

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

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

NCTE would also like to thank the following for helping make the Annual Convention possible.
BRONZE SPONSORS
Education
NCTE leaders of tomorrow are like youâactive, dedicated NCTE members of today!
NCTE leaders of tomorrow are like youâactive, dedicated NCTE members of today!
Are you interested in running for a steering or nominating committee position? Or do you have a colleague youâd like to nominate for office in NCTE?
Are you interested in running for a steering or nominating committee position? Or do you have a colleague youâd like to nominate for office in NCTE?
The nominating committees of NCTE; ELATE (English Language Arts Teacher Educators); TYCA (Two-Year College English Association); and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2020 elections during the Annual Convention.
The nominating committees of NCTE; ELATE (English Language Arts Teacher Educators); TYCA (Two-Year College English Association); and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2023 elections during the Annual Convention.
Visit the committees at the following times:
Visit the committees at the following times:
FRIDAY, 5:00 6:30PM
BALLROOM II / CONVENTION CENTER
SATURDAY, 12:00 1:00PM
PEALE ABC / HILTON
SUNDAY, 9:00 10:00AM
FRIDAY, 5:00â6:30 PM SATURDAY, 12:00â1:00 PM SUNDAY, 9:00â10:00 AM
PEALE ABC / HILTON
BALLROOM D 304-A 304-A https://ncte.org/get-involved/volunteer/elections/
www2.ncte.org/get-involved/volunteer/elections

SCHEDULE
WEDNESDAY 11/16
5:00â8:00 P.M. â Registration
FRIDAY 11/18
6:30 A.M.â8:00 P.M. â Registration
7:00â7:45 A.M. â First-Timersâ Welcome
8:00â9:15 A.M. â Friday General Session: IBRAM X. KENDI & NIC STONE
9:30â10:45 A.M. â E Sessions
10:00 A.M.â6:30 P.M. â Exhibit Hall & NCTE Central 11:00 A.M.â12:15 P.M. â F Sessions
11:30 A.M.â1:30 P.M. â ELATE Luncheon: ASHLEY C. FORD
11:30 A.M.â1:30 P.M. â Middle Level Luncheon: DAVID BOWLES
12:30â1:45 P.M. â G Sessions
2:00â3:15 P.M. â H Sessions
3:30â4:45 P.M. â I Sessions
5:00â6:30 P.M. â Annual Business Meeting

6:45â8:30 P.M. â All-Attendee Event: YUYI MORALES
8:00â9:30 P.M. â Cultural Celebration
SUNDAY
All times are Pacific Time.
Times below are subject to change.
THURSDAY 11/17
7:30 A.M.â6:30 P.M. â Registration
9:30â10:45 A.M. â A Sessions
11:00 A.M.â12:15 P.M. â B Sessions
11:30 A.M.â3:30 P.M. â Workshops
1:00â2:15 P.M. â C Sessions
2:30â3:45 P.M. â D Sessions
4:00â5:30 P.M. â Opening General Session: JAVIER ZAMORA
5:45â7:15 P.M. â Section Get-Togethers
SATURDAY 11/19
6:30 A.M.â6:00 P.M. â Registration 7:00â9:15 A.M. â ALAN Breakfast: ANGELINE BOULLEY
7:30â8:45 A.M. â Awards Session 8:00â9:15 A.M. â J Sessions 9:30â10:45 A.M. â Saturday General Session: SEEMA YASMIN
11:00 A.M.â12:15 P.M. â K Sessions 11:00 A.M.â6:00 P.M. â Exhibit Hall & NCTE Central 12:30â2:30 P.M. â Secondary Section Luncheon: ANNA-MARIE MCLEMORE 12:30â2:30 P.M. â Childrenâs Book Awards Luncheon: TRACI N. TODD & KAELA RIVERA
12:30â1:45 P.M. â L Sessions 2:45â4:00 P.M. â M Sessions 4:15â5:30 P.M. â N Sessions
6:00â7:15 P.M. â Special Interest Group Sessions
11/21
11/22
WELCOME FROM MARĂA E. FRĂNQUIZ PROGRAM CHAIR
ÂĄBienvenidos! ÂĄWelcome!
I am thrilled that we can gather in person for the 2022 NCTE Annual Convention in Anaheim, California. Although the COVID-19 pandemic brought formidable changes to our personal and professional lives, we still came together for two very dynamic Annual Conventions that were held virtually. Now we come together using a variety of modalities in place and online. The theme, ¥Sueños! Pursuing the Light! is at the heart of hundreds of educator sessions and the image of a lighthouse stands as a symbol reminding us that now is the time to shine a light within ourselves and for each other.
This 2022 Annual Convention marks a new and bright moment for our organization. Attendees in Anaheim, as well as those who register for digital access, can view recordings of all General Sessions and around 100 on-demand and networking sessions. I ask you, who would have thought a few years ago that the brilliance of so many authors, artists, educators, and researchers presenting at our NCTE Convention could be captured and live across time and space in a virtual library?
As you arrive from diverse geographic locations, I invite you to discuss with other educators, authors, and artists of ways to shed light on the many social injustices that affect present and future generations. Our theme, ¥Sueños! Pursuing the Light! offers a time and space for intensifying personal and collective illumination. My hope is that as a registrant you savor light from books, people, and ideas to imagine a new story with bright spots and new sueños for you, your students, their families, their communities, our society, and our world.
The 2022 NCTE Annual Convention offers many enlightening experiences and resources for you to take home. These include:

âą Teacher to teacher innovations that are actionable
âą Make and take projects
âą Ideas for cultivating and shining a light on equitable practices
âą Celebrating play and workâplork!
âą Sharing ways to help schools become bright stars in their communities
âą Conversations on ways to advance English, bilingualism, multilingualism
In the pursuit of light and for the realization of our dreams as educators, I welcome you to our 2022 NCTE Annual Convention! I look forward to learning from and with you on better ways to shine a bright light on all of our students, schools, and communities.
All the best, MarĂa E. FrĂĄnquiz
NCTE President-Elect and 2022 NCTE Annual Convention Program Chair

VOLUNTEERS THANK YOU to the
2022 Local Arrangements Committee Chairs
CAROLE LECREN
Retired, La Jolla High School, San Diego, CA Volunteer Assignments and Coordination




FRANK MATA
Eleanor Roosevelt High School, Eastvale, CA
Local Committee Onsite Office
ANNIE GERVAIS
Mills Middle School, Rancho Cordova, CA Onsite Exhibits
GINA VATTUONE
Bonita High School, Bonita, CA
Local Committee Onsite Office
JENNIFER SILVER
Vistamar High School, El Segundo, CA
Onsite Registration
Planning Meeting Reviewers
Janice Baines

Susan Barber


Yavanna Brownlee




Limarys Caraballo
Anthony Celaya Jamal Cooks







Toni Rose Deanon Michael DomĂnguez


Danielle Donelson Jessica Early Sakeena Everett Tracey Flores MarĂa FrĂĄnquiz

Jennipher Frazier Maria Goff
Betina Hsieh
Ileana Jiménez
Lauren Kelly
Valerie Kinloch
Latrise Johnson
Alfredo Celédon Lujån

Deborah MacPhee
Keisha McIntyreMcCullough Nicole Mirra

Sharon Mitchler
Renee Moreno
Michele Myers
Lakisha Odlum

Sandra Osorio
Tonya Perry
Luke Rodesiler
Rochelle (Shelley)
Rodrigo Lisa Scherff
Franki Sibberson
Josh Thompson LaMar Timmons-Long
NCTE would like to thank all of those volunteers who helped proposal writers, reviewed proposals, and assisted in making the Convention a success.
Proposal Coaches
Bradley Bleck

Josh Cabat
Geena Constantin Carol Gilles
Jaime Armin Mejia
Laurie Pinkert
Ann Marie Quinlan Tiffany Rehbein
Shelley Rodrigo Kathy Whitmore
Liz Murray Joe Pizzo
Miriama Postlethwaite Melissa Smith Bethany Seal Lyschel Shipp
Proposal Reviewers
Suriati Abas
Kirsten Abel
Patricia Abril-Gonzalez
Molly Adams Whitney Adams
Susan Adamson
Lydia Adegbola Danelle Adeniji Olalekan Adepoju
Nikki Agee
Kathryn Ahmed Michelle Alcaraz
Lama Alharbi
Johnny Allred Kristi Amatucci
Gary Anderson
Isabel Anderson Paul Anderson Patrick Andrus
Joseph Anson Steven Arenas Michelle (Shelly) Atkins
Robin Atwood
Michael Avery
JuliAnna Ăvila
Kefah Ayesh
Rebecca Babcock
DamiĂĄn Baca
Abbey Bachmann
Kimberly Bain
Janice Baines
Shazia Bajwa
Kennita Ballard
Kimberly Ballinger
Arianna Banack
Will Banks
Jessica Bannon
Susan Barbee
Susan Barber
Molly Bardine Ian Barnard
Anne Barr
Christine Barrett Heather Barton Bill Bass
Erika Bass
Bedashruti Mitra Basu Katherine Batchelor
Crystal Beach
Laura Beal
Jane Bean-Folkes Kate Beaudoin
David Beauzil
Caroline Bedingfield Diane Beers-Gallop
Kara Belden
Glynis Benbow-Niemier
Sheila Benson
Susan Bernstein
Richard Beyer
Jana Bielecki
Andrea Bishop
Karen Bishop-Morris Jennifer Blair
Heather Blanchard
Elizabeth Blye Victoria Boecherer Sarah Bonner
Willeena Booker
Emily Botta
Amy Bouch
Paula Bourque
Joya Brandon










Sonja Brandt
Stephanie Branson

Elizabeth Watts Bromery

Ellen Brooks
Melissa Brooks-Yip
Tracy Brosch




Carolyn Brown
Sally Brown
William Christopher Brown
Cassie Brownell
Yavanna Brownlee
Daniel Bruno
Alexis Bryant
Donna Bulatowicz
Luann Bulisco-Burdick
Teresa Bunner
Heather Burke
Julia Burnett Virginia Burnett
Jonathan Bush
Gabrielle Buttazzoni
David Bwire


Kristina ByBee
Candice Byers
Joshua Cabat
Martha Cabrera
Jeffrey Cabusao
Deborah Cains
Carolyn Calhoon-Dillahunt
Kristie Camacho
José Luis Cano
Lauren Capps
Julie Carbaugh
Jessica Carpenter
Alyssa Carr
Emily Plummer Catena
Susan Catlin
Mary Caulfield
Jessica Cavalier
Leslie Cavendish
Jacqui Cebrian
Christina Cedillo
Frances Chamberlain
Susan Chenelle
Sonja Cherry-Paul Mary Christel
Huy Chung
Sunah Chung
Jennifer Claiborne
June Clark
Angela Clark-Oates
Brian Clements
Maria Clinton Joanna Collins
Valerie Combie
Michelle Commeret
Sean Connors
Annamary Consalvo
William Cooper
Adam Coombs
Sue Corbin
Margaret Cox William Creighton
Susan Cridland-Hughes
Amy Croel-Perrien
Caryl Crowell
Laura Cruse

Christine Cucciarre

Jonathan Cullick
Amy Cummins


Memory DâAgostino
Jennifer Dail
Kimberley Daly
Melissa Dameron-Vines
Dolores DâAngelo
Alison Daniels
Gita DasBender
Ann David Denise Davila
Janine Davis Mary Davis

Cherubina De Bartolo
Gwendolyn Dean
Toni Rose Deanon
Lynn Define
Jason DeHart
Amy Dennis Matthew Deroo
Susan DeRosa
Todd DeStigter
Michelle Devereaux
Tim Dewar Kerry Dickenson
Shannon DiFede
Susan Dillon
Darryn Diuguid
Michael DomĂnguez
Danielle Donelson
Sally Donnelly
Caitlin Donovan

Victoria Dotson
Susan Dubin
Vivett Dukes
Mary Kathryn Durkin
Sarah Dwyer
Darlene Dyer
Lori Eastman
Wendy Edelman
Brooke Eisenbach
Katie Harlan Eller
Elisabeth Ellington
Melissa Elliott
Patricia Emerson

Nicholas Emmanuele
Jennifer Escobar Carla España
Cecilia Espinosa Stephanie Estes Samantha Evans Kirstey Ewald Mary Fahrenbruck
Jeanne Fain Michelle Falter Alii Farrell
Shirley FaulknerSpringfield Danielle Filipiak Dawn Finley Jennifer Flaherty
Jo Flory
Dwedor Ford Marquita Foster Shalonda Foster Jennipher Frazier
Emily Freeman
Lynn Frick
Brittany Frieson Kathy Froelich
Carol Frow
Glenda Funk
Jesse Gainer
Wendy Galgan
Elizabeth Gannon Huan Gao
Heather Garcia
Romeo Garcia
Victoria A. Garcia
Traci Gardner
Shelly Garnett
Alexa Garvoille Joel Garza
Wendy Gassaway Suzanne Gatto
Laura Gellin
Jennifer Geringer
Melissa Giggey
Sierra Gilbertson
Nikysha D. Gilliam
Ricki Ginsberg
Joanne Giordano
Cyndi Giorgis
Andrea Glaws
Brian Gogan
Christy Goldsmith
Carolyn Gonzalez
Frances Gonzalez
Frances Gonzalez-Garcia Valerie Gordon-Elliot
Richard Gorham
Charissa Govan
Anissa Graham
Jackie Grant
Jennifer Gray
Mara Lee Grayson Ann Green
Robert Greenberger
Salondra Griggs
Cathy Griner
Meg Grizzle
Sarah Gross
Rima Gulshan
Kathryn Hackett-Hill
Xenia Hadjioannou
Kailyn Hall
Callie Hammond Mary Jade Haney Ling Hao
Carolyn Harman
Paula Harmon
Bria Harper
Fredeisha Harper Darrington Brian Harrell
Nicole Harris
Chris Hass
Theresa Hasseler
Brandon Hatcher-Fagan
Ally Hauptman
Jahziel Hawley-Maldonado
Stacy Haynes-Moore
Karla Hayslett
Anna Hazen
Jennifer Healy
Dhaline Hean
Marcela Hebbard
VOLUNTEERS
Jillian Heise
Lorrie Henrie-Koski
Heather Hentges
Luz Yadira Herrera
Emily Hester
Joshua Hill
Kathy Hinchman
Christian Hines
Michelle Hock
Daniel Hoilett




Cory Holding
Tamara Hollins
Payton Hopper
Jennifer Howard
Sonja Howard
Aileen Hower
Laura Hudock
Dana Huff
Nancy Hulan
Chelsea Hull
Gordon Hultberg
Melanie Hundley
Heather Hurst


Dilnavaz (Dee)






Hushmendy








Emily Hutti
Noël Ingram
Sawsan Jaber
Louanne Jacobs
Brad Jacobson
Wanda Jaggers
Carol Jago
Sharon James
Adrienne Jankens
Shannon Janovitz
Tiffany Jewell
Lauren Elizabeth Johnson
Sarah Z. Johnson
Wintre Johnson
Tommy Jolly
Leigh Jonaitis
Chris Judson
Clifton Kaiser
Sara Kajder
Kristen Kalenowicz
Remi Kalir
Hayley Kamin
Jean Kanzinger
Jessica Kato
Lauren Katzman
David Kaye
Melanie Keel
Martha Keller
Lauren Kelly
Madonna Kemp
Alice Kennedy
Chelsea Kent Meghan Kerr
Ted Kesler
Christine Khoo
Jiye Kim
Somin Kim
Matthew Kimball
Lauren King
Stephanie King
Stacey Kinnear
Adria Klein
Neil Klein
Susie Kopecky
Paulette Koubek-Yao
Helen âMichelleâ Kreamer
Zachary Kronstat
Rachelle Kuehl
Jonna Kuskey
Angela Laflen
Teresa Lambe Paula Lamina
Jayne Lammers
Catherine Lammert
Patricia Lane
Caitlyn Lasater
Benjamin Lathrop
Mary Lawrence Amber Lawson
Shonterrius Lawson-Fountain
Erika Leak
Ayoung Lee
Grace Lee
Christopher Lehman
MarĂa Leija
Jennifer Lemberg
Rhonda Lemieux
Laura Leonard
Steven Lessner
Melina Lesus

Mark Letcher
Elizabeth Lewis
Mark Lewis
Yewande Lewis-Fokum
Elizabeth Lietz



Anthony Lince
Heather Lippert
Meng-Hsien Neal Liu
Diana Liu

Maria Perpetua Liwanag
Beatrice Lopez
Julia Lopez-Robertson
Jane Losinger
Kim Lovejoy Ruth Lowery Amber Loyacano Sue Lozinski
Kristen Luettchau
Susan Luft
Julianna Lux Emily Machado
Nancy Mack
Cyndy Maddux Emily Madison Stephanie Maenhardt Steffany Maher Kathleen Maher-Baker Victor Malo-Juvera Christian Marcuzzi Pam Margolis Jonathan Marine Jamie Marsh Courtney Marshall Emeka Barclay Marshall Jessica Masterson Heather Matthews Sharon Matthews Nicole May Amanda McAllen Elizabeth McAninch
Thomas McCann Erika McCombs
Jen McConnel
Jennifer McCredy Jen McCreight
Maureen McDermott Honor McElroy
Alexis McGee Kristina McGee
Patty McGee Carol McGill Mary McGinnis Erin McNeill
David McNelly Cruz Medina Mohit Mehta Emily Meixner Blake Mellencamp
Heather Mendoza
Diane Mertens
Kemba Metropoulos
Lisa M. Middendorf
Caitlin Miller
Derek Miller
Donna Miller
Shervette Miller-Payton
Cindy Minnich
Dianna Minor
Nicole Mirra
Michelle Mitchell
Robert Montgomery
Diane Mora
Clarice Moran
Renee Moreno
Sam Morris
Wendi Moss
Suki Mozenter
Alex Mueller
Lisa Muller
Joaquin Munoz
Jessica Murdter-Atkinson
Liz Murray Michele Myers
Anne Namuth
Emily Nason
Greenlee Naughton
Jane Nazzal
Jill Nelson
Sharonica Nelson Mary Neville Phil Nichols
Donna Niday
Dairee Njie Mitchell Nobis
Lori Norton-Meier Christina Nosek
Idalia Nuñez
Amy Nyeholt
Laura OâBrien
Caitlin OâConnor
Cindy OâDonnell-Allen
Tim Oldakowski
Adewumi Oluwadiya
Zachary Oneill
Lisa Ortmann
Melinda McBee Orzulak
Sandra Osorio
Rae Oviatt
Jason Palmeri
Leah Panther
Terri Pantuso
Erin Parke
Denise Patmon
Emily Pendergrass
Carrie Perry
Jessica Pfau
Tien Pham



Darius Phelps
Christine Photinos
Kathryn Pierce
Jill Pinard
Janeen Pizzo
Gabrielle Plastrik
Patricia Poblete
Bilal Polson
John Poole
Kisha Porcher
Angela Porter
Miriama Postlethwaite
Rebecca Powell
Angie Powers
David Premont
Heather Pule
Kristine Pullins
Kyley Pulphus
Pengtong Qu
Ann Marie Quinlan
Ambika Gopal Raj
Lisa Rakes
Sherry Rankins-Robertson
Ann Reddy
Lynn Reid
Stephanie Reid
Lawrence Reiff





Lauren Elizabeth Reine
Johnson
Virginia Reischl
Keisha Rembert
Carol Reuman
Dani Rimbach-Jones
Jackelyn Rivera
Jessica Rivera-Mueller
Stephanie Robillard
Kit Robinson
Kimberly Rocha
Luke Rodesiler
Shelley Rodrigo
RenĂ© M. RodrĂguez-Astacio
Ixta Rosa
Mario Rosado
Tanya Rose
Anna J. Small Roseboro
Heidi RubĂn de la Borbolla
Heather Rundo
Cyndi Russell-Albach
Lee Rutherford
Michelle Ryan
Christina Saidy Rene Saldaña
Erika Sanders
Matthew Schempp
Ryan Schey Kellie Schmidt
Pauline Schmidt
Hannah Schneewind
Gillian Schneider
Shantel Schonour
Mary-Celeste Schreuder
Katie Schrodt
Karen Schubert-Ramirez
David Schultz
Megan Schumacher
Sara Schumacher
Jessica Schwind
Julianne Scullen
Bethany Seal
Byung-In Seo Haley Shaffer Shelly Shaffer
Paul Shamchuk
Caron Sharp Karen Shaw Lyschel Shipp Karlen Shup
Reva Sias
Emmanuel Sigauke
Haley Sigler
Darby Simpson
Katrina Sire
Matthew Skillen
Ryan Skinnell
Amy Smith
Cheryl Hogue Smith
Danielle Smith
Dywanna Smith
Hiawatha Smith
Melissa Smith

Mukkaramah Smith
Robin Snead
Cathy Sosnowski
Mara Southorn
Lee Ann Spillane
Holly Spinelli





Michelle Sprouse Kasey Stecher


Kimberly Stewart Trini Stickle Scott Storm



Wendy Streit Carolyn Stufft
Erin Stutelberg Terri Suico Pia Surgent Tadayuki Suzuki Natalie Svrcek Terre Sychterz
Katherine Szwejbka
Cassandra Tafoya Jay Taniguchi Cathline Tanis Ashle Tate
Anna Taylor Valerie Taylor
Allison Teicher-Fahrbach
Connie Kendall Theado Marcey Thomas Christina Thomas Josh Thompson Marisa Thompson Mary Langer Thompson
Debra Thoreson
Kim Toben
Andrea Tochelli-Ward Jeanette Toomer
Jenny Tuten MarĂa Underwood
Nancy Valdez-Gainer
Mieke Valk
Sarah Valter Deb Van Duinen
Valerie Vancza
Kinga Varga Dobai Saba Vlach
Erin Vogler
Dinah Volk
Allison Volz
Kelly Vorhis Alison Vowell
Diane Waff Barbara Wahlberg Elisa Waingort
Amy Walker
Michelle Walker
Jon Wargo
Mary Kay Waterman
Michelle Waters Brandon Watkins Erika Watts
Kyla Weeks
Kristen Weinzapfel Leah Wendt
Donald Wheeler
Melissa Wheeler
Kristen White
Maria Whitley
Shauna Wight

Lauren Wilkie
Jennifer Williams




Jill Williams Rick Williams
Natalie Wilson
Nichole Wilson Ashlynn Wittchow Shelbie Witte
Joanna Wong

Katie Wood Cary Wright Shuling Yang
Deborah Yarbrough
Karen Yelton-Curtis Colton Young Craig Young Sheena Zadai Frances Zauhar Ruth Zeisloft Steven Zemelman Emily Zuccaro
WELCOME FROM EMILY KIRKPATRICK
NCTE EXECUTIVE DIRECTOR

On behalf of the staff of the National Council of Teachers of English (NCTE), I personally welcome you to the 2022 NCTE Annual Convention. It is wonderful to gather together in person again! We are glad you are with us and to be in the state of California for the first time in 19 years.
What amazing hours and days we have in store for us at the 112th Annual Convention. We encourage you to explore all that the Convention has to offer: hundreds of sessions to learn from peers, keynote and featured sessions specifically designed to inspire, and limitless conversations to be had about priority teaching questions, books, titles, and so much more. We elevate this profession when we come together and lend our collective energy toward our shared agendas for literacy education.
Returning to the in-person experience brings joy, determination, and a bit of nervousness to us. Our team has created new ways to serve and celebrate you. Together, with our program chair and partners, weâve imagined new ways to involve art and creative endeavors into our treasured Convention. Weâre also navigating new protocols necessary in a world filled with health concerns and evolving challenges.

Our partners at the Convention Center and hotels are pulling out all the stops to be responsive and offer the best experience possible. The hospitality community in Anaheim is actively onboarding new staff members after numbers dwindled during the height of the pandemic. We ask in advance for your grace and patience. Letâs support each other to make the 2022 Annual Convention reflect and refract light to and between each other at every turn.
It is a privilege to be your professional home. I am honored to serve you and lead an amazing staff of professionals dedicating their careers to serving and supporting literacy educators. May your time at this Convention bring the sense of renewal, love, healing, thoughtful disruption, and a commitment to celebrating and sharing the light in each of us as we envision and pursue new dreams.
Warmly, Emily Kirkpatrick Executive DirectorHELLO PAGE TURNER!
With each day in your presence, your students add words to their own stories. With each lesson, you deepen their understanding of the world and offer new ways for them to write their own pages. The National Council of Teachers of English is the organization it is today because of the wisdom and expertise of teachers like you. Do you have a colleague who would enjoy the many rewards of NCTE membership? Do them a favor and share this page with them!
5 Reasons to Join the National Council of Teachers of English:
1. FIND YOUR PEOPLE. NCTE is a dynamic community of English and language arts educators who span the preKâcollege spectrum in experience and hail from all 50 states, the District of Columbia, and US Territories.


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



3. SUPPORT ONGOING RESEARCH AND ACCESS TO RESOURCES. Your membership contribution supports research grants that further our understanding of teaching and learning in the English language arts; it also supports the Center for Intellectual Freedom and the creation of lesson plans and position statements that we make available to all teachers, regardless of affiliation.
4. SHARE YOUR VOICE. Members of NCTE are doing brilliant things in their classrooms, and they share that work within our community via the Literacy & NCTE blog, our Build Your Stack initiative, the NCTE Village, and more.
5. SAVE MONEY. Continuing education in our field can be expensive. But NCTE members save on professional books, conferences, and online events through store and registration discounts, and enjoy access to several member-exclusive free online learning events throughout the year.
NCTE is the professional home for elementary, middle, seconday, and college English language arts educators. With the support of our 25,000 incredible members, we strive to be the place where you belong. Learn more at join.ncte.org
SCHEDULE
FRIDAY
10:30 A.M.
Author Stuart Gibbs Presents Mission: Write! A New Creative Writing Video Series
The New York Times bestselling author of the Spy School (and many others!) series, Stuart Gibbs has made a creative writing videos series, focusing on providing real world tips for aspiring young writers. Stuart Gibbs will talk about the different topic focuses of the videos, where the idea for a series came from, and how to use the program with your students.
Sponsored by Simon & Schuster
11:00 A.M.
Lighting the Way: Poetry to Bring Joy and Dialogue into Your Classroom
Mary-Kate Sableski, University of Dayton Ryan Colwell, Fairfield University
11:30 A.M. New and Awesome Audio!
Sarah Ressler Wright, RB Hayes High School
Jenell Igeleke Penn, The Ohio State University
12:00 P.M.
Exploring the Pandemic through Literature for Youth
Kathy G. Short, University of Arizona
Desiree Cueto, Western Washington University Loren Reyes, University of Arizona
12:30 P.M.
Beyond the Book Series Who Would Win; Nonfiction Books That Engage and Inspire All Readers
Mandy Robek
Bitsy Parks
1:00 P.M.
Books That Center Family Stories
Lynsey Burkins, Dublin City Schools
Franki Sibberson, SproutFive (Columbus, Ohio)
Tracey Flores, The University of Texas at Austin
Sandra Osorio, Erickson Institute Chicago
1:30 P.M.
Nonfiction Graphic Novels
Kasey Short, Charlotte Country Day School
2:00 P.M.
Translanguaging in Middle Grade Books
Carla España, Rye Country Day School
Luz Yadira Herrera, California State University, Channel Islands
2:30 P.M.
Join Disney, Bloomsbury, and HarperCollins for a preview of some of our 2023 kids and YA titles!
Beth Eller, Bloomsbury
Mimi Rankin, HarperCollins Childrenâs Books
Dina Sherman, Disney Publishing
BUILD YOUR STACKÂź LOCATED IN EXHIBIT HALL B
3:00 P.M.
Read to Resist: MG, YA, and Adult Titles That Make Us Stand Up and Speak Out!
Nawal Qarooni, NQC Literacy LLC
Samira Ahmed, Little Brown Books for Young Readers
Sara Ahmed, Catherine Cook School
3:30 P.M.
Reading Many Voices: Anthologies and Collections for MS/HS
Donalyn Miller, The Book Whisperer, Inc.
Jodi-Beth Hazel, IDEA Public Schools
4:00 P.M.
Stories with Pictures for the Secondary Classroom
Carrie Santo-Thomas
4:30 P.M. Indigenous Authors and Artists
Saba Khan Vlach, University of Iowa, Iowa City
5:30 P.M.
Building a Diverse Nonfiction Text Set
Roberta Price-Gardner. Kennesaw State University
6:00 P.M.
Ordinary Joy: Appreciating Ordinariness in Texts
S. Travis Crowder, East Alexander Middle School
SATURDAY
11:00 A.M.
YA Mirrors for Muslim Students
Zainab Jabak
11:30 A.M.
How The Light Gets In: Illuminating Mental Health Matters with Picture Books
Aliza Werner
12:00 P.M.
Using Childrenâs Picture Books to Examine Deeper Concepts in the Secondary English Language Arts Classroom
Vivett Dukes, Stony Brook University
12:30 P.M.
Publishers Spotlight Sponsored Session
1:30 P.M.
Latinx Stories for All Grade Levels
Megan Jensen Ismée Williams
Alexandra Villasante
2:30 P.M.
Books That Celebrate âBlack Beautyâ
Laura Haney, Meadowfield Elementary School, Richland One, Columbia, SC
3:00 P.M.
Finding Hope
Greg Micek, Maercker School District 60/Holmes Primary School
3:30 P.M.
Art, Design, and Story: How Endpapers Give Readers Clues about Picture Books
April Larremore, Dallas Independent School District
Jill Culmo, Dallas Independent School District
4:00 P.M.
Possibilities of Poetry
Clare Landrigan, Heinemann Aeriale Johnson, Teachers College Reading and Writing Project
4:30 P.M.
Honoring the Lived Experiences of Transnational Students
Stella Villalba, Dublin City Schools
5:00 P.M.
Doodling as Deep Thinking: Texts to Explore Sketchnoting with Students
Jen Vincent, Carl Sandburg Middle School
SUNDAY
8:30 A.M.
Translingual Mentor Texts in the Borderlands
Katie Trautman, The University of Texas at Austin
Tracey Flores, The University of Texas at Austin
Kathryn Rosa, The University of Texas at Austin Tess Covey, The University of Texas at Austin
9:00 A.M.
Friends, Food, and Fauna Andrea Wang, Kokila Books JaNay Brown-Wood, Charlesbridge
David L. Harrison, Holiday House/ Charlesbridge/Boyds Mills Jason Chin
10:00 A.M.
Picture Books with Read Aloud Potential
Jillian Heise, Heise Reads & Recommends
11:00 A.M.
Reclaiming the Palestinian Narrative: Literary Mirrors and Windows
Sawsan Jaber, Education Unfiltered Consulting
EXECUTIVE COMMITTEE
Elementary Section Representative-at-Large
Bradley Elementary Columbia, SC
Middle Level Section Representative-at-Large


LAKISHA ODLUM






New York City Department of Education New York, NY
Secondary Section Representative-at-Large
LAMAR TIMMONS-LONG
New York City Department of Education New York, NY
Chair, CCCC HOLLY HASSEL
North Dakota State University Fargo, ND
Associate Chair, CCCC STACI M. PERRYMAN-CLARK



Western Michigan University Kalamazoo, MI



Chair, TYCA SARAH Z. JOHNSON
Madison Area Technical College Madison, WI
Chair, CEL CHRISTOPHER BRONKE
Downers Grove North High School Downers Grove, IL



Chair, ELATE LATRISE P. JOHNSON

University of Alabama, Tuscaloosa Tuscaloosa, AL
Chair, LLA MICHELE MYERS

Wake Forest University, Winston-Salem, NC
Chair, Elementary Section TRACEY T. FLORES
University of Texas at Austin Austin, TX
Chair, Middle Level Section MICHAEL DOMĂNGUEZ San Diego State University San Diego, CA
Chair, Secondary Section LISA SCHERFF
Community School of Naples Naples, FL
Chair, College Section RENEE MORENO
California State University, Northridge Northridge, CA
GENERAL CONVENTION INFORMATION
Most activities of the 2022 NCTE Annual Convention will be held at the Anaheim Convention Center, 800 W. Katella Ave.
A few meetings, plus the CEL Annual Convention and the ALAN Workshop, will be held at the adjoining Anaheim Hilton; these are noted in this program.
REGISTRATION
The NCTE Registration Desk is located at the Anaheim Convention Center, ACC North (level 2).
REGISTRATION HOURS
Wednesday, Nov. 16 5:00 p.m.â8:00 p.m.
Thursday, Nov. 17 7:30 a.m.â6:30 p.m.
Friday, Nov. 18 6:30 a.m.â8:00 p.m.
Saturday, Nov. 19 6:30 a.m.â6:00 p.m.
Sunday, Nov. 20 6:30 a.m.â3:30 p.m.
Admission Statement and Name Badges
Attendance at the 2022 NCTE Annual Convention requires credentials. Admittance to all sessions, workshops, and the Exhibit Hall is limited to registered attendees with Convention badges. Name badges will be available onsite for all registrants. No name badges were mailed in advance. Visit the NCTE Registration Desk located in the Anaheim Convention Center, ACC North (level 2), to pick up your badge.
Meal Tickets
Access to Convention meal functions will be available via your name badge. A limited number of tickets will be available for purchase onsite. Visit the NCTE Registration Desk to purchase tickets. Tickets for meal functions are not refundable.
For attendees interested in hearing speakers but not purchasing meal tickets, limited theater seating is available in most meal event rooms and will be open to other attendees after the meal is finished.
Photography and Videography
NCTE will capture photographs and videos throughout the Convention. By registering for this event, attendees understand that NCTE may use photographs and/or videos of their likeness taken at the event for all purposes, including publicity purposes, whether in print, electronic, or other media. If you prefer your likeness not be included, contact NCTE at NCTEevents@ncte.org
Audio or Video Recording/Live Streaming

NCTE does not allow recording in sessions. As a courtesy to speakers, please request permission before taking photographs. Speakers reserve the right to refuse permission.
EXHIBITS
The Exhibit Hall and NCTE Central are located in Exhibit Hall B (level 1) in the Anaheim Convention Center.
Exhibit Hall & NCTE Central Hours
Friday, Nov. 18 10:00 a.m.â6:30 p.m. Saturday, Nov. 19 11:00 a.m.â6:00 p.m. Sunday, Nov. 20 8:00 a.m.â11:30 a.m.
A map and list of exhibitors begin on page 246 of this Convention Program.
NCTE Central
Located in Exhibit Hall B (level 1), NCTE Central will feature the latest NCTE products and publications. Browse a huge selection of NCTE books and gift items, pick up a free journal sample, and discuss NCTE membership with staff.
Author Signings
Information about author signings is available in the Meet the Authors booklet. Pick up your copy at the Registration Desk. Updates will also be available in the mobile app.
Build Your StackÂź
Visit the Build Your StackÂź stage in the Exhibit Hall for a 20-minute session featuring authors and educators talking about their favorite books and how to use them in the classroom. See the complete schedule on pages 12 13.

















NCTE Annual Convention Mobile App








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

SERVICES
Nearest Hospital





Garden Grove Hospital and Medical Center 12601 Garden Grove Blvd. (714) 537-5160
Open 24 hours a day, 7 days a week
In case of emergency contact the closest facility staff member for assistance or call 911.
Nearest Pharmacy
CVS Pharmacy
1803 S. Harbor Blvd. (714) 817-9116
MondayâSunday, 7:00 a.m.â11:00 p.m.

First Aid in the Convention Center

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

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

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















Lost and Found
Found items should be turned in to the NCTE Registration Desk, ACC North (level 2).
NCTE Shipping Center
Visit the NCTE Shipping Center, located in the back of the Exhibit Hall. The Shipping Center in Exhibit Hall B (level 1) will be open during Exhibit Hall hours (shipping costs are based on weight and destination).
Build Your Box
Recycled boxes will be available for your shipping needs at no cost. Simply pick out a box at the Build Your Box area and proceed to the Shipping Center (shipping costs still apply).
Child Care
NCTE does not provide child care services. Check with your hotel staff for available services.
Lactation/Breastfeeding Room
For the privacy and comfort of nursing mothers, a Lactation Room will be available during the Convention. Please ask for assistance at the NCTE Convention Registration Desk, ACC North (level 2).
Sign Language Interpreters
NCTE provides American Sign Language (ASL) at the following convention sessions:
âą General Sessions on Thursday, Friday, Saturday, and Sunday
âą First-Timersâ Welcome Breakfast on Friday
âą Board of Directors Meeting on Friday
âą All-Attendee Event on Friday
âą NCTE Awards & Committees Celebration on Saturday
âą ALAN Workshop General Sessions
Scooter Rental
ScooterBug Rentals (scooters start at $50/day): (800) 726-8284 https://www.scooterbug.com/anaheim/
Select Mobility Scooter Rental (scooters start at $40+/ day): (714) 644-8057 https://anaheimscooters.com/ Soaring Scooters (scooters start at $40+/day): (855) 981-7627 https://soaringscooters.com/
Gender-Inclusive Restrooms
NCTE is committed to producing events where everyone may learn and network in an environment of inclusion and mutual respect. With this in mind, the Annual Convention provides gender-inclusive restrooms in our rented space within the Anaheim Convention Center.
Restaurants
The Anaheim Convention Center offers a wide array of options from coffee stands to specialty food carts throughout the Convention Center and on the Exhibit Hall floor. There is a variety of dining options within walking distance of the Convention Center. Stop by the Visit Anaheim Information Kiosk at the Anaheim Convention Center (level 1, near Exhibit Hall B) to talk with a host about dining options. The Information Kiosk staff also offer information about attractions and transportation options; they will be open daily during the Convention.
GENERAL CONVENTION INFORMATION
















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



Annual Business Meeting
The Annual Business Meeting for the Board of Directors and Other Members of the Council will take place Friday, November 18, from 5:00 to 6:30 p.m. in Ballroom D (level 3). All registered attendees are invited to attend. Only NCTE voting members may participate in discussion and may vote at the meeting. NCTE staff will verify your membership at the door by checking your Convention registration badge and provide voting cards. Note to Directors: Please obtain your voting card at the door before the meeting.
The agenda and rules of conduct for the meeting will be available at the door of the meeting. The rules of conduct for the meeting are also included on pages 244 245 of this Convention Program. Resolutions will be presented and voted on during the meeting. Drafts will be available at the Open Hearings on Resolutions on Friday from 9:30 to 11:00 a.m. in Room 303-D (level 3).


Nominations for the 2023 Elections

The nominating committees of NCTE, ELATE, TYCA, and the Elementary, Middle Level, Secondary, and College Sections of NCTE will accept nominations for the 2023 elections during the 2022 Convention. Bring your questions and nominations to the Annual Business Meeting on Friday, November 18, and to the committeesâ open meetings on Saturday, November 19, 12:00 p.m.â1:00 p.m. (Room 304-A, level 3) and Sunday, November 20, 9:00 a.m.â10:00 a.m. (Room 304-A, level 3).
POLICIES
HEALTH & SAFETY POLICY
NCTE takes the health and safety of its personnel and all guests at events very seriously. In light of ongoing concerns regarding COVID-19 and communicable health risks more generally, NCTE is requiring all attendees to be fully vaccinated against COVID-19 to attend the 2022 NCTE Annual Convention. Prior to the event you will be asked to submit proof of vaccination using the Crowdpass digital health-clearance program. In addition to the vaccine verification, NCTE may implement additional appropriate health and safety protocols in light of the public health circumstances existing at the time of each NCTE event. NCTE will follow protocols that comply with any then-applicable local public health requirements and are consistent with then-prevailing public health standards as issued by the CDC (or other relevant public health authorities). Those protocols may include some or all of the following: selfmonitoring, symptom screening, contact tracing, use of face coverings, social distancing, or other safety measures. Additional or enhanced measures may apply to certain events or activities in light of the particular circumstances and risks. Compliance with the protocols adopted by NCTE may be mandatory for in-person attendance and participation at the event. Additional information regarding the specific health and safety measures, and any necessary consents by you, will be communicated to attendees before the event as well as found on signage around the Convention Center.
After patiently, eagerly waiting for the opportunity to meet in person once again, we are all working together to make this a rewarding, enjoyable, and safe event. Accordingly, you agree that you will not attend the event if within ten (10) days preceding the event, you have tested positive or been diagnosed with COVID-19 or other communicable disease; or experienced any new or unexplained symptoms commonly associated with COVID-19 or other communicable disease. Further, you understand and agree that NCTE may share any COVID-related information about you that NCTE receives as part of such health and safety protocols with public health authorities or other regulatory agencies, as required by applicable law.
MUTUAL RESPECT & ANTI-HARASSMENT POLICY
NCTE is committed to producing events where everyone may learn, network, and socialize in an environment of safety and mutual respect. Therefore, some behaviors are expressly prohibited, including but not limited to harassment or intimidation related to sex, gender identity, and/or expression, sexual orientation, disability, race, color, national origin, age, religion; deliberate intimidation, stalking, or following; harassing photography or recording; sustained disruption of talks or events; inappropriate physical contact and unwelcome sexual attention. Participants are expected to comply with this policy at all times throughout the event. If you have observed or experienced a harassing behavior, please contact any NCTE staff member to intervene and address the matter. All reports will be directed immediately to NCTE leadership, and venue security and/or local law enforcement may become involved if deemed necessary.
DEMONSTRATIONS POLICY
Demonstrations and protests will be conducted in a peaceful and organized manner, within the policies of the venue, and compliant with federal, state, and local laws. Such activities are strictly forbidden in exhibition space, and protesters will not be permitted to block participantsâ entrance to or egress from the exhibit area. NCTE retains the right to permit demonstrations and protests to occur in predetermined areas and to terminate any protests that are unreasonably disruptive, hateful, or offensive and that occur on its property or property NCTE is renting, leasing, or otherwise using for a specific time to host an event. Attendees who do not uphold these standards may be subject to removal and may jeopardize their NCTE membership and/or event participation.









MEETINGS
NCTE COMMITTEE MEET & GREET
NCTE Engagement Center in the Exhibit Hall, Friday, November 18, 11:00 a.m.â 2:00 p.m. Hear how to become more involved in NCTE!
Members of NCTEâs committees will share their charges and involvement opportunities.
ASSEMBLIES
Assembly on Literature for Adolescents of NCTE (ALAN) Board
Sunday, 2:00 4:00 p.m., Catalina Room (Hilton)
Childrenâs Literature Assembly Board
Friday, 6:00 9:00 p.m., 262-A (Convention Center)
Childrenâs Literature AssemblyâNotable Childrenâs Books in the Language Arts Committee
Thursday, 2:30 4:00 p.m., 209-A (Convention Center)
Early Childhood Education Assembly Business
Saturday, 6:00 7:15 p.m., 252-A (Convention Center)
Genders and Sexualities Equality Alliance (GSEA) Saturday, 6:00 7:15 p.m., 256-B (Convention Center)
NCTE Assemblies and Advisory Committees Collaboration
Saturday, 2:45 4:00 p.m., 262-A (Convention Center)
NCTE COMMITTEES
Achievement Awards in Writing Advisory Committee
Saturday, 11:00 a.m. 12:15 p.m., 303-A (Convention Center)
Build Your Stack Committee
Saturday, 2:45 4:00 p.m., 303-B (Convention Center)
Charlotte Huck Award for Outstanding Fiction for Children Committee
Thursday, 8:30 a.m. 5:00 p.m., 303-A (Convention Center)
College Section Nominating Committee
Friday, 9:30 11:30 a.m., 304-A (Convention Center)
Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
College Section Steering Committee
Thursday, 8:30 a.m. 4:30 p.m., 255-B (Hilton) Committee Against Racism and Bias in the Teaching of English Saturday, 4:15 5:30 p.m. (open), 303-A (Convention Center)
Cultivating New Voices among Scholars of Color Fall Institute
Thursday, 8:00 a.m. 4:00 p.m., 304-A (Convention Center)
Cultivating New Voices among Scholars of Color Reception Thursday, 7:30 9:30 p.m., 304-A (Convention Center)
Elementary Section Nominating Committee
Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
Elementary Section Steering Committee Thursday, 8:30 a.m. 4:30 p.m., 255-C (Convention Center) Saturday, 11:00 a.m.-1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 10:00 a.m. 12:00 p.m., 304-C (Convention Center) Lesbian, Gay, Bisexual, Transgender, and Queer Advisory Committee Saturday, 12:30 1:45 p.m., 303-A (Convention Center)
Middle Level Section Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m.-1:00 p.m.; 12:00-1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
Middle Level Section Steering Committee Thursday, 12:00 4:30 p.m., 260-B (Convention Center)
NCTE Childrenâs Poetry Award Committee Thursday, 8:30 a.m. 12:30 p.m., 204-A (Convention Center)
NCTE/CAEP Meet the New SPA Coordinator Friday, 9:30 10:45 a.m., 303-A (Convention Center)
NCTE/CAEP Program Session for 2021 NCTE Standards Friday, 2:00 3:15 p.m., 303-D (Convention Center)
NCTE/CAEP ALL Program Reviewers Work Session Thursday, 12:30 3:45 p.m., 255-A (Convention Center)
NCTE Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00-1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
Orbis Pictus Award for Outstanding Nonfiction in Childrenâs Literature Committee Thursday, 8:30 a.m. 6:30 p.m., 303-B (Convention Center)
Unless otherwise noted, committee meetings are closed.
Professional Dyads and Culturally Relevant Teaching Project
Friday, 9:00 a.m. 2:00 p.m., 304-B (Convention Center)
Promising Young Writers Advisory Committee
Friday, 3:30 4:45 p.m., 303-A (Convention Center)
Public Language Awards Committee
Friday, 2:00 3:15 p.m., 303-A (Convention Center)
Recognizing Excellence in Art and Literary Committee (REALM)
Thursday, 1:00 4:00 p.m., 204-A (Convention Center)
Research Foundation Board of Trustees
Thursday, 3:00 6:00 p.m., 264-BC (Convention Center)
Resolutions Committee
Wednesday, 8:00 a.m. 5:00 p.m., Catalina 1 (Hilton) Thursday, 8:00 a.m. 12:00 p.m., 262-C (Convention Center)
Friday, 9:15 a.m. 12:00 p.m.; 9:30 11:00 a.m. (open) Open Hearings, 303-D (Convention Center)
Resolution drafts will be available at the Open Hearings.
Secondary Section Nominating Committee
Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center)
Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
Secondary Section Steering Committee
Thursday, 8:30 a.m. 4:30 p.m., 260-C (Convention Center)
Sunday, 10:00 a.m. 12:00 p.m., 304-B (Convention Center)
Standing Committee Against Censorship Saturday, 4:15 5:30 p.m., 303-C (Convention Center)
Standing Committee on Affiliates (SCOA) Friday, 2:00 3:15 p.m., 303-B (Convention Center)
Standing Committee on Diversity and Inclusivity Saturday, 2:45 4:00 p.m., 303-A (Convention Center)
Standing Committee on Global Citizenship Friday, 9:30 10:45 a.m. (open), 303-B (Convention Center)
Standing Committee on Literacy Assessment Saturday, 4:15 5:30 p.m., 303-B (Convention Center)
Standing Committee on Research Friday, 9:30 10:45 a.m.; 10:30 10:45 a.m. (open), 303-C (Convention Center)
CAUCUSES
American Indian Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m. (open), 251-C (Convention Center)
Asian/Asian American Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m. (open), 252-A (Convention Center)
Asian/Asian American Caucus Networking and Mentoring Event Saturday, 5:30 7:00 p.m. (open), 253-A (Convention Center)
Black Caucus Executive Committee Saturday, 5:00 6:30 p.m., 252-C (Convention Center)
Black Caucus Business Meeting Saturday, 11:00 a.m. 12:15 p.m., 252-B (Convention Center)
Jewish Caucus Open Forum & Workshop Sunday, 9:00 11:45 a.m., 252-B (Convention Center)
Latinx Caucus Open Forum Saturday, 11:00 a.m. 12:15 p.m., 253-A (Convention Center)
CONSTITUENT GROUP COMMITTEES
CCCC Officers Saturday, 2:30 5:30 p.m., 304-A (Convention Center)
CCCC Executive Committee Retreat Sunday, 1:45 5:45 p.m., (location to be announced)
CCCC Executive Committee Monday, 8:00 a.m. 3:00 p.m., (location to be announced)
CEL Executive Committee Saturday, 9:00 a.m. 3:00 p.m., 303-C (Convention Center)
ELATE Executive Committee Thursday, 9:00 a.m. 5:00 p.m., 303-C (Convention Center)
ELATE Graduate Strand Friday, 5:00 6:30 p.m. (open), 261-A (Convention Center)
ELATE Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
LLA Executive Board Thursday, 8:30 a.m. 4:30 p.m., 303-D (Convention Center)
Two Year College English Association (TYCA) Executive Committee Saturday, 8:00 a.m. 5:00 p.m., 303-D (Convention Center)
TYCA Nominating Committee Friday, 9:30 11:30 a.m., 304-A (Convention Center) Saturday, 11:00 a.m. 1:00 p.m.; 12:00 1:00 p.m. (open), 304-A (Convention Center) Sunday, 9:00 11:00 a.m.; 9:00 10:00 a.m. (open), 304-A (Convention Center)
GENERAL SESSIONS
THURSDAY, NOV. 17, 4:00â5:30 P.M.
ARENA
Opening General Session
JAVIER ZAMORA was born in El Salvador in 1990. His father fled the country when he was one, and his mother when he was about to turn five. Both parentsâ migrations were caused by the USfunded Salvadoran Civil War. When he was nine, Javier migrated through Guatemala, Mexico, and the Sonoran Desert. His debut poetry collection, Unaccompanied, explores the impact of the war and immigration on his family. Zamora has been a Stegner Fellow at Stanford and a Radcliffe Fellow at Harvard and holds fellowships from the National Endowment for the Arts and the Poetry Foundation.



FRIDAY, NOV. 18, 6:45-8:30 P.M., BALLROOM
All-Attendee Event
A/B
Join us for an uplifting evening led by author and artist, YUYI MORALES. In her most recent childrenâs picture book, Bright Star in English and Lucero in Spanish, one beautiful line reads: âNo matter where you are, you are a bright star inside our hearts.â / âDondequiera que estĂ©s, eres un lucero en nuestros corazones.â Let us gather under the themeâs lighthouse imagery to share in the joy and love of sharing our light with each other teacher to teacher, NCTE member to NCTE member. Every attendee is invited to this event. NCTE provides food and beverages alongside programming thatâs sure to be treasured for years to come. This is an excellent opportunity to meet new colleagues and to enjoy an evening with those treasured people already within your professional community.

