2021 Annual Convention Program

NCTE ANNUAL CONVENTION • NOVEMBER 18-21, 2021

TABLE OF CONTENTS

4 Schedule 6 Welcome from the Program Chair 8 Thank You to the Volunteers 11 Visit a Lounge 12 Welcome from the Executive Director 13 General Convention Information 16 Build Your Stack® 18 NCTE Author Strand 19 Meet The Authors 24 Executive Committee 26 Wednesday Event 27 General Sessions 30 Special Events 35 Featured Sessions 41 Awards 46 Postconvention Events 50 In Memoriam 51 Program 52 Wednesday Event 53 Thursday Sessions & Events 71 Friday Sessions & Events 102 Saturday Sessions & Events 128 Sunday Sessions & Events 150 On-Demand Sessions 226 Exhibitors 2021 NCTE ANNUAL CONVENTION PROGRAM

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SC HEDULE

LATEST NEWS

SCHEDULE

All times are listed in Eastern Time (ET).

Times below are subject to change.

Archived sessions will be available to registrants until February 19, 2022.

WEDNESDAY 11/17 • Virtual Platform Opens for Access to the Exhibit Hall, On-Demand Sessions, Poster Sessions, and More 5:30–7:00 p.m.

• Exhibit Hall Grand Opening!

7:00–8:30 p.m.

• Preconference General Session: Nikole HannahJones and Nikkolas Smith, coauthor and illustrator of The 1619 Project: Born on the Water

THURSDAY 11/18 1:30–2:45 p.m.

• Live and Prerecorded/Scheduled A Sessions 3:00–4:15 p.m.

• Live and Prerecorded/Scheduled B Sessions 4:30–5:45 p.m.

• Live Opening General Session: Michelle Obama, author and former US First Lady 6:00–7:30 p.m.

• Exhibit Hall Staffed Hours 6:00–7:15 p.m.

• Live and Prerecorded/Scheduled C Sessions • Featured Session: Randy-Michael Testa, “Deeper Than Edutainment: Taking Books and Their Film Adaptations Seriously” 7:30–8:00 p.m.

• Live Section Events 8:15–9:00 p.m.

• Live Section Events - Elementary Section Get-Together: Gholdy Muhammad, author, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy - Middle Level Meet-Up and 2021 Awards Celebration - Secondary Section Get-Together: Eliot Schrefer - College Section Get-Together and Celebration of the 2021 NCTE Richard C. Ohmann Award

FRIDAY 11/19 8:30–10:00 a.m.

• Exhibit Hall Staffed Hours 11:45 a.m.–1:00 p.m.

• Live and Prerecorded/Scheduled D Sessions 1:15–2:30 p.m.

• Live ELATE Keynote Session: Charles Person • Live and Prerecorded/Scheduled E Sessions 2:45–4:00 p.m.

• Live Middle Level Keynote Session: Eve L. Ewing • Live and Prerecorded/Scheduled F Sessions

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3:45–5:00 p.m.

• Live College Level Keynote Session: Dr. April Baker-Bell 4:15–5:30 p.m.

• Live and Prerecorded/Scheduled G Sessions • Featured Session: Kylene Beers and Jerry Craft, “Choice and Voice: What It Means to be an Independent Reader” 5:45–7:00 p.m.

• Live and Prerecorded/Scheduled H Sessions • Featured Session: Carol D. Lee, Antero Garcia, Nicole Mirra, Na’ilah Suad Nasir, and Kris D. Gutiérrez, “Civic Reasoning and Discourse: The Role of Literacy Instruction in K-12 Classrooms” 6:00–8:00 p.m.

• Exhibit Hall Staffed Hours 8:00–9:15 p.m.

• Live General Session: George M. Johnson, author, We Are Not Broken

SATURDAY 11/20 9:00–11:00 a.m.

• Exhibit Hall Staffed Hours 9:30–10:45 a.m.

• Live ALAN Keynote Session: Kekla Magoon, author, Revolution in Our Time • Live and Prerecorded/Scheduled I Sessions 11:00 a.m.–12:15 p.m.

• Live General Session: Colson Whitehead, author, Harlem Shuffle 12:30–1:45 p.m.

• Live and Prerecorded/Scheduled J Sessions 12:30–2:00 p.m.

• Live Children’s Book Awards Keynote Session: Janet S. Wong, Jen Bryant, Frank Morrison, Derrick Barnes, and Gordon C. James • Exhibit Hall Staffed Hours 2:15–3:30 p.m.

• Live Secondary Section Keynote Session: Kao Kalia Yang, author, Somewhere in the Unknown World • Live and Prerecorded/Scheduled K Sessions 3:45–5:00 p.m.

• Live and Prerecorded/Scheduled L Sessions • Featured Session: Tamara Butler, Valerie Kinloch, Emily A. Nemeth, and Grace D. Player, “Where is the Justice?

Engaged Pedagogies in Schools and Communities” 4:30–6:30 p.m.

• Exhibit Hall Staffed Hours 5:15–6:30 p.m.

• Live and Prerecorded/Scheduled M Sessions

ANNUAL CONVENTION SPONSORS NCTE would like to thank our current 2021 Annual Convention sponsors for their generous contributions and support of literacy education.

GOLD SPONSOR 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. www.scholastic.com

GOLD SPONSOR

LEARNING FOR JUSTICE

Learning for Justice provides free resources to help foster shared learning and reflection for educators, young people, caregivers and communities. Our engagement opportunities provide space where people can harness collective power and take action. www.learningforjustice.org/NCTE21

BRONZE SPONSOR Poetry Out Loud is a national program that encourages the study of great poetry by offering free materials and a dynamic recitation competition for high schoolers. It helps students master public speaking skills, build self-confidence, and learn about literary history. poetryoutloud.org

SUNDAY 11/21 9:00–10:15 a.m.

• Live Children’s Literature Assembly Keynote Session: Michaela Goade (Tlingit), illustrator, We Are Water Protectors; Carole Lindstrom (Tribally enrolled Turtle Mountain Band of Ojibwe/Métis Nation), author, We Are Water Protectors; Kevin Noble Maillard (Seminole Nation), author, Fry Bread: A Native American Family Story; Cynthia Leitich Smith (Muscogee), author, Ancestor Approved: Intertribal Stories for Kids and Sisters of the Neversea; and Traci Sorell (Cherokee Nation), author, We Are Still Here and Classified - The Children’s Literature Assembly invites you to bid on original artwork by Tim Miller, Pete Oswald, Melissa Sweet, Aaliya Jaleel, Deborah Freedman, and Paola Escobar. All proceeds go toward continuing efforts to promote children’s literature.

• Live and Prerecorded/Scheduled N Sessions • Featured Session: “Genius, Joy, and Love,” : Anyah Nancy Jackson, Temple University; Gholdy Muhammad, Georgia State University; Shamari Reid, Teachers College, Columbia University; Yolanda Sealey-Ruiz, Teachers College, Columbia University 10:00 a.m.–12:00 p.m.

• Exhibit Hall Staffed Hours 10:30–11:45 a.m.

• Live Affiliate Keynote Session • Live and Prerecorded/Scheduled O Sessions

12:00–1:15 p.m.

• Live Closing General Session: Amanda Gorman, poet and activist and Alfredo Celedón Luján, NCTE President 1:30–2:45 p.m.

• Live National Writing Project Keynote Session: Sangita Shresthova, PhD, Toward Education Futures: Practicing the Civic Imagination • Live and Prerecorded/Scheduled P Sessions 3:00–4:15 p.m.

• Live and Prerecorded/Scheduled Q Sessions • Featured Session: Jevon D. Hunter, Melique Young, Jabari Blodgett, and Darren Cameron, “#BlackBoyLiteraciesMatter/s: A Retrospective Dialogue about Black Boyhood, Literacy, and Thrival in Buffalo, NY” CEL Convention* — “Leading with Balance: Achieving Harmony with an Ever-Changing World”

MONDAY 11/22 CEL Convention* — “Leading with Balance: Achieving Harmony with an Ever-Changing World” ALAN Workshop* — “Well Versed”

TUESDAY 11/23 ALAN Workshop* — “Well Versed” *CEL Convention & ALAN Workshop require additional registration

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WELCOME from VALERIE KINLOCH, PROGRAM CHAIR Being Radical: Our Found Poem #5 Waiting for what?

Engaged pedagogies and Justice work.

Justice . . .

Where is the: Justice?

Time?

Space?

For engaged pedagogies and Radical imagination and Radical Imagining and Radical love.

Being radical.

(Offered by Valerie Kinloch, Emily A. Nemeth, Tamara T. Butler, and Grace D. Player in Where Is the Justice: Engaged Pedagogies in Schools and Communities, 2021)

I am saddened that we are not able to gather in person for the 2021 NCTE Annual Convention. The status of our world—with the traumatic reality of COVID-19, including the Delta variant, and ongoing racial injustices—requires that we lead cautiously, safeguard each other and ourselves vigorously (as much as we can) from all forms of harm and danger, and attend intentionally to making our environment more equitable and just. One way we can do these things is by deeply and willingly immersing ourselves in the theme of our Convention: Equity, Justice, and Antiracist Teaching.

Wherever we are in the world and in whatever time zone we find ourselves, we can virtually and collectively join our NCTE Annual Convention in November, ready to learn, pause, reflect, think, listen, respond, laugh, question, teach, and act on behalf of the impactful work we each do within English language arts and literacy contexts.

As poet, educator, activist, and feminist June M. Jordan wrote, “We are the ones we have been waiting for,” and indeed, we are! When she wrote and delivered those words, which powerfully close her “Poem for South African Women,” she was commemorating the 40,000 women and children who, on August 9, 1956, marched against pass laws, a form of systemic racism that limited the movement and migrant labor force of many people

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in apartheid South Africa. When legislation was introduced to enforce these laws onto women, they gathered, protested, collected signatures, and marched. They sang, “Wathint’abafazi, wathint’imbokodo!” (“Now you have touched the women, you have struck a rock!”). They stood in resistance until, thirty years later, in 1986, these laws were repealed. Their “standing up” represented an unwavering commitment to equity, justice, and freedom, for themselves, for their children, for you, and for me.

Now, we are in the year 2021, preparing for our annual meeting of literacy and English language arts educators, researchers, students, advocates, writers, and leaders. As I look ahead to our Convention, I hold tight to the words of June M. Jordan and the brave stance of the women and children she references in her poem. I hold on to their commitment to equity and justice. I hold tight to their dedication to freedom and human rights. I hold on to their fierce type of love, for which they were insisting on and advocating for justice. I hold on to their unwavering investment in their own and in each other’s lives, to their families and communities, to their present and future selves, and to us—you and me—and to who we are today as we continue their work and build on their legacy for those who will be here after us.

For NCTE, I hold tight to the lingering questions I ask myself about teaching, learning, and leading. For example: How can we ensure that our literacy work does not reproduce inequities, injustices, and racism? What is the responsibility of our professional organization, NCTE, to lead this work? What is it that an equity framing allows us to do with others inside classrooms, schools, and communities, and with children, youth, and families?

What is it that a justice orientation allows us to do with others in relation to equality, freedom, and liberation in teaching and learning? What is it that antiracist teaching involves when it comes to our curricular choices and daily interactions with students and each other? What type of world do equity, justice, and antiracist teaching allow us to imagine and move toward? And how do we lead during these times in ways that are humanizing, caring, loving, and right?

In relation to English language arts and literacy, how can we determine more expansive and inclusive ways to commit to equity in light of possible challenges faced from some school leaders, school boards, and families?

What does this commitment mean and require? How can we involve students and families in our teaching and research? How can we ensure that students and families are being affirmed within antiracist learning contexts? How can we include texts, stories, digital tools, and other experiences in our teaching, research, and community-engaged antiracist work in ways that do not reproduce injustices and racism? How can we . . . ?

What are your questions, your imaginings, your practices, and how do they map onto our theme for #NCTE21?

During these difficult times, my hope for our virtual Convention remains the same as I shared when I first issued the call for proposals, and it is this: I hope that we will collectively examine our teaching and discuss our research. That we will enter conversations wherever we are in our learning and in our knowing. That we will embrace opportunities to have necessary and difficult conversations about literacy and English language arts.

That we will leave more knowledgeable, invested, challenged, and involved in the work of equity, justice, and antiracist teaching with students, with families, with communities, and with each other.

I opened this message with a found poem that I wrote with my colleagues, coauthors, and fellow NCTE members, Emily, Tamara, and Grace. That found poem expresses my hope that we will turn attention to “Engaged pedagogies and / Justice work” and that we will engage in a “Radical imagination / and / Radical Imagining / and / Radical love. / Being radical.”

I cannot wait to virtually see you and be in your presence at this Convention. Welcome!

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THANK YOU to the

VOLUNTEERS PLANNING MEETING REVIEWERS Keisha McIntosh Allen Susan Barber Bradley Bleck Limarys Caraballo Ann Marie Corgill Toni Rose Deanon Michael Domínguez Jessica Early Tracey Flores María Fránquiz Jennipher Frazier Yolanda Gonzales Regina McManigell Grijalva Ileana Jiménez Latrisse Johnson Sarah Johnson Lauren Kelly Jung Kim Valerie Kinloch Alfredo Celédon Luján Deborah MacPhee Valerie Mattessich Nicole Mirra Michele Myers Tonya Perry Sandra Saco Lisa Scherff Franki Sibberson LaMar Timmons-Long Carla Truttman

PROPOSAL COACHES Susan Barber Bradley Bleck Joshua Cabat

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Geena Marie Constantin Aleah Dacey Roberta Gardner Carol Gilles Jaime A. Mejia Renee Moreno Amanda Palmer Laurie Pinkert Ann Quinlan Tiffany Rehbein Shelley Rodrigo Valerie Taylor Kathryn Whitmore

PROPOSAL REVIEWERS Suriati Abas Susan Adamson Patrick Allen Kelly Allen Keisha Allen Sara P. Alvarez Steven Alvarez Lena Ampadu Sue Anderson Nina Anderson Patrick Andrus Christie Angleton Joseph Anson Jessica Ardelea Steven Arenas Laura Ascenzi-Moreno Charlotte Asmuth Damián Baca Kimberly Bain Janice Baines April Baker-Bell Arianna Banack Jessica Bannon Katrina Bartow Jacobs Margo Batha Jane Bean-Folkes

2021 NCTE ANNUAL CONVENTION PROGRAM

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

Kylene Beers Nadia Behizadeh Dawn Bessee BernNadette Best-Green Becky Beucher Alecia Beymer Khadeidra Billingsley Megan Birch Resa Crane Bizzaro Mollie Blackburn Bradley Bleck Shelby Boehm Brandon Bolyard Sarah Bonner Amy Bouch Eliza Braden Stephanie Branson Christopher Bronke Maneka Brooks Sally Brown Ayanna Brown Cassie Brownell Yavanna Brownlee Dan Bruno Fatima Brunson Donna Bulatowicz Michael Burke Brianna Burnette Roni Burren Megan Busch Jonathan Bush Tamara Butler Kristina ByBee Josh Cabat Jeffrey Cabusao Marylyn Calabrese Carolyn CalhoonDillahunt Malcolm Campbell José Luis Cano Limarys Caraballo Mary Caulfield Christina Cedillo Anthony Celaya

Jocelyn A. Chadwick Rebecca Chatham Sapna Chemplavil Renita Cheruvu Scott Chiu Angela Clark-Oates Maria Clinton Casie Cobos Heather Coffey Justin Coles Kathy Collins Sean Connors Adam Coombs Kaitlynn Cooper Shawna Coppola Ann Marie Corgill Tracy Coskie Adam Crawley Susan Cridland-Hughes Keri-Anne Croce Caryl Crowell Jonathan Cullick Amy Cummins Aleah Dacey Jennifer Dail Dolores Dangelo Ann David Denise Davila Christine Dawson Cati de los Rios Aurelia De Silva Tyra Deckard Brittany Decker Jason DeHart Victor Del Hierro Christina DeNicolo Jane Denison-Furness Todd DeStigter Tim Dewar Darryn Diuguid Tiffany Doerr Michael Dominguez Sarah Donovan Katie Dredger

Shekema Dunlap Patricia Dunn Sybil Durand Darlene Dyer Scott Earl Brooke Eisenbach Jinan ElSabbagh Toby Emert Nicholas Emmanuele Cathie English Carla España Amanda EspinosaAguilar Sakeena Everett Kirstey Ewald Allison Fahrbach Mary Fahrenbruck Jeanne Fain Colleen Fairbanks Michelle Falter Cathy Fleischer Lauren Fletcher Tori Flint Amy Flint Jo Flory Tiffany Flowers LuAnn Fox Heather Fox Maria Franquiz Jennipher Frazier Lynn Frick Brittany Frieson Joni Fujita Glenda Funk Jesse Gainer Madison Gannon Antero Garcia Merideth Garcia Heather Garcia Alesha Gayle Anne Gere Lorena German Valente’ Gibson Carol Gilles Ricki Ginsberg Joanne Giordano Kristy Girardeau Chris Goering Maria Goff Christy Goldsmith

Margarita Gomez Yolanda Gonzales Debi Goodman Nelson Graff Anissa Graham Mara Lee Grayson Judith Green David Green Christian Gregory Jason Griffith Justin Grinage Juan Guerra Beth Gulley Amy Gutierrez Baker Mary Hade Haney Xenia Hadjioannou Beth Hafner Callie Hammond Jennie Hanna Rebecca Harper Tonja Harris Dorian Harrison Paul Hartman Sarah Hassebroek Holly Hassel Ally Hauptman Karla Hayslett Lisa Hazlett Sharon Head Marcela Hebbard Jillian Heise Janelle Henderson Roxanne Henkin Anita Hernandez Troy Hicks Katherine Higgs-Coulthard Joann Hili-Carbone Katie Hill Tierney Hinman KaaVonia Hinton Cheryl Hogue Smith Daniel Hoilett Ashley Holmes Amanda Holt Huili Hong Brian Hotson Aileen Hower Betina Hsieh Yueh-Nu Hung fahima ife

Sawsan Jaber Tambra Jackson Karen Jackson Brad Jacobson Wanda Jaggers Carol Jago Deion Jamison Marilisa Jimenez Garcia Zandra Johnson Wintre Johnson Lindy Johnson Latrise Johnson Sarah Johnson Jessica Jones Allison Jones Kelsey Jones Sara Kajder Corrine Kallemeyn Grace Kang Trent Kays Michelle Kells Patricia Kelly Katie Kelly Lauren Kelly Ann Kendall Meghan Kerr Stephanie Kerschbaum Ted Kesler Jung Kim Abigail Kindelsperger Lydiah Kiramba Brian Kissel Neil Klein Dick Koblitz Cindi Koudelka Carmen Kynard Tasha Laman Catherine Lammert Sonja Laehart Danielle Lee Kira LeeKeenan Christopher Lehman María Leija Meridith Leo Heather Lettner-Rust Naitnaphit Limlamai Ken Lindblom Diana Liu Maria Perpetua Liwanag Carmen Llerena

Alexandria Lockett Susi Long Beatrice Lopez Julia Lopez-Robertson Alfredo Luján Melissa Mack Deborah MacPhee Rene MacVay Becki Maldonado Aimee Mapes Pam Margolis Prisca Martens Bruce Martin Danny C. Martinez Lisa Martinez Valerie Mattessich Heather Matthews Nicole May Elizabeth McAninch Thomas McCann Shashray McCormack Alexis McGee Mary McGinnis Regina McManigell Teaira McMurtry Jessica Mcpeake Jolivette Mecenas Cruz Medina Mohit Mehta Heather Mendoza Caitlin Metheny Rick Meyer Nate Mickelson Erin Miller Nicole Mirra Karen Mitcham Matthew Moberly Haley Moehlis Angela Moore Charles Moore Renee Moreno Jill Morris Sam Morris Karen Morris Joaquin Munoz Liz Murray Michele Myers Rosa Nam Kindel Nash Emily Nemeth

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VOLUNTEERS

PROPOSAL REVIEWERS CONTINUED FROM PAGE 9

Beatrice Newman Janet Neyer Cathy Nicastro Katie Nitka Mitchell Nobis Cassandra Nodine Bruce Novak Tiffany Nyachae Amy Nyeholt Kris Nystrom Lakeya Omogun Anna Osborn Sandra L Osorio Alicia Owen Amanda Palmer Leah Panther Erin Parke Kim Parker Sue Parsons Patricia Paugh Roderick Peele Bruce Penniman Tonya Perry Carrie Perry Michelle Peterson-Davis Tien Pham Darius Phelps Kathryn Pierce Shana Pies Jill Pinard Kim Pinkerton Pam Pittman Joseph Pizzo Grace Player Mya Poe Theresa Pollok Kirsten Pomerantz David Premont Detra Price-Dennis Sarah Prielipp John Przyborowski Kristine Pullins Amy Quan Emily Rainey Reshma RamkellawanArteaga

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Michelle Rankins Sherry RankinsRobertson Clancy Ratliff Tiffany Rehbein Stephanie F. Reid Virginia Reischl Keisha Rembert Sarah Ressler Wright Carol Reuman Mary Rice Holly Riesco J. Michael Rifenburg Zanetta Robinson Heather Rocco Luke Rodesiler Rochelle (Shelley) Rodrigo Sanjuana Rodriguez René Miguel RodríguezAstacio Yasmine Romero Laura Roop Mario Rosado Anna J. Small Roseboro Tiffany Rousculp Kristina Rovison Laurie Rozakis Gretchen Rumohr Shirley Rutter Anthony Sams Timothy San Pedro Sherry Sanden Sophia Sarigianides Yamil Sarraga-Lopez Lisa Scherff Ryan Schey Pauline Schmidt Andy Schoenborn Nina Schoonover Mary-Celeste Schreuder David Schultz Sara Schumacher Janice Schwarze Yolanda Sealey-Ruiz Robyn Seglem

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Kay Sellers Byung-In Seo Sonam Shahani Shyam Sharma Kristen Sheehan Jennifer Shettel Melanie Shoffner Erica Shook Nicole Sieben Jennifer Silver Pamela Simmons Darby Simpson Rebecca Sipe Yvonne Siu-Runyan Peter Smagorinsky Lauren Smith Mukkaramah Smith Robin Snead Catherine Solomon Cathy Sosnowski Helene Spak Jeff Spanke Lucy Spence Holly Spinelli Sarah Spring Jeanine Staples Kimberly Stewart Justin Stygles Yoo Kyung Sung Kaela Sweeney Valerie Sweeney Prince Jay Taniguchi Jineyda Tapia Valerie Taylor Francie Teitelbaum Tran Templeton Amanda Thein Alex Thieme Rhianna Thomas Peggy Thomas Tracy Thompson Josh Thompson Heather Thomson-Bunn Natasha Thornton LaMar Timmons-Long Howard Tinberg

Katherine Tirabassi Jeanette Toomer Estrella Torrez Tasha Tropp Laman Kristen Turner Jessica Ulmer Velma Valadez Nancy Valdez-Gainer Sarah Valingo Susan Vincent Saba Vlach Dinah Volk Allison Volz Kelly Vorhis Alison Vowell Diane Waff Honey Walrond Yang Wang Lisa Watson Vaughn Watson Rebecca Weber Sarah Webster Mollie Welsh-Kruger Leah Wendt Christy Wenger John West Beth White Anastasia Wickham Stacey Wilkins Rick Williams Shelbie Witte Joanna Wong Christopher Working Shirley Wright Marcia Wright Kamania Wynter-Hoyte Deborah Yarbrough Haeny Yoon Michael Young Vershawn Young Craig Young Maria Zafonte Leah Zuidema

PHOTO BOOTH LOUNGE Sponsored by Scholastic Let’s have fun! Stop by the Photo Booth Lounge and have some laughs. We have a number of different backgrounds and fun stickers for you to use as you snap that selfie!

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. www.scholastic.com

Visit a Lounge to Talk with Authors and More!

NCTE AUTHOR TALKS & MORE LOUNGE While attending #NCTE21, be sure to stop by the NCTE Author Lounge. Hear from authors of new NCTE books, learn more about our books and journals, and chat with publications staff.

NOT TO BE MISSED LOUNGE Sponsored by Poetry Out Loud Attend a session that you think others should watch? Come to the “Not To Be Missed” lounge and post a comment!

Attendees can use this lounge as a chat board to post about sessions they would recommend to others. NCTE will also post information about upcoming sessions, events, and activities. Don’t Miss this Lounge!

Poetry Out Loud is a national program that encourages study of great poetry by offering free materials and a dynamic recitation competition for high schoolers.

It helps students master public speaking skills, build self-confidence, and learn about literary history. poetryoutloud.org

NCTE MEMBERSHIP LOUNGE Visit the NCTE Membership Lounge where you can learn about the many ways NCTE supports you throughout your career, plus a chance to explore several unique opportunities to get even more involved as a member. Not an NCTE member?

Be sure to stop by—we’d love to meet you!

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W E LCO M E Welcome to the 111th NCTE Annual Convention!

We are so happy to have you join us. Whether this is a treasured annual tradition or your first time attending, we offer a radical welcome into this community during and after the convention. May you find bountiful opportunities to add your voice, learn from the expertise of peers, and discover ways to enhance literacy education for all students and communities.

Guided by program chair Dr. Valerie Kinloch’s vision, we challenge ourselves to do more and do better for youth and learners of all ages. Wherever you are on your path, this Convention presents opportunities to challenge your thinking and create new and more equitable literacy practices.

We honor the commitment of so many partners, authors, and volunteers who have woven their contributions together to make this incredible event take place this year. NCTE truly does have a village working day and night to create opportunities for our discipline and its people. Thank you so much.

Building on the award-winning inaugural virtual convention1, our team has challenged itself to build further into the future. You’ll see small and big steps to add connection and augment community conversation aided by a humancentric commitment to leverage technology. We also continue to be humble, with the awareness that technology sometimes sends surprises. We ask for your advance goodwill and grace should any glitches occur. We’ll be working continuously behind the scenes to make the most of every planned—and perhaps unexpected—event.

I commend my NCTE staff colleagues who have rallied to bold new visions and continue to work tirelessly in service of this Convention and the people it serves. When we are energized by the call to do more while we must abide by the demands cast by a worldwide pandemic, our team stays focused on excellence. I’m so grateful for our staff and our many partners who all share NCTE’s mission.

Again, welcome. We look forward to your feedback in our quest to continue building this event in service of inspired literacy education.

Warmly, Emily Kirkpatrick Executive Director

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GENERAL CONVENTION INFORMATION LOGISTICS: HOURS, NAVIGATING THE PLATFORM What are the hours of the Convention?

Each area has different hours, but the lobby will be staffed during the following hours: Wednesday..................................................... 5:00–9:00 p.m. ET Thursday............................................................1:00–9:00 p.m. ET; Exhibit hall grand opening, 5:30–7:00 p.m.

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

What time zone are hours?

Times for all sessions are Eastern Time.

What are the different components of the virtual platform?

NCTE 2021 Lobby: The lobby is the main entrance to the Convention platform. There is a chat at the bottom of the page for general questions.

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

Exhibitor sessions are included in the webcast auditorium.

On-Demand Sessions: These sessions are available any day, any time. On-Demand sessions include poster sessions, panels, roundtables, and more. When you click on “On-Demand sessions” in the navigation bar, a new window will open for you to browse these sessions.

Exhibit Hall: Contains three primary halls: (1) NCTE Central, where you will find NCTE publications booths; (2) Gold Hall, where you will find Scholastic and Learning for Justice; and (3) Bronze Hall where you will find Poetry Out Loud. All other exhibitors are listed in alphabetical order within the Exhibit Hall.

Many exhibitors are offering author meet and greets; review the Meet the Author booklet to learn more.

Networking Lounges: Lounges are where you can have more casual conversations with fellow attendees. There are four lounges: 1. NCTE Author Talks & More Lounge While attending #NCTE21, be sure to stop by the NCTE Author Lounge. Hear from authors of new NCTE books, learn more about our books and journals, and chat with publications staff.

2. Not To Be Missed Lounge Sponsored by Poetry Out Loud Attend a session that you think others should watch? Come to the “Not To Be Missed” Lounge and post a comment! Attendees can use this lounge as a chat board to post about sessions they would recommend to others. NCTE will also post information about upcoming sessions, events, and activities. Don’t Miss this Lounge!

3. Photo Booth Lounge Sponsored by Scholastic Let’s have fun! Stop by the Photo Booth Lounge and have some laughs. We have a number of different backgrounds and fun stickers for you to use as you snap that selfie!

4. NCTE Membership Lounge Visit the NCTE Membership Lounge where you can learn about the many ways NCTE supports you throughout your career, plus a chance to explore several unique opportunities to get even more involved as a member. Not an NCTE member? Be sure to stop by—we’d love to meet you!

Convention Policies: http://convention.ncte. org/2021-convention/policies/

How do I use the Online Planner feature?

Can I remove a session I added?

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

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GENERAL CONVENTION INFORMATION

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

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

Can I ask presenters questions during Live and Scheduled sessions?

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

EXHIBIT HALL HOURS Wednesday 11/17............... 5:30–7:00 p.m. Grand Opening Thursday 11/18...................................................... 6:00–7:30 p.m.

Friday 11/19........................10:00–11:30 a.m.; 6:00–8:00 p.m.

Saturday 11/20....................................................9:00–11:00 a.m.; 12:30–2:00 p.m.; 4:30–6:30 p.m.

Sunday 11/21.............................................10:00 a.m.–12:00 p.m.

The Virtual Convention platform will include details of the Virtual Exhibit Hall that will help you navigate the booths and rooms. Many exhibitors are planning to host meet-and-greets with authors, so make sure you plan time to visit booths in the Virtual Exhibit Hall.

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REGISTRATION RELATED How do I log in to the Convention?

Log in via the NCTE 2021 Virtual Annual Convention Platform. Select “Presenter/Attendee Login” and enter your email address and password. Your email address is the one you used to register for Convention. If you are having problems logging in, you can try to reset your password. If you still have problems, contact us at immediately at NCTEevents@ncte.org.

How early can I log in?

You can log in on November 17 to use the Online Planner and bookmark the site. The lobby, lounges, and exhibit hall will open on Wednesday, November 17 at 5:30 p.m. ET. Please log in as soon as possible to ensure you have the best experience possible!

Is there a cut-off date for registration?

Registration for Convention is open until 11:59 p.m.

ET on Friday, December 31. Once a person registers it takes approximately 30 minutes for that person to have access to the platform.

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

You will still have access until February 19, 2022. You can log in any day, any time, and as frequently as you’d like during this period.

Can I share my login with a friend or colleague?

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

Can I register for one day only?

No, NCTE does not offer one day registration.

I have a question about becoming an NCTE member.

Visit the Membership Lounge to learn more about the benefits of membership! After the Convention, see our website.

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

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

Are there opportunities to receive books this year?

The NCTE Annual Convention is full of opportunities to receive and/or win books. Some of these opportunities include: 1. Attend the Special Secondary Section Event on Saturday, November 20, 2:15–3:45 p.m.

ET, for a chance to receive a bundle of four books courtesy of NCTE and Macmillan. All attendees are eligible; after the event we will use a randomizer to select 50 winners. See you there!

2. Stop by exhibitors’ booths! Many of our exhibitors are planning book giveaways, free ebooks, discount codes, and more!

3. Anyone who takes a pictures in the Photo Booth Lounge and posts to social tagging #NCTE21 will have a chance to win a daily giveaway.

• The first participants to hit the top scores* four– eight will receive a $25 bookshop.org gift card.

• The first participants to hit the top scores* nine– twenty will receive a free NCTE book mailed to the address provided on their registration.

How do I earn points?

You can earn points within the platform by taking certain actions during Convention. While some actions are a surprise, we want to highlight a few key actions which will help kick start your point collection: • 250 Points: Login to the Virtual Platform by 11:59 p.m. ET on November 16 • 150 Points per Action: Visit the Gold Sponsor Hall • 100 Points per Action: Visit the Bronze Sponsor Hall Check the Annual Convention Leaderboard in the Exhibit Hall throughout Convention to check on your point status.

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

• 4–8: $25 bookshop.org gift card

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

• 9–20: a free NCTE book mailed to the address provided on their registration

How and when can I access sessions for the 90 days post-Convention?

4. Gamification prizes! The first participants to hit the top scores win: • 1–3: complimentary registration that the 2022 NCTE Annual Convention

What is gamification?

Gamification is when a game is added to an online platform. During Convention, attendees earn points for completing different actions (see below). You can check your status in the NCTE Central Hall at any time. Gamification begin when the platform login information is distributed to attendees and ends on Sunday, November 22, at 4:15 p.m. ET.

Archived sessions will be accessed through the same platform and login process you use to attend the Convention. On-Demand sessions can be accessed beginning the first day of Convention. Live and Scheduled sessions will be archived and available for viewing 48–72 hours after the session ends until February 19, 2022.

20 instead of 40 • The first participants to hit the top three scores* will receive complimentary registration that the 2022 NCTE Annual Convention.

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SCHEDULE ®

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

THURSDAY, 11/18

FRIDAY, 11/19

SATURDAY, 11/20

1:30–2:45 P.M. ET

11:45 A.M.–1:00 P.M. ET

9:30–10:45 A.M. ET

Promoting Inclusion with Classroom-Created Anthologies with Sylvia Vardell and Janet Wong

Abolitionist Teaching in Action: A Collection of Children’s Books with Laura Haney and Mary Jade Haney

Poetry for Social Justice with Ryan Colwell and Mary-Kate Sableski

3:00–4:15 P.M. ET

1:15–1:35 P.M. ET

“Unbound”: Picture Books that Celebrate and Uplift Differently-Abled People with Ashton Darby-Hampton and Taylor Kiehl

Overcome Budget & Time Constraints with Free Classroom Novels and Teaching Resources with Aaron Smith (sponsored by the Ayn Rand Institute)

6:00–6:20 P.M. ET

1:40–2:00 P.M. ET

Make Room in Your TBR pile for New & Notable YA from Abrams with Jenny Choy (sponsored by Abrams Books)

Workman Publishing Book Buzz! with Annie Mazes and Caitlin Rubinstein, Workman Publishing (sponsored by Workman Publishing)

2:45–4:00 P.M. ET Simple, Sentimental, and Sacred Stories of Intergenerational Families with Aliza Werner

4:15–5:30 P.M. ET The Healing Power of Intergenerational Picture Books with Lynsey Burkins and Clare Landrigan

5:45–7:00 P.M. ET Reclaiming Readers with New Canon in Black Literature with Paula Chase

12:30–12:50 P.M. ET How to Build an Effective Classroom Library with Scholastic Book Clubs with Stella Castilla (sponsored by Scholastic)

12:30–1:45 P.M. ET Honoring Home and Families with Stella Villalba

1:00–1:20 P.M. ET Celebrated Graphic Novelist Niki Smith Discusses The Golden Hour with Niki Smith and Victoria Stapleton (sponsored by Little Brown Books for Young Readers)

2:15–3:30 P.M. ET Nothing Ventured, Nothing Gained: New Texts to Nourish Ourselves, Our Students, and Our Learning Communities with Clare Donovan Scane and Kristine Schutz

3:45–5:00 P.M. ET Books to Feed Your Mind with Carol Jago

5:15–6:30 P.M. ET Supporting ABAR Teaching with Picture Books with Jillian Heise

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AUTHOR STRAND

While attending #NCTE21, be sure to stop by the NCTE Author Lounge. Hear from authors of new NCTE books, learn more about our books and journals, and chat with publications staff.

THURSDAY, NOVEMBER 18, 3:00–4:15 P.M. ET NCTE Author Strand: Why Empathy Is Core to Your Literacy Classroom Why should you cultivate empathy in your classroom? Because it not only encourages mutual understanding and caring, but also deepens literacy learning. When students walk in the shoes of story characters, the practice extends thoughtfulness to the real people in their lives. As for you—teaching literacy through an empathy lens might just reinvigorate your joy of teaching.

In this 75-minute engagement, Christie McLean Kesler and Mary Knight—creators of the CoreEmpathy approach and coauthors of CoreEmpathy: Literacy Instruction with a Greater Purpose—will demonstrate how to turn an empathy lens on the reading and writing essential to all K–6 classrooms, optimizing the connection between them. Workshop participants will discover how to cultivate empathy and literacy skills simultaneously, while elevating both. Find out why, when you plant the seeds of empathy in the classroom, everything grows.

Presenters: Christie McLean Kesler, Western Washington University Mary Knight, Lexington, KY

FRIDAY, NOVEMBER 19, 10:00–11:15 A.M. ET NCTE Author Strand: Information Session around the New Perspectives on Primary Sources (NPPS) Project Learn more about a fellowship opportunity with NCTE, in partnership with the Library of Congress: New Perspectives on Primary Sources. With a December 1 application deadline, fellowships will begin in January 2022 and offer approximately 60 hours of professional learning throughout 2022 along with the expectation to contribute an instructional unit and chapter for an NCTE-edited book. As incentives, participants will be given complimentary registration for the 2022 NCTE Annual Convention and stipends of $2,000 will be offered.

Applicants must be current educators teaching in secondary classrooms. Come chat with the leaders of this fellowship to learn more!

Presenters: Lisa Storm Fink, NCTE Professional Learning and Member Engagement, NCTE Teaching with Primary Sources Program Troy Hicks, Central Michigan University and Chippewa River Writing Project

FRIDAY, NOVEMBER 19, 4:15–5:30 P.M. ET NCTE Author Strand: Using Film to Unlock Textual Literacy Struggling to help kids engage with print text? Looking for ways to help your students learn to analyze text deeply in a hands-on, differentiated, and real-world environment? Or maybe just want to learn how to take a better bathroom selfie? Robert Crisp, author of Using Film to Unlock Textual Literacy: A Teacher’s Guide, explores strategies for using film study and filmmaking to help students engage in entirely new ways with print text. No special equipment beyond a cell phone is required, and no filmmaking experience is necessary to be successful.

Presenter: Robert Crisp, Myers Park High School, Charlotte, NC

SATURDAY, NOVEMBER 20, 3:45–5:00 P.M. ET NCTE Author Strand: Principled Reading and Writing: PIP Authors in Conversation Join us for a conversation with NCTE authors Anne Elrod Whitney (Growing Writers: Principles for High School Writers and Their Teachers) and Jennifer Ochoa (Already Readers and Writers: Honoring Students’ Rights to Read and Write in the Middle Grade Classroom). Whitney and Ochoa will share their reasons for writing their books, what they learned about working with middle and high school readers and writers as they wrote, and ways we can all create classroom environments that honor, support, and inspire students. Come with your own questions and wonderings as we learn together from these authors and each other. Cathy Fleischer, editor of the Principles in Practice (PIP) imprint, will host what promises to be a lively conversation with two thoughtful teacher researchers.

Chair: Cathy Fleischer, Eastern Michigan University, Ypsilanti Presenters: Jennifer Ochoa, Patria Mirabal School and Lehman College-CUNY, NY Anne Elrod Whitney, Pennsylvania State University

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MEET THE WEDNESDAY, 11/17 AUTHORS All times below are Eastern Time (ET)

We are excited to bring you opportunities to engage with authors in our virtual exhibit hall.

Meet and greets will take place within the exhibiting company’s booth listed below, during the date and time noted.

Please note that these times are estimates on when the meet and greet will begin and end.

Visit each exhibiting company’s booth for the most up-to-date information, as well as for details on how to engage with each author.

WEDNESDAY, 11/17 6:00 – 6:30 PM

Michael Genhart Magination Press They’re So Flamboyant

6:30 – 7:00 PM

Leslie Davenport Magination Press All the Feelings Under the Sun: How to Deal With Climate Change

WEDNESDAY, 11-17-2021 • 1

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

THURSDAY, 11/18

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FRIDAY, 11/19

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

SATURDAY, 11/20

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SUNDAY, 11/21

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EXECUTIVE COMMITTEE

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

President-Elect VALERIE KINLOCH University of Pittsburgh, PA

Vice President MARÍA E. FRÁNQUIZ University of Texas at Austin

Past President FRANKI SIBBERSON Dublin, OH

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

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

Secondary Section Representative-at-Large LAMAR TIMMONS-LONG New York City Department of Education

Chair, CCCC JULIE LINDQUIST Michigan State University, East Lansing

Chair, ELATE LATRISE P. JOHNSON University of Alabama, Tuscaloosa

Chair, Elementary Section TRACEY T. FLORES University of Texas at Austin

Associate Chair, CCCC HOLLY HASSEL North Dakota State University

Chair, TYCA SARAH Z. JOHNSON Madison Area Technical College, WI

Chair, CEL CHRISTOPHER BRONKE Downers Grove North High School, IL

President, LLA DEBORAH MACPHEE Illinois State University Normal, IL

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

Chair, Secondary Section LISA SCHERFF Community School of Naples, FL

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

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WEDNESDAY EVENT PRECONFERENCE GENERAL SESSION Wednesday, November 17 / 7:00–8:30 p.m. ET

NIKOLE HANNAH-JONES AND NIKKOLAS SMITH Before the Convention gets underway, attendees are invited to gather on Wednesday, November 17, from 7:00 p.m. to 8:30 p.m. ET, for a Preconference General Session featuring Nikole Hannah-Jones, Renée Watson, and Nikkolas Smith, the coauthors and illustrator of the forthcoming The 1619 Project: Born on the Water. This event is included in the registration price for all Convention attendees.

NIKOLE HANNAH-JONES is a Pulitzer Prize-winning reporter covering racial injustice for The New York Times Magazine and the creator of the landmark 1619 Project. Hannah-Jones is author of the forthcoming The 1619 Project: A New Origin Story and the coauthor of the picture book The 1619 Project: Born on the Water, written with Renée Watson and illustrated

by Nikkolas Smith. She also has written extensively about school resegregation across the country and chronicled the decades-long failure of the federal government to enforce the landmark 1968 Fair Housing Act. In 2016, she cofounded the Ida B. Wells Society for Investigative Reporting, a training and mentorship organization dedicated to increasing the ranks of investigative reporters of color. © JAMES ESTRIN

NIKKOLAS SMITH, a native of Houston, Texas, is an Artivist, picture book author, and Hollywood film illustrator. He is the author/illustrator of The Golden Girls of Rio, nominated for an NAACP Image Award, My Hair Is Poofy and That’s Okay, and World Cup Women. He is the illustrator of the forthcoming picture book, The 1619 Project: Born on the Water, cowritten by Nikole Hannah-Jones and Renée Watson. As a Black illustrator, Nikkolas is focused on creating captivating art that can spark important conversations around social justice in today’s world and inspire meaningful change. Many of his viral, globally shared and published sketches are included in his book Sunday Sketch! The Art of Nikkolas.

He also speaks on his Artivism at conferences, workplaces, and schools around the world, and leads workshops in digital painting, character, and movie poster design. He lives in Los Angeles, California. Learn more at www.NIKKOLAS.art.

VANESSA CROCINI

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G E N ERA L S ES S ION S

MILLER MOBLEY

Thursday, November 18 4:30–5:45 p.m. ET

MICHELLE OBAMA MICHELLE ROBINSON OBAMA served as First Lady of the United States from 2009 to 2017.

Mrs. Obama is the author of the memoir Becoming, a #1 New York Times bestseller that won an NAACP Image Award, was named one of Essence’s 50 Most Impactful Black Books of the Past 50 Years, and was selected as an Oprah’s Book Club pick. Becoming has been adapted into an edition for young readers and is the basis for Becoming: A Guided Journal for Discovering Your Voice.

She is also the author of American Grown: The Story of the White House Kitchen Garden and Gardens Across America and recently contributed the introduction for Follow That Food!, a picture book tie-in with Waffles + Mochi, a Netflix children’s series from Higher Ground Productions, the production company she founded with her husband, former President Barack Obama.

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GE N ERAL SES S I O NS Friday, November 19 8:00–9:15 p.m. ET

GEORGE M. JOHNSON GEORGE M. JOHNSON is the author of the memoir We Are Not Broken.

Johnson has written for major outlets, including Teen Vogue, Entertainment Tonight, NBC, The Root, Buzzfeed, Essence, Ebony, THEM, and The Grio.

They have also served as Guest Editor for BET.com’s Pride month. They were awarded the 2019 Salute to Excellence Award by the National Association of Black Journalists for their article “When Racism Anchors Your Health” in Vice Magazine, and named to The Root 100 Most Influential African Americans in 2020. They are the author of the bestselling memoir All Boys Aren’t Blue.

VINCENT MARC

Saturday, November 20 11:00 a.m.–12:15 p.m. ET

COLSON WHITEHEAD COLSON WHITEHEAD is the author of Harlem Shuffle. He is the #1 New York Times bestselling author of ten works of fiction and nonfiction, and a twotime winner of the Pulitzer Prize for Fiction, for The Nickel Boys and The Underground Railroad, which also won the National Book Award. His reviews, essays, and fiction have appeared in a number of publications, including the New York Times, The New Yorker, New York Magazine, and Harper’s. A recipient of MacArthur and Guggenheim fellowships and the Library of Congress Prize for American Fiction, he lives in New York City.

CHRIS CLOSE

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Sunday, November 21 12:00–1:15 p.m. ET

AMANDA GORMAN

DANNY WILLIAMS

AMANDA GORMAN is a poet, activist, and bestselling author. She is a committed advocate for the environment, racial equality, and gender justice. Amanda’s activism and poetry have been featured on the Today Show, PBS Kids, and CBS This Morning, and in the New York Times, Vogue, and Essence. After graduating cum laude from Harvard University, she now lives in her hometown of Los Angeles.

In 2017, Amanda Gorman was appointed the first-ever National Youth Poet Laureate by Urban Word—a program that supports Youth Poets Laureate in more than 60 cities, regions, and states nationally. Gorman’s performance of her poem “The Hill We Climb” at the 2021 Presidential Inauguration received critical acclaim and international attention. The special edition of her inaugural poem, “The Hill We Climb,” was published in March 2021 and debuted at #1 on the New York Times, USA Today, and Wall Street Journal bestsellers list. Amanda appeared on the cover of TIME magazine in February 2021 and was the first poet to grace the cover of Vogue in their May 2021 issue. She was Porter Magazine’s July 2021 cover star and received The Artist Impact Award at the 2021 Backstage at the Geffen Awards. Her debut picture book, Change Sings, published in September 2021 and debuted at #1 on the New York Times bestseller list, and her poetry collection, Call Us What We Carry, will release in December 2021. Please visit www.theamandagorman.com.

2021 NCTE Presidential Address

ALFREDO CELEDÓN LUJÁN During the Closing General Session, ALFREDO CELEDÓN LUJÁN will deliver the 2021 NCTE Presidential Address. Luján is the president of NCTE as well as an English teacher at Monte del Sol Charter School in Santa Fe, New Mexico, where his students were featured in a segment of CPB/Annenberg’s The Expanding Canon: Teaching Multicultural Literature. He hails from Nambé, northern New Mexico. He received his Bachelor of Science degree in education from New Mexico State University and his Master of Arts/English and Master of Letters from the Bread Loaf School of English at Middlebury College.

He has been a writer-in-residence at the Noepe Center for Literary Arts at Martha’s Vineyard and also with the multicultural Artist in the Schools Program in Alaska. He has been a recipient of three fellowships from the National Endowment for the Humanities, and was named one of New Mexico’s Golden Apple Award winners for excellence in teaching in 2015.

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SPECIAL EVENTS & KEYNOTE SPEAKERS THURSDAY, NOVEMBER 18 7:30-8:00 P.M. ET All-Section Get-Together Join representatives from the NCTE Elementary, Middle Level, Secondary, and College Sections in a discussion oriented session rooted in the 2021 NCTE Annual Convention theme. Come network with your NCTE colleagues and meet new colleagues, too!

8:15–9:00 P.M. ET Elementary Section Get-Together Presenter: Gholdy Muhammad, author, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy

Middle Level Meet-Up 2021 Awards Celebration

Gholdy Muhammad

Secondary Section Get-Together Presenter: Eliot Schrefer

College Section Get-Together Celebration of the 2021 NCTE Richard C. Ohmann Award

Eliot Schrefer

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FRIDAY, NOVEMBER 19 1:15–2:30 P.M. ET ELATE Keynote Session JO ETTA PERSON

Presenter: Charles Person, author of Buses Are a Comin’: Memoir of a Freedom Rider

Charles Person

2:45–4:00 P.M. ET Middle Level Keynote Session Presenter: Eve L. Ewing, author of Electric Arches, 1919, Ghosts in the Schoolyard, and Maya and the Robot

Eve L. Ewing

3:45–5:00 P.M. ET College Level Keynote Session “Standard White Mainstream English Is the Floor, Not a Ceiling”: Interrogating and Transforming Your Language Pedagogy through the Lens of Black Linguistic Justice” Presenter: April Baker-Bell, Michigan State University April Baker-Bell

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SPECIAL EVENTS & KEYNOTE SPEAKERS SATURDAY, NOVEMBER 20 9:30–10:45 A.M. ET ALAN at NCTE Keynote Session ALICE DODGE

Presenter: Kekla Magoon, author of Revolution In Our Time: The Black Panther Party’s Promise to the People

Kekla Magoon

12:30–2:00 P.M. ET Children’s Book Awards Keynote Session Presenters: Janet S. Wong, poet and author of HOP TO IT: Poems to Get You Moving and Good Luck Gold & MORE Jen Bryant, who writes picture books, novels, and poems for readers of all ages Frank Morrison, award-winning illustrators of many books for young readers Derrick Barnes, author of The King of Kindergarten and I Am Every Good Thing Gordon C. James, illustrator of I Am Every Good Thing and Crown: An Ode to the Fresh Cut Jen Bryant

Frank Morrison

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CHDWCK

LUCAS GARZOLI

Janet S. Wong

Derrick Barnes

Gordon C. James

2:15–3:30 P.M. ET Secondary Section Keynote Session SHEE YANG

Presenter: Kao Kalia Yang, author of Somewhere in the Unknown Word

Kao Kalia Yang

6:45–7:15 P.M. ET Virtual 89th Annual M.R. Robinson Event Please join Scholastic President & CEO Peter Warwick as he continues this longstanding and well-loved NCTE tradition. The annual M.R. Robinson event, named in honor of our founder, captures the spirit of the Thanksgiving season and recognizes the dedication of teachers across the country.

7:30–9:00 P.M. ET Asian/Asian American Caucus Networking & Mentoring Event 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 virtually, we hope to further strengthen alliances and resource-sharing within our diverse communities and provide a much-needed space for collaboration and coalition building within the larger NCTE Convention. Books by Asian American authors will be given away as prizes. We hope you will join us!

Cultural Celebration, hosted by the Black and Latinx Caucuses The sounds of the soul and the voices and verbs of the spoken word highlight an evening of culture, history, and performance. This dynamic event will start at the moment when music meets breath, interacting and converging in conversation, using spoken word poetry to reclaim identities and challenge inequities around language, privilege, and power. Each performance will illuminate issues transcultural and representative of neo-American being, while highlighting children and stories told through themes of social justice and communities of harmony. This providential event is presented collectively by the Black and Latinx Caucuses.

The Cultural Celebration is open to all NCTE members and guests.

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SPECIAL EVENTS & KEYNOTE SPEAKERS SUNDAY, NOVEMBER 21 9:00–10:15 A.M. ET Children’s Literature Assembly Keynote Session Presenters: Michaela Goade (Tlingit), illustrator, We Are Water Protectors Carole Lindstrom (Tribally enrolled Turtle Mountain Band of Ojibwe/Metis Nation), author, We Are Water Protectors Kevin Noble Maillard (Seminole Nation), author, Fry Bread: A Native American Family Story Cynthia Leitich Smith (Muscogee), author, Ancestor Approved: Intertribal Stories for Kids and Sisters of the Neversea Traci Sorell (Cherokee Nation), author, We Are Still Here and Classified Kevin Noble Maillard

Michaela Goade

Carole Lindstrom

Cynthia Leitich Smith

Traci Sorell

10:30–11:45 A.M. ET Affiliate Keynote Session This session for affiliate leaders and members will celebrate the winners of 2021 NCTE affiliate awards.

1:30–2:45 P.M. ET National Writing Project Keynote Session Toward Education Futures: Practicing the Civic Imagination Do you dream of what education might be? Do you imagine the perfect school?

Do you long for an opportunity to talk to other people about these ideas? Then don’t miss NWP’s Keynote Session at NCTE’s 2021 Annual Convention. Sangita Shresthova, director of the Civic Imagination Project at the University of Southern California, will lead this live session.

Presenter: Sangita Shresthova, PhD

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Sangita Shresthova

FEATURED SESSIONS THURSDAY, NOVEMBER 18 / 6:00–7:15 P.M. ET Deeper Than Edutainment: Taking Books and Their Film Adaptations Seriously

Randy Testa

This session upends standard practice concerning using novels with their film adaptations, presenting an engaging alternative methodology [and central component of media literacy] we’ve created with educators and movie industry people alike for its value in shedding light on the value of treating books and movie adaptations as equal partners—which flies in the face of teacher wariness of film adaptations

by Hollywood.

Presenter: Randy Testa, Harvard Graduate School of Education

FRIDAY, NOVEMBER 19 / 4:15–5:30 P.M. ET Choice and Voice: What It Means to Be an Independent Reader Kylene Beers, author and coauthor of the bestselling books When Kids Can’t Read/What Teachers Can Do, Notice and Note, Disrupting Thinking, and Forged by Reading, shares thoughts on what it means to be an independent reader, that type of reader who not only can struggle successful through a challenging text, but thinks deeply about texts that challenge our thinking. She’ll discuss the role of choice in developing the independent reader who is really an independent thinker and discuss what happens when censors decide to remove choice. As a part of this discussion, she will interview Jerry Craft, winner of the 2020 Newbery Medal, the Coretta Scott King Author Award, and the Kirkus Prize, and author of New Kid and Class Act.

Kylene Beers

Presenters: Kylene Beers, author and coauthor, When Kids Can’t Read/ What Teachers Can Do, Notice and Note, Disrupting Thinking, and Forged by Reading Jerry Craft, author, New Kid and Class Act

Jerry Craft

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FEATURED SESSIONS FRIDAY, NOVEMBER 19 / 5:45–7:00 P.M. ET Civic Reasoning and Discourse: The Role of Literacy Instruction in K-12 Classrooms This session addresses the role of literacy in preparing students for civic reasoning and discourse across subject matter domains. This session builds upon a recent National Academy of Education report Educating for Civic Reasoning and Discourse that synthesizes evidence from studies of human learning and development to inform civic learning.

Antero Garcia

Kris Gutierrez

Presenters: Antero Garcia, Stanford University Kris Gutierrez, University of California, Berkeley Carol Lee, Northwestern University Nicole Mirra, Rutgers University Na’ilah Suad Nasir, The Spencer Foundation Carol Lee

Nicole Mirra

Na’ilah Suad Nasir

SATURDAY, NOVEMBER 20 / 3:45–5:00 P.M. ET Where Is the Justice? Engaged Pedagogies in Schools and Communities This panel draws on lessons from the recently published book, Where Is the Justice? Engaged Pedagogies in Schools and Communities, to examine the role of justice and engaged pedagogies. Attendees will be invited to discuss how learning within schools and communities should center radical imagination, restorative justice, and freedom dreaming.

NIKO NERO

Presenters: Tamara Butler, College of Charleston Valerie Kinloch, University of Pittsburgh Emily Nemeth, Denison University Grace Player, University of Connecticut

Tamara Butler

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Valerie Kinloch

Emily Nemeth

Grace Player

SUNDAY, NOVEMBER 21 / 9:00–10:15 A.M. ET Genius, Joy, and Love Inspired by the brilliance of Gholdy Muhammad, Yolanda Sealey-Ruiz, Shamari Reid, and Anyah Nancy Jackson, NCTE Program Chair and President-Elect Valerie Kinloch recently created a summer literacy academy for Black students titled, “Genius, Joy, and Love.” With the overarching goal of cultivating, supporting, and embracing Black students, Black cultural practices, and Black intellectual and community traditions, the summer academy draws on Muhammad’s “cultural genius equity framework for culturally and historically responsive literacy” as well as on Sealey-Ruiz’s “ethical commitment to caring for the communities in which we work.” In so doing, the summer academy encourages participants to do what this featured session will do: to reflect on our identities, lives, and literacies; to center our hopes, desires, dreams, and ourselves as significant in our movement toward freedom; to critically examine meanings of equity in literacy teaching and learning; and to lovingly understand the valuable role played by our very own creativities—through poetry, spoken word, art, and song. Thus, Gholdy, Yolanda, Shamari, and Anyah will engage in a conversation about “Genius, Joy, and Love” in English language arts and literacy studies from Black creative, critical, and humanizing perspectives.

Anyah Nancy Jackson

Gholdy Muhammad

Shamari Reid

Yolanda Sealey-Ruiz

Presenters: Anyah Nancy Jackson, Temple University undergraduate student Gholdy Muhammad, University of Illinois Chicago Shamari Reid, Teachers College, Columbia University Yolanda Sealey-Ruiz, Teachers College, Columbia University

SUNDAY, NOVEMBER 21 / 3:00–4:15 P.M. ET #BlackBoyLiteraciesMatter/s: A retrospective dialogue about Black boyhood, literacy, and thrival in Buffalo, NY During this presentation, three young Black men and their literacy teacher discuss the intersection of race/racism, gender, age, and liberating literacy in Buffalo, New York, by sharing examples of their educational justice-informed adolescent writings: a memoir (Community Cultural Wealth), a short-verse poem (Critical Micropoetry), and a science fiction short narrative (Visionary Fiction).

Presenters: Jevon Hunter, SUNY Buffalo State Jabari Blodgett Darren Cameron Melique Young

Jevon Hunter

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

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

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

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

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

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

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

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

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

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Elementary

M

Middle

S

Secondary

C

College

G

General Interest

TE

Teacher Education

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AWA R DS 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: Jonda C. McNair, The Ohio State University

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

Recipient: Linda Rief, former eighth-grade teacher, current instructor in the University of New Hampshire Summer Literacy Institute

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: Christina V. Cedillo, University of HoustonClear Lake, TX

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

Recipient: Stephanie Anne Shelton, The University of Alabama, Tuscaloosa

James R. Squire Award

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: Rhetorical Crossover: The Black Presence in White Culture (University of Pittsburgh Press, 2020) by Cedric D. Burrows, Marquette University, Milwaukee, WI

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

Recipient: Emily Sendin, Miami Dade College, Miami, FL

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: Kristin Kobes Du Mez, Jesus and John Wayne: How White Evangelicals Corrupted a Faith and Fractured a Nation (Liveright, 2021)

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: Stephanie R. Toliver, University of Colorado, Boulder, “Freedom Dreaming in a Broken World: The Black Radical Imagination in Black Girls’ Science Fiction Stories”

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 D. Lee, Northwestern University, Evanston, IL 2021 NCTE ANNUAL CONVENTION PROGRAM

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

Recipients: Wan Shun Eva Lam, Natalia Smirnov, Amy A. Chang, Matthew W. Easterday, Enid M. RosarioRamos, and Jack C. Doppelt, “Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration” (May 2021) Honorable Mention: Grace MyHyun Kim and Lindy L. Johnson, “Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design” (February 2021) Grace D. Player, “‘My Color of My Name’: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy” (February 2021) Cassie J. Brownell, “Children’s Rhetoric in an Era of (Im)Migration: Examining Critical Literacies Using a Cultural Rhetorics Orientation in the Elementary Classroom” (February 2021)

Orbis Pictus Award for Outstanding Nonfiction for Children Established to promote and recognize excellence in the writing of nonfiction for children Recipient: Above the Rim: How Elgin Baylor Changed Basketball by Jen Bryant; illustrated by Frank Morrison (Abrams)

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

Recipient: I Am Every Good Thing by Derrick Barnes; illustrated by Gordon C. James (Nancy Paulsen Books)

Award for Excellence in Poetry for Children Established in 1977 to honor a living American poet for their aggregate work for children ages 3–13.

Recipient: Janet S. Wong

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: Adam Morfeld, Civic Nebraska Honorable Mention: Laurie Halse Anderson, author of Speak, Chains, and Shout

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

2021–2022 Recipients: Gabrielle Julia Bachoo, Governor William Pitkin School, East Hartford, CT Rubén González, Stanford University, CA Lydia Haff, Wai‘anae High School, Wai‘anae, HI Dorian Harrison, The Ohio State University at Newark Diana Liu, New York City Schools Alethea Maldonado, Lockhart Junior High, Lockhart, TX Briana Morales, Gordon Bush Alternative Center, East St. Louis, IL 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 Zöe Zander is a third-year teacher, living and teaching in North Carolina Shay Kaleo‘oluho‘iloliokawaipāhe Zykova, Wai‘anae High School, O‘ahu

Cultivating New Voices among Scholars of Color The NCTE Research Foundation’s two-year program is designed to provide support, mentoring, and networking opportunities for early career scholars of color. The program aims to work with graduate students of color to cultivate their ability to draw from their own cultural/linguistic perspectives as they conceptualize, plan, conduct, and write their research. The program provides socialization into the research community and interaction with established scholars whose own work can be enriched by their engagement with new ideas and perspectives.

