partners with educators and school districts to uncover solutions that unlock students’ potential and extend teachers’ capabilities.

815 Instructional Coaching Group https://www.instructionalcoaching.com/

Based on 25 years of research, The Instructional Coaching Group offers professional development for coaches, so students experience better learning, better lives. Services include customizable workshops, virtual courses, intensive institutes, and hundreds of free resources. Learn how ICG can help develop or improve your coaching programs.

556 International Writing Centers Association (IWCA) https://writingcenters.org/

IWCA, an NCTE affiliate founded in 1983, fosters the development of writing center directors, tutors, and staff by sponsoring meetings, publications, and other professional activities; by encouraging scholarship connected to writing center-related fields; and by providing an international forum for writing center concerns.

910 Lerner Publishing Group lernerbooks.com

Lerner Publishing Group creates high-quality fiction and nonfiction for grades K–12, including early reader, middle grade, and YA novels; picture books; biographies; and high-interest nonfiction. Imprints include Carolrhoda Books, Carolrhoda Lab, Millbrook Press, Graphic Universe, Lerner Publications, Darby Creek, Twenty-First Century Books, Zest Books, Lerner Digital, and Lerner Publisher Services.

400 Lexia Learning https://www.lexialearning.com

Lexia Learning is your research-based education technology solution to close two- to three-years of literacy gaps within one school year! We provide structured literacy, professional learning, and English language development solutions to 5.5 million K–12 students. All for Literacy; Because Literacy Can and Should Be for All.

1010 Library of Congress www.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. Additionally learn about the Archive of Recorded Poetry and Literature, Poetry of America series, and Poetry 180.

1018 Little, Brown Books for Young Readers 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 young readers of all ages and backgrounds.

803 Mackin https://www.mackin.com/hq

For nearly 40 years, Mackin has provided library and classroom materials for grades K–12 with access to 18,000 publishers, more than 3.5 million printed titles, and 3 million digital titles. From MackinVIA, the free, multiple-award-winning digital content management system, to their Maker Education, Classroom and Professional Learning divisions, and the newly added Accessit Library library management system, Mackin is the most complete choice for your print and digital educational resources.

511 Macmillan Academic https://academic.macmillan.com

Macmillan Publishers, based in New York City, is composed of eight divisions: Celadon Books; Farrar, Straus and Giroux; Flatiron Books; Henry Holt & Company; Macmillan Audio; Macmillan Children’s Publishing Group; St. Martin’s Publishing Group; and Tor Publishing Group.

510 Macmillan Children’s Publishing Group www.mackidsschoolandlibrary.com

Macmillan Children’s Publishing Group is home to some of the most highly acclaimed and noteworthy children’s imprints in the publishing industry. MCPG comprises Farrar, Straus and Giroux Books for Young Readers; Feiwel and Friends; First Second; Henry Holt Books for Young Readers; Neon Squid; Odd Dot; Priddy Books; Roaring Brook Press; Square Fish; and Swoon Reads.

425 Membean, Inc. www.membean.com

Used by students in 40,000+ classrooms, Membean is an online multi-modal vocabulary program that meets students at their unique ability level, from GT to ELL. Membean's multimodal word pages provide students choice as they learn words, and nine different question types of progressing difficulty ensure that students understand the nuances between words. The teacher dashboard offers detailed usage reports and differentiated assessments, saving teachers valuable planning and instruction time.

431 Middlebury Bread Loaf School of English https://www.middlebury.edu/school-english

Middlebury Bread Loaf School of English is an intensive summer graduate program ideal for teachers seeking meaningful professional development or a master’s degree. At campuses in Vermont, Oxford, and California, students encounter texts and ideas with renowned faculty and emerge ready to read, write, teach, and interpret in revolutionary ways.

1000 myShakespeare https://myshakespeare.com

myShakespeare provides media-rich, digital editions of six Shakespeare plays as a free, online resource. We replace traditional footnotes with interactive media and classroom features including quizzes and notetaking tools.

951 National English Honor Society For Seconday Schools https://nehs.us

NEHS, founded and sponsored by Sigma Tau Delta, is the only international organization exclusively for secondary students and faculty who have demonstrated exceptional ability in areas including literary analysis, media studies, composition, linguistic study, and creative writing. The Society celebrates an obligation to use one’s gifts in service to others.

715 National Writing Project www.nwp.org

National Writing Project (NWP) sites have been working with educators for nearly 50 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!

434 The News Literacy project https://newslit.org/?utm_ source=NCTE&utm_ medium=conference&utm_ campaign=NCTE_conf_2022

The News Literacy Project empowers educators to teach media and news literacy. NLP provides free programs and resources to help students become smart consumers of news and information, and engaged, informed participants in our democracy. NLP’s interactive Checkology® lessons equip students with critical thinking skills to evaluate and interpret information.

408 Newsela https://newsela.com

Newsela takes authentic, real world content from trusted sources and makes it instruction-ready for K–12 classrooms. Texts are published at five reading levels, so content is accessible to every learner. With over 16,000 texts and more published daily across 20+ genres, Newsela enables educators to go deep on any topic.

1008 NoRedInk www.noredink.com

NoRedInk helps millions of students in grades 4–12 become better writers. Our writing platform allows learners to improve through engaging, adaptive exercises and a proven process for self-review and peer-review— and then delivers actionable performance data to teachers and administrators. Used in more than 60% of school districts in the US, we’re on a mission to unlock every writer’s potential.

1036 Orca Book Publishers https://www.orcabook.com

Orca Book Publishers is an independently owned Canadian children’s book publisher of award-winning, bestselling books in several genres. With over 1,000 titles in print and more than 80 new titles a year, Orca prides itself on publishing a diverse range of Canadian authors and bringing them to a wider market.

EXHIBITORS

941 Peace Corps Response https://www.peacecorps.gov/volunteer/ peace-corps-response

Peace Corps Response offers short-term highimpact international volunteer assignments for experienced educators. Volunteers frequently design curricula, coach and train teachers, and demonstrate modern and innovative teaching techniques at all levels of instruction, from rural primary schools to urban research centers.

825 Penguin Random House Education www.penguinrandomhouseeducation.com

Home to award-winning, classroom-favorite authors, such as Maya Angelou, James Baldwin, Sandra Cisneros, Tommy Orange, R.J. Palacio, and Jacqueline Woodson, Penguin Random House Education offers an array of classic and contemporary titles. Visit our booth to browse books by grade level and subject area, and to learn about our classroom collections.

825 Penguin Young Readers Group https://www.penguinclassroom.com/

Penguin Young Readers is leading children’s book publishers ranging from birth to young adults. Award-winning backlist in fiction, nonfiction, classic authors, and illustrators. The company imprints and trademarks, including Dial Books, Dutton, Kokila, Nancy Paulsen Books, Penguin Workshop, Philomel, Rocky Pond, Flamingo, G. P. Putnam’s Sons, Razorbill, and Viking.

503 Perma-Bound Books https://www.perma-bound.com

A pioneer in the library binding industry for nearly 70 years, Perma-Bound proudly serves Pre-K–12 schools, school libraries, and public libraries in the US and Canada. With millions of titles from more than 1,000 publishers, we offer strong title selection, comprehensive teaching materials, distance learning and online learning, and more!

620 Publisher Spotlight www.publisherspotlight.com

Discover new books, graphic novels, and audiobooks for children and teens from international and independent publishers including Charlesbridge, Manga Classics, Pajama Press, Tilbury House, Diamond Book Distributors, and more.

825 Random House Children’s Books https://www.rhteacherslibrarians.com/

Random House Children’s Books publishes quality books—hardcovers to paperbacks, preschool through young adult, encompassing fifteen imprints. Visit us online at RHTeachersLibrarians.com, and connect with us on Facebook, Twitter, YouTube, and Pinterest.

914 ReadWithYou https://www.readwithyou.com

Read With You is an award-winning independent publishing company with a focus on creating children's books for ages 0–12. We offer content in a variety of subjects ranging from STEAM, ESL, and language arts.

808 Retro Report https://www.retroreport.org/education

Retro Report is a nonprofit journalism organization that has produced over 250 short-form documentaries that connect history to today. Our videos, and accompanying classroom resources, help foster engagement and critical thinking skills and are perfect for many classroom subjects, including Social Studies, Humanities, ELA, and Media Literacy.

816 Saddleback Publishing www.sdlback.com

Saddleback is the leader in high interest, low reading level (Hi-Lo) curriculum solutions and quality readers for striving students and ELs in grades 4-12. We strive to engage each reader with age-respectful content at accessible reading levels in a variety of formats to ensure success.

703 Savvas Learning Company https://www.savvas.com

At Savvas, we believe learning should inspire. Our next-generation K–12 learning solutions, developed by leading authors and educators, leverage the power of adaptive learning and advanced technology to deliver immersive, personalized, and engaging content that connects teachers and students with real-world learning experiences, helping all learners discover their greatness.

919 Scanning Pens www.scanningpens.com

Scanning Pens is an award-winning portable assistive technology company, founded in 2003 by Toby Sutton and Jack Churchill. With Jack having dyslexia himself, he wants to make sure everyone across the world within the neurodivergent community have the necessary tools to read confidently. We at Scanning Pens continue to help everyone with learning difficulties from the classroom to the workplace.

530 Scholastic www.scholastic.com

For more than 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

345 Selected Readings Editions selectedreadingseditions.com

Selected Readings Editions publishes books for secondary school English classes, each consisting of a selection of representative readings from the original text that provide students with a memorably rewarding literary experience in lieu of the complete text. We currently offer three such editions: Don Quixote, The Odyssey, and Huckleberry Finn.

455 Simon & Schuster, Inc. 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. For more information, visit www.simonandschuster.biz

916 Sourcebooks

https://read.sourcebooks.com

Sourcebooks is an independent publishing company dedicated to innovation and the belief that books change lives. We publish over 300 new titles each year in the children’s, young adult, adult, nonfiction, gift, and education categories.

335 Sphere Education Initiative https://www.cato.org/sphere/about-sphere

Sphere Education Initiatives assists grades 5–12 educators and administrators, providing them with knowledge, experience, resources, and professional development opportunities, to bring difficult conversations into classrooms, equipping students to engage in civil dialogue on the most pressing issues. Sphere is working to rekindle the foundation of civic culture in America.

403 Stenhouse Publishers https://www.zaner-bloser.com

Providing books, videos, and digital content, professional development services, and curricular resources Stenhouse Publishers helps K–12 teachers enhance their professional knowledge and build their students’ skills as readers, writers, and thinkers.

801 Teachers College Press, Teachers College, Columbia University www.tcpress.com/NCTE2022

Teachers College Press (Teachers College, Columbia University) publishes works at the cutting edge of theory, research, and practice in education and specializes in areas such as literacy, ELL/DLL, multicultural education, social justice education, leadership, education policy, early childhood education, special education, and curriculum.

810 Teaching the World https://teachingtheworld.net

Teaching the World is a consortium of universities across the United States with world area centers designated by the Department of Education as National Resource Centers. We provide free and low cost resources and professional development to educators.

448 ThinkCERCA www.thinkcerca.com

ThinkCERCA’s personalized literacy platform helps educators teach critical thinking through standards-aligned close reading and academic writing lessons for ELA, science, social studies, and math. Our schoolwide and researchbacked approach to literacy instruction teaches how to construct a cohesive argument and is differentiated with Tier I and II support that builds strong readers, writers, and thinkers— improving student outcomes across subjects.

419 Thinking Habitats https://www.thinkinghabitats.com

THINKING PRO is a high school curriculum that uses local news media as a tool to teach critical thinking, reading strategies, and news media literacy. Interactive explainer videos model these strategies, offer opportunities for practice, and provide immediate feedback. Written assignments reinforce these skills by applying reliable processes for evaluating the trustworthiness of news and informational text. THINKING PRO is a product of Thinking Habitats.

711 Townsend Press www.townsendpress.com

Townsend Press offers digital and printed books for developing English, vocabulary, and reading skills. Modest prices, proven results.

820 Union Square and Co. https://www.unionsquareandco.com

Union Square and Co.’s diverse list showcases top-tier talent and brands and gives space to unique perspectives and strong voices. Union Square Kids publishes fiction and nonfiction titles that engage, enrich, and excite a diverse audience of young readers.

949 United States Holocaust Memorial Museum www.ushmm.org

The United States Holocaust Memorial Museum (USHMM) is a permanent, living memorial to the Holocaust that serves to educate people about the dangers of unchecked hatred and the need to prevent genocide, while inspiring them to promote human dignity.

900 Vista Higher Learning

https://vistahigherlearning.com

Where will world languages take you? Today’s students are preparing for a world where intercultural communication is a necessary part of everyday life. At Vista Higher Learning, we develop innovative digital and print solutions to connect the world through language and culture.

812 Vocabulary.com https://www.vocabulary.com

Vocabulary.com’s smart, award-winning adaptive engine helps learners master new words, not just memorize them. Offering customizable activities for instruction, review, and assessment, Vocabulary.com boosts students’ reading comprehension and systematically improves their vocabulary. With over 13,000 ready-made resources, Vocabulary.com can align with any teachers’s existing curriculum.

721 W. W. Norton & Company https://wwnorton.com

W. W. Norton publishes 400 books annually through its academic textbook, trade, and professional departments. As the largest independent and employee-owned publisher, Norton is proud to publish “books that live.”

618 Wakelet wakelet.com

Wakelet is a free-to-use learning platform that allows educators to arrange all kinds of learning materials into visual, interactive collections to share with their learners. It’s used by students and teachers in classrooms around the world to improve content delivery, independent learning, digital citizenship, and so much more.

1048 WestEd WestEd.org

WestEd is a nonprofit research, development, and service agency that partners with education and other communities throughout the United States and abroad to promote excellence, achieve equity, and improve learning for children, youth, and adults.

902 Workee https://workee.net/ 402 Zaner-Bloser https://www.zaner-bloser.com

Zaner-Bloser develops curriculum resources to teach foundational literacy and math skills to grades Pre-K–6 students. Our resources help teachers engage and empower students and inspire more “aha” moments to harness the creative power of learning. We are a member of the Highlights Family of Companies.