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

A book signing will follow each General Session.
FRIDAY,
NOV. 18, 8:00-9:15 A.M.,

ARENA
Friday General Session
IBRAM X. KENDI is the Andrew W. Mellon Professor in the Humanities at Boston University and the founding director of the BU Center for Antiracist Research. He is a contributing writer at The Atlantic and a CBS News correspondent. He is the author of many books, including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, and five #1 New York Times bestsellers, including How to Be an Antiracist; Stamped: Racism, Antiracism, and You, coauthored with Jason Reynolds; and Antiracist Baby, illustrated by Ashley Lukashevsky. His latest books are How to Raise an Antiracist and Goodnight Racism, illustrated by Cbabi Bayoc. In 2020, Time magazine named him one of the 100 most influential people in the world. He was awarded a 2021 MacArthur Fellowship, popularly known as the âGenius Grant.â
NIC STONE is an Atlanta native and a Spelman College graduate. Her debut novel for young adults, Dear Martin, was a #1 New York Times bestseller. She is also the author of the New York Times bestseller Clean Getaway, the 2020 NPR Best Book of the Year selection Dear Justyce (a sequel to Dear Martin), the Rainbow Book List Top Ten selection Odd One Out, Jackpot, and Shuri: A Black Panther Novel. She is one of the authors in the New York Times bestselling book Blackout, recently optioned for as a new anthology program for Netflix by Barack and Michelle Obamaâs production company, Higher Ground. Find her online at nicstone.info, @nicstone (Instagram), and @getnicced (Twitter)

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


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


Saturday General Session
SEEMA YASMIN



SEEMA YASMIN is an Emmy Award-winning journalist, medical doctor, professor, and poet. She is the author of five books, including a poetry collection, If God Is a Virus, which was voted one of the Best Books of 2021 by The New York Public Library, and Viral BS: Medical Myths and Why We Fall for Them, which tells her own history of growing up a conspiracy theorist before becoming a debunker of myths. In Muslim Women Are Everything: Stereotype-Shattering Stories of Courage, Inspiration, and Adventure (Harper Design), published in April 2020, Yasmin reframes how the world sees Muslim women, to reveal everything they CAN do and the incredible, stereotype-shattering ways they are doing it. She is also the author of What the Fact: Finding the Truth in All the Noise, a timely book about the importance of media literacy.
Yasmin is director of the Stanford Health Communication Initiative, clinical assistant professor in Stanford Universityâs Department of Medicine, and visiting assistant professor at the Anderson School of Management at UCLA where she teaches crisis management and crisis communications. She was a finalist for the Pulitzer Prize in breaking news in 2017 with a team from The Dallas Morning News for coverage of a mass shooting. After training in medicine at the University of Cambridge, Yasmin served as an officer in the Epidemic Intelligence Service at the US Centers for Disease Control and Prevention, where she investigated outbreaks in prisons, hospitals, reservations, and other settings. She trained in journalism at the University of Toronto and worked as a staff writer at The Dallas Morning News covering Ebolaâs arrival in Texas.
SUNDAY, NOV. 20,
12:00-1:30 P.M.,
ARENA
Sunday General Session
NCTE PRESIDENTIAL ADDRESS

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


Born and raised in Charleston, South Carolina, VALERIE KINLOCH is the Renée and Richard Goldman Dean of the School of Education at the University of Pittsburgh. She is cochair of Remake Learning, current NCTE President, and a member of the Board of Trustees of her undergraduate alma mater (Johnson C. Smith University). She is author of publications on race, literacy, and equity. Her book, Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth, received the 2010 AERA Outstanding Book of the Year award. Her new co-authored book is Where Is the Justice? Engaged Pedagogies in Schools and Communities
ANDREA WANG is the award-winning author of Watercress, illustrated by Jason Chin, which Kirkus called âunderstated, deep, and heart rendingâ in a starred review. She is also the author of The Nian Monster and Magic Ramen: The Story of Momofuku Ando as well as the forthcoming middle-grade novel, The Many Meanings of Meilan. Andrea holds an MS in Environmental Science and an MFA in Creative Writing for Young People. She lives in Colorado with her family.
JASON CHIN is a celebrated author and illustrator of childrenâs books. He received the Caldecott Medal for his illustrations in Andrea Wangâs Watercress, a Newbery Honor book and APALA award winner. His book Grand Canyon was awarded a Caldecott Honor, a Sibert Honor, and the NCTE Orbis Pictus Award. His other acclaimed nonfiction titles Coral Reefs, Redwoods, Gravity, and Island: A Story of the GĂĄlapagos have received numerous starred reviews and other accolades. He is also the illustrator of Stephanie Parsley Ledyardâs debut title, Pie Is for Sharing, and Miranda Paulâs Water Is Water and Nine Months: Before a Baby Is Born, the latter a Boston Globe Horn Book Honor Book. He lives in Vermont with his wife and children.

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


A/B
First-Timerâs Welcome Breakfast
Never been to an NCTE Annual Convention before? Donât miss this event weâre holding just for you!
Join fellow first-time attendees for an informative session over breakfast to kick off your NCTE Annual Convention experience. Youâll have the opportunity to hear from NCTE PresidentElect MARĂA FRĂNQUIZ and NCTE Executive Director EMILY KIRKPATRICK, and to meet NCTE leaders and repeat attendees who can walk you through tips and strategies that will enhance your Convention experience, expand your knowledge of NCTEâs resources, and build your professional network.
FRIDAY,
NOV. 18, 11:30 A.M.-1:30 P.M.,

ELATE Luncheon
BALLROOM C
ASHLEY C. FORD is a writer, host, and educator. Ford is the former host of The Chronicles of Now podcast; co-host of the HBO companion podcast Lovecraft Country Radio; seasons one and three of MasterCardâs Fortune Favors the Bold; as well as the video interview series PROFILE, by BuzzFeed News; and Brooklyn-based news and culture TV show, 112BK.
She was also the host of the first season of Audibleâs literary interview series, Authorized. She has been named among Forbes Magazineâs 30 Under 30 in Media (2017), Brooklyn Magazineâs Brooklyn 100 (2016), Time Out New Yorkâs New Yorkers of The Year (2017), and Varietyâs New Power of New York (2019)

FRIDAY,
NOV. 18, 11:30 A.M.-1:30 P.M., BALLROOM
Middle Level Luncheon
D

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



SATURDAY,
NOV. 19, 7:00â9:15 A.M.,

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

GENERAL SESSIONS
MEAL EVENTS
SATURDAY,
All times are Pacific Time.
NOV. 19, 12:30â2:30 P.M., BALLROOM
C
Childrenâs Book Awards Luncheon


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


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

Her biggest hope is to highlight and explore the beauty of cultural differences and how sharing those differences can bring us all closer.
SATURDAY, NOV. 19, 12:30â2:30 P.M., BALLROOM D
Secondary Section Luncheon
Anna-Marie McLemore was born in the foothills of the San Gabriel Mountains and taught by their family to hear la llorona in the Santa Ana winds. They are the author of The Weight of Feathers, Wild Beau ty, Blanca & Roja, Dark and Deepest Red, The Mirror Season, Lake lore, and Self-Made Boys: A Great Gatsby Remix, which was also just longlisted for the 2022 National Book Award in Young Adult Literature. Their books include two previous titles longlisted for the National Book Award and recognition from both the William C. Morris Debut Award and Stonewall Book Award.
SUNDAY, NOV. 20, 7:00â8:45 A.M., BALLROOM E
Affiliate Roundtable Breakfast
The Affiliate Roundtable Breakfast gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a place to hear from NCTE leaders and a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leadership, development, membership growth, recruitment of teachers of color, intellectual freedom, multicultural programs, and publications, including journals, newsletters, and websites.
Speakers: Emily Kirkpatrick, NCTE Executive Director Shelley Rodrigo, NCTE Vice President, University of Arizona


SHELLEY RODRIGO is the senior director of the writing program; associate professor in rhetoric, composition, and the teaching of English; and associate writing specialist (continuing status) in the Department of English at the University of Arizona. Shelley teaches undergraduate and graduate courses in writing, rhetoric, and film studies, and has coauthored three editions of The Wadsworth/Cengage Guide to Research and coedited Rhetorically Rethinking Usability (Hampton Press). Currently NCTE Vice President, Shelley also has served on the NCTE Executive Committee (EC) as the Chair of the College Section Steering Committee; the CCCC Executive Committee, both as an elected member and as Parliamentarian; TYCA-Westâs EC as elected Chair and Treasurer; and on TYCAâs EC.
Childrenâs Literature Assembly Breakfast
JERRY CRAFT is the #1 New York Times bestselling author-illustrator of the Newbery Medal winning graphic novel, New Kid, and its companion book, Class Act. The third book following the kids from Riverdale Academy, School Trip, comes out in April 2023. New Kid is the winner of the Coretta Scott King Author Award and the Kirkus Prize for Young Readersâ Literature, and has been named to state award lists in 25 different states. Jerry is the creator of Mamaâs Boyz, an award-winning syndicated comic strip. He has won five African American Literary Awards and is a cofounder of the Schomburg Centerâs Annual Black Comic Book Festival. He received his BFA from the School of Visual Arts in New York City and now lives in Connecticut.



THURSDAY FEATURED SESSION
9:30â10:45 A.M., ROOM 258-A

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

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


Presenter: Nellie Scott, Director, Corita Art Center
ABOUT NELLIE SCOTT

Scott holds her degree in Art History from Portland State University and Szeged University in Hungary, focusing on Indigenous Art and Social Practice. With art accessibility as a pillar of all of her professional endeavors, Scott has spent the last decade developing exhibitions and art education initiatives geared toward democratizing art engagement. Prior to holding the position of Director at the Corita Art Center, she served as an independent consultant and art advisor for a variety of public and private foundations, institutions, artists, and estates. With an entrepreneurial spirit, Scott has a history of building nonprofits and businesses successfully to meet mission and service. She currently serves on the Board of Councilors for the University of Southern California Roski School of Art and Design.
ABOUT THE CORITA ART CENTER
The Corita Art Center maintains the largest and most comprehensive collection of work by iconic pop artist pioneer Corita Kent (1918â1986). The Centerâs collection is comprised of Coritaâs artwork, photographs, ephemera, and other archival material that visitors wonât see anywhere else. The Corita Art Center is dedicated to preserving and promoting Coritaâs artistic and educational legacy as well as her passion for social justice. Today, the Corita Art Center oversees image and merchandising rights, produces public programming, supports exhibition loans, and serves as a resource for information about her life and work. The Corita Art Center is a project of the Immaculate Heart Community, which just celebrated its 50th anniversary.

AWARDS
LIFETIME ACHIEVEMENT AWARDS
Advancement of People of Color Leadership Award
This award is given to an NCTE member of color who has made a significant contribution to NCTE and the development of our professional community. It supports those who advocate for policies and practices that influence and advance the understanding of equity and antiracism.
Recipient: Sandra Lucia Osorio, Erikson Institute Chicago, Chicago, IL
Distinguished Service Award
The NCTE Distinguished Service Award recognizes a person or persons who have exhibited valuable professional service to the profession, scholarly or academic distinction, distinctive use of the language, and excellence in teaching.
Recipient: Franki Sibberson, SproutFive, Columbus, OH
Leadership Award for People with Disabilities
The NCTE Leadership Award for People with Disabilities recognizes a person with a disability who has made a significant contribution to NCTE and the development of our professional community.
Recipient: Ada Hubrig, Sam Houston State University, Hunstville, TX
LGBTQIA+ Advocacy and Leadership Award
The NCTE LGBTQ+ Advocacy and Leadership Award recognizes a member of the LGBTQ+ community who has made a significant contribution to NCTE and the development of our professional community.
Recipient: Henry âCodyâ Miller, SUNY Brockport, Rochester, NY
James R. Squire Award
This award recognizes outstanding service, not only to the stature and development of NCTE and the discipline which it represents, but also to the profession of education as a whole, internationally as well as nationally.
Recipient: Carol Jago, University of California, Los Angeles
SPECIAL COUNCIL AWARDS
David H. Russell Award for Distinguished Research in the Teaching of English
This award recognizes published research in language, literature, rhetoric, teaching procedures, or cognitive processes that may sharpen the teaching or the content of English at any level.
Recipient: Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces by Detra Price-Dennis, The Ohio State University, and Yolanda. Sealey-Ruiz, Teachers College, Columbia University, New York, NY
Julia E. Berry Research Award to Study Careers of English Majors
The Berry Research Award to Study Careers of English Majors (Berry Research Award) supports NCTE members in the teaching, learning, and application of literacy learning. The Berry Research Award provides research support for an NCTE member(s) who proposes a research project that studies the careers of English Majors and/or the role and function of English in career development.
Recipient: Erin McNeill, Indiana University, Bloomington, for her project, âCulturally Responsive Listening in English Language Arts Classrooms: Building Curriculum for Cultural Engagementâ
George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language

Given by the NCTE Public Language Awards Committee, the Orwell Award recognizes writers who have made outstanding contributions to the critical analysis of public discourse.
Recipient: David Chrisinger for Public Policy Writing That Matters, second edition (Hopkins Press, 2022)
Promising Researcher Award
Given by the NCTE Standing Committee on Research, this award recognizes the promise of a researcher early in his or her career based on the quality of a manuscriptâs statement of a research problem, literature review, methodology and data analysis, grounding of evidence, significance of results, and clarity and style.
Recipient: Monica Kleekamp, Maryville University, St. Louis, MO, âNo! Turn the Pages!â Repositioning Neuroqueer Literaciesâ
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 yearâs volume, judged most likely to have a significant impact on literacy learning and/or teaching.
Recipients: Stephanie R. Toliver, âFreedom Dreaming in a Broken World: The Black Radical Imagination in Black Girlsâ Science Fiction Storiesâ (August 2021)
Honorable Mention: Alicia Rusoja, ââOur Community Is Filled with Experts:â The Critical Intergenerational Literacies of Latinx Immigrants That Facilitate a Communal Pedagogy of Resistanceâ (February 2022)
Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, and Mari Gashaw, âWriting as a Social Act: The Feedback Relation as a Context for Political and Ethical Becomingâ (November 2021)
Orbis Pictus Award for Outstanding Nonfiction for Children
Established to promote and recognize excellence in the writing of nonfiction for children
Recipient: Nina: A Story of Nina Simone by Traci N. Todd, Illustrated by Christian Robinson (G. P. Putnamâs Sons Books for Young Readers)
Charlotte Huck Award for Outstanding Fiction for Children
Established to promote and recognize excellence in the writing of fiction for children.
Recipient: Cece Rios and the Desert of Souls by Kaela Rivera (HarperCollins)
National Intellectual Freedom Award
The purpose of this award is to honor individuals, groups, or institutions that merit recognition for advancing the cause of intellectual freedom.
Recipient: Julia Schleck, University of Nebraska Honorable Mention: Ohioana Library in Ohio
Early Career Educator of Color Leadership Award
This award provides early career teachers of color a national forum at the NCTE Annual Convention for professional collaboration and development, and supports them as they build accomplished teaching careers as active NCTE members.
2022 Recipients: Adedoyin Ogunfeyimi, University of Pittsburgh at Bradford, Bradford, PA
NâKengĂ© Robertson, Detroit International Academy, Detroit, MI
Hiawatha Smith, University of WisconsinâRiver Falls, River Falls, WI
Kim Tate, International Prep Academy, Champaign IL Karen Tellez-Trujillo, Cal Poly Pomona, Pomona, CA Curtis Wu, Boston Latin School, Boston, MA
2021 Recipients: Gabrielle Julia Bachoo, Governor William Pitkin School, East Hartford, CT
Briana Morales, Gordon Bush Alternative Center, East St. Louis, IL
RubĂ©n GonzĂĄlez, Stanford University, Palo Alto, CA Lydia Haff, Waiâanae High School, Waiâanae, HI
Dorian Harrison, The Ohio State University at Newark, Newark, OH
Diana Liu, New York City Department of Education, New York, NY
Alethea Maldonado, Lockhart Junior High School, Lockhart, TX
Dillin Randolph, Niles West High School, Skokie, IL
Darius B. Wimby, Dr. Ronald E. McNair High School, Atlanta, GA
Shuling Yang, East Tennessee State University, Johnson City, TN
Zöe Zander, Union Academy Charter School, Monroe, NC
Shay KaleoâoluhoâiloliokawaipÄhe Zykova, Waiâanae High School, Waiâanae, HI
Cultivating New Voices among Scholars of Color
The NCTE Research Foundationâs 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.
2022â2024 Fellows: Tasha Austin, University at Buffalo, NY
Jordan Bell, CUNY Graduate Center, NY
Theresa Burruel Stone, Sonoma State University, Rohnert Park, CA
José Luis Cano Jr., Texas Christian University, Fort Worth
Autumn A. Griffin, University of Pennsylvania, Philadelphia
Sharim Hannegan-Martinez, University of Kentucky, Lexington
Alicia K. Hatcher, Syracuse University, NY
Ileana Jiménez, Teachers College, Columbia University, NY
Naitnaphit Limlamai, Colorado State University, Fort Collins
Pratigya Marhatta, University of North Carolina at Greensboro
Tamara Moten, University of Georgia, Athens
Lauren Elizabeth Reine Johnson, University of Illinois at Chicago
Renée Wilmot, Michigan State University, East Lansing
Alexis Morgan Young, University of MarylandCollege Park
ELEMENTARY SECTION AWARDS
Donald H. Graves Award for Excellence in the Teaching of Writing
Recognizes teachers in grades Kâ6 who, through the teaching of writing, demonstrates an understanding of student improvement in writing.
Recipient: Jacqui Witherspoon, Jackson Creek Elementary, Columbia, SC
Outstanding Elementary Educator in the English Language Arts Award
Established in 1995, this award recognizes a distinguished national or international educator who has made major contributions to the field of language arts in elementary education.
Recipient: Detra Price-Dennis, The Ohio State University, Columbus
Language Arts Distinguished Article Award
This award recognizes outstanding Language Arts articles that move forward the Elementary Section Steering Committeeâs mission of the pursuit for justice and equity, brings the sociocultural realities of childrenâs everyday lives into language arts instruction, and facilitates conversations of rich and authentic literacies.
Recipient: Wintre Foxworth Johnson (see p. 79)
MIDDLE LEVEL SECTION AWARDS
Outstanding Middle Level Educator in the English Language Arts Award
This award recognizes exceptional English language arts teachers of grades 6â8 who have demonstrated excellence in teaching and inspired a spirit of inquiry and a love of learning in their students.
Recipient: Alison Criss, St. Anthony Middle School
Richard W. Halle Award for Outstanding Middle School Educator
Honors a junior high/middle level educator who has worked to promote understanding of the developmental needs and characteristics of young adolescents, especially in the English language arts.
Recipient: Sara Kajder, University of Georgia, Athens Shelbie Witte, Oklahoma State University, Stillwater
Linda Rief Voices from the Middle Award
Recognizes an outstanding publication in Voices from the Middle written or cowritten by classroom teachers or literacy coaches.
Recipients: to be announced Honorable Mention: to be announced
SECONDARY SECTION AWARDS
High School Teacher of Excellence Award
This national award celebrates high school teachers who have been nominated by their state affiliates.
Recipients: Wanda Anderson, Huguenot High School
Therese Arvizu, North High School
Tommy Lee Bender, Southeast High School
Amber Dumbuya, Kendrick High School
Janice L. Rowley, Renaissance High School and Detroit Public Schools
Jay Schroder, Central Medford High School
Donja J. Thomas, Gahanna Lincoln High School
English Journal Edwin M. Hopkins Award
This biannual award recognizes outstanding English Journal articles written by authors who are not high school teachers.
Recipients: Luz Yadira Herrera and Carla España, âSe hace camino al andar: Translanguaging Pedagogy for Justiceâ (May 2022)
Honorable Mention: Yolanda Sealey-Ruiz, âAn Archaeology of Self for Our Times: Another Talk to Teachersâ (May 2022)
AWARDS
Paul and Kate Farmer English Journal Writing Award
This award recognizes two articles published in English Journal during the previous school year that were written by high school teachers.
Recipient: Kimberly D. Hellerich, â(Re)Vitalizing Instruction via Participatory Action Researchâ (November 2021)
Honorable Mention: Daniel Ian Rubin, âTeaching Ghost Boys to Explore Police Brutality and Antiracist Protestsâ (September 2021)
COLLEGE SECTION AWARDS
Richard Ohmann Award for Outstanding Article in College English
This award recognizes an outstanding article published in College English in the past volume year.
Recipients: Tom Hong Do, University of Arizona, Tucson, âKnowing with Our Bodies: A Racialized, Embodied Translingual Approachâ (May 2022)
ENGLISH LANGUAGE ARTS TEACHER EDUCATORS (ELATE) AWARDS
Janet Emig Award for Exemplary Scholarship in English Education
The Emig Award recognizes an exceptional article for excellence in scholarship and educational leadership published in the ELATE journal English Education within the previous calendar year.
Recipient: Nadia Behizadeh, Cheryll M. ThompsonSmith, and PJ Miller, Georgia State University, Atlanta, GA, ââPeeling off the Maskâ: Challenges and Supports for Enacting Critical Pedagogy in Student Teachingâ (April 2021)
ELATE Richard A. Meade Award
The ELATE Richard A. Meade Award recognizes published research-based work that promotes English language arts teacher development at any educational level and in any scope and setting. The award was established in 1988 in honor of the late Richard Meade of the University of Virginia for his contributions to research in the teaching of composition and in teacher preparation.
Recipients: Ewa McGrail, Georgia State University, Atlanta; Kristen Hawley Turner, Drew University, NJ; Amy Piotrowski, Utah State University, Logan; Kathryn Caprino, Elizabethtown College, PA; Lauren Zucker, Drew University, NJ, and Fordham University, NY; Mary Ellen Greenwood, Utah State University, Logan, âAn Interconnected Framework for Assessment of Digital Multimodal Compositionâ (English Education, July 2021)
ELATE Research Initiative Grants
The ELATE Research Initiative grants contribute to ELATEâs mission and efforts to communicate more effectively with many different audiences: state and federal policymakers, accreditation agencies, school/ department administrators, researchers, teacher educators, practicing teachers, and other education leaders.
Recipients: Rachel Donegan, Northern Illinois University, DeKalb
Jessica Torelli, Western Kentucky University, Bowling Green
Ellen Casale, Western Kentucky University, Bowling Green Cori McKenzie, SUNY Cortland Elizabeth Jach, University at Albany, NY
ELATE Graduate Student Research Award
This award seeks to support graduate student research that advances the work of ELATE as articulated through the organizationâs position statements and sponsored publications.
Recipient: Neisha Terry Young, Drexel University, Philadelphia, PA
CONFERENCE ON ENGLISH LEADERSHIP (CEL) AWARDS
Best Article of the Year Award
This award is given annually to the author of an article written and published in English Leadership Quarterly (ELQ)
Recipient: Robert D. Ford, North Branford Public Schools, CT âAdventures in Gamification and Personalized Learning: A Case Study in GameBased Course Designâ (February 2021)
Honorable Mention: Christine M. Dawson, Siena College, Loudonville, NY, and Nicole Sieben, SUNY Old Westbury, NY, âWriting-Rich Workshops as Pathways for Transformative Teacher Learningâ (August 2021)
Kent Williamson Exemplary Leader Award
This award is given annually to an NCTE member who is an outstanding English language arts educator and leader.
Recipient: Cathy Fleischer, Emeritus, Eastern Michigan University, Ypsilanti
Teacher-Leader of Excellence Award
This award is given to a classroom educator who leads the way of literacy instruction by sharing his or her work with others at local and/or national levels.
Recipient: Amy Salamone, Guilderland High School, Albany, NY
AFFILIATE AWARDS
Affiliate Excellence Awards
This award is given to affiliates that meet standards of excellence to which all affiliates should aspire.
Recipients: to be announced
Student Affiliate Excellence Awards
This award is given to student affiliates that meet standards of excellence to which all student affiliates should aspire.
Recipients: to be announced
Affiliate Intellectual Freedom Awards
This award is given by state, regional, and provincial affiliates to honor individuals, groups, or institutions that merit recognition for advancing the cause of intellectual freedom.
Recipients: Nebraska English Language Arts Council recognizes Julia Schleck, University of Nebraska, Lincoln
Ohio Council of Teachers of English Language Arts recognizes Ohioana Library, Columbus
Affiliate Journal of Excellence Award
This award is given to outstanding affiliate journals.
Recipients: California Association of Teachers of English (CATE)
Kansas Association of Teachers of English (KATE)
Maine Council of English Language Arts (MCELA)
Michigan Council of Teachers of English (MCTE)
New York State English Council (NYSEC)
Oregon Council of Teachers of English (OCTE)
Ohio Council of Teachers of English Language Arts (OCTELA)
Texas Council of Teachers of English Language Arts (TCTELA)
Affiliate Newsletter of Excellence Award
This award is given to affiliate newsletters that are evaluated by a panel of judges as best meeting the award criteria.
Recipients: Arizona English Teachers Association (AETA)
Oregon Council of Teachers of English (OCTE)
Ohio Council of Teachers of English Language Arts (OCTELA)
Texas Council of Teachers of English Language Arts (TCTELA)
Affiliate Website of Excellence Award
This award is given to honor affiliates that have websites that best meet set criteria.
Recipients: Arizona English Teachers Association (AETA)
Iowa Council of Teachers of English (ICTE)
Michigan Council of Teachers of English (MCTE)
New England Association of Teachers of English (NEATE)
New York State English Council (NYSEC)
Ohio Council of Teachers of English Language Arts (OCTELA)
Texas Council of Teachers of English Language Arts (TCTELA)
Western Pennsylvania Council of Teachers of English (WPCTE)
NCTE Fund Teachers for the Dream Affiliate Awards
The NCTE Fund invites affiliates to implement initiatives aimed at recruiting English language arts teachers of color and will offer grants to those selected affiliates.
Recipients: Indiana Council of Teachers of English (ICTE)
Texas Council of Teachers of English Language Arts (TCTELA)
Ohio Council of Teachers of English Language Arts (OCTELA)
Arizona English Teachers Association (AETA)
Affiliate Leadership Development Awards
The award is designed to encourage the participation of early career teacher leaders in both NCTE (beginning at the Annual Convention) and the affiliate (through all its activities).
Recipients: Nebraska English Language Arts Council recognizes Katie Rice, Omaha Public Schools
Ohio Council of Teachers of English Language Arts recognizes Marlee Barboza, Pleasant View Middle School
Kent D. Williamson Affiliate Membership Recruitment Awards
This award is given to affiliates with the highest percentage of membership increase. To be eligible, affiliates must electronically send their membership lists to NCTE.
Recipients: Arizona English Teachers Association (AETA)
Western Pennsylvania Council of Teachers of English (WPCTE)
SESSION STRANDS
Convention sessions with a special focus or in special sequences fall into session strands. Attend multiple sessions within a single strand for an in-depth learning experience with any of these important themes:
Early Childhood Education Strand sessions focus on issues pertaining to the education of children from birth to age eight, their families, and their teachers. Early literacy is a key concept in these sessions that also address diversities in early childhood and highlight practices and processes that are situated in social, historical, and cultural contexts.
ELATE Strand (English Language Arts Teacher Educators) sessions focus on issues, research, and practices pertaining to teacher development, professional development, and teacher education programs, including preservice and induction programs. These sessions highlight the practice of those who prepare literacy educators or support their continued development through courses, workshops, and inquiry.

LGBTQIA+ Strand sessions focus on issues pertaining to lesbian, gay, bisexual, transgender, and queer students, their families, and their teachers. These sessions address representations of sexual and affectional difference, and they offer a broad understanding of diversity, free inquiry and expression, critical pedagogy, and democratic teaching practices. The sessions encourage the creation of safer, more inclusive schools.
LLA Strand sessions focus on whole language theory and practice and are reviewed by Literacies and Languages for All leaders. These sessions push understandings of critical literacy, inquiry, and collaborative learning, and integrate literacy with other sign systems and knowledge systems situated in social, historical, political, and cultural contexts.


National Writing Project Strand sessions focus on research, practice, and innovation at Writing Project sites, including promising designs for professional learning and leadership programs; youth, community, and civic engagement projects; and fresh looks at curriculum and pedagogy in the teaching of writing. These sessions highlight the potential of teacher-leaders, and educators more broadly, to work collectively to improve the teaching of writing for all learners.
Rainbow Strand sessions focus on issues and strategies related to teaching and affirming culturally and linguistically diverse students, especially African Americans, Latinxs, American Indians, Asian Americans, and Pacific Islanders.


Research Strand sessions have been chosen through a refereed selection process sponsored by the NCTE Standing Committee on Research (SCR). Although reports and discussions of research are distributed throughout the Convention Program, sessions labeled âResearch Strandâ 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:




IN MEMORIAM
Celebrating the Lives of Educators
Although the title of this page could read âThe Lives of Educators No Longer with Us,â 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.
Membersâ deaths weâve learned about since the 2021 NCTE Annual Convention:

Doris Bowman
Benjamin âBenjiâ Chang
Virginia Everson
Shirley Haley-James
Ruby Herlong
Bobbi Ciriza Houtchens
Gerald âGerryâ Kuroghlian
John Manear
William âBillâ McBride
Madeline Elaine Rowe Mead
Frank Morales

WORKSHOPS â 11:30 A.M.â3:30 P.M.
W.1 #WriteNow: Getting Real with Literacy in the Classroom ROOM 258-A
Is writing something you love to teach or dread? Love it or hate it, writing is a necessity in education, regardless of the subject area. This workshop will explore how writing can be taught effectively through a number of venues including rap music, post it notes, commercials, peacock feathers, props, sports programing, and social media. Learn how to effectively teach writing and have fun too!
Presenter: Rebecca Harper, Augusta University
W.2 Anaheim Writing Marathon ROOM 204-B
Sponsored by the National Writing Project
After hearing a brief introduction from the facilitator, who founded the New Orleans Writing Marathon and has led Writing Marathons across the country, participants take part in a three-hour Writing Marathon, writing and sharing their work in small groups around Anaheim before returning to the meeting room to reflect on the process as a community of teachers/writers.
Presenter: Richard Louth, Southeastern Louisiana University


W.3
Critical Hip Hop and Spoken Word Literacies in the 6â12 Classroom: A Generative Poetry Writing Workshop #HipHopEd
ROOM 262-A
During this half-day interactive poetry writing workshop, participants will read and write poems that cultivate critical Hip Hop and spoken word literacies. The workshop will demonstrate practical Hip-Hop-Based Education strategies for teachers who want to learn about using Hip Hop and spoken word poetry in the 6â12 classroom.
#HipHopEd

Presenters: Brian Mooney, Teachers College, Columbia University
Otto Vock, Jersey City Art Exchange
ROOM 253-A
As social media deepens divides and the stories we tell become more important than ever, young people need to be empowered to take action. Critical media literacy enables students to understand the dangers of fake news, see representation in a new light, and expose the mediaâs political economyâ then to use their new skills to create their own lighthouses to guide and protect their communities.
Presenters: Ben Boyington, White River Valley High School
Allison Butler, University of Massachusetts Amherst Nolan Higdon, California State University East Bay
261-A
Sponsored by NCTE Standing Committee on Global Citizenship

In this collaborative workshop you will review/revise the principles (developed by past workshop participants) for decreasing the impact of colonization on students and countering the racism and inequity inherent in English education. You will apply the principles discussed and developed to samples of your own work: lessons, materials, curricular projects, and professional development activities.
Presenters: Kevin DePew, Old Dominion University
Kylowna Moton, LA City College
Rex Ovalle, University of Illinois at Chicago
Michael Seward, Minneapolis College
Robyn Waters, Brooklyn School of Inquiry
W.4 Critical Media Literacy as a Beacon: Empowering Young People to Light the World
W.5 Decolonizing the English Classroom: Applying the Principles of Decolonization in Your Own Work ROOM
W.6 Digital Literacies As a Beacon of Hope: Thinking, Writing, and Doing in a Digital Age

ROOM 256-A
Sponsored by the Assembly on Computers in English (ACE)
In this Bring Your Own Device (BYOD) workshop, participants will engage in digital literacy practices that encourage meaningful thinking, writing, and doing in a digital age. Attendees will be led through activities centered on digital storytelling, source evaluation, accessibility, critical media literacy, and mindful technology integration.
Presenters: Johnny Allred, Brigham Young University
Katherin Garland, Santa Fe College
Troy Hicks, Central Michigan University
Devan MacKenzie, North Carolina State University
Mary Rice, University of New Mexico
W.7 Do You Know Who You Are? An Exploration of Personal Stories through Ancestry.com
ROOM 262-B
We often work with students on the basics of character development and other elements of story in creative writing, but what about telling a personal story? Many students struggle with writing personal essays, so a fullblown narrative can be overwhelming. In this workshop, we will explore the personal narrative from a different perspectiveâresearching our family history using Ancestry Classroom.
Presenter: Love Foy, Half Hollow Hills CSD
W.8



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

ROOM 205-B
In this interactive workshop, presenters will guide teachers through narrative inquiry to identify connections between their lived experience and teaching practice. Teachers will gain instructional practices and methods to illuminate their studentsâ dreams and strategies for co-creating learning communities where all dreams can be seen, nurtured, and protected. We welcome educators of any age group.
Presenters: Arlene Casimir, Reveye, LLC
Kisha Howell, The Thought Partner
Anastazia Neely, Convent of the Sacred Heart
Islah Tauheed, NYC Dept of Education
W.9 Investigative Literacy: Using Inquiry to Foster Engagement, Empowerment, and Activism ROOM 251-B
In this workshop, participants will explore the practice of investigative literacy, that is, the practice of using texts to create investigative, problemsolving units that not only expose students to a multitude of varied texts, but also engage them in big questions around social justice, human behavior and psychology, and world affairs.
Presenter: Emily Creveling, High School South
W.10 It Begins with Us: Driving Out Darkness with Poetry, Reflection, and Writing ROOM 304-B
Antibias and antiracist work requires a personal uncovering of bias. This half-day workshop will be an engaging and interactive process for learning about ourselves and finding our inner light. Through spoken word poetry, independent writing prompts, smallgroup discussions, and whole-group processing, participants will leave with practical classroom strategies.
Presenters: Lorena GermĂĄn, Multicultural Classroom
Roberto GermĂĄn, Multicultural Classroom Tiffany Jewell
W.11 Keep Your Light Shining with the Gift of Time ROOM 252-A
This work session is designed around determining how we may consider how our time is spent so that we may keep our light on and stay rejuvenated in our teaching. When asked what educators need, the most common response is more time. While we canât add more time in a day, we can look at better ways to spend our time and continue to support our students.
Presenters: Erin King, Fulton County Schools
David Tarnoff, Intermation
â 11:30 A.M.â3:30 P.M.
W.12 Lead by Example: Holistic Learning as an Equitable School Improvement Strategy



ROOM 251-A
Everyone has the ability to lead! Participants will develop the techniques to strengthen their learning environment through holistic, social emotional learning, and equitable practices. Participants will explore what leadership is and be given strategic tools to improve their leadership capabilities, along with a comprehensive guide to schoolwide improvement and overall education reform.
Presenters: Hal Eisenberg, The Eisenberg Leadership Academy
Allison Teicher-Fahrbach, New York City Department of Education
W.13 Learning How to Integrate Literacy and Science in Elementary School with Inquiry, Ecological Justice, and Citizen Science with Butterflies Belong Here ROOM 261-B
Participants will learn through hands-on experiences about a research project in which elementary school teachers learned about integrating science and literacy through student-centered instruction with insects through inquiry, ecological justice, and citizen science with Butterflies Belong Here, written by Deborah Hopkinson. Deborah will be joining us for this workshop.
Presenters: Maricela Almaraz, Golden Feather Union School District
Jennifer Diaz, Golden Feather Union School District Cristina Hawkins, Golden Feather Union School District Char Moffit, California State University, Chico
JD Olsen, California State University, Chico
Lexi Southam, Golden Feather Union School District Tradebook Author/Illustrator: Deborah Hopkinson, Scholastic
W.14 Liberate the Human Potential through Critical Literacy: Amplifying Their Light to Rebuild a Better Future ROOM 304-C
Coconstructing inquiry units that break down white supremacy culture in literature by highlighting the brilliance of communities of
color and focus on collective action and care. By first decolonizing our ideology through self and interpersonal work, we will develop an awareness to identify marginalized voices in texts and work to cocreate collective action projects to address these issues.
Presenters: Sovandara Chhin, Birch Lane Montessori Ashley Person, New Roads School
W.17 Shining a Light on School Culture and Climate ROOM 252-C
In this half-day workshop, educators will plan to implement Culture and Climate strategies from Learning for Justiceâs Critical Practices for Social Justice Education publication. Through an interactive and collaborative workshop, educators will map Critical Practices onto their existing evaluations and make a plan for how to create safer spaces for their students and colleagues.
Presenters: Sarah-SoonLing Blackburn, Southern Poverty Law Center/Learning for Justice
Jaci Jones, Southern Poverty Law Center/Learning for Justice
Jonathan Tobin, Southern Poverty Law Center/Learning for Justice Courtney Wai, Southern Poverty Law Center/Learning for Justice
W.18 Shining a Light on the Crosswalk: Joining the NCTE Literacy for a Digital Age Definition and the Standards for the Initial Preparation of Teachers of ELA ROOM 258-B
Sponsored by the NCTE Literacy for a Digital Age Framework Committee from 2019 Participants will be involved in creating a crosswalk of the new Literacy for a Digital Age framework with the new Standards for ELA Teacher Preparation, creating an online repository of exemplar curricular approaches as well as potential online publication opportunities for reflection on implementation of the crosswalks in their work as teacher educators.
Presenters: Bryan Ripley Crandall, Fairfield University Jennifer Dail, Kennesaw State University Christian Z. Goering, University of Arkansas RaĂșl Alberto Mora, Universidad Pontificia Bolivariana
WORKSHOPS â 11:30 A.M.â3:30 P.M.
Ian OâByrne, College of Charleston Detra Price-Dennis, The Ohio State University Shelbie Witte, Oklahoma State University
W.19 Soul Sustenance 365: The Power of Radical Black Love Praxis in English Language Arts Classrooms
ROOM 252-B
This workshop illustrates how radical Black Love Praxis can be utilized to nurture liberation and affirm Black lives and the Black Literary Heritage. The workshop will be grounded in the following questions: (1) How can ELA educators reconceptualize love?; (2) Why is it necessary for ELA educators to recommit to a love praxis as we work for equity, justice, and antiracist education?
Presenters: Janice Baines, Bradley Elementary School
Kenesha Johnson, Claflin University
Tristan Evans Richardson, Tristan Michelle, LLC



Tori Simmons, AC Flora High School
Dywanna Smith, Claflin University
W.20 Speak Up Students: Infusing Podcasting Into Your Curriculum
ROOM 256-B
During this workshop you will learn how to create a podcast with your students from beginning to end, with free editing tools, content curriculum, and ways of funding a classroom podcast studio. Attendees will hear from NPR Student Podcast winners before discussing example podcasts and the implementation process. Join us, and expect to walk away as a part of a collaborative podcasting community!
Presenters: Andrea Marsh, Dalton High School, GA
Amanda Triplett, Dalton Junior High School, GA
W.21 Teaching Shakespeare with Video Games: Shedding New Light on Social Justice Themes in the Tragedies ROOM 251-C
In this hands-on, interactive workshop, participants learn to use digital gaming and physical theatre activities to teach Shakespeareâs tragedies and to connect the plays to social justice issues. The workshop is led by a Shakespeare scholar who is one of the creators of Play the Knave (https://www.playtheknave.org), the mixed reality Shakespeare video game this workshop explores.
Presenter: Gina Bloom, University of California, Davis W.23 Using Digital, Multiliteracies Tools to Support Place-Based Storytelling within and beyond Language Arts Classrooms ROOM 205-A
In this workshop, presenters share digital tools that can support place-based storytelling in language arts classrooms. Attendees will interact with student produced data stories focused on family migration histories and try out different approaches that support the inquiry-based activities we used to scaffold studentsâ learning (such as data visualization, oral histories, and community mapping).
Presenters: Daryl Axelrod, Florida International University Matthew Deroo, University of Miami Jennifer Kahn, University of Miami
W.24 Using Shakespeare to Activate Social-Emotional Learning for English as a New Language Learners ROOM 204-C
Participants will learn about and then engage in a hands-on exercise that models how to engage ENLs in active learning with Shakespeare. This exercise ties directly to ELA content standards and is designed to promote SEL development, and it can be applied to any play or novel.
Presenters: Kellie Schmidt, NWEA Margaret Stead, North Rockland High School
THURSDAY FEATURED SESSION
9:30â10:45 A.M.
A-FS.01 Corita Kent: With Love to the Everyday Miracle ROOM 258-A
Sponsored by the Corita Art Center, Los Angeles, CA
Join Corita Art Center Director Nellie Scott in a presentation of the notable artist, educator, and social justice advocate Corita Kent. Highlighting the ability of art as a tool for collective change, Scott will explore the prevalent themes throughout Kentâs artistic career and pedagogy.



Presenter: Nellie Scott, Director, Corita Art Center

ABOUT NELLIE SCOTT
Scott holds her degree in Art History from Portland State University and Szeged University in Hungary, focusing on Indigenous Art and Social Practice. With art accessibility as a pillar of all of her professional endeavors, Scott has spent the last decade developing exhibitions and art education initiatives geared toward democratizing art engagement. Prior to holding the position of Director at the Corita Art Center, she served as an independent consultant and art advisor for a variety of public and private foundations, institutions, artists, and estates. With an entrepreneurial spirit, Scott has a history of building nonprofits and businesses successfully to meet mission and service. She currently serves on the Board of Councilors for the University of Southern California Roski School of Art and Design.
ABOUT THE CORITA ART CENTER
The Corita Art Center maintains the largest and most comprehensive collection of work by iconic pop artist pioneer Corita Kent (1918â1986). The Centerâs collection is comprised of Coritaâs artwork, photographs, ephemera, and other archival material that visitors wonât see anywhere else. The Corita Art Center is dedicated to preserving and promoting Coritaâs artistic and educational legacy as well as her passion for social justice. Today, the Corita Art Center oversees image and merchandising rights, produces public programming, supports exhibition loans, and serves as a resource for information about her life and work. The Corita Art Center is a project of the Immaculate Heart Community, which just celebrated its 50th anniversary.

A SESSIONS â 9:30â10:45 A.M.
A.01 A Spiderweb of Agency: Fostering Conceptual Shifts and Teacher Agency in a Writing Project Graduate Degree
ROOM 251-A
This panel presents person-based research about how teachers in a graduate degree sponsored by a writing project transformed their conceptions and practices of teaching writing over time, illustrating principles and practices of graduate-level teacher education that can foster meaningful change in how teachers see themselves and claim agency as writers, teachers, and researchers.
Presenters: Will Chesher, Miami University of Ohio Jason Palmeri, Miami University of Ohio
A.02 Afro-Latinx and BIPOC Sueños: Implementing Bright Practices with Life Writing for Youth and Adults ROOM 253-BC
Sponsored by the NCTE Assembly on American Literature
This interactive session will consider texts, including challenged or banned texts, that invite opportunities to explore Afro-Latinx and BIPOC Sueños and to implement NCTEâs standards and Learning for Justiceâs Social Justice Standards.
Session Chair: KaaVonia Hinton, Old Dominion University Roundtable Leaders: Nicole Amato, University of Iowa, âGabby Rivera, Juliet Takes a Breathâ Michael Anderson, North Carolina State University, âWalter Dean Myers, Bad Boyâ Quanisha Charles, North Central College, âAustin Channing Brown, Iâm Still Here: Black Dignity in a World Made for Whitenessâ
Kalyn Coghill, Virginia Commonwealth University, âGeorge M. Johnson, All Boys Arenât Blueâ
Tiffany Flowers, Georgia State University Perimeter College, âMalcolm X, The Autobiography of Malcolm X: As Told to Alex Haleyâ Crag Hill, University of Oklahoma, âNikki Grimes, Ordinary Hazardsâ
KaaVonia Hinton, Old Dominion University, âVeronica Chambers, Shirley Chisholm Is a Verb!â
Kristen Marakoff, Travelers Rest High, âTa-Nehisi Coates, Between the World and Meâ
Joaquin Munoz, University of British Columbia, âIndigenous Futurisms in The Marrow Thieves, Apple in the Middle, and Healer of the Water Monsterâ
Saba Khan Vlach, University of Iowa, Iowa City, âJacqueline Woodson, Brown Girl Dreamingâ
A.03 Bringing to Light the Affordances of Video SelfAnalysis with Preservice Teachers and Their University Supervisors
ROOM 256-A
Building on Gholdy Muhammadâs Cultivating Genius framework, the researchers will discuss their experiences as university supervisors hosting monthly professional learning communities focused on video self-analysis and reflection with English education preservice teachers during their student teaching semester.
Presenters: Madison Gannon, University of Georgia, Athens
Sarah Stice, University of Georgia, Athens William Wright, University of Georgia, Athens
A.04 Catching the Light of Our Past and Finding Strength in Family Stories ROOM 206-A
Our panel will show how family cueñtos ignite our imaginations and allow us to create characters who carry the light of our ancestors. Weâll address the importance of family stories, the process of unearthing histories, and equip educators with ways of encouraging young readers to seek their own histories and share them before theyâre lost forever.
Presenters: Marie Andrue
Ruth Behar, Penguin Random House Books
Adrianna Cuevas, Macmillan Childrenâs Publishing Group
Alda Dobbs, Sourcebooks



Margarita Engle, Simon & Schuster

A.M.
A.05 Write On, Black Girl!: How a KâCollege Literary Journal Allows Black-Identifying Girls and Women to Control their Own Narrative ROOM 210-B
Write On, Black Girl! is a magazine that honors excellence in Black girl student writing from kindergarten to twelfth grade in the state of Connecticut. It is produced by preservice educators of color.
Presenters: Rhianna Bennett, University of Connecticut
Jason Courtmanche, University of Connecticut Pascale Jaochim, University of Connecticut
Kiedra Taylor, University of Connecticut Christina Young, University of Connecticut
A.06 Curing the Fake-Reading Epidemic through Choice: Students Discover Their Light and Voice through Workshop
ROOM 201-B
Learn how the implementation of a readingwriting workshop model has helped remedy the fake-reading epidemic in senior English classes. Participants will gain insight into our day-to-day routine where a community of diverse learners empower one another to discover their light within. Participants will walk away inspired and with strategies to get students reading and writing beginning tomorrow.
Session Chair: Linda Rief, University of New Hampshire
Presenters: Caitlin Evans, Monona Grove High School Michael Short, Perrysburg High School
A.07
Dead
Bodies and Danger: STEAMing toward the Light ROOM 208-A

Dead animals litter our roadsâitâs a compelling natural phenomena about which students care, give voice, and create solutions. Meet two seventh-grade teachers who turned a trade nonfiction book about roadkill into a crosscurricular unit that simultaneously engages reading, writing, communication, science, technology, engineering, and mathematics skills. Attendees also meet the bookâs author.
Presenters: Lauren Avant, Richmond Hill Middle School Ann Vitello, Richmond Hill Middle School/Bryan County Schools
Tradebook Author/Illustrator: Heather Montgomery
A.08 Deepening Cultural Understanding and Critical Literacy with Graphic Novels
ROOM 253-A
This presentation will show how graphic novels can reveal similarities and differences in cultural values presented more explicitly than regular texts because of the multimodal affordances of graphic novels. Using a variety of recent multicultural graphic novels, presenters will show that graphic novels are also a good way to bring the inquiry of critical literacy to secondary students.
Presenters: Boma Andrew-Jaja, Seattle Pacific University Xu Bian, Seattle Pacific University William Boerman-Cornell, Trinity Christian College Kristine Gritter, Seattle Pacific University Jennifer Haugen, College Place Middle School
A.09
Exploring Definitions of Justice and How Our Identities
Shape Those Ideas: Cultivating Our Sueños to Be Beacons of Light in Teacher Preparation ROOM 252-B
Despite guidelines for justice in ELA classrooms, teachers can still perpetuate injustice through curricular, pedagogical, assessment, and discretionary decisions. In this session, participants will use refined definitions of justice as beacons to prepare future teachers while surfacing, interrogating, and exploring the role of their identities in those definitions.
Presenters: Naitnaphit Limlamai, University of Michigan, Ann Arbor Elisabeth Spinner, Western Michigan University
A.10 Filling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agency ROOM
203-B
Leaders will explore ways to create conditions for growth by surfacing current realities, understanding how beliefs are created while fostering a safe space for teachers to grow. Leave with concrete strategies for brave teaching in a contentious environment.
Presenters: Heather Bixler, Beaver Area High School, âLighting a Scaffolded Path away from Division and toward Empathy, Understanding, and Actionâ
Aimee Firmani, Beaver Area School District, âLighting a Scaffolded Path away from Division and toward Empathy, Understanding, and Actionâ
Towanda Harris, Heinemann, âFilling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agencyâ
Tameka Thomas, Atlanta Public Schools, âFilling Your Coaching Toolkit: Strategies to Disrupt Harmful Systems and Promote Agencyâ
9:30â10:45 A.M.
A.11 The Refractive Power of Creative Writing: Bringing Student Ownership of Writing Identity Into the Light


ROOM 205-A
How do we create a classroom community of students who collectively and collaboratively identify as writers? This session contains practical strategies and tools that unlock the power of a more inclusive, equitable approach to teaching writing that reaches all students. Creative writing instruction holds the key to illuminating student empowerment and voice in the classroom.
Presenter: Miriam Plotinsky, Montgomery County Public Schools
A.12 From Dreams to Reality: How to Manifest the Light of the Profession in Collegial Practices to Support Curricular and Classroom Innovation ROOM 202-A


It is hard for educators to imagine or sustain workâ to seek the light of progressâwithout a foundation of trust, collaboration, and community. In this interactive presentation, we will share a practical model that channels professional engagement into departmental practices and student projects that humanize learning, inviting participants to consider how they might do the same.
Presenters: Kerry Baird, Monroe-Woodbury High School Michelle Bulla, Monroe-Woodbury High School Holly Spinelli, Monroe-Woodbury High School
A.13 From Mrs. Frisby to Fish in a Tree: An Analysis of Diversity in Fifth-Grade Read-Alouds
ROOM 209-A
If weâre committed to diversity, why donât our read-alouds always reflect that? In this sssion, weâll present a diversity audit of texts read aloud by a national sample of fifth-grade teachers alongside our findings from focus groups. Weâll invite discussion: Why do we read what we do? Why do we sometimes opt for classics over newer texts? What makes us shy away from certain titles or topics?
Presenters: Margaret Barr, College of William and Mary Kristin Conradi Smith Craig A. Young, Bloomsburg University of Pennsylvania
A.14 Global Citizenship as Viewed by Academics and Intellectuals around the World during COVID-19 Pandemic: A Roundtable of the NCTE Committee on Global Citizenship
ROOM 261-B
Sponsored by the NCTE Standing Committee on Global Citizenship
In this roundtable, academics, intellectuals, and writers around the world explore how the COVID-19 global pandemic has impacted denotation, connotation, and understanding of global citizenship. The future of global citizenship in literature and language education will be discussed to provide guidance.
Session Chair: Heerak Kim, Asia Evangelical College and Seminary
A.15 Holding Our Own: How Teachers, Authors, and Librarians Can Fight Book Bans and Protect Diverse Curricula ROOM 213-CD
This session offers practical information about how to prevent, prepare for, and resist book challenges and censorship initiatives. Our panel consists of a library coordinator, a teacher librarian, a classroom teacher, and four awardwinning authors whose books have been challenged. This collaboration is a reflection of how we must come together in support to fight for intellectual freedom.
Presenters: Becky Calzada, Leander Independent School District
Liz Seelig, Leander Independent School District
Julia Torres, Denver Public Schools
Tradebook Authors/Illustrators: George M. Johnson, Macmillan
Kyle Lukoff
Dashka Slater, Macmillan
Kelly Yang, Scholastic
A.16 Illuminating Pedagogies: Centering Students and Well-Being ROOM




206-B
In this combined session, speakers will examine adult ESL learners, service-learning, and facultystudent relationships and the impacts on learning.
Presenters: Lisa Beckelhimer, University of Cincinnati, âIlluminating Social Justice through Service-Learning: Students Write and Act to Bring Brightness to Their Communitiesâ
Cortney Holles, Colorado School of Mines, âShining Light into the College Classroom: Fostering Faculty-Student Relationships for Well-Beingâ
Svetlana Mylnikova, University of New Mexico, âSpotlighting âDarkâ Areas of Career Pathways Programs via ZPD: Preparing Adult ESL Students for More Efficient Integration into the US Workforceâ Natalia Rud, Skagit Valley College, âSpotlighting âDarkâ Areas of Career Pathways Programs via ZPD: Preparing Adult ESL Students for More Efficient Integration into the US Workforceâ
A.17 Imagination as an Act of Empathy: Shedding Light on Character Analysis with the Language of Emotional Intelligence ROOM 201-D
Taking up narrative transportation theory, two high school English teachers consider how ELA students might develop empathetic and imaginative capacities as they interface with the lives and choices of fictional characters. Situating SEL in classroom literature revitalizes taken-for-granted concepts and yields a robust lens for character analysis.
Presenters: Maggie Quinn, Glenbard North High School Jessica Rochford, Glenbard South High School
A.18 Lighting a Path: Building Young Writersâ Voices and Viewpoints through Cross-Country Collaboration ROOM 201-C
In this interactive session, two teachers from Oklahoma and New York present a crosscountry collaboration that âshines lightâ on their studentsâ viewpoints through debate, collaborative writing, and sharing perspectives. Participants will walk away with tools, ideas, and strategies to consider how to create, revise, or enhance similar projects for their own classroom contexts.
Presenters: Shannon Altom, Bixby High School
Amy Matthusen, East West School of International Studies
A.19 Lighting the Way toward Digital Democratic Futures: Sharing
Models of Multimodal Composition,


Connection, and Care across the National Writing Project Network ROOM 210-CD
In an overwhelmingly digital world, ELA teachers seeking to demonstrate commitments to equity, justice, and antiracism must be ready to navigate and engage in multimodal discourse with students and each other about sensitive topics. This session will help them do that with helpful principles and strategies drawn from three innovative National Writing Project learning communities.
Session Chair: Nicole Mirra, Rutgers University
Presenters: Janelle Bence, New Tech High at Coppell
Joe Dillon
Antero Garcia, Stanford University
Peter Haun, Oak Park Public Schools
Jeremiah (Remi) Kalir, University of Colorado, Denver
Christina Puntel, Carver Middle School
Mary Louise Richards, Anchorage School District
Molly Robbins, Cherokee Trail High School
Amy Stornaiuolo, University of Pennsylvania
Respondent: Christina Cantrill, National Writing Project
A.20 Out of Darkness into the Light: The Role of Creative Writing in Prison and Beyond ROOM 212-A
This interactive session will explore strategies and challenges for teaching creative writing to incarcerated youth and adults. We will be joined by three formerly incarcerated writers who will offer examples of their work and discuss the role that creative writing opportunities played in offering light to their time behind bars. We will also offer specific lessons for mainstream classrooms.
Session Chair: Peter Williamson, Stanford
Presenter: Deborah Appleman, Carleton College
A.21 Promoting a Classroom Culture of Empathy and Compassion through Diverse Picture Books ROOM 252-C
Social justice begins with understanding the âother,â and understanding must begin at the earliest age. Diverse picture books are the best vehicle for building a classroom culture of empathy and compassion. Five Latina authors will speak to the immigrant experience and the incredible benefits that communities and helping hands can bring to an immigrantâs search for light and hope.
Tradebook Authors/Illustrators: Alexandra Alessandri, Simon & Schuster/Sleeping Bear Press/Albert Whitman
Terry CatasĂșs Jennings, Author, Member of Las Musas, SCBWi, Childrenâs Book Guild Karina GonzĂĄlez, Macmillan Monica Mancillas, Balzer + Bray/HarperCollins/ Roaring Brook/Macmillan/Penguin Workshop/ PenguinRandomHouse/Chronicle NoNieqa Ramos, Lerner Books
Ana Siqueira, Beaming Books/Simon & Schuster/ HarperCollins/Capstone/Barefoot Books
A.22 Promoting Equity and Social Justice through Dialogic Teaching ROOM 207-D
In this session, you will learn about dialogic teaching and hear from teachers who engage in this practice.
Presenters: Alexander Harbour, Orange Center School District, âCreating Art, Reading Images, and Shining Bright: Deconstructing and Reconstructing Discourses for Equityâ
Heidi Marchetti, Canterbury Elementary, âShining a Light on Dialogic Teaching and Learning for Our Youngest Studentsâ
Ruth Quiroa, National Louis University, âFantasy for Social Justice: Fourth-Grade Studentsâ Responses to A Wish in the Darkâ
Selena Van Horn, California State University, Fresno, âCreating Art, Reading Images, and Shining Bright: Deconstructing and Reconstructing Discourses for Equityâ
Jongsun Wee, Pacific University, âFantasy for Social Justice: Fourth-Grade Studentsâ Responses to A Wish in the Darkâ
A.23 Purposeful Reflection on Literacy and Instructional Practices ROOM 210-A
Professional reflection is productive and engaging. Presenters share how they collaboratively engage in reflection to ignite and refine their instruction.