2020–2022 Cohort: BernNadette Best-Green, San Joaquin Delta College, Stockton, CA Laura C. Chávez-Moreno, University of California, Los Angeles Brittany Frieson, University of North Texas, Denton Hui-Ling S. Malone, Michigan State University, East Lansing Alexis McGee, University of Alabama at Tuscaloosa Giselle Martinez Negrette, University of Illinois at Urbana-Champaign Lakeya Omogun, The University of Texas at Austin Jenell Igeleke Penn, The Ohio State University, Columbus Josephine H. Pham, California State University, Fullerton

Shamari Reid, Teachers College, Columbia University, New York, NY Cori Salmerón, Georgia State University, Atlanta Stephanie R. Toliver, University of Colorado, Boulder Francisco L. Torres, Penn State University Berks, Reading Qianqian Zhang-Wu, Northeastern University, Boston, MA

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

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: Gwendolyn (Winnie) Nuding, 8th-grade English language arts teacher, Central Illinois

Richard W. Halle Award for Outstanding Middle School Educator

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

Recipient: Carmela Valdez, LCpl. Perez Elementary School in Austin, TX

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: Alfredo Celedón Luján, Monte del Sol Charter School, Santa Fe, NM

Outstanding Elementary Educator in the English Language Arts Award

Linda Rief Voices from the Middle 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: Gholnecsar (Gholdy) Muhammad, Georgia State University, Atlanta

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: Jon M. Wargo, Boston College, MA, “‘Seeing’ Difference Differently: Inquiry-Based Learning as a Site/Sight of Intersectional Justice in English Language Arts” (January 2021)

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

Recipients: Sarah J. Donovan, Oklahoma State University, Stillwater, and Eliza Ramirez, Middle school teacher, Chicago, IL, “Harm and Healing: Reading with an ABAR (Anti-Bias, Antiracist) Lens” (May 2021) Honorable Mention: Jennifer Fraser, “I Wish I Had Given More Hugs: A First-Year Perspective on the Loss of a Classroom” (September 2020) Honorable Mention: Emilie Jones, Ivelisse Ramos Brannon, and Kristen Hawley Turner, “‘This is my time to shine’: How Compassion and Passion Make Education More Equitable” (May 2021)

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

Recipients: (in affiliate order) Mary B. Nicolini, Penn High School, IATE (IN); Allison Berryhill, Atlantic High School, IATE (IA); Carrie Palmesano, Omaha South High School, NELAC (NE); Paige Vyas, Lincoln High School, OCTELA (OH); Josh Thompson, Blacksburg High School VATE (VA)

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

Recipient: Jevon Delexander Hunter, The State University of New York, Fredonia, and Gliset Colón, SUNY Buffalo State, NY, “#TeenPoetsMatter: Writing Critical Micropoems as Urban Social Critques” (November 2020) Honorable Mention: Eileen Shanahan, Northern Kentucky University, Highland Heights, and Min-Young Kim, Grand Valley State University, MI, “Looking Inward and Outward: Fostering Introspective Argumentation” (March 2021)

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: Deirdre Faughey, Oyster Bay High School, NY, “’I Got This!’ Visual Methods as Restorative Practice” (November 2020) Honorable Mention: Lorena Germán, The Multicultural Classroom Consulting, Tampa, FL, “Teachers Who Stand Up” (November 2020)

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

Recipients: Lauren Rosenberg, University of Texas at El Paso, and Stephanie L. Kerschbaum, University of Washington, Seattle, “Entanglements of Literacy Studies and Disability Studies” (March 2021)

ENGLISH LANGUAGE ARTS TEACHER EDUCATORS (ELATE) AWARDS Geneva Smitherman Cultural Diversity Grant This grant is offered for first-time NCTE Convention presenters who are members of ethnic groups historically underrepresented in NCTE and ELATE. Recipients: Alisha Nguyen, Boston College, MA, and Jackelyn Rivera-Orellana, elementary school teacher, Downey, CA

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: Esther O. Ohito, University of North Carolina at Chapel Hill, and the Fugitive Literacies Collaborative, “‘The Creative Aspect Woke Me Up’: Awakening to Multimodal Essay Composition as a Fugitive Literacy Practice” (April 2020)

ELATE James N. Britton Award The James N. Britton Award for Inquiry within the English Language Arts encourages English Language Arts teacher development by promoting classroombased research in which teachers at any level (preschool through university) raise questions about teaching and learning in their own teaching/learning settings.

Recipients: Melissa Schieble, Hunter College of the City University of New York, and Lolita Kucinskiene, Waldorf Green School, Vilnius, Lithuania, “Promoting Empathetic Reading with Between Shades of Gray through a Global Blogging Project,” Journal of Adolescent and Adult Literacy (November/December 2019)

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ELATE James Moffett Award

ELATE Graduate Student Research Award

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

Recipient: Sihyeon “Shelley” Yu, Fairfax County Public Schools, VA

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: Ankhi G. Thakurta, University of Pennsylvania, Philadelphia, “Navigating Precarious Terrains: A Practitioner Study of Youth and Facilitator Engagement in a Girl-Centered Asian American Civic Literacy Education Collective”

ELATE Research Initiative Grants

CONFERENCE ON ENGLISH LEADERSHIP (CEL) AWARDS

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: Elizabeth A. Kahn, Northern Illinois University, Dekalb, ““Methods of Teaching High Leverage Practices in English Methods: Authentic Discussion”; Catherine Lammert, Texas Tech University, Lubbock, “Can we Prepare Elementary Teachers to Select Texts that both Authentically Reflect Racial Diversity and are Appropriately Complex for Teaching Reading?”; Mike Metz, University of Missouri-Columbia, “Teachers Learning to Teach about Langauge and Race in an AntiCRT Climate”; Jon M. Wargo, Boston College, MA, “Preparing Anti-Racist English Language Arts Teacher Educators: Examining the “for-s,” “in-s,” and of-s” of Teaching for Justice”

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).

Recipients: Michelle Fowler-Amato, Old Dominion University, Norfolk, and Stacia L. Long, University of Georgia, Athens, “The Road to Occupying Language in Our Classrooms: Learning from and for Our Students” (August 2020) Honorable Mention: Henry “Cody” Miller, SUNY Brockport, NY, Kathleen Colantonio-Yurko, SUNY Brockport, NY, Shelby Boehm, University of Florida, Gainesville, “Confronting Concerns, Navigating Politics: Teaching Young Adult Literature in High School English Departments” (April 2020)

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: Jocelyn A. Chadwick, PhD, Arlington, MA

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: Rachel Scupp, Thomas R. Grover Middle School, West Windsor Township, NJ

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POSTCONVENTION EVENTS CEL ANNUAL CONVENTION November 21-22

Dynamic Leadership: Inspiring Literacy Leaders to Imagine, Innovate, and Invent The focus of the 2021 CEL Convention is leadership that prioritizes the holistic practice of literacy instruction. Just as educators are counseled to pursue a whole-child approach when teaching, literacy leaders are charged to consider the whole-person when leading.

How are you effectively managing change? How are you designing purposeful, relevant, and equitable curriculum? How do you create a harmonious, effective, and healthy relationship between the school and its stakeholders? How are you using literacy to support students’ and/ or educators’ emotionally healthy practices? The 2021 CEL Annual Convention seeks to explore these concerns and more. https://ncte.org/groups/cel/convention/

ALAN WORKSHOP November 21-23

Well-Versed Do you love middle grade and young adult literature? Are authors your rockstars?

Do you stay up too late reading? Do you want to learn with and from other educators, librarians, authors, and friends who are passionate about the power of authentic texts for all? We welcome you to the ALAN 2021 Workshop! At this gathering, you’ll meet with colleagues from across the country, receive copies of some of the best and most popular young adult titles, and get to hear from a host of young adult authors.

Print the ALAN 2021 Workshop Coloring Book to color or take notes as you listen to our amazing program speakers. Breakfast and reception pages included and much more! Check out the slightly updated ALAN 2021 Program at a glance too. https://alan-ya.org/workshop/

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FUTURE CONVENTIONS NCTE ANNUAL CONVENTION 2022 NCTE Annual Convention November 17–22 Anaheim, California

Program proposal deadline: 11:59 p.m. ET, Tuesday, January 18, 2022

OTHER NCTE CONVENTIONS 2022 CCCC Convention March 9–12 Chicago, Illinois 2022 TYCA Conference March 9 Chicago, Illinois 2022 CEL Convention November 22–24 Anaheim, California

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

Members’ deaths we’ve learned about since the 2020 NCTE Annual Convention:

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John H. “Jack” Bushman

Mark Anthony Krabbe

Wanda Porter

James E. Davis

Linda Leonard Lamme

Mike Rose

Lisa Ede

Ray Lawson

M. Jerry Weiss

Kermeen “Punky” Fristrom

Teri Lesesne

Vivian Yenika-Agbaw

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THURSDAY, NOVEMBER 18

WEDNESDAY, NOVEMBER 17 PRECONFERENCE GENERAL SESSION — 7:00–8:30 P.M. ET

NIKOLE HANNAH-JONES AND NIKKOLAS SMITH Before the Convention gets underway, attendees are invited to gather on Wednesday, November 17, from 7:00 p.m. to 8:30 p.m. ET, for a Preconference General Session featuring Nikole Hannah-Jones and Nikkolas Smith, the coauthors and illustrator of the forthcoming The 1619 Project: Born on the Water. This event is included in the registration price for all Convention attendees.

NIKOLE HANNAH-JONES is a Pulitzer Prize-winning reporter covering racial injustice for The New York Times Magazine and the creator of the landmark 1619 Project. Hannah-Jones is author of the forthcoming The 1619 Project: A New Origin Story and the coauthor of the picture book The 1619 Project: Born on the Water, written with Renée Watson and illustrated by Nikkolas Smith. She also has written extensively about school resegregation across the country and chronicled the decadeslong failure of the federal government to enforce the landmark 1968 Fair Housing Act. In 2016, she cofounded the Ida B. Wells Society for Investigative Reporting, a training and mentorship organization dedicated to increasing the ranks of investigative reporters of color.

© JAMES ESTRIN

NIKKOLAS SMITH, a native of Houston, Texas, is an Artivist, picture book author, and Hollywood film illustrator. He is the author/illustrator of The Golden Girls of Rio, nominated for an NAACP Image Award, My Hair Is Poofy and That’s Okay, and World Cup Women. He is the illustrator of the forthcoming picture book, The 1619 Project: Born on the Water, cowritten by Nikole Hannah-Jones and Renée Watson. As a Black illustrator, Nikkolas is focused on creating captivating art that can spark important conversations around social justice in today’s world and inspire meaningful change. Many of his viral, globally shared and published sketches are included in his book Sunday Sketch! The Art of Nikkolas. He also speaks on his Artivism at conferences, workplaces, and schools around the world, and leads workshops in digital painting, character, and movie poster design. He lives in Los Angeles, California.

Learn more at www.NIKKOLAS.art.

VANESSA CROCINI

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THURSDAY

THURSDAY, NOVEMBER 18 4:30–5:45 P.M. ET

GENERAL SESSION

MILLER MOBLEY

MICHELLE OBAMA MICHELLE ROBINSON OBAMA served as First Lady of the United States from 2009 to 2017. Mrs. Obama is the author of the memoir Becoming, a #1 New York Times bestseller that won an NAACP Image Award, was named one of Essence’s 50 Most Impactful Black Books of the Past 50 Years, and was selected as an Oprah’s Book Club pick. Becoming has been adapted into an edition for young readers and is the basis for Becoming: A Guided Journal for Discovering Your Voice. She is also the author of American Grown: The Story of the White House Kitchen Garden and Gardens Across America and recently contributed the introduction for Follow That Food!, a picture book tie-in with Waffles + Mochi, a Netflix children’s series from Higher Ground Productions, the production company she founded with her husband, former President Barack Obama.

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THURSDAY, NOVEMBER 18

SPECIAL EVENTS IN THE NCTE AUTHOR LOUNGE — 3:00–4:15 P.M. ET NCTE AUTHOR STRAND Why Empathy Is Core to Your Literacy Classroom Why should you cultivate empathy in your classroom? Because it not only encourages mutual understanding and caring, but also deepens literacy learning. When students walk in the shoes of story characters, the practice extends thoughtfulness to the real people in their lives. As for you—teaching literacy through an empathy lens might just reinvigorate your joy of teaching.

In this 75-minute engagement, Christie McLean Kesler and Mary Knight—creators of the CoreEmpathy approach and coauthors of CoreEmpathy: Literacy Instruction with a Greater Purpose—will demonstrate how to turn an empathy lens on the reading and writing essential to all K–6 classrooms, optimizing the connection between them. Workshop participants will discover how to cultivate empathy and literacy skills simultaneously, while elevating both. Find out why, when you plant the seeds of empathy in the classroom, everything grows.

Presenters: Christie McLean Kesler, Western Washington University Mary Knight, Lexington, KY

FEATURED SESSION — 6:00–7:15 P.M. ET LIVE SESSION — Deeper Than Edutainment: Taking Books and Their Film Adaptations Seriously This session upends standard practice concerning using novels with their film adaptations, presenting an engaging alternative methodology [and central component of media literacy] we’ve created with educators and movie industry people alike for its value in shedding light on the value of treating books and movie adaptations as equal partners—which flies in the face of teacher wariness of film adaptations by Hollywood.

Presenter: Randy Testa, Harvard Graduate School of Education

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LIVE SESSION — 7:30-8:00 P.M. ET All-Section Get-Together Join representatives from the NCTE Elementary, Middle Level, Secondary, and College Sections in a discussionoriented session rooted in the 2021 NCTE Annual Convention theme. Come network with your NCTE colleagues and meet new colleagues, too!

LIVE SESSION — 8:15–9:00 P.M. ET Elementary Section Get-Together Presenter: Gholdy Muhammad, author, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy

Middle Level Meet-Up 2021 Awards Celebration

Secondary Section Get-Together

Gholdy Muhammad

Presenter: Eliot Schrefer

College Section Get-Together Celebration of the 2021 NCTE Richard C. Ohmann Award

Eliot Schrefer

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THURSDAY, NOVEMBER 18

1:30–2:45 P.M. ET

Live Sessions & Prerecorded/Scheduled Sessions A-1

LIVE SESSION — #SayTheirNames: Naming as Literacy of the Self and Student Identity G ELATE LGBTQ RAINBOW This session will focus on the importance of learning students’ names, using their names to build relationships, and strategies for including student names in instruction to foster identity. It will focus on actionable ways to address names and naming, acknowledging names, place, and space through land acknowledgement, pronouns, and movements (such as Black Lives Matter).

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Roundtable Leaders: Valerie Kinloch, University of Pittsburgh, “Naming and Implicating Ourselves in Antiracist Spaces” Jessyca Mathews, Carman-Ainsworth High School, “Naming and Reclaiming Space for LGBTQIA+ Students and Teachers” Caitlin O’Connor, Hommocks Middle School, Westchester County, NY, “Naming and Implicating Ourselves in Antiracist Spaces” Holly Spinelli, Monroe-Woodbury High School, “Naming and Articulating Our Histories Effectively” Tony Sun, Liberty Avenue School, NYCDOE, “Names and Naming among Trans and Nonbinary Students and Teachers”

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LIVE SESSION — From Classroom to Community: Social Justice in Action E ECE As educators committed to dismantling an educational system designed to maintain white supremacy, we offer a framework for engaging students in social justice work. We unpack the importance of culturally relevant pedagogy, exploring identity, selecting text, engaging children in critical conversations, and offering classroom examples of social justice in action.

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Presenters: Chris Hass, Center for Inquiry Katie Kelly, Furman University Lester Laminack, Author Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago Nozsa Tinsley, Center for Inquiry, Richland Schools

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LIVE SESSION — Painting Equity, Singing Justice, and Performing Antiracism: Making Art that Makes a Difference in the ELA Classroom Sponsored by the ELATE Commission on Arts and Literacies

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G TE ELATE

In this interactive workshop, participants can act, draw, perform, create music, and write poetry to inquire into how the arts can create opportunities for literacy and learning around themes of equity, justice, and antiracist pedagogy.

Presenters: Timothy Duggan, Northeastern Illinois University Alisha White, Western Illinois University Roundtable Leaders: Leo Aguilar, Young Women’s College Prep Academy, “Desdemona: A Metacognitive Approach and Conversation” Laurie Allen, University of Tennessee-Chattanooga, “Acting on Equity: Leveling the Field through the Arts” Chris Bass, University of Illinois at Chicago, “Mapping for Accessible Justice”

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THURSDAY

1:30–2:45 P.M. ET Blair Bolton, Georgia State University, “Visual Essays as a Tool to Explore about Equity in Urban Spaces” Nadine Bryce, Hunter College, CUNY, “Everyday Antiracism in Aesthetic Education” Rebekah Buchanan, Western Illinois University, “Creating Art as Social Justice Work in English Education” Kay Cowan, University of Tennessee-Chattanooga, “Imaging the Word: Equity in Education through the Arts” Candance Doerr-Stevens, University of Wisconsin-Milwaukee, “Using Collaborative Collage to Promote Equitable Engagement and Deeper Knowing” Timothy Duggan, Northeastern Illinois University, “Making a Song for Justice” Stephen Goss, Kennesaw State University, “Disruptive Art: Using Images and Words to Disrupt Oppressive School Environments” Katie Hill, Bentonville Schools/University of Arkansas, “More Than a Single Story: Using Digital Photo Editing Tools to Compose Self-Portraits That Talk Back” Cecily Honeycutt, University of Tennessee-Chattanooga, “Imaging the Word: Equity in Education through the Arts” Shelly Krajacic, University of Wisconsin-Milwaukee, “Using Collaborative Collage to Promote Equitable Engagement and Deeper Knowing” Matthew Krueger-Ross, West Chester University, “Do You See What I See? Strategies for Deconstructing Contentious Visual Texts” S. Rebecca Leigh, Oakland University Kristine Lize, University of Wisconsin-Milwaukee, “Using Collaborative Collage to Promote Equitable Engagement and Deeper Knowing” Katherine J. Macro, Buffalo State College, “Creative Drama and Textual Analysis: Disrupting Thematic Exploration” Chea Parton, The University of Texas at Austin, “Finger Painting to Process: Facilitating Courageous Conversations about Difficult Texts” Hung Pham, University of Arkansas, “More Than a Single Story: Using Digital Photo Editing Tools to Compose Self-Portraits that Talk Back” Peggy Rice, Ball State University, “Developing Perspectives on Justice through Photography and Poetry” Christina Romero-Ivanova, Indiana University Kokomo, “Voicing Experience, Resistance, and Resilience through Spoken Word” Valerie Rutledge, University of Tennessee-Chattanooga, “Acting on Equity: Leveling the Field through the Arts” Pauline Schmidt, West Chester University, “Do You See What I See? Strategies for Deconstructing Contentious Visual Texts” Nina Schoonover, North Carolina State University, “Using Multimodal Narratives to Address Key Issues: Making Zines and Comics to Tell Our Stories” Jacob Sliger, Fort Wayne Community Schools, “Developing Perspectives on Justice through Photography and Poetry” Allison Smith, University of Wisconsin-Milwaukee, “Using Collaborative Collage to Promote Equitable Engagement and Deeper Knowing” Rebecca Walker, Metea Valley High School, “Empowering All Voices through Improvisation and Choice” Alisha White, Western Illinois University, “Creating Art as Social Justice Work in English Education” Wendy Williams, Arizona State University, “Using Graphic Novels to Support Antiracist Teaching” Michelle Zoss, Georgia State University, “Visual Essays as a Tool to Explore about Equity in Urban Spaces”

2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY, NOVEMBER 18

1:30–2:45 P.M. ET A-5

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LIVE SESSION — Empowered Educators: Art & Race Talk

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Empowered Educators is an ongoing partnership across a museum, university, and the Writing Project.

It has worked with hundreds of educators with an ongoing core community of practice to use the exhibits of the museum as a catalyst to practice engaging in “Race Talk.” Our talk will review four years of collective learning, including specific questions and activity modules to take with you.

Presenters: Karen Howard, Western PA Writing Project Hattie Lehman, Carnegie Museum of Art Anneliese Martinez, a martinez works J. Kalonji Rand, PhD Student; University Instructor; Education Consultant

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LIVE SESSION — Learning Co-Conspiracy: White Professionals Take Up the Charge in a College of Education G TE We share the processes of White university educators learning to act as “co-conspirators” in the work to identify and replace anti-Blackness. Recognizing that transformative action cannot wait for an elusive “I’m there” before engaging in it, we describe the incorporation of our learning day-to-day in our professional and personal lives while continuing to grow.

Presenters: Meredith Bortz, Shifting Power in Education Initiative Emily Koren, University of Pittsburgh Greg Latshaw, University of Pittsburgh Susi Long, University of South Carolina Rachelle Rectenwald, Western Pennsylvania School for the Blind Courtney Ross, University of Pittsburgh Max Schuster, University of Pittsburgh

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Supporting Critical Racial Identity Development of Asian American Students and Teachers Sponsored by the Asian/Asian American Caucus

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Without critically examining Asian Americans’ positioning in American society, we undermine collective pushes towards equity, justice, and antiracist practices. This panel addresses the importance of refuting harmful racialized stereotypes of Asian Americans, providing space for Asian American counternarratives and including Asian American perspectives in cross-racial justice movements.

Presenters: Grace Choi, Fairfax County Public Schools Betina Hsieh, California State University Long Beach Crystal Lee, North Carolina State University Diana Liu, Brooklyn Technical High School/Teachers College, Columbia University Tien Pham, Northwestern Pennsylvania Collegiate Academy

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2021 NCTE ANNUAL CONVENTION PROGRAM

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Choosing Equity and Inquiry: What to Read First in High School English Utilizing perspectives of teachers, teacher educators, and a renowned young adult author, this session explores how teachers choose first texts of the year—including classics, young adult selections, diverse literature, and digital texts. Considering the reasons for such selections, and the inquiry and equity goals established from the beginning, can determine successful learning.

Presenters: Steven Bickmore, UNLV M Fawn Canady, Sonoma State University Renee Dorrity, George Washington University Gretchen Rumohr, Aquinas College Rene Saldana, Texas Tech University Respondent: Randy Ribay, Kokila/Penguin Random House, “Beyond First Choices: What Do I Teach Next?”

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Calling in Community: One School’s Journey Incorporating Antiracist Pedagogy with YA Texts M S Join school community members who share how they began the work of antiracist education.

Participants will leave this session with ideas to use YA texts to call students in to the work of social justice. The panel will show how calling in students and stakeholders at an individual, personal level can be more effective than calling out practices and behaviors from an institutional one.

Presenters: Jacqueline Bach, Louisiana State University Renee Boutte-Myer, Louisiana State University Charity Cantey, Louisiana State University Laboratory School Tamara Empson, Louisiana State University Laboratory School Alexandra Henderson, Louisiana State University Laboratory School Candence Robillard, Louisiana State University Laboratory School

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A Picture[book]’s Worth a Thousand Words: Using Diverse Picturebooks to Craft Critical Classrooms R TE ECE RAINBOW Interrogating an author’s message and its relationship to the world equips students to read the word and read the world, challenge the status quo, and create a world that is more just, equitable, and inclusive. This presentation demonstrates how pre- and inservice teachers can use diverse picturebooks for equity-focused instruction.

Presenters: Julia Lopez-Robertson, University of South Carolina Jennifer D. Morrison, University of South Carolina Melissa Wells, University of Mary Washington

2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY

1:30–2:45 P.M. ET

THURSDAY, NOVEMBER 18

1:30–2:45 P.M. ET A-11

Leveling the Playing Field: Gamification and Engagement in the ELA Classroom S C This highly interactive session will demonstrate ways to engage already overwhelmed students through gamified online discussions and media creation. We’ll demonstrate how to revitalize a summer homework program, gamify blogging centered around podcasts and public radio stories, and much more! Participants will leave energized with numerous resources to get started.

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Presenters: Ryan Dooley, William Howard Taft High School Sophia Faridi, J. Sterling Morton East High School Jeremy Robinson, JS Morton East High School Mark Sujak, J. Sterling Morton East High School

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The Hidden Curriculum of Whiteness in Early Childhood Spaces: Sitting with Difficult Conversations and Confronting (Un)Productive Tensions This session juxtaposes examples of early childhood norms across curricular materials with moments of teacher and child agency in disrupting whiteness. Through images of children and teachers sitting with discomfort and grappling with the transformational potentials and complexities of curriculum, we offer ideas for antiracist and equity-oriented early childhood spaces.

E TE ECE Presenters: Nicole Fox, Teachers College, Columbia University Maria Paula Ghiso, Teachers College, Columbia University Estefhaney Lopez, Teachers College, Columbia University Maureen Nicol, Teachers College, Columbia University Haeny Yoon, Teachers College, Columbia University

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LIVE SESSION — Literacy for Social Change: Words Changing Worlds Pam Allyn and Varian Johnson will discuss all the ways words and stories can create wholeness and activism in the lives of our students.

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Presenters: Pam Allyn, Independent Varian Johnson, Scholastic

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LIVE SESSION — The Nerdy Book Club: Supporting Equitable, Joyful Reading Communities G The Nerdy Book Club, a community blog and educator resource, promotes children’s and young adult literature and provides tips and resources for engaging young people with reading. In this session, exchange instructional ideas, book recommendations and resources, and suggestions for family and community collaboration that support more equitable, joyful reading experiences for all students.

Presenter: Donalyn Miller, The Book Whisperer, Inc., “The Nerdy Book Club: Origins and Evolution” Tradebook Authors/Illustrators: Dusti Bowling, LBYR-Hachette/Sterling Children’s Books, “Book Release: The Canyon’s Edge” Nidhi Chanani, Macmillan, “Book Release: Jukebox” Eve Ewing, Penguin Random House, “Book Release: Maya and the Robot” Veera Hiranandani, Penguin Young Readers, “Book Release: The Night Diary” Carole Lindstrom, Macmillan Children’s Books, “Book Release: Cuthbert Grant: Leader of the Métis People” A. J. Sass, “Book Release: Ana on the Edge”

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2021 NCTE ANNUAL CONVENTION PROGRAM

Padma Venkatraman, Penguin Random House, “Book Release: Born Behind Bars” Andrea Wang, Kokila Books, “Book Release: Many Meanings of Meilan/Watercress” Leslie C. Youngblood, Little Brown Young Readers, “Book Release: Forever This Summer” Roundtable Leaders: Jason Augustowski, Riverside High School, “The #BowtieKids: Reading for Empowerment and Community” Lynsey Burkins, Dublin City Schools, “Fostering Empowerment, Justice, and Joy with Elementary Readers” Becky Calzada, Leander Independent School District, “Equity in School Library Collection Development and Services” Jodi-Beth Hazel, Agape Education Consulting, “Diversity in the ELAR Curriculum and Student Choice” Morgan Jackson, Bishop Gorman High School, “Engaging High Schoolers with Relevant Texts” Tony Keefer, Dublin City Schools, “Facilitating Conversations about Equity and Justice with Middle Schoolers” Cindy Minnich, Upper Dauphin Area High School, “Engaging High Schoolers with Relevant Texts” LaQuita Outlaw, Bay Shore Middle School, “Building and Sustaining a Middle School Reading Community” Colby Sharp, Parma Elementary School, “Supporting Families in a Rural Book Desert” Katherine Sokolowski, Monticello Middle School, “Opening the Window with Rural Middle Schoolers”

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Build Your Stack — Promoting Inclusion with Classroom-Created Anthologies G Create texts that are inclusive mirrors for your students by having them assemble and publish anthologies using their own work and print-on-demand technology.

Presenters: Sylvia Vardell, Texas Women’s University, “Presentation of Recent Anthologies that Are Diverse and Inclusive” Janet Wong, Pomelo Books, “Indie Publishing Nuts and Bolts”

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LIVE SESSION — Exhibitor Session — Joint Publisher Book Buzz with Bloomsbury/Disney/Sourcebooks/Publisher Spotlight Sponsored by Bloomsbury/Disney/Sourcebooks/Publisher Spotlight Take a tour through current and forthcoming releases from publishers for students of all ages, including YA, middle grade, and picture books. Find a variety of formats—fiction, nonfiction, graphic novels, and audiobooks—and plenty of diversity that complements curriculum and engages readers.

Presenters: Margaret Coffee, Sourcebooks Beth Eller, Bloomsbury Maddie Hughes, Disney Ellen Myrick, Publisher Spotlight

2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY

1:30–2:45 P.M. ET

THURSDAY, NOVEMBER 18

3:00–4:15 P.M. ET B-1

LIVE SESSION — Turning Antibias and Antiracist Theory Into Classroom Practice E M S GBTQ RAINBOW Join antibias and antiracist practitioners as we identify and explore texts, student work, and original units of study that center the confluence of understanding and concretizing ABAR theory in the classroom.

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Presenters: Liz Kleinrock, Heinemann, Teach and Transform Jessica Lifshitz, Northbrook School District 28 Shea Martin, Boston University Henry Cody Miller, SUNY Brockport Kassandra Minor, The Minor Collective

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LIVE SESSION — 3D Antiracism: Deconstructing, Decentering, and G TE RESEARCH Designing Whiteness in ELA Classrooms Sponsored by the Committee Against Racism & Bias in the Teaching of English

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The urgency to deconstruct and decenter whiteness is clear, but how do we actually do it? This session will move from conceptual antiracist frameworks to personalized practical applications. By deconstructing and decentering whiteness, only then can we design an equitable way forward.

Presenters: Scott Bayer, Richard Montgomery High School Lorena Germán, Multicultural Classroom Nate Madden, Montgomery County Public Schools Jazmen Moore, University of Washington Christie Nold, Frederick H. Tuttle Middle School Holly Spinelli, Monroe-Woodbury High School

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LIVE SESSION — Toe Tag Monologues: Creating Equity and Justice for Adolescents in Crisis through Performance and Young Adult Literature Focusing on diverse youth, the Toe Tag Monologues address youth trauma that often results in marginalized student deaths. This roundtable session provides strategies for using monologues and drama with young adult literature to develop ELA skills, social justice, and equity, empowering them to confront bullying, violence, marginalization, and neglect.

Chair: Steven Bickmore, UNLV, “Reading, Writing, and Performance for Equity and Justice in the Classroom” Presenters: Chris Crutcher, HarperCollins M S C ELATE LGBTQ R. Byron Stringer, Vision Theatrical Foundation Inc. Roundtable Leaders: Morgan Jackson, “Community Violence” Steffany Comfort Maher, Indiana University Southeast, “Family Violence” Gretchen Rumohr, Aquinas College, “Personal Identity” Shelly Shaffer, “Community Violence” Tradebook Authors/Illustrators: e. E Charlton-Trujillo, Candlewick, “Mob Mentality” Ellen Hopkins, Penguin Publishing Group, “Community Violence” Padma Venkatraman, Penguin Random House, “Family Violence”

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2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY

3:00–4:15 P.M. ET LIVE SESSION — “’Now Is the Time’: Developing Pedagogies for Antiracist Teaching and Learning” E M S R TE ELATE NWP RAINBOW Schools can function as sites of inquiry and action for racial justice and equity or as sites of complacent observation of oppression. Given the sociopolitical climate of anti-Black racism, this session will feature critical Black literacy educators who will share teaching strategies, curriculum ideas, and artifacts that center antiracist pedagogies.

Presenters: Darrell Hucks, Keene State College, “Purposeful Teaching and Learning in Diverse Contexts” Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago, “Cultivating Genius and Joy in Times of Anti-Black Racism” Tonya Perry, University of Alabama at Birmingham, “Getting to Know Our Students and Teaching Them Using Antiracist Practices” Detra Price-Dennis, Teachers College, Columbia University, “Advancing Racial Literacy in the Digital Age” Yolanda Sealey-Ruiz, Teachers College, Columbia University, “Purposeful Teaching and Learning in Diverse Contexts”

LIVE SESSION — Editing Out Whiteness: Editorial Leadership Grounded in Antiracism, Collectivity, and Love G R TE RAINBOW Academic writing is imbued with a history of white supremacy, elitism, and (settler) colonial logic that rests on the exclusion of knowledge systems from Black and Indigenous people, and communities of color. This session brings together five editorial authors and their knowledge systems to examine the epistemic influence of shifting the genre of academic writing through journal editorials.

Presenters: Justin A. Coles, Fordham University K. L. Green, University of Massachusetts Amherst Jamila Lyiscott, University of Massachusetts Amherst Esther Ohito, University of North Carolina, Chapel Hill Respondent: Leigh Patel, University of Pittsburgh

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LIVE SESSION — Teaching through Coronavirus: Toward Urgent Humanizing Distance Learning Pedagogies G RAINBOW Responding to the ways that Black and Brown students have been disproportionately affected by the quadruple pandemics we’re currently living through, this presentation features teachers discussing the humanizing pedagogies they have engaged during distance learning. We offer implications for practice as we adopt a new and presumably more just normal.

Presenters: Keisha McIntosh Allen, University of Maryland, Baltimore County Alicia Arce-Boardman, Northern Parkway School Kyla Britt, University of Maryland Baltimore County Theresa Bruce, Baltimore City Public School System Kerry Elson, Central Park East II, New York Public Schools Sakeena Everett, University of Georgia Antoinette Gibson, Richland School District One Laquisha Hall, Baltimore City Public School System Kindel Nash, University of Maryland Baltimore County Roderick Peele, Northern Parkway School

2021 NCTE ANNUAL CONVENTION PROGRAM

63

THURSDAY, NOVEMBER 18

3:00–4:15 P.M. ET B-7

Changing the Narrative, Reimagining the Curriculum: Elevating Marginalized Voices Sponsored by the NCTE Asian American Caucus

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This presentation highlights 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 will reflect on their practices to consider how they can mindfully integrate, deepen their use of, and center diverse voices.

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Presenters: Betina Hsieh, California State University Long Beach Diana Liu, Brooklyn Technical High School, Teachers College Columbia University Tien Pham, Northwestern Pennsylvania Collegiate Academy Norman Sales, Farrington High School

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Coloring Outside the Lines:(Re)storying the Intersection of Teachers’ Racialized Experiences, Social Justice, and Critical Pedagogy Teacher-scholar-activists explore the role of art/aesthetics and creative production for excavating teachers’ histories and experiences with race and racism. By looking inward, the panel reimagines school for Black and Brown students, sharing personal insights, ongoing dilemmas, and questions of practice surfacing at the intersection of multiple pandemics. G TE ELATE RAINBOW Chair and Presenter: Haeny Yoon, Teachers College, Columbia University Presenters: Oluwaseun Animashaun, Teachers College, Columbia University Ileana Jiménez, Teachers College, Columbia University Carmen Llerena, Teachers College, Columbia University Lauren McCoy, Teachers College, Columbia University

B-9

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Presenters: Pia Persampieri, City School District of New Rochelle & Hunter College Jennifer Betz, Trinity Elementary School

We Begin with Story: Equity, Justice, and Antiracist Pedagogy in Teaching Memoir G ELATE LGBTQ RAINBOW Reading and writing memoir tells students their lives matter, that through their stories they can advocate for equity and justice. In our roundtable session teachers will demonstrate how they honor students’ unique stories and lift their voices as points of advocacy. Table leaders will introduce attendees to memoirists who compose in various genres and whose stories document the world.

Presenters: Glenda Funk, Highland High School Stefanie Plato, Highland High School Roundtable Leaders: Gary Anderson, Illinois State University Lauren Foster, Germanna Community College Joel Garza, Greenhill School, Addison, TX Christine Kervina, Northern Virginia Community College-Manassas Dianna Minor, Hoover City Schools, “’Ordinary Hazards’: Our Stories in Verse” Timothy Shea, Lancaster Bible College Memuna Sillah, Northern Virginia Community College

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This session invites teachers to incorporate critical media literacy analysis into their classroom practice in combination with oracy development. Teachers will interact with images that bring issues of equity, justice, and racism to the forefront and use this model to plan their own visual literacy activities.

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LIVE SESSION — Whose Perspectives Are Centered? Critical Media Literacy in Special Education and Bilingual Education Classrooms

2021 NCTE ANNUAL CONVENTION PROGRAM

B-11

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THURSDAY

3:00–4:15 P.M. ET LIVE SESSION — Stuck at the Intersection of Racism, Police Brutality, and Homophobia: Helping Students through Antiracist Pedagogy and Digital Multimodal Compositions S C TE RAINBOW Come explore the world of digital multimodal compositions and discover you can use Anger Is a Gift

by Mark Oshiro to help your students develop equitable critical thinking skills to deconstruct racism, combat police brutality, and confront homophobia. Participants will be creating a digital multimodal composition during the presentation, so make sure to bring your electronic device.

Presenters: Neil Klein Becki Maldonado, University of Oklahoma

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Literacy and Community Engagement in Diverse Settings

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This panel features presentations by scholar-advocates in the field of literacy. The focus of this presentation is to focus on innovative ways to partner and/or engage in community collaborations, projects, and research in the field of literacy.

Presenters: Tiffany Armstead-Flowers, Georgia State University Perimeter College Erin Berry-McCrea, North Carolina Central University Bridget Davis, Walden University Alesha Gayle, University of Pennsylvania Reanae McNeal, Oklahoma State University

LIVE SESSION — Commitment Issues: Moving beyond Antiracism as Educational Fad toward Antiracism as a Lifelong Commitment G We—Stephanie, Cornelius, and Kylene—have worked, thought, and discussed social justice, equity, and antiracism for years, two of us for far too few years. Join us now in this interactive session as we share our thoughts regarding what it means to forge a society and a profession as committed to doing antiracism as it is to simply talking about antiracism.

Presenters: Kylene Beers, Beers.Probst Consulting Stephanie Harvey, Stephanie Harvey Consulting Cornelius Minor, The Minor Collective/Heinemann

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Build Your Stack — “Unbound”: Picture Books that Celebrate and Uplift Differently-Abled People G Books that celebrate and highlight differently-abled individuals.

Presenters: Ashton Darby-Hampton, Daniel Wright Elementary School, Dublin, OH, “Extension Lesson Activities for Picture Books that Celebrate and Uplift Differently-Abled People” Taylor Kiehl, Daniel Wright Elementary School, Dublin, OH, “An Introduction to Picture Books that Celebrate and Uplift Differently-Abled People”

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LIVE SESSION — Exhibitor Session — Supporting Reading, Writing, and Communication with FREE Microsoft Tech Tools Sponsored by Microsoft Microsoft has created free, accessible built-in tools to support students of all abilities with reading, writing, and communication! You will learn how these free tools can be used to support classroom engagement of students with learning differences such as dyslexia, dysgraphia, ADHD, emerging readers and even nonnative speaking students. These tools work across Microsoft 365 and are accessible with Chromebook, Ipad, and Mac. Presenter: Rachel Berger, Microsoft

2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY, NOVEMBER 18

6:00–7:15 P.M. ET C-1

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LIVE SESSION — Equity in Action: The Power of Reader’s Choice and Identity E M S TE We must grow a nation of readers who can read with a critical eye, ascertain what’s evidence-based, view the world with compassion and empathy, and know how to act when action is called for. Equity and social justice are inseparable from developing the agency to evaluate and choose your own reading material, while crafting an invigorating reading life that ultimately benefits humanity as a whole.

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Presenters: Lois Bridges, Bring Me a Book, “Building Castles of Possibilities” Julia Lopez-Robertson, University of South Carolina, “Yo Soy de Allá/That’s Where I Am From: Latinx Literature: What it is and Who It’s For” John Schu, Bookelicious, Candlewick Press Don Vu, Roseville School District, “Life, Literacy, and the Pursuit of Happiness” Kelly Yang, Scholastic, “I Am What I Read”

LIVE SESSION — Taking Interpretive Risks: Creating Antiracist Classrooms through Critical Literary Theory M S C ELATE RAINBOW Presenters will demystify critical literary theory by offering attendees practical strategies for bringing theory into their classrooms that invite students to take interpretive risks. This interactive session offers practice in using theoretical frames to elevate students’ reading of myriad texts from YA to canonical works, as well as visual texts.

Presenters: Jennifer Fletcher, California State University, Monterey Bay, “Reading across Contexts and against the Grain” Glenda Funk, Highland High School, “Seeing the ‘Not Said’ through CRT” and “Less Is More: Learning to Love Critical Literary Theory” Michael Guavara, Judson High School Carol Jago, California Reading and Literature Project, UCLA, “Reading Fast and Slow, Online and Off”

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LIVE SESSION — Imagining Worlds Worthy of Our Youth: Designing Speculative Approaches to Literacy Education G R TE Our students are not blind to the destructive forces of racism and injustice in public life today; they see precarious society they are inheriting and they deserve opportunities to dream of alternative worlds and design liberating futures. Session presenters will share principles and strategies from speculative youth literacy projects.

Presenters: Antero Garcia, Stanford University Nicole Mirra, Rutgers University Tiffany Nyachae, Pennsylvania State University Ebony Elizabeth Thomas, University of Pennsylvania, “Toward the Future of ELA” Stephanie Toliver, University of Colorado, Boulder

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2021 NCTE ANNUAL CONVENTION PROGRAM

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6:00–7:15 P.M. ET LIVE SESSION — Cultivating New Voices (CNV) Roundtables: Equity and Justice in Practice and Research G RAINBOW Cultivating New Voices (CNV) scholars and their mentors will share recent research in equity, social justice, and antiracism work in this roundtable session. Classroom teachers in K–12 settings and researchers will discuss instructional practices, theoretical models, community-embedded practices, and frameworks that impact student learning and promote equity.

Presenter: Tonya Perry, University of Alabama at Birmingham, “Antiracist Writing Practices in the New Educational Landscape” Roundtable Leaders: April Baker-Bell, Michigan State University, “Protecting Black Language at All Costs: Interrogating Anti-Black Linguistic Racism” Eurydice Bauer, University of South Carolina, “Developing Metalinguistic Awareness in Elementary Dual Language and ESL Classrooms” BernNadette Best-Green, San Joaquin Delta College, “Discussions of Race as Breaking Linguistic Castes: What We Learn from Middle Level Multiethnic Youth’s Languages as Acts of Power and Resistance” Ayanna Brown, Elmhurst University, “Discussions of Race as Breaking Linguistic Castes: What We Learn from Middle Level Multiethnic Youth’s Languages as Acts of Power and Resistance” Gerald Campano, University of Pennsylvania, “Reclaiming Their Time: Children, Youth and Families as Change Makers” Patricia Enciso, The Ohio State University, “Storying Self: Immigrant Youth’s Navigation of the United States’ Racial and Linguistic Terrain” Brittany Frieson, University of North Texas, “Protecting Black Language at All Costs: Interrogating Anti-Black Linguistic Racism” Carmen Kynard, Texas Christian University, “Reflections from Black Feminist Compositionistas on Research, Teaching, and Writing” Hui-Ling Malone, Michigan State University, “Ubuntu: A Community-Centered Approach of Literacy” Alexis McGee, University of Alabama-Tuscaloosa, “Reflections from Black Feminist Compositionistas on Research, Teaching, and Writing” Teaira McMurtry, University of Alabama at Birmingham, “Antiracist Writing Practices in the New Educational Landscape” Renee Moreno, California State University, Northridge, “A Chicana/o Studies Perspective to Social Justice in Education” Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago, “Hush Harbors: The Pedagogical Possibilities of Spaces Created Outside the White Gaze for Classrooms and Schools” Lakeya Omogun, The University of Texas at Austin, “Storying Self: Immigrant Youth’s Navigation of the United States’ Racial and Linguistic Terrain” Josephine Pham, CSU Fullerton, “In Pursuit of Collective Liberation: Exploring the Emotional Dimensions of Our Research” Shamari Reid, Teachers College, Columbia University, “Hush Harbors: The Pedagogical Possibilities of Spaces Created Outside the White Gaze for Classrooms and Schools” Cori Salmerón, Georgia State University, “Developing Metalinguistic Awareness in Elementary Dual Language and ESL Classrooms” Timothy San Pedro, The Ohio State University, “Ubuntu: A Community Centered Approach of Literacy” Yolanda Sealey-Ruiz, Teachers College, Columbia University, “In Pursuit of Collective Liberation: Exploring the Emotional Dimensions of Our Research” Allison Skerrett, The University of Texas at Austin, “Understanding Transnational Literacies: Lessons from K–12 and College Level Research” Francisco Torres, Kent State University, “Reclaiming Their Time: Children, Youth and Families as Change Makers” Qianqian Zhang-Wu, Northeastern University, “Understanding Transnational Literacies: Lessons from K–12 and College-Level Research”

2021 NCTE ANNUAL CONVENTION PROGRAM

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THURSDAY, NOVEMBER 18

6:00–7:15 P.M. ET C-5

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LIVE SESSION — Empowering Educators to be Change Agents: Louisville’s Collaborative for Antiracist Teaching G TE The Collaborative for Antiracist Teaching (Louisville, KY) is devoted to community healing by developing the capacity of preservice and practicing educators (P-20) and creating innovative classrooms, institutions, and organizations that support the engagement, the success, and the transformation of students of color. Join the panel to learn about this group born of deep need in Summer 2020.

Presenters: Patrick Englert, Bellarmine University Kristen Harris, Spalding University Sandra Hogue, Jefferson County Public Schools Shashray McCormack, Grace James Academy Jennifer Mangeot, Spalding University Geneva Stark, University of Louisville Winn Wheeler, Bellarmine University (LWP Fellow) Edy Yarbrough, Simmons College of Kentucky

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LIVE SESSION — Humanizing Professional Development: Implications for Teachers and Researchers R TE Given the disproportionate impact of COVID-19 on communities of color and continuous acts of antiBlack violence, along with teachers’ expressed needs for support during persistent and interlocking pandemics, this presentation shares how an intergenerational group of four researchers and 100 public school educators in an urban school district developed justice-oriented policies and practices.

Presenters: Keisha McIntosh Allen, University of Maryland Baltimore County Kyla Britt, University of Maryland Baltimore County Sakeena Everett, University of Georgia Kindel Nash, University of Maryland Baltimore County

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Tales of Futures Past: Speculative Science Fiction, Social Justice, and the Secondary Language Arts Classroom M S G ELATE Afrofuturism, science fiction, and speculative fiction provide avenues for students to develop critical civic literacies and identities that speak to the communities and cultures often erased, absent, or invisible in traditional curricula. These award-winning authors and educators present practical strategies and approaches for meaningful incorporation of the genre into classroom instruction.

Presenters: Jerry Craft, HarperCollins Michael Dando, St. Cloud State University Damian Duffy, University of Illinois John Jennings, University of California Riverside Stephanie Toliver, University of Colorado, Boulder

2021 NCTE ANNUAL CONVENTION PROGRAM

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Framing a Critical Place Conscious Literacy: Writing to Know Our Communities S TE ELATE NWP Preservice and inservice English Language Arts (ELA) teachers in a mixed credit course focused upon teaching composition in high school engage in three writing experiences to frame their understanding of a critical place conscious literacy that can be enacted in rural, urban, and suburban locales. Teachers will discuss their writing experiences and how they informed their instructional practices.

Presenters: Grace Bowman, Missouri State University Cathie English, Missouri State University Hannah Haworth, Missouri State University Rachel Kramer, Republic High School, Republic, MO Lindsay Marsh, Missouri State University Taylor Pinon, Missouri State University Mika Siebert, Republic High School, Republic, MO Respondent: Kailyn Shartel Hall, Purdue University, “Framing a Critical Place-Conscious Literacy: Writing to Know Our Communities”

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A More Equitable Table: Centering Students as Agentive Learners and Social Justice Advocates E TE ECE Join us as we explore ways to expand the narrative and center all voices “at the table” to empower students as agentive learners in equitable and liberatory literacy practices. We will share how we engage students in our classrooms in identity exploration, critical conversations around text using a sociopolitical lens, and ultimately action for social justice.

Presenters: Brianna Burnette, Mary H. Wright Elementary School, Spartanburg District 7 Alyssa Cameron, Spartanburg 6 Schools Daniel Hoilett, Brushy Creek Elementary School, Greenville County School District Katie Kelly, Furman University

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Soaring above the Rim: Examining Historical Roots of Activism for Equity E M S In 1959, one of NBA basketball’s greatest players refused to play in that night’s game because he was tired of being turned away from hotels and restaurants because he was Black. This panel will feature the author and illustrator of the 2021 Orbis Pictus Award winner, Above the Rim: How Elgin Baylor Changed Basketball. Instructional and response strategies for nonfiction will also be shared.

Presenters: Cyndi Giorgis, Arizona State University Marie LeJeune, Western Oregon University Tradebook Authors/Illustrators: Jen Bryant, Abrams Books, “Introducing the Next Generation to a Great Athlete and Advocate for Equity” Frank Morrison, Abrams Books, “Illustrating the Athleticism and Artistry of Elgin Baylor”

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THURSDAY

6:00–7:15 P.M. ET

THURSDAY, NOVEMBER 18

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LIVE SESSION — Amplifying Asian American Youth Literature This panel of Asian American creatives and scholars will speak back to Asian American stereotypes, and discuss why Asian American stories and counterstories are critical. Panelists will explore what creatives and educators can do to promote greater access to, understanding of, and inclusion of authentic Asian American narratives.

G R TE LGBTQ RAINBOW Presenters: Sarah Park Dahlen, University of Illinois at Urbana-Champaign Sayantani DasGupta, Scholastic and Columbia University Betina Hsieh, California State University Long Beach Jung Kim, Lewis University Trung Le Nguyen, The Magic Fish, Random House Children’s Books Debbi Michiko Florence, Scholastic Noreen Rodrguez, Iowa State University Andrea Wang, Kokila Books Paula Yoo, Norton Books for Young Readers

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Build Your Stack — Make Room in Your TBR Pile for New & Notable YA from ABRAMS Sponsored by Abrams Books Make room in your TBR pile! Eight ABRAMS creators share their inspiration behind their new and forthcoming young adult books: Jordan Ifueko (Redemptor), Cherie Dimaline (Hunting By Stars), Priya Huq (Piece by Piece), Terry Blas (Lifetime Passes), Candacy Taylor (Overground Railroad), Diana Ma (Her Rebel Highness), Sajni Patel (My Sister's Big Fat Indian Wedding), and Ray Stoeve (Arden Grey).

Presenter: Jenny Choy, Abrams Books

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LIVE SESSION — Exhibitor Session — Using Social Justice Questions to Analyze Text Sponsored by Southern Poverty Law Center Support students' critical thinking and social emotional learning by writing questions using Learning for Justice's Social Justice Standards. Learn how to create and implement questions that analyze identity, diversity, justice, and action in text and that work to create and sustain classroom environments that honor diversity, equity, and justice.

Presenters: Sarah-SoonLing Blackburn, Southern Poverty Law Center Kimberly Burkhalter, Southern Poverty Law Center

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2021 NCTE ANNUAL CONVENTION PROGRAM

FRIDAY, NOVEMBER 19 8:00–9:15 P.M. ET

GENERAL SESSION FRIDAY

VINCENT MARC

GEORGE M. JOHNSON GEORGE M. JOHNSON is the author of the memoir We Are Not Broken. Johnson has written for major outlets, including Teen Vogue, Entertainment Tonight, NBC, The Root, Buzzfeed, Essence, Ebony, THEM, and The Grio. They have also served as Guest Editor for BET.com’s Pride month. They were awarded the 2019 Salute to Excellence Award by the National Association of Black Journalists for their article “When Racism Anchors Your Health” in Vice Magazine, and named to The Root 100 Most Influential African Americans in 2020. They are the author of the bestselling memoir All Boys Aren’t Blue.

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

SPECIAL EVENTS IN THE NCTE AUTHOR LOUNGE — 10:00–11:15 A.M. ET NCTE AUTHOR STRAND Information Session around the New Perspectives on Primary Sources (NPPS) Project Learn more about a fellowship opportunity with NCTE, in partnership with the Library of Congress: New Perspectives on Primary Sources. With a December 1 application deadline, fellowships will begin in January 2022 and offer approximately 60 hours of professional learning throughout 2022 along with the expectation to contribute an instructional unit and chapter for an NCTE-edited book. As incentives, participants will be given complimentary registration for the 2022 NCTE Annual Convention and stipends of $2,000 will be offered.

Applicants must be current educators teaching in secondary classrooms. Come chat with the leaders of this fellowship to learn more!

Presenters: Lisa Storm Fink, NCTE Professional Learning and Member Engagement, NCTE Teaching with Primary Sources Program Troy Hicks, Central Michigan University and Chippewa River Writing Project

IN THE NCTE AUTHOR LOUNGE — 4:15–5:30 P.M. ET NCTE AUTHOR STRAND Using Film to Unlock Textual Literacy Struggling to help kids engage with print text? Looking for ways to help your students learn to analyze text deeply in a hands-on, differentiated, and real-world environment? Or maybe just want to learn how to take a better bathroom selfie? Robert Crisp, author of Using Film to Unlock Textual Literacy: A Teacher’s Guide, explores strategies for using film study and filmmaking to help students engage in entirely new ways with print text. No special equipment beyond a cell phone is required, and no filmmaking experience is necessary to be successful.

Presenter: Robert Crisp, Myers Park High School, Charlotte, NC

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2021 NCTE ANNUAL CONVENTION PROGRAM

LIVE SESSION — 1:15-2:30 P.M. ET ELATE Keynote Session Presenter: Charles Person, author of Buses Are a Comin’: Memoir of a Freedom Rider

FRIDAY JO ETTA PERSON

LIVE SESSION — 2:45-4:00 P.M. ET Middle Level Keynote Session Presenter: Eve L. Ewing, author of Electric Arches, 1919, Ghosts in the Schoolyard, and Maya and the Robot

LIVE SESSION — 3:45-5:00 P.M. College Level Keynote Session “Standard White Mainstream English Is the Floor, Not a Ceiling”: Interrogating and Transforming Your Language Pedagogy through the Lens of Black Linguistic Justice” Presenter: April Baker-Bell, Michigan State University

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

FEATURED SESSION — 4:15-5:30 P.M. ET LIVE SESSION — Choice and Voice: What It Means to Be an Independent Reader Kylene Beers, author and coauthor of the bestselling books When Kids Can’t Read/What Teachers Can Do, Notice and Note, Disrupting Thinking, and Forged by Reading, shares thoughts on what it means to be an independent reader, that type of reader who not only can struggle successfully through a challenging text, but thinks deeply about texts that challenge our thinking. She’ll discuss the role of choice in developing the independent reader who is really an independent thinker and discuss what happens when censors decide to remove choice. As a part of this discussion, she will interview Jerry Craft, winner of the 2020 Newbery Medal, the Coretta Scott King Author Award, and the Kirkus Prize, and author of New Kid and Class Act. Presenters: Kylene Beers, author and coauthor, When Kids Can’t Read/What Teachers Can Do, Notice and Note, Disrupting Thinking, and Forged by Reading Jerry Craft, author, New Kid and Class Act

Kylene Beers

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2021 NCTE ANNUAL CONVENTION PROGRAM

Jerry Craft

FEATURED SESSION — 5:45-7:00 P.M. ET LIVE SESSION —Civic Reasoning and Discourse: The Role of Literacy Instruction in K–12 Classrooms This session addresses the role of literacy in preparing students for civic reasoning and discourse across subject matter domains. This session builds upon a recent National Academy of Education report Educating for Civic Reasoning and Discourse that synthesizes evidence from studies of human learning and development to inform civic learning.

FRIDAY

Presenters: Antero Garcia, Stanford University Kris Gutierrez, University of California, Berkeley Carol Lee, Northwestern University Nicole Mirra, Rutgers University Na’ilah Suad Nasir, The Spencer Foundation

Antero Garcia

Carol Lee

Nicole Mirra

Kris Gutierrez

Na’ilah Suad Nasir

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

11:45 A.M.–1:00 P.M. ET Live Sessions & Prerecorded/Scheduled Sessions D-1

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This presentation features four YA authors who write stories of resistance and revolution situated and contextualized in time and place. 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, related to setting.

Presenters: Tina Cane, Random House Children’s Books Jung Kim, Lewis University David Barclay Moore, Random House Children’s Books Amra Sabic-El-Rayess, Bloomsbury Children’s Books Renée Watson, Bloomsbury/Kokila Respondent: Ricki Ginsberg, Colorado State University

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LIVE SESSION — Louisville Is Our Classroom: Wrestling with Police E M S ECE Brutality in Our Own Backyard In this interactive session, presenters from one school’s racial equity committee will guide educators in their year-long process of using uprisings in Louisville, Kentucky, to facilitate schoolwide conversations about racial equity. Participants will reflect on their school’s engagement and explore using their current context to deepen their conversations about race.

Presenters: LaQueisha Bonds, Mill Creek Leadership Academy Michelle Mullins, Mill Creek Leadership Academy Jacob Otting, Mill Creek Leadership Academy Anitra Woodford, Mill Creek Leadership Academy

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LIVE SESSION — Setting as an Act of Revolution: Writing Our Stories of MSC Resistance

LIVE SESSION — Forming “Beloved Community” in the Face of Insurrection G NWP What does it look like in 2021, for literacy educators to build a “Beloved Community?” Join NWP site leaders from Birmingham, Boston, Philadelphia, and Pittsburgh, as we discuss how we’re learning to enact love and justice through our work in our classrooms and communities.

Presenters: Tanya Baker, National Writing Project, “Working from Gholdy Muhammad’s Equity Framework” Ling-Se Chesnakas, “Writing and Reading to Become Fugitive” M. Beatrice Dias, CREATE Lab, Carnegie Mellon University, “Scholarly Roots of Love” Colleen Geiger, Western PA Writing Project, “Cultivating Culturally Responsive Virtual Learning Communities” Nikan Hodjat, Boston Writing Project, “Writing and Reading to Become Fugitive” Karen Howard, Western PA Writing Project, “A Teacher’s Role in a Classroom Where Love and Justice Abide” Michelle King, Western PA Writing Project, “What Does Love Got to Do With It?” Richard Koch, Western PA Writing Project, “Mindful Writing Workshop as Beloved Community” Denise Patmon, “Writing and Reading to Become Fugitive” Tonya Perry, “Mentoring in the Beloved Community: Creating Life-Generating Spaces for Growth and Belongingness”

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11:45 A.M.–1:00 P.M. ET Laura Roop, University of Pittsburgh, “The Next American Revolution’: Love in Action” Trey Smith, “Using Historical Primary Sources to Support Teachers’ Inquiries in Practice” Josh Tetenbaum, Boston Writing Project Jameka Thomas, UAB Red Mountain Writing Project, “Mentoring in the Beloved Community: Creating Life-Generating Spaces for Growth and Belongingness” Christian Walkes, “Writing and Reading to Become Fugitive” Lucy Ware, Western PA Writing Project, “Making a Difference through Purpose and Joy”

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LIVE SESSION — #WhyMiddleMatters—Justice in the Middle: Historically Responsive Literacy as a Curricular Approach to Equitable and Just Teaching Sponsored by the Middle Level Section Steering Committee

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In this interactive session, you are invited to join teachers who are experienced in designing their curriculum Historically Responsive Literacy framework. After a brief presentation on the framework

by Dr. Gholdy Muhammad, you will have the opportunity to work with mentors to redesign your own unit or school year.

Presenters: Sarah Bonner, Heyworth Junior High School Antero Garcia, Stanford University Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago Robyn Seglem, Illinois State University Sonam Shahani, NCTE Middle Level Steering Committee

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LIVE SESSION — Graves Award—Writing That Matters: Enacting Antiracist and Culturally Sustaining Writing Curriculum alongside Young Writers and Families

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Sponsored by the Elementary Section and the Latinx Caucus

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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 marginalization, and to sustain their cultures, voices, and identities.

Presenters: Tracey Flores, The University of Texas at Austin, “Writing That Matters: Enacting Antiracist and Culturally Sustaining Writing Curriculum alongside Young Writers and Families” Rosalyn Harvey-Torres, Georgia State University, “Cerca de nuestros corazones: An Antiracist and Culturally Sustaining Bilingual Writer’s Workshop” Miriam Ortiz, Austin Independent School District, “Nuestros Heróes y Cultura: Writing Our Lives, Writing Our Histories” Richard Rivera-Amezola, School District of Philadelphia, “The Family and Community Stories Project” Carmela Valdez, Austin Independent School District, “Cerca de nuestros corazones: An Antiracist and Culturally Sustaining Bilingual Writer’s Workshop” Respondent: Maria Paula Ghiso, Teachers College, “Writing That Matters: Enacting Antiracist and Culturally Sustaining Writing Curriculum alongside Young Writers and Families”

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

11:45 A.M.–1:00 P.M. ET D-6

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LIVE SESSION — Toward Southern Black Girl Epistemologies and Literacies S R RAINBOW In this presentation, we explore what we learn of Black girls’ literacies when engaging the South not as a singular s/place from which Black girls run away, but as a spatial embodiment to (re)imagine literacy s/places. We build with writers and practices, to discuss the ways that Southern Blackness fosters knowledge and practices of liberatory wholeness that can be implemented in literacy spaces.