“

In terms of a teaching tool, this has it! It’s been incredibly e ective in terms of thinking about why Shakespeare and why that period matters. When we’re thinking about making it culturally relevant, it is doing it in a way that is scrutinizing very urgent matters in our present moment.”

Ruben Espinosa

Associate Professor of English Arizona State University

ENGAGING

YOUR

STUDENTS

with CONTEMPORARY TRANSLATIONS OF SHAKESPEARE

Play On Shakespeare is a series of translations of Shakespeare’s plays by a diverse cohort of contemporary playwrights. ese translations present the Bard’s work in language accessible to modern audiences while never losing the beauty of Shakespeare’s verse.

Arizona Center for Medieval and Renaissance Studies ACMRS PRESS

Learn more at www.acmrspress.com

Luke Rodesiler

Robyn Seglem and Sarah Bonner

Kindel Turner Nash, Alicia Arce-Boardman, Roderick D. Peele, and Kerry Elson

Mary Cowhey

William Kist

Detra Price-Dennis and Yolanda Sealey-Ruiz

Alison G. Dover and Fernando (Ferran) Rodríguez-Valls

Valerie Kinloch, Emily A. Nemeth, Tamara T. Butler, and Grace D. Player

Timothy San Pedro

Jody Polleck

Peter Williamson and Deborah Appleman, Eds.

Gloria Ladson-Billings

New in the Culturally Sustaining Pedagogies Series

2022 NCTE David H. Russell Research Award Winner

Between The Pages is an ELA curriculum aligned awardwinning video series created by literacy advocate Alane Adams to replicate her popular in-school author talks. The video segments are designed to get students grades 3-8 excited about reading by taking them between the pages of a book, teaching them all the fundamental steps an author undertakes when writing a story and providing students with the tools they need to write their own narrative stories. The companion series, Between The Pages Jr. is perfect for grades K-2.

Who

APA

The Publication Manual of the American Psychological Association is the style manual of choice for writers, researchers, editors, students, and educators in the social and behavioral sciences, natural sciences, nursing, communications, education, business, engineering, and other fields your students may choose to study.

Mark Oshiro

Susan Azim Boyer

Friday, November 18 4:45 – 5:30 PM

Friday, November 18 11:30 AM – 1:30 PM

Obed Silva Saturday, November 19 4:00 – 4:30 PM

Jane Anders Sunday, November 20 9:15 – 10:00 AM

Charlie

Penguin Random House publishes authentic, award-winning, and inclusive fiction and narrative non-fiction ideal for PreK through high school and beyond. Visit our booth to browse books by grade level and subject area, pick up teacher resources, and learn about our classroom collections. Inspire Teaching and Learning with Outstanding Books

PREK-8: New Collections, Resources & Books

Independent and Instructional Reading Libraries

Developed with literacy expert Laura Robb, the PRH Education Independent and Instructional Reading Libraries for Pre-K to 8th grade promote choice and access to authentic texts at the actual range of student reading levels, providing opportunities to differentiate instruction and increase reading achievement.

Translanguaging Collections

Each Independent Library includes 350 titles, and each Instructional Library includes 100 titles!

The PRH Translanguaging Collections: Affirming Bilingual and Multilingual Learners are six culturally and linguistically sustaining text collections with classroom resources developed by Drs. Luz Yadira Herrera and Carla España

6 Unique Themes: Identity; Place & Change; Intergenerational Connections; Migration & Immigration; Community & Connections That Sustain Me; Changemakers.

Teacher Resources: For Educators by Educators

Resource Pack for New Teachers (Grades K-8) offers tips, ideas, and booklists to get started in the classroom

Thematic Guides offer ideas for teaching books around a topic

Teacher Resources from #DisruptTexts foster an inclusive classroom

Climate Change

Graphic Fiction/Nonfiction

HIGH SCHOOL: Browse Compelling New Fiction and Non-fiction Titles

Educated: A Memoir by Tara Westover

Solito: A Memoir by Javier Zamora

Recitatif: A Story by Toni Morrison Introduction by Zadie Smith

Nightcrawling: A Novel by Leila Mottley

Black Panther by Don McGregor, Rich Buckler, Billy Graham, Stan Lee, and Jack Kirby Foreword by Nnedi Okorafor Introduction by Qiana J. Whitted

A Young People’s History of the United States Revised and Updated by Howard Zinn Adapted by Rebecca Stefoff

Our Missing Hearts: A Novel by Celeste Ng

Freedom Dreams: The Black Radical Imagination 20th Anniversary Edition by Robin D.G. Kelley Foreword by Aja Monet

The Checkology® difference

Young people are navigating the most complex information landscape in human history.

Help students confidently find their way to the facts with the free Checkology® virtual classroom. Our browser-based, standards-aligned platform uses real-world examples to give students the tools to sort fact from fiction and determine what information they can trust, share and act on.

About the News Literacy Project (NLP)

abilities needed to be smart, active

as well as equal and engaged participants in a

New for College and High School Classrooms from W.

W. Norton

The Norton Introduction to Literature Portable and High School FOURTEENTH EDITIONS

Help all students become close readers and confident writers. The Fourteenth Editions provide diverse selections, a flexible approach, and tools that help foster close-reading skills and develop writing skills.

NEW

Pair the High School edition with The Norton Guide to AP® Literature: Writing & Skills. Authored by AP® Literature experts and leaders, it provides all the instruction that students need to succeed in the course.

Uncharted Territory

SECOND EDITION

Uncharted Territory helps high school students examine questions that are important to them inside and outside of the classroom. Six new chapters o er instruction on the entire writing process, while approachable readings, organized thematically, engage students in thoughtful classroom discussion and activities.

Let's Talk with Readings

FIRST EDITION

This pocket-sized rhetoric provides essential advice for reading, listening, engaging, and writing—respectfully and with an open mind. Readings reflect a range of views on five themes: inequities, language, news, nature, and sports.

Everyone's an Author with and without Readings

FOURTH EDITION

The “can do” writing guide that helps students harness the power of rhetoric by connecting it to the writing they already do—now with new advice on language awareness, reflection, remixes, and more.

The Seagull Book of Literature

FIFTH EDITION

The best-priced alternative to fulllength anthologies, this vibrant collection has been thoroughly refreshed with nearly fifty new selections to engage and inspire you and your students. Now available in even lower-cost ebooks!

Come see us at the Norton booth and check out the session: “Illuminating the College English Curriculum and Professional Pathways for English Majors” on Sunday at 9:00am , where results from The Norton Survey of English Majors will be shared along with other insights.

Stop by the Norton booth to learn more, or visit seagull.wwnorton.com/HSela and seagull.wwnorton.com/CollegeEnglish

PARTICIPANT INDEX

A

Abdon, Brandon, F.42

Abe, Julie, F.44

Abee, Michele, F.24

Abrams, Larry, L.26

Abramson, Jennifer, G.03

Abril-Gonzalez, Paty, I.39, L11

Accurso, Kathryn, G.15

Acevedo, Gabriel, G.08

Acevedo-Aquino, Maria, K.25, L.03

Ackerman, Kristin, N.27

Acosta, Curtis, I.45

Adams, Brittany, E.36, F.20, L.18

Adams, Jill, P.30

Adams, Tempestt, L.31

Adcroft, Sean, A.27

Adegbola, Lydia, M.33

Adenekan, Olabisi, O.5

Adjei, Libby, M.20

Adu-Gyamfi, Mary, F.14

Aguilar, Leo, G.37

Aguilo-Perez, Emily, N.17

Aguirre, Erin, J.26

Agus, Zorayda, I.25

Ahiyya, Vera, C.01

Ahlbrand, Susan, E.30

Ahmed, Kathryn Struthers, M.21

Ahmed, Samira, N.35, O.28, BYS

Ahmed, Sara, D.18, F.17, BYS

Aiello, Liam, P.31

Albee, Sarah, F.10

Alden, Andrea, M.09

Aleman, Daniel, O.03

Aleo, Trevor, E.24, K.30, P.04

Alessandri, Alexandra, A.21, C.08

Alford, Katie, M.03

Allen, Dallas, H.33

Allen, Kathryn, I.01, O.06

Allen, Keisha McIntosh, C.10, I.12

Allen, Mercedes, K.09

Allender, Dale, H.38, MN.01

Allred, Johnny, P.30, W.6

Allyn, Pam, F.40, H.37, M.30 Almaraz, Maricela, W.13 Almeda, Cheryl, E.22 Almos, Joshua, N.30 Alston, B.B., H.02 Altom, Shannon, A.18 Alvarado, Claudia, J.03 Alvarez, Adriana, F.25 Alvermann, Donna, A.27, K.33

Amaro, Emiliano, K.11 Amato, Nicole, A.02, K.41 Amatucci, Kristi, L.33 Amevuvor, Jocelyn, I.31 Amoros, Lauren, J.34 Anderson, Carl, H.42, I.24 Anderson, Jeff, F.37 Anderson, Katherine Judith, K.36 Anderson, Kevin, I.25 Anderson, Michael, A.02 Anderson, Phylicia, J.15 Anderson, Terry, H.14 Andreu, Maria E., A.04, O.03 Andrew-Jaja, Boma, A.08 Andrews, Maria, K.44 Andrew-Vaughan, Sarah, H.14 Andrus, Anthony, J.11 Andrus, Patrick, C.01 Anker, Christina, JNS.01 Anson, Hillary, J.26 Anthony, Michael, H.16 Appleman, Deborah, A.20, F.45 Arce, Eduardo, D.26

Arce-Boardman, Alicia, O.15, P.29 Arenas, Steven, D.26 Arnold, Jackie Marshall, H.02, L.04 Arnold, Lucy, M.21, P.30 Arnold, Matthew, H.29 Arter, Lisa, G.29 Arvizu, Therese, D.26 Ascenzi-Moreno, Laura, D.07, G.36 Ashley, Adele Bruni, M.07

FS = Featured Sessions (see first page of the letter block)

Ashraf, Zainab, O.29

Athanases, Steven, P.31

Atteberry, Kevan, K.01

Atwood, Robin, G.28, L.20

Austin, Jeffrey, J.18

Austin, Tasha, E.46

Avant, Lauren, A.07

Axelrod, Daryl, W.23

Axelrod, Ysaaca, K.42, O.06

Axline, Amy, I.03

Ayesh, Kefah, M.31, N.15

B

Baca, Isabel, H.22

Bach, Jacqueline, K.37

Bachmann, Abbey, F.22

Bachoo, Gabby, C.07, F.11

Badger, Darcie Little, A.28

Baines, Janice, W.19

Baines, Lawrence, O.31, P.05

Baird, Kerry, A.12

Bajaj, Varsha, J.17 Baker, Christine, H.07 Baker, Frank, JNS.01 Baker, Jodi, B.21 Baker, Katherine, K.37 Baker, Tanya, I.13

Baldonado-Ruiz, Monica, G.18, L.28, O.14

Ballenger, Kit, K.19

Balzer, Geraldine, H.44

Banack, Arianna, B.11, C.16, G.30, J.19, K.37, O.32

Banks, Mari, L.33

Baptist, Kelly J., M.36

Barbarosa, Yara, N.21

Barber, Susan, HI.01, J.29, K.16

Barbosa, Carrie, G.25

Bardes, Kristina, E.11

Bardine, Molly, F.18, G.25

Barger, Bettie Parsons, C.27, N.42

BYS = Build Your Stack sessions (see pgs. 12-13 for schedule)

Barnard, Ian, N.36

Barnes, Meghan, M.21

Baron, Christopher, J.05

Barr, Margaret, A.13

Barrales, Wendy, O.27

Barret-Rogers, Isis, G.26

Barron, Marie-Anne, F.19

Barrow, Elizabeth, O.18

Barto, Jacob, K.18

Barton, Chris, J.07

Barton, Heather, D.16, E.04, N.46

Bass, Bill, D.28, I.44

Bass, Chris, D.08

Bass, Erika, L.12

Bass-Riccio, Allison, G.46

Batchelor, Katherine, J.03

Batres, Rebecca, N.30

Baumgartner, Abigail, E.27, K.14

Baxmeyer, Elizabeth Ryder, O.06

Bayer, Scott, HI.01, O.08

Bayron, Kalynn, N.38

Beach, Crystal L., H.36, K.35, P.30

Beamer, Natalie, K.37

Bear, Rachel, L.20

Beatty, Courtney, M.37

Beauzil, David, M.33, N.18

Bedford, Melissa, G.30

Beck, Sarah, A.35, P.10

Beckelhimer, Lisa, A.16

Becker, Harmony, O.28

Becker, Mariana Lima, N.20

Becker, Tracy, C.17

Bedingfield, Caroline, G.08, J.25, P.30

Beers, Kylene, E.37, G.42, H.37, I.15

Behar, Ruth, A.04

Behizadeh, Nadia, G.08, I.12, K.08, L.18, M.33

Bell, Jordan, E.46, M.33

Bell, Kris, I.37

Bell, Matt, K.18

Bellian, Dianna, I.10

Belliston, Madalynn, G.29

Bence, Janelle, A.19

Benegas, Nina, N.06

Beneke, Maggie, I.39, O.29

Benitez, Deb, L-FS.01

Benitez, Taina, I.42 njamin, Juli-Anne, P.10 Benko, Susanna, M.03 Bennett, Rhianna, A.05, P.18 Benoit, Ashley, I.2 Benson, Sheila, L.12 Bentely, Helen, I.9 Bentley, Erinn, E.22, M.03 Bentley, Xochitl, I.24 Benway, Robin, J.12 Benz, Gina, P.10

Bergen, Thomas, N.28

Berger, Kristen, L.17 Bergquist, Sally, N.21 Berrios, Jessica, L.14 Berryhill, Allison, E.30, J.06

Bertand, Shamaine, D.03 Bertke, Amanda, F.18 Bertlesman, Deborah, I.32, J.35 Bian, Xu, A.08