Presenters: Tracy Brosch, âIn the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivityâ


Tiffany Clay, Clyde C. Miller Career Academy, âIn the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivityâ

Diana Hammond, UMSL, âIn the Pursuit of Light: Literacy Plans through Collective Action, Teacher Leadership, and Responsivityâ
Janeen Pizzo, SUNY Brockport, âSee the Light: Reclaim Your Agency and Up the Anteâ
A.24 Pursuing the Light in Book Selection and Critically Using Global Literature with Multilingual Learners In Elementary Classrooms ROOM 207-C
The need for teachers who can critically evaluate, select, and use texts that work for students is crucial. This session seeks to create a light for teachers and preservice teachers around topics of global text selection and evaluationâlooking at elements of diversity, quality, developmentally appropriateness, and kid appeal to empower teachers to select titles for multilingual classrooms.
Session Chair: Jeanne Fain, Lipscomb University
Presenters: Sarah Duncan, Lipscomb Univesity
Jeanne Fain, Lipscomb University
Molly Miller, J.E. Moss Elementary
Kahla Smith, J.E. Moss Elementary
9:30â10:45 A.M.
A.25 Pursuing the Light through Culturally Sustaining Writing Pedagogyâ EQUITY in Action
ROOM 208-B
As teachers, we see writingâs transformative power. So how can we foreground studentsâ voices to disperse light in our classrooms and schools? By putting EQUITY, an acronym for culturally sustaining writing practices, into action, we foreground studentsâ voices to foster writing. This presentation offers classroom strategies for dispersing the light through culturally sustaining writing.
Presenters: Ryan Mintz, Murray School District
Elizabeth Thackeray Nelson, Utah Valley University
Margaret Opatz, University of Utah
A.26 Putting Assessment Practices Under the Spotlight ROOM 256-B
How can teacher educators move toward authentic, empathetic, equitable, and just assessment practices, and how can they help prospective teachers do the same? This session aims to help attendees advance their own practices and perspectives as they relate to assessment and, in turn, support prospective teachers in doing the same.
Presenters: Amanda Brewer, University of Central Missouri, âSeeing the Light in Studentsâ Writing: How Preservice Teacher Training Can Support Asset-Based Writing Evaluationâ
Mike Cook, Auburn University, âExploring LaborBased Grading Contracts in Teacher Education and Secondary Classroomsâ
Darren Crovitz, Kennesaw State University, âExploring Labor-Based Grading Contracts in Teacher Education and Secondary Classroomsâ
Jennifer Dail, Kennesaw State University, âExploring Labor-Based Grading Contracts in Teacher Education and Secondary Classroomsâ
Lindsey Ives, Auburn University, âExploring LaborBased Grading Contracts in Teacher Education and Secondary Classroomsâ
Chelsea Everly Orman, University of Central Missouri, âSeeing the Light in Studentsâ Writing: How Preservice Teacher Training Can Support Asset-Based Writing Evaluationâ

A.27 Shining
a Light on Digital Practices in Teacher Education
ROOM 264-BC
Sponsored by the ELATE Commission on Digital Literacies in Teacher Education (D-LITE)

Members of the ELATE Commission on Digital Literacies and Teacher Education share research and teaching ideas for using digital literacies to shine a light on teacher education. The session includes two rounds of presentations by educators and researchers. Join us to learn how to harness digital literacies to help brighten these dark times for preservice and in-service teachers.
Session Chairs: Rick Marlatt, New Mexico State University
Clarice Moran, Appalachian State University
Roundtable Leaders: Sean Adcroft, Manhasset Schools/ Fordham University
Donna Alvermann, University of Georgia, Athens
Stefani Boutelier, Aquinas College
David Bruce, University at Buffalo
Nicole Damico, University of Central Florida
Jessica Eagle, North Carolina State University
Kari Enge, Texas Womanâs University
Will Fassbender, Montana State University
Merideth Garcia, University of Wisconsin-La Crosse
Thor Gibbins, SUNY Oneonta
Jenevieve Goss, Kennesaw State University
Stephen Goss, Kennesaw State University
Mary Ellen Greenwood, Utah State University
Troy Hicks, Central Michigan University
Laura Jacobs, Towson University
Sara Kajder, University of Georgia
Benjamin Lathrop, Purdue University
Ryan Lewis, Ouachita Baptist University
Maureen McDermott, Independent Scholar
Christy McDowell, Henderson State University
Rick Marlatt, New Mexico State University
Janell Miller, North Carolina State University
Clarice Moran, Appalachian State University
Brady Nash, University of Texas
Ian OâByrne, College of Charleston
Tonya Perry, University of Alabama at Birmingham
Amanda Plaizier, Utah State University
Mary Rice, University of New Mexico
Ryan Rish, University at Buffalo, SUNY
Brad Robinson, Texas State University
Aimee Hendrix Soto, Texas Womanâs University
Sunshine Sullivan, Houghton College
Kristen Turner, Drew University
Carl Young, North Carolina State University
Lauren Zucker, Northern Highlands Regional High School/ Fordham University/Drew University
A.28 Shining a Light on Rural YA Literature: Presenting the Winners of the Whippoorwill Award for Rural Young Adult Literature ROOM 262-B
The Whippoorwill Award for Rural Young Adult Literature recognizes exceptional books representing rural people and places. In this panel, Whippoorwill committee members present the most recent winning titles and discuss the importance of recognizing exemplary texts that tell stories of rural places with invited authors including Darcie Little Badger, Nora Shalaway Carpenter, Carly Heath, and Jeff Zentner.
Presenters: Jill Bindewald, Oklahoma State University
Devon Brenner, Mississippi State University
Kate Kedley, Rowan University
Nick Kleese, University of Minnesota
Chea Parton, The University of Texas at Austin Jennifer Sanders, Oklahoma State University
Stephanie Short, University of North Georgia Tradebook Authors/Illustrators: Darcie Little Badger
Nora Shalaway Carpenter Carly Heath Jeff Zentner
A.29 Shining the Light in Nontraditional Educational Spaces: Healing Pedagogies in English Education ROOM 211-B
What does humanizing pedagogy look like in nontraditional English educational K 16+ spaces? As we continue to dream about love, care, and healing in our learning communities, four educators examine unexplored spaces and critically reflect with participants about humanizing practices. Lastly, we share artifacts from enacted curriculums that center student identities.
Session Chair: Limarys Caraballo, Teachers College, Columbia University
Presenters: Katie Harlan Eller, Teachers College, Columbia University
Chiara Fuller, Teachers College, Columbia University
Eun Bee Kim, Teachers College, Columbia University
Diana Liu, Teachers College Columbia University
A.30 Sight Unseen: Supporting Visual Literacy to Students with Visual Impairments
ROOM 261-A
This session offers classroom activities for university students that keep Universal Design Learning principles in mind, specifically for students with visual impairments (SwVI)âa student population largely ignored. These activities are designed so SwVI can have an equal path to access as sighted students, but also so university faculty and students will be more aware of the issues SwVI face.
Session Chair: Cheryl Hogue Smith, Kingsborough Community College, CUNY
Presenters: Esther M. Gabay, Kingsborough Community College, CUNY, âBuilding Accessibility into the Structure of Our Pedagogyâ
Rebecca Penrose, California State University, Bakersfield
Cheryl Hogue Smith, Kingsborough Community College, CUNY, âThe Art of Alt Text: Students Writing for Students with Visual Impairmentsâ
A.31 Spark the Human Connection: Fueling Energy-Giving Relationships in School and Beyond ROOM
251-B
Communities thrive when members feel seen, heard, understood, and uplifted. In these literal and figurative spaces, connection, joy, and purpose become fuel for learning. Join us as we explore classroom, student-led, and collegial communities, sharing specific examples and actionable tips for creating spaces where personal and collective learning are centered and sustained.
Presenters: Pamela Koutrakos, Allendale School District
Melanie Meehan, Corwin Press
Christina Nosek, Lucille Nixon School
Maria Walther, Maria P. Walther LLC
9:30â10:45 A.M.
S M
A.32 The Humor, the Heavy, and the Hope: Using Literature to Tackle Tough Topics ROOM 263-A

Todayâs students are often faced with a number of social challenges that are part of their worlds, including racism, substance abuse, identity questioning, death, poverty, and violence. In this session, presenters will explore the potential for integrating quality young adult literature that connects multiple aspects of life with heavy and difficult topics in todayâs world.
Presenters: Raymond Epps, Augusta University
Jenna Gurley, Augusta University Rebecca Harper, Augusta University Marlynda Holley, May River High School
A.33 The North Star: Centering Antibias and Antiracism in Your Classroom and School Community ROOM 212-B
Join antibias and antiracist practitioners as we identify and explore texts, student work, and original units of study that address the spectrum of understanding and concretizing ABAR theory in the classroom.
Presenters: Tiffany Jewell, This Book Is Antiracist, The Quarto Group Liz Kleinrock, Heinemann/Teach and Transform shea martin, The Ohio State University Henry Cody Miller, SUNY Brockport Kassandra Minor, The Minor Collective
A.34
G TE G
ROOM 213-A
NWP Writing Project site leaders will share a variety of successful online networking activities that connected educators during the COVID-19 pandemic. Through a range of online opportunities, teachers across the South were able to engage, learn, and work together on areas of interest. Presenters will highlight the positive outcomes for teachers and engage participants in discussions to replicate.
Presenters: Rebecca Kaminski, Clemson University Mary Parker, The University of Mississippi Tobi Pirolla, Clemson University Ellen Shelton, The University of Mississippi
Weâll Keep the Light On: The Power of Networks during Difficult Days
A.35
With(in), alongside, and between: Creating Humanizing Writing Experiences for Youth in SchoolAdjacent Spaces

ROOM 203-A
This session represents ways of using community resources to support schools and classroom educators in creating humanizing writing experiences for youth to help them realize their sueños of, and through, writing. We explore how womanist, feminist, Black, Chicana, and sociocultural perspectives inform the design and understanding of writing spaces for healing, transformation, and self-authoring.
Session Chair: Sarah Beck, New York University
Presenters: Sarah Beck, New York University, âCoconstructing Identities as Writers and Teachers in the Youth Online Writers Webâ
Tracey Flores, The University of Texas at Austin, âCreating Our Brave Space: Latina Girls and Women Authoring Their Livesâ
Latrise Johnson, University of Alabama, â(Re)Writing as a Womanist: Cultivating Humanizing Literacy Experiences for Black and Queer Youth in and on the Edges of Schoolâ

Christina Rodriguez, New York University, âCoconstructing Identities as Writers and Teachers in the Youth Online Writers Webâ
Scott Storm, New York University, âCo-constructing Identities as Writers and Teachers in the Youth Online Writers Webâ
A.36 âYou Ever Think of Getting Out of Here?â Exploring Rural Voices and Communities in Diverse English Classrooms
ROOM 202-B
Rural communities are often portrayed as dead ends, but reality is more complex for the youth that call them home. This session explores three different ways teachers in Utah centered rurality in their diverse English classrooms through the young adult novel The Serpent King and discussions of culturally distinct contexts of community and identity, challenging rural stereotypes in the process.
Presenters: Ren Hatt, Green River High School
Rachel Knecht, University of Nevada, Reno Kaylee Smedley, Provo High School
Respondent: Dawan Coombs, Brigham Young University
A.37 Poster Session
ACC NORTH, PREFUNCTION AREA, SECOND FLOOR
Poster 1âFostering Empathy and Understanding in Rural Community Schools through Diverse Childrenâs Literature
This poster presents the results of a case study examining the beliefs and experiences of elementary educators in rural, predominately white schools as they utilize multicultural childrenâs literature. Teachersâ motivation to engage in this work, perceived opportunities and challenges, and effective instructional strategies were identified through analysis of survey and focus group data.
Presenters: Madeleine Israelson, College of Saint Benedict
Terry Johnson, College of Saint Benedict
Poster 2âHonoring Our Voices: Art and Place in the ELA Classroom
Arts-integrated, place-based projects create space for expanded notions of literacy in the English language arts classroom. Participants in this session will consider how to support students in explorations of place that build studentsâ capacity to honor diverse voices.
Presenters: Jessica Gallo, University of Nevada, Reno Bailey Herrmann, University of Wisconsin Oshkosh Poster 3âJob-Embedded Professional Development: A Pathway to Improving Teachersâ Text-Based Writing Instructional Capacity

Professional development has the potential to improve middle school English teachersâ ability to teach text-based writing, a particularly difficult form of academic composition with which many students struggle. Through this poster presentation, you will learn how to design and use job-embedded PD to enhance the text-based writing instructional capacity of middle school English teachers.
Presenter: Kevin Kendrick, Johns Hopkins University
A SESSIONS â 9:30â10:45 A.M.


Poster 4âMore Than a Jack-of-All-Trades: Substitute Teaching as a Cyclical Experience
This poster focuses on the current need for substitute teachers and the dialogue about what language arts teachers most desire for their substitute teachers to accomplish in the classroom when they are out, whether that be for a day or an extended absence. An interactive Q&A section of my poster board will address topics between teachers and substitutes.
Presenter: Elizabeth Whitehead, Independent Scholar, Virginia (Northern Virginia, Public School)
Poster 5âPursuing the Light in the Darkness of YA Dystopian Literature: Helping Students Better Their Worlds in a Project-Based Learning Unit

This poster session provides educators with a compelling infographic reflecting an engaging PBL unit comprised of data-driven best practices and some of the most contemporary and award-winning young adult dystopian literature. Extensive handouts of recommended readings and internet resources are provided so colleagues can immediately utilize information upon returning to the classroom.
Presenter: Jennifer Kirchoff, Le Moyne College
Poster 6âThe 1,000 Books before Kindergarten Movement: Supporting Early Literacy and Nurturing a Lifelong Love for Reading
The 1,000 Books before Kindergarten foundation does important work promoting reading to children starting in their youngest years. Their simple, accessible, and fun approach to intentional language exposure in the early years provides engaging opportunities to build foundational literacy skills that will sustain and support readers, setting them up for success during critical early childhood years.
Presenter: Samantha Cronin, University of Minnesota
Poster 7âWhat Book Are You Reading Today? Teachers Explain Their Multicultural Book Choices
In this poster session, we will present preliminary findings of our doctoral study which will investigate the integration of multicultural literature utilized in classroom libraries and within the curriculum. Through an examination of lesson materials, classroom observations, teacher interviews, and document review, we will examine how and to what extent teachers integrate multicultural texts.
Presenters: Xavier Bradley, Augusta University Lauren Davis, Augusta University Rebecca Harper, Augusta University Porsha Stephens, Augusta University
A.38 Making It Personal: Narrative Stories in the Classroom ROOM 202-B
G G
Eric Gansworth and Daniel Nayeri discuss how using personal narratives in the classroom can encourage social emotional learningâand help teens better understandâhistorical events. The panel will address how reading personal narratives can help teens to reenvision their personal stories as part of the larger historical narrative.
Session Chair: Ramona Caponegro, University of Florida Presenter: Antonio Gonzalez-Cerna, LQ Tradebook Authors/Illustrators: Eric Gansworth, Author Daniel Nayeri
A.39 Open Windowsâ Open Minds: Developing Antiracist Students ROOM 213-B
Open Windows, Open Minds is an interactive workshop session that will build on the concept of Windows and Mirrors to explore why learning to appreciate the experiences and perspectives of Black and Brown people in literacy instruction is essential for our White students.
Presenter: Afrika Afeni Mills, âOpen Windowsâ Open Minds: Developing Antiracist Studentsâ
B.01 Are Your Words Like My Words? Accessing Your Inner Light through Poetry
ROOM 207-A
Do we see the world the same way? Do you see what I see? How do you shine your light?
Writing poetry alongside students enriches the student-teacher relationship as they share a creative and life-affirming activity. This panel of teacher/authors will offer strategies for encouraging you and your students to express their individuality through creative poetic writing.
Session Chair: Margaret Simon, Iberia Parish Gifted Program
Presenters: Mary Lee Hahn, Clintonville Resource Center Kids Clubs
Laura Shovan, Houghton Mifflin Harcourt/Clarion




Margaret Simon, Iberia Parish Gifted Program
B.02 Be Brave: MG Books That Inspire Young Readers to Work for Change in Their Own Lives and the World around Them
ROOM 208-A
Educator Katrina Webber will moderate a discussion with middle-grade authors Chrystal Giles, Karen Strong, Laurel Snyder, Jessica Vitalis, and Kelly Yang, exploring how their stories can serve as beacons of hope and change when it comes to addressing issues such as bullying, sexism, gentrification, racism, and poverty.
Session Chair: Katrina Webber, Dublin City Schools Tradebook Authors/Illustrators: Chrystal D. Giles
Laurel Snyder, Chronicle Books


Karen Strong, Simon & Schuster
Jessica Vitalis, HarperCollins
Kelly Yang, Scholastic
B.03 Big-Hearted Read-Aloud: Using Picture Books as a Vehicle for Literacy Learning, Social Comprehension, and SEL ROOM 207-C
The session offers strategies, structures, and lessons through a broad array of stories centered on various identities, and we invite educators to continuously center the students in their classrooms and continue to seek texts that allow our children to see themselves. We will provide brief explanations of instructional methods, grab-and-go reading and SEL strategies, restorative circle practices, etc.
Presenters: Dana Clark, Gravity Goldberg LLC Keisha Smith-Carrington, Princeton Public Schools Jigisha Vyas, Calvin Coolidge Elementary
B.04 Birds Arenât Real: Literature as Truth and Light in Dark Times ROOM 212-A
Presenters in this session will offer attendees hands-on opportunities for exploring the ways literature illuminates truth and for teaching students to be critical consumers and creators of online information. Our keynote, awardwinning childrenâs author Carol Lindstrom, will speak about the unique role picture books can play in critiquing and responding to disinformation.
Session Chair: Glenda Funk, Highland High School
Roundtable Leaders: Glenda Funk, Highland High School
Joel Garza, Greenhill School, Addison, TX, âNetflix and Skill: Interrogating the Political Impact of Stories in Our Down Timeâ
Jori Krulder, Paradise High School, âTeaching Research and Media Literacy Skills through Podcastingâ
Erica Lopez
Stefanie Plato, Highland High School, âRumor Has It: Literature as Illumination in the Age of Disinformationâ
Ami Szerencse, Schurr High School
Marcela Valadez, Montebello USD
Tradebook Author/Ilustrator: Carole Lindstrom, Macmillan Childrenâs Books
B.05 Creating a Framework for Healing: Engaging Studentsâ Socioemotional Well-Being
ROOM 212-B
Indigenous literature, centering love, and fostering mental wellness can serve as windows into SEL. Presenters offer tools, materials, and interventions for teachers.
Presenters: Tiffeni Fontno, Boston College, âWhatâs Love Got to Do with It: Creating a Framework for LoveInformed Teachingâ
Nicholl Montgomery, Boston College, âWhatâs Love Got to Do with It: Creating a Framework for Love-Informed Teachingâ

B.06 Empowering Studentsâ Voices through a Framed Story Structure ROOM 208-B
Learn how a framed story structure helps students reflect on significant people, events, and places in their lives. This strategy empowers studentsâ voices as they describe why/how these meaningful people/events/places influence their views of social justice issues. Classroom teachers describe their use of a framed story structure to teach memoir and reader responses to multicultural literature.
Session Chair: Beverly Ann Chin, University of Montana


Presenters: Beverly Ann Chin, University of Montana Dana Haring, Kalispell School District
Stephanie Swigart-Bell, Montana Office of Public Instruction
B.07 Finding the Light in All Students through Conferring ROOM 206-A
Educators can tap into the light within each student through the power of conferring. Participants will learn how to use a variety of conferences to build upon student academic strengths, create pathways to learning, and discover the stories inside each child that reveal their identities that make them unique. Attendees will leave equipped to put what is learned into practice immediately.
Presenters: Kristen Forth, Rockwood School District Stefanie Steffan, Rockwood School District Stacey Taylor, Rockwood School District
B.08 From Access to Equity: Lighting a Path to Support Diverse Studentsâ Success in Advanced High School English Classes
ROOM 201-B
Three teachers and a university professor share strategies to make advanced high school classes accessible and equitable for students from diverse racial, cultural, linguistic, and socioeconomic backgrounds. Learn practical approachesâfor universities, schools/districts, departments, PLCs, and classroom instructionâ to support access and equity in AP, dual-credit, and other advanced classes.
Session Chair: Margaret Perrow, Southern Oregon University
Presenters: Teresa Connelly, Grants Pass High School, âStep to the Side, Shakespeareâthe Defenders of Diversity Are Here!â
Kelly Fogg-Johnson, Phoenix High School, âDual Credit Is for Everyoneâ
Merrilyne Lundahl, Southern Oregon University Camille Schuler, South Medford High School, âAcculturation: From Theory to Practiceâ
B.09 Harnessing the Light and Power in Mentor Texts: New Possibilities for Young Writers (A Conversation with Matt de la Peña, Corinna Luyken, and Sarah Cordova) ROOM 213-CD
Award-winning authors Matt de la Peña (Last Stop on Market Street) and Corinna Luyken (The Tree in Me) sit down with Sarah Cordova, director of Literacy Matters, to discuss utilizing Matt and Corinnaâs texts (including their newest collaboration, Patchwork) to foster powerful and purposeful writing instruction and the beautiful journey each child takes as they stitch together their very own story.
Session Chair: Sarah Cordova, Literacy Matters
Tradebook Authors/Illustrators: Matt de la Peña, Penguin Corinna Luyken, Dial/Penguin
B.10 Honoring the Light with Equitable Grading Practices ROOM
209-B
This session offers practical ideas to create more equitable grading models, including alternative forms of student evidence.
Presenters: Joshua Kunnath, Highland High School, âRethinking the F Word: Exploring Equitable Grading Practices and Student Failure Ratesâ
Hunter Reardon, Palo Alto Senior High School, âGrade for Equity in Your Classroom Today!â
B.11 Humanizing Adolescents with Addictions through Authorship, Teaching, and Research

ROOM 201-C
Utilizing stories about the impact of substance use disorders in our classrooms is important as the United States faces a national opioid crisis. This panel features author Mindy McGinnis discussing her novel Heroine, a librarian who used Heroine in a YAL elective course, and teacherresearchers who discuss the importance of centering humanizing narratives about addiction in ELA curriculum.
Presenters: Arianna Banack, University of Tennessee, Knoxville
Brandi Hartsell, Halls High School
Mindy McGinnis, HarperCollins
Daniel Moore, University of Colorado, Boulder
Amanda Rigell, University of Tennessee, Knoxville
B.13 Leveraging Teacher Collaboration to Facilitate Authentic Student Voices: Podcasting as a Vehicle for Change in the 21st-Century Classroom
ROOM 203-A
When students star in their own podcasts, they are able to find and strengthen their voice. Combining research, synthesis, and narrative into a passion project allows students to shine a light onto their experiences and communities. Drawing on our multiyear success in the NPR Student Podcast Challenge, we will share our strategies to guide your students to create engaging and meaningful podcasts.
Presenters: Sophia Faridi, J. Sterling Morton East High School
Sarah Lorraine, J. Sterling Morton East High School
Jeremy Robinson, J. Sterling Morton East High School
Mark Sujak, J. Sterling Morton East High School
B.14 Lighting a Path: Childrenâs Literature and the Pursuit of Critical Practice
ROOM 203-B
This session brings to light ways to engage with childrenâs literature to enact critical and reflective practices in teaching. Presenters offer local and global perspectives of equity and social justice.
Presenters: Jamie Caudill, Georgia Gwinnett College, âIntegrating Social Justice Themes into Elementary Education Teacher Preparationâ
Xenia Hadjioannou, Pennsylvania State University, Harrisburg, âIlluminating a Social Justice Pathway for Preservice Teachers through Childrenâs Literatureâ
Deborah Jane, University of Minnesota, âLighting Up the World: Globalizing Rural Teacher Training Programsâ
Kathrina OâConnell, Bemidji State University, âLighting Up the World: Globalizing Rural Teacher Training Programsâ


Christine Reilly, Georgia Gwinnett College, âIntegrating Social Justice Themes into Elementary Education Teacher Preparationâ
Meghan Valerio, Kent State University, âIlluminating a Social Justice Pathway for Preservice Teachers through Childrenâs Literatureâ
B.15 Lighting Different Ways: Unsettling and Indigenizing Pandemic Pedagogies in Writing and English Studies
ROOM 210-A
This panel offers the audience stories and strategies for unsettling and Indigenizing teaching practices at both the classroom and the departmental levels. Panelists discuss our collective work to survive, recover, and heal from the ongoing impacts of both the COVID-19 pandemic and the legacies of settler colonialism while simultaneously building communities of care and support for our students.
Presenters: Everardo Cuevas, Michigan State University, âAntiracist (Hi)Story Lessons: The Need for Contextualization in Developing Racial Self-Awareness in the Teaching of Writingâ
Catheryn Jennings, Hamline University, âCaring for Their Stories: Compassionate Methodology in the Writing Classroomâ
Jaquetta Shade-Johnson, University of Missouri, âAdapting Experiential and Land-Based Pedagogical Practices in the English Studies College Classroom in the Time of COVIDâ
B.16 Literature as Light: Childrenâs Books Beckoning the Stories of Young Writers
ROOM 207-B
Participants in this session will consider ways that childrenâs literature shared through classroom spaces has the potential to offer affirmation of different identities in ways that invite personal writing. Picture books, early readers, and middle grade texts will be examined through dialogue, opportunities for writing, and as a springboard for participants to reflect on their own practice.
Presenter: Mary Ann Cahill, Bellarmine University
B.17 âPower in Identityâ: Finding Light and Hope through Criminal and Social Justice in AP Language and Composition
ROOM 263-A
In 2022, it has never been more important to teach our students about social and criminal justice, and AP English Language and Composition is the perfect place to do so. Our students, still reeling from the effects of the pandemic, need to see individuals struggle, endure, and triumph. Attend this session for a detailed unit involving Bryan Stevensonâs Just Mercy and popular, high-interest texts.
Presenters: Darren Bosch, Mamaroneck High School
Hannah Krafchick, Mamaroneck High School
Evan Madin, Mamaroneck High School
James Short, Mamaroneck High School
B.18 Pursuing the Light of Teen Empowerment ROOM 210-B
This panel discusses various ways educators can help teens overcome the fear of alienation by peers. These include modeling encouraging behavior, including diverse books in the classroom, and creating a safe environment where teens can be their authentic selves while embracing the nuances of their diverse experiences.
Presenters: Zabé Ellor, Roaring Brook Press

Carly Heath, Soho Teen Brandie June, CamCat Books
Naz Kutub, Bloomsbury YA Emery Lee, Author Alexandra Overy, Inkyard Press Liza Wiemer, Delacorte
B.19 Pursuing the Light through Laughter ROOM 201-A
Teachers know humor reaches and heals students but arenât always sure where to start. In this session, three authors/performers/ teachers discuss concrete ways to create space for humor and joy in lessons and the classroom, provide the opportunity for attendees to try their hand at creating light through laughter together, and offer a list of choice books that use laughter to heal.
Presenters: Nicole Kronzer, Champlin Park High School/ Henry Abrams, Inc.
Laura Zimmermann, Dutton Books/Penguin Random House
B.20 Pursuing the Light! Teaching Next Generation Genres ROOM 201-D
This panel is about teaching writing to harness our studentsâ energy, curiosity, lived experience, light, and love. We offer a genre framework for designing and implementing a secondary writing curriculum, focusing on helping students gain the experience they need to write with confidence in academic and civic life. Using genre in the classroom reconnects students to the beautiful writing world.
Session Chair: Jessica Early, Arizona State University
Presenters: Amber Curlee, Arizona State University
Jessica Early, Arizona State University, âPursuing the Light! Teaching Next-Generation Genresâ
Rosanne Orta, Alhambra High School
Heather OâLoughlin, Horizon High School
Ginette Rossi, Arizona School for the Arts
B.21 Rekindling Student and Teacher Light ROOM 213-A
In the midst of uncertainty and stress during the pandemic, our lightsâstudentsâ and teachersâ alikeâmay have dimmed. Together, we will take a breath and reflect through writing and learning how to build toward a mindful ELA classroom.
Presenters: Jodi Baker, Anoka-Hennepin District #11, âReflections on Teaching: Rekindling Our Lightâ
Shannon Galvan, The University of Texas at Austin, ââTogether Weâre Able to Navigate This Crazy Yearâ: Early-Career Literacy Teacher Coaching in the Midst of a Global Pandemicâ
Jessica Murdter-Atkinson, The University of Texas at Austin, ââTogether Weâre Able to Navigate This Crazy Yearâ: Early-Career Literacy Teacher Coaching in the Midst of a Global Pandemicâ
Gabrielle Plastrik, Charles Wright Academy, âMindfulness in the ELA Classroomâ

B.22 Using Critical Literacy to Support Studentsâ Awareness, Action, and Advocacy Related to Social Justice Concerns
ROOM 202-B
The Justice Scholars program in an urban school provides students with a unique opportunity to develop as advocates for social justice issues and agents of change through learning research skills and writing individualized research projects grounded in their own community realities, interconnecting academic and authentic experiences to cultivate a more scholarly understanding of the issues.
Presenters: Angela Flango, Pittsburgh Public Schools
Sean Means, Pittsburgh Public Schools
Esohe Osai, University of Pittsburgh
B.23 Using Restorative Circles to Illuminate Student Voices and Bring People Closer Together ROOM 211-A
Restorative Circles serve to build brave spaces for the voices of students to be heard and understood. As educators committed to the sueños of a community of belonging and dignity, we will center this session around actively experiencing Restorative Circles and exploring the power of talk to illuminate the stories of learners of all ages, and receiving tools for immediate implementation.
Presenters: Kelly Horalek, Lindbergh School District

Sara Levine, Lindbergh School District
Jeremy Mapp, Kirkwood/Lindbergh School District
Jessica Ostrich, Lindbergh School District
Sarah Valter
Natalie Weems
B.24 You Too Can Wear the Mask: Illuminating Superhero Narratives as Justice-Oriented Pedagogies in the ELA Classroom and Beyond ROOM 211-B
In this session, six educators invite practitioners to reimagine curricular ideas and content centered on empowerment and adolescence and how those ideas are are presented to youth through a variety of superhero narratives, including young adult literature, comics, film, and graphic novels.
Presenters: Javier Del Riego, University of Florida

Christian Hines, The Ohio State University
Jillian Miley, P.K. Yonge Developmental Research School at the University of Florida
Henry Cody Miller, SUNY Brockport
Jon Mundorf, P.K. Yonge Developmental Research School at the University of Florida
RenĂ© M. RodrĂguez-Astacio, California State University, Fresno Mario Worlds, University of Florida
TE G
B.25 Making Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacher ROOM 213-B
While the last three years have seen much darkness for educators, they have also seen an explosion of new voices offering fresh solutions to old problems and finding ways to be at once more effective, efficient, and equitable. This session, led by three practicing teachers, focuses on key rising pedagogical ideas that can help teachers work faster, be better, and create classes that work for all.
Presenters: Matthew Johnson, Ann Arbor Public Schools, âMaking Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacherâ
Matthew Kay, Stenhouse Publishers, âMaking Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacherâ
David Stuart, Cedar Springs High School/Corwin Literacy, âMaking Space for Light: Focusing on What Matters Most to Become a Better, More Efficient, and Responsive Teacherâ
C SESSIONS
C.01 2022 Notable Childrenâs Books in the Language Arts Session ROOM 210-CD
Sponsored by the NCTE Childrenâs Literature Assembly
This session will highlight 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K 8. NCBLA 2022 Committee members will share their insightful reviews of each book and suggested instructional strategies for each book.
Presenters: Vera Ahiyya, Brooklyn Arbor Elementary
Patrick Andrus, Prairie View Elementary School
Dorian Harrison, The Ohio State University at Newark
Laretta Henderson, Eastern Illinois University
Janine Schall, University of Texas Rio Grande Valley
Kathryn Will, University of Maine, Farmington
C.02 Beyond Belief: Enacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Education ROOM 264-BC
Sponsored by the ELATE Commission on Methods Teaching and Learning

The ELATE Commission on Methods Teaching and Learning presents four concurrent roundtables discussing the ways in which instructors of Methods of Teaching English courses are both critically enacting and innovating beyond our newly revised NCTE Position Statement, Beliefs about Methods Courses and Field Experiences in English Education, in the development of new English teachers.
Presenters: Jessica Gallo, University of Nevada, Reno
Christopher Parsons, Keene State College
Roundtable Leaders: Alison Bright, University of California, Davis, âWriting as a Torch: Processing Trauma through Writing Instructionâ
Rebecca Chatham-Vazquez, Arizona State University, âCollaborative Teaching to Build Community and Increase Flexibility in Preservice Teachersâ
James Chisholm, University of Louisville, âWhen Methods Courses Go Public. . . and Gradeless: Making Authenticity and Equity Central to Teacher Preparationâ
â 1:00â2:15 P.M.
Mike Cook, Auburn University, âWhen Methods Courses Go Public. . . and Gradeless: Making Authenticity and Equity Central to Teacher Preparationâ
Katharine Covino-Poutasse, Fitchburg State University, âMaking It Count: Authentic, Real-World Assessments, and Experiences in Special Methodsâ
Will Fassbender, Montana State University, âRural Sense of Belonging and English Curriculaâ
Michelle Fowler-Amato, Old Dominion University, âSeeking Radical Healing and Reinvention: Restorative English Education in Practiceâ
Jessica Gallo, University of Nevada, Reno, âBeyond Belief: Enacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Educationâ
Bailey Herrmann, University of Wisconsin, Oshkosh, âDeveloping a Multiliteracies Approach with ELA Teachersâ
Amber Jensen, Brigham Young University, âNavigating the Transition into the Teaching Profession through Dialogic Reflectionâ
William Kerns, University of Arkansas at Little Rock, âResponding to Pressures from the âScience of Readingâ Debatesâ
Allison Wynhoff Olsen, Montana State University, âRural Sense of Belonging and English Curriculaâ
Melinda McBee Orzulak, Bradley University, âPlanning for Joy: Frameworks and Strategies for Making Time for Joy and Play in the Capstone Methods Course and Field Experiencesâ
Christopher Parsons, Keene State College, âEnacting within and Innovating beyond Our Beliefs about Methods Courses and Field Experiences in English Educationâ
Nora Peterman, University of Missouri-Kansas City, âTweets as Informational/Nonfiction Texts: Meeting Content Standards Using Social Media in the Methods Courseâ
David Premont, Purdue University, âWrestling with Professional Teacher Identityâ
Laura Renzi, West Chester University, âExpanding the Idea of âReadingâ for Preservice Teachers in the ELA Classroomâ
Todd Reynolds, University of Wyoming, âSupporting Interpretation during Student Teaching: Lighting the Way toward Student-Led Interpretations of Literary Textsâ
Leslie Rush, University of Wyoming, âSupporting Interpretation during Student Teaching: Lighting the Way toward Student-Led Interpretations of Literary Textsâ
Melanie Shoffner, James Madison University, âPedagogical Care and Preservice Teachersâ
Maja Teref, University of Chicago Laboratory School, âPlanning for Joy: Frameworks and Strategies for Making Time for Joy and Play in the Capstone Methods Course and Field Experiencesâ
Connor Warner, University of Utah, âTweets as Informational/Nonfiction Texts: Meeting Content Standards Using Social Media in the Methods Courseâ
C.03
Bringing Classroom Anti-Fatness Out
ROOM 211-B
This presentation aims to illuminate the issue of anti-fatness in the classroom, and hopes to define for teachers of English and literacy the problems of fatphobia, anti-fatness, and intersections of identity that these oppressive paradigms share.
Presenters: David Bowles, University of Texas RĂo Grande Valley
Kelly Love, West Auburn High School
Caitlin OâConnor, Hommocks Middle School
Heather Perez, Solano Community College
C.04 Creative and Poetic Language to Engage Students and Teachers ROOM 213-A
Through the use of documentary poems, novels in verse, and creative writing units, the presenters provide attendees with literacy practices to expand studentsâ literacies.
Presenters: Carlina Duan, University of Michigan, ââSpeaking Nearbyâ: Teaching Documentary Poetry in a Community-Engaged Writing Contextâ
Janis Harmon, The University of Texas at San Antonio, âNovels in Verse: An Enlightened Experienceâ
Miriam Martinez, The University of Texas at San Antonio, âNovels in Verse: An Enlightened Experienceâ
Rebecca Stortz, The University of Texas at San Antonio, âNovels in Verse: An Enlightened Experienceâ
Rashanna Tice, The University of Texas at San Antonio, âNovels in Verse: An Enlightened Experienceâ
Kia Turner, Stanford Graduate School of Education, âThe Making of Abolitionist Classroom Community: How to Dovetail Critical Collective Practices in the English Classroom with Writing of the Selfâ
Marcy Wilburn, The University of Texas at San Antonio, âNovels in Verse: An Enlightened Experienceâ
1:00â2:15 P.M.
C.05 Critical Media Literacy Brings Social and





Environmental Justice into Kâ16
Classrooms
ROOM 211-A
This session explores the importance of teaching critical media literacy (CML) to prepare students to make sense of the messages that surround them and create media that can confront the omissions and misinformation they encounter. Educators from elementary school to higher education share their experiences, student examples, and resources for teaching reading and writing through a CML Framework.
Session Chair: Jeff Share, University of California, Los Angeles
Presenters: Andrea Gambino, University of California, Los Angeles
Jennifer Mead, Palms Middle School
Amber Medina, Dr. Owen Lloyd Knox Elementary School
Melina Melgoza, Los Angeles Unified School District Scott Moss, University of California, Los Angeles
C.06 Cuentos: A Path to the Creative Process for Discovering Our Sueños, the Light in Our Dreams ROOM 208-A
Approximately twenty diverse artists shared their creative process through their cuentos to serve as creative sages encouraging middle school students and community members to do the same. In this session, we will share the experiences, lessons, and strategies used, along with some of the participantsâ cuentos and their journeys as they shed light on their creative process.
Session Chair: Roxanne Henkin, The University of Texas at San Antonio Emeritus
Presenters: Ilna Colemere, National Writing Project Aurelia Davila de Silva, San Antonio Public Schools
Roxanne Henkin, The University of Texas at San Antonio Emeritus
of the Darkness and Into the Light
C.07 Culture over Everything: Radical Teaching, Lived Experiences, and Authentic Literacies in the 21st Century
ROOM 209-A
Sponsored by the NCTE Early Career Educator of Color Award






This panel features year-long projects developed by our 2021 Early Career Educator of Color (EC-EOC) leadership award recipients. Our presenters have created teacher-scholar projects that explore innovative teaching methods, authentic literacies, and lived experiences for students.
Session Chair: Tiffany Armstead-Flowers, Georgia State University, Perimeter College
Presenters: Tiffany Armstead-Flowers, Georgia State University, Perimeter College
Gabby Bachoo, Gov. William Pitkin School
Briana Morales, Gordon Bush Alternative Center
Darius Wimby, DeKalb County School District
Respondent: Andy Chen, John Burroughs School
C.08 Different Languages as Bright Stars for Students: The Importance of Multilingualism in the Classroom ROOM 206-B
Our panel consists of four picture book and chapter book authors who were emergent bilinguals, and whose stories incorporate their home languages. In our discussion of multilingual texts as bright stars for students, we will discuss the emotions of an emergent bilingual studentâs experiences and how educators can use multilingual texts to help students feel welcomed and affirmed.
Presenters: Alexandra Alessandri, Simon & Schuster/ Sleeping Bear Press/Albert Whitman
Reem Faruqi, Author
Aya Khalil, Tilbury House
Terry CatasĂșs Jennings, Author, Member of Las Musas, SCBWi, Childrenâs Book Guild
C.09 Grappling with the Literature ROOM 212-A
Graduate school can be a daunting space. Even grad students can benefit from the kind of scaffolding that sheds light on processes of researching and grappling with academic literature. In this session, participants will try out one researcherâs process and original graphic organizer for grappling with the literature, as well as share their own ideas for organizing and utilizing research.
Presenters: Crag Hill, University of Oklahoma Shelly K. Unsicker-Durham, University of Oklahoma Michelle Boyd Waters, University of Oklahoma
C.10
Humanizing People, Practices, and Policies: Pursuing the Light of Justice in an Urban School District ROOM 203-A
Literacy education researchers developed a year-long humanizing professional learning community (HPLC) to promote equitable education among 100 practicing educators. Our HPLC, which took place in an urban school district, cultivated humanizing distance learning (HDL) pedagogies with/in an intergenerational community of educators. Findings illuminate the need for long-term HPLC spaces.
Presenters: Keisha McIntosh Allen, University of Maryland, Baltimore County Sakeena Everett, University of Connecticut Kindel Nash, Appalachian State University
C.11 Humanizing Writing Experiences ROOM 203-B

In this session, you will learn to engage middle and secondary students in writing and creating around their humanizing experiences.
Presenters: Erica del Riego, St. Brendan High School, âThe Light of Gratitude: Using Family Interview Projects to Introduce Oral History into the ELA Classroomâ
Maria Martin-Diemer, Gadsden Independent Schools, ââLook, and Look Againâ: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classroomsâ
Mary Neville, New Mexico State University, ââLook, and Look Againâ: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classroomsâ
Nicholas Thomas, Santa Teresa High School, ââLook, and Look Againâ: Acts of Noticing as Humanizing Writing Instruction in K 12 ELA Classroomsâ
C.12 Illuminations: The Inquisitorâs Tale as a Model for Making Marginalia, Mineral-Based Pigments, and the Poetry of Light ROOM 208-B
Explore the intersections of literature and science in this hands-on, practical guide to project-based learning! Panelists will share a sixth-grade investigation into illuminated letters, sketchnoting, and color theory. Whether or not you teach The Inquisitorâs Tale, participants will take home practical strategies for incorporating illuminated letters and marginalia in your own classrooms.
Presenters: Laura Page, Atrium School Julia Schroeder, Atrium School
C.13 Letâs Talk about Race: Supporting Sustained Professional Development for Pre-Kâ8 Classroom Teachers in Texas ROOM 207-B
We are school and university teacher educators who developed a professional development (PD) series titled âTalking about Raceâ that has been taking place over the course of the 2021â22 school year. We share the results of our PD, including resources, barriers, and transformations in teacher development in a political moment that has threatened to silence educators who prioritize racial equity.
Presenters: Annie Daly, The University of Texas at Arlington Wendilyn Ilund, Round Rock Independent School District
Amy Prescott, Round Rock Independent School District Wideline Seraphin, The University of Texas at Arlington Alice Strenger, Round Rock Independent School District
C.14 Lighting the Way to Information Literacy: Writing Faculty and Librarian Collaboration





ROOM 210-A
This panel explores how we might bring about change in regards to research and information literacy in university libraries and first-year writing curriculum. We explore the benefits of moving beyond previously entrenched practices and emphasizing faculty-librarian collaboration as a means of enhancing studentsâ information literacy.
1:00â2:15 P.M.
Session Chair: Jennifer Johnson, University of California, Santa Barbara
Presenters: Rebecca Greer, University of California, Santa Barbara
Jennifer Johnson, University of California, Santa Barbara Nicole Warwick, University of California, Santa Barbara
C.15 Lights, Camera, Action! ROOM 209-B
Explore student short films as well as Retro Reportâs library of short-form films and leave with the resources to get students to create their own short identity films.
Presenters: Lauren McClanahan, Western Washington University, âResemblances: Using Cross-Cultural Filmbuilding to Co-Create Identity through Filmâ David Olson, Retro Report, âStart with Story: Driving Inquiry through Film with Retro Reportâ
C.16 Locating the Self in Space and Place: The Politics of Home in Middle Grade and Young Adult Literature ROOM 201-A
This session considers the politics of home in MG and YA literature across multiple genres written by own story authors. It centers antiracist frameworks to explore how fiction for young people reflects varying, but always political, conceptions of home; how teachers and students might examine these conceptions through literature; and how readers might find or make home in the stories they read.
Session Chair: Wendy Glenn, University of Colorado Boulder
Presenters: Arianna Banack, University of Tennessee, Knoxville
Erica Caasi, University of Colorado Boulder
Ricki Ginsberg, Colorado State University
Andrea LeMahieu Glaws, University of Colorado Boulder Wendy Glenn, University of Colorado Boulder Daniel Moore, University of Colorado Boulder Francisco Torres, Kent State University
C
SESSIONS
C.17 Love, Light, and Literacy through Book Clubs and Expanding Libraries ROOM
263-A
Join this co-led session with a focus on youthled book clubs and learn how to collaborate with the school librarian to enrich studentsâ reading experience both in and out of the classroom.
Presenters: Tracy Becker, St. Joseph High School, âLove, Light, and Literacy: Building School Library and ELA Classroom Connectionsâ
Jamie Culver, St. Joseph High School, âLove, Light, and Literacy: Building School Library and ELA Classroom Connectionsâ
Jody Polleck, Hunter College, CUNY, âBringing New Light into Youth-led Book Clubs: Developing Literacies and Centering Emotional and Identity-Based Engagements through Texts and Talkâ
C.18 Mirrors, Windows, and Mentors: Humanizing the Writing Curriculum through Critical Mentor Text Sets ROOM 201-B
How can we humanize the writing curriculum so it illuminates studentsâ identities? Teachers can use culturally and linguistically diverse texts to create critical mentor text sets that mirror studentsâ identities, provide windows into the experiences of others, and mentor their writing. Participants leave this presentation with critical mentor text lists and a process for developing their own.
Presenters: Ryan Mintz, Murray School District
Elizabeth Thackeray Nelson, Utah Valley University Margaret Osgood Opatz, University of Utah
â 1:00â2:15 P.M.
C.19 Moving beyond Lip Service to Create Antiracist, Humanizing English Classes ROON 206-A


Classes can be places for abolitionist, antiracist work. The tools of literacy instruction can be used to trouble inequitable systems. A framework for students to examine race issues and challenge racism, social, and linguistic injustices will be presented. Teachers walk away with methods for âflippingâ their existing curriculum. Resources for translanguaging and multimodal content will be shared.
Presenters: Jelbin DeLaCruz, Teaching Matters, Inc. Reshma Ramkellawan-Arteaga, Teaching Matters, Inc. Maria G. Underwood, Teaching Matters, Inc.
C.20 NCTE22 Black Roundtable
ROOM 213-CD
The Brown Bookshelf will continue to build community and encourage dialogue between Black authors and teachers working to provide increased visibility and access to works exploring the breadth of the Black experience. Participants will discuss these books and ways they can be used to bring light to their students and classroom.
Presenters: Paula Chase, Author/Co-Founder The Brown Bookshelf