Presenters: Tamara Butler, College of Charleston Bria Harper, Michigan State University Lauren Elizabeth Reine Johnson, Michigan State University

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Centering Black Excellence: HBCU Graduates Discussing Equity in ELA In this session, HBCU graduates will use their personal and educational experiences to discuss how educators can utilize HBCU ideals to affirm all students. The hope of this session is that ELA teachers will more deeply understand the spirit and goals undergirding HBCUs and better recognize the possibilities of education centered around HBCU ideals.

G TE ELATE RAINBOW Presenters: Renard Adams, Baltimore County Public Schools Zakia Gates, Cabrini University, “Translating HBCU Experiences into Brave ELA Classrooms” Towanda Harris, Heinemann Rhonda Hylton, Kent State University, “Don’t Just Talk About It, Be About It” Kisha Porcher, University of Delaware, “My HBCU Taught Me: Centering Blackness in the English Education Programs” Barrett Rosser, The University Pennsylvania Graduate School of Education, “HBCU Teachings within and beyond the Classroom” Jacqueline Stallworth, Stallworth Educational Consulting Team, “Centering HBCU Graduates to Support Black Teachers” Stephanie Toliver, University of Colorado, Boulder, “FUBU ELA: Centering Blackness in the English Curriculum” Kiera Vargas, EpIfhany LLC, “Building Self-Efficacy through African American Literature”

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Decolonizing the AP Composition Course with Global Indigenous Texts How can we decolonize the AP Composition course? A high school ELA teacher and a first-year writing instructor share their work developing a curriculum to center the voices of contemporary Indigenous writers from across the globe who write in traditional and new genres. This interactive panel includes opportunities for reflection on your positionality, student identities, and texts.

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Presenters: Emily Beenen, Native American Community Academy Michelle Sprouse, University of Michigan

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Listen as They Lead: Cocreating Equitable Learning Environments with Emergent Bilinguals E ECE LLA Imagine a space where children’s voices, identities, and ideas are centered in their learning. A space where they can use language freely and flexibly. Join us as we discuss and share practical ideas for providing equitable learning environments for emergent bilinguals.

Presenters: Bettie Parsons Barger, Winthrop University Erin Hamel, Winthrop University Koti Hubbard, Clemson University Lindsay Yearta, Winthrop University

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2021 NCTE ANNUAL CONVENTION PROGRAM

11:45 A.M.–1:00 P.M. ET D-10

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#WhyMiddleMatters — Justice in the Middle: Poetry and SocialEmotional Learning in the Antiracist Middle Grade Classroom Sponsored by the Middle Level Section Steering Committee

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This #WhyMiddleMatters session features middle grade teachers and authors of middle grade poetry on the power of poetry to center the experiences of Black and Brown children and support socialemotional learning. Participants will engage with teachers and authors who will share lessons, student work, book excerpts, and text recommendations.

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Presenters: David Bowles, University of Texas Rio Grande Valley, “They Call Me Güero” Brooke Eisenbach, Lesley University Carla España, Rye Country Day School Nikki Grimes, Bloomsbury, “Legacy: Women Poets of the Harlem Renaissance” Aida Salazar, Scholastic, “Land of the Cranes” Jen Vincent, Carl Sandburg Middle School Carole Weatherford, “Unspeakable: The Tulsa Race Massacre”

English as Trauma: Moving toward Linguistic Justice for Intersectional Deaf, DeafBlind, DeafDisabled, and Hard-of-Hearing Adult Learners As a team of Deaf and hearing scholars teaching intersectional Deaf, DeafBlind, DeafDisabled, and Hard-of-Hearing (DDBDDHH) college students, we seek a dialogue on how our curricular work in progress can be antiracist, inclusive, Deaf-centric, and prepare students for the demands of writing across the curriculum. We are aiming for equity and language justice for our marginalized DDBDDHH students.

G R TE LLA NWP RAINBOW Presenters: Matthew Annis, Rochester Institute of Technology Jess Cuculick, Rochester Institute of Technology Patricia Kenney, Rochester Institute of Technology Rachel Mazique, Rochester Institute of Technology Thomastine Sarchet, Rochester Institute of Technology Jessica Trussell, Rochester Institute of Technology S. Jordan Wright, Rochester Institute of Technology

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Access for All Learners: Merging the Written Word with Oral Language and Images E TE ECE LLA RAINBOW Presenters will share ways to capitalize on students’ and their families’ language practices. Examples of children’s literature that reflect a rich linguistic landscape will also be shared.

Presenters: Laura Ascenzi-Moreno, Brooklyn College Sally Brown, Georgia Southern University Cecilia Espinosa, Lehman College/CUNY

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

11:45 A.M.–1:00 P.M. ET D-13

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Build Your Stack — Abolitionist Teaching in Action: A Collection of Children’s Books G Abolitionist Teaching in Action is a pedagogical shift for a classroom teacher and school librarian to support equity, justice, and antiracist instructional practices. The session’s purpose is to share a collection of books used for interactive read-alouds and literature discussions in a standards-based educational space.

Presenters: Laura Haney, Meadowfield Elementary School, Columbia, SC, “Equity, Justice, and Antiracist Teaching through a Curation of Children’s Books” Mary Jade Haney, Horrell Hill Elementary School (Richland County School District One) Hopkins, SC

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LIVE SESSION — Exhibitor Session — Supporting Reading, Writing, and Communication with FREE Microsoft Tech Tools Sponsored by Microsoft Microsoft has created free, accessible built-in tools to support students of all abilities with reading, writing, and communication! You will learn how these free tools can be used to support classroom engagement of students with learning differences such as dyslexia, dysgraphia, ADHD, emerging readers and even nonnative speaking students. These tools work across Microsoft 365 and are accessible with Chromebook, Ipad, and Mac. Presenter: Rachel Berger, Microsoft

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2021 NCTE ANNUAL CONVENTION PROGRAM

1:15–2:30 P.M. ET E-1

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LIVE SESSION — “A Different Mirror”: Linguistic Histories of Being Asian/American (in the English Classroom) Sponsored by the Asian/Asian American Caucus

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For Asian American students, mother tongues link family, heritage, and identities. Yet students must often give up their language in school, perpetuating white supremacy. Drawing on Latin American testimonio, six Asian American educators will share (auto)ethnographies that explore the relationship of identity and language history, with classroom and antiracist implications.

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FRIDAY

Presenters: Laura-Ann Jacobs, University of Michigan-Ann Arbor Naitnaphit Limlamai, University of Michigan-Ann Arbor Diana Liu, Teachers College, Columbia University Grace Player, University of Connecticut Reshma Ramkellawan-Arteaga, Teaching Matters Byung-In Seo, Chicago State University

LIVE SESSION — Antiracist Teaching with Young Adult Literature: Methods of Teaching Culturally Diverse YA Literature for Equity and Justice M S C TE ELATE This roundtable session addresses methods of teaching culturally diverse young adult literature to promote equity, justice, and antiracist teaching. Following keynotes from YA authors Kekla Magoon, Ilyasah Shabazz, and Tiffany D. Jackson, roundtable presentations examine diverse representations of identity in texts and multiple approaches to teaching for equity and justice.

Tradebook Authors/Illustrators: Tiffany D. Jackson, Macmillan Kekla Magoon, Bloomsbury/Candlewick Ilyasah Shabazz, Macmillan Respondents: Jacqueline Bach, Louisiana State University, “Crossing the Line: Representations of Sexual Violence in Middle School YA” Mondana Bonaccorso, Indiana University Southeast, “Writing about YAL to Promote Equity and Justice” Lindsay Cherry, West Ottawa Public Schools, “#Ownvoice Literature for an Equitable Classroom” Sarah Donovan, Oklahoma State University, “Representations of Sex in YA: Reading Bias and Racism with the Harm and Healing Protocol” Jodi Gleason, Borden Jr/Sr High School, “Language Love Lessons: Lenses for Fighting Linguicism with YAL” Greta Honsberger, Mary Queen of Peace School, “Examining the Refugee and Resettlement Experience in Inside Out and Back Again” John Istel, New Design High School, NY, “Using Dear Martin to Jump-Start Discussions of Equality and Justice and Promote Antiracist Attitudes” Chloe Kannan, University of Pennsylvania Graduate School of Education, “Enrollment, Acceptance, and Tribal Sovereignty: Using Firekeeper’s Daughter to Engage in Critical Conversation” Alex Maher, Indiana University Southeast, “You Are Not Wrong: Teaching About the Power and Validity of Black English in Long Way Down” Cori McKenzie, SUNY Cortland, “Interrogating Whiteness and Cultivating Accompliceship through The Black Friend: On Being a Better White Person” Dan Rose, SUNY at Oswego, “ When Justice Is Denied: Exploring We Are the Ashes, We Are the Fire

by Joy McCullough” Karen Dulaney Smith, Margaret Long Wisdom High School, “In Search of Justice with All American Boys (2015) by J. Reynolds and B. Kiely” Ayse Suslu, Waller High School, “Other Worlds in The World That We Knew” Sarah Thomas, Bridgewater State University, “Allyship and Microaggressions: Using Class Act to Teach about Antiracism” Emily Wender, Indiana University of Pennsylvania, “Imagining a More Equitable Society in The Outsiders” 2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

1:15–2:30 P.M. ET Roundtable Leaders: Briana Asmus, Aquinas College, “#Ownvoice Literature for an Equitable Classroom” Arianna Banack, University of Tennessee, “Understanding the Effects of Gentrification through Ibi Zoboi’s Pride” Brooke Bianchi-Pennington, Hardin Valley Academy, “Understanding the Effects of Gentrification through Ibi Zoboi’s Pride” Steven Bickmore, UNLV, “Powerful, Layered Stories of Injustice and Strength: Kekla Magoon’s How It Went Down and Light It Up” Stefani Boutelier, Aquinas College, “#Ownvoice Literature for an Equitable Classroom” Ashley Boyd, Washington State University, “Young Adult Literature and Social Justice: Possibilities for Research and Writing” Kelly Bull, Notre Dame of Maryland University, “Examining the Refugee and Resettlement Experience in Inside Out and Back Again” Kristina Bybee, Arizona State University, “Dreaming of Equity and Justice in The Marrow Thieves” Erica Caasi, University of Colorado Boulder, “Centering the Body: Navigating Nuances of Racial Identity, Representations of Mental Health, and Body Image and Sport in Darius The Great Is Not Okay” Charity Cantey, Louisiana State University Laboratory School, “Crossing the Line: Representations of Sexual Violence in Middle School YA” Janine Darragh, University of Idaho, “Young Adult Literature and Social Justice: Possibilities for Research and Writing” Christine DeStefano, Oklahoma State University, “Representations of Sex in YA: Reading Bias and Racism with the Harm and Healing Protocol” Tiffany Doerr, Louisiana State University, “From Ernest to George: Empathy and Citizenship from the ’40s to ’20s” Anita Dubroc, Louisiana State University, “From Ernest to George: Empathy and Citizenship from the ’40s to ’20s” Ricki Ginsberg, Colorado State University, “Enrollment, Acceptance, and Tribal Sovereignty: Using Firekeeper’s Daughter to Engage in Critical Conversation” Andrea LeMahieu Glaws, University of Colorado, “Interrogating Whiteness and Cultivating Accompliceship through The Black Friend: On Being a Better White Person” Wendy Glenn, University of Colorado, Boulder, “Designs of Home: Living Spaces as Political Places” Maria Hernandez Goff, Renton School District, “Otherworldly Immigrants” Alice Hays, California State University, Bakersfield, “The Awakening of Activism” Lisa Hazlett, University of South Dakota, “Disrupting Ethnic Discrimination and Re(Visioning) History through Community Activism in Moon over Manifest” Sara Hoeve, Purdue University, “Fostering Equitable Class Discussions on YA Literature” Melanie Hundley, Vanderbilt University, “In the Aftermath: Fighting for Freedom and Justice in Ahmed’s Internment” Jennifer Kagan, Oswego State University, “Therapists in YA Novels: Trying to Make Order out of the Disorder” Sharon Kane, SUNY Oswego, “When Justice Is Denied: Exploring We Are the Ashes, We Are the Fire

by Joy McCullough” Amanda Luszeck, Utah Valley University, “Dreaming of Equity and Justice in The Marrow Thieves” Steffany Comfort Maher, Indiana University Southeast, “Antiracist Teaching with Young Adult Literature: Methods of Teaching Culturally Diverse YA Literature for Equity and Justice” Melinda McBee Orzulak, Bradley University, “Language Love Lessons: Lenses for Fighting Linguicism with YAL” Daniel Moore, University of Colorado, Boulder, “Historicizing Systemic Racism through Cross-Curricular Fiction” Valarie Morgan, Delta State University, “The In-Between Ones: Addressing Biracial Representation through The Girl Who Fell from the Sky” Sam Morris, University of South Carolina Beaufort, “Writing about YAL to Promote Equity and Justice” Cheryl North, University of Maryland Baltimore County, “The Surprising Power of Empathy”

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2021 NCTE ANNUAL CONVENTION PROGRAM

1:15–2:30 P.M. ET

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LIVE SESSION — Educational Justice through Love, Relational Healing, and Artistic Expression: Literacy Instruction informed by Black Girlhood Studies G R TE RAINBOW This presentation brings together three scholars of Black Girlhood Studies to share their findings on the ways relationship building, multimodality, and artistic expression celebrate the voices of Black girls and women. Panelists explore the role of love in creating contexts for antiracist literacy instruction in K–12 classrooms.

Presenters: Ruth Nicole Brown, Michigan State University, “Experiencing Freedom through Black Girl Genius” Christina DeNicolo, Wayne State University Erica Edwards, Wayne State University, “Sista Circles: Promoting Equity through Intergenerational Relationships and Resistance” Aja Reynolds, Wayne State University, “Antiracist Praxis through Black Feminism, Art, and Healing”

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LIVE SESSION — Mental Illness/Health, YA Literature, and Asian American Cultures M S TE RAINBOW In this session, Asian American educators and authors will join together to have a frank discussion about how their cultural backgrounds influenced both their perception of mental illness and the way in which they engage in critical discussions in the classroom.

Presenters: I. W. Gregorio, Little, Brown Books for Young Readers Katharine Hsu, Arlington Public Schools Jung Kim, Lewis University Adib Khorram, Dial Books for Young Readers (PRH) 2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY

Elsie Lindy Olan, University of Central Florida, “Examinations of Social Inequities and Adolescent Identity in Dear Martin” Chea Parton, The University of Texas at Austin, “Doing Something or Knowing When Not To? As Brave as You and Place-Connected Antiracist Teaching Practices” Leilya Pitre, Southeastern Louisiana University, “In Search of Justice with All American Boys (2015) by J. Reynolds and B. Kiely” Kia Jane Richmond, Northern Michigan University, “Examinations of Social Inequities and Adolescent Identity in Dear Martin” Holly Riesco, University of Arkansas, Fayetteville, “Dismantling Masculine and Feminine Constructs for LGBTQ+ Youth: King and the Dragonflies as a Mentor Text for Action-Oriented Social and Emotional Learning” Candence Robillard, LSU Laboratory School, “Crossing the Line: Representations of Sexual Violence in Middle School YA” Karen Rowe, Black River Public School, “Whose Histories Get Told? Whose Histories Get Silenced?”

Gretchen Rumohr, Aquinas College, “The Seeds of a Nation: Examining our Racist Roots with Chains” Shelly Shaffer, Eastern Washington University, “Powerful, Layered Stories of Injustice and Strength: Kekla Magoon’s How It Went Down and Light It Up” Katie Sluiter, Wyoming Junior High School/Western Michigan University, “You Are Not Wrong: Teaching about the Power and Validity of Black English in Long Way Down” Ann Marie Smith, North American University, “Disrupting Ethnic Discrimination and Re(Visioning) History through Community Activism in Moon over Manifest” Elisabeth Spinner, Western Michigan University, “Imagining a More Equitable Society in The Outsiders” Terri Suico, Saint Mary’s College, “Allyship and Microaggressions: Using Class Act to Teach about Antiracism” Francisco Torres, Kent State University, “Centering Family in Fights for Justice: History and Love in Green Lantern Legacy” William Williams, Concord University, “Using Dear Martin to Jump-Start Discussions of Equality and Justice and Promote Antiracist Attitudes”

FRIDAY, NOVEMBER 19

1:15–2:30 P.M. ET E-5

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This panel brings together scholars, authors, librarians, and publishers whose work focuses on the vital presence of diverse and antiracist literature in K–12 classrooms and community settings. All of the panelists have spoken out about our dissatisfaction with the slow pace of change in publishing and teaching with antiracist literature. We will expand on the equity themes of our 2020 panel.

Presenters: Sarah Park Dahlen, University of Illinois at Urbana-Champaign Denise Davila, The University of Texas at Austin Patricia Enciso, The Ohio State University Jason Low, Lee & Low Books Detra Price-Dennis, Teachers College, Columbia University Caitlin Ryan, University of North Carolina, Wilmington Nithya Sivashankar, Texas State University Stephanie Toliver, University of Colorado, Boulder Angie Zapata, University of Missouri

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LIVE SESSION — Expanding the Argument for Antiracist Literature: A Continuing Conversation E M S R TE ELATE LGBTQ RAINBOW

LIVE SESSION — An Unwavering Commitment to Equity and Justice

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We begin with a panel discussion with five authors who help teachers center issues of equity and justice. At roundtables, participants will hear from Book Love Foundation grant recipients who use inclusive classroom libraries as a central platform for differentiated instruction. Teachers will address the institutional barriers they have faced while reading their way toward educational justice.

Presenters: Brendan Kiely, Simon & Schuster Penny Kittle, Plymouth State University Linda Sue Park, Simon & Schuster Olugbemisola Rhuday-Perkovich, author (Crown/Random House, Macmillan, HarperCollins) Traci Sorell, Penguin, Charlesbridge Kelly Yang, Scholastic Respondent: Julia Torres, Denver Public Schools Roundtable Leaders: Erik Borne, Hinckley-Big Rock High School, “Creating a Culture to Inspire Teens’ Gumption to Grip and Grapple with a Book” Amy Bowden, Western Oregon University, “Walking a Mile in Their Shoes” Jennifer Brinkmeyer, Iowa City Schools, “Fracturing Monolithic Thinking with Independent Reading” Jennifer Connolly, Granite City High School/Southwestern Illinois College, “Ways to Improve the Inclusivity of Your Class Library” Brent Gilson, Westwind School Division, “Using Book Clubs and Independent Reading to Help Students Open Windows and Doors” Jolene Heinemann, Oak Park and River Forest High School, “Work toward Equity through Collaborative Reader Workshop” Molly Jackson-Schultz, Batavia High School, “Using Student Voice to Speak Out for Justice” Ryan Katzenmoyer, “Governor Mifflin School District,” Harnessing the Power of the Read-Aloud to Address Equity and Justice Issues in the K–2 Classroom” Crystal Kelley, San Marcos High School, TX, “Persisting with Workshop for Critical Consciousness” Caitlyn Lasater, Ross S. Sterling High School, “English Literature for English Learners” Heather McCarthy, Oak Lawn Hometown Middle School, “Students Using Fiction Novels as a Tool to Discuss Social Justice Issues with Adults” Kemba Metropoulos, Parkway Central High School, “The Ones We Have Been Waiting For” Karlen Shupp, Trumbull High School, “Building, Maintaining, and Sustaining Equitable Classroom Libraries”

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2021 NCTE ANNUAL CONVENTION PROGRAM

1:15–2:30 P.M. ET Nia Vestal, Columbia Falls High School, “Reading for Caste and Justice” Valen Warner, East High School, “Reading as Resistance and Relationship” Amy Watkins, Belleville High School, “Seeking Justice through Narratives: Using Book Clubs to Prompt Action”

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Sponsored by the College Section Steering Committee Featuring speakers from institutions across the country, this panel will discuss the impact of the Black Lives Matter movement or other antiracist projects on college writing program administration broadly writ. Specifically, speakers will describe efforts to redress anti-Blackness, white supremacy, and racism more generally within writing programs and their outcomes.

Presenters: Sheila Carter-Tod, Virginia Tech James Eubanks, University of Alabama Laura Gonzales, University of Florida Angela Haas, Illinois State University Natasha Jones, Michigan State University Zandra L. Jordan, Stanford University Octavio Pimentel, Texas State University Michelle Bachelor Robinson, Spelman College Jennifer Sano-Franchini, Virginia Tech Amy Wan, Queens College, CUNY Graduate Center Christopher John Williams, Queens College, CUNY

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Trudging Forward: A Rural Community College’s Quest for Antiracism in a Historical Seat of the KKK C As white community college educators committed to antiracism in a rural, conservative county, we face denial, defensiveness, and evasion from the campus about racial justice. This resistance can render colleagues and students of color hypervisible and unheard. However, progress is possible.

Attendees will explore how to pursue curricular and institutional antiracist practices.

Presenters: Susan Bernadzikowski, Cecil College Jennifer Levi, Cecil College Clarence Orsi, Cecil College

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Play-Based Early Childhood Education and the Perpetuation of White Supremacy E R TE ECE In this session, early childhood educators examine how children’s play, as a language/literacy practice, can reinscribe white supremacy. Guided by insights of Black scholars, we discuss the importance of educators’ self-work; pro-Black, justice-oriented curricula; and in-the-moment strategies for interrupting the reinforcement of white supremacy within and beyond children’s early years.

Presenters: Jesse Gainer, Texas State University Tim Kinard, Texas State University San Marcos Susi Long, University of South Carolina Nancy Valdez-Gainer, Texas State University Dinah Volk, Cleveland State University Respondent: Nathaniel Bryan, Miami University

2021 NCTE ANNUAL CONVENTION PROGRAM

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Build Black Lives Matter and Antiracist Projects in Writing Program Administration C

FRIDAY, NOVEMBER 19

1:15–2:30 P.M. ET E-10

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Promoting Equity and Justice: Empowering Student Voices through Kid Writing E R ECE NWP In this presentation, we will share our experiences implementing Kid Writing in culturally and linguistically diverse kindergarten and first-grade classrooms in Philadelphia, including videos of Kid Writing in action, a review of students’ writing to show what growth with Kid Writing looks like, and the results of an evaluation study.

Presenters: Claudia Gentile, NORC, University of Chicago Vera Lee, Drexel University Katie Mathew, Drexel University Dina Portnoy, Philadelphia Writing Project Diane Waff, University of Pennsylvania

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“This should be happening in every classroom”: Breaking Silences around Race in the Elementary Classroom to Enact Antiracist Literacy Teaching E LLA In this panel presentation, two experienced elementary educators, one of whom identifies as multiracial and the other as white, share their experiences of breaking silences around race to enact antiracist teaching and support students’ racial literacy development through whole-class literature discussions.

Presenters: Eva Brazle, Austin Schools Anne Daly-Lesch, The University of Texas at Austin Naina Gonsalves, Austin Schools

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Student Voices and Safe Spaces with Writing Club Workshops

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This session will explore techniques for conducting socially relevant writing workshops, including how to generate digital portfolios and a supportive, safe online community. Attendees will discuss creating equitable spaces with writing clubs using reflection in writing. Learn how equitable writing clubs have been and could be implemented in classrooms.

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Presenters: Adrienne Burris, Greenville County Schools Heather Hill, Cleveland State University Mary-Celeste Schreuder, Clemson University

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Build Your Stack — Workman Publishing Book Buzz!

Build your stack with Caitlin and Annie at Workman publishing! Learn about all the latest and greatest titles for kids and adults from all our imprints.

Presenters: Annie Mazes, Workman Publishing Caitlin Rubenstein, Workman Publishing

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Sponsored by Workman Publishing

2021 NCTE ANNUAL CONVENTION PROGRAM

1:15–2:30 P.M. ET E-14

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Build Your Stack — Overcome Budget and Time Constraints with Free Classroom Novels and Teaching Resources Sponsored by the Ayn Rand Institute For nearly 20 years, the Ayn Rand Institute has provided 65,000 middle and high school teachers with over 4.7 million free copies of Rand's classic novels, along with comprehensive teaching resources.

Join us to learn about the books and hear directly from teachers and students who've benefited from them.

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Presenter: Aaron Smith, Ayn Rand Institute

Exhibitor Session — Kids Save the World: Action and Adventure in Middle Grades Sponsored by Bloomsbury Children's Books and Disney Hyperion In this panel sponsored by Bloomsbury Children's Books and Disney Hyperion, middle grade authors Arnée Flores (The Firebird Song), Carlos Hernandez (Sal and Gabi Fix the Universe), Jamar J. Perry (Cameron Battle and the Hidden Kingdoms), and Yoon Ha Lee (Tiger Honor) will be in conversation with Teacher/librarian Julia Torres about their action-packed books that feature kids who are the heroes of their own stories.

Moderator: Julia Torres, Bloomsbury/Disney Presenters: Arnee Flores, Bloomsbury/Disney Carlos Hernandez, Disney-Hyperion Yoon Ha Lee, Bloomsbury/Disney Jamar Perry, Bloomsbury/Disney

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

2:45–4:00 P.M. ET F-2

LIVE SESSION — A Revolutionary Love Story: Guidance for Identifying Anti-Blackness and Transforming Practices and Policies in Teacher Education and P–12 Schools E TE ECE RAINBOW This session will provide guidance for teacher educators, teachers, and administrators in countering anti-Blackness in their schools. Participants will engage in examining aspects of their institutions for anti- and pro-Blackness focusing on programmatic mandates, curriculum, and relationships.

Suggestions will be provided for replacing anti-Blackness with pro-Black practices and policies.

Presenters: Gloria Boutte, University of South Carolina Eliza Braden, University of South Carolina Kaitlin Jones, Richland Two School District Susan Long, University of South Carolina Mukkaramah Smith, Richland One School District Natasha Thornton, Kennesaw University

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LIVE SESSION — Grief as Critical Literacy: Reclaiming a Humanizing Praxis for Ourselves and the Students We Serve S R TE LLA NWP Recurring grief and trauma are a manifestation and symptom of structural violence that disproportionately impacts marginalized communities. Yet, little educational research addresses grief.

In this session, we explore how our own complex grief, and that of our students, deserves intellectual interrogation and space in our literacy pedagogy. Together, we share and model literacy practices.

Presenters: Stephanie Cariaga, California State University, Dominguez Hills Sharim Hannegan-Martinez, University of Kentucky Respondent: Cati V. de los Ríos, University of California, Berkeley

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LIVE SESSION — Showing Up for Each Other: Black-Asian Solidarity for Equity and Justice Sponsored by the Asian/Asian American Caucus

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In this panel, we discuss our advocacy for and practices of Asian-Black solidarity through public dialogue, infusing Black and Asian voices and histories into curriculum, and publicly and privately supporting one another’s work, students, and communities. We offer ways for participants to engage in active coalition work across multiple contexts.

Presenters: Tasha Austin, Rutgers University Shamaine Bertrand, The College of New Jersey Sarah Park Dahlen, University of Illinois at Urbana-Champaign Betina Hsieh, California State University Long Beach Swati Mehta, Boston University Kisha Porcher, University of Delaware

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Equity and Justice at a Native American School

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This session discusses a program where graduate students tutor middle school students at a Native American School. This tutoring initiative helps the tutors and the students being tutored understand how they each play a role in justice and equity for themselves and each other.

Presenters: Simone Gonyea, Onondaga Nation School Jennifer Kagan, Oswego State University

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2021 NCTE ANNUAL CONVENTION PROGRAM

2:45–4:00 P.M. ET F-7

LIVE SESSION — Critical Bilingual Literacies: Examining Language Ideologies in Teaching Bilingual Latinx Students E M S RAINBOW

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This panel invites teachers of Latinx emergent bilinguals to reflect on how their ideas on language and the ways they use language impact their teaching. It invites them to explore a critical bilingual literacies approach in order to develop pedagogical practices that meaningfully center students’ identities, languages, and literacies.

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Presenters: Lucia Cardenas Curiel, Michigan State University Cati V. de los Ríos, University of California, Berkeley Carla España, Rye Country Day School Luz Herrera, California State University, Fresno Anika Lundeen, Michigan State University Lindsay McHolme, Michigan State University Kate Seltzer, Rowan University Respondent: Maria Hernandez Goff, Renton School District

United We Stand: Promoting Equity in the ELA Classroom

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Gay, Black, Southern, Latina. Four teachers share their experiences with bias and stereotyping, which ignited their unique teaching passions and inspired the ready-to-use resources that will be provided to all participants. Join us as we speak our truths and share strategies for providing all students with an equitable education. M S LGBTQ LLA RAINBOW Presenters: Shanequa Evans, Greene County Schools Katherine Kearney-Harrell, Greene County Schools Lucerito Medrano, Greene County Schools

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LIVE SESSION — Racist Discourse against Asian Americans in the US: From “The Model Minority” to “A Chinese Virus” G RAINBOW This panel addresses racism against Asian Americans in US society through reviews of “the model minority” myth and the stereotypes of Asian Americans in popular culture, studies that explore how these stereotypes are amplified during the COVID-19 pandemic time, and how Asian Americans are presented in the children’s literature.

Presenters: Lin Deng, University of Florida Danling Fu, University of Florida Jiayi Xu, University of Florida Xiaodi Zhou, University of Texas at Rio Grand Valley

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BLACademicK Twitter Is a Hymnal: Amplifying the Voices of Black Womxn Scholars When the Academy Is Not Enough S R TE ELATE How does engagement in social media shape scholarship? Reflect on a year of engagement in the good, the bad, and the backbone of culturally responsive knowledge communities in cyberspace.

Drs. Chestin, Roni, and Daphne address TCTELA’s “Share the Literacy Mic” campaign, the infusion of Twitter hashtags in professional development, and bonding through Twitter attacks while being Black.

Presenters: Chestin Auzenne-Curl, Texas A&M University Roni Burren, University of Houston Daphne Carr, Humble Independent School District

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

2:45–4:00 P.M. ET F-11

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LIVE SESSION — Poetry for Social Justice: Presenting the Transformative Power of the NCTE 2021 Notable Poetry Books and Verse Novels Sponsored by the NCTE Excellence in Poetry for Children Award Committee

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The 2021 Excellence in Poetry for Children Award recipient, Janet Wong, will lead participants in poetry activities, focusing on poetry for social justice. Next, members of the NCTE Children’s Poetry and Verse Novels Committee will present the 2021 Notables lists, share selected poems, and lead discussions of ways these books can be tools of antiracist teaching in classroom communities.

Presenters: Gabrielle Halko, West Chester University Ted Kesler, Queens College, CUNY Heidi Mordhorst, Montgomery County Public Schools Mary-Kate Sableski, University of Dayton Yoo Kyung Sung, University of New Mexico Janet Wong, Pomelo Books

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LIVE SESSION — Moving Preservice and Practicing Teachers toward Equity, Justice, and Antiracist Teaching through Digital Literacies Sponsored by the Commission on Digital Literacies in Teacher Education (D-LITE), an English Language Arts Teacher Educators (ELATE) Commission G R TE ELATE Members of the ELATE Commission on Digital Literacies and Teacher Education will share research and teaching ideas for promoting equity, justice, and antiracist teaching through digital literacies in teacher education. The session will include two rounds of presentations by educators and researchers.

Join us to learn how to harness digital literacies to help move preservice and inservice teachers.

Presenters: Rick Marlatt, New Mexico State University Clarice Moran, Appalachian State University Roundtable Leaders: Donna Alvermann, University of Georgia, Athens, “Disruptive Digital Writing Practices: Moving beyond Deconstruction” Casey Boersma, “Disruptive Digital Writing Practices: Moving beyond Deconstruction” Stefani Boutelier, Aquinas College, “15 Digital Practices in 15 Minutes to Support Digital Equity in the ELA Classroom” David Bruce, University at Buffalo, “Writing with Video Practice(s): Cultivating and Sustaining Equitable and Inclusive Communities of Practice” Kalie Chamberlain, “Critical Digital Literacy Pedagogy: Equitable and Humanizing Online English Teacher Education” Nicole Damico, University of Central Florida, “YA Lit and Digital Humanities to Support Social Justice Education for Preservice Teachers” Candance Doerr-Stevens, University of Wisconsin-Milwaukee, “Harnessing Online Platforms for Equitable and Humanizing Feedback” Caitlin Donovan, North Carolina State University, “ELA Today: What It Means to Teach ELA in the Digital Age with Respect to Equity” Mandie Dunn, University of South Florida, “Writing in Virtual Spaces as Dialogue for Fostering Critical Literacy” Jessica Eagle, North Carolina State University, “Bridging Computational and Critical Thinking in ELA” Will Fassbender, Montana State University, “e-CRAAP: Accounting for Emotion with Critical Media Literacy” Merideth Garcia, University of Wisconsin-La Crosse, “Tools for Building Community in Hybrid and Online Learning Environments” Thor Gibbins, SUNY Oneonta, “(Re)Mixing Place: Revealing Critical Place-Based Pedagogy through Digital Ethnography” Stephen Goss, Kennesaw State University, “Reorienting Your Classroom around Antiracist Content Creation and Publication Using Digital Arts”

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2021 NCTE ANNUAL CONVENTION PROGRAM

2:45–4:00 P.M. ET

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Reimagining Spaces and Places in Antiracist Pedagogies and Practices Sponsored by the Latinx Caucus

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As scholars and teachers in different programs (from English, Ethnic Studies, and Landscape Architecture), we recognize the importance of designing curricula that reflect the material realities of our students’ lives. Given the state of our precarious democracy, we also recognize the importance of challenging disciplinary boundaries to take into account who we are and who our students are.

Presenters: Hoke Yao Glover, Bowie State University, “Teaching Image and Balancing Thought: Using Metaphor and Images to Rest and Reconcile” Joern Langhorst, University of Colorado, Denver, “The Right to Place: Emplaced Pedagogies of Resistance and Awareness” Renee Moreno, California State University, Northridge, “Place and Space: Chicana/o and Ethnic Studies as Tranformative Pedagogies” Valerie Sweeney Prince, Wayne State University, “Teaching without Walls: Imagining Freedom from within the Classroom”

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY

Mary Ellen Greenwood, Utah State University, “Critical Digital Literacy Pedagogy: Equitable and Humanizing Online English Teacher Education” Aimee Hendrix-Soto, Texas Women’s University Troy Hicks, Central Michigan University, “Digital Diligence: Building Mindful Practices into a Crowded Curriculum” Laura Jacobs, North Carolina State University, “ELA Today: What It Means to Teach ELA in the Digital Age with Respect to Equity” Sara Kajder, University of Georgia, “(Re)Seeing Our Teaching: Building Beginning Teachers’ Critical Practices through Video Analysis” Maureen McDermott, Independent Scholar, “Positing Equity, Justice, and Antiracist Teaching in an Online ELA Course Framework for Preservice and Secondary ELA Teachers” Christy McDowell, Henderson State University, “Building Critical Literacy through Digital Writing” Ewa McGrail, Georgia State University, “Inspiring and Giving Voice through Podcasting” J. Patrick McGrail, Jacksonville State University, “Inspiring and Giving Voice through Podcasting” Brady Nash, University of Texas, “Developing a Critical Digital Reading and Media Literacy Curriculum” Ian O’Byrne, College of Charleston, “Engaging with Activist Texts in Learning Environments” Tonya Perry, University of Alabama at Birmingham, “Creating Virtual ‘Tech Tables’ in Urban and Rural Spaces to Support Teacher Learning” Amy Piotrowski, Utah State University, “Critical Digital Literacy Pedagogy: Equitable and Humanizing Online English Teacher Education” Amanda Plaizier, Utah State University, “Critical Digital Literacy Pedagogy: Equitable and Humanizing Online English Teacher Education” Julie Quast, Henderson State University, “Building Critical Literacy through Digital Writing” Mary Rice, University of New Mexico, “Helping Preservice Teachers Evaluate Digital Instructional Materials Using the 4A Framework (Accessibility, Active Engagement, Advocacy, and Accountability)” Katie Rybakova, Thomas College, “K–12 and Teacher Preparation Equitable Practices in Communities of Rural Poverty” Sunshine Sullivan, Houghton College, “Writing with Video Practice(s): Cultivating and Sustaining Equitable and Inclusive Communities of Practice” Max Theide, Atlas Preparatory Academy, “Harnessing Online Platforms for Equitable and Humanizing Feedback” Carl Young, North Carolina State University, “ELA Today: What It Means to Teach ELA in the Digital Age with Respect to Equity” Lauren Zucker, Northern Highlands Regional High School/Fordham University/Drew University, “Flexible Note-Taking Strategies in the Hybrid Classroom”

FRIDAY, NOVEMBER 19

2:45–4:00 P.M. ET F-14

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LIVE SESSION — Pursuing Justice: The Power and Beauty of Transformational Stories This panel of education leaders and renowned children’s book authors will lead us on a journey of discovery and revelation about all the ways children and young adults can connect to texts that are deeply profound, joyful, and transformational.

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Presenter: Aliza Werner, Wisconsin State University

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Build Your Stack — Simple, Sentimental, and Sacred Stories of Intergenerational Families G

LIVE SESSION — Exhibitor Session — The Power of a Diverse Classroom Library Sponsored by Scholastic Join this session to get tips on empowering students' voices and celebrating their cultural backgrounds using diverse classroom libraries. Our panelists will discuss why Scholastic's Rising Voices libraries were developed and how the texts and the teaching supports they provide can elevate engagement and achievement for all students.

Presenter: Lera Salmon, Scholastic

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2021 NCTE ANNUAL CONVENTION PROGRAM

4:15–5:30 P.M. ET G-1

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The Black Girls’ Literacies Project

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The Black Girls’ LITeracies Project seeks to understand, within an online literacy collaborative for adolescent Black girls ages 13–18, how do they enact their literacies to practice self-love?

Presenters: Autumn Griffin, The University of Pennsylvania Barrett Rosser, The University Pennsylvania Graduate School of Education

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LIVE SESSION — Poetry for Justice and Power: How Language and Freedom Are Intertwined G

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Poetry and justice go hand in hand with a commitment to critical consciousness, fairness, and freedom. Poetry opens up space for students to write from their own experiences and observations, which is particularly important for those who have been marginalized in schools. Poetry has an essential role in antiracist teaching when we shift pedagogy from analysis to creation.

Presenters: Micah Bournes, Poet Kelly Gallagher, Anaheim Union High School District Georgia Heard, Roaring Brook/Stenhouse/Heinemann Carol Jago, California Reading and Literature Project, UCLA Penny Kittle, Plymouth State University

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LIVE SESSION — Understand, Expect, and Embrace Gender Diversity through ELA Curriculum and Pedagogy: Using NCTE Position Statements to Teach for Justice and Equity G TE LGBTQ Join the authors of NCTE’s new position statement “Guidelines for Affirming Gender Diversity through ELA Curriculum and Pedagogy” to learn how to guide your students, as well as your colleagues, to understand, expect, and embrace gender diversity and to affirm trans and gender diverse students and families.

Presenters: Dean Bavisotto, St. Joseph’s Collegiate Institute Mollie Blackburn, The Ohio State University Katherine Cramer, Wichita State University Ellie DesPrez, John Burroughs School Jill Hermann-Wilmarth, Western Michigan University Danielle Lee, SUNY, Old Westbury Heather McEntarfer, SUNY, Fredonia Caitlin Ryan, University of North Carolina, Wilmington Ryan Schey, University of Iowa

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Finding Assessment Equity by Losing the Grades

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What if we assessed students without grades, rubrics, points, percentages, or averages? What if we included our students’ diverse voices and work samples in their assessments? Two language arts teachers demonstrate how gradeless assessment provides a full picture of student learning while giving all learners the chance to succeed.

Presenters: Nicole De Nicolo, Lake Eola Charter School Jillian Friedman, Lake Eola Charter School

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

4:15–5:30 P.M. ET G-6

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“My skin is like brown sugar”: Literacy Invitations that Center Equity, Justice, and Antiracist Teaching” E TE ECE LLA The presentation focuses on elementary teachers’ implementation of literacy invitations centered on equity, justice, and antiracist teaching that fostered children’s sense of identity, agency, and community. Presenters will share invitations and insights regarding asset-based pedagogies and engage participants in a discussion on how to facilitate critical invitations in their own classrooms.

Presenters: Amy Seely Flint, University of Louisville Shaina Hardy, Whitney Young Elementary School Wanda Jaggers, J. B. Atkinson Academy Lisa Lairson, Johnsontown Elementary School Tasha Laman, Western Washington University

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Anti-Ableist Teaching: Equity, Justice, and the Intersectionality of (Dis)Ability and Race in the ELA Classroom G TE Our panel is part of the larger neurodiversity movement—the campaign to recognize neurological difference as normal and necessary to human development. We present at the intersection of race and ability in the ELA classroom. Attendees will leave with a wealth of resources to establish anti-ableist habits in their classroom.

Presenters: Alexa Baird, Rutgers University Chris Bass, University of Illinois at Chicago Morénike Onaiwu, Rice University

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Creating Rural Antiracist Educators: Students, Faculty, and Alumni Teachers Talk about Race and Teaching in a Rural Teacher Education Program G TE ELATE This panel brings together faculty from our English education program, current English education students, and program alumni teaching in rural districts to address the ways in which we cocreate equitable learning experiences, justice-based teaching, and explicit antiracist pedagogies in our teaching spaces.

Presenters: Thomas Boyd, Burlington High School Rebekah Buchanan, Western Illinois University Ashley Eddington, Cuba High School Dan Kopping, Burlington High School Jeramie Okoh, West Prairie Middle School Mackenzie Ricco, Western Illinois University Darrin Ross, Western Illinois University Connor Sullivan, West Prairie Middle School Jennifer Waller, Macomb Junior High School Ashunti Westbrook, Western Illinois University Alisha White, Western Illinois University

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2021 NCTE ANNUAL CONVENTION PROGRAM

4:15–5:30 P.M. ET G-9

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LIVE SESSION — Critical Literacies and Critical Love: Centering Equity and Antiracism for Sustaining Social Justice and Joy within Our School TE ELATE Communities Sponsored by the ELATE Social Justice Commission

Presenters: Jody Polleck, Hunter College, CUNY Yolanda Sealey-Ruiz, Teachers College, Columbia University 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” Briana Asmus, Aquinas College, “Centering Critical Literacy and Love in the ESL Classroom: Takeaways from 20 Years of Research” Nadia Behizadeh, Georgia State University, “Obstacles to Joy and Justice: Pushing against Scripted Curricula and Skills-Centered Instruction in Urban Schools” Jordan Bell, Dutchess Community College, “Get to Know Me, Homey: Exploring Critical and Relational Possibilities in Academic, Co-Excavative Letter Writing” Alecia Beymer, Michigan State University, “’Are we gonna make a difference?’: Examining Youth’s Efforts to Increase Community Awareness of the Black Lives Matter Movement” Stefani Boutelier, Aquinas College, “Poetry, Self-Care, and History in an Antiracist Classroom” Lou Ellis Brassington, University of New Mexico, “Using Teacher Reflection to Build Ethical Capacity for Social Justice” Jennifer McLaughlin Cahill, East Side Community High School, “Enacting Relevance, Love, and Rigor through Critical Literacy, Queer Pedagogy, and Student Voice at an Urban Public School” Mariana Castanon, Washington Middle School, “Using Teacher Reflection to Build Ethical Capacity for Social Justice” Lindsay Cherry, West Ottawa Public Schools, “Poetry, Self-Care, and History in an Antiracist Classroom” Todd DeStigter, University of Illinois at Chicago, “Showing Critical Love and Sustaining Cultures through Economic Justice” Sarah Donovan, Oklahoma State University, “Reading Trauma: Uncovering Trauma Paradigms in Young Adult Literature” Rosalynne Duff, Georgia State University, “Obstacles to Joy and Justice: Pushing against Scripted Curricula and Skills-Centered Instruction in Urban Schools” Mandie Dunn, University of South Florida, “Navigating Discussions on Race, Racism, and Antiracism: An Interview Study of ELA Teachers’ Experiences” Lauren Ergen, Apollo High School, “Supporting Refugee and Displaced Students: Eliciting Narratives of Social Justice-Oriented Teachers” Chantal Francois, Towson University College of Education Odeese Ghassa-Khalil, Duquesne University, “Supporting Refugee and Displaced Students: Eliciting Narratives of Social Justice–Oriented Teachers” Noah Golden, California State University, Long Beach, “’Getting used to a school being safe’: Critical Love and Radical Listening in a Trauma-Informed Alternative School” Holly Hungerford-Kresser, The University of Texas at Arlington, “Beyond Standards: Standards-Based Curriculum, Culturally Responsive Pedagogies, and Preservice Teacher Education” Lauren Elizabeth Reine Johnson, Michigan State University, “’Are we gonna make a difference?’: Examining Youth’s Efforts to Increase Community Awareness of the Black Lives Matter Movement” Tara Johnson, Purdue University, “A (Re)Turn to Decency? Political Advocacy in Post-Trump Times” Kelsey Jones-Greer, Pennsylvania State University, “Centering Equity and Leading with Love: Promising Practices in Critical Teacher Education”

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY

Drawing from Sealey-Ruiz’s (2020) racial literacy development framework, specifically focusing on the power and importance of critical love, the ELATE Commission on Social Justice in Teacher Education Programs will present a series of concurrent roundtables on the topics of equity, antiracism, critical literacies, and social justice within our diverse school communities.

FRIDAY, NOVEMBER 19

4:15–5:30 P.M. ET Emily Kent, University of South Florida, “Navigating Discussions on Race, Racism, and Antiracism: An Interview Study of ELA Teachers’ Experiences” Michelle Knotts, Pennsylvania State University, “Centering Equity and Leading with Love: Promising Practices in Critical Teacher Education” Alexandria Lee, NYC Department of Education, “YA Literature and Critical Pedagogies: Culturally Responsive/Sustaining Practices and Dear Martin” Naitnaphit Limlamai, University of Michigan, “Developing the Capacity and Prophetic Visioning for Antiracism in the Secondary ELA Classroom” Beatrice Lopez, Isaac E. Young Middle School, “From Protocols to Possibilities: Cultivating Obstacles to Joy and Justice: Pushing against Scripted Curricula and Skills-Centered Instruction in Urban Schools” Hui-Ling Malone, Michigan State University, “I am Because We Are: A Community-Centric Approach for the ELA Classroom” Joanne Marciano, Michigan State University, “’Are we gonna make a difference?’: Examining Youth’s Efforts to Increase Community Awareness of the Black Lives Matter Movement” Mary McGriff, New Jersey City University, “Preservice Teachers Act against Racism” Jennifer Meagher, College of St. Benedict & St. John’s University, “Supporting Refugee and Displaced Students: Eliciting Narratives of Social Justice–Oriented Teachers” Theresa Moya, University of New Mexico, “Using Teacher Reflection to Build Ethical Capacity for Social Justice” Ayan Omar, Tech High School, “Supporting Refugee and Displaced Students: Eliciting Narratives of Social Justice-Oriented Teachers” Rae L. Oviatt, Michigan State University, “Toward Antiracist Teaching and Learning: Preservice English Teachers Implementing Participatory Literacies” Darius Phelps, Teachers College, Columbia University, “Reflections in the Mirror: Bibliotherapy in the Classroom” Mary Rice, University of New Mexico, “Using Teacher Reflection to Build Ethical Capacity for Social Justice” Terri Rodriguez, College of St. Benedict/St. John’s University, “Supporting Refugee and Displaced Students: Eliciting Narratives of Social Justice-Oriented Teachers” Hannah Rosemurgy, Michigan State University, “’Are we gonna make a difference?’: Examining Youth’s Efforts to Increase Community Awareness of the Black Lives Matter Movement” Michelle Rosen, New Jersey City University, “Preservice Teachers Act against Racism” Stephanie Anne Shelton, University of Alabama, “’Bending’ Academia: Empowering Doctoral Students to Resist/Refuse Marginalization in Texts and the World” Anderson Smith, Hunter College, “Advancing Antiracism through Literature: Using Digital Book Clubs as a Tool for Social Justice” Ethan Tinh Trinh, Georgia State University, “Obstacles to Joy and Justice: Pushing against Scripted Curricula and Skills-Centered Instruction in Urban Schools” Allen Webb, Western Michigan University, “Climate Justice” Karen Zaino, CUNY Graduate Center, “Get to Know Me, Homey: Exploring Critical and Relational Possibilities in Academic, Co-Excavative Letter Writing”

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Black Lives Matter is the most important social justice movement of our time, but it can be daunting to teach in the classroom. In this conversation with four experts, we will explore tools to help facilitate learning around the Black Lives Matter Movement and its principles.

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Black Lives Matter in the Classroom: A Conversation with Experts

Presenters: Caryn Davidson, Black Lives Matter at NYC Schools Laleña Garcia, Manhattan Country School Jesse Hagopian, Black Lives Matter at School Denisha Jones, Sarah Lawrence College Katie Potter, Lee & Low Books

2021 NCTE ANNUAL CONVENTION PROGRAM

4:15–5:30 P.M. ET G-11

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LIVE SESSION — Coaching from the Heart: Antiracist Approaches toward Supporting Novice Teachers G TE ECE ELATE Presenters share the ways they work with novice teachers to build a vision for coaching toward culturally relevant and antiracist teaching. They discuss challenges and tensions, and the urgency of this work.

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Representation in the Classroom

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Presenters: Carolyn Gadsden Holliday, Region 4 ESC Suki Mozenter, University of Minnesota, Duluth Danielle Solis, Region 4 ESC

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“Representation in the Classroom” provides an interactive experience with teaching artists from The Diatribe, an LGBTQ- and Black-led nonprofit organization that uses performing arts to empower young people to share their stories. Presenters share their successes and how representation in ELA curriculum addresses inequity, embodies antiracist practices, and impacts student achievement and esteem.

Presenter: Gleason Roberts, The Diatribe Inc.

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Build Your Stack — The Healing Power of Intergenerational Picture Books Presenter: Lynsey Burkins Clare Landrigan

Exhibitor Session — Critical Reading for Teaching Honest History Sponsored by Southern Poverty Law Center Critical reading can help students analyze and resist dominant narratives. Learn how to center equity and justice in your literacy classroom by using strategies to amplify the perspectives of people from minoritized groups. In this session, work with Learning for Justice to explore the honest history of American enslavement through critical reading and questioning.

Presenters: Jaci Jones, Learning for Justice, Southern Poverty Law Center Courtney Wai, Southern Poverty Law Center

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

5:45–7:00 P.M. ET H-1

LIVE SESSION — Hip-Hop, Sonic Lineages and Community: Literacies Rooted in our Joy as Acts of Resistance and Hope This session brings together educators working within K-20 classroom and community spaces sharing the ways they engage in literacies that embrace and are rooted in the sights and sounds of hip-hop culture to connect to the sites of language and literacy teaching in our communities. Presenters explore hip-hop culture and music as examples anti-racist work and teaching. Connections to contemporary movements and classroom practice are shared.

Presenters: Todd Craig, Medgar Evers College/The CUNY Graduate Center Bilal Polson, Northern Parkway School Veronica Primus, The Stronger Thread Network Kara Taylor, Indiana University Purdue University Indianapolis

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LIVE SESSION — NCTE21 Black Authors’ Roundtable Sponsored by The Brown Bookshelf E M S TE RAINBOW In the third annual NCTE Black Authors’ Roundtable, 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 explore equity, justice, and antiracist teaching.

Presenters: Ebony Elizabeth Thomas, University of Michigan LaMar Timmons-Long, New York City Department of Education Tradebook Authors/Illustrators: Leah Henderson, Sterling Children’s Books/Atheneum/Simon & Schuster, “Mamie on the Mound, Together We March” Paula Cha Hyman, HarperCollins/Greenwillow/cofounder, Brown Bookshelf, “So Done, Dough Boys, and Turning Point” Kelly Starling Lyons, Peachtree Publishing Company, Inc., “Going Down Home with Daddy, Sing a Song, Tiara’s Hat Parade, and Jada Jones” Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books, “American Street, Pride, My Life as an Ice Cream Sandwich, and Punching the Air”

LIVE SESSION — Countering the Insurrection from the Outside-In: Race, Place, and Racial Literacy in Elementary and Early Childhood Education Sponsored by the Early Childhood Assembly and the Elementary Section In this session from NCTE’s Professional Dyads and Culturally Relevant Teaching project, presenters demonstrate how classroom teachers and teacher educators disrupt the daily insurrections in their literacy pedagogies and practices including culturally relevant remote instruction and racial literacies within digital spaces. E R TE ECE ELATE Presenters: Alice Ensley, Dalton Public Schools Lisa Fisher, Ernie Pyle Elementary Xiomara Flowers, Northern Park Way School Roberta Price Gardner, Kennesaw State University Noelle Mapes, PS 142, New York, NY Roderick Peele, Northern Parkway School Detra Price-Dennis, Teachers College, Columbia University Sanjuana Rodriguez, Kennesaw State University Kara Taylor, Indiana University Purdue University Indianapolis Nancy Valdez-Gainer, Texas State University

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2021 NCTE ANNUAL CONVENTION PROGRAM

5:45–7:00 P.M. ET H-4

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.

Presenters: Adriana Alvarez, University of Colorado, Denver Alicia Arce-Boardman, Northern Parkway School Gerald Campano, University of Pennsylvania Tisha Lewis Ellison, University of Georgia Tracey Flores, The University of Texas at Austin Mohit Mehta, The University of Texas at Austin Ana Whited, Austin Independent School District Respondent: Concha Delgado Gaitan, UC Davis

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LIVE SESSION — The Power of Community: Building Solidarity A Lado de Families and Communities E M S R TE ELATE RAINBOW

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LIVE SESSION — ELATE Membership Meeting and Social Hour

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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.

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Presenters: Keisha McIntosh Allen, University of Maryland, Baltimore County Nadia Behizadeh, Georgia State University Tamara Butler, Michigan State University, East Lansing Todd DeStigter, University of Illinois at Chicago Antero Garcia, Stanford University Christian Z. Goering, University of Arkansas, Fayetteville Latrise Johnson, University of Alabama Lindy Johnson, William & Mary, Williamsburg, VA Jung Kim, Lewis University Nicole Mirra, Rutgers University Kristen Ritchie, NCTE Luke Rodesiler, Purdue University Fort Wayne Sophia Sarigianides, Westfield State University Yolanda Sealey-Ruiz, Teachers College, Columbia University Melanie Shoffner, James Madison University Nicole Sieben, SUNY, Old Westbury

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Liberatory Literacy Practices: Broadening Notions of Reading and Composing S As educators at all levels become increasingly aware of anti-Black and anti-Brown violence in the US, we sometimes struggle with perceived tensions between attempts to address those inequities and academic standards. This panel presentation provides examples of pedagogical strategies rooted in classical and modern rhetoric that begin the move toward more culturally sustaining pedagogy.

Presenters: Lisa Benham-Lewis, Fresno County Superintendent of Schools Jennifer Fletcher, California State University, Monterey Bay Tony Fong, WestEd Nelson Graff, California State University, Monterey Bay Anne Porterfield, Porterfield, WestEd

2021 NCTE ANNUAL CONVENTION PROGRAM

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FRIDAY, NOVEMBER 19

5:45–7:00 P.M. ET H-7

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Making Room for Fabulousness: Supporting Nonnormative Gender Expression and the Assertion of Spectacle as a Political Act This session aims to help participants understand how nonnormative gender expression, especially for youth claiming intersectional identities, can be a political act that relies on performance and spectacle to empower and to protect them. Participants will leave with language and resources to have these discussions in their classrooms and understand how to cultivate space for these students.

Presenters: Jennifer Ansbach, Manchester Township High School Tabitha Parry Collins, New Mexico State University Eli Oldham

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Forming a Critical Teacher Inquiry Group to Enact Justice-Driven Early Literacy Praxis E ECE We share findings from a multiyear participatory action research study in which teachers and researchers examined intersections of racism, ableism, and linguicism in early literacy. We illustrate how early educators might form critical inquiry groups to enact justice-driven literacy praxis through reflexive processes of reading, writing, and unpacking teaching dilemmas.

Presenters: Zainab Ashraf, Bellevue School District Maggie Beneke, University of Washington 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

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LIVE SESSION — Creating Equity Activists in Our Schools and Communities: What Young People and Teachers Can Teach Us about Interruption Practices G NWP Educators can help students understand racism and teach them to interrupt it. We can help students find and claim their voices and begin to act for change, not only in the classroom but in their community. We will bring together teachers and students who will present experiences and strategies for interruption using Sealey-Ruiz’s Racial Literacy Development model.

Presenters: Tina Curry, Goode STEM Academy, “One Teacher Steps Up: Creating Interruption Spaces for Students” Shonterrius Lawson-Fountain, Birmingham City Schools, “Interruption Practices: What More Can We Learn?”

Tonya Perry, University of Alabama at Birmingham, “Interruption Practices: Teachers and Students Learning and Cocreating” Katy Smith, Northeastern Illinois University, “Interruption Practices: What More Can We Learn?”

Respondent: Steven Zemelman, Northeastern Illinois University, “Responding to Interruption Practices”

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2021 NCTE ANNUAL CONVENTION PROGRAM

5:45–7:00 P.M. ET H-10

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Delivering Dual Enrollment for All Students: Historical Developments, Contemporary Views, and Equitable Approaches to DE Composition This panel presents three views on equity and access in dual enrollment composition instruction.

Speaker 1 historically situates DE and considers its impact on underrepresented students. Speaker 2 argues that composition instructors must purposefully commit to equity and access. Speaker 3 explores how composition instructors can utilize counterstory to support the promise of DE and access for all. S C R TE LLA

Casie Moreland, Willamette Education Service District

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LIVE SESSION — The Circle as Storytelling Space: A First Step towards an Equity-Centered Classroom Come ready to storytell: In our highly engaging and participatory session, we will share our work using a structured community building tool to co-create equitable literacy learning experiences in both the teacher education and high school English classroom.

Presenters: Jodi Bornstein, Arcadia University Taylor DeClement, Arcadia University

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Translanguaging Literacies of the Heart

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These presenters capture the linguistic beauty that three groups of students engage in through shared reading, oral storytelling, and authentic writing experiences in the language that speaks most to their hearts.

Presenters: Ana Alvarado Aguirre, Silvestre S. Herrera School Matt Hajdun, The Columbus School Yalitza Martinez, JC Mitchell Elementary Lindsey Moses, Arizona State University, Tempe

Build Your Stack — Reclaiming Readers with New Canon in Black Literature Co-founder of The Brown Bookshelf and this year's ALAN Konigsberg Award Recipient discusses essential nature of broadening the types of books accessible to readers that reflect Black lives. The session’s purpose is to get attendees thinking about the type of books they offer or make available to Black and non-Black children and the message those offerings may send.

Presenter: Paula Chase, The Brown Bookshelf

2021 NCTE ANNUAL CONVENTION PROGRAM

101

FRIDAY

Presenters: Christine Denecker, The University of Findlay Aja Martinez, University of North Texas

SATURDAY, NOVEMBER 20 11:00 A.M.–12:15 P.M. ET

GENERAL SESSION

CHRIS CLOSE

COLSON WHITEHEAD COLSON WHITEHEAD is the author of Harlem Shuffle. He is the #1 New York Times bestselling author of ten works of fiction and nonfiction, and a two-time winner of the Pulitzer Prize for Fiction, for The Nickel Boys and The Underground Railroad, which also won the National Book Award. His reviews, essays, and fiction have appeared in a number of publications, including the New York Times, The New Yorker, New York Magazine, and Harper’s. A recipient of MacArthur and Guggenheim fellowships and the Library of Congress Prize for American Fiction, he lives in New York City.

Saturday General Session Sponsored by Learning for Justice Learning for Justice provides free resources to help foster shared learning and reflection for educators, young people, caregivers and communities. Our engagement opportunities provide space where people can harness collective power and take action. www.learningforjustice.org/NCTE21.

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2021 NCTE ANNUAL CONVENTION PROGRAM

SPECIAL EVENTS LIVE SESSION — 9:30–10:45 A.M. ET ALAN at NCTE Keynote Session

ALICE DODGE

Presenter: Kekla Magoon, author of Revolution In Our Time: The Black Panther Party’s Promise to the People

Kekla Magoon

LIVE SESSION — 12:30–2:00 P.M. ET

SATURDAY

Children’s Book Awards Keynote Session Presenters: Janet S. Wong, poet and author of HOP TO IT: Poems to Get You Moving and Good Luck Gold & MORE Jen Bryant, who writes picture books, novels, and poems for readers of all ages Frank Morrison, award-winning illustrators of many books for young readers Derrick Barnes, author of The King of Kindergarten and I Am Every Good Thing Gordon C. James, illustrator of I Am Every Good Thing and Crown: An Ode to the Fresh Cut

Jen Bryant

Frank Morrison

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LUCAS GARZOLI

Janet S. Wong

Derrick Barnes

Gordon C. James

LIVE SESSION — 2:15–3:30 P.M. ET Secondary Section Keynote Session

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Presenter: Kao Kalia Yang, author of Somewhere in the Unknown Word

Kao Kalia Yang 2021 NCTE ANNUAL CONVENTION PROGRAM

103

LIVE SESSION — Where Is the Justice? Engaged Pedagogies in Schools and Communities This panel draws on lessons from the recently published book, Where Is the Justice? Engaged Pedagogies in Schools and Communities, to examine the role of justice and engaged pedagogies. Attendees will be invited to discuss how learning within schools and communities should center radical imagination, restorative justice, and freedom dreaming.