Bildner, Phil, N.13 Bindewald, Jill, A.28

Bishop, Leah, L.34 Bittner, Robert, F.49 Bixler, Heather, A.10 Blackburn, Mollie, G.45, J.19

Blackburn, Sarah-SoonLing, K.06, W.17

Blackwelder, Aaron, P.10 Blair, Kristen, P.31 Blair, Vivian, D.16, N.46 Blake, Amanda, H.07

Blau, Sheridan, F.45, H.10, M.24, N.10, O.26

Bloem, Patricia, N.42 Blom, Nathan, M.07

Bloom, Gina, W.21

Bloome, David, G.45, J.19

Blye, Elizabeth, J.05

Boehm, Shelby, E.21, F.20, I.36, P.30

Boerman-Cornell, William, A.08

Bolf-Beliveau, Laura, M.33

Bonner, Sarah, K.46, M.36

Bonsey, Susie, N.03

Boozer, Marie, F.46

Boreen, Jean, G.29

Bosch, Darren, B.17

Bosch, Tracy, A.23

Bosley, Shannon, N.19

Bostic, Quintin, C.21

Botello, Diana, P.33

Botello, Jennifer, H.49

Bouch, Amy, H.31

Boulley, Angeline, F.06, HI.01, K.37

Bourdage, Kristin, M.40

Bourque, Paula, F.27, M.26

Boutelier, Stefani, A.27, E.30, K.33, K.37, M.33

Boutte, Gloria, H.28, N.42, O.15

Bouwman, Heather, K.01

Bowles, David, C.03, G.04, H.03,P.08

Bownik, Hailey, N.09

Boyd, Ashley, D.05, G.30, K.37, L.25, P.30

Boyer, Susan Azim, N.08, P.11

Boyington, Ben, W.4

Boze, Catelyn, G.25

Braden, Ann, J.17

Braden, Eliza, H.28, H.34, I.39

Bradley, Doug, G.11

Bradley, Xavier, A.37

Bravo, Nadine, M.40

Brazzel, Brittany, K.39

Breaux, Megan, K.12

Breese, Bonnee, K.40

Brennan, Pat, J.11

Brenner, Devon, A.28

Breves, Liz, K.04

Brewer, Amanda, A.26, H.10, N.10

Bright, Alison, C.02

Brinkerhoff, Kristin, G.29

Brisbin, Matt, J.29, K.16

Brochin, Carol, I.25

Brokaw, Katie, E.34

Bronke, Christopher, E.45, F.23

Brown, Alan, F.12, H.36, P.30

Brown, Ayanna, P.02

Brown, Jayna, N.09

Brown, Karen, P.30

Brown, Molly, O.23

Brown, Sally, C.28, M.02

Brown, Val, F.23, K.39

Brownell, Cassie, F.43, J.16

Brownson, Jennifer, K.42

PARTICIPANT INDEX

Brown-Wood, JaNay, P.17, BYS

Bruce, David, A.27

Brunskill, Pamela, L.05

Bryant, Renae, F.01

Buchanan, Rebekah, M.03, P.30

Buchanan, Shelly, F.48

Buchholz, Beth, G.31

Buckley-Marudas, Molly, P.01

Buehler, Jennifer, H.14, I.04, P.35

Buehler, Jennifer, P.35

Buelow, Stephanie, K.25

Buie, Allyson, M.10

Bulatowicz, Donna, G.13, H.34

Bulla, Michelle, A.12, E.11

Bullock, Reggie, J.23

Buntinas, Karen, K.22

Burgess, Matthew, G.01, J.07 Burke, Amy, J.19

Burke, Ann, J.18 Burke, Jim, N.11

Burkins, Lynsey, F.44, BYS Burnette, Kathy, M.30

Burns, Meg, N.22 Bush, Jonathan, E.22 Bushman, Lottie, F.14 Bustos, Christina, I.25 Butler, Allison, W.4 Butler, Francine, N.38 Butler, Tamara, I.12, M.13

Bybee, Kristina, G.13, H.49, K.37 Byers, Savannah, G.29 Byrnside, Abigail, F.41

CCaasi, Erica, C.16, H.36

Cabusao, Jeffrey, D.09, H.18

Cacciatore, Elise, E.11

Caccuitto, Kara Kalmer, M.10

Cahill, Jennifer McLaughlin, H.43

Cahill, Mary Ann, B.16, I.46

Caillouet, Ruth, L.33

Caldwell, Ryan, N.36

Caletti, Deb, H.01

Callen, Rocky, C.24

Callender, Kacen, F.49

Calvert, Becky, H.27

Calzada, Becky, A.15, F.44 Camp, Kristie, H.15

Campano, Gerald, C.22 Campbell, Brian, K.27 Campbell, Jessica, G.05 Campbell, Kiley, N.31

Canady, Fawn, G.34, P.30 Cancienne, Mary Beth, K.32 Cancienne, Mary Beth, N.06

Cano, Jr., Jose Luis, E.46

Cantey, Charity, D.21 Cantrill, Christina, A.19 Cao, Yuan, H.49

Caponegro, Ramona, A.38

Cappiello, Mary Ann, J.07

Capuana, Kristen Pastore, I.32, J.35, P.30

Capurro, Carolina Torrejon, P.13, H.41

Caraballo, Limarys, A.29, I.30, L.22, M.16, P.20

Carbaugh, Brooke, H.27

Carbone, Paula M., G.24

Cariaga, Stephanie, M.17

Carpenter, Nora Shalaway, A.28, C.24

Carroll, Suzanne, N.29

Casimir, Arlene, F.17, W.8 Castaldo, Nancy, O.06 Castillo-Guajardo, Elizabeth, G.39 Castro, Caroll, N.17 Castro, Griselda, O.22 Castro, Yamila, N.26

Caudill, Jamie, B.14 Caulfield, Colleen, K.35

Celaya, Anthony, H.36, L.22, M.21 Cercone, James, J.35 Chamberlain, Kalie, G.30

Charest, Brian, J.23 Charles, Melissa, H.38 Charles, Quanisha, A.02, N.01 Charles, Tami, H.37. M.14 Charlton-Trujillo, e.E., I.5 Chase, Paula, C.20

Chatham-Vazquez, Rebecca, C.02, G.13, K.37

Chaudhri, Amina, J.07, N.17 Chemplavil, Sapna, G.05

Chen, Andy, C.07, D.09

Chenoweth, Rebecca, G.11

Cherres, Sebastian, H.49

Cherry-Paul, Sonja, E.14, F.17, M.29

Chesher, Will, A.01

Chhetri, Sidonie, D.04

Chhin, Sovandara, W.14

Childs, Kamshia, G.38

Chin, Beverly Ann, B.06, G.13, O.24 Chin, Jason, J.07, BYS

Chisam, Dwayne, E.41

Chisholm, James, C.02, P.30

Cho, Michael, M.33, N.21

Choi, Grace, D.27, I.6

Choi, Joanne, L.01

Chrisman, Alyssa, H.20

Christel, Mary, E.34, H.21, JNS.01

Chung, Huy Quoc, J.31

Cicchini, Emily, L.26

Cisneros, Ernesto, F.49, H.03

Cisneros, Nora, I.47

Citizen, Leticia, M.12

Clark, Caroline, D.05, H.20

Clark, Dana, B.03 Clark, Layla, M.34

Clark, Shanetia, G.16, J.19, P.35 Clark-Oates, Angela, MN.01

Clay, Tiffany, A.23

Cline-Ransome, Lesa, J.07

Clinton, Maria, I.41

Clough, Lauren, I.25

Coffey, Heather, M.21

Coggins, Robyn, E.04

Coghill, Kalyn, A.02

Cole, Natalie, L.23

Cole, Olivia A., P.35

Coleman, Bria LeeAnn, K.32

Coleman, Josh, L.09

Colemere, Ilna, C.06

Coles, Justin A., P.19

Collet, Vicki, P.18

Colletti, Monica, M.18

Collier, Bryan, H.37, M.14

Collins, Claire, K.48

Colwell, Ryan, J.22, BYS

Commeret, Michelle, H.33, I.36

Compton-Lilly, Catherine, E.44, F.03, J.08

Conerly, Priscilla, L.34

Conklin, Melanie, F.49

Conley, Whittney, N.06

Connelly, Teresa, B.08

Connors, Michele, C.29

Constantine, Dahlia, H.34

Cook, Justin, K.26

Cook, Leslie, F.12

Cook, Mike, A.26, C.02, D.05, G.03, P.30

Cooks, Jamal, K.05, P.02

Coombs, Dawan, A.36, K.09, P.30

Cooney, Kristine, I.19

Cooper, Caitlin, I.1

Cooperman, Jody, J.33

Coppola, Rick, J.19

Coppola, Shawna, G.03

Corazza, Justin, F.12, K.35

Corbin, Sue, F.13

Corbitt, Alex, F.26, H.48, M.36, N.20

Cordi, Kevin, E.32, N.44

Cordova, Sarah, B.09

Corliss, Mary-Alice, O.06

Cornelious, Tequila, L.34

Corriston, Kelsie, K.48, P.14

Costner, Suzanne, H.34

Couchman, Carter, L.12

Coughlin, Mimi, J.33

Cournia, Ashlee, P.01

Courtmanche, Jason, A.05, P.18

Covey, Tess, BYS

Covino-Poutasse, Katharine, C.02, I.32, J.01, Cowhey, Mary, F.25

Craft, Jerry, I.4

Craig, John, L.36

Cramer, Katherine, H.36

Crampton, Anne, H.20

Crandall, Bryan Ripley, E.24, H.36, I.13, M.28, W.18

Crandall, Taylor, F.12

Crawford, Angie, K.40

Crawley, Adam, D.05, N.05, N.41

Crenshaw, Mackensi, F.11

Crespo, Ana, P.32

Creveling, Emily, W.9

Cridland-Hughes, Jed, G.30

Cridland-Hughes, Susan, G.30

Crochunis, Thomas, P.30

Cronin, Samantha, A.37, K.48

Crossley, Jared, J.07, O.04

Crovitz, Darren, A.26, C.25 Crowder, Travis, L.13, P.06, BYS Crowe, Chris, H.36, P.30 Crowther, Michael, C.23

Crutcher, Chris, I.5 Cruz, Maria, E.14, F.17, H.23., I.16

Cubano, Kathryn, M.37 Cueto, Desiree, N.42, BYS

Cuevas, Adrianna, A.04 Cuevas, Everardo, B.15

Culmo, Jill, BYS Culver, Jamie, C.17

Cun, Aijuan, J.16 Cunningham, Katie, F.27 Curato, Mike, H.03

Curlee, Amber, B.20, I.13 Curry, Tina, F.35 Curtis, Catherine, L.34 Curtis, Tenesha, G.33

D

Dagnon, Paula, F.08 Dahlman, Jill, O.06 Dail, Jennifer, A.26, L.27, W.18 Dainty, Bridgette, I.39 Daley, Maureen, E.30 Dallacqua, Ashley, L.10, P.30 Daly, Annie, C.13, I.35 Daly, Kimberley, L.17 Daly, Lyndsay, G.25 Damico. Nicole. A.27, P.30 Daniels-Lerberg, Trace, J.19 Darragh, Janine, G.30, K.37

Darrington, Fredeisha, H.12, K.48, M.25

DasGupta, Sayantani, J.13 Daspit, Toby, K.12 David, Ann, J.01, M.23 avid, Janine, H.33 Davidson, Jill, D.12, O.23

Davidson, Nina, P.03 Davies, Laura, M.03

Davila de Silva, Aurelia, C.06

Davila, Denise, M.16

Davis, Brennan, P.30 Davis, Elizabeth, F.12, N.14 Davis, Janine, E.33

Davis, Jewel, L.31, P.35 Davis, Lauren, A.37

Davis, Maggie Morris, F.41, G.27, P.30

Davis, Megan, E.21, O.31 Davis, Shannon, E.10 Dawayangzong, Fnu, M.27 Day, Cathy, O.17 Day, Deanna, J.22 De Arment-Donohue, Danielle, H.22

De Costa, Peter, F.07 de la Cruz, Melissa, N.38 de la Pena, Matt, B.09, I.5 de los Rios, Cati V., I.12, M.33, P.19 de Roock, Roberto Santiago, H.20 Dean, Jennifer, G.03