Leah Henderson, Penguin Random House/Sterling Childrenâs Books/Atheneum/Simon & Schuster
Kelly Starling Lyons, Penguin Young Readers Ebony Elizabeth Thomas, University of Michigan LaMar Timmons-Long, New York City Department of Education Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books
1:00â2:15 P.M.
C.21
Out of Darkness: Using Social Emotional Learning and TraumaInformed Orientations for Teacher Education


ROOM 207-D
Using SEL and trauma-informed frameworks, presenters will examine literacy theory, practice, and instruction that prepare ELA teachers to meet challenges created by trauma.
Presenters: Quintin Bostic, Georgia State University, âProject E.A.S.E.L: A Literacy Program Focused on Equity, Awareness, and Social-Emotional Learningâ
Benjamin Lathrop, Curriculum & Instruction, âA Healing Light: Integrating Trauma-Informed Instruction into the Student Teaching Experienceâ
Marcus North, Elevated Ed, âProject E.A.S.E.L: A Literacy Program Focused on Equity, Awareness, and SocialEmotional Learningâ



C.22 Powerful Community Partnerships: Sonando A Lado de Families and Communities ROOM 207-A
Sponsored by the NCTE Elementary Section
This session brings together teachers, parent advocates, researchers, and teacher educators with strong personal commitments to working alongside youth, families, and communities. Through our collaborations, we work toward the creation of partnerships that are humanizing and built on the cultural, linguistic, and familial strengths of communities.
Session Chair: Tracey Flores, The University of Texas at Austin
Presenters: Tracey Flores, The University of Texas at Austin
Laura Gonzales, University of Florida
Mohit Mehta, The University of Texas at Austin
Ana Whited, Austin Independent School District
Respondent: Gerald Campano, University of Pennsylvania
C.23 Representations of Black and Indigenous Voices in YA Literature and Comics/Graphic Novels ROOM 213-B
This session examines humanizing, affirming, and empowering representations of Black and Indigenous youth in comics, graphic novels, young adult literature, and other multimodal, contemporary texts.
Presenters: Michael Crowther, Bishopâs College School, â(Re) Appropriating the Story: Indigenous Graphic Novels and Decolonizing the Textâ
Christian Hines, The Ohio State University, âCanât Stop Our Shine! Exploring and Illuminating Visual Representations of Black Girls as Superheroes in Comics and Graphic Novelsâ/ âReflections and Refractions: Shining a Light on Depictions of Black Love in YA Novels in the ELA Classroomâ
Doricka Menefee, âReflections and Refractions: Shining a Light on Depictions of Black Love in YA Novels in the ELA Classroomâ
S M
C TE
C.24 Rising from Darkness: Destigmatizing the Adolescent Mental Health Experience with Brave Voices in MG and YA Literature ROOM 210-B
A panel of acclaimed authors will discuss the importance of literature featuring authentic characters struggling with mental health. In our classrooms, where the number of students affected by mental health challenges is rising, there is a critical need for educators to expand classroom practice so that students struggling with mental health can find reflections of their own experiences.
Presenters: Rocky Callen, Candlewick Press Nora Shalaway Carpenter, Candlewick Press Alecia Dow-Hirt, Author Sonia Patel, Sonia G. Patel, M.D., Inc. Marcella Pixley, Candlewick Press/Carlisle Public Schools Ebony Stewart, Candlewick Press
C.25 Shining a Light on Digital Literacies in a Post-Truth World: Next-Level Grammar for a Digital Age ROOM 202-A


Digital tools and communication can strengthen studentsâ understanding of contextual language use. In this session, we will explore common language moves through various online mediums (such as TikTok and memes) using an applied grammar perspective. Participants will be introduced to specific lessons and projects that can help students practice savvy language use through digital media.
Presenters: Darren Crovitz, Kennesaw State University
Michelle Devereaux, Kennesaw State University
Clarice Moran, Appalachian State University
C.26 Teaching Audio Rhetoric: How to Perform Close Readings on Audio Texts
ROOM 201-C
For educators passionate about multimodality, the audio mode is powerfully relevant and engaging for students. Where visual rhetoric offers a framework to understand how images make arguments, audio rhetoric covers the same idea in ways unique to the mode of sound. Using close reading, this presentation shares the fundamentals of audio rhetoric to equip educators to confidently teach audio texts.
Presenters: Danah Hashem, Lexington Christian Academy
Anne Mooney, Malden High School
C.27 Turning Dreams into Reality: Creating Innovative Spaces in Unexpected Places ROOM 212-B

Foregrounding the voices and stories of children, our Summer Camp for Emergent Bilinguals and Williams Family Multicultural Literacy Collaborative serve as beacons of light with the âpotential to transform ourselves, our students, and our communities.â Using multicultural literature to connect with Pre-Kâ12 students, we describe the creation of these unique opportunities on our universityâs campus.
Presenters: Bettie Parsons Barger, Winthrop University
Erin Hamel, Winthrop University
C.28 Using Childrenâs Literature to Support Cultural Consciousness and Connections
ROOM 207-C
This session discusses ways that childrenâs literature can be used to enhance childrenâs connection to their cultural and linguistic heritage and to promote greater critical and social consciousness.
Presenters: Sally Brown, Georgia Southern University, âæąŠ (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritageâ
Maria Garcia, Washington State University, âCulturally Conscious and Social Conscience Award-Winning Childrenâs Literatureâ
Ling Hao, University of South Carolina, âæąŠ (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritageâ
Jane Kelley, Washington State University, âCulturally Conscious and Social Conscience Award-Winning Childrenâs Literatureâ
Saba Khan Vlach, The University of Iowa, âPedagogical Possibilities with Culturally Conscious Picture Books Centering South Asian American Youthâ
Rong Zhang, Purdue University, âæąŠ (Dreams): Chinese American Children Connect to Their Cultural and Linguistic Heritageâ
C.29 Poster Session
ACC NORTH, PREFUNCTION AREA, SECOND FLOOR
Poster 1âConnecting the Canon to Student Communities: Using Fahrenheit 451 to Light Exploration of Present-Day Conformity and Rebellion
This poster presentation highlights practices used in one secondary English classroom to create space for students to explore relevant issues in their communities alongside more classic works of literature. It also walks visitors through setting up such practices in their own classrooms.
Presenter: Nicole Ryan, Stevenson High School
Poster 2âDiverse Reads: Free Reading Passages That Reflect All of Our Students
Diverse Reads is a new initiative in partnership with Eastside Freedom Library that provides teachers with free, authentic, diverse reading passages across both fiction and nonfiction genres. During this session, teachers will gain access to the website, learn how to create and save collections, and collaborate with fellow teachers on ways to incorporate the passages into existing or new lessons.
Presenter: Ruby Hogen-Chin, Diverse Reads
Poster 3âLighting the Spark of Student Ownership through Prior-Knowledge Scaffolding
This poster session will show the phases of a literature and writing unit that launches with studentsâ prior knowledge and self-selected inquiry. Throughout the unit, students engage in levels of critical thinking that develop ownership of learning.
Presenter: Karen Yelton-Curtis, Fresno Unified School District
Poster 4âPursuing the Light: Extinguishing the Darkness of Prejudice Surrounding Marginalized Adolescent Identities in a Young Adult Literature Course
This poster session provides educators with an engaging infographic reflecting an extensive young literature curriculum comprised of datadriven best practices and utilizing some of the most contemporary, diverse, and awardwinning young adult literature. Colleagues will also receive extensive handouts reflecting recommended readings and internet resources, which can be used immediately in class.
Presenter: Jennifer Kirchoff, Le Moyne College
Poster 5âSunnyside Inspirations: Using Irvingâs The Sketch Book to Inspire the Light in Middle Level/ Secondary Creative Writers
Washington Irving was a great storyteller whose writing was influenced by the people and places he encountered. Students will be inspired by using Irvingâs The Sketch Book as a mentor text to shine their own lights in this unique creative writing unit which allows them to experiment through a series of literary sketches and a short storyâall cataloged in their own virtual Sketch Books.
Presenter: Michele Connors, Pocono Mountain School District
Poster 6âTeaching Trauma in the Secondary Classroom
Trauma is a force that impacts every human personally. As such, trauma-informed curricula are excellent methods of generating understanding in terms of both literary- and self-analysis. The concept requires deliberate decision making, but, structured effectively, a trauma-informed classroom can enhance learning in a variety of ways.
Presenter: Matthew Kimball, Montgomery Bell Academy/Columbia University
D.01 âA Healing Place for the Soulââ Literature as Remedy ROOM 209-B
Biblioguidance (n): The use of literature to help navigate life challenges. This interactive session invites teachers to explore the biblioguidance model as a strategy for social-emotional learning. Participants will experience the magic of the âliterary matchmaking process,â as well as explore ideas for incorporating biblioguidance practices into their existing curriculum.
Presenters: Julie Meiklejohn, La Junta High School
Jennifer Ritter, La Junta High School
D.02 All Not Lost, in the âLost Yearâ of Learning ROOM 207-D
Thereâs a pandemic-era narrative that school children experienced âlearning lossâ or a âlost year.â But research indicates that children adapted and even thrived in a digital environment. In this session, presenters will discuss how we build on the momentum of learning in a hybrid or online environment through digital media.
Presenters: Meredith Dutra, Scarsdale High School
Susan Luft, Scarsdale Public Schools
Edgar McIntosh, Scarsdale Public Schools
Paul Tomizawa, Edgewood Elementary School
William Yang, Scarsdale Public Schools
D.03 Antibias and Antiracist Theories and Methods for Responsive and Responsible Literacy Teacher Education






ROOM 201-D
How might literacy teacher educators bring theoretical work to action? The presenters will introduce frameworks for understanding Blackness, unpacking bias, and teaching literacy in historically responsive and responsible ways.
Presenters: Shamaine Bertand, The College of New Jersey, âBlack Gaze Framework: Centering and Celebrating Blackness in English Language Arts Secondary and Elementary Education for Liberationâ
Macie Kerbs, Sam Houston State University, âIdentity Exploration with Preservice Teachers: Bringing Light to Meaningful Antiracist Workâ
Cori McKenzie, SUNY Cortland, âLighting the Way with Cultivating Genius: Pre- and Inservice Teachers Using Muhammadâs Historically Responsive Pedagogy to Move toward Antiracist Pedagogiesâ
Kisha Porcher, University of Delaware, âBlack Gaze Framework: Centering and Celebrating Blackness in English Language Arts Secondary and Elementary Education for Liberationâ
Heather Pule, University of Houston, Clear Lake, âIdentity Exploration with Preservice Teachers: Bringing Light to Meaningful Antiracist Workâ Joe Sweet, University of North Carolina, Pembroke, âLighting the Way with Cultivating Genius: Pre- and Inservice Teachers Using Muhammadâs Historically Responsive Pedagogy to Move toward Antiracist Pedagogiesâ
D.04 Antiracist Work at a Conservative Suburban Middle School
ROOM 208-B
This session will describe how a group of educators created an Equity Committee aimed at building systems to improve the academic and social-emotional lives of BIPOC students at their school. We will provide guidance for educators who are interested in ABAR work but are asking themselves, âWhere do I begin?â
Presenters: Sidonie Chhetri, Canyon Vista Middle School Sara Dietert, Round Rock Independent School District Miles Phillips, Round Rock Independent School District
D.05 Be(com)ing Antiracist Teacher Educators in Predominantly White Institutions (PWIs): A Collaborative, Hermeneutic Inquiry
ROOM 203-B
This collaborative, hermeneutic inquiry among white teacher educators at PWIs asks: âHow do we do antiracist teacher education without enacting racial ignorance and doing epistemic harm to our students of color?â This interactive session aims to imagine antiracist educational futures, where self-interrogation of white perspectives and ways of knowing is a critical component of teacher education.
Presenters: Ashley Boyd, Washington State University Caroline Clark, The Ohio State University Mike Cook, Auburn University
Adam Crawley, University of Colorado, Boulder Rachel Skrlac Lo, Villanova University
Ryan Rish, University at Buffalo, SUNY
D.06 Better and Brighter Together: Teacher Book Clubs as Catalysts for Curricular Change ROOM 211-A
Presenters provide the frameworks, titles, content, questions, curriculum guides, and activities of three different teacher professional book clubs of diverse, classroom-appropriate books. Attendees may use these materials in their classrooms and/or to host book clubs of their own. We argue that changing the curriculum is possible when teachers work together through such professional book clubs.
Session Chair: Kati Macaluso, University of Notre Dame
Presenters: Meghan Kuehnle, The Ohio State University
Michael Macaluso, University of Notre Dame Kelly Waller, Carmel Clay Schools
D.07 Bilingual Identities and Text as a Gateway to Equity in Bilingual Literacy Education ROOM 210-CD
The papers in this panel collectively shine a light on the the possibilities for emergent bilinguals to connect and expand their identities when engaging with texts. By decentering monolingualism and creating literacy learning spaces that build upon emergent bilingualsâ multifaceted identities and resources, we offer an expansive view of literacy(ies) instruction that disrupts traditional norms.
Presenters: Laura Ascenzi-Moreno, Brooklyn College Cecilia Espinosa, Lehman College, CUNY Tracey Flores, The University of Texas at Austin Luz Herrera, California State University, Channel Islands
Emily Machado, University of Wisconsin-Madison Sandra L. Osorio, Erikson Institute Chicago
D.08 Bright Lights on a Burning Planet: Teaching Critical Media Literacy via Environmental Documentary Film
ROOM 212-A
Sponsored by the ELATE Commission on Climate Change and the Environment in English Education
Making a case for bringing environmental issues into the English language arts classroom, this panel shares how teachers can use documentary film to teach critical media literacy, rhetorical awareness, and environmental literacy. Attendees will leave with valuable resources on media literacy that may be used to transform classrooms into luceros in their communities.
Presenters: Chris Bass, University of Illinois at Chicago Russell Mayo, Chicago Public Schools
Luke Rodesiler, Purdue University Fort Wayne
Respondent: Andrea Gambino, University of California, Los Angeles
D.09 Changing School Cultures: Centering Language, Literacy, and BIPOC Student Voice ROOM 201-A
Sponsored by the NCTE Early Career Educators of Color Leadership Award




This panel features projects developed by winners of the 2021 NCTE Early Career Educator of Color Leadership Award. Each project focuses on changing school cultures in meaningful and lasting ways and offers practical takeaways for any educator seeking to improve literacy education, support the needs of BIPOC students, center social justice, and elevate student voice.
Session Chair: Andy Chen, John Burroughs School
Presenters: Jeffrey Cabusao, Bryant University
Andy Chen, John Burroughs School
Alethea Maldonado, Lockhart Junior High, âWe Are Multilingual Writers . . . of Social Justice: Building Identity, Fluency, and Advocacy through Critical Writingâ
Dillin Randolph, âBlack Lives Ainât Never Gonna Matter in the Classroom until Black English Doesâ
Lydia Saffery, Waianae High School, âGet off the Carousel: Creating a Sustainable School Culture to Support Literacy Acquisitionâ
Zoe Zander, âPlant, Water, Grow: Creating a Culture of Empathy from the Ground Upâ
Respondent: Jeffrey Cabusao, Bryant University
D.10 Coming of Age in a Complex World: The Honest Stories We Need to Hear and Tell ROOM 202-B
What are the honest stories our students need now, as they navigate adolescence during this unprecedented time? Drawing on research that reframes adolescence and resources from Facing History and Ourselvesâ ELA collection, this session prepares educators to bring the practice of authentic and honest storytelling to their classrooms to spark joy, develop agency, and cultivate strong communities.
Presenters: Nikysha Gilliam, Susan Miller Dorsey High School
Arisela Hernandez, Facing History and Ourselves Beth Lammers, Huntington Beach High School Deidre Powell, California Connections Academy
D.11 Connecting with Students through Reading and Writing ROOM 207-C
In this session, one presenter shares classroom vignettes and discusses forming connections with students, inspiring them to read and write. Another presenter explores how five primary teachers went âdeeperâ in their read-alouds with diverse books to engage their students in critical thinking and conversations. The third presenter shares real-life stories about students from a Title I school and the impact that their personal experiences have on their education.
Presenters: Stephanie King, Granger High School, ââHow Was Your Weekend?â The Curb-Cut Effect of Relationships before Instruction on a Monday Morningâ
Sarah Reid, Illinois State University, ââWhy Canât We Go a Little Bit Deeper?â: How Primary Teachers Add Layers of Complexity in Their Read-Alouds with Diverse Booksâ
Justin Stygles, Lyseth Elementary, Portland Public Schools, âOne Candle Lights Our Candelabraâ Connectedness and Inner Sueños through Context, Empathy, and Compassionâ
D.12 Cultivating Hope: Teacher Strategies to Support and Inspire Each Other ROOM 213-A

After the past two-and-a-half years, all instructors can use strategies to bolster their own, and their colleaguesâ well-being. Presenters share how they engaged and energized themselves as humans through building community, resilience, and hope.
Presenters: Jill Davidson, Anglophone West School District, âThe Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)â
Kitty (Mary) Donohoe, Roosevelt Elementary, âThe Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)â
Brent Gilson, Westwind School Division, âThe Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)â
Kate Hertz, Geneva High School, âDaring to H.O.P.E. and Dream: Exploring Purpose and Challenges in English Instructionâ
Francine McVeigh, Fran McVeigh LLC, âThe Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)â
Cindy OâDonnell-Allen, Colorado State University, âMoving from Collective Trauma into Collective Lightâ
Molly Robbins, Cherokee Trail High School, âMoving from Collective Trauma into Collective Lightâ
Sara Salvato, Geneva High School, âDaring to H.O.P.E. and Dream: Exploring Purpose and Challenges in English Instructionâ
Susan Vincent, Miami University, âThe Curiosity Crew: How We Formed a Virtual Educator Learning Community (and why you should too)â
D.13 Disrupting Oppressive Solidarities through Literature and Literacy Instruction
ROOM 212-B
This session will shed light on oppressive solidarity paradigms in the English language arts classroom via literature, pedagogy, and systemic intersections (education, criminal justice, etc.). Educator-participants will answer the following: How can an English classroom become a beloved community that holds its members accountable for self-knowledge and growth?
Presenters: Carrie Mattern, Carman-Ainsworth High School
Caitlin OâConnor, Hommocks Middle School
Holly Spinelli, Monroe-Woodbury High School
Tony Sun, Liberty Avenue School, NYCDOE
D.14 Diverse Jewish Voices in the Classroom: A Festival of Literary Light
ROOM 211-B
Join diverse award-winning Jewish authors, including a librarian, a reading specialist/ former teacher, and a literary agent, as we explore ways to enrich your studentsâ learning with a sparkling array of Jewish literary voices that uplift, challenge, entertain, and invite new perspectives. A Festival of Literary Light!
Presenters: Bridget Hodder, Vanderbilt University
Susan Kusel, Temple Rodef Shalom Library
Rachael Maria Romero, Random House
Sarah Pripas-Kapit, Penguin Random House
D.15 Growing Advocacy Online: Bringing Together Teachers, Researchers, Families, and Communities to Advocate for Authentic Writing Instruction
ROOM 206-A
Sponsored by the ELATE Commission on Writing Teacher Education



How can we share ideas about our experiences with, and our visions for, teaching writing in a public space? Join editors, authors, and reviewers from the writing advocacy blog, Writers Who Care, to discuss, write, and bring together voices from across communities and to inspire real change in writing instruction.
Presenters: Sarah Donovan, Oklahoma State University
Lauren Esposito, Marywood University
Charlotte Land, Pennsylvania State University
Kira LeeKeenan, California State University, Fullerton
Dominique McDaniel, Kennesaw State University
Margaret Simon, Iberia Parish Gifted Program
Amy Vetter, University of North Carolina, Greensboro
D.16 Guiding Writers to Shore: Connecting the Social-Emotional Needs of Learners through a Vibrant Community of Secondary Schools Writing Centers ROOM 203-A
Secondary school writing center directors will reflect on the pandemicâs impact on student emotions and relationships, highlight ways their centers have served as lighthouses for students as they reconnect to social settings, and celebrate the various strategies used to create safe spaces within their school communities. Opportunities for sharing of voices and resources will be emphasized.
Session Chair: Georganne Nordstrom, University of Hawaii at Manoa
Presenters: Heather Barton, Secondary ELA
Vivian Blair, NACAC
Lauren Wilkie, Chicago Public Schools
D.17 Indigenous Perspectives on Thanksgiving and the American Story
ROOM 201-B
The âfirst Thanksgivingâ narrative most Americans learned in school is American foundational mythology popularized in the 19th century that is problematic to both Native and non-Native students alike. It minimizes the effects of colonization on Native peoples and also contributes to implicit biases. This panel of Native authors explores new materials on this story created from Native perspectives.
Presenters: Alexis Bunten, Bioneers
Danielle Hill, Mashpee Wampanoag Tribe
Chris Newell, Akomawt Educational Initiative
Anthony Perry, Author
D.18 Interrogating Our Identities to Shine a Light on Our Practice ROOM 208-A
Panelists will discuss how they have unpacked and interrogated their own identities in order to create identity-affirming spaces within the often historically embedded racist barriers of our school systems. Attendants will leave having done work âLIVEâ alongside panelists in the form of engaging with texts and personal writing with the space to share and engage in discourse.
Presenters: Sara Ahmed, Catherine Cook School
Chad Everett, Horn Lake Middle School
Pernille Ripp, Global Read Aloud/Passionate Learners
D.20 Literature as Light: Inspiring Inquiry through Critical Conversations ROOM 201-C


Join us as we discuss intentional practices to honor studentsâ multifaceted identities, inquiries, and ideas. We will share how we engage students in literature-based critical conversations to illuminate topics such as inclusion, equity, and justice, inspiring them to see and be the light as they take action to make a difference in their lives, the lives of others, and the broader world.
Presenters: Daniel Hoilett, Brushy Creek Elementary School, Greenville County School District
Katie Kelly, Furman University
Alyssa Likens, Gable Middle School
Reilly Mahan, Jesse Bobo Elementary Brianna Wallace, Legacy Early College
D.21 More Light to Read By: Building Community and Peer Relationships through School-Wide Summer Reading ROOM 202-A
High school English teachers and their school librarian share strategies to invigorate summer reading and establish a community of readers from the first day of school. Presenters will share their experiences in creating a schoolwide book club. Participants will leave with samples of multigrade activities and discussion tips, as well as suggestions for creating their own large-scale book clubs.
Presenters: Charity Cantey, Louisiana State University Laboratory School
Tamara Empson, Louisiana State University Laboratory School
Matthew Lavergne, Louisiana State University Laboratory School
Anne McConnell, Louisiana State University Laboratory School
Emily Peters, Louisiana State University Laboratory School
Candence Robillard, Louisiana State University Laboratory School
D.22 Shedding Light on the Transition to College Writing: An Interactive Panel by the Writing Program at the University of Southern California ROOM 210-A
This audience-inclusive panel hosted by five instructors from the Writing Program at the University of Southern California aims to start a conversation about how both secondary and postsecondary composition instructors can better ease studentsâ transition to college-level writing. Brief (five-minute) presentations will be followed by moderated discussion.
Session Chair: Amber Foster, University of Southern California
Presenters: Laurie Fisher, University of Southern California
Vanessa Osborne, University of Southern California
Tanvi Patel, University of Southern California
Patricia Taylor, University of Southern California
D.23
Shining a Light on Digital Platforms: Implications for Teachers and Classrooms ROOM
210-B
Zoom, Flipgrid, Google Classroomâtodayâs English language arts classes are filled with digital âplatforms,â the complex digital infrastructures (e.g., algorithms) influencing literacy learning and living. This panel explores what pedagogical possibilities emerge when researchers and educators examine the social, political, and economic implications of digital platforms in English education.
Session Chair: Brad Robinson, Texas State University
Presenters: Will Fassbender, Montana State University, âWords, Phrases, and Platforms: Computational Composition in the ELA Classroomâ

Robert LeBlanc, University of Lethbridge, âBeyond Literacy: Digital Platforms, Fake News, and Media Ecologiesâ
T. Philip Nichols, Baylor University, âBeyond Literacy: Digital Platforms, Fake News, and Media Ecologiesâ
Brad Robinson, Texas State University, âWords, Phrases, and Platforms: Computational Composition in the ELA Classroomâ
Amy Stornaiuolo, University of Pennsylvania, âRestorying Platforms: Critically Reading and Resisting Platform Narrativesâ
Ebony Elizabeth Thomas, University of Michigan, âRestorying Platforms: Critically Reading and Resisting Platform Narrativesâ
Respondent: Antero Garcia, Stanford University
D.24 Shining a Light on Social Justice
ROOM 213-B
Theory, policies, and curriculum all impact how and why teachers engage in socially just teaching. Presenters share their experiences working with critical race theory, government policies, and school-wide curriculum to honor the backgrounds and identities of all our students.
Presenters: Jane Marie Hutcheson, German School Brooklyn, âShining a Light on Social Justice in a Kâ8 Schoolwide Curriculumâ

Brianna Jensen, German School Brooklyn, âShining a Light on Social Justice in a Kâ8 Schoolwide Curriculumâ
Stefanie Moser, Judson University, âMoving beyond Numbers: Using DisCrit to Find Answersâ
D.25 Sparking Joy, Celebrating Identity, and Inspiring Action with Multimodal Text Sets
ROOM 207-B
The âheart workâ of literacy feels most compelling when it is authentically threaded throughout classroom experiences. Join in as we reimagine ways to use strategically layered texts to celebrate the identities and experiences of the class community. Through integrated learning experiences featuring these carefully curated texts, students become prepared to apply learning and enact change.
Presenter: Pamela Koutrakos, Allendale School District
D.26 Sueños de Libertad: Mexican American/Xicanx Literature for High School Students
ROOM 263-A
This panel is an invitation for reading and writing teachers to examine, reflect on, and implement opportunities for Mexican American/Xicanx students to see themselves as the central perspective of their high school English course. This panel of teachers will share the journey that resulted in a culturally relevant reading and writing course with examples for classroom implementation.
Presenters: Eduardo Arce, Camelback High School
Steven Arenas, Carl Hayden Community High School
Therese Arvizu, North High School
Marietta Morales, Trevor G. Browne High School
Rosanne Orta, Alhambra High School


D.27 When Writing Feels Right: Illuminating Pathways to Validate and Honor Studentsâ Oral Languages across Composition for Young Writers ROOM 206-B
Honoring the breadth and depth of what writing truly isâcommunication of self and bringing thought aliveâwe elevate the importance of oral tradition and translanguaging throughout the writing process. Join us to discuss decolonizing our workshop, using tools to record oral composing, written drafts, revisions, and publications to empower youth in finding their light and elevating shine in others.
Presenters: Grace Choi, Fairfax County Public Schools
Clare Landrigan, Heinemann Nawal Qarooni, NQC Literacy LLC Kristin Ziemke, Big Shoulders Fund
D.28 Creating Better Open Educational Resources: Best Practices in Fair Use ROOM 207-A
Sponsored by American University Content in the English language arts classroom is undergoing a shift as we adapt to the everchanging landscape of media and resources. Come and explore the world of Open Educational Resources with us as we examine opportunities to adopt and customize OER, including how to incorporate outside examples and illustrations with Best Practices in Fair Use for OER. We'll also share opportunities to take part in an upcoming project to create better OER for English classrooms.
Presenters: Bill Bass, Parkway Schools Meredith Jacob, American University
OPENING GENERAL SESSION
ARENA
JAVIER ZAMORA was born in El Salvador in 1990. His father fled the country when he was one, and his mother when he was about to turn five. Both parentsâ migrations were caused by the USfunded Salvadoran Civil War. When he was nine, Javier migrated through Guatemala, Mexico, and the Sonoran Desert. His debut poetry collection, Unaccompanied, explores the impact of the war and immigration on his family. Zamora has been a Stegner Fellow at Stanford and a Radcliffe Fellow at Harvard and holds fellowships from the National Endowment for the Arts and the Poetry Foundation. A book signing will follow the session.



SECTION GET-TOGETHERS
Elementary Section Get-Together
BALLROOM C
â 5:45â7:15 P.M.
Meet NCTEâs elected leaders who represent the Elementary Section, network with educators from across the country, and snack on hors dâoeuvres. Speakers will include Detra Price-Dennis, recipient of the 2022 Outstanding Elementary Educator Award.

Presiding: Tracey Flores, Elementary Section Steering Committee Chair, The University of Texas at Austin Speaker: Detra Price-Dennis, The Ohio State University
DONALD H. GRAVES AWARD FOR EXCELLENCE IN THE TEACHING OF WRITING
Recipient: Jacqui Witherspoon, Jackson Creek Elementary, Columbia, SC
LANGUAGE ARTS DISTINGUISHED ARTICLE AWARD
Recipient: "History Is a Way of Building Identity: How One Independent Neighborhood Elementary School Uses Black Cultural Movements to Engage Childrenâs sociopolitical Perspectivesâ (January 2022) by Wintre Foxworth Johnson, University of Virginia
OUTSTANDING ELEMENTARY EDUCATOR AWARD
Recipient: Detra Price-Dennis, The Ohio State University
Middle Level Meet-Up
BALLROOM D
Kick off your convention experience with this gathering of Middle Level attendees that features speakers and the chance to hear from section leaders.
Presiding: Michael DomĂnguez, Middle Level Section Steering Committee Chair, San Diego State University, CA

Secondary Section Get-Together
BALLROOM A/B
It has been three years since we have been able to meet in person. During that time, educators have faced seemingly insurmountable challenges, been the target of political and cultural attacks, and experienced significant trauma. Many have also prioritized self-care and sought community with other teachers. In that spirit, the Secondary Section Steering Committee invites English language arts educators to join us for a âSelf-Care in Community Get Together.â This gathering will offer opportunities to meet other teachers, build community, create, dance, express gratitude, and take care of ourselves. And, of course, refreshments will be served.
Presiding: Lisa Scherff, Secondary Section Steering Committee Chair, Community School of Naples, FL

College Section Get-Together
BALLROOM E
Join leaders of the NCTE College Section and colleagues who teach at the postsecondary level across the country during Thursday nightâs College Section Get-Together. The Richard Ohmann Award for Outstanding Article in College English will be presented to Tom Hong Do for his article, âKnowing with Our Bodies: An Embodied and Racialized Approach to Translingualismâ (May 2022 College English).
Presiding: Renee Moreno, College Section Chair, California State University, Northridge
Speaker: Tom Hong Do, University of Arizona, Tucson

7:00â7:45 A.M.
FIRST-TIMERâS WELCOME BREAKFAST
BALLROOM A/B
Never been to an NCTE Annual Convention before? Donât miss this event weâre holding just for you!


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

GENERAL SESSION
ARENA
IBRAM X. KENDI NIC STONE

IBRAM X. KENDI is the Andrew W. Mellon Professor in the Humanities at Boston University and the founding director of the BU Center for Antiracist Research. He is a contributing writer at The Atlantic and a CBS News correspondent. He is the author of many books, including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, and five #1 New York Times bestsellers, including How to Be an Antiracist; Stamped: Racism, Antiracism, and You, coauthored with Jason Reynolds; and Antiracist Baby, illustrated by Ashley Lukashevsky. His latest books are How to Raise an Antiracist and Goodnight Racism, illustrated by Cbabi Bayoc. In 2020, Time magazine named him one of the 100 most influential people in the world. He was awarded a 2021 MacArthur Fellowship, popularly known as the âGenius Grant.â
NIC STONE is an Atlanta native and a Spelman College graduate. Her debut novel for young adults, Dear Martin, was a #1 New York Times bestseller. She is also the author of the New York Times bestseller Clean Getaway, the 2020 NPR Best Book of the Year selection Dear Justyce (a sequel to Dear Martin), the Rainbow Book List Top Ten selection Odd One Out, Jackpot, and Shuri: A Black Panther Novel. She is one of the authors in the New York Times bestselling book Blackout, recently optioned as a new anthology program for Netflix by Barack and Michelle Obamaâs production company, Higher Ground. Find her online at nicstone.info, @nicstone (Instagram), and @getnicced (Twitter)

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

A book signing will follow the session.

10:30 A.M.
Author Stuart Gibbs Presents Mission: Write! A New Creative Writing Video Series
The New York Times bestselling author of the Spy School (and many others!) series, Stuart Gibbs has made a creative writing videos series, focusing on providing real world tips for aspiring young writers. Stuart Gibbs will talk about the different topic focuses of the videos, where the idea for a series came from, and how to use the program with your students.
Sponsored by Simon & Schuster
BUILD YOUR STACKÂź LOCATED IN EXHIBIT HALL
11:00 A.M.
Lighting the Way: Poetry to Bring Joy and Dialogue into Your Classroom
Mary-Kate Sableski, University of Dayton
Ryan Colwell, Fairfield University
11:30 A.M.
New and Awesome Audio!
Sarah Ressler Wright, RB Hayes High School
Jenell Igeleke Penn, The Ohio State University
12:00 P.M.
Exploring the Pandemic through Literature for Youth Kathy G. Short, University of Arizona Desiree Cueto, Western Washington University Loren Reyes, University of Arizona
12:30 P.M.
Beyond the Book Series Who Would Win; Nonfiction Books That Engage and Inspire All Readers
Mandy Robek Bitsy Parks
1:00 P.M.
Books That Center Family Stories
Lynsey Burkins, Dublin City Schools Franki Sibberson, SproutFive (Columbus, Ohio)
Tracey Flores, The University of Texas at Austin Sandra Osorio, Erickson Institute Chicago
1:30 P.M.
Nonfiction Graphic Novels
Kasey Short, Charlotte Country Day School
2:00 P.M.
Translanguaging in Middle Grade Books
Carla España, Rye Country Day School
Luz Yadira Herrera, California State University, Channel Islands
2:30 P.M.
Join Disney, Bloomsbury, and HarperCollins for a preview of some of our 2023 kids and YA titles!
Beth Eller, Bloomsbury Mimi Rankin, HarperCollins Childrenâs Books
Dina Sherman, Disney Publishing
3:00 P.M.
Read to Resist: MG, YA, and Adult Titles That Make Us Stand Up and Speak Out!
Nawal Qarooni, NQC Literacy LLC
Samira Ahmed, Little Brown Books for Young Readers
Sara Ahmed, Catherine Cook School
3:30 P.M.
Reading Many Voices: Anthologies and Collections for MS/HS
Donalyn Miller, The Book Whisperer, Inc.
Jodi-Beth Hazel, IDEA Public Schools
4:00 P.M.
Stories with Pictures for the Secondary Classroom
Carrie Santo-Thomas
4:30 P.M.
Indigenous Authors and Artists Saba Khan Vlach, University of Iowa, Iowa City
5:30 P.M.
Building a Diverse Nonfiction Text Set
Roberta Price-Gardner. Kennesaw State University
6:00 P.M.
Ordinary Joy: Appreciating Ordinariness in Texts
S. Travis Crowder, East Alexander Middle School
FRIDAY FEATURED SESSIONS
11:00 A.M.â12:15 P.M.
F-FS.01 Crossing Borders: The Journey to My Dreams ROOM
261-B
âReyna Grande is a fierce, smart, shimmering light of a writer with an important story to tell.ââCheryl Strayed
When she immigrated to the US at the age of nine, Reyna Grande was made to feel ashamed about being a border crosser. Now, being a border crosser is her superpower. Grande will speak about the many borders, both physical and metaphorical, she had to cross to succeed in the US, from becoming the first in her family to go to university to having a successful writing career. By pursuing her sueñosâher dreamsâshe went from being an undocumented immigrant living on the margins of society to an award-winning author of bestselling books such as The Distance Between Us and A Dream Called Home.

Presenter: Reyna Grande
Sponsored by Simon & Schuster
11:00 A.M.â12:15 P.M.
F-FS.02 I Belong Here! Creating Welcoming and Nurturing Environments to Support Deep Learning for Migratory Students
ROOM 261-A
All students should feel like they belong in school. In this session, participants will consider the needs of migratory students and explore three social-emotional components necessary for equity: agency, belonging, and identity. Participants will engage in an interactive reading with a culturally relevant text and discuss key takeaways.
Presenter: Liz Jameyson, WestEd
Sponsored by WestEd
12:30â1:45 P.M.
G-FS.01 Developing Language and Literacy in Mathematics for Long Term English Learners
ROOM 252-B
Long-term English Learners lack adequate opportunities to develop language and literacy in secondary mathematics. The IES-funded RAMP-UP Math project engages students to develop conceptual understandings about cross-cutting ideas, participation in disciplinary practices, and disciplinary literacy and oracy. Educators will learn how to design language rich mathematics instruction for English Learners.
Presenters: Leslie Hamburger, WestEd Guillermo Lopez, WestEd
Sponsored by WestEd
E.01 Affiliate Leadership Follow Up

ROOM 258-B

Sponsored by the NCTE Standing Committee on Affiliates
Continue the discussion begun at the 2022 Affiliate Leadership Meeting. Participants will bring light and clarity to their organization through strategic planning. Affiliates will learn a process to identify priority areas, specific goals, and action steps that engage them in a model of continuous improvement that helps them better serve their members.
Session Chair: Kirstey Ewald, Central Rivers Area Education Agency
Presenters: Kirstey Ewald, Central Rivers Area Education Agency
Amy Nyeholt, PA Cyber
Carolyn âCarrieâ Perry, Florida Council of Teachers of English
Mary Rice, University of New Mexico
Renée Rude, Chandler-Gilbert Community College
Catherine Sosnowski, CCSU
E.02 Antiracist Teaching and Translanguaging: Light from the Field
ROOM 256-B

Sponsored by the Linguistic Society of America/Linguistics in the School Curriculum Committee
We describe linguistically informed pedagogies that yield classrooms that truly center students and what they have to teach us. Studentsâ expertise with translanguaging and multilingualism provides a platform for both multilingual awareness and explicit antiracist teaching that is necessary to confront the stillpervasive Standard Language Ideology.
Presenters: Kristin Denham, Western Washington University
Anne Lobeck, Western Washington University
Laura Ruth-Hirrel, California State University, Northridge
E.03 Authentic Audio Books Shine Light on Latinx Literature ROOM 208-A
Three Latinx award-winning narrators and author Aiden Thomas will lead a discussion on the importance of authenticity in audio and suggest activities that bring more Spanish/ English audio books, from picture books to YA, into classrooms. Educators Gilles and Igeleke-Penn will demonstrate fun and practical strategies for incorporating audio books in schools and share recommended Latinx audio books.
Session Chair: Sarah Ressler Wright, RB Hayes High School
Presenters: Emily Gilles
Jenell Igeleke Penn, The Ohio State University Tradebook Author/Illustrator: Aida Salazar, Scholastic
E.04 Beacons of Light: Bridging the Literacy Gap by Building Community Engagement through Student Writing Exchanges
ROOM 201-A
Three high school English teachers will share how we leveraged the power of our National English Honor Society to become beacons of light for our feeder elementary schools. We will share evidence along with personal accounts of our work toward bridging the literacy gap for our future students. Participants will receive materials and approaches to build their own writing exchanges.
Presenters: Heather Barton, Secondary ELA Robyn Coggins, Etowah High School/Cherokee County J. Cole Ross, Etowah High School/Cherokee County
E.05 Being a Light for One Another: Forming a Self-Study Community of Practice



ROOM 264-BC
Engaging in a Self-Study Community of Practice (SSCoP) is a sustainable and sustaining practice that has pushed our thinking, changed our practices, and helped us to âbe a light for one another.â A group of eight teacher educators will share structures and resources from our four years as an SSCoP focusing on antiracist, antibias teaching so that others can replicate them in their own contexts.
Presenters: Sophie Degener, National Louis University
Tess Dussling, Saint Michaelâs College
Wendy Gardiner, Pacific Lutheran University
Tierney Hinman
Elizabeth Stevens, Roberts Wesleyan College
Amy Tondreau, University of Maryland, Baltimore County
Kristen White, Northern Michigan University
Nance Wilson, SUNY Cortland
E.06 Being the Light: Culturally Sustaining Pedagogies for Literary and Pedagogical Transformation ROOM 252-A
This panel examines the elements needed to read critically and with confidence in the culturally responsive classroom.


Presenters: Bobbie Kabuto, Queens College, CUNY, âA Community-Based Literacy Collaborative as a Light into Culturally Responsive Teaching Practicesâ
Christopher Lewis, Chapman University, âEmpowering Preservice Teachers with Multilingual Young Adult Novelsâ
Caroline McAuliffe, Teachers College, Columbia University, âOpening Doors to Wavering Confidence: Stories of Coursework and Pedagogical Confidence in the First Yearâ
Christopher Wagner, Queens College, CUNY, âA Community-Based Literacy Collaborative as a Light into Culturally Responsive Teaching Practicesâ
E.07 Beyond Migrants and Weavers: A Critical Look at Central American Childrenâs Literature ROOM 207-D



In this presentation, we share our findings from a critical content analysis of all picture book published by and about Hondurans, Guatemalans, and Salvadorans in the US. We outline for teachers tropes and stereotypes present in the literature to watch out for, and suggestions for culturally responsive pedagogy for Central American students.
Presenters: Mohit Mehta, The University of Texas at Austin Monica Pineda, The University of Texas at Austin
E.08 Both Hurt and Healing: Decolonized Practices for Educators and Students ROOM 251-B
This panel presentation will feature the work of two educators as they attempt to decolonize the English language classroom and the professional development of English language educators. The past two years of working in the pandemic has forced educators and teacher educators to confront pain and consider what role we can have in mending the wounds.
Presenters: Olivia Mulcahy, Illinois Resource Center Rex Ovalle, University of Illinois at Chicago
E.09 Burning Brighter Together: How Teaching and Embodying Collective Action Brings Light
ROOM 207-B
This session will focus on teaching and embodying values of collective action. Presenters will examine changes made by large-scale organizing against unjust dominant groups and policies. The session will include ways to center protest literature in classrooms, language to speak about collective action, and thoughts about what we can be doing to collectivize more intentionally and with longevity.
Presenters: Roberta Price Gardner, Kennesaw State University Noelle Mapes, PS 142, New York, NY Islah Tauheed, New York City Department of Education
E.10 Curating a Literacy Life: StudentCentered Digital Learning in an Urban High School

ROOM 202-A
Teachers at Clevelandâs Glenville High School collaborated with a literacy coach and professional filmmaker to use digital tools to help students curate their literacy lives. Using everyday Smart phones, a Netflix account, and access to a variety of YA, canonical, and media texts, the team of educators were able to begin to provide a foundation for lifelong learning and inquiry.
Presenters: Shannon Davis, Glenville High School
GaVita Haynes, Glenville High School
William Kist, Kent State University
E.11 Dear Teacher: How the Power of Letters and Collaboration Can Spark Courageous Conversations That Transform Our Profession ROOM 209-A

How do we keep our pedagogy urgent and raw, as Gholdy Muhammad calls for in Cultivating Genius? This interactive presentation will explore a letter-writing collaboration that enables high school students to communicate with future teachers, shining a light on our teaching practices and offering valuable lessons for the profession.
Presenters: Kristina Bardes, Roy C. Ketcham High School
Michelle Bulla, Monroe-Woodbury High School
Elise Cacciatore, Newburgh Enlarged City School District
Ryene Fenner, Kingston High School
Mary Sawyer, SUNY at New Paltz
Christine Zandstra, Roy C. Ketcham High School
E.12 Developing Inclusive Curriculum through Student-Centered Perspectives
ROOM 213-A
This panel explores approaches to curriculum development through studentsâ critical thinking and participatory action. Paper one discusses how superhero films can teach critical analysis skills to first-year college students. Paper two studies how a Midwestern school district overhauled its ELA curriculum to include more texts that center main characters of color.
Presenters: Tracy Schrems, St. Bonaventure University, âI Saw the Light: Using Superhero Films to Teach Critical Analysis Skills in College-Level Developmental Englishâ
Jessica Stovall, Stanford University, âAssessing the Impact of a Districtâs Attempt to Make ELA Curricula More Inclusiveâ
E.13 Elevating Nuanced Representation of the Arab American Experience in Education Spaces
ROOM 212-A
A panel of Arab American authors and educators share their varied positionalities and experiences in understanding their own identities and then share practical ways for teachers to incorporate a more nuanced understanding in their classroom practicesâ with multimodality in demonstrating knowledge and with layered texts to represent Arabs.
Presenters: Sawsan Jaber, Education Unfiltered Consulting
Nawal Qarooni, NQC Literacy LLC
Tradebook Author/Illustrator: Sahar Mustafah, Homewood-Flossmoor High School
E.14
Equitable Literacy Instruction Demands Joyful and Affirming Knowledge Building ROOM 212-B
Is there knowledge that all students should know? If so, what knowledge is that? Who determines that? In this session, the presenters will explore what it means to take part in what Richard Milner terms, a âdisruptive movementâ that exposes and counters âstorylines, policies, and practices that center and maintain whiteness, racism, white supremacy, and hegemonyâ in the teaching of reading.
Session Chair: Maria Cruz, Teachers College Reading and Writing Project, Columbia University
Presenters: Sonja Cherry-Paul, Teachers College, Columbia University Tyrone Howard, University of California, Los Angeles Tiffany Jewell
Yolanda Sealey-Ruiz, Teachers College, Columbia University
E.15 Exploring Contemporary Caribbean Childrenâs and Young Adult Literature: Implications for Culturally Responsive and Sustaining Education ROOM 253-A
The Caribbean transnational experience is central to a growing number of childrenâs books. Sharing these books with our community, many of whom have Caribbean ancestry, offers a clear example of culturally responsive-sustaining educational practice and embraces diverse perspectives and identities (racial, social class, gender, language, etc.). Research will present Caribbean childrenâs literature.
Presenters: Melissa Garcia, Lehman College, CUNY Alison Lehner-Quam, Education Librarian
E.16 Exploring Panels and GuttersâUsing Comics and Graphic Novels to Craft Critical and Creative Classrooms
ROOM 262-C
Interrogating an authorâs message and its relationship to the world equips students to read the word and the world. Recognizing the multifaceted and multimodal ways students engage with the world allows them to better build these relationships in their own ways. This presentation demonstrates how educators can use graphica for more student-centered, equitable, and accessible instruction.
Presenters: Julia Lopez-Robertson, University of South Carolina
Jennifer Morrison, University of South Carolina Melissa Wells, University of Mary Washington
E.17 Finding the Light of Other Suns: Black Speculative Fiction as Literary Lighthouses
ROOM 201-C
How can speculative fiction (SF) be a light leading readers to new futures and otherworlds?
In this session, YA authors Ayana Gray and Jennifer Baker join speculative literacy scholar Stephanie Toliver to discuss (1) how SF is an underexplored space for cultivating our collective dreams; (2) how authors of SF shine a light for themselves and others; and (3) how SF can be a light for ELA students.
Presenter: Stephanie Toliver, University of Colorado, Boulder
E.18 How to Fail Like an Improviser: Humanizing the Pursuit of Failure in Writing Instruction through Improvisational Theater




ROOM 201-D
How can we humanize writing instruction by normalizing failure when learning to write?
Join presenters for an inclusive and interactive discussion of failure in writing instruction through practice-based resources and theories of improvisational theater.
Presenters: Lauren Esposito, Marywood University Samuel Tanner, Penn State University



E.19 Igniting the Spark: How to Use Author Visits to Inspire and Encourage Students at All Levels ROOM 211-B
Author visits to schools can have a profound impact on students at all levels. This panel shares the benefits of author visits, how educators can leverage the experience to inspire and encourage their students, how the wider community can be involved in author visits, and how educators can plan for the visits.
Presenters: Kim Howard, Author Crystal Howell, Randolph College Tammi Sauer, Author
E.20 Journeying with Students: Migration Narrative Framework for Teachers of Students with Limited or Interrupted Formal Education Using Sociocognitive Perspectives ROOM 252-C
Migration narratives can transform classroom communities and elevate student voices, while highlighting cultures and capabilities of immigrant learners in authentic ways. Teachers globally teach migration narratives. This piece shares teaching considerations and theoretical insights grounded in sociocognitive literature that open instructional possibilities when creating a migration narrative unit.
Presenter: Rachel Siegman, Vanderbilt University
E.21 L. Ramon Veal Research Seminar
ROOM 253-BC
Sponsored by English Language Arts Teacher Educators (ELATE)
The L. Ramon Veal Research Seminar is an ELATE-sponsored session that supports graduate students and teacher-researchers engaged in educational research through directed discussion with experienced scholars in ELA teacher education.