Presenters: Tamara Butler, College of Charleston Valerie Kinloch, University of Pittsburgh Emily Nemeth, Denison University Grace Player, University of Connecticut

NIKO NERO

SATURDAY, NOVEMBER 20

FEATURED SESSION — 3:45-5:00 P.M. ET

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Tamara Butler

Valerie Kinloch

Emily Nemeth

Grace Player

2021 NCTE ANNUAL CONVENTION PROGRAM

IN THE NCTE AUTHOR LOUNGE — 3:45–5:00 P.M. ET NCTE AUTHOR STRAND: Principled Reading and Writing: PIP Authors in Conversation Join us for a conversation with NCTE authors Anne Elrod Whitney (Growing Writers: Principles for High School Writers and Their Teachers) and Jennifer Ochoa (Already Readers and Writers: Honoring Students’ Rights to Read and Write in the Middle Grade Classroom). Whitney and Ochoa will share their reasons for writing their books, what they learned about working with middle and high school readers and writers as they wrote, and ways we can all create classroom environments that honor, support, and inspire students.

Come with your own questions and wonderings as we learn together from these authors and each other.

Cathy Fleischer, editor of the Principles in Practice (PIP) imprint, will host what promises to be a lively conversation with two thoughtful teacher researchers.

Chair: Cathy Fleischer, Eastern Michigan University, Ypsilanti Presenters: Jennifer Ochoa, Patria Mirabal School and Lehman College-CUNY, NY Anne Elrod Whitney, Pennsylvania State University

SATURDAY

LIVE SESSION — 6:45-7:15 P.M. ET P.M. Virtual 89th Annual M.R. Robinson Event Please join Scholastic President & CEO Peter Warwick as he continues this longstanding and well-loved NCTE tradition. The annual M.R. Robinson event, named in honor of our founder, captures the spirit of the Thanksgiving season and recognizes the dedication of teachers across the country.

LIVE SESSION — 7:30–9:00 P.M. ET P Asian/Asian American Caucus Networking & Mentoring Event 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 virtually, we hope to further strengthen alliances and resource-sharing within our diverse communities and provide a much-needed space for collaboration and coalition building within the larger NCTE Convention. Books by Asian American authors will be given away as prizes. We hope you will join us!

LIVE SESSION — 7:30–9:00 P.M. ET Cultural Celebration, hosted by the Black and Latinx Caucuses The sounds of the soul and the voices and verbs of the spoken word highlight an evening of culture, history, and performance. This dynamic event will start at the moment when music meets breath, interacting and converging in conversation, using spoken word poetry to reclaim identities and challenge inequities around language, privilege, and power. Each performance will illuminate issues transcultural and representative of neo-American being, while highlighting children and stories told through themes of social justice and communities of harmony. This providential event is presented collectively by the Black and Latinx Caucuses.

The Cultural Celebration is open to all NCTE members and guests.

2021 NCTE ANNUAL CONVENTION PROGRAM

105

SATURDAY, NOVEMBER 20

9:30–10:45 A.M. ET Live Sessions & Prerecorded/Scheduled Sessions

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Learning to Be a Critically Conscious Literacy Coach: Challenging Mandates to Support Teachers and Children E R ECE This presentation illuminates what happens when attempts are made to change the dynamic of literacy coaching through a commitment by a literacy coach, teachers, and an administrator to culturally relevant teaching and developing students’ critical consciousness. We will share student work, challenges, and strategies for changing the system.

Presenters: Jennipher Frazier, Richland District 2 Edith Gamble, Richland District 2 Susi Long, University of South Carolina Christina Stout, Richland District 2

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Ensuring Equity and Access of Queer Literature in the Classroom

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This session will introduce strategies and resources aimed at creating LGBTQ+ inclusive environments, and making LGBTQ+ texts accessible so the literature in our classroom reflects the diversity of the queer community. We will discuss how to navigate potential resistance, and how to center students’ intersecting identities.

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Presenters: Liz Kleinrock, Heinemann/Teach and Transform Ace Schwarz, The Shipley School Skye Tooley, Saturn St. Elementary

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LIVE SESSION — The Master’s Tools Will Never Dismantle the Master’s House: Anchoring the Wisdom of Women of Color Educators to Transform Teacher Preparation and Beyond E R TE ELATE This presentation highlights the wisdoms, understandings, and literacies of Women of Color, preservice teachers as captured in a critical, auto-ethnographic coalition, and the ways they leveraged these later on to create transformative and humanizing literacy engagements in their elementary classrooms during their first years teaching.

Presenters: Anne Denerville, Manchester Public Schools Danielle Filipiak, University of Connecticut Shanza Hussain, Manchester Public Schools Konatsu Sonokawa, Manchester Public Schools Jenna Stone, Granby Public Schools

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2021 NCTE ANNUAL CONVENTION PROGRAM

9:30 A.M.–10:45 A.M. ET I-4

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Our Voices/Own Voices: Writing Personal Essays and Reading Memoir to Explore Intersectional Identities and Build a Community of Upstanders M S LGBTQ RAINBOW Students can become more aware of their own and others’ perspectives through personal essay writing and critical reading of memoir. Coach students to connect across identities, uncover systems of power and privilege, consider how different authors treat similar themes, and plan for social action.

This interactive workshop offers lessons, examples of student work, and suggestions for memoirs.

Presenters: Nada Abdallah, United Nations International School Emily Gifford-Smith, United Nations International School Audra Robb, United Nations International School Amanda Sedefian, United Nations International School

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This panel introduces multimodal and collaborative approaches to research and pedagogy that position Latinx students as knowledge creators and border-crossers. The panelists—high school and college educators and Latinx youth researchers—will lead discussion about creating educational spaces where Latinx students see their histories, languages, and identities in literacy research and pedagogy.

Presenters: Perla Gonzalez, Northern Virginia Community College (NOVA), “Navigating the Borderlands between High School and College: First-Gen, Latinx Youth Composing College Transitions” Rebecca Guerrero, Young Women’s STEAM Research and Preparatory Academy, “Podcasting the Canon: Questioning Prescribed Curricula in the US/Mexico Borderlands” Brad Jacobson, University of Texas at El Paso, “Podcasting the Canon: Questioning Prescribed Curricula in the US/Mexico Borderlands” Bethany Monea, University of Pennsylvania Graduate School of Education, “Navigating the Borderlands between High School and College: First-Gen, Latinx Youth Composing College Transitions” Mikaela Pozo, George Mason University, “Navigating the Borderlands between High School and College: First-Gen, Latinx Youth Composing College Transitions” Renee Trejo, Del Valle High School, “Using Creative Writing to Center Transfronterizx Student Experience”

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Podcasts, TikToks, and Memes, Oh My! Expanding Communication and Expression beyond Alphabetic Text for More Inclusive Learning Experiences E M ELATE Communication and expression can take many forms beyond those that have historically dominated school spaces. This presentation expands upon alphabetic expression, demonstrating how inviting students to play with a broader definition of “writing” can inspire them to compose texts that matter in the world.

Presenters: Nawal Qarooni Casiano, NQC Literacy Shawna Coppola, The Educator Collaborative Sarah McHugh, Simsbury Public Schools Melanie Meehan, Corwin Press

2021 NCTE ANNUAL CONVENTION PROGRAM

107

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Schools as Borderlands: Centering Latinx Student Voices through Multimodal Meaning-Making in Literacy Research and Pedagogy G R TE

SATURDAY, NOVEMBER 20

9:30–10:45 A.M. ET I-7

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Rural YA Literature as Doors and Windows: Presenting the 2000 Whippoorwill Award Winners M S TE The Whippoorwill Award for Rural Young Adult Literature awards quality literature representing rural people and places. The Whippoorwill committee presents the seven 2020 winning titles discussing rural saliency in young adult literature with invited authors.

Presenters: Jill Bindewald, Oklahoma State University Karen Eppley, Pennsylvania State University Kate Kedley, Rowan University Nick Kleese, University of Minnesota Natalie Newsom, Richmond Hill High School Jennifer Sanders, Oklahoma State University Stephanie Short, University of North Georgia

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LIVE SESSION — Shifting Power: Educators Taking the Lead in Equitable Education Research G R TE In this session, we share the processes and lessons learned from Shifting Power, a Gates-funded initiative that deliberately centers the experiences and needs of Black and Latinx educators to make the research and development process more just and equitable. We focus on what educator-researcher pairs learned, as well as how others might consider implementing such work in their context.

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Presenters: Lori Delale-O’Connor, University of Pittsburgh M. Beatrice Dias, CREATE Lab, Carnegie Mellon University DaVonna Graham, University of Pittsburgh Channing Moreland, University of Pittsburgh Lisa Pickett, Pittsburgh School for the Creative and Performing Arts & Education Allyce Pinchbeck-Johnson, Pinchback Consulting LLC/Remake Learning Ginger Thompkins, Pittsburgh Public Schools

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LIVE SESSION — Standing Up with Critical Self-Reflection: Reframing Writing Workshops in Pursuit of Diverse, Inclusive, Antiracist Teaching G R TE ELATE NWP RAINBOW

Adhering to Kendi’s call for critical reflection and Chavez’s model for antiracist writing workshops, several program directors, authors, and teachers looked to EDI (equity, diversity, and inclusivity) frameworks to self-assess writing instruction in their own communities with an intention to improve writing support for all learners. This interactive session provides resources to do the same.

Presenters: Bryan Ripley Crandall, Fairfield University, “Designing Writing Programs in Connecticut: I Am, Because We Are” Kimberly Herzog, Staples High School, “From Hope to Storyfests, Reflecting on the Reach of a Single Classroom” Rebecca Marsick, Staples High School, “From Hope to Storyfests, Reflecting on the Reach of a Single Classroom” Respondent: Tracey Flores, The University of Texas at Austin, “Where We Go From Here—The Importance of Reframing the Work Critically” Roundtable Leaders: Jessica Baldizon, Cesar Batalla K–8, “Ubuntu, Hope, and Bridgeport Public Schools” Sharelle Cromartie, Warrington Middle School, “Finding Hope on the Emerald Coast—Reflecting on Teacher Institutes” Jennifer Dail, Kennesaw State University, “Reflections from the Kennesaw Mountain Writing Project” Jessica Early, Arizona State University, “Doing the Work in Arizona”

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2021 NCTE ANNUAL CONVENTION PROGRAM

9:30–10:45 A.M. ET

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LIVE SESSION — Preparing the Future from Methods to Field: Challenges and Wins in Antiracist Teacher Preparation M S C TE ELATE ELA classrooms can perpetuate racism and injustice through text selection, pedagogical decisions, assessment, and decisions in discretionary spaces. Three teacher educators in this session ask, what kind of teacher preparation can play a role in combating the perpetuation of racism in ELA classes and center justice, equity, and antiracism instead? And how does that prep move into the field?

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

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Race, Place, and the Disruption of Black Boyhood Play: Extending Black PlayCrit to Illuminate Inequities in Urban Play/Recreational Spaces Sponsored by the Early Childhood Education Assembly

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Drawing on Critical Race Theory, Black Critical Theory, and Black Male Studies, the presenter extends what he terms Black PlayCrit–– a theoretical, conceptual and pedagogical tool focusing on the specificity of Blackness and anti-Black misandric violence in the play experiences of Black boys—to illuminate how urban play spaces disrupt Black boyhood play.

Presenter: Nathaniel Bryan, Miami University

2021 NCTE ANNUAL CONVENTION PROGRAM

109

SATURDAY

Paul Hankins, Silver Creek High School, “Critical Reflections from Within: Writing at Silver Creek” Susan James, University of West Florida, “Finding Hope on the Emerald Coast—Reflecting on Teacher Institutes” Mindy Khamvongsa, Savin Rock Community School, “Little Labs for Big Imaginations and Back-to-theClassroom Work” William King, Bridgeport Public Schools/Fairfield University, “Ubuntu, Hope, and Bridgeport Public Schools” Elizabeth Lewis, Dickinson College, “Writing with Summer Programs for Immigrant Youth—A Reflection from Pennsylvania” Sydney McGaha, Oxford Middle School, “Outreach and Community through Mississippi Writing Projects” Daria Ochenkowski, Jefferson County Public Schools, “LWP & Me, Critical Reflections from a Classroom Teacher” Tonya Perry, University of Alabama at Birmingham, “Critical Reflections on Writing Leadership in Birmingham, Alabama” Barbara Robbins, Staples High School, “Rethinking the Walls of Zip Codes—A Cross-District Collaboration” Julie Roneson, Discovery Magnet, K–8, “Summer Institutes and the Transfer Back to School” Ellen Shelton, The University of Mississippi, “Outreach and Community through Mississippi Writing Projects” Angela Stockman, Daemen College, “Creating Inclusive Writing Environments in the K–12 Classrooms” Fola Sumpter, Harding High School, “Rethinking the Walls of Zip Codes—A Cross-District Collaboration” Stefania Vendrella, Fairfield University, “Little Labs for Big Imaginations and Back-to-the-Classroom Work” Winn Wheeler, Bellarmine University (LWP Fellow), “Reflecting on Work in the Derby City” Dave Wooley, West Hill High School, “Project Citizen, Journalism, and the Work Still Needing to Be Done”

SATURDAY, NOVEMBER 20

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LIVE SESSION — We Teach Who We Are: Unpacking Racial Identity and Literacy G TE RAINBOW We teach who we are. This interactive session will deepen our understanding of how race informs the way we see ourselves, interact with others, and show up as teachers. Through reading, writing, and discussion prompts at interactive roundtables—and led by BIPOC educators and writers—participants will engage in necessary conversations to engage in and enact antiracist pedagogies.

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Presenters: Tricia Ebarvia, Conestoga High School Kim Parker, Shady Hill School Roundtable Leaders: Sara Ahmed Erica Buchanan-Rivera, Washington Township Edith Campbell, Indiana State University Sonja Cherry-Paul, Teachers College Reading and Writing Project, Columbia University Alison Collins, San Francisco Board of Education Maria Cruz, Teachers College Reading and Writing Project, Columbia University Sarah Park Dahlen, University of Illinois at Urbana-Champaign Carla España, Rye Country Day School Antero Garcia, Stanford University Joel Garza, Greenhill School Lorena German, Multicultural Classroom Sawsan Jaber, Leyden High School Laura Jiménez, Boston University Aeriale Johnson, Teachers College Reading and Writing Project, Columbia University Cornelius Minor, The Minor Collective/Heinemann Anna Gotangco Osborn, Educator, Reading Specialist Minjung Pai Vanessa Perez, Lawton Public Schools Dawn Quigley, Author Tiana Silvas, New York City Department of Education Sherri Spelic, American International School, Vienna Lisa Stringfellow, The Winsor School Islah Tauheed, New York City Department of Education LaMar Timmons-Long, New York City Department of Education Christina Torres, Punahou School Nekia Wise, PS 59 Beekman Hill International School

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Build Your Stack — Poetry for Social Justice As members of the NCTE Outstanding Poetry for Children Committee, Mary-Kate and Ryan will highlight notable new poetry texts that focus on issues of Equity, Diversity, and Inclusion & Social and Racial Justice.

Presenters: Ryan Colwell, Fairfield University Mary-Kate Sableski, University of Dayton, "Poetry for Social Justice"

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2021 NCTE ANNUAL CONVENTION PROGRAM

12:30–1:45 P.M. ET J-1

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Authors Tracey Baptiste, Brandy Colbert, Leah Henderson, Renée Watson, Alicia D. Williams, and Ibi Zoboi will discuss nonfiction books about prominent Black people and events in history to highlight ways they can be used in the classrooms to explore notions of equity, justice, and antiracist teaching.

Chair and Moderator: Ebony Elizabeth Thomas, University of Pennsylvania Presenters: Tracey Baptiste, author, “African Icons: Ten People Who Built a Continent” Brandy Colbert, HarperCollins/Balzer + Bray, “Black Birds in the Sky: The Story and Legacy of the 1921 Tulsa Race Massacre” Leah Henderson, Sterling Childrens Books/Atheneum/Simon & Schuster, “Together We March; A Day for Rememberin’” Renée Watson, Bloomsbury/Kokila, “She Persisted: Oprah Winfrey” Alicia D. Williams, Simon & Schuster, “Jump at the Sun: The True Life Tale of Unstoppable Storycatcher Zora Neale Hurston; Shirley Chisholm Dared: The Story of the First Black Woman in Congress” Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books, “The People Remember; Star Child: A Biographical Constellation of Octavia Estelle Butler”

LIVE SESSION — Designing Antiracist ELA Pedagogy through and beyond the Pandemic: Extending Lessons Learned from NCTE G Gatherings From the moment the pandemic began radically altering the structures and practices of public education, creative ELA teachers have developed models of antiracist, justice-oriented pedagogy they shared through gatherings supported by NCTE. This roundtable session highlights lessons learned and offers strategies all teachers can use to teach for equity.

Presenters: Nicole Mirra, Rutgers University Respondent: Detra Price-Dennis, Teachers College, Columbia University, “Where NCTE Goes from Here” Roundtable Leaders: April Baker-Bell, Michigan State University, “Linguistic Justice in English Language Arts” Tracey Flores, The University of Texas at Austin, “Writing for Community and Civic Engagement” Antero Garcia, Stanford University, “Addressing Grief and Healing for ELA Educators” Danny Martinez, University of California, Davis, “Linguistic Justice in English Language Arts” Ernest Morrell, University of Notre Dame, “Critical Media Literacy” Tonya Perry, University of Alabama at Birmingham, “Antiracist Pedagogies in Teacher Education” Tiana Silvas, New York City Department of Education, “Writing for Community and Civic Engagement” Yolanda Sealey-Ruiz, Teachers College, Columbia University, “Racial Literacy for Activism”

J-3

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LIVE SESSION — Engaged Scholar Development—Cultivating Urban Scholars on Purpose S C RAINBOW The Justice Scholars Institute is a college preparatory school-university partnership. We describe our social justice-focused research process that supports critical literacy for youth in an urban high school.

Panelists highlight antiracist teaching, equitable instructional practices, and student voice as central in preparing youth of color for the transition to post-secondary education.

Presenters: Jalyn Evans-Williams, University of Pittsburgh Angela Flango, Pittsburgh Public Schools Mae Knight, Pittsburgh Public Schools Sean Means, Pittsburgh Public Schools Esohe Osai, University of Pittsburgh

2021 NCTE ANNUAL CONVENTION PROGRAM

111

SATURDAY

J-2

LIVE SESSION — The True Story of US: Nonfiction by Black Authors to Add to Your Antiracist Teaching List E M S TE RAINBOW

SATURDAY, NOVEMBER 20

12:30–1:45 P.M. ET J-4

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Student-Led Ed: A Youth-Led Panel on Catalyzing School Improvement through Student Voice G TE ELATE This panel discussion will invite participants to hear the story of how Student-Led Ed, an organization that provides digital, sliding scale, student-created, and facilitated professional development, was born, and will have an opportunity to hear directly from Student-Led Ed Student Leadership Fellows about their experiences and what it’s like to impact school culture from a youth lens.

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Presenter: Kerry Dolan, CPS/Student-Led Ed Student Presenters: Anu Atomori, Student, Brooks College Prep Wasila Brimah, Student, Brooks College Prep Jada Ceaser, Student, Brooks College Prep Kamari Copeland, Student, Brooks College Prep Ariana Hinton, Student, Brooks College Prep Kyla Lee, Student, Brooks College Prep Makaya Lockhart, Student, Brooks College Prep Elisa Lopez, Student, Brooks College Prep Isatou Sey, Student, Brooks College Prep

J-5

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Approaches to Justice-Oriented Teaching and Curricula in Preservice Teacher Education: From Lesson-Planning to Storytelling and Mindfulness E S TE RESEARCH The purpose of this presentation is to reflect on justice-oriented practices in preservice teacher education. We will discuss how various learning experiences such as lesson planning, multimodal literacy investigations of bias and privilege, mindfulness practices, as well as literature discussions became safe spaces for critical engagements with social justice.

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Presenters: Kristi Amatucci, Georgia Gwinnett College Jamie Caudill, Georgia Gwinnett College Marquita Jackson-Bradley, Georgia Gwinnett College Christine Reilly, Georgia Gwinnett College Kinga Varga-Dobai, Georgia Gwinnett College

J-6

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Accounting for Antiracist Literacy Practices in and out of the College Writing Classroom C TE Panelists focus on three sites of inquiry—sound text, multimodal literacy, and freshman composition— to demonstrate how teachers and students can be purposeful and explicit about our “responsibility to implement antiracist practices” that “actively work to dismantle structures of white privilege” (CWPA, 2020) in and out of the college writing classroom.

Presenters: Felicita Arzu Carmichael, Oakland University Kat Oak Stevenson, Oakland University Michael Zittritsch, Oakland University

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2021 NCTE ANNUAL CONVENTION PROGRAM

12:30–1:45 P.M. ET J-7

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Pathways to Reading Conversations: Talking with Young Children about Books E R TE ECE In this session, presenters will share the benefits of literature discussions with early childhood children, how to create a learning space to do so, and how discussions can be used to center multilingual students’ experiences. Presenters will focus on the importance of literature discussions about critical topics with early childhood students.

Presenters: Cassandra Mattoon, Thomas Metcalf Laboratory School Sandra L. Osorio, Illinois State University Sherry Sanden, Illinois State University

J-8

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LIVE SESSION — The Bread Loaf International Peace Literacy Network: Leveraging Online Spaces to Unite Families and Teachers Globally Educators from India, Pakistan, El Salvador, and Puerto Rico will share models for international collaborations across geographic, linguistic, and cultural borders that promote literacy, understanding, and peace, and offer a reflexive theoretical framework for teaching and learning in a globalizing world.

SATURDAY

Presenters: Jennifer Coreas, ConTextos Richard Gorham, Lawrence High School Lee Krishnan, Diamond Jubilee School Sarahi Rodriguez, ABL Puerto Rico Mohsin Tejani, The School of Writing Respondent: David Bwire, The College of New Jersey

J-9

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Why You Lookin’ at Me? How to Have Safe, Equitable Antiracist Discussions in the Classroom E M RAINBOW Using their books as a starting point, five Black authors will offer guidance on how instructors can lead effective antiracist classroom discussions, and offer a safe, inclusive space. Instructors will learn how to avoid behaviors that make BIPOC students uncomfortable, or worse, victimized, when discussing racism (specifically anti-Black sentiments).

Presenters: Mariama Lockington, Macmillan Janae Marks, HarperCollins Lisa Ramee, Balzer & Bray Karen Strong, Simon & Schuster Alicia D. Williams, Atheneum Books for Young Readers

J-10

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Advocating for Self: Navigating the Ranks of Academia in English Teacher Education C TE In this interactive session, three full professors will share their perspectives on the journey to promotion. We will explore the difficulties in advancing in the professoriate. We will listen to attendees’ stories, teasing out common threads and problems. We will share advice and also develop an ongoing community aimed at assisting associate professors who seek to move to full professor.

Presenter: Jennifer Dail, Kennesaw State University Shelbie Witte, Oklahoma State University

2021 NCTE ANNUAL CONVENTION PROGRAM

113

SATURDAY, NOVEMBER 20

12:30–1:45 P.M. ET J-11

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Supporting Educators in Improving Literacy Instruction for Bilingual Learners: Lessons from a University-District Professional Development Sponsored by the North American Systemic Functional Linguistics Association (NASFLA) E M R TE In this session, bilingual education teachers and teacher educators will share key tenets and specific practices from their university-district professional development partnership focused on writing instruction. Teacher educators will provide an overview of the initiative’s grounding theory and focus, and elementary teachers will share examples of their genre-informed writing practice.

Presenters: Mileidis Gort, University of Colorado, Boulder Laura Hamman-Ortiz, University of Colorado, Boulder Kelly Okoye, Denver Public Schools, CO Flor Curiel Perez, Denver Public Schools, CO Maribel Sanchez, Denver Public Schools, CO Vanessa Santiago Schwarz, University of Colorado, Boulder Hunter Smith, Denver Public Schools, CO

J-12

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Build Your Stack — How to Build an Effective Classroom Library with Scholastic Book Clubs Sponsored by Scholastic A presentation with former teacher Stella Castilla on ways Scholastic Book Clubs partners with teachers to make high-quality, affordable books available to families. Our mission is to help teachers engage parents to help foster a lifelong love of reading and excite students about books and learning.

Presenter: Stella Castilla, Scholastic

J-13

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Build Your Stack — Celebrated Graphic Novelist Niki Smith Discusses The Golden Hour "Stunning." —SLJ, starred review Sponsored by Little Brown Books for Young Readers With four starred reviews from SLJ, Kirkus, PW, and SLC, Niki Smith's The Golden Hour is a gorgeously rendered graphic novel exploring anxiety, friendship, and healing from trauma. Join the author as she discusses her influences, process, and the goal of her work.

Presenters: Niki Smith, Little Brown Books for Young Readers Victoria Stapleton, Little Brown Books for Young Readers

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Build Your Stack: Honoring Home and Families Some families have deep rooted traditions around food and breaking bread together. Other families have their own ways of spending time outdoors and some families try to figure out who they are in between places. These are just some of the topics that are explored in this list of picture books that honor the little details that make families' experiences unique and special.

Presenter: Stella Villalba, Dublin City Schools, "Inclusive Representation of Homes and Families"

114

2021 NCTE ANNUAL CONVENTION PROGRAM

2:15–3:30 P.M. ET K-1

E M M S

Back to Life: American Public Schools and The Killing of the E M S RAINBOW Imagination Our shared histories have taught us that to some, schooling is about standardization. As a result, children lose out on educational opportunities to make, reflect, and build in service to the schoolbased drive to “produce.” This kills the imagination. This happens disproportionally to BIPOC children.

And we are all complicit. We cannot attend to racism without attending to this.

Presenters: Cornelius Minor, The Minor Collective/Heinemann Kassandra Minor, The Minor Collective

K-2

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LIVE SESSION — #WhyMiddleMatters—Justice in the Middle: Working toward an Equitable and Antiracist Future: The Middle Level Mosaic Sponsored by the Middle Level Section Steering Committee

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Presenters: Sarah Bonner, Heyworth Junior High School Robyn Seglem, Illinois State University Tradebook Authors/Illustrators: S.K. Ali, Simon and Schuster Pablo Cartaya, Penguin Young Readers Susan Muaddi Darraj Chrystal D. Giles Kim Johnson, This Is My America, Random House Children’s Books Aida Salazar, Scholastic Lisa Stringfellow, The Winsor School

K-3

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LIVE SESSION — De-stigmatizing Muslims through Multifaceted and Authentic Texts M S C TE ELATE The panelists provide additional insight to the Muslim-American experience, caution the use of texts that create a single narrative, and encourage the use of lesser-known texts and resources to create a more authentic, multifaceted understanding of Muslims. Participants will walk away with activities and recommended texts.

Presenters: Sawsan Jaber, Leyden High School Maheen Nageeb, Park Junior High School Samiyah Nageeb, Downers Grove North High School

K-4

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LIVE SESSION — Disrupt Texts: From Theory to Practice

E M S TE RAINBOW

Led by the #DisruptTexts cofounders, this interactive session will begin with an overview of the #DisruptTexts movement and its key principles. In interactive roundtables, participants will then work together with practitioners from around the country to practice and unpack strategies for moving beyond representation into meaningful advocacy and action.

Presenters: Tricia Ebarvia, Conestoga High School Lorena German, Multicultural Classroom Kim Parker, Shady Hill School Julia Torres, Denver Public Schools

2021 NCTE ANNUAL CONVENTION PROGRAM

115

SATURDAY

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 to approach antiracist teaching using the diverse worlds captured in adolescent literature. Share questions, play with ideas, and discuss books at more than ten roundtables! #WhyMiddleMatters

SATURDAY, NOVEMBER 20

2:15–3:30 P.M. ET K-5

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Stories as Tools for Inquiry and Equity: Regaining Our Voices through Our Stories in School E TE ECE RAINBOW Stories are important tools for learning about each other’s lives and represent the convergence of languages, cultures, and ways of knowing. Our panel will describe how they engage and learn from each other, children, and families through story to create more equitable and inspiring learning spaces for children and families.

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Presenters: Amanda Baker, Jackson Creek Child Development Christine Baker, Jackson Creek Child Development Rocio Herron, Jackson Creek Elementary School Julia Lopez-Robertson, University of South Carolina Kelli Turnipseed, Jackson Creek Child Development

K-6

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L. Ramon Veal Research Seminar

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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.

Chair: Luke Rodesiler, Purdue University Fort Wayne Presenters: Joel Berends, Michigan State University Jessica Campbell, Teachers College, Columbia University Renée Dorrity, George Washington University Jennifer Ervin, The University of Georgia Madison Gannon, The University of Georgia Michelle Glerum, Arizona State University Adrianna Gonzalez, University of Missouri-Columbia Jenise Gorman, University of South Florida Corey Humphrey, University of Pittsburgh Brittany Jones, Michigan State University Kelsey Jones-Greer, Penn State University Stacia Long, The University of Georgia Jimmy McLean, University of Texas at Austin Jessica Murdter-Atkinson, University of Texas at Austin Elisabeth Spinner, Western Michigan University Scott Storm, New York University Shelly Unsicker-Durham, University of Oklahoma Honey Walrond, Teachers College, Columbia University Destiney Warren, California State University Fresno Erika Watts, University of South Florida Gail Harper Yeilding, Auburn University Karen Zaino, The Graduate Center, CUNY Respondents: Ashley Boyd, Washington State University Tamara Butler, College of Charleston Limarys Caraballo, Teachers College, Columbia University Elizabeth Dutro, University of Colorado, Boulder Jim Fredricksen, Boise State University Antero Garcia, Stanford University Sarah Hochstetler, Illinois State University Korina Jocson, University of Massachusetts Amherst Lamar Johnson, Michigan State University

116

2021 NCTE ANNUAL CONVENTION PROGRAM

2:15–3:30 P.M. ET Latrise Johnson, University of Alabama Tara Johnson, Purdue University, West Lafayette Thomas McCann, Northern Illinois University Rob Montgomery, Kennesaw State University Caitlin Ryan, University of North Carolina Wilmington Sophia Sarigianides, Westfield State University Yolanda Sealey-Ruiz, Teachers College, Columbia University

K-7

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Antiracism Isn’t Just for Methods: Developing Equity-Minded Educators across Coursework TE ELATE This session explores the potential of courses beyond methods to support preservice ELA teachers’ development as antiracist, equity-minded, justice-oriented teachers. Three teacher educators— two ELA and one social studies—share their efforts in this work as teachers of curriculum theory, differentiation, assessment, and English literature courses.

K-8

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LIVE SESSION — Critical Issues in English Education: Research by ELATE Research Initiative Award Winners G R TE ELATE RAINBOW In this roundtable session, the recipients of the annual Research Initiative Grants and Graduate Student Research Award, sponsored by English Language Arts Teacher Educators (ELATE), present their award-winning research on current issues in the fields of literacy and English teacher education.

Presenters: Cassie Brownell, University of Toronto, “Learning to ‘Be Loud’ through Radio Broadcasting: Examining How Children Use Digital Literacies to Amplify Community Stories” Latrise Johnson, University of Alabama Scott Storm, New York University, “Social Justice Writing Pedagogies and Literary Sensemaking: Transformation through a Professional Learning Community”

K-9

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Being and Becoming Teacher-Writers: Writing for Equity and Change This interactive session invites participants to explore ways in which teachers’ writing practices can foster equity, justice, and antiracism, both within and beyond classrooms. Participants will engage in strategies to develop their own writing practices and pedagogies, as well as consider ways writing can foster change.

Presenters: Christine Dawson, Siena College Jim Fredricksen, Boise State University G TE David Premont, Purdue University Andy Schoenborn, Mt. Pleasant High School, Mt. Pleasant, MI Anne Elrod Whitney, Penn State University Respondent: Troy Hicks, Central Michigan University

ELATE NWP

2021 NCTE ANNUAL CONVENTION PROGRAM

117

SATURDAY

Presenters: Kristina Doubet, James Madison University Ashley Taylor Jaffee, James Madison University Melanie Shoffner, James Madison University

SATURDAY, NOVEMBER 20

2:15–3:30 P.M. ET K-10

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LIVE SESSION — Teachers of Color and Students of Color: Fostering Equity, Justice, and Antiracist Teaching in English/ELA Classrooms In this panel of teachers of color, we examine our work to center identity in our classroom practices and discuss the impact of identity work on ourselves, curriculum, pedagogy, and classroom community as we move toward equity, empowerment, and liberation as educators and with our students. We offer insights to teachers wishing to center equity through identity in their classrooms.

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Presenters: Marian Dingle, Advanced Education Research and Development Fund Stephany Garcia, Long Beach Polytechnic High School Betina Hsieh, California State University Long Beach Minjung Pai, Westland School

K-11

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E G S RAINBOW

LIVE SESSION — Fighting to Learn and Maintain Our Own Heritage Languages: Lessons from Educators E M S TE ELATE RAINBOW This session features five educators who wrestle with their identities as speakers of multiple languages and what that struggle means not just for their students, but for their own children.

Presenters: David Bowles, University of Texas Rio Grande Valley Ricki Ginsberg, Colorado State University Jung Kim, Lewis University Sandra L. Osorio, Illinois State University Sanjuana Rodriguez, Kennesaw State University

K-12

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Engaging White School (non-BPIOC) Communities in Equity, Justice, and Antiracisist Teaching M S LGBTQ LLA This session will focus on steps schools that serve a majority of white families can use to integrate antiracist teaching into curriculum. Our building principal, department head, and early career teachers will share real experiences and challenges we have faced in this process. Attendees will leave with tools to implement in their home districts immediately including templates and materials.

Presenters: Victoria Andreacchi, Great Neck North Middle School Gerald Cozine, Great Neck North Middle School Nicole Guillet, Great Neck North Middle School Kevin Parker, Great Neck North Middle School Theresa Walter, Great Neck Public Schools

K-13

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Build Your Stack — Nothing Ventured, Nothing Gained: New Texts to Nourish Ourselves, Our Students, and Our Learning Communities Within the reality of this particular moment in time, we invite participants to explore the powerful role of texts in helping us find relevance, meaning, joy with our daily practice. Leave with new text suggestions from across grade levels, disciplines, and modalities.

Presenters: Clare Donovan Scane, CDS Literacies Kristine Schutz, University of Illinois Chicago

118

2021 NCTE ANNUAL CONVENTION PROGRAM

3:45–5:00 P.M. ET L-1

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Join the Cyper: Revisiting Culturally Sustaining Pedagogies in Literacy Lives, Research, and Classrooms E R ECE RAINBOW Our book, Toward Culturally Sustaining Teaching: Early Childhood Educators Honor Children with Practices for Equity and Change (NCTE, 2020), describes culturally relevant and sustaining early literacy pedagogies that work to normalize, rather than ignore, silence, or eradicate, the ways of being of Communities of Color. This presentation considers how justice-oriented and antiracist practices practices of four teacher-teacher educators have been sustained in literacy lives, research, and classrooms.

L-2

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LIVE SESSION — Planning with Purpose: A Session for New College Teachers and Instructors G TE ELATE NWP RAINBOW Come hear nationally known speakers briefly state their insight on issues of equity, justice, and antiracist teaching of reading and writing. Meet in roundtables for in-depth conversations led by them and other experts on the efficient and effective methods, materials, and management strategies. Stay for Q&A and door prizes.

Presenters: Kylene Beers, Beers.Probst Consulting, “When Hope Walks in the Door: The Critical Role of Teachers in Creating a Better Democracy” Lorena German, Multicultural Classroom, “Meaningfully Including BIPOC Voices” Anna J. Small Roseboro, “Teaching English Language Arts: Planning with Purpose” Cheryl Hogue Smith, Kingsborough Community College of the City University of New York, “Students as Learners, Not Customers: A Threat to Two-Year College and Dual-Enrollment Students” Respondent: Glenda Funk, Highland High School, “Brave Teacher: Risks and Rewards of Tough Topics in Classroom Discourse” Roundtable Leaders: Anthony Celaya, Southeast Missouri State University, “Transitioning from Teaching High School Students to Teaching College Students” Bob Dandoy, Pennsylvania Council of Teachers of English and Language Arts, “Equity and Diversity through Continued Professional Growth” Wendy Farkas, “Challenges and Rewards: Teaching Reading through a Critical Social Justice Framework” David Green, “Addressing Culture and Difference in Ways That Affirm Glenda Funk—Brave Teacher” Ken Lindblom, Stony Brook University (SUNY), “Real-World Writing: Helping College Students Make the Changes in the World They Want to Make” Madelyn Pawlowski, Northern Michigan University, “Antiracist Assessment of Student Writing” Roz Roseboro, Northern Michigan University, “Getting What You Need to Succeed”

2021 NCTE ANNUAL CONVENTION PROGRAM

119

SATURDAY

Presenters: Alicia Arce-Boardman, Northern Parkway School Crystal Glover, Winthrop University Chinyere Harris, Teachers College, Columbia University Mary Jade Haney, Horrell Hill Elementary School Julia Lopez-Robertson, University of South Carolina Erin Miller, University of North Carolina Charlotte Kindel Nash, University of Maryland Baltimore County Iris Patricia Pina, New York Bilal Polson, Northern Parkway Elementary School Dinah Volk, Cleveland State University

SATURDAY, NOVEMBER 20

3:45–5:00 P.M. ET L-3

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LIVE SESSION — Livin Their Best Life: Teaching for Equity and Justice in Elementary Classrooms E ECE RAINBOW The purpose of this presentation is to share the experiences of three antiracist educators and one teacher educator supporting young children as they engage in culturally sustaining writing instruction that is both antiracist and humanizing.

Presenters: Eliza Braden, University of South Carolina Valente’ Gibson, Jackson Creek Elementary School Caitlyn McDonald, Jackson Creek Elementary Jacqui Witherspoon, Jackson Creek Elementary

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Adolescent Reading Reimagined: A Collaborative Journey of Identity, Justice, and Antiracism M S C TE ELATE LGBTQ This engaging presentation will include a brief history of our unique mastery-and-project-based reading program, which focuses on the following four core components: environment, culture, learning, and agency. It will include student/parent testimonials, classroom images, and powerful student work samples focused on social justice, ranging from art projects to book trailers and podcasts to screenplays.

Presenters: David Griffith, Ridgefield High School Brendan Kiely, Simon & Schuster Adam Rapczynski, Ridgefield High School Judy Silver, Ridgefield High School

L-5

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South Asian Voices: Untangling Colonized Roots for Justice and Storytelling We Deserve E M RAINBOW Authors of the South Asian Diaspora discuss how #OwnVoices works are critical responses to ongoing socio political injustices. Their stories build rich historical, cultural, and justice learning opportunities for students of all ages. They discuss fighting inequities and celebrating beauty found in postcolonial South Asian storytelling.

Presenters: Shelly Anand, Kokila, Penguin Random House Vashti Harrison, Little Brown Hena Khan, Simon & Schuster Saira Mir, Simon & Schuster/Salaam Reads Karuna Riazi, Simon & Schuster Simran Jeet Singh, Kokila, Penguin Random House

L-6

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120

Interrogating Our White Gaze: Supporting Equity through Teacher Educator Racialized Reader Response M S R TE ELATE This presentation engages participants in a discussion of how we, as teacher educators, are working to grow as critically conscious readers and encourage our teacher candidates to grow along with us.

Through action research, we draw on racialized reader response to interrogate the white gaze. We share our own racialized reader responses as well as YA that supports equity in literacy education.

Presenters: Kathleen Colantonio-Yurko, SUNY Brockport Janeen Pizzo, SUNY Brockport Natalie Svrcek, SUNY Brockport

2021 NCTE ANNUAL CONVENTION PROGRAM

3:45–5:00 P.M. ET L-7

E TE

Starting with Literature: Diverse Children’s Books to Support Preservice Teachers’ Commitment to Equity, Justice, and Antiracist Teaching Recognizing preservice teachers as crucial potential change agents in the teaching profession, this panel addresses the importance of centering children’s literature with diverse perspectives in teacher education to support antiracist, equitable, and justice-oriented ways of being and knowing. Join us as we share research findings and critical literacy-informed recommendations.

E TE LLA Presenters: William Bintz, Kent State University, “Crossover Picturebooks: Promising Equity, Justice, and Antiracist Curricular Resources” Xenia Hadjioannou, Pennsylvania State University, Harrisburg, “Justice-Driven Emerging Trends in Children’s Literature” Mary Napoli, Pennsylvania State University, Harrisburg, “Text Selection for Antiracist Teaching” Meghan Valerio, Kent State University, “Social Justice-Oriented Initiatives in a Predominantly White Teacher Education Program”

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Award-winning authors will share compelling stories about achievements made by women, people of color, and immigrants, and the inequities they suffered historically. Extraordinary collaborative, worldwide efforts, and ultimate accomplishments will also be shared, of people whose determination and irrepressible human spirits, came together to save the lives of children.

Presentor: Donna Knoell, “The Power of Books to Reveal the True Accomplishments of Women, People of Color, and Immigrants, and the Inequities and Injustices Talented Individuals Endured Historically Because of Prejudice” Tradebook Authors/Illustrators: Candace Fleming, Scholastic, “Examining the Impact of White Privilege and How It Historically Impacted the Recognition and Achievements of Men” Ella Schwarz, Author, “Honoring the Achievements of Women Scientists, People of Color, and Immigrants, Whose Accomplishments Were Historically Ignored or Overlooked” Christina Soontornvat, Candlewick Press, “Unflagging Perseverance, the Irrepressible Human Spirit, and World-Wide Cooperation Make a Difference, When People Come Together to Save the Lives of Children from a Country Few People Know Much About”

LIVE SESSION — Children as Language Inquirers: Disrupting EnglishOnly Assumptions in Classroom Contexts E LLA Engagements with dual language picturebooks can provide a critical space for children to explore language diversity and challenge inequities caused by English-only laws. This session highlights classroom engagements and children’s working theories about language through an inquiry cycle framework. A bibliography of dual language picturebooks and classroom engagements is provided.

Presenters: Nicola Daly, University of Waikato, “Children’s Inquiry Acts and Working Theories on Language” Dorea Kleker, University of Arizona, “Engaging Children in Inquiry on Language Diversity” Kathy G. Short, University of Arizona, “The Potentials of Dual Language Picturebooks for Language Inquiry”

2021 NCTE ANNUAL CONVENTION PROGRAM

121

SATURDAY

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Ensuring Equity: Using Books to Learn from Individuals and Cultures Whose Experiences and Achievements Have Traditionally Been UnderRepresented in Classrooms E M S TE RAINBOW

SATURDAY, NOVEMBER 20

3:45–5:00 P.M. ET L-11

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LIVE SESSION — The Power and Possibility of Antiracist Texts in K–12 Classrooms G TE What makes a book antiracist? What are essential characteristics that K–12 educators can look for when selecting antiracist books? And what does antiracist teaching utilizing these books look like in the classroom? In this session, educators and children’s/YA book authors come together to share a vision for centering antiracist texts and teaching as well as actionable steps for achieving this.

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Presenters: Sonja Cherry-Paul, Teachers College Reading and Writing Project, Columbia University Maria Cruz, Teachers College Reading and Writing Project, Columbia University Tricia Ebarvia, Conestoga High School Cheryl Hudson, Just Us Books Wade Hudson, Just Us Books Tiffany Jewell, Multicultural Classroom, This Book is Antiracist, The Quarto Group Frederick Joseph, The Black Friend: On Being a Better White Person, Candlewick Press Tiana Silvas, New York City Department of Education Michael Waters, Abundant Life African Methodist Episcopal Church

L-12

Resisting Ableism and Racism in Early Literacy Sponsored by the Early Childhood Education Assembly

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In this session, we share learnings from two studies and one conceptual paper. We discuss ways early literacy educators and young children can resist against ableism and racism, and reimagine early literacy spaces in which multiply-marginalized children can be their full selves as they build the world they want and need. Closing Session for the Day of Early Childhood.

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Presenters: Maggie Beneke, University of Washington Maria Cioè-Peña, Montclair State University Emily Machado, University of Wisconsin-Madison Valentina Migliarini, University of Birmingham Jordan Taitingfong, University of Washington

L-13

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Build Your Stack — Books to Feed Your Mind Discover recently published titles—both fiction and nonfiction—that will stretch your thinking as a reader, as a thinker, as a teacher.

Presenter: Carol Jago, California Reading and Literature Project, UCLA, “Reading for Ourselves”

122

2021 NCTE ANNUAL CONVENTION PROGRAM

5:15–6:30 P.M. ET M-2

M M S C

Speculative Fiction & Beyond: Equity, Justice, and Antiracism in American Texts Sponsored by the Assembly on American Literature

M S C RAINBOW

This interactive session will consider equity, justice, and antiracism in the context of speculative fiction (e.g., science fiction, fantasy, horror) and other types of texts. After a keynote speech delivered by Stephanie Renee Toliver, 2019 NAEd/Spencer Dissertation Fellow, roundtable leaders will discuss one text as well as the ways in which the text imagines equity, justice, and antiracism.

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Reading Queerness at the Intersections: Using LGBTQ-Inclusive Literature to Move toward Equity, Justice, and Antiracist Teaching Sponsored by the Children’s Literature Assembly

G TE ECE LGBTQ RAINBOW

The 28th annual CLA Master Class explores how children’s literature can depict and be used to foster vital conversations about the intersections of race, ethnicity, sexual orientation, and gender expression and identity. Teacher educators and children’s authors will share about their work and how educators can use LGBTQ-inclusive literature for equitable, just, and antiracist teaching.

Committee Chair: Craig A. Young, Bloomsburg University of Pennsylvania Presenters: Adam Crawley, University of Texas at Austin Jill Hermann-Wilmarth, Western Michigan University Caitlin Ryan, University of North Carolina, Wilmington Respondant: Laura Jimanez, Boston University Tradebook Authors/Illustrators: Maya Gonzalez Leah Johnson Kyle Lukoff

LIVE SESSION — When Good Intentions Converge with Fear: G Self-Censorship in the ELA Classroom Sponsored by the Standing Committee Against Censorship How do I decide what reading materials to include in my curriculum? Why do I select these texts and not others? Join us for conversations on self-censorship and becoming more attuned to our decision making around text selection. Roundtables will focus on different facets of censorship, including resources for support during challenges.

Presenters: Annamary Consalvo, The University of Texas at Tyler, “Self-reflection: Censoring or Guiding?”

Julia Torres, Denver Public Schools, “Countering Censorship: Active Antiracism in Educational Spaces” Roundtable Leaders: Katharine Covino-Poutasse, “Guiding Self-Reflection” Ann David, University of the Incarnate Word, “Guiding Self-Reflection” Brooke Eisenbach, Lesley University, “Guiding Self-Reflection” 2021 NCTE ANNUAL CONVENTION PROGRAM

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SATURDAY

Presenters: KaaVonia Hinton, Old Dominion University Stephanie Toliver, University of Colorado-Boulder Roundtable Leaders: Tiffany Armstead-Flowers, Georgia State University Perimeter College, “Song of Blood and Stone by L. Penelope Erin Berry-McCrea, North Carolina Central University, “The Coldest Winter Ever by Sister Souljah” Karen Chandler, University of Louisville, “Kindred by Octavia E. Butler” Bridget Davis, Walden University, “For Colored Girls Who Considered Suicide When the Rainbow Is Enough by Ntozake Shange” Dorian Harrison, The Ohio State University at Newark, “No Crystal Stair: A Documentary Novel of the Life and Work of Lewis Michaux, Harlem Bookseller by Vaunda Micheaux Nelson” Christa Robinson, Michigan State University, “Dread Nation by Justina Ireland” Joy Valentine, University of Illinois-Chicago, “The Vanishing Half by Brit Bennett” Renee Wilmot, Michigan State University, “Fledgling by Octavia E. Butler”

SATURDAY, NOVEMBER 20

5:15–6:30 P.M. ET M-5

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Countering Anti-Blackness and Anti-Indigeneity at NCTE: Report on the Work of the Committee on Diversity and Inclusivity Sponsored by the NCTE Standing Committee on Diversity and Inclusivity

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NCTE’s Standing Committee on Diversity and Inclusivity will share data collected from members about dismantling inequities regarding issues of race, gender identification, ethnicity, language, religion, and sexual orientation in our home districts as well as within NCTE. We will explore next steps with attention to how white supremacy affects land, displacement, and anti-Blackness in organizations.

Presenters: Alexa Clausen, Eanes ISD/Westlake High School, Austin, TX Shekema Dunlap, My Life Academy Stephanie P. Jones, Grinnell College Jung Kim, Lewis University Susi Long, University of South Carolina Shashray McCormack, Grace James Academy Tiffany Karalis Noel, University at Buffalo Kenlea Pebbles, Michigan State University Kelly Sassi, North Dakota State University

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Social Action Stories with Storyteller Kevin Cordi and Power of Turning Blood into Ink with Jacqueline Yahn plus Open SWAP Sponsored by the Storytelling SIG

M S C R TE ELATE NWP

How you can use stories to promote social justice and an examination of the work of Appalachian writers/storytellers Robert Gibe and Michael Hensen and the Opioid Epidemic. Riveting accounts.

Afterward, we invite you open an open Story Swap. All welcome. Tell on!

Presenters: Kevin Cordi, Ohio University Lancaster Jacqueline Yahn, Ohio University Eastern

M-7

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Physically Distanced but Socially Connected Literacies: Centering Youth-Engaged Arts, Activism, and Community in Virtual Spaces Sponsored by the Standing Committee on Research

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In this session, we explore the literacies and pedagogies fostered in youth-centered spaces where educators, youth, and community members draw upon the arts and multimodal literacies to build community and explore emergent pandemic pedagogies that can amplify youth voices.

Presenters: Limarys Caraballo, Teachers College, Columbia University Lauren Kelly, Rutgers University Graduate School of Education Nicole Mirra, Rutgers University Estella Torrez, Michigan State University Anthony Wheeler Karen Zaino, The Graduate Center, CUNY Respondent: Leigh Patel, University of Pittsburgh

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5:15–6:30 P.M. ET M-8

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LIVE SESSION — Secondary School Writing Centers Sponsored by the International Writing Center Association

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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.

Presenters: Heather Barton, Secondary ELA Laura Peterson, Cherokee High School Lori Vincent, Ola High School, Henry County Schools Lauren Wilkie, Chicago Public Schools

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Sponsored by the Standing Committee on Literacy Assessment

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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, small-group 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. There is a forty-line or two-page maximum for open mic reads. Short verse, prose poems, fiction, and creative nonfiction excerpts are welcome.

Presenters: Bonner Slayton, Moore Norman Technology Center Danny Wade, Washburn University

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LIVE SESSION — SCOA Meet Up Sponsored by the Standing Committee on Affiliates

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During this Standing Committee on Affiliates–sponsored session, we’ll merge ideas, people, and minds as we think about how to better support the members we serve in our role as affiliate leaders with a specific focus on equity and diverse programming. Take the time to learn, connect, and collaborate with us and each other in this interactive session.

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

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Inclusive and Equitable Language and Grammar Instruction Sponsored by the NCTE Assembly for the Teaching of English Grammar

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Join ATEG for a series of interactive and informative presentations about inclusive and equitable language and grammar instruction. Consistent with ATEG’s mission to support inclusive and non-discriminatory language and grammar instruction, Sean Ruday, Sherry Saylors, and Mariem Bemmerzouk describe instructional practices that promote inclusivity and equity in grammar and language study.

Presenters: Mariem Bemmerzouk, Longwood University Sean Ruday, Longwood University Sherry Saylors, Prince George’s Community College

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LIVE SESSION — The Fountain of the Muse

SATURDAY, NOVEMBER 20

5:15–6:30 P.M. ET M-12

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LIVE SESSION — Social Justice, Equity and Antiracist Research in S C R TE ELATE Young Adult Literature Sponsored by the ELATE Committee on the Study and Teaching of Adolescent Literature The field of YA literature is growing exponentially, and scholarship and research is mirroring this boom.

This research-focused roundtable will feature some of the leading, as well as new, scholars in the field of who will present their most recent work centered on equity, justice, and antiracism.

Presenters: Alice Hays, California State University, Bakersfield Steffany Comfort Maher, Indiana University Southeast Victor Malo-Juvera, University of North Carolina, Wilmington, “Introduction of Social Justice, Equity and Antiracists Research in YA” Respondent: Stephanie Toliver, University of Colorado, Boulder, “Nnedi Okorafor’s African Futurism as a Route toward Disrupting/Decentering the Canon” Roundtable Leaders: Melissa Bedford, Eastern Washington University Ashley Boyd, Washington State University Sarah Burriss, Vanderbilt University Brittani Clark, North Carolina State University, “A Content Analysis of Black Girl Representations in #ProjectLit YA Books” James Daniels, North Carolina State University, “A Content Analysis of Black Girl Representations in #ProjectLit YA Books” Janine Darragh, University of Idaho Sarah Donovan, Oklahoma State University Michelle Falter, North Carolina State University, “A Content Analysis of Black Girl Representations in #ProjectLit YA Books” Michael Hall, Arizona State University Melanie Hundley, Vanderbilt University Jennifer Kagan, Oswego State University, “The World That We Knew by Alice Hoffman, 2019” Sharon Kane, SUNY Oswego Andrea LeMahieu-Glaws, University of Colorado Elsie Lindy-Olan, University of Central Florida Melinda McBee-Orzulak, Bradley University Cori McKenzie, SUNY Cortland Sam Morris, University of South Carolina Beaufort Kia Jane Richmond, Northern Michigan University Shelly Shaffer, Eastern Washington University, “Examining Literature through Tenets of Critical Race Theory: A Framework for the ELA Classroom” T. Hunter Strickland, Anderson University, “Conceptualizing the Young Adult Literature Methods Course in Secondary English Teacher Education”

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5:15–6:30 P.M. ET M-13

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Centering Antiracist/bias Instruction in ELA Teacher Preparation: Introducing the 2021 NCTE Standards TE ELATE Specifically focusing on the notion of antiracist/bias instruction, this workshop will acquaint attendees with the 2021 NCTE Standards for the Initial Preparation of English Language Arts Teachers Grades 7–12 and will afford the opportunity to discuss the transition from the previous to forthcoming standards.

Presenters: Marshall George, Hunter College of the City University of New York Christian Z. Goering, University of Arkansas, Fayetteville Donna Pasternak, University of Wisconsin-Milwaukee Paul Yoder, Truman University

M-14

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Build Your Stack — Supporting ABAR Teaching with Picture Books Presenter: Jillian Heise, Kenosha Unified School District, Franklin, WI, "#ClassroomBookADay Read Alouds"

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12:00–1:30 P.M. ET

GENERAL SESSION AMANDA GORMAN AMANDA GORMAN is a poet, activist, and bestselling author. She is a committed advocate for the environment, racial equality, and gender justice. Amanda’s activism and poetry have been featured on the Today Show, PBS Kids, and CBS This Morning, and in the New York Times, Vogue, and Essence. After graduating cum laude from Harvard University, she now lives in her hometown of Los Angeles.

In 2017, Amanda Gorman was appointed the first-ever National Youth Poet Laureate by Urban Word—a program that supports Youth Poets Laureate in more than 60 cities, regions, and states nationally. Gorman’s performance of her poem “The Hill We Climb” at the 2021 Presidential Inauguration received critical acclaim and international attention. The special edition of her inaugural poem, “The Hill We Climb,” was published in March 2021 and debuted at #1 on the New York Times, USA Today, and Wall Street Journal bestsellers list. Amanda appeared on the cover of TIME magazine in February 2021 and was the first poet to grace the cover of Vogue in their May 2021 issue. She was Porter Magazine’s July 2021 cover star and received The Artist Impact Award at the 2021 Backstage at the Geffen Awards. Her debut picture book, Change Sings, published in September 2021 and debuted at #1 on the New York Times bestseller list, and her poetry collection, Call Us What We Carry, will release in December 2021. Please visit www.theamandagorman.com.

DANNY WILLIAMS

SUNDAY, NOVEMBER 21

SUNDAY, NOVEMBER 21

2021 NCTE PRESIDENTIAL ADDRESS ALFREDO CELEDÓN LUJÁN During the Closing General Session, ALFREDO CELEDÓN LUJÁN will deliver the 2021 NCTE Presidential Address. Luján is the president of NCTE as well as an English teacher at Monte del Sol Charter School in Santa Fe, New Mexico, where his students were featured in a segment of CPB/Annenberg’s The Expanding Canon: Teaching Multicultural Literature. He hails from Nambé, northern New Mexico. He received his Bachelor of Science degree in education from New Mexico State University and his Master of Arts/English and Master of Letters from the Bread Loaf School of English at Middlebury College. He has been a writer-in-residence at the Noepe Center for Literary Arts at Martha’s Vineyard and also with the multicultural Artist in the Schools Program in Alaska. He has been a recipient of three fellowships from the National Endowment for the Humanities, and was named one of New Mexico’s Golden Apple Award winners for excellence in teaching in 2015.

Sunday General Session Sponsored by Stenhouse Stenhouse publishes professional development books and classroom resources by teachers and for teachers. We focus on helping educators at all levels and across all content areas inspire deep and creative thinking in their students. www.Stenhouse.com

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SPECIAL EVENTS LIVE SESSION — 9:00–10:15 A.M. ET Children’s Literature Assembly Keynote Session Presenters: Michaela Goade (Tlingit), illustrator, We Are Water Protectors Carole Lindstrom (Tribally enrolled Turtle Mountain Band of Ojibwe/Métis Nation), author, We Are Water Protectors Kevin Noble Maillard (Seminole Nation), author, Fry Bread: A Native American Family Story Cynthia Leitich Smith (Muscogee), author, Ancestor Approved: Intertribal Stories for Kids and Sisters of the Neversea Traci Sorell (Cherokee Nation), author, We Are Still Here and Classified Michaela Goade

Carole Lindstrom

Kevin Noble Maillard

Cynthia Leitich Smith

Traci Sorell

SUNDAY

LIVE SESSION — 10:30–11:45 A.M. ET Affiliate Keynote Session This session for affiliate leaders and members will celebrate the winners of 2021 NCTE affiliate awards.

LIVE SESSION — 1:30–2:45 P.M. ET National Writing Project Keynote Session Toward Education Futures: Practicing the Civic Imagination Do you dream of what education might be? Do you imagine the perfect school?

Do you long for an opportunity to talk to other people about these ideas? Then don’t miss NWP’s Keynote Session at NCTE’s 2021 Annual Convention. Sangita Shresthova, director of the Civic Imagination Project at the University of Southern California, will lead this live session.

Presenter: Sangita Shresthova, PhD Sangita Shresthova

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SUNDAY, NOVEMBER 21

FEATURED SESSION — 9:00–10:15 A.M. ET LIVE SESSION — Genius, Joy, and Love Inspired by the brilliance of Gholdy Muhammad, Yolanda Sealey-Ruiz, Shamaria Reid, and Anyah Nancy Jackson, NCTE Program Chair and President-Elect Valerie Kinloch recently created a summer literacy academy for Black students titled, “Genius, Joy, and Love.” With the overarching goal of cultivating, supporting, and embracing Black students, Black cultural practices, and Black intellectual and community traditions, the summer academy draws on Muhammad’s “cultural genius equity framework for culturally and historically responsive literacy” as well as on Sealey-Ruiz’s “ethical commitment to caring for the communities in which we work.” In so doing, the summer academy encourages participants to do what this featured session will do: to reflect on our identities, lives, and literacies; to center our hopes, desires, dreams, and ourselves as significant in our movement toward freedom; to critically examine Anyah Nancy Jackson Gholdy Muhammad meanings of equity in literacy teaching and learning; and to lovingly understand the valuable role played by our very own creativities—through poetry, spoken word, art, and song. Thus, Gholdy, Yolanda, Shamari, and Anyah will engage in a conversation about “Genius, Joy, and Love” in English language arts and literacy studies from Black creative, critical, and humanizing perspectives.

Presenters: Anyah Nancy Jackson, Temple University undergraduate student Gholdy Muhammad, University of Illinois Chicago Shamari Reid, Teachers College, Columbia University Yolanda Sealey-Ruiz, Teachers College, Columbia University

Shamari Reid

Yolanda Sealey-Ruiz

FEATURED SESSION — 3:00–4:15 P.M. ET LIVE SESSION — #BlackBoyLiteraciesMatter/s: A retrospective dialogue about Black boyhood, literacy, and thrival in Buffalo, NY During this presentation, three young Black men and their literacy teacher discuss the intersection of race/racism, gender, age, and liberating literacy in Buffalo, New York, by sharing examples of their educational justice-informed adolescent writings: a memoir (Community Cultural Wealth), a short-verse poem (Critical Micropoetry), and a science fiction short narrative (Visionary Fiction).