Dee, Barbara, J.05, L.37

Degener, Rebekah, E.39, H.36, J.32 Degener, Sophie, E.05

DeHaan-DeLeon, Gabriella, O.10 del Riego, Erica, C.11

Del Riego, Javier, B.24

DeLaCruz, Jelbin, C.19

Delgado, Carissa, I.25

Deliman, Amanda, L.16

Deliman, Amanda, O.20

Delong, Katlyn, F.18

Demir, Asiye, E.44

Denham, Kristin, E.02

Deonn, Tracy, P.35

DePew, Kevin, W.5

Deroo, Matthew, F.16, W.23

Desir, Marissa, I.30

Deslaurier, Lisa Felske, O.21

DeStigter, Todd, J.23, M.33, O.06

Devereaux, Michelle, C.25, J.06

Dewar, Tim, F.05

Dhoot, Santasha, O.29

Dial, Jayden, N.02

PARTICIPANT INDEX

Diaz, Jennifer, W.13

DiBiasi, Zachary, H.14

Dietert, Sara, D.04

Dieu, Mindie, O.31

Diggs, Chelsea, L.14

Dikkers, Amy Garrett, P.08, P.34

Dillon, Joe, A.19, G.32

Diuguid, Darryn, N.05

Dobbs, Alda, A.04, O.03

Dobbs, Christina, M.23

Doerr, Tiffany, K.37, P.30

Doerr-Stevens, Candance, H.13, K.42

Dolcimascolo, Justin, M.37

Doleac, Hannah, G.28, L.20

Domínguez, Alice, P.26

Domínguez, Michael, I.45, K.46, L.22, P.26

Donnelly, Sally, J.30

Donohoe, Kitty (Mary), D.12

Donovan, Sarah, D.15, E.30, K.17, L.25, M.20

Donovan, Tessla, G.35, H.17

Dorrity, Renee, G.34

Doshi, Payal, O.03

Dotlich, Rebecca, J.22

Douglas, Velta, O.06

Dover, Alison, F.01, H.41, N.26

Dow-Hirt, Alecia, C.24

Doyle, Adele, E.36

Drake, Melissa, E.21, F.43

Dredger, Katie, P.30

Drege, Ann Siegle, M.40

Du, Xiaochen, G.22

Duan, Carlina, C.04

Duggan, Timothy, H.10, N.10, O.06, P.30

Duhart, Kimberly, F.11

Dukes, Vivett, M.40, BYS

Duncan, Sarah, A.24

Dunn, Mandie, M.33

Dupre, Melissa, N.28

Durán, Leah, I.25

Durand, Sybil, N.04

Durham, Holly, F.37

Durney, Emily Hopwood, P.09

Dussling, Tess, E.05

Dutra, Meredith, D.02

Dutro, Elizabeth, E.21

Dutton, Talia, O.28

Dyer-Wiley, Colleen, O.23

FFabiano, Ted, K.22

Fain, Jeanne, A.24, M.01

Falcon, Jennifer, P.09

Falter, Michelle, K.17, K.37, P.30

EEagle, Jessica, A.27, P.30

Early, Jessica, B.20, I.13

Ebarvia, Tricia, F.17, K.10, L.08, M.29

Edber, Hannah, G.33 Edler, Barbara, E.30 Edmiston, Brian,H.30

Eidman-Aadahl, Elyse, I.13 Eisenbach, Brooke, L.37 Eisenberg, Hal, W.12

Eiser, Dan, F.18

Ek, Lucila, M.06

Eldridge, Kathryn, O.06 Eller, Beth, BYS

Elliott, Zetta, H.02

Ellor, Zabé, B.18

Elson, Kerry, O.15, P.29

Emeran, Christine, M.23

Emert, Toby, J.19

Emile, Vanessa. M.41 Emily, Makenzie, H.36

Emmanuele, Nicholas, F.23, P.10 Empson, Tamara, D.21, I.28

Enciso, Patricia, J.10, M.16, N.07 Enge, Kari, A.27

Engle, Margarita, A.04, G.34, M.30, P.17

Ennis, Kristie, O.19

Entrada-Kelly, Erin, E.29, F.44, H.02 Epps, Raymond, A.32, E.25 Ergen, Lauren, I.32, M.33, P.07 Ervin, Jennifer, J.03, O.32, P.16 Eschmann, Reese, I.27

España, Carla, I.45, K.46, L.22, M.36, BYS

Espinosa, Cecilia, D.07, G.36, H.34 Esposito, Lauren, D.15, E.18

Evans, Caitlin, A.06

Everett, Chad, D.18

Everett, Sakeena, C.10, K.31, P.19 Ewald, Kirstey, E.01, P.23

Fannell, Arlene, K.43, L.29

Farid, Diana, P.06

Faridi, Sophia, B.13

Farmer, Charles, L.34

Faruqi, Reem, C.08

Fassbender, Will, A.27, C.02, D.23

Fecho, Bob, K.09

Fede, Bryan, K.37

Feehery, Emily, J.11

Feigelson, Daniel, H.23

Feldman, Kimberly, I.3

Fenner, Ryene, E.11

Ferguson, Jen, N.08

Fernada de Almeida, Maria, J.16

Ferrer, Jan, F.05

Figueroa, Jorge, P.15

Filipiak, Danielle, P.30

Fimbres, Viridiana, J.20, M.15

Fingon, Joan, L.11

Fink, Lisa, G.25

Finlayson, Margo, I.01

Firmani, Aimee, A.10

Fisher, Laurie, D.22

Fisher, Robin, O.11

Fitzpatrick, Laura, N.34

Flango, Angela, B.22

Fleischer, Cathy, F.26, H.10, I.04, N.10

Fleming, Candace, I.18, J.07, P.12

Fleming, Sarah, F.02, K.37, O.18

Flemington, Maria-Lisa, N.30

Fletcher, Jennifer, I.14, O.33, P.04

Fletcher, Shelby, J.11

Flint, Amy Seely, K.44

Florence, Debbi Michiko, H.35, J.13

Florencio, Jennifer, O.27

Florendo, Eirein Gaile, I.8

Flores, Steven, G.26

Flores, Tracey, A.35, C.22, D.07, H.10, I.47, J.08, K.21, M.39, MN.01, N.10, P.30, BYS

Flory, Jo, G.25

Flowers, Kate, J.30

Flowers, Tiffany, A.02, C.07, H.18

Flynn, Jill, N.37, P.30

Fogelsong, Donna, G.41

Fogg-Johnson, Kelly, B.08

Folkman, Nichole, O.20

Fontno, Tiffeni, B.05, F.28

Forth, Kristen, B.07

Foster, Amber, D.22

Foster, Carolyn, N.19

Fowler-Amato, Michelle, C.02

Fox, Janet, F.10

Fox, Joanna, I.17

Foy, Love, W.7

Francis, Alison, N.42

Francis, Emily, N.34

Francis, Sarah, O.23

Francois, Chantal, H.43

Franklin, Lindsey, I.36

Fránquiz, María E., E.32, J.24, M.16

Franzak, Judith, I.43

Frazier, Jennipher, N.47

Fredricksen, Jim, P.30

Freeman, Emily, O.04

Freeman, Evelyn, F.46, J.07

Freeman, Megan E., P.28

Freeman-Baldwin, Rachel, J.11

Freitas, Timm, F.42

French, Seth, H.13

Frerichs, Therese, P.26

Fresch, Mary Jo, L.13

Friedrich, Linda, O-FS.01

Frieson, Brittany, I.39

Froehbrodt, Rick, I.25

Frow, Carol, H.31

Frydman, Jason, L.37

Fuller, Chiara, A.29

Funk, Glenda, B.04, E.30, O.33

G

Gabay, Esther M., A.30

Gaccione, Brittany, K.43, L.29

Gaddy, Sonja, P.27

Gaillard, La’Chelle, I.30

Gainer, Jesse, N.17

Gallagher, Kelly, G.12

Gallagher-Guertsen, Tricia, P.26

Gallo, Jessica, A.37, C.02, H.10, M.03, N.10

Galvan, Shannon, B.21

Gambino, Andrea, C.05, D.08, O.06

Gannon, Madison, A.03

Gansworth, Eric, A.38

Gao, Huan, M.05

Garcés, Paula, H.41, P.13

Garcia, Antero, A.19, D.23, F.43, I.12, M.16

Garcia, Gabriel, I.8 Garcia, Madeline, P.16 Garcia, Maria, C.28 Garcia, Melissa, E.15

Garcia, Merideth, A.27, K.33

Garcia-Rodriguez, Rosalba, I.39 Gardiner, Wendy, E.05

Gardner, Roberta Price, E.09, I.21 Gardner, Traci, MN.01

Garey, Judy, H.11

Garland, Katherin, H.36, K.35, W.6 Garvoille, Alexa, K.28

Garza, Joel, B.04, F.29, HI.01, O.08

Gately, Nancy, H.27 Gatlin-Nash, Brandy, P.03

Gaynor, Amy, I.46

Gellin, Laura, K.28 Genova, Holly, G.35 Gentry, Christine, M.26 George, Marshall, K.37, P.30 Gerchick, William, H.36

Gere, Anne Ruggles, N.24 Geringer, Jennifer, O.16

Germán, Lorena, G.04, I.42, K.10, L.08, W.10

Germán, Roberto, W.10

Gervais, Annie, N-FS.02

Gianakis, Ellen, K.43, L.29

Gibbins, Thor, A.27, G.19 Gibbs, Stuart, BYS Gibson, Kelby, I.35 Gibson, Valente’, I.39

Giles, Chrystal D., B.02

Gill, David, P.08, P.34 Gill, Victoria, E.26

Gilles, Carol, J.08, P.24

Gilles, Emily, E.03

Gillespie, Stephanie, J.26

Gilliam, Kailyn, K.32

Gilliam, Nikysha, D.10

Gilson, Brent, D.12, E.24

Ginsberg, Ricki, C.16, F.06, O.07, P.30, P.35

Giordano, Kailey, L.15

Giorgis, Cyndi, J.07, P.12

Glansman, Samantha, M.11

Glaws, Andrea LeMahieu, C.16, G.30, K.37, N.48, P.30

Glenn, Wendy, C.16, G.30, H.36, J.34, P.30

Glerum, Michelle, I.13, M.03

Glover, Matt, E.43

Goering, Christian Z., G.03, H.36, W.18

Goff, Maria Hernandez, I.12

Goldberg, Merryl, I.33

Golden, Karen, N.44

Golden, Noah, J.04, M.33

Gomera-Tavarez, Camille, M.36

Gonzales, Grace, G.22

Gonzales, Laura, C.22, H.10, M.16, N.10

Gonzalez, Charles, M.33, P.30

Gonzalez, Dulce, G.26

González, Karina, A.21

González, Rubén, H.18, P.30

Gonzalez-Cerna, Antonio, A.38

Goodluck, Laurel, F.06

Goodreaux, Melanie Maria, G.01 Gordon, Amber, P.33

Gordon, Leo, F.19

Goss, Jenevieve, A.27

Goss, Stephen, A.27, F.04, O.06

Gott, Rachel, K.18

Graber, Sarah, P.27

Gracia, Anna, N.08

Graff, Jennifer, J.07, N.42

Graham, Holly, G.15

Graham, Joan Bransfield, F.36

Grande, Reyna, F-FS.01

Gray, Ayana, N.38

Gray, Sarah, H.32

Grayson, Mara Lee, OP.01

PARTICIPANT INDEX

Green, Charlie, M.33

Green, Kimberly, H.12

Green, Nicole, P.30

Greene, Mellomonique, L.19

Greenwood, Mary Ellen, A.27

Greer, Rebecca, C.14

Gregorio, I. W., J.13

Grey, Theda Marie Gibbs, P.19

Grice, Karly, P.30

Griffin, Autumn, E.46

Griffin, Brenna, L.12

Griffin, Rachel, M.22, N.38

Griffith, David, H.01

Griffith, Jason, H.36, I.31, P.30

Grinage, Justin, F.45

Gritter, Kristine, A.08

Grizzle, Meg, K.37

Groenke, Susan, J.19

Groh, JoAnn, F.48

Guarino, Jennifer, G.46

Guerra, Jimena, M.06

Guerrero, Rebecca, I.25

Guerrette, Melissa, E.29, G.39, O.30

Guevara, Michael, K.45, O.33

Guise, Megan, E.21

Guo, Ning, H.49

Gurley, Jenna, A.32

Gyimah-Concepcion, Mellissa, P.19, O.05

H

Hadjioannou, Xenia, B.14, J.07

Hadley, Heidi, M.03

Haertling-Thein, Amanda, H.40

Hahn, Mary Lee, B.01

Halko, Gabrielle, J.22

Hall, Drew, J.01

Hall, Kim, J.04 Hall, Laquisha, O.08

Hallman, Heidi, I.32

Halperin, Marilyn, F.22

Hamburger, Leslie, G-FS.01

Hamel, Erin, C.27

Hamilton, Cynthia, J.29

Hamilton, Erica, F.38

Hammond, Diana, A.23

Handelman, David, JNS.01

Haney, Laura, BYS Haney, Mary Jade, J.27

Hannegan-Martinez, Sharim, E.46, M.17

Hao, Ling, C.28 Harbour, Alexander, A.22 Hardy, Aimee, M.08 Hardy, Mel, F.21

Haring, Dana, B.06 Harjo, Joy, L.30 Harmon, Janis, C.04 Harper, Rebecca, A.32, A.37, E.25, K.04, O.9 W.1 Harris, Chinyere, G.21 Harris, Kristen, F.24 Harris, Patrick, I.42 Harris, Towanda, A.10, F.26 Harrison, David, P.17, BYS Harrison, Dorian, C.01, G.45, H.18, J.19

Hartsell, Brandi, B.11 Hartsfield, Danielle, H.49 Harvey, Miles, J.03 Harvey, Stephanie, E.37 Hash, Peaches, L.31 Hashem, Danah, C.26, G.09 Hass, Chris, F.34, N.20 Hasso, Maryann, G.25 Hatcher, Alice, K., E.46 Hatcher, Brandon, M.25 Hatcher-Day, Cameron, F.05 Hatt, Ren, A.36

Haugen, Jennifer, A.08 Haughey, Joseph, P.30 Haun, Peter, A.19

Hawkins, Cristina, W.13 Haynes, GaVita, E.10 Haynes, Susan, O.21 Haynes-Moore, Stacy, G.03 Hays, Alice, G.30, H.10, H.36, K.37, N.10

Hazel, Jodi-Beth, F.44, BYS Hazlett, Lisa, K.37 Heard, Georgia, J.22 Heath, Carly, A.28, B.18 Heath, Donna, I.17