Session Chair: Luke Rodesiler, Purdue University Fort Wayne
Presenters: Shelby Boehm, University of Florida
Megan Davis, Teachers College, Columbia University
Melissa Drake, University of Toronto/OISE
Diana Liu, Teachers College, Columbia University
Brian Mooney, Teachers College, Columbia University
Luke Rodesiler, Purdue University Fort Wayne
Taylor Rose-Dougherty, University of Louisville
Katie Trautman, The University of Texas at Austin
Erika Watts, University of South Florida
Ashlynn Wittchow, Teachers College, Columbia University
Respondents: Elizabeth Dutro, University of Colorado, Boulder
Megan Guise, California Polytechnic State University
Lamar Johnson, Michigan State University
Jung Kim, Lewis University
Tom Liam Lynch, The New School
Sandra L. Osorio, Erikson Institute Chicago
Emery Petchauer, Michigan State University
David Schaafsma, University of Illinois at Chicago
Michael W. Smith, Temple University
E.22 Letting in the Light in Teacher Education: Partnering with Schools and Community Organizations for Expanded Methods Courses and Field Experiences
ROOM 251-A
As teachers and mentors, how can we adjust previous best practices for use in online, inperson, and hybrid methods courses and field experiences? In this session, three university English language arts educators share practical resources for expanding our classrooms through outdoor, experiential learning experiences, community partnerships, and virtual field placements.
Presenters: Cheryl Almeda, Kalamazoo Valley Community College, âFreeing Practices during Pandemic Protocolsâ
Erinn Bentley, Columbus State University, âField Placements in the âGreat Outdoorsââ
Jonathan Bush, Western Michigan University, âCommunity Partnerships and Online Connectionâ
E.23 Light of Hope: Presenting Authors Whose Books for Young Readers Are a Perfect Remedy to Overcome the Pandemicâs Devastating Effects of Isolation and Anxiety ROOM 262-A
E TE
Award-winning authors will discuss the ways they use language and visuals to create light and hope for young readers, illuminating the power of friendships. Authors will offer books as a remedy for overcoming the effects of the pandemicâs isolation and anxieties, as they share ways their empathetic characters offer hope, solace, emotional support, and encouragement to overcome challenges.
Session Chair: Donna Knoell, Educational Consultant
Presenters: Donna Knoell, Educational Consultant, âOffering Differentiation Strategies That Extend, Magnify, and Illuminate the Power of Booksâ
Tradebook Authors/Illustrators: Frank Morrison, âRadiating the Light of Understanding and Honesty: Making Friends and Being True to Oneselfâ
Apryl Stott, âUsing Positive and Healing Words to Share and Extend the Light of Friendshipâ
Monica Wesolowska, âRecognizing and Valuing the Gifts and Unique Qualities of Each Individual as Points of Light, That Make the World a Better Placeâ
Salina Yoon, âThe Life-Changing Magic of Friendshipsâ
E.24 Light, Color, Sound, and Texture: Multimodal Composition in Kâ12 Classrooms



ROOM 203-B
Inspired by the founding members of the New London group, this circle of teacher leaders, administrators, authors, and creatives intends to share their evolving understandings of multimodal composition. This interactive session offers a space for facilitated dialogue and resources for educators who are eager to begin or sustain their efforts to center multimodality in their own Kâ12 classrooms.
Presenters: Trevor Aleo, Middlebrook School/Learning That Transfers
Bryan Ripley Crandall, Fairfield University
Brent Gilson, Westwind School Division
Garreth Heidt, Perkiomen Valley School District
Julie Johnson, The Ohio State University
Susan Luft, Scarsdale Public Schools
Bernajean Porter, Reading and Writing Beyond Words
Erin Quinn, Calgary Board of Education
Dan Ryder, Community Regional Charter School
Angela Stockman, Daemen College
Tara Vandertoorn, Calgary Board of Education
Amanda Williams-Yeagers, Brock University
E.25 Literacy Escape: Using Classroom and Digital Escape Rooms to Engage Students
ROOM 262-B
Escape rooms have become a widespread entertainment experience that individuals of all ages can enjoy. Using hints and clues, participants solve a series of puzzles to complete the objectives of the game and escape the room. In this session, participants will take part in a Literacy Escape room using a novel as an anchor text to address literacy competencies and standards in an engaging setting.
Presenters: Raymond Epps, Augusta University
Marlynda Holley, May River High School
Rebecca Harper, Augusta University
E.26 Making Space for Teachersâ Light ROOM 205-A
Explore the borderlands between different professional teacher identities and what happens when they conflict with what is being asked of us at work. Learn how to carve out time and space to do the necessary soul work in the classroom.
Presenters: Victoria Gill, Lesley University, âIntersectional Pedagogy: Conceptualizing Space and Soul Work in the Classroomâ
Christopher Kingsland, University of Michigan, âImagining Just Curricula and Instruction through Borderland Professional Teacher Identitiesâ
E.27 Media and Pop Culture: Entry Points to Complex Texts and Tough Topics ROOM 205-B
What do Lizzo, Billie Eilish, and picture books have in common? They make great companions to tough texts!
Presenters: Abigail Baumgartner, Louisiana State University, âMultimodal Golden Lines: Pairing Lizzo, Emily Dickinson, The Weeknd, Faulkner, Dorothy Parker, and Billie Eilishâ
Sarah Honore, Houston ISD, âPicture This: Picture Books as an Entrypoint to Tough Topics in Secondary ELAâ Emily Peters, Louisiana State University, Laboratory School, âMultimodal Golden Lines: Pairing Lizzo, Emily Dickinson, The Weeknd, Faulkner, Dorothy Parker, and Billie Eilishâ
E.28 Multimodal Memoir Writing: Humanizing Our Classrooms and Curriculum ROOM 208-B
In this session, middle school teacher Rachel Scupp and teacher educator Emily Meixner will share experiences developing and writing multimodal memoirs with students and teachers. Session attendees will be provided with examples of how the study and creation of multimodal memoirs allows for connection, representation, perspective-taking, self-study, and empathy-building.
Presenters: Emily Meixner, The College of New Jersey Rachel Scupp, Thomas R. Grover Middle School
E.29 Permission and Play: Bringing Light to the Writing Workshop through Creativity ROOM 211-A


Writing can be an exploration of self, others, and the world around us when opportunities are made for young people to engage with thinking in creative and expressive ways. With exercises from their own repertoires and their experiences with students, this panel will offer strategies and ideas that when transferred to writing classrooms will promote permission and play among developing writers.
Session Chair: Melissa Guerrette, Oxford Elementary School
Presenters: Melissa Guerrette, Oxford Elementary School Pernille Ripp, Global Read-Aloud/Passionate Learners Tradebook Authors/Illustrators: Erin Entrada-Kelly, HarperCollins Olugbemisola Rhuday-Perkovich, Crown/Random House/Macmillan/HarperCollins Laurel Snyder, Chronicle Books Christina Soontornvat, Candlewick Press

E.30 âPoetry Is Not a Luxuryâ: Reading and Writing Poetry as Illumination and Life
ROOM 213-CD
This interactive roundtable session featuring teacher-poets, local students, and awardwinning poet Padma Venkatraman invites attendees to experience poetry as a necessity. Participants will leave with teaching materials they can use upon returning to their classrooms and be invited to connect with teacher-poets who know âpoetry is not a luxury.â
Presenter: Padma Venkatraman, âPursuing Light and Illuminating Futures through Poetryâ
Roundtable Leaders: Susan Ahlbrand, Jasper Middle School, Jasper, IN, âBuilding Writers through Jenga Block Poetryâ
Allison Berryhill, Atlantic High School, âFeedback for Student Poets: How to Create a Classroom Culture That âBreaks into Blossomâ the Poet in Each Studentâ
Stefani Boutelier, Aquinas College, âLocation and PlaceBased Poetryâ
Maureen Daley, James Hart School, Homewood, IL, âMetaphor Poems using Metaphor Diceâ
Sarah Donovan, Oklahoma State University, âBorn behind Bars (Venkatraman): Pursuing Light and Illuminating Futures by Noticing the Poetry in Prose to Inspire Poetic Responseâ
Barbara Edler, Iowa Wesleyan University, âEkphrastic and Found Poetryâ
Glenda Funk, Highland High School, âFound in Translation: Poetry and Pedagogy in the Antiracist Classroomâ
Seana Hurd-Wright, Los Angeles Unified School District, âPaint Chip Poetry to Color Your Worldâ
Kimberly Johnson, Pike County Schools, âPoetry for Reluctant or Enthusiastic Writers without Lifting a Pencil: Mashed Potato Poetry on the theme of Pursuing the Light!â
Jennifer Jowett, St Gerard School, âPantoums: Recycling Lines for Reluctant Poetsâ
Stacey Joy, Baldwin Hills Elementary Pilot and Gifted Magnet School, âGolden Shovel Poetryâ
Denise Krebs, Al Raja School (retired), âMultiple Language Poetryâ
Leilya Pitre, Southeastern Louisiana University, âExploring Healing Power of Language through Writing Poetry, Creating a Tree of Hope from the Poems Writtenâ
Anna J. Small Roseboro, âPatterning PoetryâGolden Shovel from a Pantoumâ
Margaret Simon, Iberia Parish Gifted Program, âCreative Poetry Forms for Grades 4â6â
Emily Yamasaki, San Diego Area Writing Project/ National Writing Project/San Diego Global Vision Academy, âMathematical Poetry: The Significance of Numbersâ
E.31 Possibilities of Poetry: Excavating and Exploring Identity in the Elementary Classroom ROOM 206-A
âPoetry is not only dream and vision; it is the skeleton architecture of our lives,â wrote Audre Lorde. Poetry invites us to embrace our humanity and to create a humanizing space for our students. In this session, we will invite participants to consider the intersection of their identities and poetry, and share the power of creating and analyzing Poetry
Anthology Identity Webs alongside students.
Presenters: Aeriale Johnson, Teachers College Reading and Writing Project, Columbia University
Clare Landrigan, Heinemann
Traci Sorell, Penguin/Charlesbridge/Lerner
E.32 Red Bicycle Moment: Write/Share Your Life-Changing Moment Here, as in âFloat Like a Butterfly, Sting Like a Beeâ
ROOM 204-C
Muhammad Aliâs life-pivoting moment came when he, as 12-year-old Cassius Clay, had his red bicycle stolen. He needed to find the thief and âwhupâ him. He was advised to learn how to box. Who knew the moment would be lifechanging for all of us? In this session we will read, write, listen to, and explore our own âRed Bicycleâ moments.
Session Chair: Alfredo CeledĂłn LujĂĄn, Monte del Sol Charter School
Presenters: Kevin Cordi, Ohio University Lancaster MarĂa E. FrĂĄnquiz, The University of Texas at Austin Valerie Kinloch, University of Pittsburgh Alfredo CeledĂłn LujĂĄn, Monte del Sol Charter School
E.33 Reflecting the Light: Reflective Practice with/in Literacy Teaching, Learning, and Being ROOM 252-B
This session examines how to interrogate the self, examine pedagogical approaches, and use methods that provide literacy access for all.
Presenters: Janine Davis, University of Mary Washington, âTeacher Inquiry as Guiding Light: Retaining the Skills and Mindsets That Matter in Changing Timesâ
Coley Lehman, Teachers College, Columbia University, âA Light to Guide Us: How a YA Teacher Book Club Helped Teachers (Re)Envision Reading in Their Classroomsâ
Kristie Smith, Kennesaw State University, âPursuing the Light through Curricula Design: The Social Justice Classroom Library Projectâ
Jessica Wontropski, Bank Street College of Education, âIlluminating the Sueños of Students, Families, and Communities through Antiracist Curriculum-Making: Educators as Co-Conspiratorsâ
E.34 Reframing Shakespeareâs Cymbeline to Explore Themes of Environmental Justice: Student Actors and Filmmakers on Location in Yosemite National Park.
ROOM 210-A
Discover how one of Shakespeareâs lesserknown works can be reframed and adapted in a radical way to engage todayâs student activists. Galvanised by the talents of student actors and filmmakers, Shakespeareâs Cymbelineâas adapted in the eco-inflected movie Imogen in the Wildâhas the power to shine a light on environmental justice and point the way to a brighter tomorrow.
Session Chair: Mary Christel, TimeLine Theatre Presenter: Katie Brokaw, University of California, Merced
E.35 Specific Strategies to Improve Critical and Engaged Thinking ROOM 213-B


Come to this session to learn how the presenters used workshopping and self-critique of writing to activate critical thinking skills. Examples of student learning and digital tools will be shared to try in your classrooms.
Presenters: Suzanne Kail, Sandy Valley High School, âSelf-Evaluation for Success: Students Shining a Light on Their Own Writingâ Lauren Kaufman, Garden City Public Schools, âReimagining the Magic of the Workshop Modelâ
E.36 Sueños in Communities of Readers and Writers
ROOM 210-B
In this combined panel, speakers will situate reading and writing as light in community.
Presenters: Brittany Adams, SUNY College at Cortland, âIlluminating Unexplored Spaces: Reflective Journaling for Differentiated Critical Literacy Learningâ
Adele Doyle, Kingsborough Community College, CUNY, âIn Their Own Words: Why Community College Students Resist Academic Reading, and How InterestBased Instruction Can Increase Reading Engagementâ Jolie Hicks, Southwestern Oklahoma State University, âPlace-Based Writing: A Place for Sustainability in First-Year Compositionâ
E.37 Take the Journey: Rising with Courage, Hope, Humility, and Compassion
ROOM 204-B
For the fourth year at NCTE, the three of us will gather at the Convention, this time to discuss our actions and reactions during one of the hardest few years teachers have faced in recent history. Weâll share our thinking about empowering students, calling out racist actions, combating censors, and teaching with compassion and courage alongside humility and hope.
Session Chair: Cornelius Minor, The Minor Collective/ Heinemann
Presenter: Kylene Beers, Beers.Probst Consulting
Respondent: Stephanie Harvey, Stephanie Harvey Consulting
E.38 Teaching Teenagers to Read and Write: Radical Student Choice in the Classroom ROOM 263-A
During this presentation, I will discuss how radical student choice with Native Hawaiian students, or allowing Indigenous Hawaiian students complete freedom in both the selection and creation of texts that they want to read/write, can completely shift the dynamic of a classroom so that the goal of "learning to read" begins to focus more on what students can do, and away from what they canât. I will share instructional strategies that allow Hawaiian students to invest in their own learning and growth as readers, share the data behind student improvement on the intervention side and how that correlates with their written work, and address some of the challenges of radical student choice can crop up in implementation.
Presenter: Shay Kaleo âoluho âiloliokawaip Ä he Zykova, Independent Scholar
E.39 The
E TE
âFun Doesnât Stop
Hereâ: Peritext as a Site for Critical Literacy in Books for Beginning Readers ROOM 251-C




This presentation explores the possibilities for promoting criticality with emergent readers through the peritext found in books for beginning readers. We discuss the current role of peritext in books for emergent readers and demonstrate ways that educators can utilize the peritext to help bring to light new possibilities for more just futures.
Presenters: Rebekah Degener, Minnesota State University
Sarah E. Jackson, Millersville University
Nithya Sivashankar, Texas State University
E.40 The Birthplace of Young Activists: Developing Socially Just, Antiracist Elementary Classrooms Using Literature That Represents, Celebrates, and Challenges
ROOM 206-B
This presentation highlights the work of elementary teachers who have successfully infused social justice and antiracism work through childrenâs literature in order to advocate for students who have been traditionally marginalized in public school settings. Here, the presenters introduce a program of action that leads to effective explorations of difficult topics and to student activism.
Session Chair: Douglas Kaufman, University of Connecticut
Presenters: Douglas Kaufman, University of Connecticut
Tracey Lafayette, OâBrien STEM Academy Michelle McKnight, Manchester, Connecticut, Public Schools
E.41 The Greatest Climate Change Threat to California and Developing the Schema Required to Be a Critical Participant in Real-World Solutions

ROOM 203-A
What is the greatest climate change threat to California? Come and learn how to analyze informational text through a critical ecomedia lens to overcome the greatest climate change threat to California. Participants will also have the opportunity to speak with the general manager of the Antelope Valley East Kern Water Agency.
Presenters: Dwayne Chisam, Antelope Valley East Kern Water Agency
Becki Maldonado, University of Oklahoma
Alexandra Panos, University of South Florida
E.42 Two-Point Perspective: How Creative Depth Fosters Collaborative Communities
ROOM 207-C
Caldecott Honorees Molly Idle and Juana Martinez-Neal illustrate how creative projects can lead to more collaborative classrooms and communities. In hands-on exercises, students and educators will be encouraged to participate in creative, verbal, and visual collaboration with their fellow attendees. Both the exercises, and the life skills gained, can be applied in the classroom and beyond.

Tradebook Authors/Illustrators: Molly Idle, Macmillan Juana Martinez-Neal, Macmillan/Roaring Brook Press
E.43 Using Oral Language Composition and Rehearsal to Support Elaboration ROOM 207-A
A powerful but underutilized tool to support writing is oral rehearsal. Oral composition is important for all students, especially those navigating more than one language. Oral rehearsal provides a way of playing with language before committing words to the page. Using video of diverse students, the presenters will share strategies for shining a light on oral language to support young writers.
Presenters: Matt Glover
Whitney La Rocca, Stenhouse Publishers
Rosemary Martinez, Lamar Consolidated Independent School District
Sarah Ramirez, Lamar Consolidated Independent School District
E.44 Working with and Learning from Indigenous Communities: A BookMaking Project to Counter Language Extinction
ROOM 256-A
In this book-making project, we have intentionally sought local knowledge and perspectives to create sets of bilingual books that introduce young children (ages 4â7) to simple phrases and conversational vocabulary in two indigenous languages spoken by indigenous peoples in Taiwan and South Carolina (i.e., Atayal and Cherokee Peoples).
Presenters: Catherine Compton-Lilly, University of South Carolina
Asiye Demir, University of South Carolina
Anna Howard, University of South Carolina
Ching-Ting Hsin, National Tsing Hua University Taiwan
Di Tam Luu, National Tsing Hua University Taiwan
E.45 Writing for and from the Heart: Exploration of Social Emotional Learning through Collaborative Writing with Universal Design for Learning
ROOM 201-B
This presentation will speak to a specific semester-long writing unit that was designed and co-facilitated by an English department chair/teacher and associate principal for student support services. Attendees will engage in the specific writing strategies used to incorporate meaningful and academically relevant social emotional learning activities in a high school writing class.
Presenters: Christopher Bronke, Downers Grove North High School
Erin Ludwick, Downers Grove North High School
E.46 Poster Session: Cultivating New Voices among Scholars of Color ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR
In this session, fellows in the 2022â2024 cohort of the Cultivating New Voices among Scholars of Color (CNV), sponsored by the Research Foundation of NCTE, present their research and address questions from participants.
Session Chair: Tonya Perry, University of Alabama at Birmingham
Presenters: Tasha Austin, SUNY at Buffalo, âLimited Capital: A Raciolinguistic Genealogy in (Language) Teacher Educationâ


Jordan Bell, CUNY Graduate Center, âDig Real Deep for Me: Reframing Racial Literacy through a BlackCrit Lensâ
Theresa Burruel Stone, Sonoma State University, âTerritorializing Anticolonial Belonging toward PlaceBased Literaciesâ
JosĂ© Luis Cano Jr., Texas Christian University, âFugitive Rhetorics at Border Patrol Checkpointsâ
Autumn Griffin, University of Pennsylvania, âLoving with Black Girls: Exploring Adolescent Black Girlsâ SelfLove Literaciesâ
Sharim Hannegan-Martinez, University of Kentucky, âLiteracies of Love: A Portrait of Trauma and Healing in the English Classroomâ
Alicia K. Hatcher, Syracuse University, âPerforming a Symbolic Resistanceâ
Ileana JimĂ©nez, Teachers College, Columbia University, â#HSfeminism as Curriculum and Activism: Black and Latina Feminist Pedagogies in the High School English Classroomâ
Naitnaphit Limlamai, Colorado State University, âIlluminating Justice-Oriented Teaching by Delineating Three Kinds of Justicesâ
Pratigya Marhatta, University of North Carolina at Greensboro, âTeachers as Change Agents: Reimagining Literacy Instruction to Address Socially Just Topicsâ
Tamara Nicole Moten, University of Georgia, âBeyond the Mat: Centering the Literacy Experiences of Black Girls in Gymnastics through Sista Circlesâ
Lauren Elizabeth Reine Johnson, University of Illinois at Chicago, ââThis Has Been Inside Me This Whole Timeâ: Black Girls Cultivating Homeplace through Storyingâ
RenĂ©e Wilmot, Michigan State University, ââCan I Hold the Mic?â Narratives of Historical Black Women Educatorsâ
Alexis Morgan Young, University of Maryland, College Park, âSkyrise: Black Girls âArchitextingâ Youthopiasâ
F.01 Actualizing Our Sueños: Radically Inclusive Teaching with Newcomer and Emergent Plurilingual Students
ROOM 251-A
Join teachers, administrators, and researchers as they reflect upon their work with hundreds of culturally and linguistically diverse newcomer and emergent plurilingual students in California.
Presenters use case studies, classroom examples, and student writing to illustrate classroom and district-level approaches to affirming plurilingual studentsâ identities, voices, and linguistic repertoires.
Presenters: Renae Bryant, Anaheim Union High School District
Alison Dover, California State University Fullerton
Vy Hoang, Anaheim Union High School District
Diana Fujimoto, Anaheim Union High School District
Fernando Rodriguez-Valls, California State University Fullerton
Paola Rosenberg, John F. Kennedy High School
F.02
Bright Pasts and Futures: Possibilities of YAL for Teaching ELA and Methods

ROOM 252-A
This session uses responsive and antiracist orientations of reading YAL. Presenters in this session will discuss historical and futuristic orientations of reading young adult literature within methods courses and ELA classrooms.
Presenters: Sarah Fleming, SUNY Oswego, âBooks as Bright Stars: Using Young Adult Literature to Shine a Light through Antiracist Teacher Educationâ
Ewa McGrail, Georgia State University, âHow to Empower Students through Self-Selection of Textsâ
Heather Pule, University of Houston, Clear Lake, âMoving Past Good Intentions: Exploring the Use of Young Adult Literature within the Historically Responsive Literacy Frameworkâ
Lisa York, Gwinnett County Public Schools, âHow to Empower Students through Self-Selection of Textsâ
F.03 Changing Schools, Growing Teachers, Creating Spaces for Equitable Learning: Realizing the Potential of PDS Spaces ROOM 207-C
C
TE S M



Sponsored by Literacies and Languages for All (LLA)

The presenters describe a set of layered educational practices across our PDS network, elementary program, embedded CSP course, literacy methods course, and focal elementary classroom that contribute to our systemic focus on culturally sustaining learning for children, teachers, preservice teachers, and university faculty.
Presenters: Catherine Compton-Lilly, University of South Carolina Michele Myers, Wake Forest University
F.04 Climate Advocacy through Public Art: Using Personal Narratives and Critical Inquiry to Bring Awareness to Climate Change ROOM 202-B


Sponsored by the ELATE Commission on Climate Change and the Environment in English Education
âClimate change is impacting people around the world right now.ââZanagee Artis. Climate changeâa topic of immense concern. Public Artâa method to bring heightened awareness.
In this interactive presentation, participants will engage the artist advocate within and learn how to create effective public art pieces to send a clear message about the urgency of climate change.
Presenters: Stephen Goss, Kennesaw State University Catherine Lammert, Texas Tech University Becki Maldonado, University of Oklahoma
F.05 Connecting Reading and Writing to Student Identities: Bringing The Outsiders In
ROOM 258-A
Inspired by Gholdy Muhammadâs framework in Cultivating Genius, a group of junior high school teachers redesigned their unit on The Outsiders to focus on student identity. In this session, participants will engage in the revised lessons and feel the impact of centering student identity in reading and writing tasks.
Session Chair: Jan Ferrer, Goleta Valley Junior High Presenters: Cameron Hatcher Day, La Colina Junior High
Tim Dewar, University of California, Santa Barbara
Jan Ferrer, Goleta Valley Junior High
Eleanor Skladman, La Colina Junior High
Respondent: Robert Polski, Independence High School
F.06 Constellations and Not a Single Star: Shining and Rising Native Voices on Collaboration and Writing Truths
ROOM 211-B
Seven Native authors/illustrators will share about collaboration and writerâs/ illustratorâs craft as it pertains to writing truths, history and historicity, and the writing journey. This presentation offers a multifaceted picture of the rich storytelling and innovation within their contemporary narratives.
Presenter: Ricki Ginsberg, Colorado State University Tradebook


Authors/Illustrators: Angeline Boulley, Macmillan Childrenâs Publishing Group

Laurel Goodluck, Charlesbridge Publishing
Carole Lindstrom, Macmillan Childrenâs Books
Andrea Rogers, Writer
Traci Sorell, Penguin/Charlesbridge/Lerner
Respondent: Kit Magee, Aurora Central High School

F.07 Creating Space for Care, Healing, and Well-Being in Teaching and Learning ROOM 262-C
These studies highlight healing-centered approaches to developing and sustaining transformative educators. Paper one explores how researchers and practitioners enact teacher agency, well-being, and a professional culture of care. Paper two supports Black teacher retention through healing-centered, design-based professional development. Paper three draws from women of color feminisms and critical participatory design to honor preservice teachers of color knowledges, memories, and histories.
Presenters: Peter De Costa, Michigan State University, âTeaching-as-Caring and Caring Institutions: An Ecological View of Teacher Well-Beingâ
Alexa Muse, University of Oxford, âWhispered Revolutions in English Education: Equity, Subversion, and Personal Safety in Oppressive Communitiesâ
Thomas Rodney, ATECH High School, âChat and Chew: Using Joy for Building a Healing-Centered Academic Environmentâ
Jessica Stovall, Stanford University, âChat and Chew: Using Joy for Building a Healing-Centered Academic Environmentâ
LaMar Timmons-Long, New York City Department of Education, âChat and Chew: Using Joy for Building a Healing-Centered Academic Environmentâ
Adrianna GonzĂĄlez Ybarra, University of Missouri, âMaking Space: Speaking, Writing, and Sharing Our Testimonios as a Way for Healingâ
F.08 Critical Praxis for Action ROOM 263-A
This panel will discuss active ways to engage in communication with academic and Kâ12 communities using texts, technology, and publication.
Presenters: Paula Dagnon, Western Washington University, âIlluminating Student Stories through Technologyâ
Ryan Kelly, Arkansas State University, âEnrichment, Motivation, and Advocacy: Successful Graduate Candidate Publication in State-Level Academic Journalsâ
Meg Petersen, Plymouth State University, âShedding Light: Cross-Cultural Communication in Dark Timesâ
Stephanie Strachan, Western Washington University, âIlluminating Student Stories through Technologyâ
George Zhao, Western Washington University, âIlluminating Student Stories through Technologyâ
F.09 Cuando tenĂa siete aĆos. . . â: Family Storytelling in Early Years Online Bilingual Classrooms
ROOM 203-B
Bay Area bilingual elementary teachers share how they facilitated a family literacy event that put familiesâ stories at the center. The literacy projects invited families to share with their children what life was like for them âCuando tenĂa siete aĆos. . . . â The teachers were guided in their work by The Anti Racist Teacher (GermĂĄn, 2019) in challenging hegemonic schooling practices.
Presenter: Liz Murray, Bay Area Writing Project

F.10 Digging Up Hidden Histories: Using the Light of Research to Bring Learning to Life
ROOM 208-A
Five award-winning authors discuss their recent books that showcase remarkable events and people. Each writer uses research and creativity to shine a light on neglected corners of history, science, and contemporary life. The panelists will share a research-related mini-activity, and attendees will leave with new ideas, practical teaching tools, and recommended titles for a classroom library.
Presenters: Sarah Albee, Author
Cheryl Blackford, Clarion Books
Janet Fox, Simon Kids
Kekla Magoon, Bloomsbury/Candlewick
Anne Nesbet, University of California, Berkeley/ Candlewick Press
F.11 Dreaming Past the Whiteness of Teacher Education: The Multimodal Visioning of WOC Preservice Teachers and Teacher Educators ROOM
251-B
This panel brings together two coalitions of WOC teachers and teacher educators to explore the visionary power of WOC to collaboratively critique, (re)imagine, and (re) build teacher education as rooted in their community and cultural wealth and raced, gendered, and cultured literacies.
Session Chair: Monica Gonzalez Ybarra, University of Illinois at Urbana-Champaign
Presenters: Gabby Bachoo, Gov. William Pitkin School
Mackensi Crenshaw
Kimberly Duhart, East Hartford Public Schools
Claudia Hernandez, Hartford Public Schools
Khalila Lomax, University of Illinois at UrbanaChampaign
Cindy Lopez, Waterside School
Grace Player, University of Connecticut
Respondent: Yolanda Sealey-Ruiz, Teachers College, Columbia University


F.12 Eight Great English Education Authors Who Light the Way for Teachers ROOM 264-BC
This roundtable session highlights English education authors who inspire and equip us to be better teachers through their writing. Each table will explore and celebrate the works of groundbreaking authors, scholars, and practitioners who have devoted their careers to lighting the way for teachers to create engaging, inclusive, collaborative, and transformative learning environments.
Session Chairs: Heather Barto Wiley, R.J. Reynolds High School
Alan Brown, Wake Forest University
Joan Mitchell, Wake Forest University
Lindsay Schneider, West Forsyth High School
Roundtable Leaders: Heather Barto Wiley, R.J. Reynolds High School
Alan Brown, Wake Forest University
Justin Corazza, Cranford High School
Taylor Crandall, Lesley University
Elizabeth Davis, Sayre School
Elizabeth Kennard, Charlotte Country Day School
Mark A. Lewis, James Madison University
Victor Malo-Juvera, University of North Carolina, Wilmington
Joan Mitchell, Wake Forest University
Caitlin Murphy, Bellarmine University
Bob Probst, Georgia State University
Lindsay Schneider, West Forsyth High School
Liz Shults, Oak Mountain High School
F.13 Embodied Literacies for Lighthearted Classrooms ROOM 213-A
Playing can be serious fun! These presentations will explore how playing with games, art, music, and storytelling can help engage and ignite student learning.
Presenters: Sue Corbin, Notre Dame College, âThis Little Light of Mine: How Stories Light Our Paths to Ourselvesâ
Sawyer Henderson, Woodstock High School, âPursuing a Lighthearted Classroom Building Community in the ELA Classroom with Games and Movementâ
Lindy Johnson, William & Mary, Williamsburg, VA, âBringing Light into Secondary ELA Classrooms through Game-Based Playâ
Grace Kim, The University of Texas at Austin, âBringing Light into Secondary ELA Classrooms through Game-Based Playâ
F.14 Enlivening Critical Reader Response Encounters with Picture Books in the







Early Childhood and Elementary Classroom ROOM 206-B
This interactive conversation will feature a critical reader response framework to support readersâ critical encounters with picture books in the classroom. Participants will reimagine picture book collections and rethink literature instruction as essential, critical work for both literacy development and a broader sense of citizenry among young children.
Presenters: Mary Adu-Gyamfi, University of Missouri Lottie Bushman, Education
Whitney Hoffman, Columbia Public Schools
Kara Johnson, Columbia Public Schools
Sarah Reid, University of Missouri
Angie Zapata, University of Missouri
F.15 âEvery year on Juneteenth, they celebrated and rememberedâ: Analyzing the Story of Juneteenth in Childrenâs Literature through a Lens of CRT ROOM 207-D
As Juneteenth becomes more popularized in dominant culture, the scholars want to present this holiday giving a counternarrative of its past and present. We seek to blend the theory and framework of Critical Race Theory with practical knowledge of the literature. We aim to provide teachers and, ultimately, students, with a more justice-oriented stance regarding Juneteenth in childrenâs literature.
Presenters: Amber Lawson, Michigan State University Rebecca Witte, Michigan State University
F.16 Exploring the Role of Multimodal Literacies in Studentsâ Reading, Writing, and Analysis in Elementary and Secondary ELA Classrooms ROOM 262-B
Paper one explores multimodal forms of communication in a fifth-grade writerâs workshop. Paper two highlights digital storytelling projects and family migration stories using datavisualizations, community oriented research, and intergenerational family-centric interviews. Paper three shares an approach to studentsâ literary responses through abstract art creation.
Presenters: Matthew Deroo, University of Miami, âHow Digital, Multiliteracies Tools Can Support Place-Based Storytelling within and beyond the English Language Arts Classroomâ
Jennifer Kahn, University of Miami, âHow Digital, Multiliteracies Tools Can Support Place-Based Storytelling within and beyond the English Language Arts Classroomâ
Michael Moylan, Heartland Elementary School, âUsing Multimodal Literacies in a Fifth-Grade Elementary Writerâs Workshop: A Case Studyâ
Ariela Robinson, Teachers College, Columbia University, âMaking Art to Read: An Investigation of How the Making of Art Can Help Adolescent Students Explore Literatureâ
F.17 Freedom Dreaming: Crafting the Literacy and Teaching Communities We Want to Work Within ROOM 213-CD
In this session, the presenters will discuss their dreams for a more just and equitable world and the educator communities they have created and nurtured. Each presenter will share their personal story, of both the vision or need they had, and then the community that sprung from that dream. They will share real-world strategies for participants to freedom dream their own nurturing communities.
Session Chair: Sonja Cherry-Paul, Teachers College, Columbia University
Presenters: Sara Ahmed, Catherine Cook School
Arlene Casimir, Teachers College Reading and Writing Project, Columbia University
Maria Cruz, Teachers College Reading and Writing Project, Columbia University
Tricia Ebarvia, Conestoga High School
Aeriale Johnson, Teachers College Reading and Writing Project, Columbia University
Anna Gotangco Osborn, Educator, Reading Specialist
Kim Parker, Harvard University
Tiana Silvas, New York City Department of Education
F.18 Illuminating Diverse Voices of Past and Present in the English Classroom
ROOM 201-A

This panel will share a variety of novel units centered on 19th- and 20th-century writers, from Cather, Steinbeck, and Austen to Stone, Zoboi, Mbue, and Reynolds as dignitycentered texts focusing on various themes of justice, identity and home. Unit goals, activities, final assessments, and student examples will be provided so participants have lessons to immediate implement in their clasrooms.
Presenters: Molly Bardine, Chaminade Julienne High School
Amanda Bertke, Chaminade Julienne High School
Katlyn Delong, Chaminade Julienne High School
Dan Eiser, Chaminade Julienne High School
F.19 Illuminating Literary Fiction and Adolescent Lit: Creating Culturally Sustaining Text Sets with Primary Sources and Multigenre Texts ROOM 202-A
This workshop shares ways that primary sources and multigenre texts illuminate literary and adolescent fiction. We share free instructional units with text sets created by the Reimagining Humanities Education Project. We explore how humanities teachers find and integrate text sets from diverse perspectives. This includes accessible and complex texts such as photography, news, art, and video.
Presenters: Marie-Anne Barron, Brown University Leo Gordon, Brown University Brittany Ruiz, Brown University Laura Snyder, Brown University
F.20 Illuminating Possibilities: Young Adult Literature as Bystander Intervention Education ROOM 201-B
In order to consider characters beyond the survivor and assaulter in narratives of sexual assault and violence, we offer curricular and pedagogical suggestions for facilitating an understanding of bystander intervention using young adult literature.
Presenters: Brittany Adams, SUNY College at Cortland Shelby Boehm, University of Florida Henry Cody Miller, SUNY Brockport
F.21 Illuminating Teachersâ Meta Language Practices in the Elementary Classroom ROOM 210-B

This self-study of teacher education practices explores our beginning analysis of the decision-making processes around preservice elementary teachersâ usage of planned and inthe-moment metalanguage with EL students. These observable instances of practices that support translanguaging and literacy learning help to provide insight into preservice teachersâ enactment of languaging practices.
Presenters: Mel Hardy, University of Maryland, College Park
Maggie Peterson, University of Maryland, College Park Faith Sears, University of Maryland, College Park
F.22 Interactive Digital Shakespeare for the Pandemic and Beyond: Spotlight on Theater-Based Collaborations
ROOM 201-D
ELA teachers and theater company educators together responded to the challenge of teaching Shakespeare online to secondary students by combining innovative text instruction with aspects of performance pedagogy in a virtual setting. Participants gain an overview of new digital tools and time to discuss these with the creators and teachers representing Los Angeles, Chicago, and Houston Shakespeare companies.
Session Chair: Laura Turchi, Arizona State University
Presenters: Abbey Bachmann, Texas A&M University
Marilyn Halperin, Chicago Shakespeare Theater
Cori Stevenson, Houston Shakespeare Festival
Kimiko Turner-Warner, Shakespeare Center LA
Joan Wang, Diego Rivera Public Service High School
F.23 Leading When Everything Is Out of Balance: The Truth about Leading for Equity, Justice, and Antiracist Schools
ROOM 256-A
Sponsored by the Conference on English Leadership (CEL)



What does it mean to achieve harmony while leading for educational equity and justice? Can both be accomplished? How? Join Val Brown of the Center for Antiracist Education and the Conference on English Leadership (CEL) for this interactive keynote and roundtable discussion aimed at literacy leaders of all levels and focusing on ways to lead for educational justice.
Presenter: Val Brown, Center for Antiracist Education
Roundtable Leaders: Christopher Bronke, Downers
Grove North High School
Nicholas Emmanuele, Millcreek Township School District
Amy Marshall, Anglophone School District South
Anna Schultes, Glenbrook School District 225
Janice Schwarze, Illinois Principals Association
Cathline Tanis, North Plainfield School District
Donte Tates
F.24 Lessons of Light from Louisvilleâs Collaborative for Antiracist Teaching: Collaborate, Empower, Persist
ROOM 212-A
The Collaborative for Antiracist Teaching (Louisville, KY) is devoted to community healing by developing the capacity of preservice and practicing educators (Pâ20) through antiracist teaching practices. Join the group to hear our story of evolution and ways that we are supporting the larger education community to apply antiracist teaching practices in their classrooms and other spaces.
Presenters: Michele Abee, Bellarmine University
Kristen Harris, Spadling University
Sandra Hogue, Jefferson County Public Schools
Jennifer Mangeot, Spalding University
Vonn Purdy, Simmons College of Kentucky
Synthia Shelby, Carrithers Middle Geneva Stark, University of Louisville
Winn Wheeler, Bellarmine University (LWP Fellow)
Edy Yarbrough, Simmons College of Kentucky
F.25 Leveraging the Resources of Families and Community: Strength-Based Approaches to Relationships and Engagement ROOM 253-A
This panel brings together community-engaged educators and researchers sharing stories and findings from work alongside families and communities.
Presenters: Adriana Alvarez, University of Colorado, Denver
Mary Cowhey, Jackson Street School, Northampton, MA Wintre Johnson
F.26
Literacies before Technologies: Making Digital Tools Matter for Middle Level Learners
ROOM 256-B
Sponsored by the NCTE Principles in Practice book series
In this roundtable session, join the contributors to an NCTE Principles in Practice book as they share insights drawn from the Beliefs for Integrating Technology into the English Language Arts Classroom. With practical examples and an openly available website available, session participants will discover new ways to integrate technology into their fourth ninth-grade classrooms.
Session Chair: Jill Runstrom, Ann Arbor Public Schools
Presenter: Troy Hicks, Central Michigan University, âLiteracies before Technologies: Making Digital Tools Matter for Middle Level Learnersâ
Roundtable Leaders: Alex Corbitt, Boston College, âRethinking Narrative Writing with E-pistolary Storiesâ
Towanda Harris, Heinemann, âLearning Ways: A Path to Student Connectionâ
Megan Kowalski, John A. Walsh Elementary, âInviting Audio Books into the ELA Classroomâ
Joseph Pizzo, Black River Middle School/ Chester Schools, âUsing Technology to Foster Acceptanceâ
Kathleen Rowley, Culver City High School, âWelcoming Voices by Honoring Names with Flipgridâ
Blaine Smith, University of Arizona, âProject âImagine the Futureââ
Justin Stygles, Lyseth Elementary, Portland Public Schools, âThe Space Between: Engaging in Online Reading Conferencesâ
Respondent: Cathy Fleischer, âInsights from the Principles in Practice Imprint Editorâ
F.27 Literature and Literacy as a Lighthouse: Finding Our Way through Dark Times
ROOM 206-A
Literature and literacy can be one of our greatest sources of light in dark times. Come learn from award-winning authors and passionate educators how to use recently released works of compelling childrenâs literature as sources of light in your instruction, and how to inclusively support all students to channel their own light through simple and accessible quick writes, doodles, and zines.
Presenters: Paula Bourque, Stenhouse Publishers/ Augusta Schools Katie Cunningham, Manhattanville College Tradebook Authors/Illustrators: Minh LĂȘ, Random House Christina Soontornvat, Candlewick Press
F.28 Make a Joyful Noise: Centering Black Joy in Curriculum Planning and Text Selection ROOM 212-B
Black joy is integral to Black life. Participants will have the opportunity to discuss what Black joy is and how to center it in their teaching even when they must discuss more difficult topics.
Presenters: Tiffeni Fontno, Educational Resource Center, Boston College Renata Love Jones, Georgia State University Nicholl Montgomery, Boston College
F.49 Mental Health Topics as a Guiding Light in a Post-Pandemic World ROOM 209-A

Like a guiding light, childrenâs literature that explores mental health topics can support student wellness and provide a path forward during difficult times. Explore strategies for using literature to connect with student realities and identify coping strategies with experienced educators and creators of fiction for young people.
Session Chair: Robert Bittner, Simon Fraser University
Presenters: Kacen Callender, Scholastic Ernesto Cisneros, Mendez Intermediate Melanie Conklin, Little, Brown Books for Young Readers Lily Meade, Sourcebooks Ibi Zoboi, HarperCollins/Balzer+Bray, Dutton/Penguin Books
F.29 On the Corner of Candor and Hope There Lives a Poem ROOM 204-C
Poetry helps readers and writers pursue the light, even when maneuvering through deep darkness. In this session, five experienced teachers share poems that inhabit a figurative corner of candor and hope, poems that are unafraid to confront darkness or difficulty but simultaneously convey hope and comfort. Participants will leave with use-tomorrow ideas for writing notebooks and class discussion.
Session Chair: Joel Garza, Greenhill School, Addison, TX
Presenters: Linda Rief, University of New Hampshire/ Heinemann
Nawal Qarooni, NQC Literacy LLC
Brett Vogelsinger, Holicong Middle School
Respondent: Penny Kittle, Plymouth State University
F.30 Pedagogies of Possibility: Uplifting Culturally Responsive Approaches to Online Teaching and Learning ROOM 262-A
This presentation focuses on conceptual and practical tools K 12 educators used during remote learning to respond to the emerging needs of their students and policy initiatives from their schools. It highlights data from a study about how K 12 teachers adapted their culturally responsive instructional practices during the emergency shift to remote learning precipitated by the COVID-19 pandemic.
Session Chair: Detra Price-Dennis, The Ohio State University
Presenters: Katie Harlan Eller, Teachers College, Columbia University
Thomonique Moore, Teachers College, Columbia University
Detra Price-Dennis, The Ohio State University
F.31 Place, Power, and Pedagogy: Foregrounding âBright Practicesâ to Expand Thinking, Writing, and Doing in Classrooms ROOM 210-CD


Sponsored by the NCTE Latinx Caucus
Through stories of place, we want to foreground and expand our thinking about how power operates in spaces (courtrooms, classrooms, communities) and want to think about how place informs/inspires âbrightâ pedagogical practices, much like those that foreground and interrogate how a community might seek their right to narrative, political consciousness, and social justice.
Session Chair: Alfredo CeledĂłn LujĂĄn, Monte del Sol Charter School
Presenters: Joern Langhorst, University of Colorado, Denver, âPlacing Equity, Justice, and Empowermentâ
Renee Moreno, California State University, Northridge, âSome Racists, a Treaty, and a Law Studentâ
Valerie Sweeney Prince, Wayne State University, âResilience and Light: Crossing Borders with Womenâs Historiesâ
Respondent: Francisco Tamayo, California State University, Northridge
F.32 Prisms of Possibility: Using Autobiography and Audio Memoirs to Launch Writing Exercises ROOM 205-A
This session will cover the use of audio memoirs to spark ideas for college essays and autobiographical writing as a humanizing practice, one which encourages students to think deeply about the importance of their voice and identity within the English curriculum.
Presenters: Anne Mooney, Malden High School, âAssigning Audio Memoirs as a Drafting Step in the College Essayâ
Rashida Mustafa, Teachers College, Columbia University, âPrisms of Possibility: Using Autobiography as a Humanizing Curriculum Practiceâ
Ashlynn Wittchow, Teachers College, Columbia University, âPrisms of Possibility: Using Autobiography as a Humanizing Curriculum Practiceâ
F.33 Promoting Student Agency and Voice through Poetry and Primary and Secondary Sources
ROOM 205-B
The two sessions in this panel feature poetry as a means of promoting student expression. The first presentation highlights work at a rural alternative school. The second presentation features interdisciplinary work in a social studies/English classroom.
Presenters: Ken Kramer, Deerfield High School, âRemixing the Past: Creative Expression, SelfReflection, and Contemporary Conclusionsâ
Neil Rigler, Deerfield High School, âRemixing the Past: Creative Expression, Self-Reflection, and Contemporary Conclusionsâ
Andy Schoenborn, Clare Pioneer High School, Clare, MI, âScaling Mountains: Using Writing Footholds to Find Our Voiceâ
F.34 Pursuing More Equitable Assessment Practices: Challenges and Opportunities in Advocating for Students,
ROOM 258-B
Families, and Communities
Sponsored by the NCTE Standing Committee on Literacy Assessment

This roundtable session will focus on how literacy assessment practices can elevate the voices of students and their families.
The roundtable presenters will discuss the challenges and opportunities of enacting assessment practices in Kâ16 schools, homes, and communities.
Session Chair: Bobbie Kabuto, Queens College, CUNY Roundtable Leaders: Chris Hass, James Madison University, âShifting Assessments Home: Inviting Families to Expand Our Perspectivesâ
Bobbie Kabuto, Queens College, CUNY, âShedding Light on Linguistic Equity by Dismantling Monolingual Reading Assessment Practicesâ
Peggy OâNeill, Loyola University, âLighting the Way for Studentsâ Transition to College Writing through Assessmentâ
Kathryn Mitchell Pierce, Saint Louis University, âCentering Teacher Voices in Assessment Conversationsâ
S M
F.35 Shining a Light on Studentsâ Voices: Youth Writing for Interruption (YWI) Approach
ROOM 209-B
In a time when classroom discussions about race and other aspects of equity are being questioned in many communities, it is studentsâ voices that many times shine a light on issues that matter to them. They can best draw on their youthful passion, using the Youth Writing for Interruption (YWI) approach to learning and advocating from themselves and others.
Presenters: Tina Curry, Chicago Public Schools Vanessa Heller, CATE Shonterrius Lawson-Fountain Tonya Perry, University of Alabama at Birmingham Katy Smith, Northeastern Illinois University
F.36 Shining a Light on the World and within Using Poetry, Nonfiction, and Imagination ROOM 208-B
E S M
Tips, techniques, and strategies for poetry success help students find their light, their voice, their special stories. Poetry and nonfiction may seem like unlikely partners, but pairing them gives a wider perspective. Discover individuals whose life and work helped illuminate new ideas or shed light on social injustices. A culminating poetry-writing experience models an activity to share.
Presenters: Joan Bransfield Graham, Author/Poet Alexis OâNeill, Author Patricia M. Stohr-Hunt, University of Richmond
F.37
Sparks Fly: Using Literature and Student Voices to Ignite Grammar Conversations
ROOM 211-A
Light the path of Pre-Kâ12 grammar instruction with a simple, humanistic process grounded in literature and studentsâ voices, which highlights meaning through celebration and experimentation. Come explore a use-tomorrow, practical process that leads to strategic shimmering conversations about grammar and its links to authorâs purpose and craft, in English and Spanish.
Presenters: Jeff Anderson, Stenhouse Publishers
Holly Durham, Klein Independent School District
Whitney La Rocca, Stenhouse Publishers
Travis Leech, Northside Independent School District
Caroline Sweet, Austin Independent School District
Nicholas S. Perez Elementary School
F.38 Strategies as Lampposts: Using Content Area Literacy Strategies and Disciplinary Literacy in Secondary ELA to Support Adolescentsâ Literacy Development ROOM 201-C




In this interactive presentation, we discuss differences between content area literacy strategies and disciplinary literacy approaches in secondary ELA classrooms. We explore how students become proficient readers and writers through the use of both. We share examples and resources to show how content area and disciplinary literacy strategies can be used to support adolescentsâ literacies.
Presenters: Erica Hamilton, Grand Valley State University
Deborah Van Duinen, Hope College
F.39 Storytelling, Practicing Care, and Engaging Culturally Sustaining Pedagogies in Teacher Education ROOM 252-B
Paper one illustrates how preservice teachers use storytelling to practice care and critical love and to expand equitable literacy curricula possibilities in teacher education. Paper two provides a culturally responsive and sustaining constructivist professional development model to analyze literacy teacher practices and dispositions. Paper three develops a critical race theory instructional framework to guide and evaluate text selection and antiracist pedagogy.
Presenters: Jody Polleck, Hunter College, CUNY, âBringing Light to Culturally Responsive and Sustaining Literacy Pedagogies: Using a Lab Model to Prepare Teachers for Humanizing Practicesâ
Dani Rimbach-Jones, âAttending to the Black Experience in Literature: Critical Race Theory Instructional Framework for English Educationâ
Jessica Schwind, University of Tennessee, âAttending to the Black Experience in Literature: Critical Race Theory Instructional Framework for English Educationâ
Tashema Spence, Pathways to Graduation, âBringing Light to Culturally Responsive and Sustaining Literacy Pedagogies: Using a Lab Model to Prepare Teachers for Humanizing Practicesâ
Kinga Varga-Dobai, Georgia Gwinnett College, âStorytelling as Care Practice in Teacher Education Literacy Curriculaâ
F.40
Students Becoming Historians and Storytellers
ROOM 213-B
Students are energized and engaged when they have the opportunity to uncover and shine the light on local and family histories. Presenters share frameworks for including family stories, legacies, and culture in the study of history.
Presenters: Pam Allyn, âThe Heroes Who Light Our Way Are Our Families: Illuminating the Family as a Centerpoint of Literacy Change and Growth in the School Communityâ
Lauren McClanahan, Western Washington University, âThe First-Gen Photo Project: Creating Student Identity Portraits to Light the Way for Future Generationsâ
Malcolm Mitchell, âThe Heroes Who Light Our Way Are Our Families: Illuminating the Family as a Centerpoint of Literacy Change and Growth in the School Communityâ
F.41 Taking Stock and Naming Frameworks at Play: Teaching Preservice Teachers to Negotiate the Challenges of Sticking Points in Fieldwork
TE
ROOM 251-C
Remaining committed to socially just instruction is no small feat for preservice teachers who frequently encounter divergent frameworks for teaching and learning in their fieldwork. We identify concrete methods for teaching PSTs how to take stock of and name these emergent challenges, a critical, transferrable negotiation process for responsively enacting socially just instruction.
Session Chair: Danielle Lillge, Illinois State University
Presenters: Abigail Byrnside, Illinois State University
Maggie Morris Davis, Illinois State University
Danielle Lillge, Illinois State University
F.42 Teach/Write in the Skin Youâre In: Developing Teacher Voices That Foster Writersâ Voices ROOM 203-A


TE S M
Inundated by digital access to materials and tutorials, many teachers feel drawn to recreate their colleaguesâ successes. This session offers different approaches to a common topic of interestâteaching authentic voice while teaching effective writingâin an effort to model how teachers can create their own, hybrid approaches as unique to their classroom as the voices they seek to encourage.
Presenters: Brandon Abdon, Cincinnati Public Schools
Timm Freitas, Whitinsville Christian High School
Kristian Kuhn, Rush-Henrietta High School
F.43
Teaching Critical Civic and Media Literacies
ROOM 252-C
Sponsored by the ELATE DLITE Commission

Improving civic discourse can mitigate health, environmental, and social crises. This interactive panel brings together researchers from across the country sharing how educators are teaching critical civic and media literacies in culturally relevant, discipline-specific, and timely ways both inside and outside of school.
Session Chair: Shea Kerkhoff, University of Missouri, St. Louis
Presenters: Cassie Brownell, University of Toronto, ââShow Up and Be Loud!â: Relaying Pedagogical Possibilities for Civic Literacies from CommunityBased Teachersâ
Melissa Drake, University of Toronto/OISE, ââShow Up and Be Loud!â Relaying Pedagogical Possibilities for Civic Literacies from Community-Based Teachersâ
Antero Garcia, Stanford University, âBeyond Fake News: Culturally Relevant Media Literacies for a Fractured Civic Landscapeâ
Shea Kerkhoff, University of Missouri, St. Louis, âCivic Discourse and C3WP across the Disciplinesâ
Amy Lannin, University of Missouri, âCivic Discourse and C3WP across the Disciplinesâ
Nicole Mirra, âBeyond Fake News: Culturally Relevant Media Literacies for a Fractured Civic Landscapeâ

Paddy Watson, University of Toronto, ââShow Up and Be Loud!â Relaying Pedagogical Possibilities for Civic Literacies from Community-Based Teachersâ
F.44 The Nerdy Book Club: Fostering Community and Compassion with Books
ROOM 204-B
The Nerdy Book Club, a volunteer-led literacy blog and resource, offers suggestions for engaging young readers, celebrates childrenâs and YA literature, and provides a learning community for many educators. In this interactive session, weâll exchange ideas and explore instructional moves, book and resource recommendations, and literacy activities that encourage community-building and compassion.
Session Chair: Donalyn Miller, The Book Whisperer, Inc. Roundtable Leaders: Lynsey Burkins, Dublin City Schools
Becky Calzada, Leander Independent School District
Jodi-Beth Hazel, IDEA Public Schools
Morgan Jackson
Jennifer LaGarde, Rutgers University
Cindy Minnich, Upper Dauphin Area High School
Colby Sharp, Parma Elementary School
Tradebook Authors/Illustrators: Julie Abe, Little Brown Young Readers
Erin Entrada-Kelly, HarperCollins Tae Keller
Celia C. PĂ©rez, Penguin Young Readers
Julian Randall, Macmillian Publishing Aisha Saeed, Penguin Aida Salazar, Scholastic Andrew Sass, Little, Brown Books for Young Readers
Jasmine Warga, HarperCollins Childrenâs Books
Karina Yan Glaser, HarperCollins Jennifer Ziegler, Holiday House
F.45 Triggers, Cancel Culture, and Troubled Texts in Troubling Times: Pursuing the Light of Equitable Literature Teaching ROOM 253-BC
In these troubled times, choosing which texts to include in our curriculum has become an agonizing task with political, professional, and ethical dimensions. In this session, a panel of literacy educators will debate these challenges and offer specific suggestions to help literature teachers find a more nuanced approach to this current, powerful, and necessary reappraisal of how and what we teach.
Session Chair: Sheridan Blau, Teachers College, Columbia University
Presenters: Deborah Appleman, Carleton College
Justin Grinage, University of Minnesota
Carol Jago, California Reading and Literature Project, University of California, Los Angeles Ernest Morrell, University of Notre Dame
F. 46 Using Jewish Childrenâs Literature in Preschool through Sixth-Grade ClassroomsâAsking Enduring Questions
ROOM 207-A
Sponsored by the NCTE Jewish Caucus
Jewish childrenâs literature exposes students to stories that provoke imagination, deepen emotional experience, engage students in philosophical inquiry, and counter stereotypes and racism. Rarely do Pre-Kâ6 students encounter Jewish childrenâs literature in school. This session overviews Jewish childrenâs literature, then three teachers share how they use Jewish childrenâs literature.
Session Chair: Evelyn Freeman, The Ohio State University
Presenters: Marie Boozer, Columbus City Schools, âUsing Jewish Childrenâs Literature about Jews of Color in a Fifth-Grade ClassroomâBeing âSeenâ and âUnseenââ
Evelyn Freeman, The Ohio State University, âIntroduction to Using Jewish Childrenâs Literature in Pâ6 Classroomsâ
Julie Johnson, Hilliard Public Schools, âUsing Jewish Childrenâs Literature in a Third- and Fourth-Grade Public School ClassroomâExploring What Constitutes Kindness and Caringâ
Respondent: Laurie Katz, The Ohio State University, âResources for Using Jewish Childrenâs Literature in Pâ6 Classroomsâ


F.47 Using Literature to Shine Light on Healing and Hope for Students during Difficult, Dark Times
ROOM 207-B
With countless children and their families experiencing trauma and loss these past two years, how can we help students pursue healing and hope in the face of such darkness? Learn from award-winning authors Trudy Ludwig and Kathryn Otoshi on how to use childrenâs literature to shed light on promoting the healing powers of empathy, hope, resiliency, and universal human connection.
Presenters: Trudy Ludwig, Random House Childrenâs Books
Kathryn Otoshi, KOKids Books
F.48 Student-Driven Inquiry for Liberation, Joy, and Community ROOM 210-A
Education leaders from Paulo Freire to bell hooks to Gholdy Muhammad argue for student liberation, joy, and community. Student-Driven Inquiry, grounded in deep learning and academic competencies, is a powerful way to achieve both. Our SDI framework fuels innate curiosity and student differentiation by encouraging each learner to investigate and share on a topic of personal interest that matters.
Presenters: Shelly Buchanan, Arbor School of Arts & Sciences/San Jose State University School of Information
JoAnn Groh, City Center for Collaborative Center
Middle Level Section Luncheon
BALLROOM D
Presiding: Michael DomĂnguez, Middle Level Section Steering Committee Chair, San Diego State University, CA
Speaker: David Bowles
DAVID BOWLES is an associate professor and coordinator of the English education program at the University of Texas Rio Grande Valley. He is the award-winning Chicano author and translator of some thirty books, among them They Call Me GĂŒero and My Two Border Towns Bowles joined NCTE in 2017 to better network with Latinx educators and their allies in the fight for children's literary dignity. He also serves as vice president of the Texas Institute of Letters.