Presenters: Jevon Hunter, SUNY Buffalo State Jabari Blodgett Darren Cameron Melique Young

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Jevon Hunter

9:00–10:15 A.M. ET Live Sessions & Prerecorded/Scheduled Sessions N-1

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LIVE SESSION — Enacting, Complicating, and Critiquing Our Belief Statement: Practices and Pedagogies to Support Teaching the English Language Arts Methods Course TE ELATE The ELATE Commission on Methods Teaching and Learning roundtables examine four areas of the Commission’s belief statement: teaching literature, teaching writing, fieldwork, and professionalization.

The roundtables feature presenters who enact, complicate, and question the principles in these categories through the articulation of specific practices, pedagogies, and/or research.

Allison Wynhoff-Olsen, Montana State University

2021 NCTE ANNUAL CONVENTION PROGRAM

131

SUNDAY

Roundtable Leaders: Julie Bell, University of Nebraska at Omaha, “Working within and Subverting the System: Critically Viewing Canonical Texts through Literature Circles” Katharine Covino-Poutasse Will Fassbender, Montana State University Michelle Fowler-Amato, Old Dominion University, “Learning to See Strength: Antideficit Writing Response in the Teaching Composition Course” Jessica Gallo, University of Nevada, Reno, “Everyday Inquiry: Redesigning Research Instruction” Jeremy Glazer, Rowan University Heidi Hallman, University of Kansas, “Online, Hybrid, and HyFlex Instruction in English Education Methods” Bailey Herrmann, University of Wisconsin-Oshkosh, “Everyday Inquiry: Redesigning Research Instruction” Sarah Hochstetler, Illinois State University, “Centering Race Conversations for Inquiry into Teaching Writers and Writing” Amber Jensen, Brigham Young University Tiffany Karalis Noel, University at Buffalo, “Ideating Pedagogy in Troubled Times: Experiential Learning” Christopher Parsons, Keene State College, “Methods-Based Field Experiences” Kristen Pastore-Capuana, Buffalo State College Nora Peterman, University of Missouri-Kansas City Todd Reynolds, University of Wyoming, “Using Disciplinary Literacy to Enhance Antiracist Teaching in English Methods Classes” Leslie Rush, University of Wyoming Melanie Shoffner, James Madison University Connor Warner, University of Utah Emily Wender Amber Warrington, Boise State University

SUNDAY, NOVEMBER 21

9:00–10:15 A.M. ET N-2

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This roundtable session delves into engaging ideas and approaches for merging queer-themed YA texts to all components associated with English language arts curriculum standards and teaching.

Teaching strategies, lesson plans, and extension activities that align with ELA course curricular goals will be shared.

Presenter: Paula Greathouse, Tennessee Tech University Roundtable Leaders: Gabriel Acevedo, Arizona State University, “Hear Me OUT! Gayness, Characterization, and Podcasts: Conversations of Chulito: A Novel through Multimodalities.”

Danelle Adeniji, graduate student Nicole Amato, University of Iowa, “Studying Narrative Structure in Tillie Walden’s Webcomic On a Sunbeam” Ryan Burns, Smithfield High School Anthony Celaya, Southeast Missouri State University, “‘It’s more than a love story’: Multimodal Explorations of Intersectionality in The Music of What Happens” Elizabeth Durand, Arizona State University “Using an Intersectional Lens to Examine Characterization and Setting in Little & Lion” Brittany Frieson, University of North Texas Tatyana Jimenez-Macias, University of North Texas Trevor Joensen, University of South Florida Summer Pennell, Truman State University Kristin Rasbury, University of North Texas René Rodríguez-Astacio, The Pennsylvania State University, “Diving into the Confluence of the Superhero Origin and Coming Out Stories in You Brought Me the Ocean” Jenna Spiering, University of South Carolina, “Studying Narrative Structure in Tillie Walden’s Webcomic On a Sunbeam” Scott Storm, New York University, “Queering Literary: Close Reading with The Fascinators” Terri Suico, Saint Mary’s College, “Exploring The Prom and a Text’s Journey from Stage to Page to Screen” Joe Sweet, University of North Carolina, Pembroke, “‘It’s more than a love story’: Multimodal Explorations of Intersectionality in The Music of What Happens” Kyle Wright, University of North Texas

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LIVE SESSION — Developing Inclusive and Affirming Curriculum— Merging Queer-Themed YA Texts with Secondary ELA Curriculum Standards and Teaching M SM C TE LGBTQ RAINBOW

LIVE SESSION — Tracing the Racialized Imagination: Text Selection for Dismantling Racism G TE RAINBOW ELA classrooms are implicated in our nation’s racialized imagination. How can text selection decrease the negative impact of literature on our imaginations? In this session, participants will gain an understanding of how fiction has been trapped in a cycle of anti-Blackness and oppression and learn about how to undo this in their curriculum.

Presenters: Lorena German, Multicultural Classroom Ebony Elizabeth Thomas, University of Michigan Julia Torres, Denver Public Schools

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9:00–10:15 A.M. ET N-4

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LIVE SESSION — Disrupting School Pushout and Mass Incarceration: What Antiracist Educators Can Do by Teaching for Equity and Justice This interactive session confronts one of the most urgent educational issues of our time: the school to prison pipeline. Classroom teachers and teacher educators with experience in correctional facilities will share strategies to support youth navigating current schooling and disciplinary practices. We will offer specific classroom and teacher preparation approaches to address school pushout.

Presenters: Deborah Appleman, Carleton College, “What Can We Learn at the End of the Pipeline to Keep Students from Entering It?” Megan Mercurio, Woodside Learning Center, “Teaching and Learning with Youth Behind Bars” Constance Walker, Woodside Learning Center, “Teaching and Learning with Youth Behind Bars” Peter Williamson, “Preparing Teachers to Disrupt School Pushout” Maisha Winn, University of California at Davis Respondent: Ernest Morrell, University of Notre Dame

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When They Go Low, We Go High: Uplifting Antiracist Early Literacy Teaching in Three Classroom Contexts E R ECE RAINBOW “When they go low, we go high.” This quote by Michelle Obama anchors the classroom community and sets the tone for the way one teacher fosters students’ language, literacy, and critical consciousness.

This phrase exemplifies the practices and goals of the three elementary teachers who will interactively share practices that uplift antiracist early literacy teaching in this panel presentation.

Presenters: Alicia Arce-Boardman, Northern Parkway School Kerry Elson, Central Park East II, New York Public Schools Kindel Nash, University of Maryland Baltimore County Roderick Peele, Northern Parkway School

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Jane Addams Children’s Book Award Author/Illustrator Panel: Antiracist Children’s Books for Today’s Diverse Classrooms E M TE

RAINBOW

Jane Addams Children’s Book Award winners exemplify equity, justice, and antiracist themes. This panel session features winning authors and illustrators, Christina Soontornvat, Carole Lindstrom, Michaela Goade, Angela Joy, and Ekua Holmes, who will share how they envision their books supporting teachers that challenge and embrace antiracist and social justice themes.

Presenters: Jackie Marshall Arnold, University of Dayton Jenice Mateo-Toledo, Columbia University, Teachers College Josie Bustos Pelayo, California State University, Fresno Tradebook Authors/Illustrators: Michaela Goade, Award Winning Illustrator, Little, Brown Ekua Holmes, Award Winning Illustrator, Roaring Book Press Angela Joy, Roaring Book Press, Award Winning Author Carole Lindstrom, Award Winning Author, Macmillan Children’s Books Christina Soontornvat, Award Winning Author, Candlewick Press

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SUNDAY

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SUNDAY, NOVEMBER 21

9:00–10:15 A.M. ET N-7

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Unlocking Layers of Justice and Equity through Children’s Books Children’s literature is a natural entry point for conversations about equity, justice, and antiracist education. Join award-winning own-voice children’s book authors and educators working together as community activists to share strategies that unlock layers of learning and leverage the power of story to explore implications of race, culture, and destable, ‘isms’ through a critical lens of texts.

Presenter: JoEllen McCarthy, The Educator Collaborative, “Picture Books as Tools to Explore Reading, Writing, and Life Lessons” E M TE ECE LLA RAINBOW Tradebook Authors/Illustrators: Matt de la Peña, Penguin, “Books as Tools for Conversation” Emma Otheguy, Children’s Author, “Exploring Personal, Cultural, and Linguistic Assets throughSstory” Christian Robinson, Penguin, “Art and Story Matters” Padma Venkatraman, Penguin Random House, “Learning about Other Cultures without Othering”

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Working toward an Inclusive Framework of Reading Identity: Using Translanguaging Pedagogy to Center Students and Re-orient Instruction E RESEARCH In this session, we introduce a comprehensive, flexible framework for reading identity that disrupts the overly narrow vision of readers driven by culturally irrelevant curriculum. Through adopting a translanguaging pedagogy, we illustrate how centering this broad, inclusive framework creates pathways to more equitable, affirming, and relevant reading instruction.

Presenters: Pia Persampieri, City School District of New Rochelle & Hunter College Hannah Schneewind, Trusting Readers Jennifer Scoggin, Trusting Readers

N-11

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This session first explores equity and justice through a discussion of scenarios that have taken place in our own classrooms. Participants will then build our own community maps and examine how we, as teachers, conceptualize community with regard to our students. Finally, presenters will share examples of student maps and the ways these maps have driven our own uptake of antiracist practices.

Presenters: Rebecca Flores, University of Colorado Boulder Jennifer Pacheco, University of Colorado Boulder Kristina Stamatis, University of Colorado Boulder Sarah Woodard, University of Colorado Denver

N-12

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Taking Action toward Equity Together: Community Mapping as Antiracist Practice S C TE NWP

Authors Who Teach: Working for Equity and Justice at the Intersection of Education and Publishing M S A diverse panel of acclaimed children’s book authors who are also practicing middle/high school educators will discuss how operating at this intersection informs their work toward equity and justice in both fields.

Tradebook Authors/Illustrators: Tiffany Brownlee, Henry Holt & Co, “Wrong in All the Right Ways” Joanna Ho, HarperCollins/East Palo Alto Academy, “Eyes that Kiss in the Corners” Torrey Maldonado, Penguin/Nancy Paulsen, “What Lane?”

Marcella Pixley, Candlewick Press/Carlisle Public Schools, “Trowbridge Road” Randy Ribay, Kokila/Penguin Random House

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10:30–11:45 A.M. ET O-1

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LIVE SESSION — The Time Is Always Now: NCTE’s Quick Reference Guide to Antibias and Antiracist Teaching G TE M RAINBOW Sponsored by the Committee Against Racism & Bias in the Teaching of English Join NCTE’s Committee Against Racism and Bias in the Teaching of English and authors of NCTE’s 2021 Quick Reference Guide, The Time Is Always Now: Antibias and Antiracist Teaching, as they share strategies for antibias and antiracist (ABAR) teaching for all levels of language arts instruction.

Presenters: Damián Baca, University of Arizona Kathleen Colantonio-Yurko, SUNY Brockport Lorena Germán, Multicultural Classroom Richard Gorham, Lawrence High School Patrick Harris, Good Trouble Media, Detroit, MI Keisha Rembert, National Louis University Holly Spinelli, Monroe-Woodbury High School

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LIVE SESSION — (Re)envisioning Teacher Education for Preservice Teachers of Color through Women of Color Feminisms and Pedagogies C R TE RAINBOW

Drawing from WOC feminist understandings of critical meaning making and survival practices born in marginalized social positions, this panel inquires into how WOC faculty and students of color collaborate to (re)envision and (re)create teacher education in ways that center raced-gendered knowledges, ways of knowing, and intellectual traditions of WOC.

2021 NCTE ANNUAL CONVENTION PROGRAM

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SUNDAY

Presenters: Gabrielle Bachoo, East Hartford Public Schools, “All the Talks, All the Bonding, All the Love: Women of Color” Adrianna Gonzalez-Ybarra, University of Missouri, “Women of Color Feminisms and Pedagogies to (Re)envision Curriculum and Classroom Spaces for Black, Indigenous, Preservice Teachers of Color” Monica Gonzalez-Ybarra, “WOC Preservice Educators Organizing and Creating Space for Preservice Teachers of Color at a PWI” Amy Heath, University of Illinois at Urbana-Champaign, “WOC Preservice Educators Organizing and Creating Space for Preservice Teachers of Color at a PWI” Lauren Kelly, Rutgers University Khalila Lomx, University of Illinois at Urbana-Champaign, “WOC Preservice Educators Organizing and Creating Space for Preservice Teachers of Color at a PWI” Cindy Lopez Tiffany Nyachae, Pennsylvania State University, “A Collective of Preservice Teachers of Color: Sustaining Our Racial, Linguistic, and Cultural Selves” Grace Player, University of Connecticut, “All the Talks, All the Bonding, All the Love: Women of Color Feminist Multimodalities as Interruptions to the Whiteness of Teacher Education” Taylor Turner, University of Illinois at Urbana-Champaign, “WOC Preservice Educators Organizing and Creating Space for Preservice Teachers of Color at a PWI”

SUNDAY, NOVEMBER 21

10:30–11:45 A.M. ET O-3

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LIVE SESSION — Becoming an Antiracist Educator: Celebrating (and Interrogating) Our Literacy Practices E M S TE RAINBOW As Lisa Delpit wrote, “Political work demands that I place myself to influence as many gatekeeping points as possible.” Antiracist teaching demands we interrogate and interrupt racist gatekeeping practices: in curriculum, instruction, and systems. In this panel of “spark talks,” educators weave testimonies and practical strategies in becoming antiracist teachers.

Presenters: Sara Ahmed Tricia Ebarvia, Conestoga High School Chad Everett, Horn Lake Middle School Joel Garza, Greenhill School Tiffany Jewell, Multicultural Classroom Aeriale Johnson, Washington Elementary School Jessica Lifshitz, Northbrook School District 28 Shea Martin, Boston University Anna Gotangco Osborn, Educator, Reading Specialist Randy Ribay, Kokila/Penguin Random House Tiana Silvas, New York City Department of Education Respondents: Sonja Cherry-Paul, Teachers College Reading and Writing Project, “Where Do We Go from Here?”

Kim Parker, Shady Hill School, “Where Do We Go from Here?”

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LIVE SESSION — Supporting Social Justice Conversations with Books in Spanish: Espejos, ventanas y puertas corredizas E TE RAINBOW Using as an inspiration Rudine Sims Bishop’s idea of literature as mirrors, windows, and sliding doors— espejos, ventanas y puertas corrediza—educators from Puerto Rico will share their experiences learning, problematizing, and reflecting through pedagogical experiences with social justice picture books written in Spanish and about Latin America, the Caribbean, and Latinx experiences in the USA.

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Presenters: María del Rocío Costa, University of Puerto Rico Carmen Liliana Medina, Indiana University Priscilla Perez-Mercado, University of Puerto Rico Shakira Pietri-Burgos, University of Puerto Rico Alejandra Pietro-Martinez, Indiana University Keisha Rosado, University of Puerto Rico Hermes Sanchez, University of Puerto Rico Vanessa Negrón Sosa, University of Puerto Rico Respondent: Astrid Sambolin-Morales, University of Colorado

O-5

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LIVE SESSION — Supporting the Muslim Child through Literature Teaching about Islam in the classroom can be met with public ire, indicative of the critical task educators face. Harnessing storytelling allows teachers to break down stigmas, connect with Muslim students, and move toward an inclusive classroom. This panel discusses literature that educators can use to support Muslim students while building bridges for all students.

Presenters: Mahasin Abuwi Aleem, Oakland Public Library S.K. Ali, Abrams Nagla Bedir, Teaching while Muslim EMS Aya Khalil, Tilbury House Saira Mir, Simon & Schuster/Salaam Reads Nevien Shaabneh, University of Illinois at Chicago/District 230 Jamilah Thompkins-Bigelow, The Innovation Press; Simon & Schuster

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RAINBOW

10:30–11:45 A.M. ET O-6

M M S C

LIVE SESSION — Teaching for Climate Justice

MSC

Sponsored by the ELATE Commission on Climate Change and the Environment in English Education Climate change will shape the world in which our students live—justice, inequality, racism, and nationalism are central to the crisis. Who is responsible and who suffers? How can students learn about and address the unequal impacts of climate change on people in the Global South, on people of color, on First Peoples, people in poverty, climate refugees, and themselves? See the website with presenters’ handouts, slides, and/or videos: http://climatecrisisncte2021.pbworks.com Breakout Rooms: Environmental Justice Speaking of Mother Earth: Language and Environmental Justice: Jeff Share, University of California, Los Angeles Eco-Justice in ELA: Tiphani Davis, Morgantown High School Climate Crisis and Generational Justice: Allen Webb, Western Michigan University Cli-Fi Visions of the Future: Afrofuturism, Climate Justice, and Environmental Activism: David Shackleton, Cardiff University Centering Indigenous Perspectives and the Climate Crisis: Teaching Marrow Thieves: Elisabeth Spinner, Western Michigan University Isn’t Cli-Fi “Too Scary” Right Now? Confronting the Urge to Protect Youth from the Climate Crisis: Mark Sulzer, University of Cincinnati Critical Issues Climate Fiction, Public Policy, Civic Literacy: John Morrell, Bard College at Simon's Rock Violence and Preventing Climate Crisis in Ministry for the Future: Todd DeStigter, University of Illinois at Chicago Methods of Teaching English and Climate Change: David Schaafsma University of Illinois at Chicago

Climate Change Impacts Exploring the Human Impact of Climate Change: Kasey Short, Charlotte Country Day School Using Children's Literature to Bring Awareness to Climate Change: Shelley L. Esman, Comstock Public Schools Teaching Climate Change Impacts on Our Food and Water Supply: Nancy Castaldo, Algonquin Books Young Readers/Houghton Mifflin Tools & Resources for Teaching Climate Crisis Reading Injustice in Maps through Ecocriticism: Rich Novack, Fairfield Warde High School Using Digital Media/Storytelling to Address the Climate Crisis: Richard Beach, University of Minnesota Explosive & Dynamic: Creating Collaborative Partnerships with National Parks: Jill Dahlman, California Northstate University College of Health Sciences

2021 NCTE ANNUAL CONVENTION PROGRAM

137

SUNDAY

Shakespeare and Climate Change "Twas a Rough Night": Shakespeare and Deadly Weather”: Sheridan Steelman, Northview High School Climate Change Prophecy and Politics in A Midsummer Night’s Dream: Kathryn Fleury Eldridge, Jordan-Elbridge High School

SUNDAY, NOVEMBER 21

10:30–11:45 A.M. ET O-7

M M S C TE

Culturally Responsive, Community-Based Literacy for Equity and Social Justice M S C TE This approach to creating culturally responsive, community-based literacy projects and programs explores how to promote social justice action and create an equitable literacy experience for all students. Attendees will walk away with ideas about how they might introduce and incorporate community-based literacy projects as a means to promote social justice and equitable literacy practices.

Presenters: Lupe Avila, Miramonte High School Alexandra Chapa-Kunz, Kern High Teacher Residency Michell Gearhart, Golden Valley High School Alice Hays, California State University, Bakersfield Shaylyn Marks, California State University, Bakersfield

O-8

E TE

Counternarrative Read-Aloud: Beyond Critiquing Dominant Narratives Counternarrative read aloud combines strategies and techniques from critical race counterstorytelling and critical literacy. In this practice, the reader shares a focal text with the aim of historicizing and actively dismantling colonial, imperialist, racist narratives by structuring dialogue around a focal counternarrative message, moving past critical literacy for critiques’ sake.

Presenters: Alicia Arce-Boardman, Northern Parkway School Kindel Nash, University of Maryland Baltimore County Nora Peterman, University of Missouri-Kansas City Ekaterina Strekalova-Hughes, University of Missouri-Kansas City

O-9

G TE

E R TE ECE ELATE RAINBOW

Cuentos: Uncovering Global Portraits of Equity, Justice, and Antiracist Teaching G TE LGBTQ LLA NWP In this session, we share the Cuentos developed by multilingual and high school students and educators in Kazakhstan, and the lessons and strategies we have used to help students create them.

These powerful Cuentos created in English, the students' third language, highlight both the challenges and the universality of teaching for equity, social justice, and action across the globe.

Presenters: Diloram Alimzhanova, Nazarbayev Intellectual School of Chemistry and Biology, Karaganda Aurelia Dávila de Silva, San Antonio Public Schools Roxanne Henkin, The University of Texas at San Antonio Anna Cohen Miller, Nazarbayev University Graduate School of Education Aigul Zhakupova, Nazarbayev Intellectual School in Pavlodar

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2021 NCTE ANNUAL CONVENTION PROGRAM

10:30–11:45 A.M. ET O-10

M M S

Race Talk: Authors of YA Fiction and Nonfiction Explore Books as Catalysts for Classroom Conversation M S RAINBOW This session brings together authors of YA titles that invite classroom conversation about race.

Panelists will focus on the role of books in building critical race consciousness; formative moments that shaped authors’ racial knowledge; classroom spaces that support collective racial learning; and resources for building skills in race talk.

Presenter: Jennifer Buehler, Saint Louis University Tradebook Authors/Illustrators: Mahogany Browne, Macmillan Frederick Joseph, Candlewick Press, “The Black Friend: On Being a Better White Person” Brendan Kiely, Simon & Schuster Brittney Morris, Simon & Schuster Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books

SUNDAY 2021 NCTE ANNUAL CONVENTION PROGRAM

139

SUNDAY, NOVEMBER 21

1:30–2:45 P.M. ET P-1

G TE

LIVE SESSION — Becoming Antiracist Educators at Predominantly White Institutions (PWIs) with— and beyond—Stamped G R TE ELATE RAINBOW In this dialogic panel discussion, we share our critical practitioner inquiry study involving online discussions of race, racism, and the book Stamped (Reynolds & Kendi, 2020), across six PWIs with the aim of developing participating educators’ racial literacies and our own processes of being/becoming antiracist teacher educators.

Presenters: Ashley Boyd, Washington State University Caroline Clark, The Ohio State University Mike Cook, Auburn University Adam Crawley, The University of Texas at Austin Rachel Skrlac Lo, Villanova University Ryan Rish, University at Buffalo, SUNY Ryan Schey, University of Iowa

P-2

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LIVE SESSION — Building Justice, Equity, and Well-being in Schools: (Re)Imagining Care in the Mattering of Minoritized Teachers, Families, and Children G R RAINBOW This session explores how minoritized teachers, students, and families perceive and negotiate their relationships and learning in ways that support their mattering in schools. Building on the concept of care and well-being for individuals who encounter unequal and/or unjust circumstances in schools, the authors posit the need to be attentive to matters of representation, participation, and affect.

Chair: Izamar Ortiz-Gonźalez, University of California, Davis Presenters: Rubén Gonźalez, Stanford University, “Latinx Teacher Well-being: Developing and Sustaining an Antiracist Disposition” Paolo Martin, Stanford University, “People and Pedagogies: Children’s Accounts of Loving and Mattering that Shape Their Well-being in School” Danny Martinez, University of California, Davis, “Latinx Teacher Well-being: Developing and Sustaining an Antiracist Disposition” Stephanie Robillard, Stanford University, “Care during Covid: One School’s Attempt to Provide Equitable Learning to Families” Respondent: Limarys Caraballo, Teachers College, Columbia University

P-3

M M S

LIVE SESSION — The Intersection of Literacy, Sport, Culture, and Society M S 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.

Presenters: Alan Brown, Wake Forest University Luke Rodesiler, Purdue University Fort Wayne Roundtable Leaders: Crystal L. Beach, Union County High School Lisa Beckelhimer, University of Cincinnati Shelby Boehm, University of Florida April Brannon, California State University, Fullerton

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2021 NCTE ANNUAL CONVENTION PROGRAM

1:30–2:45 P.M. ET

2021 NCTE ANNUAL CONVENTION PROGRAM

SUNDAY

Alan Brown, Wake Forest University Erica Caasi, University of Colorado Boulder Kathleen Colantonio-Yurko, The College at Brockport, SUNY Justin Corazza, Cranford High School Katherine Cramer, Wichita State University Bryan Ripley Crandall, Fairfield University, “Table 1: Let’s Do It! Sports Writing and Countering an Apartheid in Children’s Literature with Middle School Youth” Thomas C. Crochunis, Shippensburg University Rebekah Degener, Minnesota State University, “Table 1: A Play for Change: Sports Picturebooks as Entry Point for Justice Conversations in the Teacher Education Classroom” Alice Dominguez, Mater Dei Catholic High School Michael Domínguez, San Diego State University Sarah Donovan, Oklahoma State University Mark Fabrizi, Eastern Connecticut State University Robert Ford, North Branford Public Schools Katherin Garland, Santa Fe College William Gerchick, Phoenix College/Paradise Valley Community College/Metro Tech High School Wendy Glenn, University of Colorado Boulder William King, Bridgeport Public Schools/Fairfield University, “Table 1: Let’s Do It! Sports Writing and Countering an Apartheid in Children’s Literature with Middle School Youth” Cathy Leogrande, Le Moyne College, “Table 2: The Old Ball Game: Teaching Visual Literacy through Historical Baseball Media” Mark A. Lewis, James Madison University Kristen Marakoff, Travelers Rest High, “Table 2: Critical Media Literacy, Critical Race Theory, and Scholastic Sport amid the 2020 COVID-19 Pandemic” Dani Parker Moore, Wake Forest University Rich Novack, Fairfield Warde High School Cherie Parsons, Malone University David Pegram, Paradise Valley Community College David Premont, Purdue University Ian Parker Renga, Western Colorado University Luke Rodesiler, Purdue University Fort Wayne Abby Scoresby, Wake Forest University, “Table 1: Effects on Analytical Writing through a Study of Sports Analysis” Shelly Shaffer, Eastern Washington University Nicole Sieben, SUNY Old Westbury Jeff Thomas, Community School Naples Jeffrey D. Wilhelm, Boise State University Benjamin K. Woodcock, Okemos High School Elle Yarborough, Northern Essex Community College

141

SUNDAY, NOVEMBER 21

1:30–2:45 P.M. ET P-4

M S C

LIVE SESSION — From the Classroom to the Professional Community: Addressing Antisemitism in English Educational Spaces Sponsored by the NCTE/CCCC Jewish Caucus

S C RAINBOW

As educators plan and implement long-term, rigorous antiracist programs and curricula, antisemitism remains largely unaddressed. This session, sponsored by the Jewish Caucus, brings together Jewish educators and accomplices to discuss concrete ways English teachers can raise Jewish voices and combat antisemitism in classrooms and in our discipline.

Presenters: Judith Benchimol, Teachers College, Columbia University Rachel Golland, SUNY Rockland Community College, “Repairing the World: Raising Awareness through Social Justice Action in the English Classroom” Mara Lee Grayson, California State University, Dominguez Hills, “Antisemitism and (Anti)Racism: Understanding the Experiences of Jewish English Educators” Jennifer Lemberg, The Olga Lengyel Institute for Holocaust Studies and Human Rights (TOLI), “Holocaust Education, Antisemitism, and Social Justice Curriculum”

P-5

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LIVE SESSION — Surviving COVID-19: How Nine Black Women Educators Found Community, Equity, and Justice through a Never-Ending Text Thread G TE NWP During the COVID-19 pandemic, a synchronous circle of nine Black female educators created hope and humility, and rekindled our sense of community, equity, and justice. Take a journey as multidimensional women discuss dealing with issues of equity, justice, and antiracist teaching in our educational environments coupled with their own personal stories and struggles navigating family, parenting, and life.

TE

Presenters: Fredeisha Darrington, University of Alabama at Birmingham Kimberly Green, Birmingham City Schools Sonjanika Henderson-Green, Birmingham City Schools Shonterrious Lawson-Fountain, University of Alabama at Birmingham Shawnta Owens, Greene County Schools Veronica Rhodes-Simmons, Birmingham City Schools Daphney Shade, Bessemer City Schools Jameka Thomas, University of Alabama at Birmingham/Red Mountain Writing Project Nikkia White, Birmingham City Schools

P-6

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Equity in Schools: Disrupting the Status Quo by Practicing Culturally Responsive and Relevant Teaching G LLA Disrupt the status quo by assessing where you are with culturally responsive and relevant teaching, and then collaborating to adjust your thinking about curricula that privilege one group over others.

Move toward an inclusive curricula and experience the importance of translanguaging, developing culturally responsive lessons, using LGBTQIA+ books, and bringing relevance to the high school canon.

Presenters: Luz Herrera, California State University, Fresno Lester Laminack, Heinemann Evan Robb, Johnson Williams Middle School Laura Robb, RCT, Inc.

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2021 NCTE ANNUAL CONVENTION PROGRAM

1:30–2:45 P.M. ET P-7

G TE

P-8

M M S

Building the Habits of Mind for Antibias/Antiracist Teaching

G R TE ELATE

How can we examine and interrogate our current practices to implement antibias/antiracist teaching?

In this presentation the audience will participate in a series of hands-on activities to practice the critical pedagogy required to develop the habits of mind for antibias/antiracist literacy teaching.

Presenters: Sophie Degener, National Louis University Tess Dussling, Saint Michael’s College Wendy Gardiner, Pacific Lutheran University Tierney Hinnman, Auburn University Elizabeth Stevens, Roberts Wesleyan College Amy Tondreau, Austin Peay State University Kristen White, Northern Michigan University Nance Wilson, SUNY Cortland

Speculating about Joy and Justice: Visionary Fiction in the ELA Classroom This session centers the connections between the speculative, the real, and the just. To engage participants, this session includes a moderated conversation between debut speculative fiction authors J. Elle and Nafiza Azad as well as tips for using speculative fiction in the ELA classroom.

Presenter: Stephanie Toliver, University of Colorado Boulder Tradebook Authors/Illustrators: Nafiza Azad, Simon & Schuster J. Elle, Simon & Schuster

P-9

Using Texts to Center Equity and Create Classrooms Where Literacy Learning and Social Justice Coexist E TE ECE ELATE LLA Reading, discussing, and analyzing texts with critical lenses are at the heart of literacy instruction that seeks freedom and justice. Antiracist teaching includes a listening stance, a pedagogical practice of response that creates a space where literacy learning and social justice coexist. We will explore how intentional book choice combined with instructional moves empower our youngest minds.

Presenters: Lynsey Burkins, Dublin City Schools Laura Jiminez, Boston University Clare Landrigan, Heinemann Franki Sibberson, NCTE Past President

P-10

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Just Children’s Literature to Create a More Just World: Incorporating Literature to Teach Social Justice E LLA RAINBOW We will explore how we can incorporate children’s literature to attain the goals of The Teaching Tolerance Antibias Framework and accompanying Social Justice Standards. As we do so, we will simultaneously examine the Social Justice Standards and their four domains (Identity, Diversity, Justice, and Action). We will also share the impact of this work and advocacy projects from our classrooms.

Presenters: Alyssa Benavides LeClaire, Colegio Nueva Granada Rebecca Poyatt, St. Andrew’s Episcopal School

2021 NCTE ANNUAL CONVENTION PROGRAM

143

SUNDAY

E TE

M S ELATE RAINBOW

SUNDAY, NOVEMBER 21

1:30–2:45 P.M. ET P-11

M M S C

In the wake of the inequities the pandemic has laid bare, how can hope remain an animating force for our work? Using the tools of critical literacy, the projects featured in this session offer powerful models, mindsets, and methods for conducting equity work in inordinately trying times.

Presenters: Kelly Burns, Poudre School District Anne Colwell, Fort Collins High School Kylie Griffin, Eaton High School Skye Marsh, Webber Middle School Jesse Martinez, Cherokee Trail High School Cindy O’Donnell-Allen, Colorado State University Tara Oswald, Fossil Ridge High School Jennifer Putnam, Poudre School District Tara Rigby, Fossil Ridge High School Molly Robbins, Cherokee Trail High School

P-12

E M TE

Hope Comes First: Critical Practices for Sustaining Equity Work in a (Post-)Pandemic World M S C R

2021 Notable Children’s Books in the Language Arts Session Sponsored by the Children’s Literature Assembly and NCTE NCBLA

This session will highlight 30 books that best exemplify the criteria established for the Notables Award. Members of the 2021 Notable Children’s Book in the Language Arts committee will share their insightful reviews and suggested instructional strategies for each book. Invited authors and illustrators from the Notables list will critically share their personal stories from their writing and illustration processes.

Committee Chair: Jeanne Fain Presenters: Vera Ahiyya, Brooklyn Arbor Elementary Elizabeth Bemiss, University of West Florida Janine Schall, University of Texas Rio Grande Valley Jennifer Summerlin, University of Alabama at Birmingham Kathryn Will, University of Maine, Farmington Fran Wilson, Madeira Elementary

144

E M TE

2021 NCTE ANNUAL CONVENTION PROGRAM

3:00–4:15 P.M. ET Q-1

S TE

LIVE SESSION — The Other Side of the Classroom: Testimonios of Decolonial Practices from Latinx Educators Sponsored by the Latinx Caucus

S R TE RAINBOW

Presenters will share their testimonios on decolonizing ELA curriculum, practices, and structures.

These Latinx presenters discuss how they have resisted colonial structures and aspired towards more antiracist, just, and equitable practices for their Latinx students and colleagues.

Presenters: Michael Domínguez, San Diego State University Olivia Mulcahy, Illinois Resource Center Rex Ovalle, University of Illinois at Chicago Elvira Rios, YouthBuild Charter School of California Mario Rosado, YouthBuild Charter School of California

Q-2

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Overcoming Isolation: Providing Access to Robust Teacher-Led Professional Learning Communities to Rural Teachers G NWP Rural teachers share their approach to creating a teacher-led regional professional learning cohort, using a model that invites teachers to self-select learning topics and honors teachers’ expertise.

Session participants analyze and annotate teacher-created artifacts, reflect on their own learning needs, and consider ways to be proactive in designing their own regional professional learning groups.

Presenters: Robin Atwood, South Mississippi Writing Project Dawn Hawkins, South Carolina Department of Education Megan Rodney, Ohio Writing Project Catherine Williams, South Mississippi Writing Project

Q-3

In this interactive session, explore the benefits of cultivating cross-curricular units and projects grounded in culturally responsive practices. Come away with practical strategies and resources to aid your implementation, including curated lessons and project ideas aimed at fostering a classroom environment that celebrates the rich diversity of the human experience.

Presenters: Rosalind Abreu, Diana C. Lobosco STEM Academy Scott Cumberbatch, Diana C. Lobosco STEM Academy Rodney DeVore, Diana C. Lobosco STEM Academy Ellen Gianakis, Passaic County Technical Vocational Schools Atiya Harley, Diana C. Lobosco STEM Academy Nancy Sue Moore, Diana C. Lobosco STEM Academy Jayne O’Neill, Passaic County Technical Institute Nicole Shema, Passaic County Technical Institute Stephanie Tapia, Diana C. Lobosco STEM Academy

2021 NCTE ANNUAL CONVENTION PROGRAM

145

SUNDAY

G

Cultivating Connections: Creating Meaningful Culturally Responsive Cross-Curricular Collaborations G ELATE LGBTQ LLA NWP RAINBOW

SUNDAY, NOVEMBER 21

3:00–4:15 P.M. ET Q-4

Equity in Poetry: Celebrating Diverse Voices in Verse

E M TE RAINBOW

Three award-winning poets—Janet Wong, Elizabeth Steinglass, and Carole Boston Weatherford—will share poems that embrace the call for equity. In addition, we will invite audience participation with strategies that promote greater equity with movement, sign language, choral reading, visuals, music, and other tools as we cocreate equitable literacy learning experiences together.

E M

Presenter: Sylvia Vardell, Texas Woman’s University Tradebook Authors/Illustrators: Elizabeth Steinglass, Boyds Mills & Kane, “Equity in Poetry: Celebrating Diverse Voices in Verse” Carole Weatherford, “Equity in Poetry: Celebrating Diverse Voices in Verse” Janet Wong, Pomelo Books, “Equity in Poetry: Celebrating Diverse Voices in Verse”

TE

Q-5

E M M S

LIVE SESSION — Nurturing and Sustaining Critical Educators: A Mentoring and Network Session Sponsored by the Latinx Caucus, Black Caucus, Middle Level Section, and Gender and Sexualities Equality Alliance E M S RAINBOW Are you a teacher facing challenges living your social-justice commitments in the classroom? Join us for a mentoring dialogue with teacher educators from the Rainbow Strand offering guidance on how to sustain your equity-focused, antiracist efforts! With mentors covering all grade levels, all interested in critical pedagogy and justice issues are welcome.

Presenter: Michael Domínguez, San Diego State University Rountable Leaders: Limarys Caraballo, Teachers College, Columbia University, “Mentorship for Critical Educators” Anthony Celaya, Southeast Missouri State University, “Mentorship for Critical Educators” Luz Herrera, California State University, Fresno, “Mentorship for Critical Educators” Joaquin Munoz, Augsburg University, “Mentorship for Critical Educators” Katie Priske, The University of Iowa, “Mentorship for Critical Educators” Ian Parker Renga, Western Colorado University, “Mentorship for Critical Educators” Robyn Seglem, Illinois State University, “Mentorship for Critical Educators” Francisco Torres, Kent State University, “Mentorship for Critical Educators” Saba Vlach, University of Iowa, Iowa City, “Mentorship for Critical Educators”

Q-6

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LIVE SESSION — Collectively Examining Digital Literacies Teaching and Research: A Practitioner-Driven Approach G R ELATE Collaborative inquiry partnerships of teachers and university faculty can center equity and justice in digital literacies research. They can also be complicated to navigate and sustain. In interactive roundtables, participants will learn about our research into digital innovation and inequity, practitioner research methods, and ideas for cultivating resilient research partnerships.

Presenters: Alecia Magnifico, University of New Hampshire, “Articulating Digital Equity” Bethany Silva, University of New Hampshire, “An Online Summer Research Retreat” Roundtable Leaders: Laura Allen, University of New Hampshire, “Collaborative Analysis” David Baroody, Derryfield School, “Collaborative Analysis” Ashley Barry, University of New Hampshire, “Data Collection” Cathy Fraser, Prospect Mountain High School, “Data Collection” Emily Geltz, Oyster River Middle School, “Collaborative Analysis” Anne McQuade, Manchester, NH School District/University of New Hampshire, “Data Collection” Christina Ortmeier-Hooper, University of New Hampshire, “Survey Development” Laura Smith, University of New Hampshire, “Collaborative Analysis” Donna Turco, Portsmouth School District, “An Online Summer Research Retreat”

146

2021 NCTE ANNUAL CONVENTION PROGRAM

3:00–4:15 P.M. ET Q-7

E TE

Disrupting Single Stories through Interactive Read-Alouds of Critically Paired Picturebooks E TE In this session, participants will be introduced to 12 picturebook pairings they can use in order to create critical conversations with young readers during read-alouds. Educators will also engage in an interactive discussion to consider the ways single stories (i.e., stereotypes) can be productively dismantled or unproductively reified when sharing paired texts in elementary settings.

Presenters: Paul Ricks, Brigham Young University Terrell Young, Brigham Young University

Q-8

M M S TE

Q-9

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A learning community of secondary- and college-level educators, we invite participants to join our quest to (re)collect rememberings of critical service-learning work we engaged in together a decade ago. Through storytelling, we will share ideas for engaging in collaborative work and honing teaching practices infused with justice and equity.

Presenters: Valerie Kinloch, University of Pittsburgh Emily Nemeth, Denison University Ashley Patterson, Penn State University Pam Reed, Columbus City Public Schools Tori Washington, Columbus City Public Schools

LIVE SESSION — Poetry for Equitable, Humanizing, Participatory Practice G TE In this roundtable session, a group of classroom teachers, literacy consultants, authors, and professors, who, during the pandemic, formed “The Radical Love Poetry Group,” will guide participants through deep reading, writing, and exploration of poetry. Participants will have two roundtable experiences, and come away inspired to implement poetry for equity, justice, and antiracist pedagogy.

Presenters: Carla España, Rye Country Day School Georgia Heard, Roaring Brook/Stenhouse/Heinemann Aeriale Johnson, Washington Elementary School Roundtable Leaders: Katherine Bomer, Heinemann, “Composing Poetry” Nawal Qarooni Casiano, NQC Literacy, “Poems for Liberatory Potential” Beverly Gallagher, Princeton Jr School, “Poetry for Identity” Carol Jago, California Reading and Literature Project, UCLA, “Poetry for Social Action” Ted Kesler, Queens College, CUNY, “The Power of Performing Poetry” Lester Laminack, Author, “Composing Poetry” Clare Landrigan, Heinemann, “Poetry for Social Action” Jessica Martin, Heinemann, “Poems for Liberatory Potential” Maria Nichols, San Diego Unified School District, “Fostering Compassion through Poetry” Linda Rief, University of New Hampshire/Heinemann, “Poetry for Identity” Donna Santman, 75 Morton School/MS297 New York City, “Fostering Compassion through Poetry” Lily Howard Scott, Bank Street College, “Poetry for Identity” Islah Tauheed, New York City Department of Education

2021 NCTE ANNUAL CONVENTION PROGRAM

147

SUNDAY

TE

Nurturing Justice and Equity in Teaching Practices through (Re) Collection of Shared Stories and Rememberings M S R TE RAINBOW

SUNDAY, NOVEMBER 21

3:00–4:15 P.M. ET Q-10

M C M S TE

Real Superheroes: Lessons in Feminism, Heroism, Intersectionality, and Comics M S C TE RAINBOW Join us in exploring the critical multivocality that came from engaging with Ms. Marvel, #notyourprincess, and Brazen: Rebel Ladies Who Rocked the World. Using three multimodal texts in a tenth-grade language arts classroom challenged conventional heroism and traditional gender identities, while centering around strong women of color fighting for justice.

Presenters: Ashley Dallacqua, The University of New Mexico Annmarie Sheahan, Western Washington University

Q-11

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LIVE SESSION — Collective Reimagining: Centering Equity, Justice, and Antiracism among NCTE State Affiliates G R TE In this roundtable session, we invite state affiliates to share successes and challenges in advancing NCTE’s commitment to equity, justice, and antiracism. Attendees will self-reflect on their own practices and knowledge of antiracism, learn strategies and ideas, and coconstruct action plans. We hope to promote rich conversations and collaborations among affiliates to enact antiracist commitments.

TE

Presenters: Naitnaphit Limlamai, University of Michigan-Ann Arbor Christina Ponzio, Michigan State University Elisabeth Spinner, Western Michigan University Roundtable Leaders: Shelley Louise Esman, Western Michigan University Rick Kreinbring, Avondale High School Lynne Lesky, Petoskey High School Maria Manolias, NCTE Student Affiliate, Michigan State University Anna J. Small Roseboro, Grand Rapids, MI Emily Sommer, Stoney Creek High School/Rochester Virtual High School Kimberley E. Stein, Bridgeport High School

Q-12

E M S TE

148

LIVE SESSION — Queer Intersections of Equity, Justice, and Antiracism Sponsored by the Genders and Sexualities Equality Alliance

E M S R TE LGBTQ

This GSEA-sponsored roundtable session offers a variety of teaching and research approaches to queer work in ELA classrooms as it intersects with equity, justice, and antiracism. Keynote speakers and roundtable leaders will engage attendees in conversations on LGBTQ+ texts, queer curricular approaches, activism in the classroom, confronting racism and bias, and related topics.

Presenters: Adam Crawley, University of Texas at Austin Danielle Lee, SUNY, Old Westbury Summer Pennell, Truman State University Elana Rosenberg, Louisville Youth Group Dana Stachowiak, The University of North Carolina Wilmington Roundtable Leaders: Tamara Brooks, Escola Americana de Belo Horizonte, “Practical Strategies for Confronting the Intersections of Racism and LGBTQ+ Issues” Josh Coleman, San Jose State University, “Using Speculative Literacy Practices to Support Student Engaged with Queer History” Aurelia Dávila De Silva, San Antonio Public Schools, “Queer Intersections of Equity and Justice in LGBTQ+ Cuentos” Darryn Diuguid, McKendree University, “Exploring Intersectional Identities in Award-Winning LGBTQThemed Children’s Books”

2021 NCTE ANNUAL CONVENTION PROGRAM

3:00–4:15 P.M. ET

2021 NCTE ANNUAL CONVENTION PROGRAM

149

SUNDAY

Karen Evans, Oakridge Upper Elementary School, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers” Lisa Hazlett, University of South Dakota, “Promoting Equity, Justice, and Antiracism through Performances of Gender and Sexual Identities: Reader’s Theatre with LGBTQ-themed Young Adult Literature” Roxanne Henkin, The University of Texas at San Antonio, “Queer Intersections of Equity and Justice in LGBTQ+ Cuentos” Jill Hermann-Wilmarth, Western Michigan University, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers” Rick Joseph, Birmingham Covington School, “Teacher Activism: Stepping Aside to Prioritize Intersectional and Transectional Voices in Our Schools and Classrooms” Rob Linne, Adelphi University, “Queering Eco-Literacies” Amie Marcklinger, East Aurora Middle School, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers” Jimmy McLean, University of Texas at Austin, “Curriculum of Concealment: The Availability of Queer Knowledge in Elementary Literacy Curriculum” Caitlin O’Connor, Hommocks Middle School, Westchester County, NY, “Accessing LGBTQIA+ Joy in Literature” Mikkaka Overstreet, East Carolina University, “Teachers as Rainbow Readers: The Effects of an LGBTQinclusive Book Club for K–8 Teachers” Caitlin Ryan, University of North Carolina, Wilmington, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers” Ryan Schey, University of Iowa, “Students and Teachers Discussing the Intersections of Queerness and Race in a Secondary Classroom: Possibilities and Tensions” Stephanie Anne Shelton, University of Alabama, “Practical Strategies for Confronting the Intersections of Racism and LGBTQ+ Issues” Nicole Sieben, SUNY Old Westbury, “Teacher Activism: Stepping Aside to Prioritize Intersectional and Transectional Voices in Our Schools and Classrooms” Ann Marie Smith, North American University, “Promoting Equity, Justice, and Antiracism through Performances of Gender and Sexual Identities: Reader’s Theatre with LGBTQ-themed Young Adult Literature” Leila Stackleather, DC Virgo Preparatory Academy, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers” Tadayuki Suzuki, SUNY at Cortland, “Exploring Intersectional Identities in Award-Winning LGBTQThemed Children’s Books” Gretel Thornton, Auburn University, “Reimagining How We Teach Texts That Depict Black Males: By Focusing on Black Male Joy in Space, Homosocial Intimacy, and Music” Barbara Ward, Washington State University, “Exploring Intersectional Identities in Award-Winning LGBTQ-Themed Children’s Books” Jon Wargo, Boston College, “’OK, So You’re Not Only Homophobic but You’re Xenophobic Too?’ Tracing How Prospective English Educators Take Up Homonationalist Rhetoric in a Young Adult Literature Course” Craig A. Young, Bloomsburg University of Pennsylvania, “Teachers as Rainbow Readers: The Effects of an LGBTQ-inclusive Book Club for K–8 Teachers”

ON-DEMAND

ON-DEMAND SESSIONS Viewable at any time; more than 300 to choose from!

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Abolition in the School and Classroom

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Partner with author and abolitionist organizer H.D. Hunter to explore the impact and prevalence of the prison industrial complex in schools and dream up solutions and alternatives to practices, policies, and norms that perpetuate harmful, racist, and inequitable conditions for students. References include Angela Davis, Monique W. Morris, Dr. Bettina L. Love, and Hunter’s own organizing.

Presenter: H.D. Hunter

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Advancing Equity and Social Justice in an Early Literacy Methods Course: Community Building as a Humanizing Experience in Teacher G TEELATE Education This presentation focuses on the impact of community building on elementary teacher candidates in an early literacy methods course. Examples of how the experience leveraged consciousness toward equity and justice within the curriculum are addressed. Community-building prompts to incorporate in elementary literacy and teacher education curricula are shared.

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Presenter: Luz Carime Bersh, Minnesota State University Mankato

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The Afrofuturistic Novel as a Pedagogical Tool

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Antiracist education requires us to be able to reach across time and space to understand our current moment through historical perspective. Presenters will discuss Octavis Butler’s Kindred, Afrofuturistic novels, and Project Based Learning and Afrofuturism.

Presenters: Jasara Hines, Thornton Township HSD 205 Edward Montalvo, Seminole County Public Schools Dave Wooley, Westhill High School, Stamford Public Schools

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Amplifying the Digital: Cultivating Multimodality as an Embodied G R TE RAINBOW Languaging Practice To cultivate the full potential of multimodal practice, we must recognize the modalities that rest on the bodies of people languaging and enacting multimodal acts of resistance and survivance in various contexts. Our panel contributes pedagogical approaches that have helped us—teachers and researchers—to approach multimodality in a manner that amplifies our students’ rich and embodied practices.

Presenters: Sara P. Alvarez, Queens College, CUNY Laura Gonzales, University of Florida Eunjeong Lee, University of Houston

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And Now for Something (Almost) Completely Different: Rethinking the Literary Canon and Literature Survey Courses for Preservice Teachers We’ve talked for years about challenging the literary canon, criticizing it for being racist. Yet it still maintains control of how literature is taught and what is included in anthologies. This presentation pushes against how literature courses are organized, exploring changes the presenter made across three semesters in her university literature survey course and discussing next steps.

Presenter: Sheila Benson, University of Northern Iowa

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Antiracisim in Teacher Education: Centering Equity, Justice, and Transformation G Presenters and attendees with engage with ways to think about how centering equity, justice, and transformation can lead to antiracist practice and stance in teacher education.

Presenters: Corey Humphrey, University of Pittsburgh Todd McCardle, Eastern Kentucky University Kathryn McClintock, University of Northern Colorado Cindy Morton-Rose, Meredith College Emily Rainey, University of Pittsburgh Sonja Yow, Eastern Kentucky University Emily Zuccaro, Eastern Kentucky University

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Antiracism Is Not an Action Item

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The session will present findings from a study that examined literacy instructors' attitudes towards “nonstandard” Englishes and discuss how these were deeply rooted in standard language ideology; discuss the findings and implications of antiracism-focused faculty professional development for FYC instructors at a public Hispanic Serving Institution; and discuss obstacles facing intersectional antiracist pedagogy to create more sustainable antiracist action.

Presenters: Allison Craig, University at Albany, SUNY Christa de Kleine, Notre Dame of Maryland University Mara Lee Grayson, California State University, Dominguez Hills Rachele Lawton, The Community College of Baltimore County

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This presentation provides attendees the details of a book study that was conducted using Stamped: Racism, Antiracism, and You with preservice teachers at an urban university in southeast Texas.

Preservice teachers were able to discuss the antiracist ideas presented in the text and gain crucial skills for what culturally responsive teaching can look like in the K–12 classroom.

Presenters: Abbey Bachmann, University of Houston Susan (Sunny) Stubbs, University of Houston

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Antiracist Editing: A Conversation with the Editors of Kokila

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Through a conversation between professional editors of color facilitated by one of their award-winning young adult authors, this session will explore how writing feedback can subvert standard approaches to become truly antiracist.

Presenters: Joanna Cadenas, Kokila/Penguin Random House Zareen Jaffery, Kokila/Penguin Random House Sydnee Monday, Kokila/Penguin Random House Randy Ribay, Kokila/Penguin Random House Namrata Tripathi, Kokila/Penguin Random House

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An Antiracist Book Study with Preservice Teachers: A Case Study

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Antiracist Literature that Empowers Students to Act toward Equity and Justice G TE Five diverse authors will problematize, inquire, and discuss with the audience how to tackle and take actionable steps in building equal, just, and antiracist classrooms. Authors Entrada-Kelly, Fleming, Ho, Ireland, and Pink will share their work and facilitate an empowering process of discovery of self and others.

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Presenters: Jackie Arnold, University of Dayton Mary-Kate Sableski, University of Dayton Tradebook Authors/Illustrators: Erin Entrada-Kelly, HarperCollins Crystal Fleming, Henry Holt Joanna Ho, HarperCollins /East Palo Alto Academy Justina Ireland, HarperCollins Randi Pink, Macmillan Children’s Publishing Group

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Antiracist Pedagogies and Curriculum in Teaching/Being By enacting transformative and culturally relevant-sustaining practices, presenters illuminate the possibilities for, through, and in antiracist literacy teaching and practice. G TE ELATE NWP Rbow Presenters: Malika Ali, Highlander Institute Brooke Harris Garad, Indiana University-Bloomington Taji Gibson, Indiana University-Bloomington

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Antiracist Pedagogies and Practices in Teacher Education

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Informed by antiracist perspectives of teacher education, papers in this session examine curriculum, institutional policies, and Black PSTs lived experiences to elucidate the constant and insidious influence of white supremacy culture and to offer suggestions for disrupting these tendencies.

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Presenters: Briana Asmus, Aquinas College, Grand Rapids, MI Rachel Grant, CUNY College of Staten Island Heather Hurst, Frostburg State University Stephanie Schmier, CUNY College of Staten Island

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This roundtable draws from the experiences of a novice ELA teacher and her college mentor to discuss the depictions of queerness and identity in Kelly Loy Gilbert’s Picture Us in the Light.

Using this text as their primary access point, the two teachers will share experiences, insights, and strategies to engage students in explorations of queerness in YAL that serve to promote equity and justice.

Presenters: Emily Badger, Ball State University Jeff Spanke, Ball State University

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Aperture Adjustment: Closure, Exposure, and Sexual Composure In Kelly Loy Gilbert’s Picture Us in the Light M S C TE LGBTQ

Artifact as Influence: Uncovering and Healing from Community Racial Injustices S Rainbow As white educators in a majority-white rural community, we are positioned to share our work of uncovering our local histories of racial inequities in the classroom. Teaching in a former sundown town, we will show educators how to do this through a four-step process of acknowledgment; uncovering problematic or previously undiscussed artifacts of the community; shared dialogue; and healing.

Presenters: Shayla Ewing, Pekin Community High School Jeanette Odle, Pekin Community High School

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“Ask. Just Ask Them”: Black Adolescent Males’ Advice for Teachers Wishing to Promote Justice in Literacy Contexts S R TE ELATE This presentation focuses on the advice that Jonathon, a Black male student who has pushed his high school teachers to expand their curriculum with contemporary African American literature, offers to to educators who wish to promote justice in their own classroom contexts.

Presenter: Katherine Sciurba, San Diego State University

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Asking the Hard Questions: Examining Our Classrooms through an Antibias Lens G R National Writing Project This panel will share successful strategies that led to a reflective examination of classrooms through an antibias lens. Teachers from three states analyzed their classroom practices and how those actions affected student voices. Join us for a rich discussion of what was discovered through virtual discussions and online platforms leading to some answers but even more questions for practitioners.

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

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At the Intersection: Curating in the Classroom

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Blackness and Black Americans are not a monolith; rather, we are a rich, various, and complex culture situated within the US context. In this presentation, I explore ways teachers can utilize curation as a meaning-making framework to create spaces in our classrooms for learning and dialogue by juxtaposing art, literature, and intellectual thought.

Presenter: Renee Wilmot, Michigan State University

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Authoring Family Storybooks: A Powerful Storytelling Tool Used by Burmese Children E R EARLY CHILDHOOD This study explores how three Burmese refugee children created their family storybooks and told their stories that are often invisible in the dominant discourse. Based on preliminary data analysis, tentative findings show that the children drew upon various modalities to create their family storybooks and represent their stories in relation to culture, literacy, and identity.

Presenter: Aijuan Cun, University of New Mexico

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Becoming and Being Antiracist

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Grounded in the experience of six veteran antibias/antiracist (ABAR) educators, we aim to support folx within the educational community by developing an ABAR lens and practice through sharing our journeys in this work. At the end of this session, participants will have antiracist language, a liberatory framework, and examples for handling pushback from caregivers and administrators.

Presenters: Maribel Gonzalez, Amplifier Art Education Britt Hawthorne, Britt Hawthorne LLC Tiffany Jewell, Multicultural Classroom Liz Kleinrock, Heinemann/Teach and Transform Trisha Moquino, Keres Children’s Learning Center Turquoise Parker, Durham Association of Educators

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Beyond Booklists: Fostering Equity and Cultivating Access to the Full G TE LGBTQ LLA RAINBOW Spectrum of Human Brilliance Equitable education demands reimagining curriculum and instruction. Three author-educators share strategies for centering historically marginalized identities. From the language we use to the ways we offer choice to our interrogation of biases, this session engages participants in fostering equity and cultivating access to the full spectrum of human brilliance.

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Presenters: Nawal Casiano, NQC Literacy LLC Kate Roberts, K & M Literacy, LLC Jasmine Warga, HarperCollins Children’s Books

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Beyond Buzzwords: A Framework for Positioning Antiracism, Equity, and Justice at the Center of Your Classroom G Antiracism, equity, and justice are not trendy words but a call to action. Nevertheless, the need to elevate these values in our classroom can feel daunting. Presenters will offer a how-to framework that provides teachers with the guidance to reimagine the curriculum, engage students in meaningful conversation, and use critical theory to empower them to analyze texts and build empathy.

Presenters: Sarah Chan Alison Daniels, Howard County Public School System

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Beyond Number the Stars: Toward a Literacy Framework for Fighting Anti-Semitism in the Classroom E M ELATE This presentation explores ways to update the way anti-Semitism is discussed in upper elementary and middle school classrooms. Drawing upon tenets of critical race theory, we propose a framework for anti-Semitic conciousness-raising as a lens to (re)consider the types of books and themes that have historically positioned Jewish voices in US mainstream curricula.

Presenters: Lillian Ardell, Language Matters LLC Barbara Golub

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Beyond the Book: Student-Produced Multimodal Responses to Critical and Culturally Relevant Literature M S C R TE ELATE In literature study, we may invite students to create book trailer videos or a slideshow to share insights on a text. Unfortunately, these are effectively digital dioramas. Three literacy professors and a YA author describe a unit of study in which they pushed readers to move beyond the book, creating significant culturally relevant multimodal responses such as podcasts, timelines, and websites.

Presenters: Kevin Cordi, Ohio University Lancaster Jacqueline Yahn, Ohio University Eastern Tradebook Author/Illustrator: Chrystal D. Giles, “Take Back the Block Response” Respondent: Troy Hicks, Central Michigan University, “Responding to the Work”

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Beyond the Booklist: Literacy as a Tool for Antiracism

In this session, we discuss antiracism for white teachers. We show how antiracism is literacy work.

Beyond the antiracist booklist, we’ll explore new possibilities for antiracist teaching in literacy classrooms. It centers antiracism to craft lines of inquiry that guide our reading, writing, and advocacy. We’ll transfer our own learning to develop antiracist literacy practices with students.

Presenters: Jordan Corson, Stockton University Paul Shirk, Brooklyn Compass Charter School

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Beyond the Remote Island: Realizing Hope and Humanizing Moments of Isolation, Rage, and Uncertainty in Teaching and Learning Grade 7–12 educators will explore how remote teaching has exacerbated a range of inequities within school systems and communities. Interweaving personal testimony, primary sources, and humanizing digital literacy practices, the workshop will encourage educators to consider the ways in which we can both emotionally engage in and disrupt systems of student and teacher oppression in schools. G R TE NWP

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Presenters: Jen Freed, Philadelphia Writing Project Geena Molinaro, Philadelphia Writing Project Beth Patten, Philadelphia Writing Project

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Beyond White Privilege Pedagogy: Professional Development for G TE ELATE NWP Educators Presenters will discuss the design, implementation, and lessons learned from a monthly, year-long institute on whiteness and antiracism for white in-service educators. The institute, designed to address the short-comings of white privilege pedagogy, seeks to reframe classroom conversations away from individualized racism and toward a focus on structural racism and white supremacy.

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Presenters: Lee Fisher, University of Minnesota Kevin Lally, Cretin-Derham Hall Ellie Roscher, The Loft Literary Center

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Black Lives Matter in Rural Places, Too: Helping Rural Students of Color Find “Mirror” Texts E M S RAINBOW Relatively few children’s books featuring Black characters in rural settings are available to young readers. To increase rural Black students’ ability to see themselves and other people of color reflected in literature, this session is dedicated to sharing literature selections featuring characters of color in rural spaces geared toward younger elementary, middle grade, and young adult readers.

Presenter: Rachelle Kuehl, Virginia Tech

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Book Clubs for Antiracist Educators

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Learn how to leverage the power of technology and text with fellow educators on how to be antiracist. Create the space for reflective conversations, and personal and professional growth on topics that deeply affect students, families, schools, and classrooms. We will share HyperDocs for hosting book clubs on Becoming, Biased, and White Fragility, and a digital notebook to lead a study on America to Me.

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Building Community through Student-Led Writing Events: Students Demonstrate Methods to Create Successful Family Literacy Nights and Cross-Site Gatherings G LGBTQ RAINBOW Bread Loaf Teacher Network NextGen students from Aiken, SC, and Louisville, KY, share proven strategies for creating and hosting community, family, and cross-site writing events that bring people together from many different cultures, races, and backgrounds. Participants will receive writing prompts, materials needed to plan an event, and specific strategies to help make their event a success.