Hedgecock, Megan Beth, J.03

Heidt, Garreth, E.24

Heise, Jillian, M.14, BYS

Heller, Vanessa, F.35

Henderson, Jennifer, G.32

Henderson, Laretta, C.01

Henderson, Leah, C.20

Henderson, Sawyer, F.13

Henderson-Green, Sonjanika, H.12, M.25

Hendrix Soto, Aimee, A.27, J.19, P.30

Henkin, Roxanne, C.06, N.05

Hering, Thomas, N.38

Hermann, Bailey, A.37

Hermann-Wilmarth, Jill, J.19

Hernandez, Arisela, D.10

Hernandez, Claudia, F.11

Herrera, Kelly, I.7

Herrera, Luz, D.07, I.45, L.22, N.35, BYS

Herrmann, Bailey, C.02

Herron, Rocio, H.07

Hertz, Kate, D.12

Herzog, Kimberly, I.13, O.12 Hess, Stacie Charbonneau, H.49 Hicks, Jolie, E.36

Hicks, Troy, A.27, F.26, G.25, I.44, M.04, W.6

Higdon, Nolan, W.4

Higgs, Jennifer M., P.31

Hikida, Michiko, G.45, J.19

Hill, Crag, A.02, C.09, L.25, N.05, O.31

Hill, Danielle, D.17

Hill, Joshua, L.06

Hilson, TaSharra, M.25

Hines, Christian, B.24, C.23, M.13

Hinman, Tierney, E.05

Hinton, KaaVonia, A.02

Hintz, Allison, H.24

Ho, Joanna, M.14

Hoang, Vy, F.01

Hobbs, Renee, H.13

Hochstetler, Sarah, H.10, N.10

Hodder, Bridget, D.14

Hoddinott, Maggie, N.29

Hodges, Tracey, M.01

Hoeve, Sara, O.02, P.30

Hoffman, Julie, P.22

Hoffman, Whitney, F.14

Hogan, Brittany, K.24

Hogen-Chin, Ruby, C.29

Hogue, Sandra, F.24

Hoilett, Daniel, D.20

Holiday, Aayla, G.26

Holland, Barbara, L.33

Holles, Cortney, A.16

Holley, Marlynda, A.32, E.25, O.9 Holmes, Jessica, O.06

Holyoke, Erica, L.12, M.15

Hong, Ji Hyun, P.19

Honore, Sarah, E.27, L.38

Hope, Kate, M.03

Hopkins, Ellen, G.03, 1.5

Hopkinson, Deborah, J.07, P.12, W.13

Horalek, Kelly, B.23

Horst, Paige, G.41, N.33

Hostetler, Kayla, M.27 Howard, Anna, E.44 Howard, Kim, E.19 Howard, Peter, G.37 Howard, Tyrone, E.14 Howell, Crystal, E.19 Howell, Kisha, W.8

Hsieh, Betina, G.20, I.6, J.04, K.03, L.22, N.20, N.40, O.30, P.19

Hsin, Ching-Ting, E.44

Hu, Yang, G.02

Huerta, Lizz, N.38

Hughes, Melissa, H.47 Hume, Shawne, J.04

Hundley, Melanie, H.15, L.35, M.33, N.32

Hunt, Bud, I.44

Huntley, Amy, J.11

Hurd-Wright, Seana, E.30

Husbye, Nicholas, G.31

Hutcheson, Jane Marie, D.24

Hylton, Rhonda, O.11

I

Idle, Molly, E.42

Ifi, Nicole, H.25

Ilund, Wendilyn, C.13

Irwin, Michele, O.24

Islam, Abdul Qadir, G.33, N.05, O.26 Islam, Ibnat, J.16

Israelson, Madeleine, A.37

Istel, John, O.06

Ives, Lindsey, A.26

J

Jabak, Zainab, N.15, BYS Jaber, Sawsan, E.13, M.31, N.15, BYS Jackson, Jarvais, P. 16 Jackson, Kyndall, G.26 Jackson, Morgan, F.44, I.5 Jackson, Sarah E., E.39 Jacob, Meredith, D.28 Jacobs, Laura, A.27, O.32, P.25 Jacobs, Laura-Ann, O.14 Jacobson, Brad, K.13

Jagielo-Manion, Rose, L.36

Jago, Carol, F.45, HI.01, O.33

James, Donald, M.03 James, Susan, I.13, L.37. Jameyson, Liz, F-FS.02, L-FS.01 Jane, Deborah, B.14 Jaochim, Pascale, A.05 Jarvie, Scott, L.09 Jenkins, Alexandra, G.10 Jennings, Catheryn, B.15 Jennings, Terry Catasús, A.21, C.08 Jensen, Amber, C.02 Jensen, Brianna, D.24 Jensen, Darin, J.19 Jensen, Lauren, F.12 Jensen, Megan, BYS Jerasa, Sarah, M.26

Jewell, Tiffany, A.33, E.14, J.12, P.35, W.10

Jiménez, Ileana, E.46, G.21, J.19, M.33, N.05

Joensen, Trevor, O.32

Johnson, Aeriale, F.17, E.31, BYS Johnson, Ehrin, K.27

Johnson, George M., A.15, G.03, I.4 Johnson, Holly, H.34

Johnson, Janet, M.33

Johnson, Jennifer, C.14 Johnson, Julie, E.24, F.46

Johnson, Kara, F.14

Johnson, Kenesha, W.19

Johnson, Kim, P.35

Johnson, Kimberly, E.30

Johnson, Lamar, E.21

Johnson, Latrise, A.35, H.10, I.12, K.08, N.10,

Johnson, Lauren Elizabeth Reine, E.46

Johnson, Lindy, F.13, I.12, P.30

Johnson, Matthew, B.25, I.14, P.10

Johnson, Nancy, I.18, N.42

Johnson, Olivia, N.38

Johnson, Sarah, MN.01

Johnson, Tara, M.33

Johnson, Terry, A.37

Johnson, Theresa, P.30

Johnson, Wintre, F.25

Jones, Jaci, K.06, W.17

Jones, Karis, P.10

Jones, Kayleen, N.09

Jones, Lindsey, J.01

Jones, Renata Love, F.28, L.03 Jones, Ryland, K.32

Jones, Stephanie P., M.19

Jones-Greer, Kelsey, M.33, O.32, P.30

Jong, Ariane, I.1

Josephs, Molly, N.02

Jowett, Jennifer, E.30

Joy, Stacey, E.30

Julius, Dean, M.18 June, Brandie, B.18

Junisbai, Barbara, J.23

K

Kabuto, Bobbie, E.06, F.34

Kahn, Elizabeth, K.08

Kahn, Jennifer, F.16

Kahn-Loftus, Toby, O.06

Kail, Suzanne, E.35

Kajder, Sara, A.27, I.44, K.46, P.30

Kaleo ‘ oluho ‘ iloliokawaip ā he Zykova, Shay, E.38

Kalir, Jeremiah (Remi), A.19

Kaminski, Rebecca, A.34, G.28, H.08, P.30

Kamp, Pam Jones, I.1

PARTICIPANT INDEX

Kang, Grace, I.40

Kapit, Sarah, D.14

Katz, Laurie, F.46, G.45, J.19

Kaufman, Douglas, E.40, L.12

Kaufman, Lauren, E.35

Kay, Dianne, O.23

Kay, Matthew, B.25, HI.01, , M.30

Kayser, Janine, M.28

Kedley, Kate, A.28

Keene, Ellin, J.30 Keller, Tae, F.44 Kelley, Jane, C.28 Kelly, Kathleen, M.24 Kelly, Katie, D.20, G.03, I.22 Kelly, Kim, H.43

Kelly, Lauren, K.31 Kelly, Marty, G.31 Kelly, Ryan, F.08

Kendrick, Kevin, A.37 Kennard, Elizabeth, F.12 Kennedy, Kristin, F.12 Kennedy, Trent, J.03

Kenney, Rachel, H.45

Kenney, Tyler, K.11 Kent, Chelsa, J.34, K.37

Kerbs, Macie, D.03

Kerkhoff, Shea, F.43

Kerns, William, C.02, L.13 Kesler, Ted, J.22

Kessler, Meghan, G.41 Keyoung, Sky, I.1

Khalil, Aya, C.08

Khalil, Odeese, M.33, P.07

Kiely, Brendan, N.13

Kiikvee, Jaclynn, P.16

Kim, Eun Bee, A.29

Kim, Grace, F.13

Kim, Heerak, A.14

Kim, Jean, K.47

Kim, Jessica, H.35

Kim, Jung, E.21, I.12, J.13, K.03, N.40, O.28, P.35

Kim, Koomi, J.08

Kim, Myung-Jin, H.30

Kimball, Matthew, C.29

Kimmel, Sue, H.49

Kindelsperger, Abigail, M.03, P.30

King-Watkins, Danielle, N.48

King, Erin, W.11

King, Lisa, K.02

King, Morgan, J.21

King, Stephanie, D.11, G.25

Kingsland, Christopher, E.26

Kinloch, Valerie, E.32

Kirchoff, Jennifer, A.37, C.29, M.40

Kissel, Brian, G.03, I.21

Kist, William, E.10

Kittle, Penny, F.29, G.12, I.15 Kleese, Nick, A.28 Klein, Neil, H.16

Kleinrock, Liz, A.33 Kline, Sonia, I.40

Knapp, Elizabeth, L.23 Knecht, Rachel, A.36

Knecht, Rachel, M.03, P.30

Kneeland, Jillian, G.30, J.34, K.37, P.30

Knight, Michelle, P.20

Knoell, Donna, E.23 Knotts, Michelle, M.33

Koerpel, Gretchen, L.34 Konigsberg, William, I.5

Koudelka, Cindi, K.37, M.33, P.22 Koutrakos, Pamela, A.31, D.25 Kowalkowski, Holland, L.11 Kowalski, Megan, F.26 Kraemer, Linda, I.1 Krafchick, Hannah, B.17 Krajewski, Sarah, G.25 Kramer, Ken, F.33

Kreamer, H. Michelle, K.12, O.18 Krebs, Denise, E.30

Krone, Beth, H.06, N.07 Kronzer, Nicole, B.19 Krulder, Jori, B.04, I.7 Kuehnle, Meghan, D.06 Kuhn, Kristian, F.42

Kunkel, Anthony, O.31, P.05 Kunnath, Joshua, B.10

Kuo, Jane, P.08

Kusel, Susan, D.14, G.23 Kushman, Kevin, L.26

Kuskey, Jonna, G.25

Kutub, Naz, B.18

Kwon, Jungmin, I.47

Kynard, Carmen, J.10

L

La Rocca, Whitney, E.43, F.37

Ladd, Sophie, H.34

Lafayette, Tracey, E.40

LaGarde, Jennifer, F.44, J.17

Lainoff, Lillie, P.11

Laman, Tasha, K.44

Laminack, Lester, H.37, I.22, N.16

Lammers, Beth, D.10

Lammert, Catherine, F.04, I.1, K.08, O.06, P.30

Land, Charlotte, D.15

Lander, Jessica, H.46

Landrigan, Clare, D.27, E.31 , BYS

Lane, Patricia, K.37

Langhorst, Joern, F.31

Lannin, Amy, F.43, L.19

Lara Gilberto, J.24, M.06

Larison, Isaac, N.42

LaRocca, Rajani, H.03, P.32

Larremore, April, BYS

Larsen, Tula, I.01

Lathrop, Benjamin, A.27, C.21, P.30

Latimer, Ashlee, M.14

Latunde, Yvette, A.05

Lavergne, Matthew, D.21, I.28

Lawson, Amber, F.15

Lawson-Fountain, Shonterrius, F.35, H.12, M.25

Layden, Teresa, I.10

Lê, Minh, F.27, H.35, O.28

Leasure, LaVie, MN.01

LeBlanc, Robert, D.23

LeCren, Carole, N-FS.02

Leddy, Lorraine, G.39

Lee, Clifford, P.20

Lee, Emery, B.18

Leech, Travis, F.37

LeeKeenan, Kira, D.15

Lehman, Coley, E.33

Lehner-Quam, Alison, E.15

Leibowitz, Nicole, L.14

Leija, Maria, I.39, J.24, M.06

Leiszler, Lori, L.12

Leitch, Sarabeth, K.31

LeJeune, Marie, J.07, P.12

Lemke, Jennifer, J.26

Lemus, Maria, H.15

Lenderman, Kristian, P.21

Lessard, Kristin, I.13, M.28

Letcher, Mark, N.48

Levi, Alicia, L.26

Levine, Mark, N.43

Levine, Sara, B.23

Levithan, David, O.07, P.35

Lew, Angie, G.39

Lewinski, Kimberly, M.38

Lewis, Christopher, E.06, N.05

Lewis, Cynthia, H.20

Lewis, Mark A., F.12, H.36, P.30

Lewis, Ryan, A.27

Lewis, Suzanne, H.20

Lewis, William, N.37

Liang, Lauren, N.19

Liberatore, Jennica, M.30

Likens, Alyssa, D.20, G.03

Lillge, Danielle, F.41, G.27, P.30

Limlamai, Naitnaphit, A.09, E.46, G.13, L.22, M.33, N.24, N. 48, O.14, P.30

Lindstrom, Carole, B.04, F.06

Liu, Diana, A.29, E.21, G.01, H.18, I.6, M.33, N.18

Lively, Virginia, O.21

Lo, Malinda, I.4

Lobeck, Anne. E.02

Loipez, Guillermo, G-FS.01

Lomax, Khalila, F.11

Loney, Andrea J., H.03

Long, Kevin, H.21

Long, Susi, H.28, L.32

Longoria, Erika, O.22

Longoria, Margarita, O.03

Lopez, Ana, N.22

Lopez, Beatrice, M.33

Lopez, Breanna, G.26

Lopez, Cindy, F.11

Lopez, Erica, B.04

Lopez, Guillermo

Lopez-Robertson, Julia, E.16, G.36, H.07, J.27

Lorraine, Sarah, B.13

Lough, Deanna, P.10

Louloudi, Eleni, H.44

Louth, Richard, W.2 Love, Kelly, C.03

Low, David, K.41 Lowe, Victoria, K.04 Lowery, Ruth, J.07

Loya, Madison, I.25

Lozada, Victor, J.15 Lozada, Victor, P.15 Ludwick, Erin, E.45

Ludwig, Aubrey, N.03 Ludwig, Trudy, F.47

Luetkemeyer, Jennifer, L.31

Luft, Susan, D.02, E.24

Lujan, Alfredo, E.32, F.31

Lukoff, Kyle, A.15

Lundahl, Merrilyne, B.08 Lunsford, Karen, G.11

Luszeck, Amanda, K.37

Luu, Di Tam, E.44 Lux, Julianna, H.49

Luyken, Corinna, B.09

Lynch, Tom Liam, E.21, H.13 Lyon, Antony, L.15

Lyons, Kelly Starling, C.20, J.07

M

Ma, Wen, M.40

Maamuujav, Undarmaa, J.31 Macaluso, Kati, D.06, P.30 Macaluso, Michael, D.06, P.30