RICHARD W. HALLE AWARD FOR OUTSTANDING MIDDLE SCHOOL EDUCATOR
Recipients: Sara Kajder, University of Georgia, Athens Shelbie Witte, Oklahoma State University, Stillwater
OUTSTANDING MIDDLE LEVEL EDUCATOR IN THE ENGLISH LANGUAGE ARTS AWARD Recipient: Alison Criss, St. Anthony Middle School
LINDA RIEF VOICES FROM THE MIDDLE AWARD Recipient: to be announced
ELATE Luncheon BALLROOM C

Presiding: Latrise P. Johnson, University of Alabama, Tuscaloosa Speaker: Ashley C. Ford

ASHLEY C. FORD is a writer, host, and educator. Ford is the former host of The Chronicles of Now podcast; co-host of the HBO companion podcast Lovecraft Country Radio; seasons one and three of MasterCardâs Fortune Favors the Bold; as well as the video interview series PROFILE, by BuzzFeed News; and Brooklynbased news and culture TV show, 112BK.
She was also the host of the first season of Audibleâs literary interview series, Authorized. She has been named among Forbes Magazineâs 30 Under 30 in Media (2017), Brooklyn Magazineâs Brooklyn 100 (2016), Time Out New Yorkâs New Yorkers of The Year (2017), and Varietyâs New Power of New York (2019)
JANET EMIG AWARD FOR EXEMPLARY SCHOLARSHIP IN ENGLISH EDUCATION
Recipients: Nadia Behizadeh, Cheryll M. Thompson-Smith, and PJ Miller, Georgia State University, Atlanta, ââPeeling off the Maskâ: Challenges and Supports for Enacting Critical Pedagogy in Student Teachingâ (April 2021)
RICHARD A. MEADE AWARD
Recipients: Ewa McGrail, Georgia State University, Atlanta; Kristen Hawley Turner, Drew University, NJ; Amy Piotrowski, Utah State University, Logan; Kathryn Caprino, Elizabethtown College, PA; Lauren Zucker, Drew University, NJ/Fordham University, NY; Mary Ellen Greenwood, Utah State University, Logan, "An Interconnected Framework for Assessment of Digital Multimodal Composition" (English Education, July 2021)
G.01 A Poetry Pedagogy for Teachers
ROOM 252-C
A fusion of discussion, provocations, and practical exercises, this hybrid panelworkshop invites participants to conceive of a âpoetry pedagogyâ applicable to their own teaching contexts. The presenters activate a range of pedagogical principles to demonstrate multiple, luminous ways teachers can engage poetry in their classrooms to inform broader literacy practices.
Session Chair: Ruth Vinz
Presenters: Matthew Burgess, Brooklyn College
Melanie Maria Goodreaux, Teachers and Writers
Collaborative
Sheila Maldonado, The City University of New York Maya Pindyck, Moore College of Art & Design
Arhm Wild, Ethical Culture Fieldston School


Respondents: Diana Liu, Teachers College, Columbia University

Ashlynn Wittchow, Teachers College, Columbia University
G.02 Artful Literacy: Integrate the Arts in Literacy Instruction to Promote Critical and Socially Engaged Teaching and Learning ROOM 207-D
Arts open pathways to access and articulate tacit understandings in literacy classrooms. Drawing from collaborations with museums/ artists, we showcase art-based literacy instruction in elementary classrooms and teacher education courses. Through simulation, childrenâs work samples, and reflections, participants will take away principles and strategies to use the arts to enhance literacy learning.
Presenters: Yang Hu, Hunter College, CUNY Rose Pinello, PS 38, New York City Department of Education
G.03 Banned in the USA: Lighting a Fire for Reading and Not to Books ROOM 264-BC
Across the US in 2021, states passed legislation restricting curriculum/instruction and censoring texts, often under the rhetorical umbrella of âbanning critical race theory.â After an opening talk by author George Matthew Johnson (All Boys Arenât Blue), roundtables examine the current move to ban books and how Kâ16 educators can and should continue to protect the Studentsâ Right to Read.
Session Chair: Christian Z. Goering, University of Arkansas, Fayetteville
Tradebook
Author/Illustrator: George M. Johnson, Macmillan Childrenâs Publishing Group
Roundtable Leaders: Jennifer Abramson, JLAImpactEDU LLC, âWhen Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Timesâ
Mike Cook, Auburn University, âELA Teacher Preparation and Legislative Censorship: PSTs Analyzing Anti-CRT Legislation to Imagine Civic Engagement and the Critical Educationâ
Shawna Coppola, The Educator Collaborative, âUp in Smoke: The Historical Scapegoating of Comics and Graphic Novelsâ
Jennifer Dean, âWhen Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Timesâ
Christian Z. Goering, University of Arkansas, Fayetteville, âWhen Parents Call the Police on a Book: Hope, Optimism, and Reality in Dystopic Timesâ
Stacy Haynes-Moore, Coe College, âCalled to the Office and Yet We Keep Cool: Teachersâ Resources and Practices to Defend Classroom Readingsâ
Ellen Hopkins, Penguin Publishing Group, âWriting the Good Fight: Why Iâve Never Shied Away from Writing âControversialâ Subject Matterâ
Katie Kelly, Furman University, âThe Right to Read: Honoring Choice and Voice for Our Common Humanityâ

Brian Kissel, Vanderbilt University, âPeople Are Not Prohibited Concepts: (Re)Defining Racist Laws in Red Statesâ
Alyssa Likens, Gable Middle School, âThe Right to Read: Honoring Choice and Voice for Our Common Humanityâ
Kristen Marakoff, Travelers Rest High, âRecording in Progress: How Virtual Classrooms Instigate and Exacerbate SelfCensorshipâ
Donalyn Miller, The Book Whisperer, Inc., â#FREADOM to Read: Grassroots Efforts to Fight Book Challenges in Texasâ
Emily Pendergrass, Vanderbilt University, âPeople Are Not Prohibited Concepts: (Re)Defining Racist Laws in Red Statesâ
P.M.
Lisa Scherff, Community School of Naples, âTo SelfCensor or Not: Text Selection and Inclusion in a PWIâ
Melanie Shoffner, James Madison University, ââBut I need to be objective!â: Burning through Preservice Teachersâ Self-Censorship of Tough Topicsâ
Paul Thomas, Furman University, âShining a Light on Political Agendas: Critically Analyzing Attacks on CRT and the 1619 Project for Kâ16 Educatorsâ
Michael Young, University of Minnesota, Duluth, âIâm Queer, Not Profane: Disrupting Policy Mandates That Censor Readers and Readingâ
G.04 Bring the Light In: Childrenâs Literature for Truth Telling
ROOM 207-B
Sponsored by the NCTE Committee Against Racism and Bias in the Teaching of English






Light-filled childrenâs books are ones that tell the truth. They offer counternarratives (Delgado) and complex characters that are intersectional (Crenshaw). Featuring authors, this panel will explore frameworks for teachers to consider when teaching picture books for inclusivity.
Presenters: Lorena GermĂĄn, Multicultural Classroom Jineyda Tapia
Tradebook Authors/Illustrators: David Bowles, University of Texas RĂo Grande Valley David Barclay Moore, Candlewick Press Traci Sorell, Penguin/Charlesbridge/Lerner
G.05 Bringing Novice Teachersâ Experiences to Light: Lessons in Renewal from Early Career ELA Teachers in the Pandemic
ROOM 209-A
This session will explore the experiences of early career English language arts teachersâthose who entered the field during or just prior to major shifts in schooling on account of the COVID-19 pandemic. We aim to complicate the burnout narrative by listening to the voices of those newest to the profession and how they draw their strength and renewal from one another.
Presenters: Jessica Campbell, Teachers College, Columbia University Sapna Chemplavil, Clark County School District Katie Nagrotsky, Sacred Heart University
G.06 Bringing the Light of Nonbinary Students to All Classrooms ROOM 208-B
Two cis-het educators, with their nonbinary children, share their stories, their practical suggestions for affirming spaces for queer students in classrooms, and most important, the light that gender expansive students bring to our world. Join us for the unique perspective that a presentation by educators, and their nonbinary teens, can bring as they pursue the light.
Presenters: Patty McGee Shay McGee, Nonbinary Student Elizabeth Pappas, University California, San Diego Liana Simonellli, University of California, Santa Cruz
G.07 Community-Based Practices for Preservice Field Engagement ROOM 251-C
This panel examines the partnership between preservice educators, mentor teachers, university faculty, and curriculum.
Presenters: Jessica OâBrien, University of South Florida, âDear Future Teacher: A New Model of Mentorship and Sustaining the ELA Educatorâ
Thomas Smith, Utah Valley University, âSharing the Light: How Cooperating Teachers View Their Work with Student Teachersâ
G.08 Constrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogies and Journey to Rhetoric Listening ROOM 252-A
This presentation explores both Krista Ratcliffeâs theory of Rhetorical Listening and the means of utilizing it to interpret and facilitate conversations around gay identities. especially between teachers and students in the classroom. and shares experiences of a gay, gender-nonconforming white teacher over two years in suburban schools, finding multiple obstacles prevented enactment of humanizing pedagogies.
Presenters: Gabriel Acevedo, Arizona State University, â(Re)Constructing Gay, a Classroom, and a Journey to Rhetorical Listeningâ
Caroline Bedingfield, Georgia State University, âConstrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogiesâ
Nadia Behizadeh, Georgia State University, âConstrained by Contexts: Challenges for a Gay Teacher in Realizing Humanizing Pedagogiesâ
G.09 Cultivating Antiracist Classrooms and Fostering EL-Inclusive Classrooms through Reading in the Audio Mode
ROOM 209-B
Teaching reading skills using audio texts like podcasts, audio dramas, or radio ads is a powerful tool for fostering inclusive classrooms for ELs while creating a rich, multimodal learning experience for all. In addition, audio texts can cultivate antiracism in the classroom. This session will equip participants with strategies and tools to use audio texts.
Presenters: Danah Hashem, Lexington Christian Academy, âCultivating Antiracist Classrooms through Reading in the Audio Modeâ/âReading in the Audio Mode to Foster EL-Inclusive Classroomsâ
Anne Mooney, Malden High School, âCultivating Antiracist Classrooms through Reading in the Audio Modeâ/âReading in the Audio Mode to Foster ELInclusive Classroomsâ
G.10 Culturally Relevant Pedagogy with Young Learners: Revolutionary Love in Action
ROOM 207-C
Sponsored by Literacies and Languages for All (LLA)




In keeping with the NCTE 2022 theme of bringing light to each other, our profession, and our organization, the presenters will share strategies that they employ in an early childhood and an elementary classroom with young learners to help them be the light as they deconstruct issues of race, gender, sexual orientation, language, religion, and ability.
Presenters: Alexandra Jenkins, Meadowfield Elementary, RCSD1
Michele Myers, Wake Forest University
ROOM 210-B
Research has shown the difficulty of defining âaudiencesâ in science communication. In our college-level courses, we have seen two problematic patterns in audience
response: âcynicismâ (a mistrust of science) and âcaptivationâ (a surface-level positive engagement). This panel presents five different course projects that instructors can use to help students avoid these problems.
Presenters: Amanda Stansell, University of California, Santa Barbara
Doug Bradley, University of California, Santa Barbara Rebecca Chenoweth, University of California, Santa Barbara
Kenny Smith, University of California, Santa Barbara Karen Lunsford, University of California, Santa Barbara
G.12 Daily Joy: Practices That Light Up Our Thinking, Writing, and Teaching ROOM 204-C
C
We will share teaching practices weâve used to build curiosity and problem solving in a dynamically changing world. Digital composition propels students from stagnation, to shake them out of compliance into vibrant and relevant learning. We build habits of empowerment and independence by design: personalizing instruction to foster collaboration and deep engagement.
Presenters: Kelly Gallagher, Anaheim Union High School District
Penny Kittle, Plymouth State University Ernest Morrell, University of Notre Dame Julia Torres, Denver Public Schools
G.13 Dreaming Big: Strategies for Rejuvenating and Building Membership in State Affiliates ROOM 212-B
G
NCTE Affiliates from Michigan, Arizona, and Montana explore strategies to increase membership and serve their communities. They illuminate their intentional work to engage in social justice and antiracist practices, empower leadership, and develop more inclusive programming and outreach. We invite you to come learn about and share your voice and visions for NCTE Affiliates.
Session Chair: Beverly Ann Chin, University of Montana
Presenters: Kristina Bybee, Arizona State University
Rebecca Chatham-Vazquez, Arizona State University
Naitnaphit Limlamai, University of Michigan, Ann Arbor
Sandra Saco, Arizona State University
G.11 Cynical and Captivated Publics: Pedagogical Strategies for Navigating the Scylla and Charybdis of Audience Engagement in Science Communication
G.14 Educating with Hope: Preparing a Climate Literate Global Citizenry ROOM 261-A
We explore a pedagogical rationale for studying climate science through characters, conflicts, and settings that disarm defenses, challenge assumptions, and motivate change. We urge educators to take up the mission of preparing climate literate students who will not only recognize the disproportionate impact of climate change as gross injustice but understand how to confront it. Presenters share a global climate literacy initiative designed to support and engage educators in this effort.
Presenters: Marek Oziewicz, University of MinnesotaTwin Cities, ââIt Was Just a Few Bad Peopleâ: Exploring Questions of the 1% and Responsibility for Climate Change with Geoff Rodkeyâs Weâre Not from Hereâ Rebecca Young, Cognia, âIlluminating Climate Crises by Exploring the Science behind the Storyâ
G.15 âFreedom Is Twistyâ: A Case Study on Using SFL Methodology in an ELL/ELA Classroom





ROOM 258-A
Sponsored by the NASFLA (North American Systemic Functional Linguistics Association)
In this session, an educator team will review a language-based curricular unit to examine the teaching and learning cycle. A teacher educator will provide an overview of the initiativeâs grounding theory, while the ELA teacher will share the process of developing a unit with functional language and genre-informed design.
Presenters: Kathryn Accurso, The University of British Columbia Holly Graham, Mount Holyoke College
G.16 Genius in the Middle: Voices from the Middle Explores Culturally and Historically Responsive Literacy in the ELA Classroom
ROOM 208-A
Sponsored by the NCTE Middle Level Section
In this interactive session, you are invited to join the editors of Voices from the Middle and featured authors as they collectively unpack their discoveries around integrating historically
responsive literacy in the classroom. Learn ideas to help students embrace their identities, reimagine the role of skills, leverage their intellect, and transform the world through criticality.
Presenters: Shanetia Clark, Salisbury University Robyn Seglem, Illinois State University Matt Skillen, Elizabethtown College
G.17 Graphic Novels: A Promising Light to Support English Learners to Build Literacy and Language Acquisition ROOM 213-B
How can you engage older English Learners to read texts that align with their proficiency levels and are appropriate for their age and interests? We will show how graphic novels can meet both of these criteria while increasing text comprehension and language acquisition.
Presenter: Margaret Piccoli, Louisiana State University
G.18 Holding Space for and Finding Strength in Student Voices, Storytelling, and Writing ROOM 262-B
This panel creates a space to discuss varied cultural ways of knowing, trauma experiences, and healing. Paper one raises awareness about Indigenous cultural practices with harm and healing and offers insight on how teachers might attend to student self-disclosures in writing. Paper two discusses the role of ancestral knowledge in supporting student writing among Latinx students. Paper three explores the educational experiences of Chinese students who transition from rural to urban contexts.
Presenters: Monica Baldonado-Ruiz, San Diego State University, âTestimonio as Personal Narrative in the Secondary Language Arts Classroom: A Beacon of Light to Navigate Nepantla through the In-between of School and Homeâ
Danielle Sullivan, Bemidji State University, âIlluminating Indigenous Student Voices: Intentions and Expectations in Disclosure of Trauma in Writing Assignmentsâ
G.19 Illuminating Places: Deep Maps as Sites of Inquiry for Writing
ROOM 211-B
This presentation engages with visual and digital deep mapping activities to invite writers to explore their own emplacement, through explorations of positionality, history, and sustainability. We show how illuminating contexts helps writers in three different settings to engage in work that is authentically tied to self, voice, community, and people.
Presenters: Thor Gibbins, SUNY Oneonta
Sarah Morris, West Virginia University
Maggie Peterson, University of Maryland, College Park
G.20 Illuminating Radical, Humanizing, Literary Approaches to Mental Health/Illness in English Language Arts
ROOM 201-A
When we consider ways to bring more humanizing ELA curricula and instruction into broader light, we must consider who and what gets left out of conversations, leading to invisibility and marginalization. This proposed panel will engage participants in reflection and active unlearning, exploring radical, humanizing and literary approaches to mental illness in curriculum, pedagogy, and advocacy.
Presenters: Betina Hsieh, California State University, Long Beach


Caitlin OâConnor, Hommocks Middle School
Michelle Tio, California State University, Long Beach
G.21 Illuminating Resistance: Black Feminist Futures for Curriculum, Pedagogy, and Activism
ROOM 202-A
We gather as Black and Latina feminist teachers and scholars who have found healing through Black feminism. Our papers offer Black feminist futures for curriculum, pedagogy, and activism: first, we show how Black girls experience the teaching of enslavement; then, we trace how girls of color navigate white spaces at school, curriculum, and public media; finally, we map Black girl #MeToo activism.
Presenters: Chinyere Harris, Teachers College, Columbia University
Ileana Jiménez, Teachers College, Columbia University
Stephanie Robillard, Stanford University
G.22 Illuminating the Identities of Refugees, Immigrants, and Transnational Students
ROOM 211-A
Educators share ways to honor, support, and amplify the experiences, voices, and agency of refugees, immigrants, and transnational students.
Presenters: Xiaochen Du, University of Florida, âShining Light through Brave Multilingual Writing: A Letter from a Transnational Youth to His Teachersâ

Grace Gonzales, University of Washington, âTaking the Leap: Bringing Translanguaging Pedagogies into Elementary Writing Classroomsâ
Emily Machado, University of Wisconsin-Madison, âTaking the Leap: Bringing Translanguaging Pedagogies into Elementary Writing Classroomsâ
G.23 Into the Light of Diverse Jewish Childrenâs Literature ROOM 251-B


In this session we will discuss Holocaust literature and how to teach it emphatically, while also examining the danger of solely teaching such stories in classrooms. Jewish stories provide windows and mirrors into diverse cultures and belief systems. Let us illuminate this often-ignored or misunderstood category of literature. The rising tide of antisemitism makes this an urgent topic.
Presenter: Susan Kusel, Temple Rodef Shalom Library Tradebook Authors/Illustrators: Gae Polisner, Henry Holt/ Macmillan Liza Wiemer, Delacorte
G.24 Let the Light Shine: Understanding Censorship of ABAR Methods/PSTs
ROOM 253-A
This panel examines transformative approaches for sustainable social justice educational practice.
Presenters: Paula M. Carbone, University of Southern California, âSustainable Education in Troubling Times: English Education for Justiceâ
Suki Mozenter, University of Minnesota Duluth, âSliding Glass Doors for Those Who Want to Stay Inside: Decentering White Supremacy with White Readersâ
Megan Van Deventer, Weber State University, âPreparing Preservice Teachers for Conservative Contextsâ
G.25 New Perspectives on Primary Sources: Innovative Ideas from Teacher Leaders in an NCTE/Library of Congress Fellowship

ROOM 210-CD
Sponsored by NCTE and the Library of Congress
Primary sources, described by the Library of Congress as âthe raw materials of history,â can enrich studentsâ experience through observation, reflection, and deeper questioning. In this roundtable session, a cohort of ELA-focused teacher leaders from NCTEâs âNew Perspectives on Primary Sourcesâ project will share lesson plans and teaching strategies for primary source instruction.
Session Chair: Troy Hicks, Central Michigan University
Presenters: Lisa Fink, NCTE, âAn Overview of the NCTE/ TPS Partnershipâ
Rebecca Newland, New Perspectives on Primary Sources (NPPS) Project, âEngaging Students with Library of Congress Primary Sources in the ELA Classroomâ
Chris Sloan, âIntegrating Primary Sources into Multimodal Journalism and Research Writingâ
Roundtable Leaders: Carrie Barbosa, âBeacons of Change: Using Primary Sources to Inform, Inspire, and Empower Students in Challenging Timesâ
Molly Bardine, Chaminade Julienne High School, âUnderstanding the Immigrant Experience through Visual, Primary Sources, and the Novels of Catherâs My Antonia and Mbueâs Behold the Dreamersâ
Catelyn Boze, QI Roberts Junior-Senior High School, âUsing Maps to Spark Student Inquiryâ
Lyndsay Daly, Allendale Public Schools, âTeaching American Literature with Primary Sourcesâ
Jo Flory, âUsing Primary Sources to Facilitate Political Dialogue in the Secondary English Classroomâ
Maryann Hasso, Cal Poly Pomona, âResearch-Based Strategies to Support English Learners Navigate Primary Sources Using Digital Toolsâ
Stephanie King, Granger High School, âTeaching Primary Sources to Promote Equityâ
Sarah Krajewski, Cleveland Hill High School, âUsing Primary Sources to Create Digital Compositionsâ
Jonna Kuskey, âConnecting with Community Using Primary Sourcesâ
Sharon Murchie, Okemos High School/CRWP, âNoticing and Wondering: Digging into Primary Sources with Reluctant Readersâ
Hang Virginia Nguyen, IUSD, âHelping Students Create Inquiry Questions Using Primary Sourcesâ
Helen Plevka, Illinois Central College, âResonance and Resistance: Listening to Intersectional Voices through Primary Sourcesâ
Emily Robbibaro, âCritical Literacy and Primary Sources: Language, Power, and the Documents That Shape Our Worldâ
Christina Travis, âExpanding Rural Communities through Primary Sourcesâ
Samantha Wood, Noblesville High School, âIntersectional Identities: LGBTQIA+ Voices in Primary Source Integrationâ
G.26 Partners in Change: Using Literature to Activate Identity and Criticality In and out of the Classroom ROOM 201-C
This panel discussion will outline how students and teachers activate identity and criticality in the classroom with Shadowshaper and Parable of the Sower. Inspired by Muhammadâs emphasis on learning for social change, students applied the lessons they learned to make changes in their school and district. Panelist will share successes and challenges with opportunity for discussion and collaboration.
Presenters: Isis Barret-Rogers, District 215 Steven Flores, Thornton Fractional North Dulce Gonzalez, District 215 Kyndall Jackson, District 215 Breanna Lopez, District 215 Guadalupe Ramirez, Thornton Fractional South Makalah Simpson, District 215


G.27 Radical Listening: Humanizing Pedagogies That Nurture Equitable Classroom Interactions
ROOM 263-A
In a time when fueling divisiveness is a badge of honor, shining light on humanizing pedagogies that foster genuine listening is critically important. Drawing on transcripts from research in diverse classrooms, panelists offer concrete tools that support the work and skill of listening as a cornerstone of humanizing pedagogies that foster more inclusive and equitable ELA classrooms.
Session Chair: Danielle Lillge, Illinois State University
Presenters: Maggie Morris Davis, Illinois State University
Danielle Lillge, Illinois State University
Shannon Maney-Magnuson, University High School, Illinois State University
G.28 Reflection as Agency: An Assets Approach to Shining Light on Teacher and Student Learning
ROOM 201-D
Teachers from Mississippi and Ohio share an approach to teacher and student reflection that builds agency and creates a culture in which teachers and students flourish. Session participants analyze and annotate teacher and student artifacts, view videos of studentsâ reflections, and engage in a structured reflection process designed to identify bright spots in their own teaching and learning.
Session Chair: Rebecca Kaminski, Clemson University
Presenters: Robin Atwood, South Mississippi Writing Project
Hannah Doleac, Lamar County Schools
Brooke McWilliams, Lamar County Schools
Megan Rodney, Ohio Writing Project
Catherine Williams, South Mississippi Writing Project
Dylan Williams, Oak Grove High School/South Mississippi Writing Project
G.29 Rekindling the Light: College and Secondary English Educators Negotiate the Student Teaching Experience to Support Students as Well as Themselves
ROOM 251-A
We highlight partner building between English Ed faculty and those who mentor student teachers. Focusing on the fundamentals of teacher preparation and prioritizing discussions regarding the needs of inservice/preservice teachers allowed us to be lights for each other and provided insights on the departmentâs English Ed program as well as the need for myriad professional development for teachers.
Session Chair: Jean Boreen, Southern Utah University
Presenters: Lisa Arter, Southern Utah University
Madalynn Belliston, Southern Utah University
Jean Boreen, Southern Utah University
Kristin Brinkerhoff, Cedar High School
Savannah Byers
Kodi Quartberg, Cedar High School
Sara Sterling, Southern Utah University
G.30
Researching
Young Adult Literature: Creating Space to Pursue Light and to Dream
ROOM 253-BC
Over the past decade, research and scholarship around young adult literature has become more expansive. As MarĂa FrĂĄnquiz calls upon us to think through ways that we might pursue the light and imagine a brighter future, we are curious about the ways that YA literature research does this work. This roundtable will feature some of the leading as well as new scholars in the field centering this work.
Session Chairs: Alice Hays, California State University, Bakersfield
Steffany Comfort Maher, Indiana University Southeast Roundtable Leaders: Arianna Banack, University of Tennessee, Knoxville, âPairing Pride and Pride and Prejudice as Counterstory to the Whiteness of the Western Literary Canonâ
Melissa Bedford, Eastern Washington University
Ashley Boyd, Washington State University, âReading Young Adult Literature with Practicing Teachers: How Book Clubs Can Serve as a Form of Professional Developmentâ
Kalie Chamberlain, Utah State University, âFinding the Future through Digital Technologies and Posthumanism in Young Adult Literatureâ
Susan Cridland-Hughes, Clemson University, âChallenging Times: Book Challenges in the Age of CRTâ

Jed Cridland-Hughes, Greenville County Library System, âChallenging Times: Book Challenges in the Age of CRTâ
Janine Darragh, University of Idaho, âReading Young Adult Literature with Practicing Teachers: How Book Clubs Can Serve as a Form of Professional Developmentâ
Wendy Glenn, University of Colorado, Boulder, âFictional Girls Who Play to Play: Pushing on Narratives of Competition in YA Sports Literatureâ

Jillian Kneeland, University of Colorado, Boulder, âRace, Nation, and Culture: An Exploration of Transnational Young Adult Fiction as a Means to Improve Global Citizenship Educationâ
Andrea LeMahieu Glaws, University of Colorado, Boulder, âBringing Joy, Engagement, and Criticality to Independent Reading Practicesâ
Daniel Moore, University of Colorado, Boulder, âHealing the Heartbreak: Exploring Depictions of Adolescents with Addiction in YALâ
Elsie Lindy Olan, University of Central Florida, âExamining Young Adult Literature through a Rogerian Perspective: De(re)constructing Narratives of Deficit and SelfActualization in I Am Not Your Perfect Mexican Daughterâ
Chea Parton, The University of Texas at Austin, âDreams and Nightmares: How Rural YA Horror Shines a Light on Rural Stereotypesâ
Amy Piotrowski, Utah State University, âFinding the Future through Digital Technologies and Posthumanism in Young Adult Literatureâ
Kia Jane Richmond, Northern Michigan University, âExamining Young Adult Literature through a Rogerian Perspective: De(re)constructing Narratives of Deficit and Self-Actualization in I Am Not Your Perfect Mexican Daughterâ
Shelly Shaffer, Eastern Washington University, âAnalyzing Systems of Power: A New Role for Literature Circlesâ
T. Hunter Strickland, Anderson University, âEnglish Teacher Candidates Unpack the Value of Award-Winning Young Adult Literatureâ
G.31 Restor(y)ing and Composing: Literacy Teachers and Students Light It Up

ROOM 256-B
Sponsored by the Center on Expansion of Learning and Thinking (CELT)



How do unexplored crevices in our contexts 1) clinical preservice seminar, 2) Pre-Kâschoolâs blog and podcast, 3) virtual Literacy Cast cultivate one anotherâs sueĆos? Negotiating a historically confounding educational system alongside a politicized pandemic replete with exhaustion, frustration, and calls for continued perseverance, we explore how can we, should we even, rally?


Session Chair: Nicholas Husbye, University of Nebraska
Presenters: Beth Buchholz, Appalachian State University, âCultivating a New Spotlight: Young Composer Disrupts an English-Dominant Virtual Spaceâ
Marty Kelly, St. Andrewâs Episcopal School, âTruth-Telling as Dreaming: Restor(y)ing with Teacher Blogs and Podcastsâ
Julie Rust, St. Andreâs Episcopal School, âTruth-Telling as Dreaming: Restor(y)ing with Teacher Blogs and Podcastsâ
Marissa Schweinfurth, Jacobson Center for Comprehensive Literacy, University of Northern Iowa, âVideo Moment or Momentary Videoâ
Sarah Vander Zanden, University of Northern Iowa, âVideo Moment or Momentary Videoâ
G.32 Sharing Our Voices: Creating Equity-Driven Community Writing Opportunities for Youth, Families, and Teachers ROOM 212-A
This session will begin by discussing writing workshops as tools for bringing community voices to light. We will begin in conversation and then participants will rapidly design their own writing event for their community. The goal of this workshop is to consider the ways that we might build rich writing communities that center diverse voices and equitably engage youth and teachers as leaders.
Presenters: Joe Dillon
Jennifer Henderson, Aurora Central High School
Kristina Stamatis, University of Nebraska, Omaha
Sarah Woodard, University of Colorado, Denver
G.33 Sharing the Light through Writing and Storytelling ROOM 203-B
This session will explore a multigenerational writing community where youth write alongside seniors. In addition, a high school English teacher will share how his story of perseverance through difficult times guided his practice of exploring new approaches to memoir writing.
Presenters: Tenesha Curtis, Volo Press, âWriting Selves and Communities in a Multigenerational Writing Collaborativeâ
Hannah Edber, Mercer University, âWriting Selves and Communities in a Multigenerational Writing Collaborativeâ
Abdul Qadir Islam, Teachers College, Columbia University, âStorying in the Wake of COVID-19: Techniques on Teaching Hope in Narrative Writingâ
Leah Panther, Mercer University, âWriting Selves and Communities in a Multigenerational Writing Collaborativeâ
Rachael VanDonkelaar, Mercer University, âWriting Selves and Communities in a Multigenerational Writing Collaborativeâ
G.34
Shedding Light on Book Choices: What to Read First in High School English ROOM 213-CD

Utilizing perspectives of teachers, teacher educators, and a renowned YA author, this session explores how teachers choose first texts of the year. Classics, young adult selections, diverse literature, and digital texts are shared. Careful textual choices establish a classroom climate of inquiry, shine light for learners navigating common and difficult topics, and determine successful learning.
Presenters: Fawn Canady, Sonoma State University
Renee Dorrity, George Washington University
Anna J. Small Roseboro, Grand Rapids, MI
Gretchen Rumohr, Aquinas College
RenĂȘ Saldaña, Texas Tech University
Respondent: Margarita Engle, Simon & Schuster
G.35 Shifting the Spotlight by Empowering English Learners
ROOM 205-A
Discover how to engage English Learners with relevant social justice issues and create a thematic-based unit culminating in a story slam with the voices and stories of students.


Presenters: Tessla Donovan, Ellington Public Schools, âShifting the Spotlight: Using Story Slams to Empower English Learners and Illuminate Their Identities and Experiencesâ
Holly Genova, âTeaching for Language Acquisition and Literacy Development through a Social Justice Frameworkâ
Aimee Myers, Texas Womanâs University, âTeaching for Language Acquisition and Literacy Development through a Social Justice Frameworkâ
Elizabeth Simison, University of Connecticut, Storrs, âShifting the Spotlight: Using Story Slams to Empower English Learners and Illuminate Their Identities and Experiencesâ
Mandy Stewart, Texas Womanâs University, âTeaching for Language Acquisition and Literacy Development through a Social Justice Frameworkâ
G
G.36 Shining the Light on Our Latinx Students and Their Familiesâ Linguistic and Cultural Practices ROOM 207-A
This session will explore how educators can recognize, build upon, and engage Latinx studentsâ rich language and sociocultural practices as critical means to support their full construction of meaning in literacy engagements.
Session Chair: Cecilia Espinosa, Lehman College, CUNY Presenters: Laura Ascenzi-Moreno, Brooklyn College Cecilia Espinosa, Lehman College, CUNY Julia Lopez-Robertson, University of South Carolina
G.37 Sonnets for Social Justice: Youth Voices and Teaching Shakespeare for Identity, Community, Justice, and Action ROOM 202-A
This session presents new curriculum for teaching sonnets created by the Shakespeare and Social Justice project, a collaborative design team of ELA teachers and theater teaching artists and young adults based at the Shakespeare Center of Los Angeles. Four-hundred-year-old sonnets become relevant and matter to 21st-century students when adults listen to youth.
Session Chair: Leo Aguilar, Young Womenâs College Preparatory Academy
Presenters: Leo Aguilar, Young Womenâs College Preparatory Academy
Peter Howard, Shakespeare Center LA Jon Royal, Shakespeare Center LA Laura Turchi, Arizona State University Kimiko Turner-Warner, Shakespeare Center LA
G.38 Sparking Engagement: Translating and Integrating Social Media and Popular Culture Into the Literacy Environment ROOM 210-A
Educators must learn how to transform academic language to the language and culture of todayâs students. Attend this session to learn ways to interact with and engage students by exploring social mediaâs ties to traditional literacy skills and standards, and the surprising impact that it can have on literacy environments.
Presenter: Kamshia Childs, Texas A&M UniversityCommerce
G.39 Teachers as Readers: Shaping, Sustaining, and Sharing Our Own Reading Lives
ROOM 213-A
Educators, administrators, equity leaders, and authors gather on this panel to shine light on ways to sustain our reading lives, build classroom communities that extend into global citizenship, and bring a rainbow of identities into our work. The treasure chest of readership benefits for teachers, students, and communities will be explored.
Presenters: Elizabeth Castillo-Guajardo, Houston Independent School District
Melissa Guerrette, Oxford Elementary School
Lorraine Leddy, Elementary Literacy Ambassador, Mamaroneck Union Free School District
Angie Lew, Barron Park Elementary
Christina Nosek, Lucille Nixon School
Tradebook Author/Illustrator: Torrey Maldonado, Penguin/Nancy Paulsen
G.40
The Science of Art: Creating Partnerships between Literature and STEM Courses
ROOM 201-B
Success and enlightenment in most disciplines require the ability to use reason to solve complex problems and recognize relationships between seemingly incongruous concepts. In this session, STEM and literature teachers will share how they have collaborated as learning partners to create interdisciplinary learning activities, such as comparison/contrast of voices and metaphysical poetry.
Presenters: Dee Dee Messer, William Mason High School
Blake Taylor, Walnut Hills High School
Nichole Wilson, William Mason High School
G.41 The Spark behind the Spark: Cultivating Curiosity and Critical Thinking


with Childrenâs Literature and Primary Sources ROOM 206-A
This session will focus specifically on the focused Inquiry Design Model, and how to use this template to design classroom activities that combine childrenâs literature and primary sources for young learners. We will discuss the components of the template, and then share examples of completed templates that combine childrenâs literature and primary sources to engage students in inquiry.
Presenters: Donna Fogelsong, Virginia Tech
Paige Horst, Radford University
Meghan Kessler, University of Illinois at Springfield Lisa Pennington, Governors State University Mary Tackett, Longwood University
G.42 Three Strategies That Lead to Independent Reading and Culturally Responsive Teaching ROOM 204-B
Join us as we demonstrate one beforereading, one during-reading, and one afterreading strategy that each not only deepen understanding of a text, but together encourage culturally responsive teaching. Youâll learn the specifics of the strategies and see how they work separately and in tandem as well as see how they fit into your CRT framework.
Presenter: Bob Probst, Georgia State University
Respondent: Kylene Beers, Beers.Probst Consulting
P.M.
G.43 Using Culturally Relevant Childrenâs Books in a High School Setting to Build Literacy
ROOM 203-A
This presentation will show how two high school teachers use culturally relevant childrenâs books in their classrooms on a regular basis. Using these books helps create a classroom community where students learn about and discuss difficult topics. They also serve as a source of celebration of student identities.
Presenters: Danielle Mandino, Alhambra High School
Rosanne Orta, Alhambra High School
G.44 Using Storytelling, Writing, and Read-Alouds to Amplify Studentsâ Voices and as the Guiding Light Needed to Create Culturally Relevant Curriculum
ROOM 206-B
Three New York City teachers will present the importance of students being the guiding light in implementing curriculum and how the work of identity affirmation must underpin all instruction. They will share how they have transformed storytelling, writing, and readaloud to be opportunities for educators to embrace a childâs full humanity, brilliance, and histories leading to a more responsive curriculum.
Presenters: Kris McPherson, Waterside Childrenâs Studio School
Rachel Rothman-Perkins, Teachers College Reading and Writing Project Aida Sanchez-Lobashov, 449x09
G.45 Writing for Publication in Research in the Teaching of Englishâ Research-Based Argumentation in Historical, Social, and Cultural Contexts




ROOM 262-C
Sponsored by NCTE's Research in the Teaching of English
This session provides people considering submitting a manuscript to Research in the Teaching of English an understanding of argumentation for an education research journal that takes seriously historical, social, and cultural contexts. The presentations discuss research-based argumentation oriented to generalization, theorizing, and deconstruction of dominant narratives and rationalities.
Session Chair: Laurie Katz, The Ohio State University
Presenters: Mollie Blackburn, The Ohio State University, âResearch-Based Argumentation in Historical, Social, and Cultural Contexts: Oriented to Theorizingâ
David Bloome, The Ohio State University, âResearchBased Argumentation in Historical, Social, and Cultural Contexts: Oriented to Generalizationâ
Stephanie Power-Carter, The Ohio State University, âResearch-Based Argumentation in Historical, Social, and Cultural Contexts: Oriented to Deconstructing Normalized Grand Narratives and Hegemonic Rationalitiesâ
Respondents: Dorian Harrison, The Ohio State University at Newark Michiko Hikida, The Ohio State University
G.46 âYou Your Best Thingâ: Working through Pandemic Grief with Creative Writing and Writing Groups
ROOM 202-B
2020 ushered in years of uncertainty, trauma, and heartbreak. We have work to do; we must use writing as a path to healing, a place to process these last few years, a means of modeling self-care. This session will make the case that it is normal for students to process pain, that writing groups are a productive and healthy way to do so, and provide practical tips on writing in the classroom.
Presenters: Allison Bass-Riccio, Cheshire Academy Jennifer Guarino, Cheshire Academy
H.01 Adolescent Reading Reimagined: Literacy Illuminating Lives
ROOM 255-ABC
Adolescent Reading Reimagined will share how our elective reading program, focusing on the core components of environment, culture, learning, and agency, reinvigorated reading at a secondary level. Additionally, Deb Caletti, award-winning and critically acclaimed author, will discuss visiting our classes and the importance of shared dreams and the power of storytelling to help us navigate our lives.
Presenters: David Griffith, Ridgefield High School Judy Silver, Ridgefield High School Tradebook Author/Illustrator: Deb Caletti, Simon & Schuster
H.02 Authors Who Shine Light on Difficult Topics: Literature That Supports Middle School Students
ROOM 204-C
Seven middle grade authors will problematize, inquire, and discuss with the audience how to use literature as a way to bring light to classrooms. Authors Randall, Elliott, Lachmann, Alston, Glaser, Kelly, and Warga will share their work and facilitate an empowering process of finding oneâs voice and spreading the light.
Presenters: Jackie Marshall Arnold, University of Dayton Mary-Kate Sableski, University of Dayton Tradebook Authors/Illustrators: B.B. Alston, Balzer + Bray (HarperCollins)
Zetta Elliott, Independent Erin Entrada-Kelly, HarperCollins


Karina Yan Glaser, HarperCollins
Lyn Miller-Lachmann, Farrar, Straus and Giroux/ Carolrhoda Lab
Julian Randall, Macmillian Publishing
Jasmine Warga, HarperCollins Childrenâs Books
H.03 Book Banning and Erasure of the Whole Child: How Removing or Limiting Access to Books Impacts Children
ROOM 209-B
This panel examines the harmful impact of book banning on the whole child. Each speaker will highlight how their publishing journey was an act of creation against forces seeking to erase their queerness, brown- or blackness,
their disability, their ethnicity or gender expression. We will include a toolkit for teachers with strategies they can implement in their classrooms.
Presenters: Alison Green Myers, Highlights Foundation Alexandra Villasante, Penguin/Putnam Tradebook Authors/Illustrators: David Bowles, University of Texas RĂo Grande Valley Ernesto Cisneros, Mendez Intermediate Mike Curato, The Highlights Foundation Rajani LaRocca, Harper Collins Andrea J. Loney, Penguin Random House Knopf Anna-Marie McLemore, Macmillan Childrenâs Publishing Group
H.04 Braiding Sweetgrass for Young Adults: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants with Adapter Monique Gray Smith ROOM 262-B
Author Monique Gray Smith will discuss how she adapted a New York Times best-seller for a younger audience. Monique will share the Braiding Sweetgrass teaching guide and will also discuss how the book weaves social and emotional learning into the text for young adults.
Tradebook Author/Illustrator: Monique Gray Smith, Lerner Publishing Group
H.05 Bringing Light to Bias Impact: Guiding Students through the Pyramid of Hate ROOM 201-C
Using the Anti-Defamation Leagueâs Pyramid of Hate, this presentation seeks to answer the question: What accountability must we hold for our individual actions within a system? Participants will participate in a variation of a lesson based on this work and will walk away with a deeper understanding of how we can explore notions of bias, accountability, and morality through texts.
Presenters: Rebecca Rose, Mercersburg Academy Leela Woody, Choate Rosemary Hall
H.06
Conceptualizing Theory as a Liberatory Practice in ELA Teaching and Learning





ROOM 202-B
Drawing on bell hooksâs (1994) conception of âtheory as a liberatory practice,â this session offers a rationale for and pedagogical strategies for weaving literary theories and theories of social change into our curriculum. We discuss critical theories together and provide attendees with tools they need to inject theory into their own courses.
Presenters: Beth Krone, The Ohio State University
Karen Smith, Harvest Collegiate High School
Scott Storm, New York University
Anne Valauri, Georgia Southern University
H.07 Creating Community with Our Students and Families: Shining the Light on Their Sueños and Ways of Knowing through Stories
ROOM 207-B
Stories embody the merging of languages, cultures, and ways of knowing and are central for creating community and learning about each other. Teaching and learning can be greatly enhanced when teachers come to know about the everyday lived contexts of their studentsâ lives and the strengths that they bring to school. Our panel will describe how they engage and learn from children and families.
Session Chair: Julia Lopez-Robertson, University of South Carolina
Presenters: Christine Baker, Jackson Creek Elementary Amanda Blake, Jackson Creek Elementary
Rocio Herron, Jackson Creek Elementary School
Julia Lopez-Robertson, University of South Carolina
H.08 Creating Online Inquiry-Based Professional Communities to Support Teachers and Students
ROOM 211-B
National Writing Project site leaders will share highlights from inquiry projects that engage teachers remotely and online across schools and districts. Presenters will discuss the importance of providing space and time to engage teachers in reflection and the effects of these inquiries on both teachers and their students.This session will end with a discussion of the implications for future work.
Presenters: Rebecca Kaminski, Clemson University
Ellen Shelton, The University of Mississippi
H.09 Cultivating New Voices among Scholars of Color Mentor Session ROOM
253-BC
Sponsored by the NCTE Cultivating New Voices among Scholars of Color
The Cultivating New Voices among Scholars of Color Mentor session is held on Friday after the Poster Session. Details to come.
Session Chair: Tonya Perry, University of Alabama at Birmingham
Presenter: Tonya Perry, University of Alabama at Birmingham
H.10 ELATE Commission Meetings #1 ROOM 264-BC
TE
Sponsored by English Language Arts Teacher Educators (ELATE)
All interested ELATE and NCTE members are invited to attend the ELATE commissions of their choice.