Presenters: Kayla Hostetler, Aiken County Public Schools Heather Jones, Fern Creek High School

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Presenters: Kelly Hilton, Pleasanton Unified School District Jenna Hewitt King, Pleasanton Unified School District Nadia Razi, Pleasanton Unified School District

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Building Equity Literacy through Case Study Analysis

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Pedagogical practices with a focus on case studies to develop the language, the ways of thinking and plans of action to pursue justice and equity within our classrooms are shared within this session.

This presentation models the use of case studies, allowing participants to be actively engaged and walk away with a practice they could use in their respective settings.

Presenters: Allie Blosser, High Point University Leslie Cavendish

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Building on Black@: Leading by Listening

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Black students have called on teachers and schools alike on Instagram through various “Black@” accounts to take real action on dismantling white supremacy at both the institutional and individual levels. This workshop will offer participants an opportunity to reflect, converse, and collaborate with compatriots on how best to respond to that call-to listen and then lead.

Presenters: Nina Davidson, Concord-Carlisle High School Denny Gonzalez, St. Albans School/Bread Loaf School of English

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Building Preservice and Early Career Teachers Capacity for Humanizing Writing Instruction G R TE ELATE NWP RESEARCH How might we prepare teachers so that they experience writing, learning to teach writing, and professional development as a humanizing endeavor centered on students’ lives, identities, stories, and communities? In this session, we offer research-based presentations about two “third space” efforts to reimagine preservice and early career induction sponsored by a National Writing Project site.

Presenters: Jessica Early, Arizona State University Christopher Mazura Tom Meyer, SUNY New Paltz Mary Sawyer, SUNY New Paltz

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Building Worlds of Color: Reimagining Speculative Fiction M S C TE

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How can we reimagine speculative worlds that empower and authentically portray characters of color? Join an educator in conversation with author Jordan Ifueko and artist, author, and AfroSpeculative scholar John Jennings as we discuss antiracist worldbuilding and provide critical analysis questions and writing strategies for students in restorying speculative media.

Presenter: Jewel Davis, Appalachian State University Tradebook Authors/Illustrators: Jordan Ifueko Raybearer, Abrams John Jennings, Megascope Comics, an imprint of Abrams

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“But You’re Too Young,” Is Not Acceptable

There is an urgency to challenge bias, stereotypes, and prejudice in our youngest classrooms. These presenters discuss how they worked within their own classrooms to dismantle injustices within their early childhood classrooms.

Presenters: Alexandra Jenkins, Meadowfield Elementary, RCSD1 Alisha Nguyen, Boston College

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Calling Students to Action through Literacy Instruction

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How do we use our literacy teaching to help students learn to create positive change? Clint Smith suggests encouraging students to “read critically, write consciously, speak clearly, and tell your truth.”

In this session, educators share literacy practices that identify issues of inequity and move students towards action.

Presenters: Gary Gray, International School of Manila Jessica Lifshitz, Northbrook School District 28 Narin Ramani, International School of Manila

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Can You See Me Now? Reading and Centering Student Voices Ranging from picture books to nonfiction and YA literature, educators work to not only include, but to center student’s identities and voices in the classroom.

Presenters: Christian Hines, The Ohio State University Doricka Menefee, The Ohio State University

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Celebrating International Stories for Children and Adolescents Come hear the Outstanding International Books Committee of USBBY (United Board on Books for Youth) present the 2020 list of exemplary books for grades preK–12, originally published around the world, then distributed in the US. Two authors will then share their writing process, particularly the joys and challenges of writing a book connected to an international context. G Rainbow Moderator: Ebony Elizabeth Thomas, University of Michigan Presenters: Anamaria Anderson, National Museum of Art Patricia Bloem, Grand Valley State University Deanna Day, Washington State University Evelyn Freeman, The Ohio State University Jennifer Graff, University of Georgia Nancy Johnson, Western Washington University Amy McClure, Ohio Wesleyan University Mary Napoli, Penn State University-Harrisburg Bettie Parsons-Barger, Winthrop University Tradebook Authors/Illustrators: Samira Ahmed, “Bridging Cultural Divides in YA Fiction” Sarwat Chadda, Disney, Author, City of the Plague Gods

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Centering Future Teachers Stories, Desires, and Imaginations: An Antiracist Redesign of a Secondary Teaching Preparation Program This multivoiced panel of teacher educators and students shares an antiracist redesign of a secondary teaching preparation program envisioned to best serve the needs, desires, and imaginations of firstgeneration, college-going, BIPOC, and Pell-eligible students. We will share how student pláticas informed this work. Participants will leave with approaches for reimagining their own programs.

Presenters: Jen Johnson, Sonoma State University

G R TE Rainbow Theresa Burruel Stone, Sonoma State University Respondent: Fawn Canady, Sonoma State University, “Response to Antiracist Redesign from Single Subject Perspective”

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OD-40 Centering the Needs, Identities, and Experiences of Refugee, Queer, and Underserved Youth in Literacy Education G R ELATE LGBTQ LLA NWP

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These four presentations center the identities and literacy practices of elementary, middle, and high school students from non-dominant communities and offer humanizing, innovative, data-driven strategies to support youth agency and critical literacy development in K-12 classrooms.

Presenters: Ted Fabiano, Berthoud High School/Kansas State University/Greater KC Writing Project Whitney McCoy, University of Virginia Kathrina O’Connell, Bemidji State University Addie Shrodes, Northwestern University Nermin Vehabovic, University of Missouri at St. Louis

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Centering Stories that Matter to Students: Protest Documentary M S LLA Rainbow Projects This presentation discusses “Protest and Empowered Voices,” a unit centering poetry, music, movements, and current events related to protest in this country and around the world. It discusses how documentaries prove an effective genre to protest and speak out on important issues and provides student-created models of “protest documentaries” that amplify their voices on issues of importance to them.

Presenters: Derren Harwell, University of Georgia Lisa York, Gwinnett County Public Schools

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Changing the Conversation on Assessment through Advocating for What Students Know G Sponsored by the Standing Committee on Literacy Assessment This session will focus on advocating for students’ multiple ways of knowing through diverse assessment practices. Undergirding these roundtable discussions is the criticality of progressive assessment practices in K–16 classrooms.

Presenter: Bobbie Kabuto, Queens College, CUNY Roundtable Leaders: Chris Hass, Center for Inquiry, “Student-Led Conferences: Supporting Students to Report on Their Own Growth” Bobbie Kabuto, Queens College, CUNY, “In-the-Moment Assessment Practices: Assessing in the Cracks of Scripted Curriculum” Kathryn Mitchell Pierce, Saint Louis University, “Revaluing Silent Students in Literature Discussion Groups” Peggy O’Neill, Loyola University, “Using Assessment as a Bridge between High School and College”

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Children’s Gender Literature Read Alouds in the Classroom as Tools for Interrogating Equity and Justice E R TE LGBTQ This study highlights the approaches of three teachers as they introduce literacy as a vehicle to promote social justice and gender equity to their elementary bilingual classroom students. Their approaches include read-alouds and discussion through problem-posing education that entails listening, dialogue, and action. This work seeks to position issues of gender equity and justice as important as antiracist teaching.

Presenter: Gilberto Lara, University of Texas at San Antonio

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Children’s Literature and Antiracist Teaching and Teacher Education Before we are ready to analyze children’s literature with young learners, we must be willing to do so as pre-service and practicing teachers. In this session, participants will be invited to engage in readings of and conversations around children’s literature, focused on identifying racist and antiracist policies and practices embedded within, by prioritizing diverse perspectives and experiences.

Presenters: Hajnal Eppley, BioMed Science Academy Jen McCreight, Hiram College

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Class Acts: Cultural Approaches for Analyzing Class through Literature As a way to address ELA’s usual class-blind approach to analyzing texts, this panel focuses on affective treatments of class: understanding that as much as class difference is effected structurally, these differences are experienced emotionally. Presentations share affective strategies for analyzing class in high school and teacher education contexts.

S R TE ELATE Presenters: Nicole Godard, Hampden Charter School of Science, “Beyond Haves and Have-Nots: Class Analysis in the High School Classroom” Sophia Sarigianides, Westfield State University, “Teachers’ Responses to Affective Class Analyses of YAL” Amanda Haertling Thein, University of Iowa, “Locating Class Affect and Emotion in Rural, White Students’ Responses to Racism in Multicultural Literature”

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Presenters will discuss teaching A Raisin in the Sun as an exemplary antiracist text.

Presenters: Alice Dominguez, Mater Dei Catholic High School Miguel Ramon, University of California

Co-Conspiring LGBTQ+ Intersectional Spaces with GSA: Community Activism in an Oklahoma Gay-Straight Alliance M S TE LGBTQ Creating collaborative pathways that brings together a variety of stakeholders is key to developing inclusive classrooms and schools. Discover how literature helped this community start and continue conversations around equality, equity, and advocacy. Learn how to create a GSA Club in your schools and then cultivate intersectional safe and public spaces of activism.

Presenters: Alison Black, Stillwater Public Schools Sarah Donovan, Oklahoma State University Uwe Gordon, Stillwater High School Dillon Graham, Stillwater Junior High School Kristy Self, Stillwater High School

Code Meshing: Mixing All Languages and Dialects in Our Classrooms Participants learn about code meshing and receive strategies and YA lit book lists to use immediately in their classrooms. The activities will encourage students to play with, mix, and analyze their languages and dialects, deconstructing “standard American English” and de-privileging the language hierarchy, so that learning is equalized for all.

G RAINBOW Presenter: Lauren Amores, Colegio Nueva Granada

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Close Reading to Disrupt White Supremacy

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Combatting Structural Racism through Book Selection in a Reading Practicum E TE ELATE RESEARCH PRESENTATION A literacy teacher educator uses Gholdy Muhammad’s historically responsive literacy framework (2020) to examine inservice teachers’ book selection in a reading practicum to highlight and disrupt structural racism and inequality in the curriculum, and to promote a more humanizing pedagogy.

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Presenter: Nadine Bryce, Hunter College, CUNY

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Committed to Equitable Workshop: Curriculum as a Critical and Collaborative Act between Students and Teachers M S NWP In this presentation, six NWP teachers discuss their and their students’ shared struggle to create a more equitable workshop classroom. In collaboration with students, teachers made a conscious commitment to critically examine curricular choices. These learning stories and strategies exemplify how workshop became more just, equitable, and responsive.

Presenters: Jennifer Hutchinson, Hays Impact Center Katrina Jansky, Texas State University Crystal Kelley, San Marcos High School Cassie Polasek, San Marcos High School Zach Soto, San Marcos High School Heather Yzaguirre, Barton Middle School

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Communities of Literacy Practice: Graduate Students’ Stories This presentation showcases the stories of communities of practice that “happened” in a university summer practicum and reading clinic. Join us as the presenters share stories of reflection, stories of learning, and stories of continued questions. Come discover new ideas, rediscover old ideas, and share your own stories.

E M TE Early Childhood Education ELATE Presenters: Mindy Butler, University of Southern Maine Leslie Lemieux, University of Southern Maine

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Community Engagement for Equity and Justice: How Do Teacher Educators and Preservice Teachers Define Community-Engaged Teaching? TE ELATE In this session, we inquire into preservice teachers’ conceptions of community-engaged teaching before, during, and following their participation in a community-engaged project during teacher education. We present details of the project and consider how community engagement might support preservice teachers in enacting equitable and just ELA teaching practices.

Presenters: Meghan Barnes, University of North Carolina Charlotte Rick Marlatt, New Mexico State University

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Community Is the Bridge for Equity: Supporting Teachers and Students for Academic Success G TE NWP How can educators K–16 rethink writing instruction? What happens if we get rid of the traditional silos both in and out of the classroom? In this presentation, four educators—a middle school teacher, a high school teacher, a community college instructor, and a university administrator—discuss the importance of creating a community to support teachers supporting students.

Presenters: James “Drew” Barham, Center Hill Middle School Josh Green, Northwest Mississippi Community College Mary Parker, University of Mississippi Ellen Shelton, University of Mississippi

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Constructivist Approaches for Professional Learning in Literacy: Using a Lab Model to Prepare Teachers for Culturally Sustaining Literacy Instruction G R TE This presentation provides an overview of a summer professional development that focused on culturally responsive-sustaining approaches to literacy instruction. Presenters will share their constructivist, asset-based, lab-model approach and discuss data collection and analysis that followed the pilot study, demonstrating how this model impacted teachers’ dispositions and instructional practices.

Presenters: Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation

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A Content Analysis of Writing Methods Courses in Early Childhood and Elementary Education Programs E TE ELATE This content analysis examines the titles and descriptions of courses focused on literacy and ESL from 501 public universities in the US with early childhood or elementary education certification programs.

Specifically, the frequency of “writing” was coded, showing that writing instruction is rarely included in teacher education programs.

Presenters: Keith Graham, National Taiwan Normal University Liliana Hildebrand, Texas A&M University Emily Holtz, Texas A&M University Stephanie Moody, Towson University Josselyne Saenz, Texas A&M University Kyle Schichl, Texas A&M University

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Conversing for Equity: Constructing Manageable, Student-Driven Conferencing in the Secondary Classroom S In this interactive session, we discuss the benefits of conferencing through the framework of building students’ agency and teachers’ reflective practice. We consider the challenges of conferencing with 100+ students, and offer specific tools and strategies for building this practice in the secondary English classroom.

Presenters: Anita Abraham, East West School of International Studies Amy Matthusen, East West School of International Studies

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Crafting Antiracist Practices at the Institutional and Classroom Levels, Especially When it Is Inconvenient G Rainbow This interactive session showcases five educators’ direct responses to racism. Presenters share how they have incorporated antiracism in classrooms and in the institution. Attendees will identify racist practices at their institutions, programs or departments and craft direct responses which affirm the humanity of Black students and all students of color.

Presenters: Courtney Adams-Wooten, George Mason University Tawnya Azar, George Mason University Lourdes Fernandez, George Mason University Ariel Goldenthal, George Mason University Deborah Sanchez, George Mason University

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Creating a Safe Space to Talk about the Tough Stuff

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High school teacher Rebecca Ferraro discusses creating a safe space for students to express ideas in order to foster ideas and have conversations on difficult topics within the confines of the English 9 classroom.

Presenter: Rebecca Ferraro

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Creating Joy and Equity in Assessment through Labor-Based Grading Labor-based grading contracts are a means of working toward antiracist assessment. Although that is a significant reason to adopt them, it is not the only benefit in doing so. In this interactive presentation, one teacher discusses how labor-based grading contracts freed her students to create high-quality, innovative projects, and transformed assessing student work into a rewarding joy.

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Presenter: Brandie Bohney, Bowling Green State University

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Creative Change: Creative Writing and Critical Reading toward a G NWP Future for All We know that storytelling and other forms of art create empathy and can often make change faster than analyzing data or logical problems. How do teachers’ own antiracist creative writings impact their learning and practice, and how can English teachers embrace the options that creative and academic writing offer in antiracist teaching and learning?

Presenters: Matthew Henry, Weston High School Davon Loeb, Shawnee High School Mitchell Nobis, Birmingham Public Schools, MI

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Critical and Culturally Sustaining Approaches to Teaching Writing and Rhetoric in College Composition S C R NWP Rainbow In this session, researchers and writing instructors share transformative approaches to the teaching and study of college writing that challenge racial invisibility, cultivate mindful, healing writing practices, and investigate the role of teacher positionality, feedback, and rapport in college composition.

Presenters: Kelly Blewett, Indiana University East Amber Nichols-Buckley, University of Mississippi Loretta Ramirez, California State University, Long Beach Carlos Toledo, Iowa State University

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Critical Approaches for Dismantling Erasure and Invisibility in Standardized Curriculum E M R TE Early Childhood Rainbow Presenters discuss the critical approaches they engaged in to analyze commercially available scripted curricula implemented in K-8 classrooms. They share findings that point to a lack of diversity in text, inaccurate representations and the erasure and silencing of historically marginalized communities. As educators we have the responsibility to disrupt these narratives and include positive and accurate representations during instruction. Implications for classroom practices will be discussed.

Presenters: Megan Purdue Fields, IUPUC Dorian Harrison, The Ohio State University at Newark A’ame Joslin Stacey Korson, Eastern Kentucky University Rebecca E. Linares, University of Colorado Boulder

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Critical Literacy and Social Action Research: Preservice Teachers Projects in a Children’s Literature Course E TE ELATE LLA Critical literacy is a framework in which individuals engage with relevant issues and draw upon the sociopolitical systems shaping individuals’ access to power to generate potential transformative action for more equitable ways of living. This presentation discusses elementary education majors’ efforts using critical literacy and social action research projects in a children’s literature course.

Presenter: Emily Zuccaro, Eastern Kentucky University

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Critical Literacy Practices: Critical Media Literacy and Popular Culture Texts New Proposal M S C R ELATE LLA Critical media literacy skills applied to popular culture texts help students ‘read’ beyond the superficial messages to expose injustice and inequity in unexpected places. Participants will leave this interactive presentation with strategies to help their students become active audiences who discover the power and pitfalls of popular culture texts to persuade and mislead. Additionally, presenters will share ways we can help students critically analyze messages of hate and misinformation on social media to increase their civic participation and develop critical thinking skills.

Presenters: Cathy Leogrande, Le Moyne College Rachel Besharat Mann, Fordham University Crystal Ponto, Cayuga-Onondaga BOCES

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Critical Perspectives in P-12 Curriculum and Teaching This session features four research presentations that critique dehumanizing school practices and highlight critical, transformative, and antiracist approaches to teaching and curriculum development in P-12 schools.

M S C R TE LGBTQ Rainbow Research Presenters: Arianna Banack, University of Tennessee Susan Groenke, University of Tennessee Kattie Hogan, Warren School District Jud Laughter, The University of Tennessee Knoxville Stacia Long, The University of Georgia Candice Moench, Longwood University Amanda Rigell, University of Tennessee Knoxville

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Participants will explore antibias strategies used for inclusive text selection and critical reading of picture books to identify explicit and implicit bias, stereotypes, and damaging tropes about characters of color. Also presented will be Asian American Pacific Islander (AAPI) texts and authors in order to help educators liberate their students from narratives of colonization, invisibility, and racism.

Presenters: Charlene Beh, Newton North High School Jewel Davis, Appalachian State University Michele Leong, Newton North High School

Cultural Responsiveness and Engagement in Literacy Classrooms Session participants will leave with (1) knowledge of the background and challenges in today’s classrooms that can be answered with the core principles of culturally responsive instruction, (2) an understanding of how cultural misunderstandings and intolerance, as well as underrepresentation, is detrimental to learning , and (3) a sampling of CRE and engagement strategies.

E M S TE Presenter: Ernest Morrell, University of Notre Dame

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Critically Reading Race and Representation

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Culturally Responsive Educators: Increasing Our Student’s Cultural G TE Literacy through Children’s Literature Join us as we examine how to become more culturally responsive educators through the use of children’s literature! This presentation will examine the dangerous lenses that we often bring to our classrooms. Participants will come away with children’s literature suggestions that help to introduce difficult topics and increase their classroom’s cultural literacy.

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Presenter: Tamara Tallman, The College of New Jersey

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Curricular Organizing for Otherwise Worlds: Exploring the #BlackLivesMatterAtSchool Curriculum Resource Guide Focusing on the curation and distribution of the BLM@School Curriculum Resource Guide, this interactive presentation invites participants to engage with the organizing potential of the BLM@ School curricular project to empower cultures of visionary resistance and collective transformation that expand beyond the realm of education toward “grasping things at the root.” (Angela Davis) Presenter: Christopher Rogers, PennGSE, Paul Robeson House Museum G TE LGBTQ NWP Rainbow

OD-69a Curriculum Innovations in Middle Grades Literacy Teaching and Antiracist Pedagogy G ELATE LGBTQ NWP RAINBOW

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Equity, justice, and antiracist teaching in the middle grades will necessarily involve innovation. This roundtable session includes presenters who will share insights, strategies, and project and lesson ideas that can support middle grades teachers in the curricular change and innovation necessary to succeed as antiracist educators.

Presenters: Kennita Ballard, VATE Sarah Carey, Western Middle School for the Arts Sarah Cottrell, Western Middle School for the Arts Kimberley Daly, George Mason University Jason DeHart, Appalachian State University Anne Horak, George Mason University Danielle Kachorsky Brian Knowles, Palm Beach County Schools Paul Massy, Florida Atlantic University Wendi Moss, Collegiate School Bianca Nightengale-Lee, Florida Atlantic University Alexandria Perez, Texas A&M University, Corpus Christi Stephanie F. Reid, University of Montana Katie Russell, Murphysboro Middle School

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Daybooks: The Songs We Didn’t Know We Sing

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This interactive panel, will share our work with middle grade, high school, and university students navigating demands of high stakes writing while embracing argument as conversation. We invite participants to write and share during our time together. Together we will explore ways to move past the cacophony of posturing and into the complexities of the human spirit that longs to be heard.

Presenters: Amelia Barnes, Southern Guilford High School Sabrina Chatman, Turntine Middle School

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Decentering Whiteness in Elementary School: Redesigning Spaces, Curriculum, and Interactions to Center Students Voices E Decentering Whiteness in the Elementary Classroom will provide tools that enable teachers to analyze how traditional classroom practices uphold white supremacy. Participants will audit classroom spaces, curricula, and interactions to reveal the ways in which whiteness is centered. We will engage in redesign to center students’ voices and identities.

Presenters: Grace Choi, Fairfax County Public Schools Raven Compton, Fairfax County Public Schools Sara Kugler, Fairfax County Public Schools

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Deliberate Strategies For Implementing Diverse Texts

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Presenters share tools and materials for deliberate inclusion and maintenance of diverse voices in our classroom texts and instruction.

Presenters: Jim Burke, Middle College High School Christi Hobgood, Pickens High School Martha Keller, IATE Christy Koulouris, AE Stevenson HS Kim Musolf, IATE Chip Tompson, AE Stevenson HS Jeffrey D. Wilhelm, Boise State University

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Deliberation, Discourse, and Literacy in the Name of Equity

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Faculty at EO Smith High School have been training students to be social justice advocates capable of facilitating community conversations to create change. This panel will share how a petition demanding equity at the school led to a student-run public forum on race and identity in October 2020.

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De-norming the Syllabus: Opportunities for and Obstacles to Social Equity Approaches to Secondary English Methods S C TE Inspired by the 2021 Annual Convention’s theme, “Equity, Justice, and Antiracist Teaching,” this session will highlight some of the opportunities for and obstacles to social equity-oriented approaches to English education. English educators and secondary ELA teachers can expect to walk away with ideas for “de-norming” syllabi, and why and how teaching and learning happens in their classrooms.

Presenter: H. Bernard Hall, Drexel University

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Primary Presenter: Amy Nocton, EO Smith High School/University of Connecticut Presenters: Amogh Chaubey, EO Smith HS graduate class 2021, current University of Connecticut student Alexa Esparza-Finsmith, EO Smith High School Julia Healy-Parera, EO Smith High School Aminieli Hopson, EO Smith High School Ayla Perosky, EO Smith HS graduate class 2021, current University of Connecticut student Molly Rourke, EO Smith HS class of 2023 Guomin Xu, EO Smith High School Samantha Vanvalkenburg, University of Connecticut Vanessa Vazquez, EO Smith HS graduate class 2017

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Designing a Middle School Curriculum Rooted in the Values of Justice MS and Antiracism This roundtable presentation shares the process and results of a Grades 6–8 curriculum design that has been effective in disrupting and decentering the white, male, Western perspective that has dominated this suburban school district’s curriculum for decades despite a shift in demographics within the student population. The updated curriculum adheres to the district’s antiracist values.

Presenters: Allison Concannon-Goldstein, Andover Public Schools Tamar Driscoll, Andover Public Schools Joanna Ganci, Andover Public Schools Cameron Wood, Andover Public Schools

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Presenters: Jason Frydman, Lesley University Paula Greathouse, Tennessee Technical University Roundtable Leaders: Arianna Banack, University of Tennessee Terry Benton Daniela Bustamante, Licensed Creative Arts Therapist and Psychiatric RN Susan Densmore-James Grace Enriquez, Lesley University, “Healing through Art: Processing the Effects of Addiction in Hey, Kiddo” Heidi Landis Elsie Lindy Olan, University of Central Florida, “Teaching When Reason Breaks: Inviting Reflection, Interrogating Bias, and Making Connections” Pamela Papish, Claremont International High School Michelle Pate, Lesley University, “Healing through Art: Processing the Effects of Addiction in Hey, Kiddo” Kia Jane Richmond, Northern Michigan University, “Teaching When Reason Breaks: Inviting Reflection, Interrogating Bias, and Making Connections” Allen Rigell, Knoxville Psychiatry Amanda Rigell, University of Tennessee Knoxville, “‘I’m Not Like That’: Opioid Use Disorder and Young Adult Literature” Katie Sciurba, San Diego State University Jeff Spanke, Ball State University, “What’s Mined Is Ours: Addiction, Grief, and American Rurality in Kristin Russell’s A Sky For Us Alone” Jessica Traylor, Gordon State College, “Mental Health Literacy through Book Clubs” Laura Wood, Lesley University Sherri Woods, Youngstown State University

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Dialogue as a Tool for Democracy: Talk in the Writing Classroom S

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This presentation will focus on ways that teachers can emphasize dialogue as an integral component of writing instruction and assessment. By doing so, teachers can create democratic classroom spaces in which teacher-student power dynamics shift and students take ownership over their writing practices and process.

Presenters: Kira LeeKeenan, California State University Fullerton Amber Warrington, Boise State University

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This session features educators and mental health professionals sharing instructional strategies for enhancing students’ mental health literacy through young adult literature. Presenters will share specific titles and ELA instructional strategies for guiding students into, through, and out of texts, in an effort to destigmatize mental illness in the middle and high school classroom.

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Developing Mental Health Literacy through Adolescent Literature

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Digging Deeper into Multiple Facets of Learning

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Reaching students on all different ELA levels, these presenters share different ways their students explored their inner feelings to enhance their learning.

Presenters: Sarah Cordova, Distinctive Educators Institute Catherine Graber, Compassionate Schools Project Darius Phelps, Teachers College, Columbia University

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Digging into Issues of Equity and Justice through Young Children’s E M S TE EARLY CHILDHOOD ELATE LGBTQ LLA Personal Digital Inquiry This session will focus on the teaching and learning of multi literacies and pedagogy that allows students to produce, critique and analyze digital and multimodal narratives in the 21st century classroom that works to amplify student voice and promote student activism for equity and inclusion.

Presenters: Christian Hines, The Ohio State University Jon Wargo, Boston College

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Digital Storytelling and Antiracist Teaching: Filling Classrooms with Joy, Empowerment, and Agency M S This hands-on panel brings together middle school educator Lakisha Odlum and high school educator Sarah Richard to examine the ways digital storytelling and social media can be used in classroom spaces to highlight and elevate student voices and practice antiracist teaching.

Presenters: Lakisha Odlum, School of the Future Sarah Richard, New York City Department of Education

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Digital, Visual, and Dialogic Pedagogies in Culturally Responsive Virtual and In-Person Elementary Education E M R TE EARLY CHILDHOOD LLA RAINBOW Based on data from classroom studies, these presentations share critically, culturally, and socially relevant approaches to literacy instruction in elementary school classrooms that respond to the rapidly shifting educational and digital landscape of our sociopolitical world. These approaches include webbased conferencing, text discussion, student collaboration, and guided reading.

Presenters: Sally Brown, Georgia Southern University Nedra Cossa, Georgia Southern University Meghan Gowin, Uplift Ascend Primary Kyungjin Hwang, University of South Carolina Alisa Leckie, Georgia Southern University

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Disability, Advocacy, and the Power of Words

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Disability is misunderstood and underrepresented in the literary canon, but its inclusion is key to an equitable and just curriculum.

Presenters: Joshua Cabat, Roslyn Public Schools Lynne Reeder, West Perry High School Diane Smith, Random House/West Perry High School Pamela Valente, Roslyn Middle School

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#DisruptingTexts through Self-Published Works: Using Self-Published Picture Books about Ghana to Bring New Perspectives to the Classroom E Early Childhood In this presentation, we use a #DisruptTexts framework to justify and analyze the use of self-published picture books about Ghana. We will provide attendees with opportunities to evaluate self-published texts and consider ways to use them in their own classrooms to expand the inclusion of stories about places and people not often found in the literature.

Presenters: Jocelyn Amevuvor, Pennsylvania State University Phoebe Quaynor, Pennsylvania State College

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Disrupting Barriers by Building Inclusive Spaces: Secondary Writing Centers as a Hub for Equity and Social Justice S NWP Sponsored by the International Writing Center Association (IWCA) Secondary school writing center directors 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.

Chair: Georganne Nordstrom, University of Hawaii at Manoa Presenters: Heather Barton, Secondary ELA Lauren Wilkie, Eric Solorio Academy, Chicago, IL

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Disrupting Language: Using Linguistics in Antiracist Teaching to Construct Equity S C TE Rainbow Sponsored by the Linguistic Society of America Engaging in antiracist teaching involves disrupting language ideologies in the classroom. Linguistics can be used to interrogate standardized language myths, help students confront colonialist and racist language ideologies associated with dominant varieties, and expand access and ensure equity by teaching the features of the academic register as a variety that is nobody’s native language.

Presenters: Mary Hudgens Henderson, Winona State University Cornelia Paraskevas, Western Oregon University Amy Plackowski, Hudson High School Josh Prada, Indiana University–Purdue University Indianapolis

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Disrupting the Canon of Neutrality: Centering Diverse Queer Stories in the High School English Classroom G R LGBTQ Teachers should select diverse LGBTQ+ stories to use with students because they have inherent value and legitimacy, reflect the realities of students in the classroom, and combat racism and homophobia.

We will examine how teachers position queer knowledges—including queer knowledge rooted in the experiences of BIPOC persons—in their decisions about their literacy curricula and text choice.

Presenters: Claire Collins, University of Texas at Austin Jimmy McLean, University of Texas at Austin

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Disrupting Whiteness, Patriarchy, and Heteronormaitivty in English Teacher Education G R TE ELATE LGBTQ Sharing data from critical autoethnographic, narrative, and feminist discourse analysis research, this panel addresses tensions and power structures in a range of contexts, from public school classrooms to teacher education courses.

Presenters: Josh Coleman, San Jose State University Emily Freeman, University of Wisconsin Eau Claire Susan Groenke, University of Tennessee Cammie Lawton, University of Tennessee Caitlin Metheny, University of Tennessee

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Divergent Characters: A Look at Intersectionality and Complex Identities in Young Adult Literature S ELATE Teaching texts with characters experiencing marginalization based on multiple identities, or intersectionality, can achieve learning objectives and provide opportunities for students to connect to texts as they are also complex individuals with multiple identities. Presenters will use multiple YA texts to demonstrate how to analyze intersectionality through various classroom activities.

Presenters: Kristina Bybee, Arizona State University Amanda Luszeck, Utah Valley University Darby Simpson, Arizona State University

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Doing the Work: Unlearning Racism through Narrative Writing and M S TE NATIONAL WRITING PROJECT Sharing Our Stories What does it mean to do the work of antiracism, especially when you’re a white teacher in a red community? Using the framework of writing and revising personal narratives, two Oklahoma teachers will share personal stories of facing racism in the communities in which they taught, along with teaching strategies for challenging existing power structures that continue to support racism.

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

The Duality of Arab and Muslim Students Due to a Lack of Inclusivity: Creating Mirrors, Windows, and Sliding Glass Doors G TE ELATE

Presenters: Sawsan Jaber, Leyden High School/Education Unfiltered Consulting Abeer Shinnawi, Reimagining Migration

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(Eco)Critical Literacy and Democratic Citizenship: Cultivating Civic Identity through Thomas Cole’s Course of an Empire Series This presentation seeks to marble the frameworks of ecocritcism and critical literacy to explore the contemporary civic and democratic implications of Thomas Cole’s 1830s painting series The Course of Empire. In an age of seemingly unprecedented political and environmental crises, Cole’s series offers a singular example of how teachers can cultivate civic awareness through an examination of art.

Presenter: Jeff Spanke, Ball State University

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Every student should feel empowered. When diverse students see themselves and their stories reflected accurately in the curriculum, teachers amplify these students’ voices by providing them with opportunities to be heard. This session will empower participants to integrate culturally sustaining practices using research-based strategies that create community between diverse students.

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We present the impacts of edTPA assessment on participants in a five-year teacher preparation program. Findings reveal that edTPA diminished opportunities to develop student-teacher relationships, examine complexities of literacy education, and promote equitable, justice-based, and antiracist practices. We discuss our responses to findings, inviting audience members to share personal experiences.

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Presenters: Cara Bernard, University of Connecticut Douglas Kaufman, University of Connecticut Mark Kohan, University of Connecticut Glenn Mitoma, University of Connecticut

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EdTPA and Literacy Teacher Training: Confronting Challenges to Equity and Justice E M S TE ELATE

Eight Great Platforms that Amplify Marginalized Voices

This roundtable session explores platforms that can amplify marginalized voices in an ELA classroom.

At each table, facilitators and attendees will examine diverse, multimodal spaces that showcase marginalized voices and engage in critical conversations about utilizing these voices to promote racial justice and equity.

Presenters: Heather Barto-Wiley, R.J. Reynolds High School Alan Brown, Wake Forest University William Kaskay, Clover Hill High School Joan Mitchell, Wake Forest University

Lindsay Schneider, West Forsyth High School Roundtable Leaders: Robby Ciarrocca, Cranford High School Justin Corazza, Cranford High School Taylor Crandall, Lesley University Elizabeth Davis, Sayre School Lauren Jensen, Fairfax County Public Schools Elizabeth Kennard, East Forsyth High School Matthew Koval, Booz Allen Hamilton Rachel Koval, Head Magnet Middle School Stephen Langford Natalie Lett

Mark A. Lewis, James Madison University Sheryl Long, Salem College

Victor Malo-Juvera, University of North Carolina, Wilmington

Caitlin Murphy, Bellarmine University Tiffany Newsome, McDougle Elementary School

Bruce M. Penniman, University of Massachusetts Amherst

Sydney Schaedel, Wake Forest University Liz Shults, Oak Mountain High School

Nicole Sieben, SUNY Old Westbury Carl Young, North Carolina State University

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Elementary PTA Equity Committee: (Un)learning Whiteness in Community G R TE ELATE LGBTQ LLA RAINBOW This panel presentation (administrator, teacher, parent, researcher) interrogates the complexities and meaningful contradictions inherent in working toward social justice on an elementary school campus. We hope our process narrative will illuminate how “principled struggle” (Carruthers, 2018, p.

79) may support other campuses in establishing their own community-based equity committees.

Presenters: Kerry Alexander, University of Texas at Austin Christine Snowden, Austin Independent School District

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Elevating the Voices of Incarcerated Women

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Elevating the Voices of Incarcerated Women will explore the power that writing has to restore and cultivate hope. Led by the volunteers of Poetic Justice, a nonprofit operating in Oklahoma, San Diego, South Carolina, and Tijuana, this session will include a viewing of the documentary Grey Matter, followed by a poetry workshop.

Chair: Penny Kittle, Plymouth State University Presenters: Hanna Al-Jibouri, Tulsa Public Schools Ellen Stackable, Poetic Justice Kate Turner, Poetic Justice Karen Workun, Jenks High School

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Embracing Our Students Lived Experiences: Using Books as Entry Points for Conversations about Race and Identity in Elementary and Middle Grade Classrooms E M TE To create change and work toward a more just society, we must engage in conversations about race.

This panel, representing various perspectives in education, will share experiences and outcomes of using books as entry points to elementary and middle grade classroom discourse about race and identity.

Chair: Laura Jimenez, Boston University Presenters: Elizabeth Castillo-Guajardo Melissa Guerrette, Oxford Elementary School Lorraine Leddy, Murray Avenue School Torrey Maldonado, Penguin/Nancy Paulsen Christina Nosek, Lucille Nixon School Lee Rutherford, Westerville City Schools

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OD-100 Empathy, Sympathy and General Caring: How Figures in Upper Middle Grade Humanize Students E M S The panel of acclaimed upper middle grade authors will explore the difference between empathy and sympathy and how teaching tenets of caring help students commit to equity and justice in their engagements.

Presenter: Jeremiah Henderson, Northshore School District Tradebook Authors/Illustrators: Christopher Baron, Feiwel and Friends/Macmillan, All of Me, The Magical Imperfect Paula Chase, Greenwillow/HarperCollins, Keeping it Real, Turning Point Debbi Michiko Florence, Scholastic, Keep It Together, Keiko Carter, Just Be Cool, Jenna Sakai Kari Anne Holt, BenBee and the Teacher Griefer, Ben Y and the Ghost in the Machine Mike Jung, Levine Querido, The Boys in the Back Row

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OD-101 Empowering Teachers and Students: Action Steps to Antiracist E M S ELATE Teaching

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Today’s classrooms rest on centuries of oppressive design. Diversifying your library is not enough.

Join five educators as they lay out an equity action plan. Learn about steps they are taking to gain administrative support, undertake meaningful professional development, discover mentor texts, and rethink curriculum. Participants will leave with tools to support equity-based classroom decisions.

Presenters: Sally Donnelly, DHMS, Arlington Public School Amy Juengst, DHMS, Arlington Public School Crystal Moore, DHMS, Arlington Public School Beth Sanderson, Arlington Public School Ellen Smith, Arlington Public School

OD-102 Enacting Culturally Sustaining Literacy Practices in Classroom and Virtual Learning Environments E M S R TE RAINBOW

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Sharing data from critical autoethnographic, narrative, and feminist discourse analysis research, this panel addresses tensions and power structures in a range of contexts, from public school classrooms to teacher education courses.

Presenters: Delicia Greene, University at Albany Nancy Hulan, Western Kentucky University

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Encouraging and Supporting Student Activism through Middle Grades Literacy Teaching G TE LLA This exciting session will consider how teachers might encourage and support their middle grades adolescent learners to productively and purposefully engage in activism and civic engagement towards equity and justice through their literacy pedagogy. Presenters will share strategies, principles, and high-engagement project ideas.

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Presenters: Jodi Baker, Anoka-Hennepin District #11 Sarah Chan, Montgomery County Public Schools/Julius West Middle School Alison Daniels, Howard County Public School System Vincent Deas, New York City Department of Education Nicole Kronzer, Champlin Park High School/Henry Abrams, Inc. Dakashna Lang, Livingston Public Schools Kay Rosheim, Eden Prairie Schools

OD-104 Engaging Picture Books to Foster Antiracist and Social Justice Teaching E TE ELATE LLA RAINBOW

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This session features the work of teacher educators who use picture books as tools for social justice teaching with preservice teachers. Presenters will share their learnings, strategies and struggles for engaging in these practices Presenters: Kathryn Struthers Ahmed, Hunter College, CUNY Brita Beitler, Wheaton College Jackelyn Rivera, Student

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OD-105 Engaging Possibilities and Waiting for What

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What does it feel like to situate ourselves alongside our students in the spaces between schools and communities, alphabetic texts and art, neighbors, families, and other vital relations? In this interactive presentation, coauthors invite participants into a discussion of how to creatively develop and ethically archive community-engaged pedagogies.

Chair: Valerie Kinloch, University of Pittsburgh Presenters: Tamara Butler, Michigan State University Emily Nemeth, Denison University Grace Player, University of Connecticut Respondent: Estrella Torrez, Michigan State University

OD-107 Ensuring All Children’s Experiences Are Represented in Literature: How to Create a Diverse Text Set G TE

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Access to diverse books is critical. Four preservice teachers share how they curate and analyze children’s literature collections to ensure children feel self-worth and see themselves in the stories presented in classrooms. Specifically, panelists will discuss their experiences and strategies in finding diverse texts on important topics.

Presenters: Lauren Fletcher, University of Louisville Mikaili Gore, University of Louisville Samantha McDowell, University of Louisville Melanie Noguera, University of Louisville Carson Tuscany, University of Louisville

OD-108 Epistemologies of Family: Pedagogies and Methodologies of Mutuality G R RESEARCH and Care

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Sponsored by the Standing Committee on Research This panel brings together three scholar-siblings of color seeking to build knowledge with and alongside youth and families of color about the ways they engage relational, community, and cultural literacies toward freedom. The panelists do this work understanding that familial ways of knowing and being are resources that contribute to the survival and thriving of communities of color.

Chair and Respondent: Limarys Caraballo, Teachers College, Columbia University Presenters: Tracey Flores, The University of Texas at Austin Grace Player, University of Connecticut Timothy San Pedro, The Ohio State University

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OD-109 Equitable Bookshelf: Centering Latinx STEM Middle Grade Voices Meet Latinx authors of novels that star STEM-affected, STEM-loving middle graders whose lives incorporate robotics, genetics, biology, computer programming, physics, ecology, and more. We’ll discuss how these books can promote STEM curiosity and STEM confidence in students while immersing readers in story and modeling Latinx kids living STEM-rich lives.

Presenters: Chantel Acevedo, Balzer+Bray/HarperCollins Rebecca Balcarcel, Chronicle Books/Tarrant County College Angela Dominguez, Macmillan Margarita Engle, Simon and Schuster E M RAINBOW Carlos Hernandez, Disney-Hyperion Loriel Ryon, Margaret K. McElderry Books/S&S

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ON-DEMAND

OD-110 Equitable Grading in the English Classroom

While equity and justice exist across all facets of education, they are often overlooked with regard to assessment. Teachers share ideas and research regarding grading and inequities in assessment practices.

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Presenters: Paul Anderson, Jones College Prep Nelle Andrews, Miss Porter’s School Ashley Dallacqua, The University of New Mexico Tessla Donovan, Ellington Public Schools Brady Gunnink, Jones College Prep David Hallman, Calvert Hall College High School Daniel Maloney, Marple Newtown High School Caitlin Miller, Chicago Public Schools Jeremy Quach, Jones College Prep Annmarie Sheahan, Western Washington University Elizabeth Simison, University of Connecticut, Storrs

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Equity through Mutuality of Response: Will You Open Your Reading World to Me? G TE ELATE LLA RAINBOW When you’re talking about reading with students, have you felt like something is missing? What if the missing piece was mutuality of response, or the security that readers valued as a unique individual with unique reading experiences? This sessions will offer strategies that help strengthen the studentteacher relationships among daily struggles, apathy, and negative self-perceptions.

Presenters: Michelle Best, Austintown Local School District Kara Dibartolo, Easton Public Schools Cheryl Mizerny, Cranbrook Schools Justin Stygles, Wiscasset School Department Respondent: Molly Ness, Fordham University

OD-112 Everyday Antiracism: Best Practices in Mostly White Schools

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In this panel presentation, a diverse group of English teachers discuss the different ways they have created antiracist spaces in their mostly white middle and high school classrooms—despite facing obstacles from parents, administrators, and colleagues. They will share their unit, lesson, and environment-based antiracist routines, strategies, and structures.

Presenters: Lindsay Cherry, West Ottawa Public Schools, “Social Justice Literature Circles as Safe Spaces for Learning and Growing” Dylan Connor, Chicago Public Schools, “Pursuing Equity in an Inequitable System” Jessica Klap, Zeeland Public Schools, “Exploring Diverse Texts and Representations with Students” Abby Labarge, Hudsonville Public School District, “Subtle and Not-So-Subtle Daily Practices for Inclusivity” Respondent: Deborah Van Duinen, Hope College, “Antiracism Pedagogy in Communities of Practice”

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OD-114 Expanding the Teacher Toolkit for Discussing Linguistic Diversity in Language Arts and Literature Courses E M S TE LLA

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Dialect diversity is overlooked in many teacher-education programs, leaving teachers unprepared to lead discussions around language variety and culture. This workshop illustrates pedagogical practices that employ dialectology and language data, so that English language arts teachers may better address linguistic diversity in ways that promote inclusion and advance equity.

Presenters: Kylie Bray, Western Kentucky University Chasity Crafton, Western Kentucky University Jessica Link, Western Kentucky University and Simpson County School System Trini Stickle, Western Kentucky University Adrianna Waters, Western Kentucky University Alison Youngblood, Western Kentucky University

OD-115 Exploring Civil Rights in the Classroom

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Presenters will share how they use texts to discuss civil rights and civic engagement in their classrooms.

Presenters: Mogan King, Gwinnett County Public Schools Gwen Pauloski, Houston ISD Kinsey Rubio, Gwinnett County Public Schools Julie York, Worthington High School, OH Lisa York, Gwinnett County Public Schools

OD-116 Exploring Student Lives & Experiences While Striving for Equity in the Middle Grades M S R RESEARCH

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The adolescent years are among the most critical to the development of the racial, ethinc, cultural, and community identities of youth. This session includes presenters who will explore how literacy learning, equity, and antiracist teaching are central to the support of our students’ lives and developing identities.

Presenters: Rick Coppola, Chicago Public Schools/University of Illinois at Chicago William Kerns, University of Arkansas at Little Rock Hannah Lipman, Jefferson Country Public Schools/University of Louisville Anne Namuth Marisa Segel, Boston College Andrea Vaughan, University of Illinois at Chicago Rebecca Woodard, University of Illinois at Chicago

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Eye See You and Me: Recognizing and Celebrating Student Identity in the Classroom is a workshop designed to meaningfully address the concept of classroom identity of both the educator and students. During the session participants will engage in activities that are designed to be self-reflective of their own educator identity and recognize the importance of celebrating student identity.

Presenter: Samantha Utley, Falk Laboratory School

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OD-117 Eye See You and Me: Recognizing and Celebrating Student Identity in the Classroom E M ELATE

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OD-118 A Family’s Case of Discussing Racial Justice through Reading a Biography of Martin Luther King Jr. E EARLY CHILDHOOD

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This qualitative case study captures a child’s and a mother’s conversations, demonstrating the mother’s color awareness and the efforts to facilitate her first-grade child’s understanding of racial justice by reading a Martin Luther King Jr. biography. The study suggests how a caregiver can build safe and meaningful learning contexts of racial justice.

Presenter: Sunah Chung, University of Northern Iowa

OD-119 Fighting for Equity as an English Department Mission

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This panel highlights the work of English teachers at East Side Community School, a Grade 6-12 Title I public school in New York City and recipient of the 2018 Library of Congress American Prize for Literacy. At East Side, students develop a passion for reading, social justice, discussion, and inquiry.

Participants will engage in dynamic workshops and receive unit plans to take back to their schools.

Chair: Chantal Francois, Towson University College of Education, “Fighting for Equity as an English Department Mission” Presenters: Joanna Dolgin, East Side Community High School, “Exploring Race, Gender, and Sexuality as a Course Framework” Hana Feit, East Side Community High School, “Critiquing the Canon Toward Liberatory Literacy” Christina Hiras, East Side Community High School, “Equitable English for Students with Disabilities” Kim Kelly, East Side Community High School, “The Fight for Social Justice in Sports” Jennifer McLaughlin-Cahill, East Side Community High School, “Queering the English Classroom” Nailah Moonsammy, East Side Community High School, “Rewriting Our Narratives, Taking Our Voices Back”

OD-120 Fighting for Justice-oriented ELA Curriculum: Superhero Graphic Novels and Multimodalities in Our Socio-Political Landscape

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In this session, educators will provide curricular overviews of how they conceptualized and implemented justice-oriented English language arts curriculum through the study of superhero graphic novels. The presentation will offer classroom examples of how superhero graphic novels work across grades and institutions to concretize justice-oriented English language arts curriculum.

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

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OD-121 Finding Courage/Speaking Truth (Even When It’s Hard): Literature, Writers, and Classroom Connections E M TE

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This panel knows the messiness of raising voices to tell stories that explore power and privilege and ignite response and resistance. Each author will discuss how their books—historical fiction, graphic novel, and nonfiction—tell stories of truth and courage, even when it’s hard. We’ll also address classroom strategies to complicate, interrupt, honor, and extend what students believe is “truth.”

Presenters: Adrianna Cuevas, Abrams Books Priya Hug, Macmillan Children’s Publishing Group Nancy Johnson, Western Washington University Kristine Nugent-Ohls, Lynden Middle School Candacy Taylor, Macmillan Children’s Publishing Group

2021 NCTE ANNUAL CONVENTION PROGRAM

OD-122 Folger Library + Smithsonian American Art Museum: How and Why to Teach the Intersections of Art and Literature, Race, and Gender, Then M and Now M S C TE

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A white marble woman called “Greek Slave.” An abstract black mirror called “I Saw Othello’s Visage in His Mind.” A stately bronze depicting General George Washington. Act One of Shakespeare’s Othello. This hands-on workshop will show you how and why to pair texts this way and inspire students to read everything closely.

Presenters: Elizabeth Dale-Deines, Smithsonian American Art Museum Amber Phelps, Baltimore City College High School/Folger Shakespeare Library Corinne Viglietta, Folger Shakespeare Library

OD-122a Fostering Critical Conversations: Using Reading Groups to Engage in Conversations about Equity, Justice, and Antiracism in the Classroom

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In this presentation, attendees will learn how to prepare for, organize, and execute online reading groups that are focused on equity, social justice, and anti-racism for pre-service and practicing teachers.

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OD-123 Fostering Equity through Basic Writing

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Presenters share experiences fostering a more equitable learning experience in Basic Writing classrooms through multimedia projects, rethinking grammar instruction, and the way new literacies theories can enhance equitable teaching and learning.

Presenters: Susan Bernstein, CUNY Zach Marshall, Greenville University Odette Reid, University of Buffalo and Buffalo State College

OD-124 Fostering Literacy Independence through Equity and Productive Struggle G

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Equity + Productive Struggle = Literacy Independence. In an equitable classroom, teachers and students cocreate, sharing power, experience, and knowledge. In this session we will explore evidence-based, equitable literacy practices that engage students in productive struggle as they gain literacy independence. Participants will experience strategies they can immediately use with their students.

OD-125 From Nepantla to the Stars: Liberation through Speculative Fiction

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This panel explores how a new future (or radically different present) is reflected in Latinx speculative fiction for young readers.

Presenters: David Bowles, University of Texas Rio Grande Valley Cristina Rhodes, Shippensburg University Tradebook Authors/Illustrators: Zoraida Cardova, Little, Brown Books for Young Readers Romina Garber-Lobizona, Macmillan Publishers Lizz Huerta, Macmillan Anna-Marie McLemore, Macmillan Children’s Publishing Group Daniel Jose Older, Scholastic Press Mark Oshiro, Tor Teen Aiden Thomas, Macmillan

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Presenters: Jodi Baker, PhD, Anoka-Hennepin District #11 Kristi Romo, Anoka-Hennepin District #11

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OD-127 The Freedom of Literacy: Reading, Writing, Teaching, and Learning behind and beyond Bars G R TE

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This panel presentation shares the learning experiences of four teacher-researchers’ reading, writing, and teaching behind and beyond bars. Curricula, pedagogy, and engagements that support ”literacy as freedom” in incarcerated contexts are described, and the perspectives of jailed youth, adults, and their teachers are amplified during this session.

Presenters: Tori Flint, University of Louisiana at Lafayette Mary Styslinger, University of South Carolina

OD-128 The Future of African American Literature: Building a Culturally Responsive Curriculum around Afrofuturist Literature

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A student’s interest in the works of Octavia Butler and Ebony Thomas led to the development of an independent study in Afrofuturism, which led to a course that has become integral to a new undergraduate plan of study that emphasizes concentrations in antiracism and social justice and cultural studies.

G TE ELATE LLA NATIONAL WRITING PROJECT Presenters: Rhianna Bennett, University of Connecticut Jason Courtmanche, University of Connecticut Aarushi Nohria, University of Connecticut Kiedra Taylor, University of Connecticut Samantha Vanvalkenburg, University of Connecticut

OD-129 The Future Is Now: Exploring 21st-Century Teaching Ideas with the Next Generation of English Teachers G TE ELATE

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Sponsored by the ELATE Graduate 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.

Presenters: Alan Brown, Wake Forest University Luke Rodesiler, Purdue University Fort Wayne Respondents: Heather Barto Wiley, R.J. Reynolds High School Chris Bass, University of Illinois at Chicago Crystal L. Beach, Union County High School Susanna Benko, Ball State University

Brennan Davis, Columbia College Tiffany Doerr, Louisiana State University Katie Dredger Anita Dubroc, Louisiana State University Timothy Duggan, Northeastern Illinois University, Sarah Fletcher, The Ohio State University Nicole Green, University of Nebraska–Lincoln Karly Grice Jason Griffith, Penn State University Sara Hoeve, Purdue University Charlotte Land, Pennsylvania State University Diana Liu, Teachers College Columbia University Sheryl Long, Salem College Stacia Long, The University of Georgia Kristin McIlhagga Mike Metz, University of Missouri Charlotte Pass, SUNY Cortland

Joelle Pedersen, Boston College

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2021 NCTE ANNUAL CONVENTION PROGRAM

ON-DEMAND

Summer Pennell, Truman State University Tammie Pierce, Harris County High School / Columbus State University Stephanie F. Reid, University of Montana

Leslie Rush Stephanie Anne Shelton, University of Alabama

Liz Shults, Oak Mountain High School

Darby Simpson, Arizona State University

Kristin Sovis, Central Michigan University

T. Hunter Strickland, Anderson University Nick Thompson, Kennesaw State University Amy Vetter, UNC Greensboro

Emily Wender, Indiana University of Pennsylvania

Wendy Williams, Arizona State University Michelle Zoss, Georgia State University Roundtable Leaders: Katie Alford, McKendree University

Johnny Allred, Fort Hays State University Melissa Bedford, Eastern Washington University

Erinn Bentley, Columbus State University Ashley Boyd, Washington State University Alan Brown, Wake Forest University Rebekah Buchanan, Western Illinois University

Jonathan Bush, Western Michigan University

Fawn Canady, Sonoma State University

James Chisholm, University of Louisville

Thomas C. Crochunis, Shippensburg University

Jennifer Dail, Kennesaw State University

Nicole Damico, University of Central Florida Ann David, University of the Incarnate Word

Deborah Dean, Brigham Young University Mark Fabrizi, Eastern CT State University Michelle Falter, North Carolina State University

Will Fassbender, Montana State University Jill Flynn, University of Delaware Michelle Fowler-Amato, Old Dominion University

Jim Fredricksen, Boise State University

Marshall George, Hunter College of the City University of New York Ricki Ginsberg, Colorado State University Wendy Glenn, University of Colorado, Boulder

Crystal Glover, Winthrop University Christian Z. Goering, University of Arkansas, Fayetteville

Charles Gonzalez, Austin Peay State University

Ruben Gonzalez, Stanford University Heidi Hadley, Missouri State University

Alice Hays, California State University, Bakersfield Aimee Hendrix-Soto, Texas Woman’s University

Katherine Higgs-Coulthard, Saint Mary’s College

Kate Hope, California State University Stanislaus

Amber Jensen, Brigham Young University Raven Jones Stanbrough, Michigan State University Sara Kajder, University of Georgia Katie Kelly, Furman University

Michelle Knotts, Pennsylvania State University

Catherine Lammert, The University of Iowa

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ON-DEMAND

Kira LeeKeenan, California State University Fullerton Mark A. Lewis, James Madison University Danielle Lillge, Illinois State University

Naitnaphit Limlamai, University of Michigan, Ann Arbor

Stephanie Loomis Steffany Comfort Maher, Indiana University Southeast

Victor Malo-Juvera, University of North Carolina, Wilmington Melinda McBee Orzulak, Bradley University Joan Mitchell, Wake Forest University

Robert Montgomery, Kennesaw State University

Clarice Moran, Appalachian State University Maggie Morris Davis, Illinois State University

Caitlin Murphy, Bellarmine University

Allan Nail, Winthrop University

Jonathan Ostenson, Brigham Young University

Christopher Parsons, Keene State College Jennifer Penaflorida, Berryville High School Emily Pendergrass, Vanderbilt

Darius Phelps, Georgia Department of Early Care and Learning

David Premont, Purdue University Ian Parker Renga, Western Colorado University

Stephanie Robillard, Stanford University

Luke Rodesiler, Purdue University Fort Wayne

Ryan Schey, University of Iowa, Department of Teaching and Learning Nina Schoonover, North Carolina State University

Shelly Shaffer, Eastern Washington University

Eileen Shanahan, Eastern Kentucky University

Melanie Shoffner, James Madison University Nicole Sieben, SUNY Old Westbury Audra Slocum, West Virginia University

Laura Snyder, Brown University

Elisabeth Spinner, Western Michigan University

Erin Stutelberg, Salisbury University

Terri Suico, Saint Mary’s College

Bonnie S. Sunstein, The University of Iowa Amy Tondreau, Austin Peay State University

Deborah Van Duinen, Hope College Donna Wake, University of Central Arkansas

Allen Webb, Western Michigan University Alisha White, Western Illinois University

Shelbie Witte, Oklahoma State University Allison Wynhoff Olsen, Montana State University

Carl Young, NC State University

Craig A. Young, Bloomsburg University of Pennsylvania

Emily Zuccaro, Eastern Kentucky University

OD-130 Gaslighting in YAL: When Females Fight Back

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We offer curricular and pedagogical suggestions for addressing student-driven social movements countering sexual assault using YAL. Using Kate Manne’s concept of gaslighting, this presentation considers how to combat institutional forces that perpetuate sexual violence in our culture.

Presenters: Shelby Boehm, University of Florida Kathleen Colantonio-Yurko, SUNY Brockport Kathleen Olmstead, SUNY Brockport

2021 NCTE ANNUAL CONVENTION PROGRAM

OD-131 Gatekeeping or Linguistic Justice? Investigating Instructor Attitudes toward Language and Literacy Practices at the University

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In the context of navigating online instruction amid BLM protests, many instructors are asking how to implement antiracist pedagogical practices. This panel presents the findings of our mixedmethods pilot study examining the attitudes, strategies, and practices instructors use to engage with and respond to student writing in online writing intensive courses across the curriculum.

Presenters: Adrienne Jankens, Wayne State University Mariel Krupansky, Wayne State University Anna Lindner, Wayne State University Anita Mixon, Wayne State University Nicole Varty, Wayne State University Clay Walker, Wayne State University

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OD-132 Getting into Good and Necessary Trouble: Creating All-American Change Agents through Diverse Critical Literacy Readings and G Practices G R TE

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Presenters share how they used Lewis’s March and Reynolds and Kiely’s All American Boys as texts for antiracist curriculum in composition and critical reading courses. Presenters demonstrate how students developed their “all American” activism as change agents through community projects.

Participants will engage in designing their own community-based projects.

Presenters: Maryellen Ohrnberger, Chandler-Gilbert Community College Renae Rude, Chandler-Gilbert Community College

OD-133 Getting the Story Right: #OwnVoices Nonfiction for Every Library

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In this dynamic panel, four celebrated #OwnVoices authors of new PB and MG nonfiction will give insights into their research and writing process. Through a moderated Q&A, the authors will discuss how their own experiences impact their art and how #OwnVoices nonfiction can deepen young readers’ knowledge of the subject matter and paint a more complete picture of the truth.

Presenters: Becky Calzada, Leander Independent School District Christina Soontornvat, Candlewick Press Tradebook Authors/Illustrators: Gloria Amescua Rajani LaRocca, HarperCollins Kekla Magoon, Bloomsbury/Candlewick

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OD-134 Growing Advocacy Online: Bringing Together Teachers, Researchers, Families, and Communities to Advocate for Authentic Writing Instruction ELATE COMMISSION ON WRITING TEACHER EDUCATION 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 Amber Jensen, Brigham Young University Charlotte Land, Penn State University Kira LeeKeenan, California State University Fullerton Robert Montgomery, Kennesaw State University Amy Vetter, UNC Greensboro

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

OD-135 Hatching Your Gender Creative Classroom

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Through playful inquiry, this roundtable will invite educators to hatch their own spaces. This session explores notions of hatching the future by examining what we can do today to incubate and care for all children as they create their own gender journeys. Participants will be led through a series of provocations and questions as opportunities to investigate their own classrooms.

Presenter: Clare Hammoor, Compositive Primary

OD-136 Healing through Creativity: Creative Writing as a Balm

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In this session, participants will be introduced to the Healing through Creativity anthology, learn about a summer experience for students who have experienced grief, and receive lesson plans to support creative writing for healing. Participants will also write and talk together about the relationship between writing and healing.

Presenters: Tanya Baker, National Writing Project Dave Binkard Katie Bonner, Scholastic Kaitlyn Breidenbach, North Dakota State University Tendo Mutanda

OD-137 Helping High School Readers Explore and Embrace Activism through “New Adult” Literature S C

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“New Adult” (NA) literature targets readers in their late teens/early twenties. Many NA books depict real or fictional young people actively working for justice, rights, and equity. This session will discuss ways librarians and teachers can match relevant NA titles with budding or potential student activists. Readers can acquire role models and learn practical ways to promote a better world.

Presenter: Sharon Kane, SUNY Oswego

OD-138 Hip Hop in the Hallway: Using Hip Hop to Foster Equitable Dispositions amongst Preservice Teachers G TE

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Hip hop literature study has the ability to serve as mentor text to cultivate antiracist dispositions for students and teachers. This presentation exhibits the curricular work of two teacher educators in an urban teacher educator program using hip hop as mentor text for activism and notions of justice.