Machado, Emily, D.07, I.47, O.29

Machado, Emily, G.22

Macias, Heather, J.04 MacKenzie, Devan, W.6

Madin, Evan, B.17

Magee, Kit, F.06

Magoon, Kekla, F.10, I.18, M.36

Magor-Begay, Melody, P.33

Mahan, Reilly, D.20

Maher, Steffany Comfort, G.30, H.36, K.37., N.10, O.02, P.30

Maldonado, Alethea, D.09, K.47, L.28, M.39

Maldonado, Becki, E.41, F.04, H.16, K.37, O.06

Maldonado, Sheila, G.01

Maldonado, Torrey, G.39, J.05, N.23

Malia, Jen, P.32

Mallett, Keith, L.04

Malloy, Alanna, I.39

Malo-Juvera, Victor, F.12, K.37

Malone, Hui-Ling, J.10, M.13

Mancillas, Monica, A.21

Mandino, Danielle, G.43

Maney-Magnuson, Shannon, G.27

Mangahis, Erin, P.26

Mangeot, Jennifer, F.24

Mapes, Noelle, E.09

Mapp, Jeremy, B.23

Marakoff, Kristen, A.02, G.03

Marchetti, Allison, I.24

Marchetti, Heidi, A.22

Marciano, Joanne, M.33, P.20

Marhatta, Pratigya, E.46

Marine, Jonathan, M.24, O.26 Marks, Shaylyn, K.37. M.33

Marlatt, Rick, A.27, H.10, N.10

Marrett, David, I.01 Marsh, Andrea, W.20

Marsh, Jamie, M.38, N.30

Marshall, Amy, F.23

Martin, Lee, P.31

Martin, shea, A.33, I.38

Martin-Diemer, Maria, C.11

Martinez, Danny, I.30, J.10, M.16, P.31 Martinez, Mikaela, L.03

Martinez, Miriam, C.04

Martinez, Ramon, M.16

Martinez, Rosemary, E.43

Martinez-Neal, Juana, E.42

Martinez-Suarez, Alpha, M.33

Mason, Lizzy, O.07

Mason, Pamela, M.23

Mastrup, Kayce, P.31

Mata, Frank, N-FS.02

Matalomani, Maika, O.22

Mateo-Toledo, Jenice, K.15, L.04, N.34

PARTICIPANT INDEX

Mathews, Jessyca, J.29, O.08

Mathis, Janelle, P.15

Mattern, Carrie, D.13, K.45, L.02

Matthusen, Amy, A.18

Maurer, Melissa, O.29

Maydani, Shahrzad, M.14

Mayo, Russell, D.08, H.10, N.10, O.06

McAuliffe, Caroline, E.06

McCann, Thomas, K.08

McClanahan, Lauren, C.15, F.40

McConnel, Jen, P.30

McCreight, Jen, P.14

McDaniel, Dominique, D.15, M.33

McDermott, Maureen, A.27, M.33

McDonough, Jen, N.27

McDowell, Christy, A.27

McGaha, Sydney, J.01 McGee, Alexis, J.10

McGee, Patty, G.06 McGee, Shay, G.06

McGinnis, Mindy, B.11

McGowan, Jordan, H.38

McGrail, Ewa, F.02, H.36, K.33

McGrail, J. Patrick, H.36

McGriff, Mary, L.14

McGuffee, Mike, L.26

McGuire, Brandi, M.25

McIntosh, Edgar, D.02 McKenzie, Cori, L.09

McKnight, Michelle, E.40

McLemore, Anna-Marie, H.03, O.07

McPherson, Kris, G.44

McVeigh, Francine, D.12

McWilliams, Brooke, G.28, L.20

Mead, Jennifer, C.05

Meade, Lily, F.49

Meagher, Jennifer, M.33, P.07

Means, Sean, B.22

Mecoli, Storey, J.02

Medina, Amber, C.05

Medina, Carmen Liliana, J.14

Medina, Meg, I.4, M.36, N.13

Medina, Ricardo, I.45

Medina-López, Kelly, MN.01

Meehan, Melanie, A.31 Mehta, Mohit, C.22, E.07

Meiklejohn, Julie, D.01

Meixner, Emily, E.28 Mejia, Alex, M.06

Mejia, Tehlor Kay, M.36 Melgoza, Melina, C.05 Melville, Penelope, L. 17 Mendez Newman, Beatrice, O.22 Menefee, Doricka, C.23 Menendez, Julia, J.07 Mentor, Marcelle, M.07 Mentzer, Fay, I.9 Merrill, Marcy, J.33 Mertens, Gillian, L.18 Messer, Dee Dee, G.40 Metheny, Caitlin, J.19 Metropoulos, Kemba, M.28

Metzger, Greig, L.26 Meyer, Tom, I.13

Micek, Greg, P.22, BYS Miley, Jillian, B.24, I.36 Miller, Donalyn, F.44, G.03, BYS Miller, Henry Cody, A.33, B.24, F.20, I.38, J.19, M.10 Miller, Janell, A.27, P.25 Miller, Molly, A.24 Miller, Nicholas, K.07 Miller, PJ, K.08 Miller, Tristin, I.01 Miller-Lachmann, Lyn, H.02 Mills, Afrika Afeni, A.39 Minnich, Cindy, F.44 Minor, Cornelius, E.37, H.23 Minor, Dianna, M.25

Minor, Kassandra, A.33, N.13, P.10 Mintz, Ryan, A.25, C.18 Miranda, Maria, I.35 Mirian, Bahareh, M.34 Mirra, Nicole, A.19, F.43, I.12, K.31 Mitchell, Joan, F.12, H.36, P.30 Mitchell, Kimani, P.21 Mitchell, Malcolm, F.40

Moehrke, Hannah, P.25 Moffit, Char, W.13

Montgomery, Amanda, I.29 Montgomery, Heather, A.07 Montgomery, Nicholl, B.05, F.28

Montgomery, Robert, I.29, P.30 Montigney, Casey, N.37

Mooney, Anne, C.26, F.32, G.09

Mooney, Brian, E.21, M.33, N.18, W.3 Moonsammy, Nailah, H.43 Moore, Antonia, H.40

Moore, Daniel P., M.27

Moore, Daniel, B.11, C.16, G.30 Moore, David Barclay, G.04 Moore, Thomonique, F.30

Mora, Raul Alberto, W.18

Morales, Astrid Sambolín, J.14 Morales, Briana, C.07, K.47

Morales, Marietta, D.26

Moran, Clarice, A.27, C.25, H.10, K.33, N.10

Mordhorst, Heidi, J.22

Moreno, Renee, F.31, MN.01

Morrell, Ernest, F.45, G.12, H.37

Morrison, Anna, K.25

Morrison, Frank, E.23, M.14 Morrison, Jennifer E.16

Morrison, Laurie, I.27, J.05 Morrison, Scott, K.25 Morrison, Scott, O.06 Morton, Karisma, I.39

Moser, Stefanie, D.24

Moses, Lindsey, H.41, P.13 Moss, Scott, C.05

Moten, Tamara Nicole, E.46, H.36 Moton, Kylowna, W.5

Moylan, Michael, F.16

Mozenter, Suki, G. 24, N.09

Muhammed, Gholdy, H.37, J.10

Mukavetz, Andrea Riley, K.02, L.22

Mulcahy, Cara, M.33

Mulcahy, Olivia, E.08

Mullen, Laura, K.27

Muller, Lillian, H.49

Mundorf, Jon, B.24, I.36

Munoz, Joaquin, A.02, H.22, I.45, L.22, M.19

Murad, Nora Lester, N.15

Murchie, Sharon, G.25, J.11, L.05

Murdter-Atkinson, Jessica, B.21

Murphy, Caitlin, F.12, P.30

Murphy, Drew, H.25

Murray, Liz, F.09, K.23

Murray, Meredith, K.24

Muse, Alexa, F.07, L.17

Mustafa, Mona, M.31, N.15

Mustafa, Rashida, F.32

Mustafah, Sahar, E.13

Myers, Aimee, G.35

Myers, Alison Green, H.03

Myers, Amy, O.11

Myers, Michele, F.03, G.10

Myette, Andrew, P.26

Mylnikova, Svetlana, A.16

N

Naficy, Alexis, D.17

Nagarajan, Janaki, O.29

Nagle, Jessica Tobin, L.36

Nagle, Maureen, P.01

Nagrotsky, Katie, G.05

Nail, Allan, P.30

Nam, Rosa, J.13, K.37, O.07, P.21, P.35

Nash, Brady, A.27, J.03

Nash, Kindel, C.10, O.15, P.29

Nayeri, Daniel, A.38, M.36

Naynaha, Siskanna, MN.01

Neely, Anastazi, W.8

Negrette, Giselle Martinez, J.10

Nelson, Elizabeth Thackeray, A.25, C.18, N.19

Nelson, Sabrina, P.25

Nesbet, Anne, F.10, K.01

Ness, Molly, L.26

Nevarez, Arturo, I.45

Neville, Mary, C.11, H.45, K.17

Newell, Chris, D.17

Newland, Rebecca, G.25

Newsome, Tiffany, F.12

Newvine, Keith, O.18

Nguyen, Hang Virginia, G.25

Nichols, T. Philip, D.23, I.12

Nickerson, Jane, JNS.01

Nigh, Taylor, H.49

Nohria, Aarushi, P.18

Nordstrom, Georganne, D.16, N.46

Norman, Taylor, O.18

North, Cheryl, I.3

North, Marcus, C.21

Norwood, Daniel, I.35

Nosek, Christina, A.31, G.39, P.06

Novack, Rich, H.10, I.13, M.28, O.06

Nowell, Shanedra, H.26, O.11 Ntoya, Toutoule, M.12 Nunez, Nanesha, K.15 Nyeholt, Amy, E.01, P.23

Ortiz, Raquel, J.14

Orzulak, Melinda McBee, C.02, K.37, P.30

Osai, Esohe, B.22

Osborn, Anna Gotangco, F.17, H.35, J.30, O.28

Osborne, Vanessa, D.22

Oshiro, Mark, M.36

Oslick, Mary, M.01

Osorio, Sandra L., D.07, E.21, J.19, L.22, M.16, BYS

Ostenson, Jonathan, K.09

OO’Donnell-Allen, Cindy, K.22, P.30 O’Loughlin, Heather, B.20 O’Brien, Jessica, G.07 O’Brien, Lynda, K.27

O’Byrne, Ian, A.27, I.44, W.18

Ochoa, Adeli Ynostroza, J.24 Ochs, Kedibona, I.11

O’Connell, Kathrina, B.14, J.16 O’Connor, Alyssa, J.35

O’Connor, Caitlin, C.03, D.13, G.20, J.09

O’Dell, Rebekah, I.24 Odima, Jr., Martin, I.32 Odlum, Lakisha, I.20

O’Donnell-Allen, Cindy, D.12

Olan, Elsie Lindy, G.30, K.37, P.30

O’Laughlin, Heather, L.10 Olsen, Allison Wynhoff, C.02, P.30 Olsen, JD, W.13

Olshefski, Christopher, L.03 Olson, Barrie, M.35 Olson, Carol Booth, J.31 Olson, David, C.15 Omar, Ayan, M.33, P.07 Omogun, Lakeya, J.10 Onchwari, Ariri, N.09