Session Chair: Latrise Johnson, University of Alabama
Roundtable 1: Commission on Social Justice in Teacher Education Programs Co-Chairs: Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation Roundtable 2: Commission on Digital Literacies and Teacher Education (D-LITE) Co-Chairs: Rick Marlatt, New Mexico State University Clarice Moran, Appalachian State University
Roundtable 3: Commission on the Study and Teaching of Adolescent Literature Roundtable 4: Commission on the Teaching of Poetry Co-Chair: Danny Wade, Washburn University Roundtable 5: Commission on English Methods Teaching and Learning Co-Chairs: Jessica Gallo, University of Nevada, Reno Christopher Parsons, Keene State College Roundtable 6: Commission on Writing Teacher Education Co-Chairs: Amanda Brewer, University of Central Missouri
Amber Warrington, Boise State University
Roundtable 7: Commission on Arts and Literacies

Co-Chairs: Timothy Duggan, Northeastern Illinois University
Hung Pham, University of Arkansas
Roundtable 8: Commission on Family and Community Literacies
Co-Chairs: Tracey Flores, The University of Texas at Austin
Laura Gonzales, University of Florida
Roundtable 9: Commission on Everyday Advocacy
Co-Chair: Cathy Fleischer, Emeritus, Central Michigan University
Roundtable 10: Commission on the History of English Education
Co-Chairs: Sheridan Blau, Teachers College, Columbia University
Ashlynn Wittchow, Teachers College, Columbia University
Roundtable 11: Commission on Climate Change and the Environment in English Education (c3e3)
Co-Chairs: Russell Mayo, Chicago Public Schools
Rich Novack, Fairfield Warde High School
H.11 Exploring NCTEâs New Publication, Theater, Drama, and Reading: Transforming the Rehearsal Process into a Reading Process with Author Judith Freeman Garey ROOM 211-A
Author Judith Freeman Garey will explore her new NCTE book, Theater, Drama, and Reading: Transforming the Rehearsal Process into a Reading Process, with participants who will learn the methods of reading as an actor who builds charactersâ lives, a designer, who constructs context, and a director, who generates action.
Presenter: Judy Garey, Ventura College
H.12 Finding the Light between Us: How Nine Black Women Found Light, Community, and Equity through a Never-Ending Text Thread ROOM 212-B
During the pandemic, a sister circle of nine Black female educators pursued light and rekindled their sense of community and equity. Take a journey as multidimensional women discuss issues of equity, justice, and antiracist teaching in their respective educational environments and communities coupled with their own personal stories, struggles, navigating relationships, parenting, and life.
Presenters: Fredeisha Darrington, University of Alabama at Birmingham
Kimberly Green, Birmingham City Schools
Sonjanika Henderson-Green, Birmingham City Schools
Shonterrius Lawson-Fountain Shawnta Owens, Greene County Schools
Veronica Rhodes-Simmons, Birmingham City Schools Daphney Shade, Bessemer City Schools
Jameka Thomas, UAB Red Mountain Writing Project Nikkia White, Birmingham City Schools
H.13
From Multimodal Literacies to Critical Media Literacy: How ELA Classrooms Can Pursue the Light through Media Education
ROOM 212-A
Sponsored by the NCTE Critical Media Literacy Task Force
NCTE recently charged a team of educators to revise the Multimodal Literacies statement in an effort to advance critical media literacy education. This session demonstrates practical ways of implementing the types of media instruction from the new statement and invites attendees to envision new ways to wield their influence to support critical, responsive, and creative thinking with students.
Session Chair: Renee Hobbs, University of Rhode Island
Presenters: Candance Doerr-Stevens, University of Wisconsin, Milwaukee
Seth French, Bentonville High School, Bentonville, AR
Tom Liam Lynch, The New School
Kristin Ziemke, Big Shoulders Fund
H.14 Harnessing the Power of Young Adult Literature for Educational Equity: Classroom Teachers Tell Their Stories
ROOM 210-CD
What happens when ELA teachers ground district-level equity work in diverse YA literature? This session brings together an ELA administrator, a YA lit professor, and three classroom teachers to unpack the process of making equity work actionable. Discussion will focus on #ownvoices titles and teachersâ stories in progress as they integrate diverse YA titles into the curriculum.
Presenters: Terry Anderson, Ann Arbor Public Schools
Sarah Andrew-Vaughan, Scarlett Middle School, Ann Arbor Public Schools
Jennifer Buehler, Saint Louis University
Zachary DiBiasi, Tappan Middle School, Ann Arbor Public Schools
Sarah Suchanek, Slauson Middle School, Ann Arbor Public Schools
H.15 Highlighting Research in (and outside of) the ELA Classroom ROOM 213-A
The three research studies showcased in this session shed light on the possibilities when we listen to students and are willing to step outside. The first presentation highlights an art academy; the second presentation focuses on shifting instruction with neurodiverse students; the final presentation reports on moving the ELA classroom outside. Artifacts and samples will be provided.
Presenters: Kristie Camp, Gaffney High School, âLet the Sunshine in: Enlightenment from Outdoorsâ
Melanie Hundley, Vanderbilt University, âBeyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasksâ
Maria Lemus, Fresno Pacific University, âCentering Human Connections: Art as an Anchor of Hope, Courage, and Empathyâ
Emily Pendergrass, Vanderbilt University, âBeyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasksâ
Rebecca Peterson, Indiana University, âBeyond Skilland-Drill in Special Education Classrooms: Engaging Students with High-Level Literacy Tasksâ

Tara Warmerdam, Fresno Pacific University, âCentering Human Connections: Art as an Anchor of Hope, Courage, and Empathyâ
H.16 Hopes and Tropes: Fifty Books in Fifty Minutes
ROOM 201-D
Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN)

Voracious readers each bring ten new young adult titles to life, focusing on finding light amidst darkness. Familiar tropes like enemies to friends and kick-ass female heroines shine amidst stimulating summaries and personalized recommendations. YA subgenres range from antiracist fiction to feminist horror. Attendees receive booktalking strategies, provocative minilessons, and hot book lists.
Presenters: Michael Anthony, Muhlenberg School District
Neil Klein
Becki Maldonado, University of Oklahoma
H.17 Illumination: How Assessment Conferences Foster Student Agency and Grading Practices That Are Equitable, Transparent, and Consistent
TE
ROOM 203-B
While equity and justice exist across all facets of education, they are often overlooked with regard to assessment. Join us as we share ideas to further humanize the spaces in which we assess students, provide students opportunities for self-advocacy, and do the necessary work to interrupt and respond to the inequities in assessment practices that have pervaded the educational landscape for too long.
Presenters: Tessla Donovan, Ellington Public Schools
Elizabeth Simison, University of Connecticut, Storrs
H.18 Imagining New Worlds: Racial Literacies, Cross-Cultural Solidarity, and Social Change
ROOM 256-A
Sponsored by the NCTE Early Career Educator of Color Leadership Award




This panel features year-long projects developed by our 2021 Early Career Educator of Color leadership award recipients. Our presenters explore methods for developing racial literacies to enable students and teachers to not only appreciate forms of racial difference but to also develop a critical understanding of the function of race (as social construct) and systemic racism within our society.





Session Chair: Jeffrey Cabusao, Bryant University
Presenters: Jeffrey Cabusao, Bryant University
RubĂ©n GonzĂĄlez, Stanford University, âPreservice
Teacher Affinity Groups: The Role of Racial Identity in Activism and Critical Pedagogyâ
Dorian Harrison, The Ohio State University at Newark, âRecognizing and Rethinking Cultural and Linguistic Representations in Literature for Young Childrenâ
Diana Liu, Teachers College Columbia University, âFollowing the Rays of Light: Racial Solidarity through Asian American Centered Curriculumâ
Shuling Yang, East Tennessee State University, âHand in Hand of Diverse Music and Childrenâs Books: Building Elementary Studentsâ Social Justice with the Power of Music and Books in the Rural Appalachian Areaâ
Respondent: Tiffany Flowers, Georgia State University Perimeter College
H.19
Increasing Studentsâ Transference of Teachersâ Commentary to Subsequent Drafts Using an Effective Digital Tool
ROOM 262-A
This session will focus on studentsâ transference (or lack thereof) of teachersâ commentary on subsequent drafts using an effective digital tool. Presenter will share evidence-based classroom research and content from her upcoming text on commentary to shed light on the complex communication between teachersâ intentions and studentsâ perceptions of commentary that relate to transference.
Presenter: Karen Wink, US Coast Guard Academy
H.20 Interrogating the Role of Emotions in Anti-Oppressive Literacy Education
ROOM 263-A
This panel presents three studies which share the question, âWhat do emotions doâ particularly in the lives and literacies of multiply marginalized people?â This interactive session includes discussion on the role of emotions in/on literacies, from their use as a discursive tactic to maintain power, divide, and disally oppressed groups, to their potential for sparking activism and social justice.
Session Chair: Caroline Clark, The Ohio State University
Presenters: Alyssa Chrisman, âStorming the CASEL: An Ethical Critique of the Standardization of Emotionsâ
Caroline Clark, The Ohio State University, âStorming the CASEL: An Ethical Critique of the Standardization of Emotionsâ
Anne Crampton, Western Washington University, âIn Defense of Resistanceâ
Cynthia Lewis, University of California, Santa Cruz, âLiteracy, SEL, and Racial Capitalismâs âInfrastructure of Feelingââ
Suzanne Lewis, The Ohio State University, âStorming the CASEL: An Ethical Critique of the Standardization of Emotionsâ
Tracey Pyscher, Western Washington University, âIn Defense of Resistanceâ
Roberto Santiago de Roock, University of California, Santa Cruz, âLiteracy, SEL, and Racial Capitalismâs âInfrastructure of Feelingââ
H.21
Itâs Your Cue! Using Active Drama Approaches to Illuminate Shakespeareâs Language for Novice Readers
ROOM 256-B
Take your cue! Experience a modified version of âoriginal practiceâ rehearsal techniques used by Shakespeareâs actors to read and to speak a playâs language with intent and understanding to share with your students. Learn how to create a cue script to demystify Early Modern spelling, pronouns, capitalization, and punctuation and to experience how iambic pentameter drives charactersâ emotional engines.
Session Chair: Mary Christel, TimeLine Theatre
Presenters: Mary Christel, TimeLine Theatre, âLet Shakespeare Provide the Cues to Promote More Fluid Reading and Better Understandingâ
Kevin Long, Harper College, âLet Shakespeare Provide the Folio Clues for Better Understandingâ
Respondent: Lulia Sarmiento, Belvidere School District 100





H.22 Lighting the Way to Our Stories: Opposition and Creativity amid Pandemic ROOM 251-C
In this combined session, presenters will examine âIndigenous survivanceâ and justice for minoritized communities.
Presenters: Isabel Baca, University of Texas at El Paso, âBeing Luceros to Each Other: Stories from Two Latinx Scholars and Educators in Academiaâ
Danielle De Arment-Donohue, George Mason University, âWe Are Not Stereotypes: Complicating Oppositional Identity Binaries through Research and Writingâ
Joaquin Munoz, University of British Columbia, âCreativity for Survivance in Pandemic Times: Social Media, Indigenous Creativity and Curricula Developmentâ
Jasmine Villa, East Stroudsburg University, âBeing Luceros to Each Other: Stories from Two Latinx Scholars and Educators in Academiaâ
2:00â3:15 P.M.
H.23
Listening for the Light: Teaching Reading-Writing Connections in the Service of Individual Student Identity ROOM 201-A
Goals for reading and writing are often considered separately, determined by curriculum far removed from the culture and experiences of students in the room. Our panel will invite teachers to reconceive literacy instruction as an opportunity to identify the spark in each child, to listen for their unique lines of thinkingâand connect reading and writing to explore their dreams and identities.
Session Chair: Daniel Feigelson, Scholastic/Heinemann
Presenters: Maria Cruz, Teachers College Reading and Writing Project, Columbia University Cornelius Minor, The Minor Collective/Heinemann


H.24 Mathematizing Childrenâs Literature: Sparking Connections, Joy, and Wonder through Read-Alouds and Discussion ROOM 207-D
Within the pages of childrenâs literature lie opportunities for young learners to notice, wonder, and experience joy for reading and mathematics. Join us to think about how to approach stories through different lenses to develop reading skills, deepen knowledge of mathematical concepts, and nurture studentsâ identities as literacy and mathematical sense-makers through read-alouds and discussion.
Presenters: Allison Hintz, University of Washington, Bothell Antony Smith, University of Washington, Bothell
H.25 Meet Them in the Middle: Designing Kid-Friendly, Academically Challenging Middle School English Curriculum ROOM 262-C
Middle school can feel heavy, even when weâre not in a pandemic. Social issues and increasing academic rigor can create a pressure cooker. Letâs build curriculum that feels like a release. Teachers from the United Nations International School will share ideas for changing it up, including suggestions for units that engage and uplift: graphic novels, reviews of anything, film analysis, and humor.
Presenters: Nicole Ifi, United Nations International School Drew Murphy, United Nations International School
Audra Robb, United Nations International School Gina Voskov, United Nations International School
H.26 âNever Againâ Begins Here: Connecting the Holocaust to Local Communities
ROOM 252-A
Not a long time ago, in a country far away the Holocaust offers valuable social justice lessons here and now! Connect your communityâs story with the values of Holocaust education. In this interactive session, we will explore ways teachers can connect the events and lessons of the Holocaust to their own communities.
Presenters: Shanedra Nowell, Oklahoma State University
Amber Tilley, Northland Pines High School
H.27 Poetry Builds Empathy
andConnection: Using Harjoâs An American Sunrise in a CommunityWide Reading Program to (Re)Learn Native American History and Culture ROOM 209-A
Teachers from different schools in one city discuss their participation in a communitywide reading program based on Joy Harjoâs An American Sunrise: Poems. They reflect on how they used poetry to build empathy and connection specifically with Native American culture and history. They share activities and resources that supported their studentsâ understanding of people, place, and culture.
Presenters: Becky Calvert, Allegan Public Schools
Brooke Carbaugh, Hope College
Nancy Gately, Hope College
Karen Rowe, Black River Public School
Deborah Van Duinen, Hope College
Eric Wilkinson, West Ottawa Public Schools
H.28 Pro-Black Practices in Elementary Literacy Education ROOM 207-C


At a time when antiracist practices are challenged, this presentation shares pro-Black literacy practices from Kâ5th grade classrooms illuminating the work to broaden the curricular center as students grow in their historical, literary, and critical knowledge and abilities.
Presenters: Gloria Boutte, University of South Carolina
Eliza Braden, University of South Carolina
Susi Long, University of South Carolina
Kamania Wynter-Hoyte, University of South Carolina
H.29 Shining Light on the Experiences of Refugees, Migrants, and Exiles with Mohsin Hamidâs Exit West ROOM 205-A
This session will provide materials on the lived experiences and identities of refugees, immigrants, and exiles using Mohsin Hamidâs Exit West and how it shines light on the migrant experience.
Presenter: Mathew Arnold, Granada Hills Charter High School, âThe Humanizing Effect of Reading and Learning from Mohsin Hamidâs Exit Westâ
H.30 Sparkling Eyes vs. Standard-ized: Humanizing Language and Culture through Dramatic Inquiry ROOM 206-A
In this interactive session, we will work collaboratively to define humanizing education and teaching language and culture using drama. We will share how we use this multimodal approach in teaching students with various cultural-linguistic backgrounds to construct shared meaning. We motivate all learners to connect with the curriculum by bringing our studentsâ light and stories into the classroom.
Presenters: Brian Edmiston, The Ohio State University Myung-Jin Kim, The Ohio State University Katrina Webber, Dublin City Schools
H.31 Students in the Spotlight: Shining a Light on Students as Writers ROOM 251-B
In this interactive session, learn how two teachers from different districts spotlight student writers. Experience the joy of participating in writing groups to share and celebrate writing. Discover ways to spotlight student writers within and beyond the classroom. Collect and contribute to lists of contests, writing group resources, and concrete ideas to celebrate student writers.
Presenters: Amy Bouch, Chartiers Valley Middle School
Carol Frow, Belle Vernon Area School District
H.32 Taking the âUghâ Out of Summer Reading ROOM 203-A
Would you love to extend your independent reading practices into the summer, but dread the idea of summer reading assignments? Come learn practical ideas to transform your summer reading initiatives to include student choice, diverse texts, extension workshops and field trips, and creative ways to connect the reading to authentic tasks when students return in the fall.
Presenter: Sarah Gray, Greene Central High School
H.33 Teaching and Teacher Education in Pandemic Times
ROOM 252-C
This session explores the challenges prospective and early career teachers face while teaching during the COVID-19 pandemic, how teacher educators are working to meet their unique needs, and the implications these experiences hold for the future of English teacher education.
Presenters: Dallas Allen, University of Memphis, âEmerging Pedagogies of Care in ELA Classrooms: Rethinking Teacher Candidacy during the COVID-19 Pandemicâ

Michelle Commeret, University of Florida, âPreparing Pandemic Preservice Teachers for Equity Pedagogy: One ELA Practitionerâs Perceptions as Both University Instructor and Emergent Teacher Mentorâ
Janine Davis, University of Mary Washington, âSeeking the Light: Supporting Preservice Teachersâ Literacy Practicum Experiences within and beyond a Pandemicâ

Wideline Seraphin, University of Texas at Arlington, âEmerging Pedagogies of Care in ELA Classrooms: Rethinking Teacher Candidacy during the COVID-19 Pandemicâ
Melissa Wells, University of Mary Washington, âSeeking the Light: Supporting Preservice Teachersâ Literacy Practicum Experiences within and beyond a Pandemicâ
H.34 Teaching with the 2022 Charlotte Huck and Orbis Pictus Award Books ROOM 204-A
Sponosred by the NCTE Charlotte Huck Award and the NCTE Orbis Pictus Award Donât miss this interactive childrenâs literature session! The authors, illustrators, and committee members of the 2022 Charlotte Huck and Orbis Pictus Book Awards will host roundtable conversations with participants about lesson ideas, discussion strategies, and cross-curricular uses for the 2022 winning titles. Bonus: All participants are eligible for signed books!
Presenters: Eliza Braden, University of South Carolina Donna Bulatowicz, Montana State University, Billings Dahlia Constantine, Teachers College, Columbia University
Suzanne Costner, Fairview Elementary School Cecilia Espinosa, Lehman College, CUNY Holly Johnson, University of Cincinnati Sophie Ladd, University of Nevada, Las Vegas Darius Phelps, Teachers College, Columbia University JoAnne Powless, Onondaga Nation School Sanjuana Rodriguez, Kennesaw State University
H.35 The Everyday Joy in AAPI Books: How Light-Filled Themes Can Bring Connection to Readers ROOM 208-B
During a time when marginalized communities are often targeted for their everyday differences, books that celebrate everyday AAPI joy bring the light by helping readers discover the full humanity of people. Join this engaging panel to explore stories focused around friendship, family, and everyday AAPI culture as we brainstorm meaningful ways and activities to connect students to these themes.
Session Chair: Anna Gotangco Osborn, Educator, Reading Specialist
Presenters: Debbi Michiko Florence, Scholastic Jessica Kim, Penguin Young Readers Minh LĂȘ, Random House Anna Gotangco Osborn, Educator, Reading Specialist Mae Respicio, Random House Childrenâs Books
H.36 The Intersection of Literacy, Sport, Culture, and Society
ROOM 213-CD
This roundtable session invites attendees to explore contemporary literacies and diverse teaching practices by using sports content and an examination of sports culture to create learning environments that empower students to think critically about issues impacting the world around them.
Session Chairs: Alan Brown, Wake Forest University Luke Rodesiler, Purdue University Fort Wayne Keynote Speakers: Sarah Donovan, Oklahoma State University
Stacey Joy, Baldwin Hills Elementary Pilot and Gifted Magnet School, Los Angeles, CA Padma Venkatraman, Penguin Roundtable Leaders: Crystal L. Beach, Union County High School, âStories of Sport: Critical Examinations by and Opportunities for Students to Shineâ
Alan Brown, Wake Forest University, âWhat Do We Want for Our Children? Considering the Trials and Tribulations of Youth Sports through Letter Writingâ
Erica Caasi, University of Colorado Boulder, âThe Ideological Positioning of Simone Biles and Serena Williams in Nonfiction for Children and Young Adults: Implications for Teachingâ
Anthony Celaya, Western Washington University, âTroubling Youth Football Documentaries: Investigating Community Cultural Wealth in We Are: The Brooklyn Saintsâ
Katherine Cramer, Wichita State University, âMovement Is My Therapy: The Healing Power of Sportâ
Bryan Ripley Crandall, Fairfield University, âSport of the Arts: toward Equity, Justice, and Literacy through Pageantryâ
Chris Crowe, Brigham Young University, âA Long Look Back: What Some YA Sports Classics Say about Todayâ
Rebekah Degener, Minnesota State University, âSports (Counter)stories: Using Sports Picture Books to Create Space for Elementary Studentsâ Counterstoriesâ
Makenzie Emily, Indiana University Southeast, âShining a Light on Teammate âSportsmanshipâ: Examining Bullying in Athletics through Winger, Michigan vs. The Boys, and Other YA Literatureâ
Katherin Garland, Santa Fe College, âUsing Critical Media Literacy to Shine a Light on Diverse Interpretations of Colin Kaepernickâs Athletic Activismâ
William Gerchick, Phoenix College, Paradise Valley Community College, Metro Tech High School, âI-Search LSCS: ELA Research Projects, from Creating Individualized Athlete Offseason Training Plans to Exploring Topics of Literacy, Sport, Culture, and Societyâ
Wendy Glenn, University of Colorado Boulder, âThe Ideological Positioning of Simone Biles and Serena Williams in Nonfiction for Children and Young Adults: Implications for Teachingâ
Christian Z. Goering, University of Arkansas, Fayetteville, âCritical Media Literacy, Critical Race Theory, and Scholastic Sport amid the COVID-19 Pandemicâ
Jason Griffith, Penn State University, âTroubling Youth Football Documentaries: Investigating Community Cultural Wealth in We Are: The Brooklyn Saintsâ Alice Hays, California State University, Bakersfield, âSport of the Arts: toward Equity, Justice, and Literacy through Pageantryâ
Mark A. Lewis, James Madison University, âSociopolitical Themes in Sports-Related Graphic YA Memoirs and Biographiesâ
Steffany Comfort Maher, Indiana University Southeast, âShining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novelsâ
Alex Maher, Indiana University Southeast, âShining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novelsâ
Ewa McGrail, Georgia State University, âDisability and Sports in the Friday Night Lights TV Seriesâ
J. Patrick McGrail, Jacksonville State University, âDisability and Sports in the Friday Night Lights TV Seriesâ
Joan Mitchell, Wake Forest University, âWhat Do We Want for Our Children? Considering the Trials and Tribulations of Youth Sports through Letter Writingâ
Tamara N. Moten, The University of Georgia, âUsing Critical Media Literacy to (Re)Present Black Women in Gymnasticsâ
David Pegram, Paradise Valley Community College, âGreat Moments in Sports History: An Effective Approach to Teaching Research in the ELA Classroomâ
Alicja Rieger, Valdosta State University, âDisability and Sports in the Friday Night Lights TV Seriesâ
Luke Rodesiler, Purdue University Fort Wayne, âSociopolitical Themes in Sports Related Graphic YA Memoirs and Biographiesâ
Shelly Shaffer, Eastern Washington University, âShining Light on Athletes as Activists: The Role of Activism in Why We Fly and Other YA Sports Novelsâ
Paul Thomas, Furman University, âCritical Media Literacy, Critical Race Theory, and Scholastic Sport amid the COVID-19 Pandemicâ
Benjamin K. Woodcock, Okemos High School, âWhat It Takes to Be the âFittestâ and âSurviveâ in Literature, School, Sports, and Medicineâ
H.37 The Light Is On in Our Souls for the Power of Story: Telling, Sharing, and Amplifying Why Story Matters in Todayâs World ROOM 204-B
Sharing a new dawn of empathetic justice work within reading and writing instruction, this team of literacy leaders and authorsâAllyn, Beers, Charles, Laminack, Manzano, Morrell, and Muhammadâwill demonstrate storypower strategies and a path toward celebrating our shared humanity, and storytelling in our studentsâ languages, voices, and perspectives.
Session Chair: Kylene Beers, Beers.Probst Consulting
Presenters: Pam Allyn, Independent
Lester Laminack, Author
Ernest Morrell, University of Notre Dame Gholnecsar (Gholdy) Muhammad, University of Illinois Chicago
Tradebook Authors/Illustrators: Tami Charles, Scholastic Bryan Collier, Scholastic


H.38 The Living Legacy of the Black Panther Party: A BPP Alumni and Cub Multimedia Curriculum Collaboration
ROOM 210-A
This panel screens a short film and showcases curriculum documenting Black Panther Party Alumni and Cubsâyoung adult children and grandchildren of original members of the Black Panthers (many of whom are now English and Social Studies teachers)âcontemporary organizing around critical education, food insecurity, housing, and medical needs in school communities across three Northern California cities.
Presenters: Dale Allender, California State University, Sacramento
Melissa Charles, Neighbor Program
Jordan McGowan, Neighbor Program
Billy X, Black Panther Party Alumni Association
Amir Whitaker, ACLU Southern California
H.39 Theyâre Not Too Young! Guiding Early Elementary Students through Difficult Conversations
ROOM 206-B
When firmly established, a culture of student voice is putting students in charge of how they learn. This session will focus on using multimodal methods such as art, read-alouds, and movement to establish routines and protocols around class discussions. When regularly implemented, young learners can cultivate their own and each otherâs sueĆos through classroom talk.
Presenters: NelĂda Pagan, New York City Department of Education
Aramis Soler, New York City Department of Education
H.40 Toward a Social ClassâVisible ELA ROOM 210-B
Social class remains one of the most invisibleâ yet one of the most salientâfacets of schooling and ELA learning. To address this gap, this panel will feature examples of a financial literacy unit culminating in student-produced âzines; treatments of social class and place in YAL; and cultural approaches to social class.
Session Chair: Sophia Sarigianides
Presenters: Antonia Moore, Agawam Junior HIgh School Chea Parton, The University of Texas at Austin Sophia Sarigianides
Respondent: Amanda Haertling-Thein, University of Iowa
H.41 Translanguaging in and across Global Contexts with Elementary Students and Texts

ROOM 213-B
Paper one presents translanguaging as a transformative and sustaining approach to teaching and learning with newcomer and emergent plurilingual students. Paper two discusses Kâ5 (kindergarten) students in Colombia, exploring the studentsâ English usage without teacher prompting and the role of translanguaging in supporting communication and engagement during the implementation of a play-based learning unit. Paper three considers how students connect global issues across texts in translation.
Presenters: Carolina Torrejon Capurro, Arizona State University, Tempe, âSupporting Language and Literacy Development of Bilingual Learners through Play-Based Learningâ
Alison Dover, California State University Fullerton, âUsing Translanguaging to Transform Teaching and Sustain the Sueños of Plurilingual Studentsâ
Paula GarcĂ©s, The Columbus School, âSupporting Language and Literacy Development of Bilingual Learners through Play-Based Learningâ
Lindsey Moses, Arizona State University, Tempe, âSupporting Language and Literacy Development of Bilingual Learners through Play-Based Learningâ
Fernando Rodriguez-Valls, California State University Fullerton, âUsing Translanguaging to Transform Teaching and Sustain the Sueños of Plurilingual Studentsâ
H.42 Translanguaging Pedagogy, Independent Reading, and Conferring: Supporting Students in Pursuing Their SueĆos ROOM 207-A



We introduce a framework for conferring during Independent Reading that, in concert with a translanguaging pedagogy, centers emergent bilingual students and humanizes reading instruction. We illustrate how these practices set the stage for students to âfall so in love with [their] own language and [their] own literacy practices so that no one can tell [them] who [they] are.ââGholdy Muhammad
Session Chair: Carl Anderson, Teachers College Reading and Writing Project, Columbia University
Presenters: Pia Persampieri, City School District of New Rochelle/Hunter College
Hannah Schneewind, Trusting Readers, LLC
Jennifer Scoggin, Trusting Readers LLC
H.43 Using Our Light to See Our Way through Extraordinary Circumstances: Voice, Equity, and Creativity ROOM 202-A
Teachers from a small New York City school, upon returning to live teaching after more than a year of remote teaching, share practices that help students navigate issues around identity, mental health, and creativity. Special attention is given to encouraging and promoting voice for often underrepresented and marginalized voices.
Session Chair: Chantal Francois, Towson University Presenters: Jennifer McLaughlin Cahill, East Side Community High School, âNaming and Reframing Our Obstacles to Bring Light to Ourselves and Othersâ Kim Kelly, East Side Community High School, âCreative Exploration of Voiceâ
Nailah Moonsammy, New York City Department of Education, âNaming and Reframing Our Obstacles to Bring Light to Ourselves and Othersâ
H.44 Using Visual Re-Presentations to Interrogate Social Justice Issues
ROOM 252-B
This panel examines how visual and visualization methods can facilitate understanding bias and issues of social justice.
Presenters: Geraldine Balzer, University of Saskatchewan, â(Re )Envisioning Picture Books for Equity and Social Justice in Teacher Education: Pursuing the Light through a Pedagogy of Discomfortâ

Eleni Louloudi, Bielefeld University, â(Re )Envisioning Picture Books for Equity and Social Justice in Teacher Education: Pursuing the Light through a Pedagogy of Discomfortâ
H.45 âVisit Our City!â: From DocumentBased Questions to Multimodal Culturally Relevant Social Studies and Literacy Integration





ROOM 251-A
This presentation centers a culturally relevant approach to SS and ELA curricula within and beyond the fourth grade. The presenters examine how to move curricula from documentbased questions toward more literacy-focused and culturally relevant aims before offering unit plans, essential questions, teaching activities, and paired resources for participants to adapt to their own curricular context.
Presenters: Rachel Kenney, Doña Ana Elementary Mary Neville, New Mexico State University Rhianna Thomas, New Mexico State University
H.46 We Are America: Narratives, History, & Identity ROOM 205-B
How do you define "American"? Through the We Are America Project, we explore and expand definitions while shining a light into the darker spaces of history and identity. We ponder the cycle of socialization and how it impacts our "windows and mirrors." By reading, listening, and writing, we are empowered to write authentic narratives about our American Identity.
Presenters: Jessica Lander, Lowell High School, âWe Are America: Narratives, History, and Identityâ
Florence Scott, Hawaii Technology Academy, âWe Are America: Narratives, History, and Identityâ
H.47 When I Get My Superpowers: How Black Stories Can Spark Joy, Healing, and Center Black Students ROOM 208-A
This session features origin stories to harness the joy and trauma of studentsâ lived experiences as well as the Counter Fairy Tales model to use with Black female students to center Black Hair stories.
Presenters: Melissa Hughes, Michele Clark High School, ââWhen I Get My Superpowers...â How a Multimodal Origin Story Unit Can Spark Joy, Healing, and Center Black Studentsâ Storiesâ
Kelli Rushek, Miami University, ââWhen I Get My Superpowers...â How a Multimodal Origin Story Unit Can Spark Joy, Healing, and Center Black Studentsâ Storiesâ
Jemimah Young, Texas A&M University, âCentering our (Hair)Stories: Utilizing the Counter Fairy Tales (CFT) Model and Black Hair to Drive Critical Literacy in English Classrooms for Black Girlsâ
H.48 #Why Middle MattersâIlluminating the Middle: Speculative Fiction as Healing, Joy, and Justice
ROOM 205-A
Sponsored by the NCTE Middle Level Section



In this interactive session, you are invited to learn about how to teach speculative fiction (i.e., fantasy, science fiction, and horror) as a tool for healing, joy, and justice. Featuring Ebony Elizabeth Thomas and Stephanie Toliver, session attendees will have the opportunity to work with mentors to brainstorm their own activities for the classroom.
Presenters: Alex Corbitt, Boston College
Sonam Shahani, NCTE Middle Level Steering Committee
Ebony Elizabeth Thomas, University of Michigan
Stephanie Toliver, University of Colorado Boulder
H. 49 Poster Sessions
ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR
Poster 1ââOrange Shirt Dayâ College and Community Event
On September 30, 2021, educators from two Massachusetts community colleges hosted an âOrange Shirt Dayâ virtual event to honor survivors of the Indian Residential Schools, where the motto was to âKill the Indian, Save the Man.â Speakers included Navajo Nation Poet Laureate Laura Tohe and Wampanoag instructor Durwood Vanderhoop. The event furthers our mission to decolonize the curriculum.
Presenter: Stacie Charbonneau Hess, Bristol Community College
Poster 2âAdult Fandoms and the Pursuit of Authentic Engagements with Texts on Social Media
In a time when the dark areas of social media are at their apex, it is refreshing to pursue welllit spaces infused with the complexities of adult readers participating in adult digital affinity groups. The behaviors of these adult readers may inform K-12 teachers about authentic engagements with texts.
Presenter: Marva Solomon, Angelo State University
Poster 3âAn Autoethnographic Inquiry of International Studentsâ Participation Experience in College Class Discussions: A Classroom Participation Freedom Perspective
The qualitative study is to explore international studentsâ (3 Chinese graduate students pursuing a PhD degree) own perceptions of participating experience in academic class discussions when English was not their mother tongue in a Midwestern university with a theoretical framework of âfreedom of classroom participation.â
Presenters: Yuan Cao, Saint Louis University
Ning Guo, Saint Louis University
Zibin Wang, Northwest Minzu University
Poster 4âHumanizing the College Writing Classroom Experience with Mindful Reading
Humanize first-year composition curricula and instruction by adding nonfiction book projects. Mindful reading of diverse nonfiction books in the college writing classroom teaches students to read texts rhetorically, reflect on their reading, and transfer their learning. This poster will present data collected during a semesterlong reading and writing project.
Presenter: Kristina Bybee, Arizona State University
Poster 5âPreparing Preservice Teachers to Be Literacy
Lighthouse Keepers with Empathy and Joy: How We Developed a Literacy After-School Club during a Pandemic
Learn how our faculty/practitioner partnership designed and supported future teachers and children in poverty. A nerdy professor and passionate reading specialist team teach newbies how to illuminate literacy with love, light, belonging, creativity and fun, thus increasing reading motivation, connection and parental involvement.
Presenters: Jennifer Botello, Missouri Western State University
Lillian Muller, Missouri Western State University
Taylor Nigh, Missouri Western State University
Susan Wilson, St Joseph School District, St. Joseph, MO
Poster 6âPursuing the Light in Classroom Texts through Teachersâ Perceptions of Self-Determination: Presentation of Research Poster Presentation
This poster presentation will present the findings of my dissertation study, conducted from May 2021 through November 2021, which sought to understand the influences of teaching experience on perceptions of self-determination (autonomy, competence, and relatedness) on 7th- through 12th-grade English language arts teachersâ text selection decisions.
Presenter: Julianna Lux, Dorman Freshman Campus
Poster 7ââDo Your Homeworkâ: A Collective Case Study of Educatorsâ Experiences with Book Challenges
Research suggests the fear of a challenge prompts some educators to preemptively censor books, and censorship undermines studentsâ right to read. However, studies about educators who have been involved with book challenges are limited. What is a book challenge really like? This collective case study tells the stories of six educators who have been confronted with censorship.
Presenters: Sebastian Cherres, University of North Georgia
Danielle Hartsfield, University of North Georgia Sue Kimmel, Old Dominion University
H.50 âI Have So Much More to Sayâ: Alternative Assessment with English Learners in Secondary Classrooms ROOM 261-A
This roundtable will share experiences using authentic assessment strategies with English Learners (ELs) in secondary ELA classrooms. Participants will have an opportunity to practice the strategy (a Brown Bag Exam), receive examples, materials, discuss ideas and receive feedback for their own classrooms and contexts.




Presenters: Denise Ousley-Exum, University of North Carolina, Wilmington
Eleni Pappamihiel, University of North Carolina, Wilmington
HI.01 High School MattersâLearning Liberated: Reading, Writing, and Discussion Grounded in Multimodal Pedagogies
ROOM 253-A
Sponsored by the NCTE Secondary Section
The Secondary Section Steering Committee is delighted to announce this yearâs HSM session: Learning Liberated: Reading, Writing, and Discussion Grounded in Multimodal Pedagogies. Join us for a handson session where we dive into supporting student success and joy through multimodal teaching and assessment. Participants will engage in meaningful learning and conversations about centering critical pedagogy and culturally responsive teaching into their classrooms. Speakers include Melissa Smith (#teachlivingpoets), Susan Barber (#muchadoaboutteaching), Scott Bayer (#thebookchat), Joel Garza (#thebookchat), Matthew Kay (author of Not Light, But Fire), and Phiona Lloyd-Henry (Education Chair, Jamaican Canadian Association). The keynote speaker is Angeline Boulley, author of Firekeeperâs Daughter.
Session Chair: Lisa Scherff, Community School of Naples
Keynote Speaker: Angeline Boulley, Macmillan Childrenâs Publishing Group

Presenters: Susan Barber, Midtown High School, Atlanta, GA
Scott Bayer, Richard Montgomery High School
Joel Garza, Greenhill School, Addison, TX
Carol Jago, University of California, Los Angeles
Matthew Kay, Stenhouse Publishers
Phiona Lloyd-Henry, Education Chair, Jamaican Canadian Association
Melissa Smith, Lake Norman Charter High School, Huntersville, NC
Secondary Section Steering Committee Members:
Layla Aldousany, North Carolina School of Science and Mathematics, Durham
Susan Barber, Grady High School, Atlanta, GA
Angela Moore, Richmond, VA
Josh Thompson, Blacksburg, VA
3:30â4:45 P.M.
I.01 A Call to Reform and Sustain: Highlighting the Voices of Young Climate Activists âGetting Realâ
ROOM 253-BC
Sponsored by the ELATE Commission on Climate Change and the Environment in English Education (E3C3)




Have you ever wondered what your students wish they could learn about climate justice? Meet youth members of the Climate Reality Project to listen to the voices and stories of young people who use reading and writing to disperse light and promote change. Attendees will also find out how to create standards-based integrated science/literacy units that engage students in eco-activism.
Presenters: Kathryn Allen, University of Wisconsin, Oshkosh
Caitlin Cooper, Climate Reality Project
Margo Finlayson, Climate Reality Project
Ariane Jong, Climate Reality Project
Pam Jones Kamp, Climate Reality Project
Sky Keyoung, Climate Reality Project OC
Linda Kraemer, Climate Reality Project
Catherine Lammert, Texas Tech University
Tula Larsen, Climate Reality Project
Tristin Miller, Climate Reality Project
David Marrett, Climate Reality Project
ROOM 251-C
This presentation explores rural-serving teachersâ engagement with To Kill A Mockingbird. Following a unit on culturally sustaining pedagogy, teachers created learning activities premised in abolitionist pedagogy. Presenters share artifacts that will assist teachers and teacher educators in facilitating a critique of the novelâs perpetuation of White supremacy.
Presenters: Ashley Benoit, University of North Carolina at Pembroke
Joe Sweet, University of North Carolina at Pembroke
I.03 Accessing Light: Preparing Content Area Teachers for Socially Just/ Social Justice Teaching through Disciplinary Literacy in Linguistically Diverse Classrooms
ROOM 251-B
All teachers must create linguistically inclusive classrooms that give students access to content and language needed to achieve their dreams. Content area literacy faculty and social studies and science teachers will engage participants in demonstrations and discussion while sharing resources that can be adapted for teacher education, secondary content areas, ESOL, and professional development.
Session Chair: Cheryl North, University of Maryland, Baltimore County
Presenters: Amy Axline, Seneca Valley High School
Kimberly Feldman, University of Maryland, Baltimore County
Sayre Posey, Northwest Middle School
I.04 Advocating for Young Adult Literature in Politically Divided Times: Creating Alliances to Face the Challenges ROOM 264-BC
How might teachers strategically defend the use of YA literature in schools? In this session teachers and YA authors will share stories, identify shared experiences and values, and identify strategies to change the popular narrative about why YA literature matters.
Presenters: Jennifer Buehler, Saint Louis University Cathy Fleischer, Eastern Michigan University Tradebook Authors/Illustrators: Jerry Craft, HarperCollins
George M. Johnson, Macmillan Malinda Lo, Penguin Meg Medina, Candlewick Press Nic Stone, Author
I.02
A Critical Analysis of Whiteness in To Kill a Mockingbird: Exploring Rural-Serving Inservice ELA Teachersâ Engagement with Culturally Sustaining Pedagogy
I.05
Agents of Light: Reaching Adolescents in Crisis through the Toe Tag Monologues and Young Adult Literature
ROOM 209-A
Focusing on diverse youth, the Toe Tag Monologues address youth trauma that often results in deaths of marginalized students. This roundtable session provides strategies for using monologues and drama with young adult literature to develop ELA skills, social justice, and equity, empowering students to confront bullying, violence, marginalization, and neglect.
Presenters: Morgan Jackson
Steffany Comfort Maher, Indiana University Southeast
Gretchen Rumohr, Aquinas College
Shelly Shaffer, Eastern Washington University
R. Byron Stringer, Vision Theatrical Foundation Inc.
Tradebook Authors/Illustrators: e. E Charlton-Trujillo, Candlewick

Chris Crutcher, HarperCollins
Matt de la Peña, Penguin
Ellen Hopkins, Penguin Publishing Group
William Konigsberg, Arizona State University Padma Venkatraman
I.06 Changing the Narrative, Reimagining the Curriculum: Light for Marginalized Voices
ROOM 212-B
Sponsored by the NCTE Asian American Caucus
This presentation illuminates how texts representing marginalized perspectives can push back on dominant narratives in classrooms. Participants will leave with a greater awareness of potential pitfalls when âdiversifyingâ curriculum and reflect on their practices to consider how they can mindfully broaden the spectrum of light to center diverse voices.
Session Chair: Betina Hsieh, California State University, Long Beach
Presenters: Grace Choi, Fairfax County Public Schools
Diana Liu, Teachers College, Columbia University
Tien Pham, Northwestern Pennsylvania Collegiate Academy
Norman Sales, Farrington High School
I.07 Choice as a Beacon to Authentic Reading ROOM 201-B
Teachers know the value of choice in our classroom, and we also know that engaging students in authentic choice reading can be challenging. Attendees will engage with a variety of tools for implementing choice in creating a reading community with their students and walk away with resources to successfully incorporate choice reading in their classrooms.
Session Chair: Kelly Herrera, Buena High School
Presenters: Jori Krulder, Paradise High School
Kristin Runyon, Charleston High School
I.08 Creating Equitable Classrooms: Inclusivity, Trauma-Informed Pedagogy, and Labor-Based Grading ROOM 210-A
Students from traditionally marginalized groups face many pressures. David Ornelas, Eirein Gaile Harn, and Gabriel Garcia will discuss three strategies cultural inclusivity, trauma-informed teaching, and labor-based grading and how weâve implemented them in our first-year writing classrooms to combat some of the pressure on students.
Presenters: Eirein Gaile Florendo, San Diego State University
Gabriel Garcia, University of New Mexico David Ornelas Jr., San Diego State University
I.09
Critical and Culturally Responsive Literacy Instruction across Local and Global Classroom Contexts
ROOM 252-A
This session highlights innovative approaches to studentâ critical literacy development. Paper one offers a guided approach to Culturally Responsive Reading. Paper two shares activities that can deepen PST's knowledge and comfort in teaching critical literacy in a field placement. Paper three explores how teachers in a rural primary school on the Eastern Cape of South Africa engage in community mapping to honor and build upon their studentsâ and communityâs assets.
Presenters: Helen Bentely, Purdue University, ââThe Action Part Is Really Importantâ: Learning to âDoâ Critical Literacy and Antiracism in Kâ5 Classrooms through Interactive Read-Aloudsâ


Fay Mentzer, Purdue University, ââThe Action Part Is Really Importantâ: Learning to âDoâ Critical Literacy and Antiracism in Kâ5 Classrooms through Interactive Read-Aloudsâ
Christy Wessel Powell, Purdue University, ââThe Action Part Is Really Importantâ: Learning to âDoâ Critical Literacy and Antiracism in Kâ5 Classrooms through Interactive Read-Aloudsâ
Durthy Washington, US Air Force Academy (Retired), âCulturally Responsive Reading: What It Is and Why It Mattersâ
Rooting
ROOM 201-C
More so than ever before, we live in a multimodal world; it simply just makes sense that we base our curriculum in the lived experiences of our students.This panel is about transforming the boundaries of literacies by writing through civic discourse in different modes to increase authenticity and high road transfer. Studentsâ inner lights guide their pens and keystrokes in beautiful permanence.
Presenters: Dianna Bellian, Arizona School for the Arts
Teresa Layden, Arizona School for the Arts
Ginette Rossi, Arizona State University
I.11 Early Career ELA Teachers Subverting âBack to Basicsâ Instruction to Include Innovative, Equitable, Antiracist ELA Instruction during the Global Pandemic ROOM 201-A
ELA teaching during the global pandemic has been spurred by the notion of âback to basicsâ Eurocentric literature, rote learning, and uninnovative instruction. This panel illuminates how four early career ELA teachers subverted the âback to basicsâ push to decenter Whiteness to offer critical, relevant, and innovative antiracist instruction.
Presenters: Kedibona Ochs, Gateway High School, Aurora Public Schools
Elizabeth Petersen, Clear Creek Amana Community School District
Tiphany Phan, Cedar Rapids Community School District Kelli Rushek, Miami University
Abigail Suiter, Cedar Rapids Community School District
I.12 ELATE Membership Meeting and Social Hour ROOM 258-B

Sponsored by English Language Arts Teacher Educators (ELATE)
All those interested in shaping English language arts teacher education are invited to attend this membership meeting and social to mingle with representatives from English education programs nationwide and prospective English education graduate students and PhD candidates.
Session Chair: Latrise Johnson, University of Alabama
Presenters: Nadia Behizadeh, Georgia State University
Tamara Butler, College of Charleston
Cati V. de los RĂos
Antero Garcia, Stanford University
Maria Hernandez Goff, Renton School District
Lindy Johnson, William & Mary, Williamsburg, VA
Jung Kim, Lewis University
Keisha McIntosh Allen, University of Maryland, Baltimore County
Nicole Mirra, Rutgers University
Respondents: T. Philip Nichols, Baylor University
Darius Phelps, Teachers College, Columbia University
Stephanie Robillard, Stanford University
Luke Rodesiler, Purdue University, Fort Wayne
Melanie Shoffner, James Madison University
Nicole Sieben, SUNY Old Westbury
I.10
Dreaming in Protest:
Discourse in Civic Literacy to Disrupt Mono-Modal Methods in Secondary ELA Classroom
I.13 Finding Light in the Never-Ending ShadeâWriting Practices for Joy and Rejuvenation ROOM 204-C
Sponsored by the National Writing Project
In this session, National Writing Project teacher leaders, directors, and scholars share innovative, equitable, and culturally/historically responsive writing instruction created for diverse student populations during the pandemic. Tables offer powerful lessons on writing to support emotional well-being and community.
Session Chairs: Bryan Ripley Crandall, Fairfield University
Jessica Early, Arizona State University
Presenters: Elyse Eidman-Aadahl, National Writing Project
Kimberly Herzog
Kristin Lessard, Weir Farm NHP - National Park Service
Barbara Robbins, Staples High School
Mary Sawyer, SUNY at New Paltz
Fola Sumpter, Harding High School
Roundtable Leaders: Tanya Baker, National Writing Project
Amber Curlee, Arizona State University
Elyse Eidman-Aadahl, National Writing Project
Michelle Glerum, Arizona State University
Susan James, University of West Florida
Rich Novack, Fairfield Warde High School
Tonya Perry, University of Alabama at Birmingham
Kelly Sassi, Northern Michigan University
Carla Truttman, Northern California Writing Project
I.14 Fire and Words: Igniting Equitable Writing Instruction ROOM 202-A
Equitable writing instruction sparks studentsâ best work. Drawing on scholarship that centers agency, process, and community, this panel explores pedagogical approaches that support all students in achieving their goals while igniting their passion for writing. Presenters share practical strategies for embedding choice, dialogue, and feedback in the writing classroom.
Presenters: Jennifer Fletcher, California State University, Monterey Bay
Matthew Johnson, Ann Arbor Public Schools
Matthew Kay, Stenhouse Publishers
Sarah Zerwin, Fairview High School
I.15
From Will to Skill and Back Again: Re-Energizing Kids for Their Journey Forward ROOM
204-B
Join us as we share our excitement at all that might come next. Focusing on the critical importance of empowering students, celebrating their strengths, and helping them develop needed reading and writing skills, weâll show you how we encourage kids to rethink their reading, revise their writing, and return to talk as they read responsively and responsibly and write persuasively.
Session Chairs: Kylene Beers, Beers.Probst Consulting Penny Kittle, Plymouth State University
Presenter: Bob Probst, Georgia State University
Respondent: Linda Rief, University of New Hampshire
S M E MI.16 Goals vs. Vision: Choosing a Framework to Make the Dream of All Students Writing a Reality ROOM 205-A
In this lively debate, the presenters will argue the role of goal setting versus vision creation in writing instruction. They will explore ways that having clear, delineating goals can be inspiring for some, as well as how developing a meaning-based vision can be how others thrive. They will then share practical strategies that teachers can implement, regardless of framework chosen.
Presenters: Maria Cruz, Teachers College Reading and Writing Project, Columbia University Jennifer Serravallo, Heinemann
I.17
Helping Students Find Light by Reading and Writing Poetry
ROOM 203-A
Kids listen to music all the time, so why do they believe poetry is scary or dull? In this workshop, we will explore ways to build classroom community, unlock imagination, and understand craft. Participants will renew their excitement for finding light in poetry and take home four lesson plans for analyzing and writing poetry.
Presenters: Joanna Fox, Booker Middle School
Donna Heath, Booker Middle School
Carolyn âCarrieâ Perry, Florida Council of Teachers of English
Shirley Rutter, Weeki Wachee High School/FCTE PastPresident
I.18 Historyâs Heartache and Hope: Whatâs Known, Unknown, and Why It Matters
ROOM 208-B
This panel shines light on historyâs complexities, known and unknown, to explore power, confront injustice, and ignite response and advocacy. Three authors will discuss how their acclaimed nonfiction narratives tell stories of heartache and hope, and two middle school teachers will share strategies to invite, complicate, and extend how students find meaning and relevance in historical nonfiction.
Session Chair: Nancy Johnson, Western Washington University
Presenters: Scott Riley, Singapore American School
James Toney, Singapore American School
Tradebook
Authors/Illustrators: Candace Fleming, Scholastic


Kekla Magoon, Bloomsbury/Candlewick
Steve Sheinkin, Macmillan Childrenâs Publishing Group
I.19 Inseparable Links: Igniting a Whole Teacher Approach to Curriculum Design ROOM
TE
262-C
With a whole teacher approach in mind, participants explore the symbiotic connection between English and other disciplines as the basis for creating a curricular approach that results in transference and mastery of knowledge and skills. Using a variety of protocols, participants establish common ground and conceptualize content from new perspectives in a synergistic meeting of the minds.