This session will present exemplar student work , curricular assignments, and spaces for dialogue.

Presenters: Evan Taylor, Indianapolis Public School/Indiana University Purdue University Indianapolis Kara Taylor, Indiana University Purdue University Indianapolis

OD-139 History Is a Way of Building Identity: How One Elementary Independent Neighborhood School Uses Black Cultural Movements to E Engage Sociopolitical Perspectives E R RAINBOW This presentation will demonstrate the ways that one preK–6 independent neighborhood school that centers Black history opens up culturally sustaining space for young children to be active participants in learning about themselves and the world and to resist the status quo by taking up activist stances concerning injustice.

Presenter: Wintre Johnson, Teach Plus

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OD-140 How Do Preservice Teachers Understand Race through the Lens of a Social Justice Book Club? TE RESEARCH

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Many current and preservice teachers are white, yet there is great diversity in public school classrooms in terms of race, ethnicity, culture, linguistic background, disability status, and many other subdomains (e.g., religious affiliation, gender identity, gender expression, and more). This panel looks at whether participation in a social justice book club influences teachers’ perceptions.

Presenters: Melissa Labelle, Bridgewater State University Sheena Manuel, Bridgewater State University Sarah Thomas, Bridgewater State University

OD-141 How Does Analytical Writing Reproduce Whiteness and Dominant Masculinities? G

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A ninth and tenth grade English teacher at Landon School, Dan Moorin identifies issues with his school context, asks how analytical writing instruction reproduces whiteness and dominant masculinities, and shares his experience teaching experimental analytical writing assignments aimed at naming, studying, and reflecting on whiteness and masculinity.

Presenter: Daniel Moorin, Landon School

OD-142 How Fear Functions to Promulgate White Supremacy Culture in Secondary English Methods G TE ELATE

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When white supremacy culture is not interrupted, students dwell on unlikely fears rather than the lived experience of fear within their students’ lives. We utilize examples from class discussions in an English methods course to demonstrate how fear functions to center whiteness and to forestall the work of racial reconciliation and justice.

Presenters: Briana Asmus, Aquinas College, Grand Rapids, MI Heather Hurst, Frostburg State University

OD-143 How to Facilitate Antiracist Professional Learning that Disrupts Unconscious Bias in Instructional Decision Making G TE ELATE

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This session offers concrete strategies for antiracist instructional leadership. We will: (1) explore the impact of (racist) conditioning, (2) unpack three tenets of intellectual work that disrupt unconscious bias and train educators to create access, and (3) review the Equitable Outcomes framework for how to create, sustain, and systematize this kind of intellectual work within and across school systems.

Presenter: Sable Mensah Fulmore, Equitable Outcomes LLC

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This session will explore how educators can navigate teaching Black Asian American race relations and dynamics within literature, the classroom, and society.

Presenters: Edith Campbell, Indiana State University Tessla Donovan, Ellington Public Schools Jung Kim, Lewis University Elizabeth Simison, University of Connecticut, Storrs David Yoon, Penguin Random House Nicola Yoon, Random House Children’s Book Author

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

OD-144 Humanizing Black and Asian American People through Youth Literature

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OD-145 Humanizing the Virtual Classroom: Reflections of a Middle School Educator G ELATE RAINBOW RESEARCH

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This presentation will discuss an educator’s actions to enhance a virtual humanities class through humanizing pedagogy. The educator will describe her actions to co-construct an antiracist and culturally sustaining environment for middle school students. Participants are encouraged to reflect on their own classroom practices as well.

Presenter: Lindsey Allen, University of Maryland, College Park

OD-146 Igniting Activism through a Humanities Poetry Workshop

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Inspire student activism through a humanities writing workshop on advocacy poetry! Walk through a mini advocacy poetry workshop and learn how to teach students to connect historical activism with global issues today. Leave with a unit plan, mentor texts, and protocols for creating advocacy writing workshops around any historical era.

Presenters: Samantha Futrell, St. Michael’s School Rebekah O’Dell, St. Michael’s School

OD-147 I’m Going to Be Open with You: Teacher Negotiations of a Local Histories Project TE ELATE RESEARCH

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In this session, two teacher educators use critical race composite stories and Youth Participatory Action Research to reflect on a middle school local histories project. The project revealed how researchers and teachers must confront their positionality and how it can ultimately shape and constrain students’ opportunities to develop criticality.

Presenters: Jason Mizell, University of Miami Katie Nagrotsky, Sacred Heart University

OD-148 Improving Communication through Audience Analysis: Understanding, Respecting, and Making Authentic Connections between Writer and E Audience E M S NWP

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Discover the importance and power of audience analysis in the writing process. In this interactive workshop, Beverly Ann Chin shares ways to help students analyze and build respectful relationships with their audience. By reflecting on their own perspectives and their audiences’ perspectives on controversial topics, students learn how to write like a reader and read like a writer.

Presenter: Beverly Ann Chin, University of Montana

OD-149 Incorporating Literature and Community Protests to Affirm Black and Brown Voices M S TE RAINBOW

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Attendees will use a variety of strategies with literature that represents Black and Brown voices. Also in this session, a classroom teacher will describe the creation and implementation of a unit on literary practices of the Movement for Black Lives, and former students will share their reactions to that unit.

Presenters: Sarah Donovan, Oklahoma State University Brandon Keller, Cincinnati Public Schools Eliza Ramirez, Chicago Public Schools Susannah Remillard, Cape Cod Lighthouse Charter School Sonam Shahani, NCTE Middle Level Steering Committee

2021 NCTE ANNUAL CONVENTION PROGRAM

OD-150 Interrupting Antiracism within Literacy Praxis

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Presenters and attendees will engage with/in literacy participation and teaching as practices that interrupt antiracisim. Roundtables will use and discuss restorative literacy practices such as storytelling in order to think/act/teach in ways that are antiracist and antibiased.

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Presenters: Scott Cook, University of Texas at Austin John Evanich, University of Texas at Austin Pamela Jones, Bank Street College Victoria Sherry, University of Texas at Austin Molly Trinh Wiebe, University of Texas at Austin

OD-151 Intersectional Healing through Poetry: Combatting Traumas in the Classroom G LGBTQ

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This presentation will focus on ways in which poetry can be healing for students by focusing on how poetry has allowed for the queer Chicanx community to heal. We as educators can take the ways in which they recenter the lost voice and embed them into our curriculum in ways that not only center lost voices but provide students a space for their voices to prevail.

Presenter: Damon Carbajal, University of New Mexico

OD-152 An Inquiry Unit on Systemic Racism in the United States

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In our society, there is a misconception that the effects of oppression can be explained by individual pathology as opposed to systematic issues. This session proposes an inquiry unit for students of ages 10–18 to recognize and challenge an issue of systemic oppression. If no race is inherently inferior or superior, instances of racial disparity must be explained by systemic issues.

Presenter: Christina Salazar, Mesquite ISD

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Invisible and Silent No More: Asian American Literature and the Power of Representation for All G TE RAINBOW This presentation will be led by three educators presenting a wide variety of Asian American literature that a range of teachers can incorporate within their curriculum as dominant texts of study as well as more possibilities for addressing issues of equity, representation, and race.

Presenters: Grace Choi, Fairfax County Public Schools Jung Kim, Lewis University Diana Liu, Teachers College, Columbia University

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This session will demonstrate ways teachers might tap into students’ imaginations by using Invitations to Create as a culturally sustaining and antiracist method for teaching literature. With a focus on Zora Neale Hurston’s Their Eyes Were Watching God, presenters will engage participants in strategies for opening possibilities of aesthetic response to literature for social justice.

Presenters: Adele Bruni Ashley, Teachers College, Columbia University Nathan Blom, New York City DOE

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

OD-154 Invitations to Create: Reimagining Social Justice through Aesthetic Literary Response M S LLA RAINBOW

ON-DEMAND

OD-155 “It’s More than Just Science”: Critical Literacy, Climate Justice, and the Preparation of Preservice Early Childhood and Elementary E Literacy Teachers E R TE ELATE

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In this presentation, we, two critical literacy scholars and teacher educators, present findings from a research project designed to inform how we prepare elementary and early childhood teachers to teach about climate change. We discuss implications of our findings for literacy teacher educators interested in addressing climate change and climate justice from a critical literacy perspective.

Presenters: Ysaaca Axelrod, University of Massachusetts Amherst Denise Ives, University of Massachusetts Amherst

OD-156 Justice for All and Participatory Democracy to Dismantle Inequities

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This panel addresses the need for to work for “Justice for All” by focusing on two distinct lines of research: (1) Critical literacies and social justice teaching that decenters whiteness and recenters reparatory justice for Black students; and (2) Dismantling the school-to-prison pipeline by collaborating with educators, parents, community, and local/state officials.

Presenters: April Cobb, Sunshine Education Coalition Thais Council, Georgia State University Charity Gordon, Georgia State University Denise Thomas Ford

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OD-157 Latina Educadoras de la Comunidad Negociando Conocimiento: A Case Study Using a LatCrit and Testimonio Approach to Understand G Language, Race, and Matemáticas G TE ELATE

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Through the analysis of testimonio and their self-reconstructed identidades, three Latina educadoras better understood how to connect their curriculum to Latinx students’ everyday practices outside of the classroom as well as more fully assess their students’ comprehension of matemáticas.

Presenter: Joanna Maravilla, Lewis University

OD-158 Let the Documents Speak for Themselves: Harnessing the Power of Primary Sources, Complementary Texts, and Modern Media

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In this interactive panel, academic practitioners will guide colleagues through “Freedom on the Move,” a historian-compiled database of fugitives from North American slavery. Using this vast resource as a springboard, panelists and participants will discuss the power of primary sources, complementary texts, and modern media. Select textual and non-textual resources will be shared.

Presenters: Jarah Botello, The Hard History Project Cora Lee Davis, Freedom on the Move; Atlanta Public Schools Heather Ingram, Chicago Public Schools Ahmariah Jackson, Freedom on the Move; Atlanta Public Schools Kate Shuster, Teaching Tolerance; The Hard History Project

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OD-159 Let’s TED-Talk about Social Justice: Eleventh Grade Writers of Color Investigate Critical Issues Central to Their Lives S

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How will we create curricular opportunities for our students to write toward liberation? How will we reconceptualize classroom writing as a powerful tool to reach real audiences and enact real justice?

I respond to these urgent questions in my instructional design and execution of an ambitious writing project alongside my eleventh-grade students at a Title-I high school in Brooklyn, New York.

Presenter: Joseph O’Connor, Teachers College, Columbia University

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OD-160 LGBTQ+ Book Group for Educators: Books and Talk on Love and Activism M S TE LGBTQ

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How can you support LGBTQ+ students and colleagues in your school? Meet author Alexandra Villasante and members of a country-wide educator book group to read excerpts from LGBTQ+ YA lit and talk openly about ways to work with admin, parents, librarians, and organizations to create more inclusive-affirming schools for students. Get practical teaching ideas and make new, compassionate teacher-friends.

Presenter: Sarah Donovan, Oklahoma State University Tradebook Author/Illustrator: Alexandra Villasante, Penguin/Putnam, “LGBTQ Storytelling: Mental Health, Joy, and Intersecting Identities” Roundtable Leaders: Jessica Arl, The Frances Xavier Warde School, “Lessons in Our Catholic School: A Quick and Easy Guide to They/Them Pronouns (a Graphic ‘Novel’)” Nicole (Nikki) Bylina-Streets, Abston ES, Clark County School District, “Making the Transition in Middle School: Zenobia July” Colleen Flathers, Central DeWitt High School, “Community Activism in Anger Is a Gift” Sarah Fleming, Westhill High School, “Sci-Fi, Immigration, and Love in The Grief Keeper” Dillon Graham, Stillwater Junior High School, “The Art of Self-Identifying in Felix Ever After” Erica Johnson, Vilonia High School, “Indigenous Culture with Paranormal Twists: Elatsoe” Katrina Morrison, Skiatook High School, “The Beauty of an Anthology: Love Beyond Body, Space, and Time” Robin Pelletier, Clark County School District, “Genre-Bending Monsters in Pet” Sumer Samano, Chicago Public Schools, “Being Enough in America and Iran: Darius the Great Is Not Okay” Kristy Self, Stillwater High School, “Exploring The Stonewall Riots in AP Class”

OD-161 Linguistic Justice for All: Raising Critical and Black Linguistic Consciousness M S C TE ELATE LLA RAINBOW RESEARCH

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In this session, presenters will explore the possibilities and promise of centering Black Language and Blackness for antiracist practice in ELA classrooms and curriculum.

Presenters: Scott Jarvie, San Jose State University Teaira McMurtry, University of Alabama at Birmingham Kisha Porcher, University of Delaware Patrick Sitzer, Teachers College, Columbia University

OD-162 Literacies of Liberation: Writing and Reading to Reclaim Identities

Presenters: Tori Flint, University of Louisiana at Lafayette Rebecca Witte, Michigan State University Eena Wright, Grand Rapids Christian School

OD-163 Literacy Narratives as a Culturally Responsive Teaching Practice

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With policymakers limiting or removing remedial and developmental courses, there is an increasing challenge for instructors to meet the diverse needs of their first-year writing students. The presenter discusses her research study about assessing and incorporating literacy narratives into the first-year writing classroom as a culturally responsive teaching practice.

Presenter: Haley Stammen, Wilmington College

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This session shares the transformative literacy practices that incarcerated individuals engaged in through letter writing to elementary students and engagement in an outreach program for incarcerated fathers in which they explore different facets of their identities, in various ways.

Speakers discuss implications for english language arts classroom to push critical conversations into action.

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OD-164 Literacy Narratives as Liberatory Tools to Build Social Equity

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Two presenters examine the role of literacy narratives in prison-based education while the third looks at ways to build social equity with the literacy narrative as a starting point.

Presenters: Gregory Bruno, Kingsborough Community College, City University of New York Katharine Romero Jimenez, DePaul University Casey Podoll, Western Oklahoma State College

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OD-165 Literature as a Catalyst: Engaging Students in Personalized Learning to Foster Dynamic Discussions about Social Justice G LLA

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Fostering productive conversations about social justice issues can often be challenging. However, panel members found that academic achievement and student confidence in ability to engage in meaningful conversations increased significantly when they were encouraged to have voice and choice in selecting, analyzing, and presenting literary passages as a catalyst for authentic community engagement.

Presenters: Araceli Garcia, Workman High School Blake Taylor, Walnut Hills High School Nichole Wilson, William Mason High School

OD-167 Making Meaning Visible: Visual Verbal Journals that Activate SocialEmotional and Social Justice Responses to Children’s and Adolescent E E M S R TE Literature

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Sponsored by CELT: Center for Expansion of Language and Thinking Visual Verbal Journals (VVJs) support readers’ meaning making about children’s and adolescent literature with challenging social-emotional and social justice themes. We’ll illustrate how VVJs encourage safely sharing sociopolitical identities, build meaning about justice and equity through art, and support book selections that activate critical reading to support social-emotional and social justice learning.

Presenters: James Chisholm, University of Louisville Krista Griffin, Metropolitan State University of Denver Karen Spector, University of Alabama Kathryn Whitmore, Metropolitan State University, Denver

OD-169 Middle Grade Fantasy: A Portal to Exploring Power, Politics, and Privilege M

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Six authors will engage in a moderated discussion on how educators can use the unique characteristics of middle grades fantasy to explore the dynamics of power, politics, and privilege.

Panelists will provide examples from their work and offer exercises to address issues of social justice in a cross-disciplinary manner.

Presenter: Andrea Childes, Highcroft Elementary (Parkway School District) Tradebook Authors/Illustrators: B. B. Alston, Balzer + Bray (HarperCollins) Kekla Magoon, Bloomsbury/Candlewick Aisha Saeed, Abrams Publishing Christina Soontornvat, Candlewick Press Jessica Vitalis, HarperCollins Alysa Wishingrad, HarperCollins

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OD-170 Middle by Design: Voices from the Middle Explores Design Thinking in the ELA Classroom

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Sponsored by the Middle Level Section Steering Committee

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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 design thinking in the classroom. Learn ideas to help students in developing empathy, navigating ambiguity, being flexible, and ideating based on feedback. Discuss ideas for future publishing opportunities with the editors.

Presenters: Shanetia Clark, Salisbury University Robyn Seglem, Illinois State University Matt Skillen, Elizabethtown College

OD-171 Mindful at Every Step: Implementing Antiracist Practices at Predominantly White Institutions S C R TE RESEARCH

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How can three white teachers of writing work to engage with antiracist initiatives that are responsive to the racism and race-blindness endemic to a predominantly white institution (PWI)? In this panel we discuss mindful teaching practices related to writing classroom activities, assessment, and community engagement.

Presenters: Courtney Cox, Illinois State University Matt Schering, Illinois State University Joyce Walker, Illinois State University

OD-172 (Mis)Perceptions and Feedback, Benefits and Barriers: Suburban Middle School Educators on Culturally Responsive Teaching M S

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This presentation will share findings of a qualitative research study focused on suburban, middle school educators who are interested in culturally responsive teaching. A focus group interview and classroom observations provide an analysis in understanding participants’ feedback about the approach and what investment in the pedagogy means to their professional practice and personal well-being. M S R TE ELATE LLA RAINBOW Presenter: Tequila Cornelious, Concordia University Chicago

OD-173 Mixing Languages and Dialects in Our Classrooms

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Presenters introduce participants to approaches to designing instruction for linguistically diverse students.

OD-174 More Than Just Friendships: Allies in Middle Grades Fiction

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Explore what it means to be an ally with five middle grades authors. This moderated author panel will discuss the role of allies in middle grades novels and how fictional allies model empathy, activism, and advocacy for readers. Attendees will gain an understanding of what it means to be an ally, learn about best practices, and share fiction titles that explore the theme of allyship for learners.

Presenter: Becky Calzada, Leander Independent School District Tradebook Authors/Illustrators: Ruth Behar, Penguin Random House Books Barbara Dee, Aladdin/Simon & Schuster Lamar Giles, HarperCollins Laura Shovan, Random House Children’s Books Padma Venkatraman, Penguin Random House

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ON-DEMAND

Presenters: Lauren Ardizzone, Morris Academy for Collaborative Studies Kate Seltzer, Rowan University

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OD-175 Movement Building for Racial Justice, Equity, and Democracy in Education: Making Citizen Teachers G TE

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This panel examines how two university teacher educators and a middle school assistant principal came together with local educators to build an antiracist movement in schools throughout Southern California’s Inland Empire. These panelists share stories about their efforts to create the Inland Empire Educators for Social Justice (IEESJ) network and conduct antiracist workshops for local teachers.

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Presenters: Mikela Bjork, University of Redlands Brian Charest, University of Redlands Temika Morris, Moreno Valley Unified School District

OD-176 Moving beyond Mainstream Mandates: Stories of Culturally Sustaining Leadership and Pedagogy S C R TE RAINBOW

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Considering the important role educational leaders play in building and shaping teachers’ learning environment, this panel brings together three papers that emerged from one research project on the theoretical, methodological, and practical implications of culturally sustaining educational leadership for English language teaching and learning.

Presenters: Fatima Brunson, University of Pittsburgh Tanja Burkhard, Washington State University Vancouver DaVonna Graham, University of Pittsburgh

OD-177 Multicultural for ALL

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Multiculturalism is needed in ALL classrooms in order to provide mirrors into their lives, but also windows into the world of others. Knowing the needs of multiculturalism in our society, these presenters discuss how classrooms are places where students freely learn in an environment that sees them.

Presenters: Haidy Diaz, University of South Carolina Amber Lawson, Michigan State University Rhianna Thomas, New Mexico State University Wenjie Wang, New Mexico State University

OD-178 Multiracial Literacy Toolbox This presentation will provide techniques to encourage class discussions of racial literacy while generating writing exercises that address implicit and explicit bias and enhance racial literacy. In addition, presenters will describe and examine Yosso’s cultural capital model and its intersection with education, advancing culturally relevant language practices that embrace students’ language diversity.

Presenters: Cathy Bankston, Tulsa Community College Kayla Harding, Tulsa Community College Lisa Smith, Johnson & Wales University Kelly Wolfe, Johnson & Wales University

OD-179 My Canon Is #Complicated: Promoting Antiracism in the Twenty-First Century Middle Grades and YAL Classroom Canon M S TE

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This presentation will examine the ways in which attention to inclusive, antiracist mindsets about the classroom canon can help to create an atmosphere of equitable learning and representation for the twenty-first century middle grades/secondary classroom.

Presenter: Kristie Smith, Gardner-Webb University

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OD-180 Naming Matters: Empowering Student Activists through Antiracist Vocabulary Instruction G LLA RAINBOW

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Our students are ready for tough conversations, but do they have the words they need? Educators must assist students in building the dictionary they need to engage in dialogue about social change.

In this session, we will discuss personal experiences and practical applications for teaching and modeling antiracist vocabulary as well as the impact that naming racism can have on a school community.

Presenter: Grace Crumpton

OD-181 Latinda Dean, Clarke Central High SchoolOD-181 Native American (Hi) story in the Writing Classroom: Reimagining the Past, Present, and G Future Interconnection informs my writing classroom. I privilege texts that confront one-sided (racist) colonial narratives (that often removed and silenced Natives) and texts that expose Native voices, worldviews, and biases. In this classroom, students can reimagine Native (hi)stories and identities.

Writing assignments are meaningful when Native students can embrace their past, present, and future. G LLA RAINBOW Presenter: Aretha Matt, University of New Mexico-Gallup

OD-182 The Native Americans Welcomed Him, Too: Essentialized Representations in English Language Arts Curricula

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Traditionally, the voices and perspectives of Indigenous peoples have long been absent from elementary instructional spaces. This study looks at two widely available ELA curricula and analyzes representations in the text to better understand how perspectives are presented, discussed, and/or problematized. Initial findings call for higher-quality texts and communication with local communities. E EARLY CHILDHOOD RAINBOW Presenter: Thomas Hill Jr., University of Pittsburgh

OD-183 Native Now: Contemporary Narratives Push Back against Stereotypes and Erasure to Celebrate Today’s Indigenous Peoples G

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Eight Native authors/illustrators push back against stereotypes and erasure in their recently published books. In consideration of what it means to be “Native Now” and with a focus on writers’/illustrators’ craft, this presentation offers a multifaceted picture of the rich storytelling and innovation within their contemporary narratives.

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ON-DEMAND

Presenters: Angeline Boulley, Macmillan Children’s Publishing Group Cherie Dimaline, ABRAMS Children’s Books Ricki Ginsberg, Colorado State University Michaela Goade, Little, Brown

Cynthia Leitich Smith, Author, Consultant CLS, LLC Carole Lindstrom, Macmillan Children’s Books

Darcie Little Badger, Elatsoe, Levine Querido

Kevin Maillard, MacMillan Traci Sorell, Penguin, Charlesbridge Respondent: Chloe Kannan, University of Pennsylvania Graduate School of Education

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OD-184 Navigating and Negotiating in Uncertainties: Young Girls Virtual Immersion in Multimodal Literacy during COVID-19 G R EARLY CHILDHOOD

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This study is motivated by learning of the challenges that rural girls are experiencing during the pandemic caused by COVID-19 and how they use short-video platforms to navigate and negotiate the environment in uncertainties through exploring, transforming, and creating multimodal literacy.

Presenter: Jue Wang, Pennsylvania State University, University Park

OD-185 Nonfiction Now! Innovative, Intriguing, and Inclusive

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Five highly acclaimed nonfiction authors present a crash course in how they navigate expository writing, presenting all the stages of the process—identifying a topic, research, drafting, revising, and publishing—this session will feature highlights from each author’s recent books and will include teaching strategies to support students as expository writers.

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Chair and Presenter: Susannah Richards, Eastern CT State University Tradebook Authors/Illustrators: Sarah Albee, author Nancy Castaldo, Algonquin/Houghton Mifflin Lesa Cline-Ransome, Penguin/Random House Jennifer Swanson

OD-186 Nonfiction Writers Dig Deep: Promoting Equity, Justice, and Antiracism through Informational Writing G TE LGBTQ LLA

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A diverse panel of nonfiction authors describes how the equity and social justice topics they explore reflect their passions, personalities, beliefs, and experiences in the world. Then they share strategies to help students become personally invested in their own informational writing, so they can craft rich, engaging prose.

Presenters: Lesa Cline-Ransome, Leaving Lymon, Holiday House Patricia Newman, Lerner Books Traci Sorell, Penguin, Charlesbridge Melissa Stewart, Children’s book author Lee Wind, Lerner Books Presenter Paula Yoo, Norton Books for Young Readers

OD-187 Normalizing Diversity and Decentering the Dominant Culture: Using Picture Books for Antiracist Teaching E TE EARLY CHILDHOOD

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Part of antiracist teaching means we must consciously and intentionally make subtle changes that shift who and what we value as humans. We can use picture books to normalize diversity and bring marginalized people out of the margins by centering marginalized people, communities, and cultures and decentering the dominant white culture to create a balanced vision of value for all.

Tradebook Authors/Illustrators: Tina Cho, Kokila/Penguin Random House Sharon Langley, Abrams Kids Rajani LaRocca, HarperCollins Andrea Loney, Lee and Lowe, Penguin, Random House, Knoff Zeena Pliska, Los Angeles Unified School District, Page Street Kids, Roaring Brook Press Traci Sorell, Penguin, Charlesbridge

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OD-188 Normalizing the LGBTQIA+ Experience: YA Authors on Writing Comingof-Age Stories Exploring the Intersection of Love and Identity

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In this session, LGBTQIA+ authors with books released in 2021 speak on the various forms love takes and on writing characters that navigate cultivating relationships while also exploring identity. They will also speak on the importance of representation and how teachers can use YA novels to normalize the experiences of LGBTQIA+ people and have critical conversations with all students.

Presenters: Jay Coles, Scholastic Leah Johnson, Scholastic Eli Oldham Alice Oseman, Scholastic Molly Knox Ostertag, Scholastic

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OD-190 Open Educational Resources (OER): Tools for Equity in Writing Programs G TE

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As faculty at a large public university, the presenters of this roundtable have been addressing issues of equitable access to textbooks and course materials since 2019. In this session, they focus on the use and usefulness of OER in first year writing courses, technical writing, writing about literature, information literacy, and the equitable distribution of, and access to, scholarly materials.

Presenter: Terri Pantuso, Texas A&M University, “OER and Freshman Composition” Roundtable Leaders: Kathy Anders, Texas A&M University, “Teaching Information Access and Intellectual Property through OER” Claire Carly-Miles, Texas A&M University, “Special Considerations for OER and Literature” Nicole Hagstrom-Schmidt, Texas A&M University, “Dis/Ability, Access, and Best Practices in OER Creation and Use” Sarah LeMire, Texas A&M University, “Integrating Information Literacy” Matt McKinney, Texas A&M University, “Recontextualizing the Decontextualized in Technical Writing”

OD-191 Our Ecological Community: Place Consciousness for Middle Schoolers

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This presentation focuses upon a community literacy project for middle school students centered upon ecological literacy. The discussion will focus upon the critical place conscious theory that framed the conception of the project’s curriculum and highlights the students’ experiences. It also discusses the process of a formal proposal to school administrators to support and fund the project.

Presenters: Cathie English, Missouri State University Brittany Robbins, Ozark Middle School

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Three teacher educators cocreate digital spaces that enable preservice teachers to connect with and support K–8 students as writers and, in the process, claim their own identities as writers and teachers of writing committed to equity and social justice.

Presenters: Kimberly Lewinski, La Salle University Jamie Marsh, California State University, Los Angeles Haley Sigler, Washington and Lee University

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OD-192 Our Voice Matters: Preservice Teachers Claim Their Identities through Equity-Oriented Writing Instruction E M TE RESEARCH

ON-DEMAND

OD-193 Outside the School Walls: Ensuring Engaging and Equitable Education in a Changing World E M TE

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Although teacher education programs prepare teachers, more training in how to plan engaging lessons and be equitable in a virtual environment would be helpful for the next generation of teachers.

In this session, teachers will learn how to use available resources to plan lessons and deliver them virtually.

Presenter: Tara Foster, Jefferson County Schools

OD-194 Owning Our Errors: From Authentic to Ethical Assessment

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National forces in education define equity as all students achieving the same outcomes, including written communication. Yet, scholars have challenged the teaching of academic language as reinforcing white norms. These three studies examine perceptions of grammar in assessment practice and teacher training. How do we build ethical assessment within the strictures of our everyday teaching practice?

Presenters: Jennifer Grouilng, Ball State University, “National Writing Rubrics and the Authoring of Error” Emilie Schiess, Ball State University, “Ethical and Antiracist Grading of Grammar: Reassessing Rubric Values” Lynne Stallings, Ball State University, “Perceptions of International Student Writing”

OD-195 Own-Voices Picture Books in the Secondary Classroom

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Katelynn Giordano, a middle school teacher, and Caitlin O’Connor, a high school teacher, will discuss the importance of own voice texts with Carole Lindstrom, the author of We Are Water Protectors, and offer teachers guidance on using own voices picture books to supplement secondary classroom reading.

Presenters: Mahogany Browne, Macmillan Katelynn Giordano Carole Lindstrom, Macmillan Children’s Books Caitlin O’Connor, Hommocks Middle School, Westchester County, NY

OD-196 Paired Texts for Future Teachers: How Stamped Expanded a Course on Language in ELA Classrooms S TE

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This presentation will explain how a university course for secondary English educators paired Stamped, a YA nonfiction book, with articles on language, grammar, and power. The presenters will show how this pairing provided necessary historical context for students to have conversations around the racist nature of language gatekeeping in schools.

Presenters: Sarah Burriss, Vanderbilt University Melanie Hundley, Vanderbilt University Emily Pendergrass, Vanderbilt Holland White, Vanderbilt University

OD-197 The Past Informs the Present: Representation and Intergenerational Empathy Using the American Masters film Amy Tan: Unintended Memoir

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Join us for a session utilizing the American Masters film Amy Tan: Unintended Memior and Tan’s writing to explore how writing and storytelling can serve as the foundation for antiracist teaching.

The panel will address how the past informs the present, the importance of representation, and how dialogue between generations can reveal a deeper understanding of the forces that shape America.

Presenters: Hannah Dawe, The WNET Group Kristina Kirtley, The WNET Group

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OD-197a Picture Book Authors Analyze Their Work through Critical Lenses

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Award winning authors will examine critical topics within the field of children's literature from multiple lenses across storytelling elements to engaging in antiracist work. Attendees will begin the session with an overview of frameworks and then move through small groups where these authors will use these frameworks to discuss their work.

Presenter: Jennifer Zwillenberg Roundtable Leaders: Kelly J. Baptist, Lee and Low Books Carmen Arga Deedy, Scholastic Joana Pastro, Scholastic Peter H. Reynolds, Scholastic Aida Salazar, Scholastic Natasha Anastasia Tarpley, Scholastic Donald Tate, Abrams Muon Thi Van, Scholastic

OD-198 The Power of Healing-Centered Engagement to Support Inclusive Critical Education in Our School Spaces E M S LGBTQ

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Based in healing-centered engagement, this session provides educators with practical ways to engage in inclusive critical education in their classrooms, curricula, and school spaces. Participants will examine how systems of oppression impact their classroom, student body, and school, and plan action that is rooted in a compassionate, strengths-based lens.

Presenters: Courtney Beatty, Chapman University Katie Cubano, West Windsor-Plainsboro Regional Schools Justin Dolcimascolo, West Windsor-Plainsboro Regional School District Jamaica Ross, Long Beach Unified School District Dana Stachowiak, University of North Carolina Wilmington

OD-199 The Power of Relational Learning: A Radical Re-Imagining of Professional Book Clubs R TE ELATE

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By challenging prescriptive ways of selecting, reading, and interacting with texts, this session introduces participants to The Re-Imagined Professional Book Club, a model for professional teacher development that disrupts the prescriptive, colonial ways of making meaning from texts. In this model, educators collectively co-construct meaning through sustained relational learning experiences.

Presenter: Evelyn Paris, TCDSB

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Presenters will share how teachers and students can redesign the peritext (e.g., book covers) of YA novels to more accurately and equitably reflect a book’s concern with celebrating diverse identities.

Presenters will argue that critical attention to peritext allows students to examine and critique existing structural inequalities in literature.

Presenters: Johnny Allred, Fort Hays State University Sean Connors

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OD-201 Picturing Diversity through Peritext

ON-DEMAND

OD-201 A Place at the Table (and on Your Classroom Shelves)

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Five award-winning authors discuss new and recent nonfiction books that reflect the world’s diversity and showcase remarkable but previously unheralded events and accomplishments. The panel will go from title-talk to lesson ideas to group discussion, designed to inspire you to add new nonfiction to your classroom library.

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Tradebook Authors/Illustrators: Tracey Baptiste, author Leah Henderson, Sterling Children’s Books/Atheneum/Simon & Schuster Carole Lindstrom, Macmillan Children’s Books Aisha Saeed, Abrams Publishing Respondent: Andrea Childes, Highcroft Elementary (Parkway School District)

OD-202 Podcasting: A Tool for Antiracist Teaching and Learning

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Before we begin to read and write, we learn to listen. Our cultures are steeped in oral traditions and storytelling. Today, we glean information to actively participate in society in many different formats.

Podcasts are a great text for listening and learning, and they also can also be utilized for student creation and creative expression. Learn how to empower your students to create podcasts.

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Presenter: Michele Haiken, Rye Middle School

OD-203 Poetry as Possibilities for Antiracist Teaching

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This session provides pathways for thinking about how poetry could be used for antiracist teaching and practice.

Presenter: William Wright, University of Georgia, Athens

OD-204 Premodern Literature and Antiracist Teaching

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YA authors and teachers (middle school through college) will share strategies for responding to premodern texts through two antiracist frameworks: contemporary retelling, a revision of the original that centers the voices of the racially marginalized, and decolonization, antiracist inquiries into premodern texts that disrupt the white supremacy of literary curricula.

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Presenters: Kara Crawford, The Bishop’s School Rosa Angelica Martinez, California State University at Sacramento Anna-Marie McLemore, Macmillan Children’s Publishing Group Alex Mueller, University of Massachusetts Boston MK Waterman, The Lovett School Kim Zarins, California State at Sacramento Roundtable Leader: Thomas Goodmann, University of Miami

OD-208 Questioning the Status Quo: Lessons from Pandemic Teaching

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Challenged by a global pandemic, this session focuses on how one teacher educator shifted a traditional English language arts methods course for middle-secondary teachers to a hybrid experience. This session will walk through course design and the tools used to foster active engagement and co-construction of knowledge as well as share work produced by preservice teachers through this hybrid course.

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Presenter: Sarah Hunt-Barron, Lander University

OD-209 Race Matters in Poe’s Narratives

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Edgar Allan Poe intertwines horror and mystery to capture the social and political consciousness of the antebellum era, shedding light on the implications of racial diversity in the US. Power of words includes a language with “the army and navy of a culture.” This presentation will address Poe’s narratives to dismantle the linguistic bastion of systemic racism and social injustice.

Presenter: Mabel Khawaja, Hampton University

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OD-210 Race, Racial Identity, and Curriculum Building for Educators

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In this interactive session, the presenter will review concepts of race, racial identity development, and microaggressions for educators who want to deepen their own knowledge of and support the racial literacy of their students. While this presentation may seem most immediately applicable to the humanities, all subject-area teachers are encouraged to attend.

Presenter: Ah-Young Song, Vassar

OD-211 Racial and Ethnic Impacts on Literacy Teaching and Being

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This session centers the literacies, wellness, and ways of knowing and being of teachers of color as they prepare to enter and remain in the profession.

G TE ELATE RESEARCH Presenters: Cynthia Apantenco, Yorkville High School Joseph E. Flynn, Northern Illinois University Kathleen King, North Central College Vincent Laverick, Lourdes University Cassandra Lo, St. Thomas Aquinas College Mary Ressler, North Central College Wideline Seraphin, University of Memphis Lindsay Wexler, North Central College

OD-212 Reader’s and Writer’s Workshop in the Linguistically Diverse Classroom

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Reader’s and writer’s workshops are innovative literacy instructional approaches that involve authentic learning, student choice, and a little controlled chaos. Learn how you can effectively modify the workshop approach to best serve your linguistically diverse students by leveraging all students’ languages in multimodal reading and writing in personally meaningful ways.

Presenters: Holly Genova Mandy Stewart, Texas Woman’s University

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OD-213 Real Talk: Moving Teacher Conversations beyond Chat toward Curriculum that Drives Change S RAINBOW

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Changing teaching practices not only comes through personal and professional reflection but also through navigating systems of oppression. This presentation invites teachers to question how they can learn from one another and how that learning can become a community of practice that drives change toward equity, justice, and antiracist teaching. It is work that requires communities and allies.

OD-214 Reflexive Practices for Antiracist Education

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Presenters: Rosanna Orta Ashley Yap, Chandler High School Roundtable Leader: Monica Baldonado-Ruiz, Arizona State University, “Bringing Teachers Together for ‘Real Talk’”

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The presenters advocate for affordances possible when providing self-reflexive reading and writing opportunities to teachers and students. Through three qualitative studies, the audience will learn of ways to engage students in examining their language(s), literacy(ies), and cultural practices.

Presenters showcase successful practices for examining and enacting antiracist education.

Chair: Monica Pineda, The University of Texas at Austin Presenters: María Fránquiz, University of Texas at Austin Maria Leija, The University of Texas at San Antonio Desiree Pallais, The University of Texas at Austin Irán Tovar, The University of Texas at Austin Adeli Ynostroza Ochoa, The University of Texas at Austin Respondent: Gilberto Lara, The University of Texas at San Antonio

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OD-215 Reframing the CASEL Competencies: Exploring the Intersections of Social-Emotional Learning and Social Justice Education G TE

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In this session, we will explore the bridge between social-emotional learning (SEL) and social justice education (SJE). We will discuss the importance of equipping young people with all of the tools they need to become changemakers in the world.

Presenters: Kelly Hilton, Pleasanton Unified School District Jenna King, Pleasanton Unified School District Nadia Razi, Pleasanton Unified School District

OD-216 Reimagining Reading and Literature Instruction for Equity in the Middle Grades G

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This session focuses on strategies and perspectives on reading and literature instruction in the middle grades with a focus on antiracism and equity teaching. Attendees can expect to gain new insights, strategies, and suggestions for how to use literature in antiracist ways as they teach reading in their classrooms.

Presenters: Ilisa Lieberman-Leibovich, Florida International University Sarah Lightner, West Chester University Keisha McIntyre-McCullough, Florida International University Laura Saunders, Morningside Middle School Eileen Shanahan, Eastern Kentucky University

OD-217 Reimagining Resistance through Fantasy: Using Fantastic Literature Circles to Examine the Past and a New Future M S LLA

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Channel your students’ love for fantasy books into a reimagining of how they think of literature, themselves, and the future. Using Ebony Elizabeth Thomas’s framework, let’s change the way we look at reading and writing (fan-fiction counts!). Come learn about how to implement Fantasy Lit Circles in your classroom!

Presenter: Megan Forbes, First Avenue Middle School

OD-219 Representing Voices, Co-constructing Truths: What We Write When We Write about Students S C TE ELATE LGBTQ

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Teachers write about students all the time, but what are the stakes of this writing? What can we learn about ourselves through the practice of writing? How can writing help drive our work toward equity, justice, and antiracist teaching? This panel explores complex questions of identity and politics as they connect to the difficult work of representing students and their learning through writing.

Presenters: Lauren Gatti, University of Nebraska, Lincoln Rick Marlatt, New Mexico State University Jessica Rivera-Mueller, Utah State University Stacey Waite, University of Nebraska Lincoln

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OD-220 Re-reading and Re-writing Rural Narratives and Communities: Socially Just Possibilities for Teacher and Student Critical Literacy Learning and S S TE ELATE Inquiry

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Discover how centering rural students’ literacies and lives challenges the essentialized monolith of rural life in texts, cultural artifacts, and secondary and university classrooms. Coanalyze texts and student writing to explore what becomes possible within socially just literacy inquiry work in rural schools and communities.

Chair and Respondent: Cathie English, Missouri State University Presenters: Abigail Byrnside, Illinois State University Maggie Morris Davis, Illinois State University Destiny Dungey, Illinois State University Danielle Lillge, Illinois State University Anushree Rayarikar, Illinois State University Brooklyn Vogel, Roanoke-Benson High School

OD-230 Rethinking the Hero’s Journey through Black Panther

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Black Panther is a distinctively Afrocentric film that has incredible value in the classroom as a piece of literature that students can analyze. In this panel, teachers will discuss their own journeys using Black Panther as a text in the classroom, developed a pedagogy centered around both individual and collective identity, and created classrooms where Black lives matter using Black Panther as an anchor.

Presenters: Traniece Brown-Warrens, Jason Lee Elementary School Timothy Jones, #HipHopEd Caitlin O’Connor, Hommocks Middle School, Westchester County, NY Islah Tauheed, NYC Schools Victoria Thompson, Technology Access Foundation

OD-240 RISE-ing to Equity and Inclusion in Selecting Course Readings

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Selecting books that reflect the diversity of our students and our world is a complex task. How can we be sure that the books we select are diverse and inclusive, and that they demonstrate equity? What questions do we ask when evaluating books for our students? This participatory session will share a rubric designed for a children’s literature course to evaluate literature for young readers.

Presenter: Teresa Purvis, Lansing Community College

OD-242 Scholastic Media Empowers Students to Use Their Voices to Address Inequalities and Inform Their Communities

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This panel will showcase the value of journalistic storytelling to empower students as they navigate issues of identity, intolerance, conflict, and truth. After learning why and how scholastic media helps students inform communities and build media literacy skills, participants will interact through guided practice and gain curriculum resources and free digital tools they can use immediately.

Presenters: Evelyn Lauer, Niles West High School James Miller, duPont Manual Magnet High School Sarah Nichols, Journalism Education Association Liz Palmer, duPont Manual Magnet High School

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ON-DEMAND

Sponsored by the Journalism Education Association

ON-DEMAND

OD-243 Seeking Equity: Digital Pedagogies and Creative Teaching Adapted from the COVID-19 Crisis M S TE NWP

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Now that schools and districts have begun to address access to technology, teachers need support in designing lessons and curriculum that integrate this technology. Our presentation will help build that support for attendees and supply them with ready-to-use tools with which to return to their physical and digital classrooms.

Presenters: Megan Kowalski, John A. Walsh Elementary Andy Schoenborn, Mt. Pleasant High School, Mt. Pleasant, MI Becky Schwartz, Springport High School

OD-244 Shakespeare and Young Adult Literature: Pairing for Social Justice

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This roundtable session delves into engaging ideas and approaches for teaching social justice issues by pairing Shakespeare’s most frequently taught plays alongside contemporary young adult novels.

Teaching strategies, lesson plans, and extension activities that align with ELA course curricular goals will be shared.

M S C TE ELATE Presenters: Brooke Eisenbach, Lesley University Paula Greathouse, Tennessee Tech Victor Malo-Juvera, University of North Carolina Wilmington Roundtable Leaders: Laura Bolf-Beliveau, University of Central Oklahoma, “Monsters Matter: Using YA to Reexamine Caliban and The Tempest” Jennifer Dail, Kennesaw State University, “An Exploration of Alterity: Using All American Boys to Contextualize Othello” Susan Groenke, University of Tennessee, “Interrupting Racial Microaggressions: Reading Jacqueline Woodson’s If You Come Softly as Complement to Romeo and Juliet” Joseph Haughey, Northwest Missouri State University, “Revenge, Mental Health, and Suicide: Pairing Shakespeare’s Hamlet and Matthew Quick’s Forgive Me, Leonard Peacock” Melanie Hundley, Vanderbilt University, “Betrayal, Brotherhood, and Belonging: Language and Power in Julius Caesar and The Chocolate War” Matthew Kruger-Ross, West Chester University, “Shakespeare vs. the Homo Sapiens Agenda: Exploring Gender Equity in Secondary ELA” Jen McConnel, Longwood University, “What Is the Price of Ambition? Teaching Macbeth with On the Come Up” Pauline Schmidt, West Chester University, “Shakespeare vs. the Homo Sapiens Agenda: Exploring Gender Equity in Secondary ELA”

OD-245 Shakespeare for Bullies: Curriculum for Teaching Respect for Gender Identity and Sexuality in the Classroom M S C TE LGBTQ

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Shakespeare is the ultimate outsider. Characters, themes, and plots in his plays and poetry reveal an author who was clearly interested in bisexuality, gender identity, and human behavior. Bullying behavior is often related to anxiety about sexuality and gender identity. Shakespeare for Bullies empowers students to change behavior by sharing their stories.

Presenter: Cheryl Eagan-Donovan, Lesley University

OD-246 Slam Poetry, Activism, and Decolonizing Writing: Documentary Film to Explore the Power of Poetry as a Tool for Justice and Self-Expression

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Join us for a session featuring Jamaica Heolimeleikalani Osorio: This Is the Way We Rise, a documentary short film presented by American Masters, to explore empowering students’ voices, decolonizing poetry, and art as activism. The session will include a screening of the film, panel discussion, interactive activities to spark conversation around slam poetry in the classroom, and performances.

Presenters: Hannah Dawe, The WNET Group Kristina Kirtley, The WNET Group

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OD-247 Social Justice, Civic Engagement, and Student-Produced Creative Content before, during, and after a Global Pandemic

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Participating in our democracy can be messy. Between critical literacy best practices and genuinely empowering and engaging students in authentic, relevant civic engagement inquiry-based research projects, there’s a growing movement to suppress student free speech and academic freedom. Call it what you want, ”toning it down” or ’watering it down,” perhaps now is the right time to double down.

Presenter: Jason Kaye, Pioneer Middle School

OD-248 Sociolinguistic Landscapes toward Language Equity: Critical Dialogues in Teacher Preparation

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This presentation will discuss initial results of a visual participatory study with ESL/bilingual preservice teachers. The study was guided by the following question: How do bilingual teachers’ sociolinguistic experiences inform, transform, or reproduce certain linguistic ideologies around bilingualism, biculturalism, biliteracy, and binumeracy as educators?

Presenter: Yuliana Kenfield, Western Oregon University

OD-249 The Sound of Music: Hip Hop, Punk, and Soulful Prose

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Presenters will (1) discuss the pedagogical promise of punk’s emphasis on critical thinking, the creation of alternatives to the “norm,” and punk’s emphasis on the experiential and experimental, all of which will be grounded in examples of critical classroom practices; (2) place Hip Hop at the center of first-year writing as an intellectual writing activity to generate new ideas about invention and arrangement in writing and a distinctive way to speak back to social injustices; nd (3) will show you how to take advantage of cultural speech norms in many Black communities, on display at Black evangelical churches every Sunday as they gain their effect through repetition and rhythm, the music of prose.

Presenters: Andre Jones, Virginia Tech Steven Lessner, Northern Virginia Community College Russ Markert, Retired

OD-250 Start with Yourself: Educator Reflection for Equitable and Inclusive Teaching

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Self-reflection is critical to educating for equity and antiracism. Drawing on the work of Facing History and Ourselves, this session will invite participants into a process of personal and professional reflection designed to help educators become more self-aware, more purposeful, and more capable of crafting relevant curricula and building authentic and supportive relationships with all students.

ON-DEMAND

Presenters: Isabel Rodriguez-Lopez, “Facing History and Ourselves” Alexis Wright, “Facing History and Ourselves”

OD-251 Stop Policing Students: From Small Steps to Big Impact in Antiracist Community-Building

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Do this! Don’t do that! I’d be lying if I said I never had such thoughts in the classroom. This presentation examines how such deliberate though sometimes unconscious practices—typically rooted in systemically racist assumptions about language and communication—attempt to control students and their work and then outlines small steps educators can take to move from policing to supporting students.

Presenter: Traci Gardner, Virginia Tech

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ON-DEMAND

OD-252 Storytelling and Technology as Tools for Antiracist Teaching E

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By centering the narratives and ways of speaking of children and families of Color, stories can serve as a site for the enactment of antiracist teaching. We invite you to step into our prekindergarten classroom to see how we used the stories of children’s names to build an app to empower our students, engage with families, honor their cultural practices and ways of speaking, and build community.

Presenters: Daniela Bertoli, Teachers College, Columbia University/Montessori Day School of Brooklyn Rafaella Navarro Soares-Bailey, Teachers College, Columbia University

OD-253 Striving to Stay Ahead of the Code: Exploring Equity and Justice in Writing Assistance Tools G R NWP

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Participants will engage in authentic discourse with teacher writers as they share their inquiry questions, wonderings, field research, and teacher and student reflections as we strive to stay ‘ahead of the code’ by contemplating the role of writing assistance tools in our instruction and the extent to which they enhance and/or exacerbate equity in education.

Presenters: Rachel Bear Elyse Eidman-Aadahl, National Writing Project Troy Hicks, Central Michigan University Beth Rimer, Ohio Writing Project Jason Torres-Rangel Sarah Woodard, University of Colorado Denver Roundtable Leaders: Katie Bills-Tenney, Ohio Writing Project

Ritu Champlin, Ohio Writing Project Amanda Cornwell, Chippewa River Writing Project, “Teacher Inquiry, Research, and Reflections: To What Extent Do Writing Assistance Tools Enhance and/or Exacerbate Equity and Justice in Education?”

Amy Hoying, Ohio Writing Project Jeremy Hyler, Fulton Middle School, “Teacher Inquiry, Research, and Reflections: To What Extent Do Writing Assistance Tools Enhance and/or Exacerbate Equity and Justice in Education?”

Sharon Murchie, Okemos High School, Okemos, MI/CRWP, “Teacher Inquiry” Janet Neyer, Chippewa River Writing Project, “Teacher Inquiry, Research, and Reflections: To What Extent Do Writing Assistance Tools Enhance and/or Exacerbate Equity and Justice in Education?”

Andy Schoenborn, Mt. Pleasant High School, Mt. Pleasant, MI, “Teacher Inquiry, Research, and Reflections: To What Extent Do Writing Assistance Tools Enhance and/or Exacerbate Equity and Justice in Education?”

Becky Schwartz, Springport High School, “Teacher Inquiry, Research, and Reflections: To What Extent Do Writing Assistance Tools Enhance and/or Exacerbate Equity and Justice in Education?”

Bernadette Wayne, Ohio Writing Project

OD-254 Supporting Preservice Teachers’ Integration of Equity and Social Justice in Literacy Instruction through Cross-Pollination R TE ELATE LLA Rainbow

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This presentation describes how two teacher educators developed a cross-course read-aloud assignment to support preservice teachers’ integration of topics around equity and justice within literacy. Presenters will discuss assignment results highlighting students’ ability to identify a culturally authentic text, connect to social justice standards, and execute literacy instruction.

Presenters: Brittany Adams, SUNY Cortland Annemarie Kaczmarczyk, SUNY Cortland

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OD-255 Supporting Student Identities through the Picture Books We Choose: Critical & Intentional Selection of Read Alouds E M TE RAINBOW

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The choices we make matter for our students and how they view their place in our classrooms.

Learn how critical selection of daily picture book read alouds with #ClassroomBookADay allows educators to take an inclusive stance and build community. Then sit in with authors & illustrators at roundtables sharing how they create stories and allow their identities to inform their work.

Presenter: JJillian Heise, Kenosha Unified School District Respondent: Jenny Seiler, Erie Middle School Tradebook Authors/Illustrators: Jacqueline Alcantara, Simon & Schuster Winsome Bingham, Abrams Martha Brockenbrough, Little, Brown Alina Chau, Scholastic CG Esperanza, Abrams Michaela Goade, Little, Brown Yas Imamura, Candlewick Bea Jackson, HMH Julia Kuo, Little, Brown Carole Lindstrom, Macmillan Children's Books Kevin Maillard, MacMillan Juana Martinez-Neal, Macmillan/Roaring Brook Press Miranda Paul, HMH Aida Salazar, Scholastic Maggie Tokuda-Hall, Candlewick Alicia D. Williams, Simon & Schuster

OD-256 Sustainability and Environmental Justice in the Classroom

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Our students are exposed to injustice in the news media, social media, and society at large, therefore creating spaces for students to feel safe and engage in conversations should be our primary focus.

As educators we must find creative ways to infuse students’ values, beliefs, and perspectives into their learning experiences. In this session, we will share tools and examples of ways to begin.

Presenters: Towanda Harris, Heinemann Publishing Company Islah Tauheed, New York City Schools

OD-258 #TeachLivingPoets Convergence: Roundtables Featuring BreakBeat Poets G RAINBOW

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Tradebook Author/Illustrator: Kevin Coval, Breakbeat Poets and Young Chicago Authors Roundtable Leaders: Jessica Eades, University High School Melissa Hughes, Michele Clark High School Joel Mayo, Gray’s Creek High School Nicole Rivers, Gray’s Creek High School

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

This session bridges together BreakBeat Poets and classroom teachers to share the authors’ writing experiences with educators’ best practices. Roundtables will explore how poet educators and teachers can collaborate to create innovative learning opportunities. Poets will share insights into their writing process in roundtables, where discussants will close-read and discuss a poem by the poet.

ON-DEMAND

OD-259 #TeachLivingPoets Roundtables: Complicating the Canon and G Empowering Students

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In this #TeachLivingPoets roundtable session, participants will engage in close reading and discussion of a poem by a living poet, facilitated by table moderators, who will also share their experience with teaching the poem in their classroom. Participants will walk away with tools and strategies for teaching new poems by living poets.

Presenters: Lindsay Illich, Curry College Melissa Smith, Lake Norman Charter School, Huntersville, NC Roundtable Leaders: Scott Bayer, Richard Montgomery High School Joel Garza, Greenhill School Kelly Herrera, Buena High School Jori Krulder, Paradise High School

Joel Mayo, Gray’s Creek High School Mary Villalpando, Henry W. Grady High School Grover Cleveland Winfield III, Rappahannock High School

OD-260 Teacher Education Collectives: Humanizing Antiracist Pedagogies in Online Spaces G R TE ELATE

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We explore how our teacher educator collective supported pedagogies that press preservice teachers toward antiracist commitments. Our collective shares humanizing, purposeful pedagogies that are unapologetically antiracist in virtual learning spaces. We invite the audience to consider how teacher educator collectives foster antiracist critical reflection, accountability, and community.

Presenters: Laura Lemanski, University of Minnesota Sara Sterner, Humboldt State University Megan Van Deventer, Weber State University

OD-262 Teachers Discussing Diverse LGBTQ-Inclusive Books: Reading Queerly, Intersectionally, and with Intention in a K–8 Teacher Book Club

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What happens when K–8 teachers have space to read and think about LGBTQ-inclusive books together? In this presentation, we share diverse queer-inclusive books read and discussed in an online teacher book club and explore how teachers responded to and negotiated teaching with this literature.

We shed light on scaffolding that can help teachers overcome barriers related to more inclusive instruction.

Presenters: Jill Hermann-Wilmarth, Western Michigan University, Kalamazoo Mikkaka Overstreet, East Carolina University Caitlin Ryan, University of North Carolina Wilmington Craig A. Young, Bloomsburg University of Pennsylvania

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OD-263 Teaching African American Poetry Using the Furious Flower Digital Archive: Equity, Justice, and Antiracist Curricula M S C RAINBOW

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In an equity, justice, and antiracist teaching demonstration on African American poetry using the Furious Flower digital archive, www.furiousflower.org., panelists will showcase the impactful poetry of Samuel W. Allen, Mari Evans, Elizabeth Alexander, and Kevin Young to answer the question, ”What is the relationship between the most important line in the poem and the title of the poem?”

Presenters: Mary Beth Cancienne, James Madison University, Harrisonburg, Virginia Bria Coleman, Broad Run High School, Loudoun County Joanne Gabbin, James Madison University, Harrisonburg, Virginia Kailyn Gilliam, Jack Jouett Middle School, Albemarle County Kristina Gooden, Wilson Memorial High School, Augusta County

2021 NCTE ANNUAL CONVENTION PROGRAM

OD-264 Teaching Children’s Literature in New Ways

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How can we teach children’s literature in new and illuminating ways at this exciting moment in history?

Three author-educators will suggest activities designed to help students think critically about the books they read (and to introduce them to innovative works by BIPOC authors). Practical, classroomtested teaching materials provided.

Presenters: H. M. Bouwman, University of St. Thomas/G. P. Putnam’s Sons Books for Young Readers Anne Nesbet, U.C. Berkeley/Candlewick Press Dawn Quigley, St. Catherine University/Heartdrum/HarperCollins

OD-265 Teaching for Equity: Enacting Agency through Collaborative Faculty Leadership G TE ELATE

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This interactive presentation illustrates how one group of teachers reenvisioned collaborative learning to claim our agency as faculty in order to promote institutional and social change. Participants will learn specific strategies to create shared space for critical dialogue around individual teaching practices and in pursuit of culturally sustaining pedagogies.

Presenters: Anne Bauer, University of Cincinnati Stephen Kroeger, University of Cincinnati Miriam Raider-Roth, University of Cincinnati Mark Sulzer, University of Cincinnati Connie Kendall Theado, University of Cincinnati Susan Watts-Taffe, University of Cincinnati

OD-266 Teaching Immigrants through the Lens of Equity, Justice and Antiracism

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S C TE RAINBOW

Presenters will offer titles and materials to bring the lived experiences and identities of refugees, immigrants, and exiles into your classroom.

Presenters: Tessla Donovan, Ellington Public Schools Elizabeth Simson, Miss Porter’s School Ann Smith, North American University Karen Dulaney Smith, Margaret Long Wisdom High School Ayse Suslu, Waller High School

OD-267 Teaching Justice: Engaging Students in Activist Pedagogy inside and outside the Composition Classroom C

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Presenters: Christina Lane, Tulsa Community College/Oklahoma State University Sarah Lonelodge, Oklahoma State University Katie Rieger, Oklahoma State University

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Teaching Native Centered Texts in a Diverse Classroom

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Presenters will discuss bringing Native American texts, including There There by Tommy Orange, into the classroom.

Presenter: Stephanie Noll, Peñasco High School

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

This panel presentation explores literacy curricula informed by research that focuses on civic mindfulness. The presenters will share their experiences and some course materials regarding current issues and social justice topics using activist pedagogical tools, such as mature reasoning and promoting active citizenry, ecocomposition and community engagement, and small culture.

ON-DEMAND

OD-269 Teaching the Humanities in Times of Social Conflict: Supporting New Teachers in Antiracist Teaching G TE ELATE

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This panel discussion will explore the experiences of early career educators, in various stages of their careers, as they intentionally embedded themes of equity, social justice, and antiracism in their daily teaching with P–12 learners in the Deep South. Central to this discussion is the role of teacher preparation and ongoing mentoring, with a chance for audience participation.

Presenters: Roxanne Bowles, Russellville City Schools Maria Kersteins, Colbert Heights High School Jessica Mitchell, University of North Alabama

OD-270 Teaching through Trauma: Harnessing the Power of Narrative in the ELA Classroom G

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Teaching through trauma can be intimidating, but it’s not impossible. By focusing on mindfulness and narrative, teachers can help students access essential language skills to help build student voice and encourage healing while meeting firm state standards. Teachers can use these activities for their own wellness throughout the year as they guide all students through rigorous, engaging lessons.

Presenters: Kate Bonacorsi, CLK Schools Aimee Hardy, Pinson Valley High School Britani Kerns, Virginia Beach City Public Schools Teri Tucker, Virginia Beach City Public Schools Cammie Vadersen, Virginia Beach City Public Schools

OD-271 Teaching toward Equity and Social Justice with and through Children’s Literature and Expansive Texts G

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Presenters describe the ways they engage with children’s literature in K-8 classrooms to explicitly teach toward equity and social justice. They share explicit strategies for selecting texts that represent and center many ways of knowing and being, illuminate silenced stories and counter “isms.”

Presenters provide resources and classroom examples of engaging this work alongside students.

Presenter: Sabrina Brinson, Missouri State University

OD-271a Teaching with the 2021 Charlotte Huck and Orbis Pictus Award Books

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Sponsored by the Charlotte Huck and Orbis Pictus Award Committees

Don’t miss this interactive children’s literature session! The committee members of the 2021 Charlotte Huck and Orbis Pictus Book Awards will host roundtable conversations with participants about lesson ideas, discussion strategies, and cross-curricular uses for the 2021 titles.

Presenters: Desirée Cueto, Western Washington University Denise Davila, The University of Texas at Austin Roundtable Leaders: Patrick Andrus, Prairie View Elementary School Donna Bulatowicz, Montana State University Billings Amina Chaudhri, Northeastern Illinois University 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 Irene Latham, Lerner/Charlesbridge/Boyds Mills/Kane Julia Lopez-Robertson, University of South Carolina Sanjuana Rodriguez, Kennesaw State University Jeanne Swofford, University of North Carolina Wilmington

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2021 NCTE ANNUAL CONVENTION PROGRAM

OD-272 They CAN Handle the Truth: Teaching the “Day After” and All the Days EMS in Between

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How might we intentionally and proactively build communities in our learning environments so that when times of disruption or unrest happen in our world, we can ”work together to address these moments during, after, and most important before they arrive” (Sarah Ahmed, Being the Change). This teacher-led roundtable will explore how to tackle the truth for all 180 days.