O’Neill, Alexis, F.36

O’Neill, Peggy, F.34

Opatz, Margaret, A.25, C.18

Orman, Chelsea Everly, A.26

Ornelas, Jr., David, I.8

Orta, Rosanne, B.20, D.26, G.43 Ortega, Claribel, M.36 Ortiz, Eddie, M.33, N.18

Ostergaard, Lori, J.19

Ostrich, Jessica, B.23

Otheguy, Emma, M.36

Otoshi, Kathryn, F.47

Ousley-Exum, Denise, H.50, P.08, P.34

Outlaw-Spencer, Gabreiel, K.44

Ovalle, Rex, E.08, M.03, W.5

Overy, Alexandra, B.18

Oviatt, Rae, M.33, N.05

Owens, Shawnta, H.12

Oziewicz, Marek, G.14, O.06

P

Paddock, Alexandra (Allie), L.24

Paese-Margiela, Gina, K.15, L.12, M.05

Pagan, Nelída, H.39

Page, Laura, C.12

Palmeri, Jason, A.01

Pan, Emily X. R., J.12

Panos, Alexandra, E.41, M.33

Panther, Leah, G.33, N.06

Paolucci, Lisa, K.13

Pappamihiel, Eleni, H.50

Pappas, Elizabeth, G.06

Paraskevas, Cornelia, P.30

Parker, Georgia, K.24

Parker, Kim, F.17, K.10, P.02

Parker, Mary, A.34

Parks, Bitsy, BYS

Parrish, Sara Kersten, N.42

Parsons, Christopher, C.02, H.10, M.03, N.10, P.30

Parton, Chea, A.28, G.30, H.40

Pass, Charlotte, M.33, P.30

PARTICIPANT INDEX

Passi, Joe, M.03

Patchigondla, Jada, N.36

Patel, Leigh, P.19

Patel, Sonia, C.24

Patel, Tanvi, D.22

Patnoude, Mindy, J.11

Patrick, Lisa, N.41

Paugh, Pat, J.19

Paul, Miranda, L.26

Paulsen, Nancy, J.17

Paz Solis, Evelyn, K.18

Peele, Roderick, O.15, P.29

Pegram, David, H.36

Pelayo, Josie Bustos, L.04

Pena, Juanita, O.22

Pendergrass. Emily, G.03, H.15, L.35, N.32, P.30

Penn, Jenell Igeleke, E.03, M.13, BYS

Pennell, Summer, K.37, N.05

Pennington, Lisa, G.41

Penny, Chris, L.36

Penrose, Rebecca, A.30

Peppins, Brianna, O.07

Perales, José Luis, I.39

Pérez, Celia C., F.44

Perez, Heather, C.03

Perrow, Margaret, B.08, P.30

Perry, Anthony, D.17

Perry, Carolyn “Carrie,” E.01, I.17, P.23

Perry, Tonya, A.27, E.46, F.35, H.09, I.13, J.10, L.27, M.25, P.02

Persampieri, Pia, H.42

Person, Ashley, W.14

Person, Valerie, J.29

Petchauer, Emery, E.21

Peterman, Nora, C.02, L.12, M.05

Peters, Emily, D.21, E.27, K.14

Peters, Joanna, N.26

Petersen, Elizabeth, I.11

Petersen, Meg, F.08

Peterson, Maggie, F.21, G.19, M.03

Peterson, Rebecca, H.15, L.35, N.32

Pham, Hung, H.10, N.10

Pham, LeUyen, N.13

Pham, Tien, I.6

Phan, Tiphany, I.11

Phelps, Darius, H.34, I.12, L.06, M.33, N.21, N.47, O.32

Phillips, Miles, D.04

Phumiruk, Dow, M.14

Picart, Jose, N.20

Piccoli, Margaret, G.17 Pierce, Kathryn Mitchell, F.34, P.24

Pindyck, Maya, G.01

Pineda, Monica, E.07, J.24 Pinello, Rose, G.02

Pinkston, Lori, L.19

Piotrowski, Amy, G.30, K.08, K.33

Pirolla, Tobi, A.34

Pitre, Leilya, E.30, K.37

Pixley, Marcella, C.24

Pizzo, Janeen, A.23, M.07

Pizzo, Joseph, F.26 Plair, Geraldine, K.04

Plaizier, Amanda, A.27

Plastrik, Gabrielle, B.21 Plato, Stefanie, B.04 Player, Grace, F.11, P.19

Plevka, Helen, G.25

Podos, Rebecca, D.14 Polisner, Gae, G.23

Polleck, Jody, C.17, F.39, H.10, M.33, N.10

Polski, Robert, F.05 Polson, Bilal, J.09, O.15 Porcher, Kisha, K.08

Porter, Bernajean, E.24 Portz, Josie, P.09 Posey, Sayre, I.3

Potere, Erik, J.11

Potts, Shannon, M.24, O.26

Powell, Christy Wessel, I.9 Powell, Deidre, D.10

Power-Carter, Stephanie, G.45, J.19 Powless, JoAnne, H.34

Prasad, Maya, N.08

Premont, David, C.02, P.30

Prescott, Amy, C.13

Price, Lauren, O.9

Price-Dennis, Detra, F.30, P.30, W.18 Price-Gardner, Roberta, BYS Prince, Valerie Sweeney, F.31

Pritchett, Taria, N.37

Probst, Bob, F.12, G.42, I.15

Pryor, Roslynn, N.26

Pule, Heather, F.02

Pulphus, Kyley, M.34

Puntel, Christina, A.19, K.40

Purdy, Vonn, F.24 Pyscher, Tracey, H.20

Q

Qarooni, Nawal, D.27, E.13, F.29, N.35, BYS

Qian, Lori, O.20

Qiu, Tairan, P.19

Quartberg, Kodi, G.29

Quaynor, Phoebe, I.31

Quinn, Erin, E.24, M32

Quinn, Maggie, A.17

Quiroa, Ruth, A.22, L.04

Quitter, Katrice, K.39

R

Rabinowitz, Laurie, L.24

Radice, Lorriane, N.01

Ragsdale, David A., K.28

Raj, Ambika, N.30

Rajan, Rekha, L.26, O.10

Rallin, Aneil, N.36

Ramirez, Guadalupe, G.26

Ramirez, Sarah, E.43

Ramkellawan-Arteaga, Reshma, C.19, K.31, L.18, MN.01

Ramos, NoNieqa, A.21

Randall, Julian, F.44, H.02, M.36

Randolph, Dillin, D.09, K.47

Rankin, Mimi, BYS

Ravina, Judith, N.29

Read-Davidson, Morgan, N.36

Reardon, Hunter, B.10

Redmond, Theresa, L.31

Reece, Stacey, O.9

Reed, Dawn, J.11

Reid, Sarah, D.11, F.14, P.24

Reid, Shamari, J.10, M.19

Reid, Stephanie F., L.15, M.32, P.30

Reilly, Christine, B.14

Remillard, Susannah, L.13

Renner, Nicole, M.35

Renzi, Laura, C.02

Respicio, Mae, H.35

Rewold, Michele, O.25

Reyes IV, Mario, J.03

Reyes, Loren, I.25, BYS

Reynolds, Todd, C.02

Rhodes-Simmons, Veronica, H.12, M.25

Rhuday-Perkovich, Olugbemisola, E.29, M.36

Rice, Mary, A.27, E.01, M.33, P.30, W.6

Richard, Sarah, I.20

Richards, Mary Louise, A.19

Richards, Susannah, J.12

Richardson, Tristan Evans, W.19

Richmond, Kia Jane, G.30, K.37

Richmond, Sydney, O.06

Rief, Linda, A.06, F.29, I.15

Rieger, Alicja, H.36

Riesco, Holly, K.37

Rigell, Amanda, B.11

Rigler, Neil, F.33

Riley, Scott, I.18, J.07

Rimbach-Jones, Dani, F.39, K.37

Ripp, Pernille, D.18, E.29, N.23, Ripple, Laurel, P.27

Rish, Ryan, A.27, D.05

Ritter, Jennifer, D.01

Rivera, Nora, L.01

Roan, Kari, N.11

Robb, Audra, H.25

Robb, Evan, N.16

Robb, Laura, N.16, P.17

Robbibaro, Emily, G.25

Robbins, Barbara, I.13, O.12

Robbins, Molly, A.19, D.12

Robek, Mandy, BYS

Roberson, Skye, K.26

Roberts, Kate, N.35

Robertson, Marla, L.16

Robillard, Candence,D.21, I.28, Robillard, Stephanie, G.21, I.12, M.33, N.24, Robinson, Ariela, F.16

Robinson, Brad, A.27, D.23 Robinson, Jeremy, B.13 Robinson-Wouadjou, Zena. M.41 Rochford, Jessica, A.17

Rodesiler, Luke, D.08, E.21, H.36, I.12, K.35, P.30

Rodney, Megan, G.28, L.20 Rodney, Thomas, F.07 Rodriguez, Christina, A.35 Rodriguez, Felina, O.27 Rodriguez, Orlando, L.14 Rodriguez, Sanjuana, H.34, I.21, N.12 Rodriguez, Terri, I.32, P.07 Rodríguez-Astacio, René M., B.24, I.31, N.17

Rodriguez-Valls, Fernando, F.01, H.41, N.26

Rogers, Andrea, F.06 Rogers, Paul, M.24 Roland, Ericka, I.35 Romero, Rachael Maria, D.14 Rosa, Kathryn, BYS

Rosario, Madeline Lopez, I.30 Rose, Rebecca, H.05 Rose, Shelley, P.01 Roseboro, Anna J. Small, E.30, G.34, P.30

Roseboro, Donyell, P.08, P.34 Rose-Dougherty, Taylor, E.21 Rosen, Michelle, L.14 Rosenberg, Mara, K.19 Rosenberg, Paola, F.01 Rosenstock, Barb, J.07 Ross, J. Cole, E.04 Ross, Jamaica, M.37 Rosser, Barrett, I.38, K.40

Rossi, Ginette, B.20, I.10M O.27 Rossi, Reanne, K.44

Rothman-Perkins, Rachel, G.44 Rotter, Kimberly, L.15 Rovison, Kristina, J.35 Rowe, Karen, H.27 Rowe, Samuel, M.03 Rowley, Kathleen, F.26 Royal, Jon, G.37 Rubio, Kinsey, J.21

Rud, Natalia, A.16

Rude, Renée, E.01, P.23

Ruiz, Brittany, F.19

Rumohr, Gretchen, G.34, I.5, J.18, O.02

Runstrom, Jill, F.26

Runyon, Kristin, I.7

Rupert, Megan, O.29

Rush, Leslie, C.02, P.30

Rushek, Kelli, H.47, I.11

Russell, Katie, N.19, P.22

Rust, Hannah, K.48

Rust, Julie, G.31, M.18

Ruth-Hirrel, Laura, E.02

Rutledge, Lauren, J.26

Rutter, Shirley, I.17

Ryan, Caitlin, J.19 Ryan, Nicole, C.29

Ryan, Sharon, M.23 Ryder, Dan, E.24

S

Sableski, Mary-Kate, H.02, J.22, N.12, BYS

Saco, Sandra, G.13, K.37, L.28, M.39, N.04, O.14

Saeed, Aisha, F.44, J.17, K.10

Saffery, Lydia, D.09

Saguisag, Lara, O.06

Sakoi, Junko, K.34

Salazar, Aida, E.03, F.44, N.16

Salazar, Christina, J.15

Saldaña, René, G.34

Sales, Norman, I.6

Salomon, Nadia, K.01

Salvato, Sara, D.12

San Pedro, Timothy, J.10, M.16

Sanabria, Bethany, Sanabria, Bethany, O-FS.01

Sanchez, Nicole, K.09

Sanchez, Patricia, M.06

Sanchez, Sergio, P.16

Sanchez-Lobashov, Aida, G.44

Sanden, Sherry, J.19

Sanderlin, Jacqueline, O.10

Sanders, Jennifer, A.28

PARTICIPANT INDEX

Sanders, Rachel, P.30

Sanders, Russell, N.05

Santo-Thomas, Carrie, BYS

Saravia, Lydia, M.03

Sarigianides, Sophia, H.40

Sarmiento, Lulia, H.21

Sárraga-López, Yamil, I.31 Sass, Andrew, F.44

Sassi, Kelly, I.13

Sauer, Tammi. E.19 Saunders, Korby, P.27 Sawyer, Mary, E.11, I.13

Scanlon, Liz Garton, J.12

Schaafsma, David, E.21, M.03

Schall, Janine, C.01

Schall-Leckrone, Laura, N.22

Scher, Karen, N.02

Scherff, Lisa, G.03, HI.01

Schey, Ryan, L.03, N.05

Schmida, Mary, N-FS.01 Schmidt, Kellie, W.24 Schmidt, Pauline, P.30

Schneewind, Hannah, H.42 Schneider, Gillian, K.28 Schneider, Lindsay, F.12 Schneider, Molly, O.11 Schoenborn, Andy, F.33, K.45 Scholes, Justin, L.15 Schrems, Tracy, E.12 Schroeder, Julia, C.12 Schuler, Camille, B.08 Schultes, Anna, F.23 Schulz, Sarah, L.07

Schwartz, Ella, L.37

Schwarze, Janice, F.23

Schweinfurth, Marissa, G.31

Schwind, Jessica, F.39

Sciurba, Katherine, I.37

Scoggin, Jennifer, H.42

Scott, Florence, H.46, M.32

Scott, Nellie, A-FS.01

Scrcek, Natalie, M.07

Scullen, Julie, K.07

Scupp, Rachel, E.28

Sealey-Ruiz, Yolanda, E.14, F.11

Sears, Faith, F.21

Seelig, Liz, A.15

Seglem, Robyn, G.16, J.19, K.46, L.22 Seibles, Tim, K.38

Sendin, Emily, O.05 Seo, Byung-In, L.22

Seraphin, Wideline, C.13, H.33, I.35 Serravallo, Jennifer, I.16, L.08 Seward, Michael, W.5 Shade, Daphney, H.12

Shade-Johnson, Jaquetta, B.15 Shaffer, Haley, K.46, L.37 Shaffer, Shelly, G.30, H.36, I.05, K.37, P.30

Shahani, Sonam, H.48 Shanahan, Melissa S. Meola, J.02

Share, Jeff, C.05, K.11, O.06 Sharp, Colby, F.44

Shaw, Louise, M.33

Sheahan, Annmarie, I.43, K.36, L.10

Sheinkin, Steve, I.18 Shelby, Synthia, F.24

Shelton, Ellen, A.34, H.08, P.30 Shelton, Stephanie Anne, M.33, N.05, P.30

Shepard, Ray Anthony, L.04 Shepard-Carey, Leah, I.32 Sherman, Dina, BYS Shiga, Jason, N.38 Shim, Grace, P.11

Shinnawi, Abeer, M.31, N.15 Shipp, Lyschel, I.38, J.09 Shoffner, Melanie, C.02, G.03, I.12, J.19, K.37

Short, James, B.17 Short, Kasey, O.06, BYS Short, Kathy G., I.25, BYS Short, Michael, A.06 Short, Stephanie, A.28 Shoshan, Tamar, I.30 Shovan, Laura, B.01

Shults, Liz, F.12, P.30

Sieben, Nicole, I.12, P.30

Siegman, Rachel, E.20

Sigler, Haley, M.38

Silvas, Tiana, F.17, J.30, K.04, O.30

Silver, Jennifer, N-FS. 01

Silver, Judy, H.01

Simison, Elizabeth, G.35, H.17

Simmons, Tori, W.19

Simon, Margaret, B.01, D.15, E.30

Simonellli, Liana, G.06

Simpson, Darby, K.13, P.30

Simpson, Makalah, G.26

Singh, Ashna, P.09

Singleton, Beth, M.03

Siperstein, Stephen, O.06

Siqueira, Ana, A.21

Sivashankar, Nithya, E.39

Sjostrom, Kate, M.03

Skerrett, Allison, J.10

Skillen, Matt, G.16, J.19

Skladman, Eleanor, F.05

Skrlac Lo, Rachel, D.05

Slater, Dashka, A.15

Slayton, Bonner, N.45, O.31 Sloan, Chris, G.25

Sluiter, Katie, K.37, O.02

Smedley, Kaylee, A.36

Smith, Anderson, M.33 Smith, Ann Marie, K.37 Smith, Antony, H.24 Smith, Blaine, F.26 Smith, Cheryl Hogue, A.30 Smith, Dywanna, P.19, W.19 Smith, Kahla, A.24 Smith, Karen, H.06 Smith, Katherine Mitchell, P.25 Smith, Katy, F.35 Smith, Kenny, G.11 Smith, Kristie, E.33

Smith, Kristin Conradi, A.13 Smith, Melissa, HI.01, J.29, K.38, P.30 Smith, Michael, E.21