Presenters: Angela Faulhaber, Hamilton County ESC Anna Owens, Winton Woods City School District Katrice Quitter, Hamilton County ESC Tiffany Walters, West Clermont Local School District

OD-273 They Come by It Honest: Equity, Identity, and (Rural) Teachers Teaching Rural Young Adult Literature S TE ELATE

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This panel examines the teaching of rural YA literature as equity-based practice, specifically addressing the ways teachers can and do center intersectional rural voices and stories in their classrooms. Each panelist will discuss research they have undertaken to investigate how place influences representations and enactments of identity and teaching.

Presenters: Ashley Boyd, Washington State University Janine Darragh, University of Idaho Chea Parton, The University of Texas at Austin

OD-274 Three Trains Running: The Intersectionality of Race-Based Trauma, African American Youth, and Race-Based Interventions The session will detail the findings from a phenomenological study that examined the lived experiences of 10 African-American emerging adults (18-25) who participated in race-based interventions during high school and successfully integrated the interventions to mitigate race-based trauma academically, socially, and emotionally. During the session, key qualitative data findings will be revealed.

Presenter: Lisa Pickett, Pittsburgh School for the Creative and Performing Arts & Education

OD-275 Toward an Equity, Justice, and Antiracist Consciousness in Preservice and Inservice Teacher Education E M S R TE ELATE RAINBOW

E S M TE

Presenters: Brittany Frieson, University of North Texas Noah Golden, California State University, Long Beach Jessica Murdter-Atkinson, University of Texas Mary Neville, New Mexico State University Robert Petrone, University of Missouri Kaitlin E. Popielarz, University of Texas at San Antonio

2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

In this session, presenters will discuss how pre-service and in-service teachers engage with antiracist and equity-oriented theories and practices through interdisciplinary pedagogical approaches, teacher discourse, and understandings and practices of trauma-informed pedagogy, including how teachers take up and enact notions of critical consciousness in their teaching and learning journeys.

ON-DEMAND

OD-276 Toward Antiracist Writing Pedagogies and Policies in One University Composition Program S C TE

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Four faculty from one university describe how they are infusing antiracist principles at different levels--the writing program, dual-credit writing program, and writing classroom. The presenters discuss pedagogies and policies for dismantling the association between white, middle-class ways of communicating and the constructs of academic writing, Standard English, and college readiness.

Presenters: Charlotte Asmuth, University of Louisville Kendyl Harmeling, University of Louisville Andrea Olinger, University of Louisville Steve Smith, University of Louisville

OD-277 Toward Equity and Justice: The Work of Sigma Tau Delta Chapters

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Sponsored by Sigma Tau Delta

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The session explores member and chapter advisor engagement in Sigma Tau Delta, the International English Honor Society. As members learn, engage, and teach, how do they present and understand equity and social justice; how do equity and social justice become a focus of chapter life and the university experience? Time will be spent explaining the process of starting chapters at the high school and university levels.

Presenters: Sarah Dangelantonio, Franklin Pierce University Albi Hayes, Franklin Pierce University Anna Rose McIntyre, Palm Beach Atlantic University Carl Miller, Palm Beach Atlantic University

OD-278 Trail Connectors: Adding a Blaze with a Marker of Intersectionality

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This project explains a collaborative reading and writing effort developed to meet the social, emotional, and health needs of middle and high school English language arts students learning through a hybrid model. Presenters will share two successful classroom experiences as well as methods of using outdoor physical activity to immerse students in reading and creative writing.

Presenters: Kristie Camp, Gaffney High School Erin Fox, Cherokee County School District Brandon Watkins, Ewing Middle School

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OD-279 Transforming Curriculum, Teaching, and Assessment for Diverse E M S TE Students

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Sponsored by NCTE Early Career Educators of Color This panel features yearlong projects developed by our 2020 Early Career Educator of Color Leadership Award recipients. Our panel features three teacher-scholars who focus on social justice, revisioning curriculum, and teaching.

Presenters: Tiffany Armstead-Flowers, Georgia State University Perimeter College Sapna Chemplavil, Clark County School District Valente’ Gibson, Jackson Creek Elementary School Deion Jamison, NCTE Early Career Educator of Color Leadership Award Respondent: Jeffrey Cabusao, Bryant University

2021 NCTE ANNUAL CONVENTION PROGRAM

OD-280 Translanguaging, Linguistic Pride, and Multilingual Approaches to Centering Youth Identities and Literacies in ELA G R EARLY CHILDHOOD

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Presenters discuss the richly layered identities of multilingual, newcomer, and emergent bilingual students, providing resources and pedagogical approaches that can best serve these youth in schools and communities. Pedagogical approaches discussed in this session include translanguaging, working with visual and multilingual texts, and adapting to remote learning through empathetic engagements.

Presenters: Laura Ascenzi-Moreno, Brooklyn College Deirdre Faughey, Oyster Bay High School Somin Kim, The Ohio State University Rebecca Quiñones, New York City Department of Education Kate Seltzer, Rowan University

OD-281 Trust Me Documentary

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M S C TE RESEARCH

Trust Me is a documentary film that helps build students’ aspirations and well-being through critical thinking skills. As media ”ill-literacy” may be one of the most important issues of our time, Trust Me raises awareness of our need for media and information literacy (MIL), similar to how An Inconvenient Truth raised awareness of climate change. Ninety-minute screening with filmmaker Q&A. Presenters: Roko Belic, Trust Me Documentary Joe Phelps, Trust Me Documentary Rosemary Smith, Getting Better Foundation

OD-282 20 Years Post-9/11: Using Historical Events to Teach Equity and Justice in the Classroom M S

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To help teach equity and justice, we must expose our students to historical literature that will create a bridge between past and present. Two middle school educators and two authors will discuss how picture books and graphic novels can help students process current issues in society by looking at the events of September 11, 2001, as that bridge to teach the importance of equity and justice.

Presenters: McKinsey Poole, Belton Middle School Jennie Smith, Belton Middle School Tradebook Authors/Illustrators: Alyssa Bermudez, Macmillan Children’s Publishing Group Sean Rubin, Macmillan Children’s Publishing Group

OD-283 21st Century Middle Grades Teaching and Antiracist Pedagogy

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Presenters: Shelby Boehm, University of Florida Amber Deig, University of Florida Reena Shah, New Horizon School

OD-284 Two Authors, Two Books: Teaching School Integration through Fiction: "The Lions of Little Rock" and "The Long Ride" with Marina Budhos and G Kristin Levine G Authors Marina Budhos and Kristin Levine will discuss how to use their middle grade novels The Long Ride and The Lions of Little Rock to teach the history of school integration in the US. Each novel is a window into two different historical moments in the history of desegregation, and offer a unique opportunity to create a dynamic, interdisciplinary unit weaving literature and social studies.

Tradebook Authors/Illustrators: Marina Budhos Kristin Levine 2021 NCTE ANNUAL CONVENTION PROGRAM

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ON-DEMAND

Teaching in the 21st century will require that our pedagogies be new, dynamic, and antiracist. The array of presenters in this roundtable session will share unique insights, exciting perspectives, and culturally responsive strategies and lesson ideas that will offer educators from many different settings exciting new possibilities.

ON-DEMAND

OD-285 Unapologetically Black Shakespeare: Core Lessons from Folger + Reconstruction.us M S C TE

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Experience the groundbreaking partnership between Reconstruction—a celebrated new start-up providing world-class courses for Black students created and taught by Black scholars and teachers— and Folger Library, the world’s center for learning and teaching Shakespeare. Discover the strong but often-overlooked connections between African Americans and Shakespeare. Important for ALL students.

Presenters: Noelle Cammon, Heritage High School/Folger Shakespeare Library Rachel Etienne, Reconstruction.us Donnaye Moore, Brookwood High School/Folger Shakespeare Library Peggy O’Brien, Folger Shakespeare Library Maryam Trowell, Folger Shakespeare Library

OD-286 Upper Middle Grade Fiction: Creating Readers, Thinkers, and Change Agen E M S RAINBOW

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Upper middle grade fiction uniquely inspires even the most reluctant readers to become thinkers and change agents. Focusing on complex social topics without sentimentality, five award-winning authors discuss and provide resources for engaging students who are emotionally and psychologically transitioning between middle grade and high school topics, themes, and characterization.

Presenter: Kasey Short, Charlotte Country Day School Tradebook Authors/Illustrators: Paula Chase, Greenwillow/HarperCollins Brandy Colbert, HarperCollins/Balzer + Bray Barbara Dee, Aladdin/Simon & Schuster Jewell Rhodes, Arizona State University Jamie Sumner, Atheneum/Simon & Schuster

OD-287 Using Digital Texts to Deepen Understanding: Elevating Critical Thought, Student Writing, and Civic Engagement through Mentor Texts

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Given the events of 2020–21, students need hope, guidance, and accessible avenues to attain digital equity. Discussing how to use ”Snow Fall: The Avalanche at Tunnel Creek” as a multimedia mentor text, we explore larger issues driving events and identifying current issues. We invite you to see what students achieve when given a choice in topic and approach to develop their digital writing skills.

Chair: Brandon Abdon, Cincinnati Public Schools Presenters: Andy Schoenborn, Mt. Pleasant High School, Mt. Pleasant, MI Alice Wu, The King’s Academy Respondent: Troy Hicks, Central Michigan University

OD-288 Using Genre as a Guiding Framework to Teach Writing for Equity, Justice, and Antiracism S C NATIONAL WRITING PROJECT

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This panel invites secondary and college teachers to harness students’ lived experience, interests, voices, and ideas through the teaching of writing. Panelists will share projects that promote equity, justice, and antiracist teaching using genre as a guiding framework.

Chair: Jessica Early, Arizona State University Presenters: Amy Dallenbach, Arizona State University Michelle Glerum, Arizona State University Nicole Nava, Corona Del Sol High School

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OD-289 Using History to Develop a Culturally Relevant Pedagogy

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This panel presentation explores rationale, assignments, and student work for a writing-about-protest course, the groundbreaking work of Black women teachers in the late 19th century, and approaches to creating and teaching assignments using the rhetorical underpinning of historical practice.

Presenters: Monika Brown, UNC Pembroke (Emeritus) LauraAnne Carroll-Adler, University of Southern California Benjamin Schwartz, Vanderbilt University

OD-290 Using Life Stories for Justice, Equity, and Antiracist Teaching: The Biography Clearinghouse E M TE

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Looking to renew your classroom in the areas of justice and equity? The open-access teaching resources at The Biography Clearinghouse, www.thebiographyclearinghouse.org, can help! A panel of experienced educators and biography creators will show how diverse life stories can transform your classroom.

Presenters: Mary Ann Cappiello, Lesley University Xenia Hadjioannou, Pennsylvania State University, Harrisburg Tradebook Authors/Illustrators: Jennifer Bryant, Abrams Books Erika Dawes, Lesley University Don Tate, Little Brown

OD-291 Using Picture Books to Build an Antiracist Foundation for All Ages

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Picture books are easily accessible yet have the ability to pack complex ideas and emotions into (typically) 400 to 600 words. This makes them the perfect tool for building an antiracist foundation in individuals, classrooms, and systems. Explore the intentionality behind picture book creation and learn concrete ideas for using these books to develop critical reflection and action.

Presenters: Lorena Germán, Multicultural Classroom Aeriale Johnson, Washington Elementary School Zeke Peña, Publishing Tradebook Authors/Illustrators: Michaela Goade, Little, Brown Joanna Ho, HarperCollins/East Palo Alto Academy Carole Lindstrom, Macmillan Children’s Books

OD-292 Using Visibility Language to Create Classroom Empathy

Visibility language can offer educators an ethical way to explore the complexities of biased language in diverse texts, including race, sex, body, and religious bias. Using their own middle grade and young adult texts, panelists will offer a model for exploring biased language in civil liberties and diverse books curricula.

Presenters: Christopher Baron, Feiwel and Friends/Macmillan Lisa Ramee, Balzer + Bray Katherine Rothschild, Stanford University Liza Wiemer, Delacorte

OD-293 Utilizing Collaborative Autoethnography to Improve Diversity, Equity, and Inclusiveness Practices G R TE

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In this session, three teacher educators share findings from their collaborative autoethnography research exploring their experiences as diversity, equity, and inclusion facilitators. This presentation focuses on strategies we used to improve our practices through our study and an actionable model that participants can use to reflect on their own practices.

Presenters: Elisabeth Booze, University of Denver Kristian Lenderman, Office of the State Superintendent of Education Rosa Nam, University of Houston 2021 NCTE ANNUAL CONVENTION PROGRAM

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OD-294 Video Storytelling: Centering Race, Identity, and Social Activism in Elementary Literacy

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In this presentation, teacher-researchers will share the story of why and how they are cocreating texts and curriculum with students and families as a way to build coalition across linguistic, racial, and cultural differences. Participants will explore how responsive curriculum beyond traditional literacy could look in their specific contexts.

Presenters: Sarah Affolter, Jean Parker Elementary, SFUSD Lily Chen, Jean Parker Elementary Christine Le, Jean Parker Elementary Cliff Magno, Jean Parker Elementary / YMCA Ana Olivar, Jean Parker Elementary Marissa Stone, Jean Parker Elementary Marie Tang, Jean Parker Elementary Bonnie Tong, Jean Parker Elementary

OD-295 Virtual Professional Network: Creating Collaborative Twitter Chats to Promote Self-Reflective Linguistic Justice TE ELATE

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The session will provide details on how to develop Twitter chats that push preservice teachers to expand students’ interrogation of their personal experiences of and perspectives on language, grammar, history, and anti-Blackness. Participants are exposed to student artifacts and their reflections from Twitter that illustrate their self-reflection about linguistic justice.

Presenters: Tasha Austin, Rutgers University Shamaine Bertand, The College of New Jersey Kisha Porcher, University of Delaware

OD-296 Water Justice and Water Literacy: Intersections of Literacy, Science, and Justice in a Water Study Unit in an Elementary Literacy Methods E Course E TE ELATE

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This session showcases an example of ELA teacher educators bringing together literacy, science, and justice through an exploration of water justice in an elementary literacy methods course.

Presenters: Kristine Schutz Rebecca Woodard, University of Illinois at Chicago

OD-297 We Are Grateful: Opening Doors to Social Justice Teaching in Early Childhood E EARLY CHILDHOOD RAINBOW

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Social justice teaching makes a difference in young children’s thinking and learning. Presenters will share practices used with young dual language children: naming historically inaccurate representations and colonial myths and using social justice themes, literature selections, dialogues, and action plans.

Insights and connections between social justice teaching and literacies will be discussed.

Presenters: Adriana Cardenas, Canutillo Independent School District Anita Hernandez, New Mexico State University Elisa Holguin, Las Cruces Public Schools José Montelongo, New Mexico State University

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OD-298 Weaving a Stronger Tapestry: How Can We Thread Commitments to Culturally Sustaining and Antiracist Approaches throughout Teacher M S Education Coursework? S C TE

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The coursework and experiences we weave into our program have the power to influence how our students conceptualize the role of the teacher and determine their personal and professional commitments. Working from culturally sustaining and antiracist approaches, this session explores one urban teacher education program’s approach to weaving a diversity focus throughout the fabric of the program.

Presenters: Adele Bruni Ashley, Teachers College, Columbia University Kelly DeLuca, Teachers College, Columbia University Marcell Mentor, Teachers College, Columbia University

OD-299 We’re All in This Together: Increasing Equity through an ”AP for All” Approach S

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In 2019, our school made the courageous decision to enroll 100 percent of tenth-grade students in AP Literature and Composition. In this presentation, a teaching team shares personal stories from this transition and discusses strategies for successfully implementing a rigorous college-level course that eschews gatekeeping and invites all students to participate in the challenge of AP English.

Presenters: Jessie Doernberger, Baltimore City College High School Tonya Luster, Baltimore City College High School Amber Phelps, Baltimore City College High School Amy Sampson, Baltimore City College High School Lena Tashjian, Baltimore City College High School

OD-300 What Do We Want? JUSTICE! When Do We Want It? NOW! How Justice Now Learning Hubs Create a Space for Student Learning G through Justice G RESEARCH What do we want? Justice. When do we want it? Now. African American students and their peers experienced trauma at every turn in 2020. It is because of this that three Kentucky Teachers of the Year decided to use their platform to give students the voice to speak up. Justice Now!!

Presenter: NyRee Clayton-Taylor, Jefferson County Public Schools

OD-301 What Does Equity Have to Do with English?

Through vibrant classroom communities where we foster relationships between life, literature, and learning, we are building the next generation of citizens and scholars. Four teachers provide lessons and stories that demonstrate how establishing equitable classrooms and being actively antiracist resists forces that intellectually and morally debase English literature and language instruction.

Presenters: Yara Barbosa, East Kentwood High School Tamar Jaffe, Niles West High School Tasha Nemo, Dr. Martin Luther King Jr. Literary and Fine Arts School Dillin Randolph

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OD-302 Water Is Life: Engaging Hydronarratives for Ecological Literacy and Environmental Justice

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Sponsored by the ELATE Commission on Climate Change and the Environment in English Education (c3e3) G R TE ELATE This session will engage participants in a study of ecological literacy and environmental justice through water stories that illuminate contemporary social and environmental problems. In breakout groups, speakers will demonstrate how K–12 literacy teachers and teacher educators can use “hydronarratives” to teach about climate change, sustainability, and environmental racism.

Presenters: Becki Maldonado, University of Oklahoma, “Exploring the Setting through Finger Painting: Teaching about the Effects of Climate Change in Antarctica” Russell Mayo, Purdue University Northwest, “Trouble the Water: Hydronarratives and Environmental Justice in the Secondary English Classroom” Alexandra Panos, University of South Florida, “Through the Sea and the Swamp: Navigating Upper Elementary and Middle Grades Stories in and on Florida’s Waters” Katharine Werthwine, Pasco High School, “Through the Sea and the Swamp: Navigating Upper Elementary and Middle Grades Stories in and on Florida’s Waters” Respondent: Matt Henry, University of Wyoming, “Hydronarratives, Ecological Literacy, and Environmental Justice”

OD-303 What Is English Education? Studies in the History and Shifting Identity of Our Discipline M S C R TE ELATE

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This is a collaborative and interactive session designed to report on, revise, and collect new data from participants in the room for an ongoing research project on the history (with special attention to issues of race, diversity, and social justice), influential theories, foundational studies and authors, and mentorship genealogies of the field or discipline of English education.

Presenters: Sheridan Blau, Teachers College, Columbia University, "The History and Rationale for Our Research Project" Abdul Qadir Islam, Teachers College, Columbia University, "The Missing Pages: African American Voices before the Black Caucus at NCTE" Kathleen Kelly, The Bishops School, "Enduring Relevance of James Moffett’s Work in the ELA Classroom" Shannon Potts, Special Music School, "New Discoveries about Dartmouth, James Moffett and the History of English Education" Patrick Sitzer, Teachers College, Columbia University, "Exploring NCTE’s Resolutions for Justice in English Education" Ashlynn Wittchow, Teachers College, Columbia University, "Teacher Research in English Education: Intellectual and Professional Legacies among the Bread Loaf Teacher Network"

OD-304 What Marzano Missed: Prioritizing Standards Using Equity Lenses

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Ever wonder how to ”fit it all in” when it comes to standards AND equity? In this panel session, educators share examples of standards, texts, and practices that support commitments to equity and social justice in the age of virtual and hybrid learning. Participants will walk away with a framework for implementing more equitable practices for prioritizing standards for middle and high school classrooms.

Presenters: Cynthia DeVese, Westerville City Schools Jennifer Knapp, Westerville City Schools Lee Rutherford, Westerville City Schools John Sands, Westerville City Schools Cat Stathulis, Westerville City Schools Briana Swanson, Westerville City Schools Jill Williams, Westerville City Schools

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OD-305 When Is Conferring Equity Work, and When Is It Not?

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Reading and writing conferences can teach students to be powerful, critical thinkers. But when they focus on what children can’t do, they can be harmful—as is often the case for BIPOC students.

This panel will explore innate biases shared by many teachers and inherent in many curriculum approaches, and suggest ways to do better in our 1:1 interactions with students.

Presenters: Daniel Feigelson, Independent Cornelius Minor, The Minor Collective/Heinemann Tiana Silvas, New York City Department of Education

OD-306 “When Mercy Seasons Justice”: Using Shakespeare’s Problem Plays to Promote Cultural Awareness S C TE

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This presentation demonstrates how book clubs help students relate to Shakespeare’s ”problem plays,” Measure for Measure, The Merchant of Venice, Othello, and The Winter’s Tale. Participants will practice prereading activities, receive mini-lessons on the structural components of the plays, and view examples of collaborative multimedia projects.

Presenter: Sheridan Steelman, Northview High School

OD-307 When Teachers Write and Heal Together: Navigating the New Normal through Equitable, Antiracist Shared Writings G TE NATIONAL WRITING PROJECT

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When the world turned upside down in the spring and summer of 2020, a group of teacher-leaders based in Alabama banded together to create a space for teacher collaboration, professional and emotional support, and self-expression. This presentation shares the philosophy, format, and success of what happens “When Teachers Write Together.”

Presenters: Sonjanika Henderson-Green, Birmingham City Schools Naomi Pryor, Greenville High School Vanessa Vega, University of Alabama at Birmingham

OD-308 “Where I’m From/De Donde Soy”: Co-Constructing a Culturally Responsive/Sustaining Virtual Writing Community with Preservice E Teachers E R TE ELATE RESEARCH

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We share insights from a virtual space that was designed as a daily collaboration among university teacher educators, classroom teachers, preservice teachers (PSTs), and hundreds of children. By highlighting one Latinx PST’s experience, we critically examine the role technology can play in helping preservice teachers enact culturally responsive/sustaining writing pedagogies with children.

ON-DEMAND

Presenters: Beth Buchholz, Appalachian State University Jason DeHart, Appalachian State University Beth Frye, Appalachian State University Liliana Martinez, Academy at Middle Fork Devery Ward, Appalachian State University

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OD-309 White Educators’ Roles in Addressing Diversity, Equity, and Inclusion

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In this session, five white educators will share their efforts to dismantle systems of oppression that exist in the school settings where they teach, presenting experiences and outcomes related to establishing identity-affirming spaces for Black and Brown students where lived experiences are recognized, learning is co-created, norms are disrupted, and critical consciousness created.

Presenters: Susan Adamson, Butler University, “Working toward Getting It Right with the Help of Muhammad’s Historically Responsive Literacy Framework” Samantha Cusick, Indianapolis Public School #55/Butler University Lab School, “Classroom Practitioners as Equity Enactors” Courtney Flessner, Partnership for Inquiry Learning, “Nonprofit Organizations’ Roles in Advocating for Diversity, Equity, and Inclusion” Ryan Flessner, Butler University, “Diversity, Equity, and Inclusion as Tools for Mathematical Literacy” Rebecca Tarnowski, Indianapolis Public School #55/Butler University Lab School

OD-310 White Teacher Educators Engaging Antiracism at PWIs

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In this panel, three white English teacher educators share experiences working with preservice teachers at predominately white institutions (PWIs). After sharing their individual papers, panelists will facilitate a discussion with the audience on how they can interrogate their own pedagogy and curriculum through an antiracist lens.

Presenters: Ashley Boyd, Washington State University, “Revisiting the Unit Plan: Requiring Social Justice and Antiracism” Mike Cook, Auburn University, “Redesigning Antiracist Methods Courses: Collaborating with ELA PSTs to Reframe Teacher Education” Summer Pennell, Truman State University, “Confronting My Syllabus: An Antiracist Reframing of an English Education Course”

OD-311 Whose History? Problematizing Literary Whiteness with Historical Nonfiction Texts in a Community-Wide Reading Program M S

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In this panel presentation, teachers and students from different schools and grade levels discuss how their participation in a community-wide reading program prompted them to explore the question ”Whose histories get told?” by reading historical nonfiction texts and their counterstories. Presenters will share the resources and art activities that deepened their understanding of equity and justice.

Presenters: Becky Calvert, Allegan Public Schools, “Exploring Untold Sides of History during a Time of Societal Unrest” Lisa Lundy, Holland Christian Schools, “Reflecting on My Own Learning Journey of Problematizing Literary Whiteness” Karen Rowe, Black River Public School, “Layered Voices (or Partner Texts): Pairing Fiction and Nonfiction Texts to Fill in the Gaps in Narrative History” Claire Van Duinen, Holland Christian Schools, “Whose History? Student Perspective” Deborah Van Duinen, Hope College Eric Wilkinson, West Ottawa Public Schools, “Justice Lessons in History: How Do We Lead and Whom Should We Follow?”

Ellie Zomer, Holland Public Schools, “Whose History? Student Perspective” Joy Zomer, Hamilton Community Schools, “Digging for the Untold Stories”

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OD-312 #WhyMiddleMatters—Justice in the Middle: Bringing Culturally Sustaining Pedagogy into the Middle Grades Curriculum

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Sponsored by the Middle Level Section, Latinx Caucus, Black Caucus, and Genders and Sexualities Equality Alliance M RAINBOW Have you been eager to pursue antiracist, culturally sustaining pedagogies in the complex terrain of middle school, but aren’t sure where to begin? This exciting #whymiddlematters session puts educators into conversation with equity-researchers to examine concrete examples of lessons and practice that bring culturally sustaining pedagogy into the middle grades classroom.

Presenters: Michael Domínguez, San Diego State University Carla España, Rye Country Day School Respondent: Django Paris, University of Washington Roundtable Leaders: Luz Herrera, California State University, Channel Islands Clint LaFuente, The University of Texas at Austin Alethea Maldonado, Lockhart Junior High

OD-313 #WhyMiddleMatters—Justice in the Middle: Using Literature and Curiosity to Disrupt Student Thinking

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In this #WhyMiddleMatters interactive session, you are invited to join students, their teacher, and Jeff Zentner, author of In the Wild Light, as they collectively unpack their discoveries and learning within a multimodal, inquiry-rich unit of study resulting in work that occurred within their communities.

Presenters: Sarah Bonner, Heyworth Junior High School Robyn Seglem, Illinois State University Tradebook Author/Illustrator: Jeff Zentner, Penguin Random House

OD-318 Wicked Social Problems: How Stories Help Students Talk about Postmodern Identity and Racism C TE

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In response to the recent and expansive increase of racist discourse in popular and political culture, I reexamine my approach to selecting and discussing texts for a general education/English education curriculum at my small liberal arts university so that course readings explicitly challenge us to address racism and to recognize racist acts, symbols, and signifiers in our daily lives.

Presenter: Jo Van Arkel, Drury University

Authors from across the Latinx diaspora will examine the different myths and stereotypes about their rich and diverse community. Using their new anthology as a framework, these changemakers will discuss the urgent need to create equitable learning environments for students and offer access to works that will affirm students’ identities and encourage a new generation to read, succeed, and achieve.

Presenters: Saraciea Fennell, Macmillan Mark Oshiro, Macmillan Sandra Saco, Arizona State University Ibi Zoboi, Macmillan

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OD-319 “Wild Tongues Can’t Be Tamed”: Amplifying and Celebrating Voices from the Latinx Diaspora in Young Adult Literature and in the S Classroom S RAINBOW

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OD-320 Windows, Mirrors, and Sliding Glass Doors in Children’s Literature for Urban Students E M S TE

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When texts act as mirrors and windows, children see themselves and others represented in books. The two presenters taught a course that interrogated portrayals of urban children in texts and researched the lives of authors and illustrators of books with urban characters. This session will analyze the class posts and projects as well as data collected from NYC school educators.

Presenters: April Bedford, Brooklyn College Deborah Greenblatt, Medgar Evers College, CUNY

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Women of Color Creating Change: Social Justice Learning Communities, Abolitionist Teaching, and Afro-Native Women’s Survivance Sponsored by the Early Career Educators of Color This panel features year-long projects developed by our 2020 Early Career Educator of Color leadership award recipients. Our panel features three women of color educators who enhance the possibilities of intersectionality in developing approaches to teaching social justice within secondary and higher education.

Chair: Jeffrey Cabusao, Bryant University Presenters: Khadeidra Billingsley, The University of Alabama, "A Space of Our Own: Providing Support for Graduate Student Teachers of Color" Reanae McNeal, Oklahoma State University, "Afro Native Women’s Rhetorics of Survivance and Healing Literacies" Alejandra Reynoso, UCLA Community School—RFK Campus, "Creativity and Abolition in the Time of Crisis Learning" Respondent: Tiffany Armstead-Flowers, Georgia State University Perimeter College

OD-321 World Englishes and Translingualism in the Composition Classroom

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Presenters look at a programs supporting growing multilingual populations, teaching multilingual skills in the writing classroom, and new ways to think of translingualism and World Englishes in the classroom.

C R TE Presenters: Barbara George, Kent State University at Salem Bree Matheson, Utah Valley University Ana Wetzl, Kent State University at Trumbull Qianqian Zhang-Wu, Northeastern University

OD-322 #WriteNow: Getting Real with Literacy in the Classroom

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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 session will explore how writing can be taught effectively through a number of modern avenues, including rap music, sticky notes, commercials, peacock feathers, props, sport programming, and social media.

Presenter: Rebecca Harper, Augusta University

OD-323 Writing and Teaching Writing for Justice

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This panel explores writing and the teaching of writing that prioritizes restorative and transformative practices grounded in equity, justice, and antiracist pedagogies.

Presenters: Karyn Allee-Herndon, Mercer University Randi Beth Brady, Weatherford ISD Rebecca Buchana, University of Maine Erica Holyoke, Keene State College Annemarie Kaczmarczyk, SUNY Cortland Christopher Kingsland, University of Michigan 2021 NCTE ANNUAL CONVENTION PROGRAM

OD-324 Writing Centers and WAC as Drivers of Equity

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Writing centers re-vision their mission and its practice to better foster equity as instructors evaluate assignment design and assessment to promote an antiracist-informed learning experience.

Presenters: Katherine O’Meara, Saint Norbert College Tina Matuchniak, California State University, Long Beach

OD-325 Writing Club as a Space for Agency and PBL as a Space for Finding One’s Identity G LGBTQ LLA RAINBOW

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In this combined session, panelists will discuss ways that they asked middle grade writers to be critically conscious learners and take on the challenge of creating writing clubs that would be supportive and equitable. What worked? What didn’t? Where do we go from here? What strategies can you implement in your classroom? In addition, they will share how they use writing clubs to empower students, encourage reflection, and implement research through literature and composition to expand students’ understanding of themselves, race, equity, and social justice.

Presenters: Tracy Coskie, Western Washington University Anna Hicks, Westwood Middle School Michelle Hornof, Bellingham Public Schools/Cordata Elementary Angela Johnson, Westwood Middle School Kristine Nugent-Ohls Brandi Wolfe, Westwood Middle School

OD-326 YAL as Tools for Social Justice Teaching and Learning

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This session features the work of teacher educators who use YAL as tools for social justice teaching with preservice teachers. Presenters will share their learnings, strategies and struggles for engaging in these practices.

Presenters: Brittany Adams, SUNY College at Cortland Nicole Amato, University of Iowa Gillian Mertens, University of Florida Katie Priske, University of Iowa Shawn Quinlan, Bentonville Public Schools

OD-327 “You can say anything you want online”: Helping Students Manage Messages on Social Media through Critical Literacy Practices As educators, we can help students critically analyze messages of hate and misinformation on social media to increase their civic participation and develop critical thinking skills. Participants will walk through a simulation of an originally developed, research-based, classroom activity to help students critically analyze information they read online in an engaging and informative way.

Presenter: Rachel Besharat Mann, Fordham University

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OD-328 Youth Enacting Critical, Digital, and Civic Literacies for Social Change

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In this presentation, researchers and youth mentors discuss the civic, digital, and critical meaningmaking processes of youth activists and researchers. Each of these projects highlights young people’s agency as they engage in activism, pedagogy, and counter-storytelling as forms of social action.

Presenters: Molly Buckley-Marudas, Cleveland State University Liz Murray, Bay Area Writing Project Ankhi Thakurta, University of Pennsylvania

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OD-329 Zines as Liberatory Texts

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This session discusses the zine, a modality used for decades by radical social justice activists and organizations. The zine gained popularity during the Riot Grrrl movement of the 1990s but has roots in civil rights and other activist movements. They have long served as spaces for learning through movements and can offer the same in English classrooms when used as text, assessment, and more.

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Presenters: Mahogany Browne, Macmillan Caitlin O’Connor, Hommocks Middle School, Westchester County, NY Islah Tauheed, New York City Schools

POSTER SESSIONS OD-336 From Race War to Anti-Racism: A Story of Development and Growth

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A reflective study of student-work and professional development in the ELA classroom that attempted to take one school community from violent outbursts of racial tension to practicing antiracism and social justice.

Presenter: Isabella Droginske, Wheeling Park High School

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OD-337 “Where I’m From”: George Ella Lyon’s Poem Creates Virtual Connections for Students across Borders S

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Kentucky Poet Laureate George Ella Lyon’s classic poem, “Where I’m From” serves as a guide for students to share their life stories. This project examines how a modern day poetry writing exchange celebrates student voices while promoting understanding and empathy for people around the world.

Presenter: Kristina Bybee, Arizona State University

OD-339 Breaking Down Cultural Roadblocks: The Use of Manga in the Secondary Classroom S C LLA

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This session will describe how manga may be used in the secondary classroom. During this session, students will share experiences related to reading the Bungo Stray Dogs series. This time of sharing will include personal anecdotes related to exposing their own cultural and racial bias, awareness of new (old) authors/poets, and challenges to their literacy skills as they tackled difficult texts.

Presenters: Abigain Whittingham, Greenbriar High School Maggie Whittingham, Greenbriar High School

OD-340 Bridging the Divide: Using Gamification Pedagogy to Improve Literacy in US Urban Classrooms In this poster presentation, the presenter will explore gamification as an intervention strategy to address gaps in literacy that disproportionally affect urban K–12 classrooms across the United States.

The presenter will introduce gamification pedagogy, provide different strategies of how gamification can be used, and how instructors can accessibly implement these tools into their classrooms.

Presenter: Shan Cawley, University of Pittsburgh

OD-341 Calling Out Racism through Critical Visual Literacy and Counternarratives S C

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This poster presentation explores the ways in which a critical literacy lens can empower young readers to interrogate the power dynamics in visual texts, develop an understanding of structural racism, and explore how the subversive re-framing of stereotypical images and descriptions can provide counternarratives that challenge and deconstruct dominant histories.

Presenter: Emilie Curtis, The Ohio State University

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OD-342 Culturally Responsive Practice: A Culturally Relevant (re)Framework of Meaning Making and Teacher Practice M S TE ELATE

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What theories and practices are available to encourage teachers to co-construct and work alongside their students and communities to authentically and critically engage with sociopolitical contexts that include and exclude various identities and ways of knowing/being? Culturally Responsive Practice is a way for teachers to work toward developing more equitable and socially critical classrooms.

Presenter: Danny Miller, University of Wisconsin-Madison

OD-343 Dismantling Fences

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Through August Wilson’s play, Fences, students creatively investigate their own biases and reflect on the social and personal implications their own “fences” have on their lives and on the human experience.

Presenters: Charlene Krieger, Florida International University Carmen Marroquinn, Miami-Dade County Public Schools/Florida Interantional University

OD-344 Encountering New Perspectives: Reactions and Revelations from Student Writing in Response to Multicultural Texts S C R TE LLA

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What we bring to the text affects the way we interpret the text. True, but I can also learn to appreciate someone by reading their stories, and that is why we need a variety of voices present in a secondary ELA classroom. Which influence is greater? Which voice gets heard? This presentation explores those questions in an action research project of public high school juniors in the rural south.

Presenter: Kristie Camp, Gaffney High School

OD-345 Equitable Access: Attitudes of Teachers and Librarians toward Graphic Novels G R

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This session presents the findings of a study related to the equitable access to graphic novels. The debate over the viability of graphic novel use in the classroom continues. The researchers of this study questioned not only the attitudes of school librarians and classroom teachers towards the use of graphic novels but also, equitable access to graphic novels.

Presenters: Kevin Powell, University of Central Arkansas Erin Shaw, University of Central Arkansas Amy Thompson, University of Central Arkansas Jeff Whittingham, University of Central Arkansas

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This poster session explores patterns woven into two works of historical fiction, The Wednesday Wars and Moon Over Manifest. The unique patterns in these books have the potential to lead to a deeper understanding of themes related to equity and justice. The session includes instructional recommendations for scaffolding students’ explorations of patterns in novels.

Presenters: Janis Harmon, University of Texas at San Antonio Miriam Martinez, University of Texas at San Antonio Marcy Wilburn, University of Texas at San Antonio

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OD-347 Exploring Patterns in Books: A Portal for Understanding Issues of Equity and Justice M S

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Extensive Picture-Book Reading Program with Struggling College EFL Learners This study aims to examine whether the Extensive Picture-Book Reading (EPBR) program focusing on text-meaning construction with struggling EFL college learners is an effective and pleasure way to facilitate their reading attitude changes, leading to better learning and better performance on reading comprehension in subsequent reading activities.

Presenter: Chia-Ho Sun, Kainan University

OD-349 Finding Equity in a Communities of Practice Group

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What do equity, justice, and antiracist teaching look like in a teacher’s communities of practice group? How do the teachers use the strategies from Beers & Probst (2012) Notice & Note to create equity, justice, and antiracist teaching in their own classrooms? This poster presentation centers on promoting equitable, just, and antiracist teaching using the nonfiction strategies from Notice & Note.

Presenter: Bobbi Hammill, Armstrong School District

OD-350 Giving Testimonio: One High School Classroom’s Experience Writing, Sharing, and Voicing Silenced Histories S R NWP RAINBOW

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This study serves as a counter narrative (Ladson-Billings, 2009) to the systemic erasure of student’s lived experiences, home languages, stories, and the stories of their communities (Solozorano & Yosso, 2001).The poster presentation examines the influence of an instructional unit on writing testimonio (Latina Feminist Group, 2001) as a narrative genre in one urban Highschool ELA Classroom.

Presenter: Monica Baldonado-Ruiz, Arizona State University

OD-351 Grappling with the Unprecedented: A First Year Teacher’s Chronicle of Enacting Antiracist Pedagogy during Tragic and Traumatic Times

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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, and healing.

Presenter: Samantha Cronin, University of Minnesota

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OD-352 Harnessing the Power of Identity to Cultivate Equitable Literacy Practices for Young Learners E EARLY CHILDHOOD

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In this interactive poster presentation, the presenter will provide research demonstrating how sociocultural literacy practices impact third-grade students’ reading identities. Educators will be inspired to develop equitable literacy practices that harness young readers’ and their emerging identities to see themselves as readers and actively engage in the social construction of literacy.

Presenter: Darlene Daley, Canandaigua Primary-Elementary School/Keuka College/Judson University

OD-353 I Matter, We Matter, Words Matter

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Exposing students to culturally relevant texts and engaging students in conversations about the texts can increase engagement and foster positive identity development. In this poster session, presenters will share activities and multimedia materials used to scaffold the development of culturally relevant teaching practices and foster increased support for read-aloud instruction.

Presenters: Charissa Govan, Educator Ariss Rider, Educator

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OD-355 It Takes All of Us—Blending Justice, Equity, and Antiracism into a Curriculum Using Blended, Stamped, American-Born Chinese, and Other M Young Adult Texts M S TE LGBTQ RAINBOW

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This poster session allows colleagues to view a thorough and engaging visual depiction of our Middle School Social Justice Curriculum, complete with several current, recommended youngaAdult texts, exciting digital tools/platforms, and numerous activities reflecting best practices and standards-driven assessments. Additionally, authentic student artifacts and extensive handouts will be available.

Presenter: Meagan Kirchoff, Ithaca City School District

OD-356 Learning Together: An Antiracist Teaching Book Club for Teacher Candidates C TE ELATE

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Researchers will share their experience in hosting an antiracist teaching book club with preservice teacher candidates at the University of Georgia. Researchers will discuss participants’ general reactions to the book club, along with their perception of what it is like to work with a community of educators focused on antiracist teaching, as shared in interviews conducted after book club meetings.

Presenters: Jennifer Ervin, University of Georgia Madison Gannon, Language and Literacy Education Lemell Overton, University of Georgia

OD-357 Making It Personal: Using Texts to Introduce Accomplishment, Activism, and Advocacy LEVEL? This poster presentation will demonstrate how we cultivated a library where students could ‘meet’ great thinkers and people of action who persevered- through their life stories – as told by themselves or others. We believe that these stories will empower students to recognize their own power. Attendees will gain a plethora of new ideas, book titles, and strategies to use in their own classrooms.

Presenters: Mia Mercurio, Southern Connecticut State University McKenna Morse, Greens Farms Academy Regine Randall, Southern Connecticut State University

OD-358 Moving Writers Create Moving Writing: Connecting Composition and Choreography Brings Writing to Life on Stage E M TE

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Presenters: Claire Sigler, Lylburn Downing Middle School Haley Sigler, Washington and Lee University

OD-359 Outside the School Walls: Ensuring Engaging and Equitable Education in a Changing World LEVEL? Although teacher education programs prepare teachers, more training in how to plan engaging lessons and be equitable in a virtual environment would be helpful for the next generation of teachers.

In this session, teachers will learn how to use available resources to plan lessons and deliver them virtually.

Presenter: Tara Foster, Jefferson County Schools

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This session describes a collaborative project a teacher educator, a non-profit dance company, and K–12 writers. What began as a summer workshop experience grows into a way to keep children moving and writing during virtual learning.

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OD-360 Reading Journals as a Self-Regulatory Tool for Older Struggling Readers M S R

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Self-regulated learning (SRL) involves interrelated cognitive processes that allow students to selfevaluate their learning and make plans to fill any knowledge gaps. The successful application of SRL correlates with academic success. Research has generally focused on understanding how SRL supports comprehension in elementary and middle school, but, since struggling readers depend on their time Presenter: Gordon Van Owen, NYCDOE/Fordham University

OD-361 Reflection in Literacy Methods Courses as Scaffolding for Elementary Teacher Candidates’ Inquiry into Culturally Responsive Teaching Future teachers must be able to consider multiple perspectives, incorporate diverse histories and representation, and adjust instruction to meet varying needs. This session will provide tools for coaching teacher candidates to reflect on culturally responsive instructional practices through scaffolded literacy engagements.

Presenter: Katherine Higgs-Coulthard, Saint Mary’s College

OD-362 Research in the Age of Google

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Get students to move beyond “searching it up” to finding and analyzing more than one source. Learn about strategies to help students develop research skills that will carry them through high school and college.

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Presenter: Rebecca Barrett, Katy Independent School District Elizabeth Walls, Katy Independent School District/Tays Junior High School

OD-363 Sensory-Cognitive Instruction in Response to a State Dyslexia Mandate A case study will highlight Fort Smith Public Schools’ response to Arkansas’s Dyslexia legislation and how they successfully implemented sensory-cognitive instruction in a district-wide model, across all grades, within three years. This session will review lessons learned and longitudinal student performance data.

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OD-364 Teachable Moments: Recognizing the Centennial of the Greenwood Massacre M S C R RAINBOW

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This poster session will present data from Oklahoma teachers polled during the semester immediately prior to the centennial of the Greenwood massacre in Tulsa, regarding whether they included explicit or tacit material about the massacre in their curriculum, and an exploration of factors which may affect teachers’ comfort with teaching the event.

Presenter: Shaista Fenwick, University of Oklahoma/Moore High School

OD-365 The 1000 Books before Kindergarten Movement: Supporting Early Literacy and Nurturing a Lifelong Love for Reading E R TE

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The 1000 Books Before Kindergarten foundation does important work by promoting reading to children starting in their youngest years. Their simple, accessible, and fun approach to intentional language exposure in the early years provides foundational early literacy skills that will sustain and support children by setting them up for success as lifelong learners and readers.

Presenter: Samantha Cronin, University of Minnesota

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OD-366 The Excavation of Identity: Using Five Experiences to Deconstruct Identity and Develop Critical Self-Awareness in the Classroom S TE

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This poster presentation provides an overview of a professional development framework completed with a group of urban high school teachers in Denver, Colorado, and provides an overview of five experiences that allow for the deconstruction of identity and the development of critical self awareness which are both essential for educators working with BIPOC student populations.

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Presenter: Chris DeRemer, Denver Public Schools

OD-367 The Worst Thing You Can Do Is Do Nothing

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Our students need to talk about uncomfortable topics, and we need to be willing to engage. In this presentation we’ll demonstrate ways to issue neutral invitations to talk, offer models of specific conversational moves we make when we engage with students and colleagues, and give examples of relationship-building follow ups we have with people after we’ve had a particularly tough conversation.

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Presenters: Molly Blocker, Blue Springs School District Sonya Gough, BSSD/Delta Woods Middle School

OD-368 United States History of Mass Shootings: A Curriculum Unit for the ELA Classroom S LLA

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The rate of gun violence in the US compared to other countries is astonishingly high. This curriculum unit will demonstrate how to address this topic with students in the ELA classroom in a way that will promote awareness and empathy using critical literacy, inquiry, and multimodal texts to facilitate these difficult discussions.

Presenter: Christina Thomas, Texas Woman’s University

OD-369 What Is Left Unsaid: Interrogating Silences for Antiracist Education To promote antiracism, it is as important to focus on what is not said, as on what is. Mazzei’s (2008) research reveals that ‘racially inhabited silences’ (p. 1127) ‘furthered rather than confronted’ stereotypes (p. 1129) and limited open dialogues about race and diversity. This presentation discusses the importance of and offers resources for interrogating silences surrounding issues of race.

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Presenter: Natalie Carro, Florida International University

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This session offers colleagues an intriguing unit on the role of game shows/reality television in American culture. Additionally, educators are presented with not only YA Literature related to game shows, but also some of the newest and most appealing YA Literature reflecting issues of equity, justice, and antiracism. Extensive handouts with readings, resources, and activities will be provided.

Presenter: Jennifer Kirchoff, Le Moyne College

OD-371 Words Count: Using Word Count to Facilitate More Growth and Participation in Writing M S C NATIONAL WRITING PROJECT

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This proposal will take a look at specific grading practices such as grade contracts and word count to see if they can foster more active learning and skills growth.

Presenter: Rico Gonzalez, Perry Township Schools

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OD-370 When Reviewing YA Literature and Examining Game Shows in American Culture Collide: The Delivery of a Curriculum with Equity, M C M S C TE LGBTQ LLA RAINBOW Justice, and Antiracist Teaching

EXHIBITORS Visit the NCTE Central Exhibit Hall to see the latest NCTE publications, check out the new NCTE gear, and talk with staff about your membership and more!

EXHIBIT HALL HOURS: Wednesday 11/17..........5:30–7:00 p.m. Grand Opening Thursday 11/18...............................................6:00–7:30 p.m.

Friday 11/19..................10:00–11:30 a.m.; 6:00–8:00 p.m.

Saturday 11/20............................................. 9:00–11:00 a.m.; 12:30–2:00 p.m.; 4:30–6:30 p.m.

Sunday 11/21......................................10:00 a.m.–12:00 p.m.

826 National

1388 Haight St. #245 San Francisco, CA 94117 826Digital.com 826 Digital is a free online platform for educators powered by 826 National, featuring curriculum and resources that inspire students to write with confidence. Join us and write on.

A Night at Gatsby’s

The Virtual Convention platform will include details of the Virtual Exhibit Hall that will help you navigate the booths and rooms. Many exhibitors are planning to host meet-and-greets with authors, so make sure you plan time to visit booths in the Virtual Exhibit Hall.

250 E. 87 St. New York, NY 10128 https://anightatgatsbys.com A Night at Gatsby’s is a one-act invitation to attend a fabulous Jay Gatsby party and learn some of his story from the characters’ conversations over one night. The play and accompanying novelette support in-class dramatic readings and dialogue-narration analyses.

TIPS FOR VISITING THE EXHIBIT HALL

ABRAMS The Art of Books

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Plan your booth visits in advance. Check out the schedule and note the designated hours for the Exhibit Hall. Grab a snack, get comfortable, and stop into booths to hear about upcoming books, resources, and more.

Just because we are virtual doesn’t mean you can’t snag some books! Many vendors will be having giveaways throughout the Convention, so be sure to Leave Your Business Card when visiting a booth.

Vendors will be updating booth content throughout the Convention, so plan to visit and revisit booths often!

Many publishers will host meet-and-greet opportunities with their authors throughout the Convention. When you visit a booth, textchat or video-chat the booth representative and ask about what they have planned!

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195 Broadway, 9th Floor New York, NY 10007 abramsbooks.com ABRAMS publishes critically acclaimed and bestselling works in the areas of art, photography, cooking, craft, comics, interior and garden design, entertainment, fashion, and popular culture as well as narrative nonfiction and new works of fiction for adults; children’s books ranging from board books to picture books to middle grade and young adult.

ACMRS Press

Arizona State University PO Box 874402 Tempe, AZ 85287-4402 acmrs.asu.edu ACMRS Press is the publications division of the Arizona Center for Medieval and Renaissance Studies at Arizona State University in Tempe.

ALAN (Assembly on Literature for Adolescents) https://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.

American Psychological Association, APA

750 First St., NE Washington, DC 20002 www.apabooks.org The American Psychological Association publishes APA Style books, including the best selling Publication Manual, APA Professional and Scholarly titles, Lifetools nonfiction, and Magination Press children’s books. Visit apastyle.org, apabooks.org, and maginationpress.org.

Astra Books for Young Readers

19 W. 21st St., Suite 1201 New York, NY 10010 astrapubllshinghouse.com Astra Books for Young Readers is the children’s publishing division of Astra Publishing House. Imprints include Astra Young Readers, Calkins Creek, Hippo Park, Kane Press, minedition US, and Wordsong.

Ayn Rand Institute

6 Hutton Centre Dr., Suite 600 Santa Ana, CA 92707 https://aynrand.org/ The Ayn Rand Institute provides free copies of Ayn Rand’s classic novels to middle and high school classrooms, and sponsors complementary student essay contests. More than 65,000 teachers have received 4.7 million novels to date—completely free.

Order yours today!

100 American Metro Blvd., Suite 109 Hamilton, NJ 08619 https://www.bfwpub.com/high-school/us BFW is the leading publisher of AP® and Pre-AP® resources. We proudly announce a revision of our bestselling AP Literature® book, Literature & Composition, and a brand new book for AP Language®, Ideas in Argument. Visit our virtual booth to receive sample texts.

1385 Broadway, Fifth Floor New York, NY 10018 https://www.bloomsbury.com/us/childrens/ Bloomsbury Children’s Books publishes books for readers of all ages, including Renée Watson’s Piecing Me Together (Newbery Honor and Coretta Scott King Author Award), Salina Yoon’s My Kite Is Stuck! And Other Stories (Theodore Seuss Geisel Award), Martin W. Sandler’s 1919 (National Book Award), Nick Lake’s In Darkness (Michael L. Printz Award) and Lilliam Rivera’s Never Look Back (Pura Belpré Honor); as well as works by New York Times bestselling authors Brigid Kemmerer and Danielle Paige.

Candlewick Press

99 Dover St. Somerville, MA 02144 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, Nosy Crow, and Templar Books. Walker Books US is a division of Candlewick Press.

Children’s Literature Assembly

https://www.childrensliteratureassembly.org/

Chronicle Books

680 2nd St. San Francisco, CA 94107 chroniclebooks.com

Disney Publishing Worldwide

77 W. 66th St. New York, NY 10023 disneybooks.com Disney Publishing Worldwide publishes best-selling and award-winning children’s books for all ages in print, eBooks, and audio books. Imprints include: Disney Hyperion, Disney Press, Disney Lucasfilm Press, Marvel Press, and Rick Riordan Presents.

East Asian Studies Center

355 N. Jordan Ave. Bloomington, IN 47405 https://easc.indiana.edu/ The National Consortium of Teaching about Asia (NCTA) is an initiative put together by institutions nationwide to facilitate teaching and learning about Asia in K–12 education. Our center coordinates seminars for teachers in Indiana and nationwide.

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Bedford, Freeman & Worth High School Publishers

Bloomsbury Children’s Books

EXHIBITORS

Hachette Book Group USA

1290 Ave of the Americas New York, NY 10104 www.hachettebookgroup.com Hachette Book Group (HBG) is a leading trade publisher based in New York, publishing under the divisions of Grand Central Publishing; Little, Brown & Company; Perseus Books; Hachette Nashville; Orbit; Little, Brown Books for Young Readers; Hachette Digital; and Hachette Audio.

Please visit hbgresources.com to learn more

HarperCollins Children’s Books

Latinx KidLit Book Festival

PO Box 134 Washington Depot, CT 06794 https://www.latinxkidlitbookfestival.com/ Visit our virtual booth for giveaways, meet with Latinx book creators, and learn about our FREE virtual field trip for your classroom! On Dec 9–10, 2021, tune in for panels with best-selling authors, educational craft sessions, content in Spanish, and illustrator draw-offs. For students pre-K–12 from all backgrounds, not just Latinx!

Learning for Justice

195 Broadway New York, NY 10007

400 Washington Ave. Montgomery, AL 36104 learningforjustice.org

HarperCollins Publishers

Lerner Publishing Group

195 Broadway New York, NY 10007 HarperAcademic.com HarperCollins is proud to publish titles for high school English courses, from classics such as Their Eyes Were Watching God and To Kill a Mockingbird to newer favorites such as Hidden Figures and How to Read Literature Like a Professor.

Heinemann

145 Maplewood Ave., Suite 300 Portsmouth, NH 03801 www.heinemann.com We strive to give voice to those who share our respect for the professionalism and compassion of teachers and who support teachers’ efforts to help children become literate, empathetic, knowledgeable citizens.

Holiday House / Peachtree / Pixel+Ink

50 Broad Street #301 New York, NY 10004 http://www.HolidayHouse.com/www.

PeachtreeBooks.com/PixelandInkBooks.com Holiday House / Peachtree / Pixel+Ink, sister companies, publish award-winning children’s books covering early childhood through YA fiction and nonfiction trade books in board book, hardcover, paperback, and e-book formats. Holiday House imprints: Margaret Ferguson Books and Neal Porter Books.

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241 1st Ave. North Minneapolis, MN 55401 https://lernerbooks.com/ Lerner Publishing Group creates the highest-quality nonfiction and fiction content for children and young adults in a variety of subjects and formats. Based in Minneapolis since its founding in 1959, Lerner Publishing Group is one of the nation’s largest independent children’s book publishers with fourteen imprints, as well as Lerner Publisher Services.

Literal

1555 N. Freedom Blvd.

Provo, UT 84606 literalapp.com Literal is an innovative reading engagement platform and instructional classroom library for middle and upper grades that students love.

Little, Brown Books for Young Readers

1290 Ave of the Americas, Floor 5 New York, NY 10104 https://www.lbyr.com/ Little, Brown Books for Young Readers publishes a diverse, carefully curated list of the finest books for young readers of all ages and backgrounds. Our mission is to inspire a lifelong love of reading.

Loose Canon

https://loosecanon.com/ We help you build a collaborative and peer-driven reading community in your own school. We’re the place to organize independent reading assignments, book clubs, and reading challenges, to search students multi-year reading histories, and to read classmates’ reviews. Grades 4–12.

Macmillan Children’s Publishing Group

120 Broadway New York, NY 10271 MacKidsSchoolandLibrary.com Macmillan Children’s Publishing Group is home to highly acclaimed children’s imprints including Farrar, Straus and Giroux BYR, Feiwel and Friends, First Second, Henry Holt BYR, Neon Squid, Odd Dot, Priddy Books, Roaring Brook Press, Square Fish, and Swoon Reads.

Macmillan Publishers

120 Broadway, 26th Floor New York, NY 10271 academic.macmillan.com Macmillan Publishers provides acclaimed young adult books for your classroom, including books published

by Farrar, Straus & Giroux, Wednesday Books, Flatiron Books, St. Martin’s Press, Henry Holt, Tor/Forge, and Celadon Books. Stop by our virtual booth for complimentary teacher’s copies!

Microsoft Corporation

Redmond, WA 98052 https://www.microsoft.com/en-us/education/ products/learning-tools Teachers want to engage every student, whether they’re distance learning or in the classroom. FREE Microsoft Learning Tools enable teachers to provide personalized support to learners of all abilities including those who struggle with dyslexia, dysgraphia, ADHD, and ELL.

myShakespeare

1225 4th Street #363 San Francisco, CA 94158 https://myshakespeare.com/ We offer media-rich, full-text editions of Shakespeare’s most popular plays!

National English Honor Society

2120 University Ave. Berkeley, CA 94704 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.

NCTE Central Penguin Random House Education

1745 Broadway New York, NY 10019 https://penguinrandomhouseeducation.com/ Home to award-winning, diverse, and classroomfavorite authors, such as Maya Angelou, Ta-Nehisi Coates, Billy Collins, Mohsin Hamid, Khaled Hosseini, Rebecca Skloot, John Steinbeck, and Andy Weir, Penguin Random House Education features fiction, nonfiction, and poetry from a wide array of classic and contemporary writers. Visit our booth to browse the latest titles and pick up free corresponding Teacher’s Guides.

Penguin Young Readers

1745 Broadway New York, NY 10019 https://penguinclassroom.com/ We’re Penguin Young Readers, and we’re proud to publish both fiction and nonfiction books for children and teens and for grades PreK–12. In our booth, we’ve pulled together material we think you’ll find useful for your classrooms. Visit us to browse our bookshelves and curated booklists, and don’t miss the educator guides, brochures, and e-galleys to help you build your classroom library!

Perma-Bound Books

617 E. Vandalia Road Jacksonville, IL 62650 https://www.perma-bound.com/

Poetry Out Loud

61 W. Superior St. Chicago, IL 60654 poetryoutloud.org Poetry Out Loud is a national program that encourages study of great poetry by offering free materials and a dynamic recitation competition for high schoolers. It helps students master public speaking skills, build selfconfidence, and learn about literary history.

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711 N. 1st Street DeKalb, IL 60115 https://www.nehs.us/ National English Honor Society for Secondary Schools has 1,000 chapters, each deepening students’ passion for English studies. For 2021–22, we offer $65,000 in scholarships, with additional funds for grants, awards, and writing contests, to eligible students and advisors.

National Writing Project

EXHIBITORS

Publisher Spotlight

6670 New Nashville Hwy, Suite 105 Smyrna, TN 37067 publisherspotlight.com Publisher Spot features distinctive and inclusive voices from around the world including What on Earth Books, Diamond Book Distributors, Manga Classics, Gecko Press, Lantana Publishing, and more.

Random House Children’s Books

1745 Broadway New York, NY 10019 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.

Savvas Learning Company

Sourcebooks

1935 Brookdale Rd., Suite 139 Naperville, IL 60563 www.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.

Stenhouse Publishers

282 Corporate Dr., Unit #1 Portsmouth, NH 03801 www.Stenhouse.com Stenhouse publishes professional development books and classroom resources by teachers and for teachers.

We focus on helping educators at all levels and across all content areas inspire deep and creative thinking in their students.

3075 Ray Road Chandler, AZ 85226 www.savvas.com At Savvas, we believe learning should inspire. Our next-generation K–12 learning solutions, developed by leading authors and educators, deliver immersive, personalized, and engaging content that connects teachers and students with real-world learning experiences, helping all learners discover their greatness.

Sterling Publishing

Scholastic, Inc.

Teachers College Press

557 Broadway New York, NY 10012 https://www.scholastic.com/home 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.

Simon & Schuster

1230 Avenue of the Americas New York, NY 10018 simonandschuster.com 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.

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33 E. 17th St. New York, NY 10003 https://www.sterlingpublishing.com/ Sterling Children’s Books publishes both fiction and nonfiction. Our list includes picture books, classics, middle-grade, and young adult novels as well as our Flash Kids imprint which publishes workbooks for preschool, elementary, and middle school students in essential curriculum areas.

1234 Amsterdam Ave. New York, NY 10027 WWW.TCPRESS.COM Teachers College Press publishes works in the cutting edge of theory, research, and practice in education—in areas such as multicultural education, literacy, social justice education, educational policy, equity pedagogy, professional development, urban education, counseling, special education, and curriculum.

30-Minute Shakespeare

16815 Milltown Landing Rd. Brandywine, MD 20613 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.

Turnitin

2101 Webster St., Suite 1800 Oakland, CA 94612 www.turnitin.com Turnitin is a global company dedicated to ensuring the integrity of education and research and meaningfully improving learning outcomes.

Workman Publishing

225 Varick St. New York, NY 10014 workman.com Workman Publishing is an independent publisher of bestselling cookbooks, parenting/pregnancy guides, children’s books, calendars, and more since 1968.

Write the World LLC

One Mifflin Place, Suite 400 Cambridge, MA 02138 www.writetheworld.com Write the World is dedicated to improving the writing of high school students through a global online community and guided interactive process.

Young writers are empowered to develop their voices, refine their editing skills, and publish on a global platform.

EXHIBITORS

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