Smith, Monique Gray, H.04 Smith, Osha, M.01

Smith, Sherri L., P.12

Smith, Thomas, G.07, N.31, P.30 Smith-Carrington, Keisha, B.03

Sniadecki, Jennifer, M.30

Snyder, Laura, F.19, P.30

Snyder, Laurel, B.02, E.29

Snyder, Lori R., K.01

Sobehrad, Susan, I.19

Soler, Aramis, H.39

Solis, Nayatzin, K.25

Solomon, Marva, H.49

Soontornvat, Christina, E.29, F.27, J.07, M.14, O.28, P.35

Sorell, Traci, E.31, F.06, G.04, J.07, K.10, M.14

Sorensen, Nicole, I.39

Sosnowski, Catherine, E.01, P.23

Soto, Joel, O.13

South, Josh, N.09

Southam, Lexi, W.13

Spanke, Jeff, K.37

Spector, Karen, P.30

Spenader, Allison, I.32

Spence, Tashema, F.39

Spence, Tashema, F.39, H.10, M.33, N.10

Spenceley, Lauren, N.04

Spinelli, Holly, A.12, D.13

Spinner, Elisabeth, A.09, K.37, O.32, P.30

Springsteen-Haupt, Missy, J.06

Stamatis, Kristina, G.32, J.26

Stansell, Amanda, G.11

Stark, Geneva, F.24

Starr, Arigon, M.14

Staudt, Emily, I.35

Stead, Margaret, W.24

Stearns-Pfeiffer, Amanda, M.03

Steele, Felicia, O.17

Steelman, Sheridan, O.06

Steffan, Stefanie, B.07

Steiss, Jacob, J.31, P.03

Stephens, Porsha, A.37

Stephens, Wendy, N.42

Sterling, Sara, G.29

Stevens, Elizabeth, E.05

Stevenson, Cori, F.22

Stewart, Ebony, C.24

Stewart, Mandy, G.35, J.15, J.19

Stice, Sarah, A.03

Stockman, Angela, E.24, K.30

Stohr-Hunt, Patricia M., F.36 Stone, Nic, I.4, K.24

Stone, Theresa Burruel, E.46

Storm, Scott, A.35, H.06, N.20 Stormer, Kimberly, O.31, P.05 Stornaiuolo, Amy, A.19, D.23 Stortz, Rebecca, C.04 Stott, Apryl, E.23 Stovall, Jessica, E.12, F.07 Stowell, Laurie, I.33 Strachan, Stephanie, F.08 Strenger, Alice, C.13 Strickland, T. Hunter, G.30, K.37, P.30

Stringer, Robert, I.5 Strong, Karen, B.02 Stuart, David, B.25 Stufft, Carolyn, J.03

Stygles, Justin, D.11, F.26

Suchanek, Sarah, H.14

Sugahara, Diane, K.25 Sugiura, Misa, J.13, BYS

Suico, Terri, K.37, L.25, P.30 Suiter, Abigail, I.11

Sujak, Mark, B.13 Sullivan, Danielle, G.18 Sullivan, Sunshine, A.27 Sulzer, Mark, O.06 Sumpter, Fola, I.13, O.12 Sun, Olivia, J.16 Sun, Tony, D.13 Sung, Yoo Kyung, K.34, P.33 Sussman, Ari, I.30 Suzuki, Tadayuki, N.05 Sweet, Caroline, F.37 Sweet, Joe, I.2 Swigart-Bell, Stephanie, B.06 Szerencse, Ami, B.04

Tarnoff, David, W.11

Taslim, Priyanka, P.11

Tate, Donald, J.07

Tates, Donte, F.23

Tauheed, Islah, E.09, O.30, W.8 Taylor, Blake, G.40

Taylor, Christina, L.21 Taylor, Jenny, M.37

Taylor, Kiedra, A.05, P.18 Taylor, Patricia, D.22

Taylor, Stacey, B.07

Taylor, Valerie, N.28

Teicher-Fahrbach, Allison, W.12

Teng, Wena, I.30

Teref, Maja, C.02

Terrones, Lettycia, O.01

Thomas, Christina, J.15

Thomas, Ebony Elizabeth, C.20, D.23, H.48, J.10, N.24, N.42

Thomas, Jameka, H.12

Thomas, Jameka, H.12, L.20, M.25 Thomas, Nicholas, C.11

Thomas, Paul, G.03, H.36

Thomas, Rhianna, H.45

Thomas, Sonja, I.27

Thomas, Tameka, A.10

Thompson, Erica, K.19

Thompson, Josh, L.02 Thompson, Kennedy, J.03 Thompson, Marisa, P.10

Thompson-Smith, Cheryll, K.08

Thorson, Rita, L.15, M.32

Tice, Maryanne, K.37

Tice, Rashanna, C.04

Tilley, Amber, H.26

Tily, Susan, L.12, M.15

Timmons-Long, LaMar, C.20, F.07, O.08

Tio, Michelle, G.20

TTackett, Mary, G.41 Tahir, Sabaa, N.35

Taitingfong, Jordan, O.29 Tamayo, Francisco, F.31 Tandon, Nancy, I.27 Tanis, Cathline, F.23 Tanner, Samuel, E.18 Tapia, Jineyda, G.04

Tirado, Vincent, M.22

Tobin, Jonathan, K.06, W.17

Toliver, Stephanie, E.17, H.48, J.10, M.19

Tomizawa, Paul, D.02

Tondreau, Amy, E.05, L.24, P.30

Toney, James, I.18

Torres, Francisco, C.16, J.14, K.41,

PARTICIPANT INDEX

L.22, M.19, N.07

Torres, Jennifer, P.08

Torres, Julia, A.15, G.12, K.10, P.10,

Torres, Vanessa L., N.08, P.11

Touborg, Sarah, O.17

Tourtellot, Deonna, I.25

Tovar, Irán, J.24

Trautman, Katie, E.21, P.14, BYS

Travis, Christina, G.25

Treinies, Iris, M.39

Trejo, Ethan, N.36

Tremmel, Angela, K.48

Triplett, Amanda, W.20

Truttman, Carla, I.13

Tua, Ursula, J.20, M.15

Tumy, Kelly, O.21

Turchi, Laura, F.22, G.37

Turley, Ted, J.02

Turner, Kia, C.04

Turner, Kristen, A.27, I.44, K.08, K.33, M.04

Turner, Rachel, L.16

Turner-Warner, Kimiko, F.22, G.37

U

Ulanoff, Sharon, L.11

Underwood, Maria G., C.19

Unsicker-Durham, Shelly K., C.09, L.25, O.24

V

Valadez, Marcela, B.04

Valauri, Anne, H.06

Valerio, Meghan, B.14

Valez-Gainer, Nancy, N.17

Valter, Sarah, B.23

Van Asselt, Bess, O.13

Van Deventer, Megan, G.24

Van Duinen, Deborah, A.08, F.38, H.27, O.30

Van Horn, Selena, A.22

Vander Zanden, Sarah, G.31

Vandertoorn, Tara, E.24, M.32

VanDonkelaar, Rachael, G.33

vanValkenburg, Samantha, P.18

Vardell, Sylvia, K.29

Varga-Dobai, Kinga, F.39

Vargas, Kenya, M.06

Vasquez, Lisa, J.32

Vasquez, Vivian, I.22

Vattuone, Gina, N-FS.01

Vazquez, Patricia, I.25 Vazquez, Yaikira, M.39

Venkatraman, Padma, E.30, I.5, I.17

Vetter, Amy, D.15, P.30

Villa, Jasmine, H.22, M.40 Villalba, Stella, BYS

Villasante, Alexandra, H.03, BYS Vincent, Jen, BYS Vincent, Susan, D.12 Vinz, Ruth, G.01

Vitale-Reilly, Patricia, N.34 Vitalis, Jessica, B.02

Vitello, Ann, A.07

Vlach, Saba Khan, A.02, C.28, L.22

Vocasek, Stacy, M.26

Vock, Otto, W.3

Vogelsinger, Brett, F.29, P.10

von Gillern, Sam, J.03

Vonderharr, Alicia, M.11 Vorhis, Kelly, M.30 Voskov, Gina, H.25 Vowell, Alison, L.23 Vu, Don, M.02

Vyas, Jigisha, B.03

W

Wade, Danny, H.10, N.10, N.45, O.31 Wadlington, Tory, M.12 Wagner, Christopher, E.06 Wai, Courtney, K.06, W.17 Wallace, Brianna, D.20

Waller, Kelly, D.06

Walsh-Moorman, Elizabeth, O.11 Walther, Maria, A.31 Wang, Andrea, J.13, BYS Wang, Joan, F.22 Wang, Zibin, H.49 Ward, Natalia, N.20

Warga, Jasmine, F.44, H.02, N.35, P.35

Wargo, Jon, K.08, N.05

Warmerdam, Tara, H.15

Warner, Connor, C.02, M.05

Warner, John, P.10

Warrington, Amber, H.10, N.10

Warwick, Nicole, C.14

Washington, Durthy, I.9 Waters, Michelle, C.09, P.01 Waters, Robyn, W.5

Waterton, Nigel, P.30

Watson, Paddy, F.43 Watson, Vaughn, P.20

Watts, Erika, E.21, P.30

Watts-Taffe, Susan, J.02

Waugh, Julie, J.07

Weatherford, Carole, M.14

Webb, Allen, M.33, O.06, P.30

Webber, Katrina, B.02, H.30

Wedlock, Kristen Park, I.26

Wee, Jongsun, A.22, L.04

Weems, Natalie, B.23

Wells, Melissa, E.16, H.33, J.27 Welsh, Megan, P.31

Werner, Aliza, BYS

Werther, Leah, L.21

Wesolowska, Monica, E.23 Wheeler, Winn, F.24

Wherry, Holly, M.34

Whetstone, Jacob, K.35

Whisenant, Waverly, P.30 Whitaker, Amir, H.38

White, Kristen,E.05 White, Nikkia, H.12

Whited, Ana, C.22

Whitehead, Elizabeth, A.37

Whitten, Clint, 1.37

Wiemer, Liza, B.18, G.23

Wieser, Kimberly, K.02

Wilburn, Marcy, C.04

Wild, Arhm, G.01

Wiley, Heather Barto, F.12

Wilkie, Lauren, D.16, M.03, N.46

Wilkinson, Emily, K.15

Wilkinson, Eric, H.27

Will, Kathryn, C.01

Williams, Alexis Patterson, P.31

Williams, Catherine, G.28, L.20

Williams, Dylan, G.28, L.20

Williams, Ismée, BYS

Williams, Robert, N.33

Williams, Ureka, O.31, P.05

Williams, Wendy, P.30

Williams, William, K.37

Williams-Eddy, Amy, K.28 Williamson, John, N.14

Williamson, Michelle, J.03 Williamson, Peter, A.20

Williams-Yeagers, Amanda, E.24

Wilmot, Renee, E.46

Wilson, Kristi, N.36 Wilson, Nance, E.05 Wilson, Natalie, P.09 Wilson, Nichole, G.40 Wilson, Sandip LeeAnne, M.01

Wilson, Susan, H.49

Wimby, Darius, C.07

Winfield III, Grover Cleveland, J. 29, K.38

Wink, Karen, H.19 Wissman, Kelly, L.21

Wittchow, Ashlynn, E.21, F.32, G.01, H.10, N.10, O.26

Witte, Rebecca, F.15 Witte, Shelbie, K.46, L.27, P.30, W.18

Wolfsdorf, Adam, I.26 Wong, Janet, K.29 Wong, Joanna, M.27 Wontropski, Jessica, E.33 Wood, Christiane, I.33 Wood, Laura, L.37 Wood, Samantha, G.25 Woodard, Marin, I.39 Woodard, Rebecca, J.19 Woodard, Sarah, G.32, J.26

Woodcock, Benjamin K., H.36, J.11 Woods, Dan, N.33

Woody, Leela, H.05 Worlds, Mario, B.24 Wright, Sarah Ressler, E.03, M.22, N.38, BYS Wright, William, A.03

Wyche-Jonas, Jane, O-FS.01 Wynter-Hoyte, Kamania, H.28, L.32, O.34

X

X, Billy, H.38

Xi, Zexu, P.18

Y

Yamasaki, Emily, E.30

Yan Glaser, Karina, F.44, H.02 Yang, Kelly, A.15, B.02 Yang, Shuling, H.18, N.20

Yang, William, D.02

Yang-Kaczmarek, Michelle, N.34

Yarbrough, Edy, F.24

Yaris, Kim, N.27

Ybarra, Adrianna Gonzalez, F.07 Ybarra, Monica Gonzalez, F.11

Yee, Lisa, M.36

Yelton-Curtis, Karen, C.29 Yeom, Mijin, I.30

Yim, Natasha, P.32 Yoder, Nicole, L.07 Yomantas, Elizabeth, I.32 Yoon, Jenna, I.27 Yoon, Salina, E.23 York, Julie, J.21 York, Lisa, F.02, J.21

Young, Alexis Morgan, E.46

Young, Breanna, K.22

Young, Carl, A.27, K.33, P.25, P.30, Young, Christina, A.05

Young, Craig A., A.13, J.19, Young, Jeremiah, H.47

Young, Michael. G.03, I.21

Young, Rebecca, G.14, O.06 Young, Terrell, J.07

Younglove, Bill, N-FS,01

Yu, Shelley, K.08

Yu, Zhen Yu, M.33

Z

Zafonte, Maria, M.09

Zaino, Karen, I.30, M.33

Zamorano, Richard, I.25

Zancanella, Don, I.43

Zander, Zoe, D.09

Zandstra, Christine, E.11 Zapata, Angie, F.14, M.16

Zecker, Garrett, I.32

Zell, Mary Jo, N.14

Zentner, Jeff, A.28, L.37, M.30, P.35 Zepeda, Melinda, M.06

Zerwin, Sarah, I.14, O.08, P.10, Zhang, Rong, C.28

Zhang-Wu, Qianqian, J.10, O.5 Zhao, George, F.08

Ziegler, Jennifer, F.44

Ziemke, Kristin, D.27, H.13

Zimmermann, Laura, B.19

Zoboi, Ibi, C.20, F.49, M.36

Zucker, Lauren, A.27

Zuniga, Gabriela, M.39