Presenters: Kristine Cooney, Iconic Teaching Learning, LLC
Susan Sobehrad, Iconic Teaching and Learning LLC
I.20 Lights! Camera! Magic! Critical Theory in the Secondary Classroom through Encanto and Other Magical Texts ROOM 202-B
This hands-on panel brings together high school educator Lakisha Odlum and high school educator Sarah Richard to examine the ways in which the magic of the film Encanto can be used in the high school English classroom to provide a joyful, engaging, and fun entry point to critical theory for secondary students.
Presenters: Lakisha Odlum, New York City Department of Education
Sarah Richard, New York City Department of Education
I.21 Literacy Teaching in the State of Surveillance and the Implications on Literacy Teaching and Learning ROOM 213-B
Literacy educators and researchers discuss policy frameworks and the impact on literacy teaching and learning in elementary classrooms.
Presenters: Roberta Price Gardner, Kennesaw State University
Brian Kissel, Vanderbilt University
Sanjuana Rodriguez, Kennesaw State University
Michael Young, University of Minnesota, Duluth
I.22
Literature as a Lighthouse: Illuminating the Path beyond a Single Story ROOM 207-A


Weâll examine the importance of exploring a topic from multiple perspectives. Literature can serve as a beacon of light to expand studentsâ worldviews, disrupt stereotypes, examine biases, and seek truth and justice when we carefully curate multiperspective text sets and teach students to read with a critical lens. We will demonstrate practical teaching strategies and share multiperspective text.
Presenters: Katie Kelly, Furman University
Lester Laminack, Author Vivian Vasquez, American University
I.24 Mentor Texts as Lighthouses: Using Real-World Texts to Guide and Inspire Young Writers
ROOM 208-A
Mentor texts serve as beacons of light for writers who need guidance and inspiration. A mentor text can teach everything from punctuating a sentence to identifying which genre is best for communicating ideas to navigating a writing problem. Most important, mentor texts inspire writers to find their own voices by shining the light on mentor writersâ diverse backgrounds and perspectives.
Session Chair: Carl Anderson, Teachers College Reading and Writing Project
Presenters: Xochitl Bentley, Grover Cleveland Charter High School
Allison Marchetti, Heinemann Rebekah OâDell, St. Michaelâs School
I.25 Multimodal Text Sets of the Untold and Silenced Stories in Our Communities ROOM 213-CD
Kâ12 classroom teachers share their work in researching multimodal text sets to shine light on the untold and silenced stories in their communities. Through the lens of migration as a constant in history and a source of rich cultural and linguistic resources, teachers created text sets and engaged students in interactions and humanities research through the text sets.
Session Chair: Kathy G. Short, University of Arizona
Presenters: Carol Brochin, University of Arizona, âShining Light on the Untold and Silenced Stories in Our Communitiesâ
Lauren Clough, University of Arizona, âStrategies for Developing Multimodal Text Setsâ
Leah DurĂĄn, University of Arizona, âShining Light on the Untold and Silenced Stories in Our Communitiesâ
Loren Reyes, University of Arizona, âStrategies for Developing Multimodal Text Setsâ
Kathy G. Short, University of Arizona, âShining Light on the Untold and Silenced Stories in Our Communitiesâ
Deonna Tourtellot, University of Arizona, âStrategies for Developing Multimodal Text Setsâ
Roundtable Leaders: Zorayda Agus, San Carlos Unified School District, Arizona, âAsian Immigrants in Arizona and the USâ
Kevin Anderson, Stanford University, âExploring AfroLatinidad Culture, History, and Identityâ
Christina Bustos, Mesa School District, AZ, âCreating Space for Multimodal Text Setsâ
Carissa Delgado, Cumberland County Schools, NC, âFood Voices: Connecting Culturesâ
Rick Froehbrodt, Franklin Elementary STEAM Magnet School, San Diego, âContributions of Indigenous Peoples of Southern Californiaâ
Rebecca Guerrero, Young Womenâs STEAM Research and Preparatory Academy, âPerilous Crossings: Immigrants at the US/Mexico Borderâ
Madison Loya, Borton Magnet School, Tucson, âHistory and Culture of the Southwestâ
Patricia Vazquez, Columbus Spanish Immersion Academy, Ohio, âVoices in Transition: Arrival Stories Then and Nowâ
Richard Zamorano, Sunnyside School District, Tucson, âThe Tohono Oâodhamâ
I.26 Navigating Trauma in the English Classroom
ROOM 201-D
Trauma disrupts, disorients, and displaces; it makes a mess. When trauma occupies the literature we teach, the bodies of our students, and the writing that we share, teachers of English must find a way to see the lint in the light, to open the windows, to ventilate and mask, to read the room. This panel intimately braids theory, praxis, and healing through presentation and demonstration.
Presenters: Kristen Park Wedlock, Georgian Court University
Adam Wolfsdorf, Bay Ridge Preparatory High School/ New York University
I.27 Power of Persistence ROOM 207-B
Our author panel helps educators learn how to use childrenâs literature to integrate social and emotional learning into the classroom through exercises including how to create a character who demonstrates persistence. This panel offers ideas on how we, much like the characters in stories we love, can support each other as we persist through moments of darkness and grow toward light.
Presenters: Reese Eschmann, Simon & Schuster
Nancy Tandon, SCBWI
Sonja Thomas, Aladdin/Simon & Schuster Jenna Yoon, Simon & Schuster
I.28 Practically Teaching: Master Teachers Pass the Torch and Light the Way
ROOM 251-A
Dismayed by declining numbers of teacher candidates at a local university, several master teachers discuss how they create professional mini-conferences and symposia to recruit potential teacher candidates and to illuminate the strategies and techniques of expert educators. These teachers explain how they shine a light that inspires potential teachers to explore the field and find joy.
Presenters: Tamara Empson, University Laboratory School
Matthew Lavergne, University Laboratory School
Candence Robillard
I.29 Pursuing the Light with PlaceBased Writing: Finding Meaning and Authenticity in the World Outside the Classroom ROOM 211-A
Focused on place-based writing strategies, this session explores ways of getting students out of the classroom and writing about the world beyond school. Participants will learn about the benefits of place-based writing and approaches for facilitating it. They will also have the chance to consider opportunities in their own school communities.
Presenters: Amanda Montgomery, Park Street Elementary School
Robert Montgomery, Kennesaw State University
I.30 Rethinking Collaboration: Youth Participatory Action Research and the Enactment of Educational Solidarity


ROOM 263-A
This panel presentation features youth participants and adult allies from two community-based programs grounded in Youth Participatory Action Research (YPAR). Dedicated to eradicating educational injustice through youth-led social change, these programs engage critical, multimodal, and participatory literacies to facilitate healing and build collective power between young people and adults.
Session Chair: Karen Zaino, CUNY Graduate Center
Presenters: Limarys Caraballo, Teachers College, Columbia University
Marissa Desir
La'Chelle Gaillard
Madeline Lopez Rosario Tamar Shoshan
Ari Sussman, Students and Educators for Equity Wena Teng
Mijin Yeom
Respondent: Danny Martinez, University of California, Davis
I.31 Shining a Light in the Dark: Addressing Missing African and Puerto Rican Representations in the ELA Classroom through Critical Multiculturalism
ROOM 209-B
This panel provides attendees with context, text recommendations, and strategies for choosing and teaching authentic multicultural texts for children from Africa and Puerto Rico. We examine authentic stories of communities and their contributions in all their multiplicities to counter misrepresentations and disrupt misunderstandings that have the potential of becoming master narratives.
Session Chair: Jocelyn Amevuvor, Pennsylvania State University
Presenters: Phoebe Quaynor, Pennsylvania State College
RenĂ© M. RodrĂguez-Astacio, California State University, Fresno
Yamil SĂĄrraga-LĂłpez, California State University, Fresno
Respondent: Jason Griffith, Pennsylvania State University
I.32 Shining a Light on Teachersâ Voices through Digital Storytelling ROOM
211-B
This interactive panel engages participants in a digital storytelling workshop exploring stories of teachers who creatively envision and practice new pedagogies, especially in light of challenges to teaching and learning. Attendees will begin the process of authoring their own digital stories of being an âinvested stayerâ during our current educational era.
Presenters: Deborah Bertlesman, Olmsted at Kensington
Kristen Pastore Capuana, Buffalo State College
Katharine Covino-Poutasse, Fitchburg State University
Lauren Ergen, Apollo High School
Heidi Hallman, University of Kansas
Martin Odima Jr., University of St. Thomas
Terri Rodriguez, College of St. Benedict/St. Johnâs University
Leah Shepard-Carey, Drake University
Allison Spenader, College of St. Benedict/St. Johnâs University
Elizabeth Yomantas, Pepperdine University
Garrett Zecker, Fitchburg High School
I.33 Spark: Igniting the Synergy of Literacy, Innovation, and Arts Integration in Multicultural Classrooms
ROOM 206-A
This session will examine and demonstrate how literacy and arts integration interconnect to advance innovation and equitable classroom learning for Kâ8 students.
Presenters: Merryl Goldberg, California State University, San Marcos Laurie Stowell, California State University, San Marcos Christiane Wood, California State University, San Marcos
I.35 Supporting Inservice and Preservice Teachers through Critical Self-Reflection and Antiracist Pedagogies
ROOM 262-A
This session shares research on approaches to supporting classroom teachers as they develop antiracist and culturally responsive practices.
Paper one analyzes how district leaders and inservice teachers responded to the vilification of talking about race ushered in by anti-Critical Race Theory law in Texas. Paper two discusses how reflective moments can surface teachersâ ecologies of influence. Paper three uses the concept of âwobbleâ to examine how novice teachers engage in dialogue.


Presenters: Annie Daly, The University of Texas at Arlington, âStaying the Course toward Equitable Schooling: Texas Teachersâ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostilityâ
Kelby Gibson, George Mason University, âTell Me the Story: Reflecting Together to Uncover Teachersâ Ecologies of Influenceâ
Maria Miranda, George Mason University, âTell Me the Story: Reflecting Together to Uncover Teachersâ Ecologies of Influenceâ

Daniel Norwood, The University of Texas at Arlington, âStaying the Course toward Equitable Schooling: Texas Teachersâ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostilityâ
Ericka Roland, The University of Texas at Arlington, âStaying the Course toward Equitable Schooling: Texas Teachersâ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostilityâ
Wideline Seraphin, University of Texas at Arlington, âStaying the Course toward Equitable Schooling: Texas Teachersâ Enactment of Antiracist Pedagogy amidst Critical Race Theory Hostilityâ
Emily Staudt, George Mason University, âTell Me the Story: Reflecting Together to Uncover Teachersâ Ecologies of Influenceâ
I.36 Supporting New ELA Teachers by Learning to Play ROOM 252-C
A team of teachers and teacher educators collaborate to support a new English teacher in learning to âplayâ in ELA curriculum and pedagogy, which results in teacher well-being and development.
Presenters: Shelby Boehm, University of Florida Michelle Commeret, University of Florida Lindsey Franklin, P.K. Yonge Developmental Research School at the University of Florida
Jillian Miley, P.K. Yonge Developmental Research School at the University of Florida
Jon Mundorf, P.K. Yonge Developmental Research School at the University of Florida
I.37 Teaching Queer and Trans Curricula in Kâ12 English and Literacy Classrooms
ROOM 212-A
One presentation will illustrate how a Queer educator used Queer voices in a middle school classroom in Southwestern Virginia, pushing past visual displays of Queer âsafe spacesâ and centered love in the curriculum. The other presentation uses critical multicultural analysis informed by Queer theory to examine the elements of Jessica Loveâs JuliĂĄn Is a Mermaid (2019) and JuliĂĄn at the Wedding (2021).
Presenters: Kris Bell, San Diego State University, âMermaids, Abuelas, and Fairy Wings: Jessica Loveâs JuliĂĄn and the Making of a Queertopiaâ
Katherine Sciurba, San Diego State University, âMermaids, Abuelas, and Fairy Wings: Jessica Loveâs JuliĂĄn and the Making of a Queertopiaâ
Clint Whitten, Virginia Tech, âBeyond the PRIDE Flag: Using Queer Voices to Disrupt Heteronormative Spacesâ
I.38 The Category Is Queer Lit and the Future Is Bright: Exploring Lessons from a Fiercely Magical LGBTQIA+ Book Club
252-B
This interactive presentation will explore the collaborative construction and facilitation of an online literacy community with LGBTQIA+youth during the pandemic that centered critical engagement with LGBTQIA+ YA texts, helped youth make connections and develop literacy skills, and prioritized care and dreaming toward a brighter and more liberatory futures.
Presenters: shea martin, The Ohio State University
Henry Cody Miller, SUNY Brockport
I.39 This Little Light of Mine: Culturally Relevant and Sustaining Practices in Elementary and Early Childhood Education




ROOM 256-A
Sponsored by the NCTE Elementary Section
Five dyads from PDCRT Cohort V examine the need for a literacy curriculum that reflects the histories and lives of subjugated peoples. This session includes explicit examples of co-created literacy curriculum to expand pedagogies that build young childrenâs academic proficiency through teaching grounded the dignity and brilliance of studentsâ rich communal heritages and linguistic repertoires.
Session Chair: Valenteâ Gibson, Jackson Creek Elementary School
Presenters: Paty Abril-Gonzalez, The University of Texas at Austin
Maggie Beneke, University of Washington
Eliza Braden, University of South Carolina
Bridgette Dainty, Milwaukee Public Schools/Grant
Brittany Frieson, University of North Texas
Rosalba Garcia-Rodriguez
Maria Leija, The University of Texas at San Antonio
Alanna Malloy
Karisma Morton
José Luis Perales, Sånchez Elementary School, Austin Independent School District, TX
Nicole Sorensen, Seattle Public Schools/Emerson Elementary
Marin Woodard, Denton ISD, TX
I.40 Toward Transformative and Humanizing Critical Writing Pedagogy
ROOM 207-D
The purpose of this session is to engage in iterative and action-focused inquiry to center critical writing pedagogy. A tool highlighting three theories of writing (cognitive, sociocultural, and critical) will be described to raise theoretical awareness and situate current practices. The framework is designed to promote critical writing pedagogy that is transformative, humanizing, and antiracist.
Presenters: Grace Kang, Illinois State University Sonia Kline, Illinois State University
I.41 âWe Are the Ones We Have Been Waiting Forâ: Roundtable on Teacher Voice in Post-Pandemic Education
ROOM 203-B
In these roundtable discussions, teachers will gather to share their ideas and opinions on a variety of the challenges we face as a result of the pandemic and the attempts to return to school. Politicians and pundits have much to say on these issues, but professional teachers are the experts; we will brainstorm strategies to help us do whatâs best for our students.
Presenter: Maria Clinton, Denver Writing Project
I.42 What It Means to Teach with Love: From Theory to Practice ROOM 261-A
We believe that to show light, we must be practicing love in action. The problem at hand is that what love looks like in the classroom has many interpretations and many problematic embodiments. In this panel, we seek to disrupt the lack of genuine and healthy love experienced in schools across America that lead to racial and curricular violence. We rest on the work of bell hooks and other scholars.
Presenters: Taina Benitez, Teach With Loveâą
Lorena GermĂĄn, Multicultural Classroom
Patrick Harris, Good Trouble Media, Detroit, MI
I.43 What Teachers Need to Know about the History of English Teaching ROOM 210-B
How can understanding key episodes in the history of English teaching help us respond to present challenges? Three English educators explore the New Criticism, grammar instruction in the 1960s, and the influence of Paulo Freire on American teachers.
Presenters: Judith Franzak, Salisbury University, âHow the New Criticism Transformed the Teaching of Englishâ
Annmarie Sheahan, âHow Paulo Freire Shaped American ELA Instructionâ

Don Zancanella, University of New Mexico, âGrammar in the Sixties: A Failed Revolutionâ
I.44 What Weâve Learned: Two Decades of Hanging Out, Messing Around, and Geeking Out ROOM 213-A
Though more learners have technology in their hands than ever before, we ask: what has changed in the last twenty years? In this session, participants will have the opportunity to do some âhanging out and messing aroundâ with researchers, instructional technologists, and one another as we collaboratively develop and explore inquiry questions about the role of technology in literacy and learning.
Session Chair: Kristen Turner, Drew University
Roundtable Leaders: Bill Bass, Parkway School District
Troy Hicks, Central Michigan University
Bud Hunt, State Educational Technology Directors Association
Sara Kajder, University of Georgia
Ian OâByrne, College of Charleston
I.45 #Why Middle MattersâIlluminating the Middle: Ethnic Studies and the Middle School Context ROOM 210-CD
Sponsored by the NCTE Middle Level Section and the NCTE Latinx Caucus
Have you been eager to learn more about ethnic studies and how it can fit into the complex terrain of middle school, but arenât sure where to begin? This exciting #whymiddlematters session supports educators to examine and explore concrete examples of lessons and praxis that bring ethnic studies into the middle grades classroom.
Presenters: Michael DomĂnguez, San Diego State University
Carla España, Rye Country Day School
Roundtable Leaders: Luz Herrera, California State University, Channel Islands
Ricardo Medina, San Diego Unified School District
Joaquin Munoz, University of British Columbia
Arturo Nevarez, California State University, Stanislaus
Respondent: Curtis Acosta, University of Arizona/ Acosta Educational Partnership
I.46 Writing as the Binding Light of Community
ROOM 262-B
This session explores the instructional practices of an exemplary fourth-grade writing teacher. Special focus is placed on the teacherâs language and actions and how these intersected to support the development of studentsâ identities as writers and the creation of a community bound through writing. A variety of artifacts and collaborative processes will be used to reveal the themes.
Presenters: Mary Ann Cahill, Bellarmine University Amy Gaynor, Goshen Elementary School
I.47 Writing That Matters
ROOM 256-B
Sponsored by the NCTE Elementary Section Established in 2001, the Donald H. Graves Award recognizes exemplary teachers of young writers. This session is a love letter to writing teachers who build writing communities where young writers bravely compose to restory themselves and their communities, to resist against marginalization, and to sustain their cultures, voices, and identities.
Session Chair: Tracey Flores, The University of Texas at Austin
Presenters: Nora Cisneros, California State University, Los Angeles, âPoetxs de Pandemiaâ
Tracey Flores, The University of Texas at Austin Jungmin Kwon, Michigan State University, âPhysically Distanced, Transnationally Connected: Learning from Immigrant Childrenâs Transnational Writing Practicesâ Emily Machado, University of Wisconsin, Madison




I.48 Writing the Light: Black Girlsâ Literacies and Writing Identity ROOM 205-B
Writing can be such an empowering experience. This session will demonstrate how to find the passion in writing to build a writing identity. The session will also share the work of the Black Girlsâ Literacies Project.
Presenters: Barrett Rosser, The University Pennsylvania Graduate School of Education, âThe Black Girlsâ Literacies Projectâ
Lyschel Shipp, Gwinnett County Public Schools, âWriting the Light: Writing from a Place of Realness, Rawness, and Authenticityâ
FRIDAY EVENING EVENTS
5:00â6:30 P.M.
Annual Business Meeting for the Board of Directors and Other Members of the Council
BALLROOM D
NCTE, ELATE, TYCA, and NCTE section nominating committees will be on hand to accept nominations for candidates for the 2022 elections. The agenda for the meeting will be available at the door. The rules of conduct for the meeting are listed on pages 244 245.
Presiding: Valerie Kinloch, NCTE President, University of Pittsburgh, PA
Parliamentarian: Victor Del Hierro, University of Florida
Presentation of Resolutions: Katrina Bartow Jacobs (Resolutions Committee Chair), University of Pittsburgh, PA
ELATE Graduate Student Business Meeting
ROOM 261-A
Sponsored by ELATE-GS
All current and prospective members of the ELATE Graduate Strand (ELATE-GS) are invited to attend the business meeting, We will provide a brief overview of events planned for the upcoming year and vote on new officers for 2022â2023.
Session Cochairs: Darius Phelps, Teachers College, Columbia University, New York, NY Stephanie Robillard, Stanford University, CA
All-Attendee Event
BALLROOM A/B
Join us for an uplifting evening led by author and artist YUYI MORALES. In her most recent childrenâs picture book, Bright Star in English and Lucero in Spanish, one beautiful line reads: âNo matter where you are, you are a bright star inside our hearts.â / âDondequiera que estĂ©s, eres un lucero en nuestros corazones.â Let us gather under the themeâs lighthouse imagery to share in the joy and love of sharing our light with each other teacher to teacher, NCTE member to NCTE member. Every attendee is invited to this event. NCTE provides food and beverages alongside programming thatâs sure to be treasured for years to come. This is an excellent opportunity to meet new colleagues and to enjoy an evening with those treasured people already within your professional community.


Born in Xalapa, Mexico, where she currently resides, New York Times bestselling author and illustrator Yuyi Morales lived for many years in the San Francisco Bay area, where she still maintains close relations with booksellers and librarians. Professional storyteller, dancer, choreographer, puppeteer, and artist, she has won the prestigious Pura Belpré Award for Illustration six times: for Dreamers (2019), Just a Minute: A Trickster Tale and Counting Book (2003), Los Gatos Black on Halloween (2006), Just in Case: A Trickster Tale and Spanish Alphabet Book (2008), Niño Wrestles the World (2013), and Viva Frida (2014), also a Caldecott Honor Book. Her book Bright Star garnered a 2022 Pura Belpré Honor. A book signing will follow the session.
Cultural Celebration
BALLROOM E
The celebration, cosponsored by the Black Caucus and the Latinx Caucus, opens with a welcome and introductions to the history of the celebration by Caucus leadership. Three Anaheim area groups will perform, engaging the audience in the history and tradition of the local community through various creative endeavors. The celebration will conclude with a mix and mingle networking event for all in attendance who wish to continue the conversation. The Cultural Celebration is open to all those in attendance at the NCTE Annual Convention.
ALAN Breakfast BALLROOM D

ALAN President: Dani King-Watkins
ALAN Award Winner: Rudine Sims Bishop, professor emerita, The Ohio State University Hipple Award Winner: Suzanne Metcalfe


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

NCTE Awards and Committees Celebration
BALLROOM E
Join the 2022 NCTE award recipients and members of NCTEâs committees for coffee and breakfast. Service and volunteerism are the lifeblood of NCTE. This is an opportunity to recognize our member-leaders and learn more about service opportunities.
All attendees are welcome to join this free event (no additional purchase or ticket is required).
Chair: Valerie Kinloch, NCTE President, University of Pittsburgh
DISTINGUISHED SERVICE AWARD
FRANKI SIBBERSON, SproutFive, Columbus, OH
EARLY CAREER EDUCATOR OF COLOR LEADERSHIP AWARDS
2022â2023 Recipients:
ADEDOYIN OGUNFEYIMI, University of Pittsburgh at Bradford NâKENGĂ ROBERTSON, Detroit International Academy, MI
HIAWATHA SMITH, University of Wisconsin-River Falls
KIM TATE, International Prep Academy, Champaign, IL
KAREN TELLEZ-TRUJILLO, California State Polytechnic University, Pomona
CURTIS WU, Boston Latin School, MA
2021â2022 Recipients:
GABRIELLE JULIA BACHOO, Governor William Pitkin School, East Hartford, CT
BRIANA MORALES, Gordon Bush Alternative Center, East St. Louis, IL
RUBĂN GONZĂLEZ, Stanford University, Palo Alto, CA
LYDIA HAFF, Waiâanae High School, HI
DORIAN HARRISON, The Ohio State University at Newark
DIANA LIU, New York City Department of Education, NY
ALETHEA MALDONADO, Lockhart Junior High School, TX
DILLIN RANDOLPH, Skokie, IL
DARIUS B. WIMBY, DeKalb County School District, GA
SHULING YANG, East Tennessee State University, Johnson City
ZĂE ZANDER, Monroe, NC
SHAY KALEOâOLUHOâILOLIOKAWAIPÄHE ZYKOVA, Independent Scholar, Waiâanae, HI
DAVID H. RUSSELL AWARD FOR DISTINGUISHED RESEARCH IN THE TEACHING OF ENGLISH RECIPIENTS:
Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces, by DETRA PRICEDENNIS, The Ohio State University, Columbus, and YOLANDA SEALEY-RUIZ, Teachers College, Columbia University, New York, NY
ADVANCEMENT OF PEOPLE OF COLOR LEADERSHIP AWARD
SANDRA LUCIA OSORIO, Erikson Institute Chicago, IL LEADERSHIP AWARD FOR PEOPLE WITH DISABILITIES
ADA HUBRIG, Sam Houston State University, Huntsville, TX
LGBTQIA+ ADVOCACY AND LEADERSHIP AWARD HENRY âCODYâ MILLER, SUNY Brockport
JAMES R. SQUIRE AWARD CAROL JAGO, University of California, Los Angeles GEORGE ORWELL AWARD FOR DISTINGUISHED CONTRIBUTION TO HONESTY AND CLARITY IN PUBLIC LANGUAGE Public Policy Writing That Matters, Second Edition, by DAVID CHRISINGER
NATIONAL INTELLECTUAL FREEDOM AWARD JULIA SCHLECK, University of Nebraska, Lincoln Honorable Mention: OHIOANA LIBRARY, Columbus, OH PROMISING RESEARCHER AWARD MONICA KLEEKAMP, Maryville University, St. Louis, MO
COMMITTEES
Award Committees
Student Awards Committees Awards for Childrenâs Literature & Poetry Committees NCTE & Section Nominating Committees Section Steering Committees Build Your Stack Committee Committee against Racism and Bias in the Teaching of English Lesbian, Gay, Bisexual, Transgender, and Queer Advisory Committee
Public Language Awards Committee Research Foundation Board of Trustees Resolutions Committee Standing Committee against Censorship Standing Committee on Affiliates (SCOA) Standing Committee on Diversity and Inclusivity Standing Committee on Global Citizenship Standing Committee on Literacy Assessment Standing Committee on Research
BUILD YOUR STACKÂź LOCATED IN EXHIBIT HALL B
11:00 A.M.
YA Mirrors for Muslim Students
Zainab Jabak
11:30 A.M.
How The Light Gets In: Illuminating Mental Health Matters with Picture Books
Aliza Werner
12:00 P.M.
Using Childrenâs Picture Books to Examine Deeper Concepts in the Secondary English Language Arts Classroom
Vivett Dukes, Stony Brook University
12:30 P.M.
Publishers Spotlight Sponsored Session
1:30 P.M.
Latinx Stories for All Grade Levels
Megan Jensen Ismée Williams Alexandra Villasante
2:30 P.M.
Books That Celebrate âBlack Beautyâ
Laura Haney, Meadowfield Elementary School, Richland One, Columbia, SC
3:00 P.M.
Finding Hope
Greg Micek, Maercker School District 60/Holmes Primary School
3:30 P.M.
Art, Design, and Story: How Endpapers Give Readers Clues about Picture Books
April Larremore, Dallas Independent School District
Jill Culmo, Dallas Independent School District
4:00 P.M.
Possibilities of Poetry
Clare Landrigan, Heinemann
Aeriale Johnson, Teachers College Reading and Writing Project
4:30 P.M.
Honoring the Lived Experiences of Transnational Students
Stella Villalba, Dublin City Schools
5:00 P.M.
Doodling as Deep Thinking: Texts to Explore Sketchnoting with Students
Jen Vincent, Carl Sandburg Middle School
THE SCREENING ROOM: FILMS AT NCTE
Now Screening at NCTE 2022
204-B
Now Screening at NCTE screens recent feature films. We also include some student-made films, offering teachers creative ways to have their own students create films. All films featured at the screenings can become springboards for classroom study.
Cochairs: Christina Anker, Adlai E. Stevenson High School, Lincolnshire, IL David Handelman, Adlai E. Stevenson High School, Lincolnshire, IL
Consultants: Frank Baker, Media Literacy Clearinghouse, Inc., Columbia, SC Mary Christel, Adlai E. Stevenson H.S. (retired), Wheeling, IL Jane Nickerson, Gallaudet University, Olney, MD
Annotations for the films were compiled using information found on the webpage for each film.
10:30 A.M.â12:30 P.M.
Imogen in the Wild
Directed by Katie Brokaw and Paul Prescott
âShakespeare in Yosemiteâs spectacular film Imogen in the Wild opens with Debra Ann Byrd, founder of the Harlem Shakespeare Festival, singing a haunting version of the traditional Black spiritual song, âSometimes I feel like a motherless child,â against a bleak rockface. The lyrics of painful isolation and redemptive yearning announce one of the filmâs major themes: disconnection from, and regeneration through, wild nature as a source of personal and environmental well-being. Overall, the eco-cinematic message of Imogen in the Wild is of hopeful collaboration for a sustainable future by âdeal[ing] with others betterâ and activating the prophetic spirit of the playâs Jailer: âI would we were all of one mind, and of one mind good.â Those âothersâ include Mother-Earth entities like trees, rivers, animals, and mountains as well as colonized or marginalized people.â
https://www.cymbeline-anthropocene.com
If you are interested in teaching the film, this page has educational resources on the film, Cymbeline, and environmental justice, as well as California State Standards information (high school): https://sites.google.com/aspirepublicschools.org/yosemiteshakes-ed-imogen/home
SCREENING ROOM: FILMS AT
12:30â2:00 P.M.
Trust Me
Directed
by Roko BelicSynopsis: Trust Me explores how a lack of media literacy is causing physical, emotional, and political problems. Using personal stories and expert input, Trust Me answers the question: âIs the world doomed?â âThe concept for our film arose from seeing the gap between how people perceive our world and what the actual data shows in terms of positive evolution in human behavior. New media technologies have exacerbated this misperception,â said Joe Phelps, GBFâs founder and originator of the film. âAnd since, freedom of expression limits legislation, the obvious cure for media ill-literacy is education. Weâre hoping that Trust Me helps accelerate that learning.â Because of media information literacyâs (MIL) role in modern warfare, NATO categorizes it as a priority. Aligned with this priority, the US State Department featured Trust Me at its global conference on media literacy in September. US middle and high schools received the film alongside a link to a media literacy study guide with a link to stream the film that they can play in their classrooms through News Literacy Project, an organization that works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust. âThe internet has opened a world of information to billions of people. But, at the same time, it has spawned an insidious counterforce: the mass dissemination of accidental misinformation and intentional disinformation,â said Roko Belic, Trust Meâs director and Oscar nominated director of Happy https://www.trustmedocumentary.com

2:00â4:15 P.M.

Much Ado About Nothing
Directed by Kenny LeonâFor the first time in over four decades, THIRTEENâs Great Performances series presents a Public Theater production recorded live at Free Shakespeare in the Park. After a highly successful, critically acclaimed run at the outdoor Delacorte Theater in New York Cityâs Central Park, Much Ado About Nothing joins the third annual Great Performances âBroadwayâs Bestâ lineup. This bold interpretation of Shakespeareâs comedic masterpiece features an all black cast: Danielle Brooks (Orange is the New Black, Broadwayâs The Color Purple) and Grantham Coleman (Buzzer, The Americans) as the sparring lovers Beatrice and Benedick. Tony Award winner Kenny Leon (American Son, A Raisin in the Sun) directs with choreography by Tony Award nominee Camille A. Brown (Choir Boy).â https://www.folger.edu/shakespeare-unlimited/kenny-leon-much-ado
4:15â5:45 P.M.
A Few Nagging Questions
Directed by Paul SapinA Few Nagging Questions is a feature-length documentary film about a unique crossgenerational memory project involving Glenville High School students and community elders. Together, they are searching for answers about a gun battle that took place in their community nearly 50 years ago when seven people were killed, three of them police officers. Described as the first example of âurban warfareâ in the United States, the shoot-out set in motion a cycle of poverty and neglect that still persists in Glenville. The documentary will investigate what happened that night, the subsequent murder trial, and how the Glenville studentsâ journey might offer solutions for their community. https://www.globalfairness.org/our-work/our-programs/afewnaggingquestions

SATURDAY FEATURED SESSIONS
12:30â1:45 P.M.
L-FS.01 Identity, Agency, and Belonging: Reconceptualizing Social Emotional Learning for Migratory Students
ROOM 252-B
This session considers the unique social-emotional needs of migratory students and how educators can develop student agency, identity, and sense of belonging. Participants will consider how social-emotional practices mitigate barriers to achievement, and how a classroom centered on equity can create a sense of community, acceptance, and affirmation.
Presenters: Deb Benitez, WestEd
Liz Jameyson, WestEd
Sponsored by WestEd
4:15â5:30 P.M.
N-FS.01 Why, Now More Than Ever, Talk Is Key in the Development of Language and Literacy
ROOM 252-B
English and multilingual learners must have instructional opportunities that engage them in quality interactions. Well-structured learning that engages students in rigorous tasks, analytical thinking, and generative discussions are essential for learning that promotes social well-being, disciplinary knowledge, and language development. This session will explore how schools can promote quality interactions.
Presenter: Mary Schmida, WestEd
Sponsored by WestEd
N-FS.02 CATE: California's Statewide NCTE Affiliate and Its Nine Local Councils
ROOM 256-B
Sponsored by the California Association of Teachers of English
In this presentation, board members from the California Association of Teacher of English (CATE) will share the history of CATE and its work over the last 60+ years to keep English language arts teachers involved in the issues and concerns they face in the classroom. From the relationship of local-area councils to the implementation of an annual statewide conven tion, board members will share what they do in California for CATE members. A Q&A session will include sharing advice with other state affiliates.
Presenters: Annie Gervais, Mills Middle School, Rancho Cordova, CA
Carole LeCren, Retired, La Jolla High School, San Diego, CA
Frank Mata, Eleanor Roosevelt High School, Eastvale, CA
Jennifer Silver, Vistamar High School, El Segundo, CA
Gina Vattuone, Bonita High School, Bonita, CA
Bill Younglove, Emeritus, California State University, Long Beach
J SESSIONS â 8:00â9:15 A.M.
J.01 A Pool of Light: Writing Effective Book Rationales to Support Teachers and Kids


ROOM 258-B
Sponsored by the NCTE Standing Committee Against Censorship
While there are no sure or easy solutions to censorship of books, one individual step is for teachers to have high-quality rationales for the books in their classrooms. This session will walk teachers through the process of writing rationales in a way that includes hands-on practice.
Presenters: Katharine Covino-Poutasse, Fitchburg State University, âWriting Rationales for Nowâ
Ann David, University of the Incarnate Word, âWriting Rationales for Nowâ
Respondents: Drew Hall, Quitman County School District
Lindsey Jones, Hernando Middle School
Sydney McGaha, Oxford Middle School
J.02 Agents of Change: Raising Student Voice for Advocating for Marginalized or Oppressed Groups
ROOM 205-A
This session features initiatives and projects used to amplify student voices and increase civic engagement. Areas of focus include addressing the opioid epidemic, project-based learning, and public sphere pedagogy.
Presenters: Storey Mecoli, University of Cincinnati, ââOh, my ideas can be heard and used somewhereâ: High School Students Claiming Their Voice in the Silence and Shining Their Light in the Darknessâ
Melissa S. Meola Shanahan, Lafayette International Community High School, âAgents of Change: The Art of Public Sphere Pedagogyâ
Ted Turley, Franklin Police and Fire High School, âAdvocating for Marginalized or Oppressed Groupsâ Using Your VoiceâA Student Project-Based Learning Unitâ
Susan Watts-Taffe, University of Cincinnati, ââOh, my ideas can be heard and used somewhereâ: High School Students Claiming Their Voice in the Silence and Shining Their Light in the Darknessâ
J.03 Alternative Literacies in the Spotlight: Digital and Graphic Middle Grades Practices
ROOM 209-B
Attend this exciting session to learn about classroom practicesâincluding video games, graphic novels, and moreâthat leverage digital and multimedia literacies to engage student learning.
Presenters: Claudia Alvarado, Dailey Middle School, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ
Katherine Batchelor, Miami University, âDigital Writing as Multiple Paths: Seventh Graders Compose âChoose Your Own Adventure Storiesâ Alongside Preservice Teachersâ
Jennifer Ervin, University of Georgia, âAnalyzing Identity through the Lens of Graphic Novels
Miles Harvey, University of New Mexico/Albuquerque Public Schools, âIncorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogyâ
Megan Beth Hedgecock, Manor New Technology High School, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ
Trent Kennedy, Wayside Schools, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ
Brady Nash, Miami University, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ/âIncorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogyâ
Mario Reyes IV, Denver Public Schools, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ
Carolyn Stufft, Berry College, âIncorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogyâ
Kennedy Thompson, Fort Wayne Community Schools, âDigital Writing as Multiple Paths: Seventh Graders Compose âChoose Your Own Adventure Storiesâ Alongside Preservice Teachersâ

Sam von Gillern, University of Missouri, âIncorporating Video Games into ELA Classrooms as a Culturally Relevant Pedagogyâ
Michelle Williamson, The University of North Texas, âExploring Digital Funds of Knowledge: A Critical Reading Curriculum for Diverse Middle School Classroomsâ
J.04 Amplifying the Light of StrengthBased Pedagogy: Deepening Our Funds of Knowledge Work in a Teacher Education Literacy Course
ROOM 251-A
This panel reveals a teacher educator team reimagining of a preservice secondary teacher education literacy course. Shifting from a skillsbased to an asset-based pedagogies approach allows educators to better illuminate their studentsâ linguistic funds of knowledge, organic critical literacies, and digital literacy practices, providing a richer experience grounded in humanizing practices.
Presenters: Noah Golden, California State University, Long Beach
Kim Hall, California State University, Long Beach Betina Hsieh
Shawne Hume, California State University, Long Beach Heather Macias, California State University, Long Beach
J.05 Books as Beacons on Friendships: Shining Light on Toxic and Healthy Relationships in Middle Grade Fiction
ROOM 264-BC
Four acclaimed middle grade authors discuss their novels as beacons to encourage readers to examine toxic friendships and shine light on the difference between healthy and unhealthy relationships. How can reading and discussing middle grade fiction help students to see more clearly as they navigate friends, enemies, frenemies, and allies in their own lives and become a light for one another?
Presenter: Elizabeth Blye, Anne M. Dorner Middle School
Tradebook Authors/Illustrators: Christopher Baron, Feiwel and Friends/Macmillan
Barbara Dee, Aladdin/Simon & Schuster
Torrey Maldonado, Penguin/Nancy Paulsen Laurie Morrison, Amulet/Abrams
J.06 Bringing Public Language to the Light: Critical Explorations of the Language of Our Lives
ROOM 201-D
Sponsored by the NCTE Public Language Awards Committee
In this session, the members of NCTEâs Public Language Awards Committee will share classroom-tested ideas to help students

8:00â9:15 A.M.
critically read, discuss, and create public language. From literary analysis to grammar instruction, participants will learn how to integrate specific frameworks and lenses to existing curricula so students can engage with public language in ways that matter.
Presenters: Allison Berryhill, Atlantic High School, Atlantic, IA Michelle Devereaux, Kennesaw State University Missy Springsteen-Haupt, Ames Middle School/Iowa State University
J.07 Capturing the Spark of Inquiry: Nonfiction Illuminating the World for Young People
ROOM 213-CD
Nonfiction suffers from an image problem. We are in a golden age of nonfiction literature for young people, yet nonfiction literary texts and biographies for children are often underrepresented in classrooms and curricula. Come join a group of educators and award-winning book creators and engage in conversations about cutting-edge nonfiction books and their many classroom possibilities.
Session Chair: Mary Ann Cappiello, Lesley University
Presenters: Mary Ann Cappiello, Lesley University
Amina Chaudhri, Northeastern Illinois University Jared Crossley, The Ohio State University Evelyn Freeman, Professor Emerita, The Ohio State University Cyndi Giorgis, Arizona State University Jennifer Graff, University of Georgia Xenia Hadjioannou, Pennsylvania State University, Harrisburg
Ruth Lowery, University of North Texas Scott Riley, Singapore American School
Julie Waugh, Smith Junior High/Mesa Public Schools Terrell Young, BYU
Tradebook
Authors/Illustrators: Chris Barton, Simon & Schuster
Matthew Burgess, Brooklyn College
Jason Chin
Lesa Cline-Ransome, Penguin/Random House Candace Fleming, Scholastic Deborah Hopkinson, Scholastic
Marie Lejeune, Western Oregon University
Kelly Starling Lyons, Penguin Young Readers
Julia Menendez, Macmillan Childrenâs Publishing Group Barb Rosenstock, Random House Christina Soontornvat, Candlewick Press Traci Sorell, Penguin, Charlesbridge, Lerner Donald Tate, Abrams
J.08 Celebrating the Legacy of Ken Goodman
ROOM 210-CD
Sponsored by the NCTE Elementary Section and Literacies and Languages for All (LLA)



Ken Goodman had a tremendous impact on literacy education for decades. His influences include understanding reading as a sociolinguistic process, miscue analysis research and application, and whole language. He advocated in the defense of good teaching and was an ally for teachers as professionals. His professional connections include ILA, NCTE, CELT, WLU, Wayne State University, and the University of Arizona.
Presenters: Catherine Compton-Lilly, University of South Carolina
Tracey Flores, The University of Texas at Austin
Carol Gilles, University of Missouri (emerita) Koomi Kim, Salisbury University
J.09 Coalition Building, Antiracism, and Truth-Telling to Build Suburban Literacies
ROOM 213-A
This panel presentation will explore the pressing issue of truth-telling in education, particularly in the early childhood, intermediate, and middle school English language arts classrooms. English language arts gives unique and critical opportunities to find and facilitate spaces in which students share and shed their own light, even in the midst of attacks on their truths and histories.
Presenters: Caitlin OâConnor, Hommocks Middle School
Bilal Polson, Northern Parkway School
Lyschel Shipp, Gwinnett County Public Schools
J.10 Cultivating New Voices Roundtable Session: Discussion about How Your Research Is Shining Light on What Matters ROOM 253-BC
Cultivating New Voices among Scholars of Color (CNV) roundtables will focus on different aspects of antiracist research. Each mentor and mentee pair will discuss different topics.
Presenter: Tonya Perry, University of Alabama at Birmingham, âCNV Research as a Guiding Lightâ
Roundtable Leaders: Patricia Enciso, The Ohio State University, âYouth Identity Constructions through Popular Mediaâ
Carmen Kynard, Texas Christian University, âNCTE Pathways for Leadershipâ
Hui-Ling Malone, Michigan State University, âLiteracies beyond Classroom Spacesâ
Danny Martinez, University of California, Davis, âExploring Languaging, Culture, and Literacy Understandings and Practices in Uncertain Timesâ
Alexis McGee, âNCTE Pathways for Leadershipâ
Gholdy Muhammed, Georgia State University, âWhatâs Joy Got to Do with It? A Critical Exploration of the Role of Joy in Cultivating the Genius of Black Studentsâ
Giselle Martinez Negrette, University of Illinois at Urbana-Champaign, âExploring Languaging, Culture, and Literacy Understandings and Practices in Uncertain Timesâ
Lakeya Omogun, âYouth Identity Constructions through Popular Mediaâ
Shamari Reid, University of Oklahoma, âWhatâs Joy Got to Do with It? A Critical Exploration of the Role of Joy in Cultivating the Genius of Black Studentsâ
Timothy San Pedro, The Ohio State University, âLiteracies beyond Classroom Spacesâ
Allison Skerrett, The University of Texas at Austin, âRacially and Linguistically Minoritized Students across the Bordersâ
Ebony Elizabeth Thomas, University of Michigan, âShe Dreams of Afrofutures! Black Girls, Women, and Femmes Dreaming of Tomorrow in Literacy and Literature Researchâ
Stephanie Toliver, University of Colorado, Boulder, âShe Dreams of Afrofutures! Black Girls, Women, and Femmes Dreaming of Tomorrow in Literacy and Literature Researchâ
Qianqian Zhang-Wu, Northeastern University, âRacially and Linguistically Minoritized Students across the Bordersâ
J.11 Daring to Dig Out of Darkness: Choosing to Collectively Pursue Antiracist and Equitable Teaching in a High School ELA Department ROOM 203-A
J.13 Dragon Ladies, Model Minorities, and Quiet Girls: Asian American Girlhood Representation and Resistance in Childrenâs and Young Adult Fiction ROOM 212-B

Moving an entire ELA department towards diversity, equity, and inclusion in all practices is an arduous task, fraught with tensions. But if we are to truly teach with a united front, that unity has to be genuine and come from the core of the group. This session is a panel discussion with full attendee participation, as we unpack the protocols that worked for us as we worked to move towards DEI.
Presenters: Anthony Andrus, Okemos High School
Pat Brennan, Okemos High School
Emily Feehery, Okemos High School
Shelby Fletcher, Okemos High School
Rachel Freeman-Baldwin, Okemos High School
Amy Huntley, Okemos High School
Sharon Murchie, Okemos High School/CRWP
Mindy Patnoude, Okemos High School
Erik Potere, Okemos High School
Dawn Reed, Okemos High School
G E S M G
Benjamin K. Woodcock, Okemos High School
J.12 Destination Unexpected: How Stories and Information Prepare Us for Change, Exploration, and Finding Community
ROOM 202-B
Books are not the destination, they are the vehicles to the destination unknown. Four books, unlimited destinations. These books share the light and information that may lead readers to places unexpected. The authors will engage in a discussion about process, the connection between reading and writing, and how their books may be used to explore identity, relationships, understanding, and community.
Presenter: Susannah Richards, Eastern Connecticut State University
Tradebook Authors/Illustrators: Robin Benway, HarperCollins Childrenâs Books
Tiffany Jewell
Emily X. R. Pan, Algonquin Young Readers
Liz Garton Scanlon, Chronicle Books
In this panel, five Asian American childrenâs and young adult authors discuss Asian American girlhood: what it means to be and write about Asian American girls today. After author insights, participants will engage in a Q & A facilitated by the educators, followed by a discussion of teaching ideas and a sharing of resources.
Presenters: Jung Kim, Lewis University Rosa Nam, Clark University Tradebook Authors/Illustrators: Sayantani DasGupta, Scholastic/Columbia University
Debbi Michiko Florence, Scholastic I. W. Gregorio, Little, Brown Books for Young Readers Misa Sugiura, HarperTeen/Labyrinth Road Andrea Wang, Kokila Books
J.14 El Pasado Como Faro para el Futuro: Puerto Rican Scholars Using Vicki and a Summer of Change! for Community-Building and Restorying ROOM 210-A
Puerto Rican scholars discuss how texts act as faros guiding community-building and restorying. By engaging with Vicki and a Summer of Change! we explore our pasts in relation to the text and our work as Puerto Rican scholars and activists. Panelists and participants will discuss how literacy and text engagement can address issues of the personal, collective, criticality, and the past.
Presenters: Carmen Liliana Medina, Indiana University Raquel Ortiz, Center for Puerto Rican Studies, Hunter College
J.15 Engage and Empower: Expanding the Curriculum for Justice and Activism



ROOM 203-B
The teacher-researchers in this session are âpursuing the lightâ by responding to modern-day injustices by creating curriculum units for the grades 4â12 ELA classrooms that also connect to US history. They share engaging units to promote social justice and activism while building critical literacies students need in the 21st century to challenge inequities and empower students to take action.
Presenters: Phylicia Anderson, Texas Womanâs University
Victor Lozada, Texas Womanâs University
Christina Salazar, Mesquite Independent School District
Mandy Stewart, Texas Womanâs University
Christina Thomas, Texas Womanâs University
J.16 Examining Diversity and Inclusion in Multimodal Childrenâs Picture Books
ROOM 213-B
Paper one explores the impact of diverse picture book read-aloud assignments on studentsâ access to diverse literature in rural Kâ6 classrooms. Paper two examines critical multicultural childrenâs literature picture books portraying women in political roles to nuance (gendered) political representation and challenge historical renderings of gender and race. Paper three investigates what happens when parents and children of a Burmese family with a refugee background read books multimodally.
Presenters: Cassie Brownell, University of Toronto, âProblematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Booksâ

Aijuan Cun, University of New Mexico, âExploring a Burmese Familyâs Interactive Digital Book Readingâ
Maria Fernada de Almeida, University of Toronto, âProblematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Booksâ
Ibnat Islam, University of Toronto, âProblematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Booksâ
Kathrina OâConnell, Bemidji State University, âDiverse and Inclusive Picture Book Read-Aloud Requirement: Impact on Preservice and Classroom Teachersâ
Olivia Sun, University of Toronto, âProblematizing Portraits of Women in Politics: A Critical Analysis of Women in Contemporary Picture Booksâ
J.17 Finding the Light in Ourselves with Truth-Telling Fiction ROOM 208-A
M
Problems exist, and sometimes they seem bigger than mountains. But solutions exist too. And our stories speak to that truth. When stories honor the hard realities of lifeâwhile also highlighting how those who feel powerless can find ways to make changeâthey remind readers of the light within each of us that can help us overcome our challenges.
Session Chair: Jennifer LaGarde, Rutgers University
Presenters: Varsha Bajaj, Author Ann Braden, Penguin/Nancy Paulsen Books Aisha Saeed, Penguin Padma Venkatraman
J.18 From Black
S M
TE
Screen to Writers in Conversation: Hospitality, Sanctuary Spaces, and the Promise of Virtual Faceto-Face Assessment ROOM 201-B
Boxes on the
Virtual face-to-face assessment, where teachers have conscious conversations with students about their writing, humanizes our teaching and helps students celebrate and reflect on their progress. Participants examine their own teaching practices and consider how VF2FA can support equitable, student-centered, and hospitable learning environments, especially during a pandemic.
Presenters: Jeffrey Austin, Skyline High School, Ann Arbor Public Schools Ann Burke, Michigan State University Gretchen Rumohr, Aquinas College
J.19 Meet the NCTE Editors

ROOM 256-A
Participants will have the opportunity to meet journal and book editors, explore the publishing possibilities available with NCTE and with other publications, and discuss specific project ideas with the editors. Submission guidelines will be available.
Session Chair: Colin Murcray, NCTE
Editors:
The ALAN Review
Arianna Banack, University of Tennessee, Knoxville
Susan Groenke, University of Tennessee, Knoxville
Caitlin Metheny, University of Tennessee, Knoxville College English
Lori Ostergaard, Oakland University English Education
Melanie Shoffner, James Madison University English Journal
Amy Burke, Texas Womanâs University
Toby Emert, Agnes Scott College
Aimee Hendrix Soto, Texas Womanâs University
Mary Amanda Stewart, Texas Womanâs University
English Leadership Quarterly
Henry Cody Miller, SUNY Brockport
FORUM: Issues about Part-Time and Contingent Faculty
Trace Daniels-Lerberg, University of Utah
The Journal of Childrenâs Literature
Jill Hermann-Wilmarth, Western Michigan University
Laura Jiménez, Boston University
Caitlin Ryan, University of North Carolina, Wilmington
Craig Young, Bloomsburg University of Pennsylvania Language Arts
Rick Coppola, Chicago Public Schools/University of Illinois at Chicago
Sandra L. Osorio, Erikson Institute Chicago
Rebecca Woodard, University of Illinois at Chicago ReadWriteThink.org

Lisa Storm Fink, NCTE Research in the Teaching of English
Mollie Blackburn, The Ohio State University
David Bloome, The Ohio State University
Dorian Harrison, The Ohio State University at Newark
Michiko Hikida, The Ohio State University
Laurie Katz, The Ohio State University
Stephanie Power-Carter, The Ohio State University Talking Points
Pat Paugh, University of Massachusetts, Boston
Sherry Sanden, Goldendale School District, WA
Teaching English in the Two-Year College
Darin Jensen, Salt Lake Community College
Voices from the Middle Shanetia Clark, Salisbury University
Robyn Seglem, Illinois State University
Matt Skillen, Elizabethtown College
J.20 Mentor Texts in Spanish: How to Find Culturally Sustaining Texts That Pair with Writing Units ROOM 207-C
As we strive to make each of our students shine their own light by making our teaching more culturally relevant and accessible to multilingual learners, itâs critical that teachers know how to identify mentor texts in other languages. In this session, weâll share how to search for, select, and implement the use of texts in other languages within the writing instruction.
Presenters: Viridiana Fimbres, Teachers College Ursula Tua, Teachers College
J.21 Pain and Possibility: A Balance of Grief and Joy through Poetry ROOM 261-A
Four teachers will discuss how they unlearned what they thought they knew about grief and joy and learned to challenge students to make space for pain and possibility through the process of creating poetry in secondary ELA classrooms. Writing poetry in particular can help us and our students to address our grief and reorganize ourselves through reflecting, remembering, and reimagining.
Presenters: Morgan King, Gwinnett County Public Schools
Kinsey Rubio, Gwinnett County Public Schools
Julie York, Worthington High School, OH Lisa York, Gwinnett County Public Schools
J.22 Poetry in Pursuit of Lightâ
Presenting the NCTE 2022
Notable Poetry Books and Verse Novels
ROOM 211-B
Sponsored by the NCTE Childrenâs Poetry Awards
This session will highlight a guest poet from the 2022 Notables list, who will share the potential of poetry by modeling classroom activities. Next, members of the Notable Poetry Books and Verse Novels Committee will present the 2022 Notables lists, share selected poems, and suggest ways these books can bring light to classroom communities.
Presenters: Ryan Colwell, Fairfield University, Connecticut
Deanna Day, Washington State University
Rebecca Dotlich, Boyds Mills Kane
Gabrielle Halko, West Chester University, PA
Georgia Heard, Roaring Brook/Stenhouse/Heinemann
Ted Kesler, Queens College, CUNY
Heidi Mordhorst, Montgomery County Public Schools, MD
Mary-Kate Sableski, University of Dayton
What does it mean to bring the light of compassion and understanding into spaces that actively work to diminish the light of our humanity? As the call suggests, âeach person, place, and space of light reaches beyond itselfâ and moves into the world. This panel examines the paradox of teaching toward freedom inside a state prison where educators and students learn across profound social boundaries.
Session Chair: Todd DeStigter, University of Illinois at Chicago
Presenters: Reggie Bullock, Justice Education Initiative
Brian Charest, University of Redlands
Barbara Junisbai, Pitzer College
The three qualitative studies presented in this panel show how teachers encounter their identity and implement funds of identity in their pedagogy. The first study examines future teachers developing funds of identity through affinity groups. The second study focuses on teachersâ authoring texts and reflecting on the use of their linguistic repertoires. The third study examines mentor texts with male protagonists to expand funds of identity in elementary school classrooms and teacher education programs.
Session Chair: MarĂa E. FrĂĄnquiz, The University of Texas at Austin
Presenters: Gilberto Lara, The University of Texas at San Antonio, âBuilding Funds of Identity: Male Protagonists in Bilingual Childrenâs Literatureâ
A.M.
Maria Leija, The University of Texas at San Antonio, âAuthoring Teachersâ Funds of Identity: Sustaining Dreamsâ
Adeli Ynostroza Ochoa, The University of Texas at Austin, âBuilding Funds of Identity: Male Protagonists in Bilingual Childrenâs Literatureâ

Monica Pineda, The University of Texas at Austin, âAspirantes: Future Teachers Authoring Their Funds of Identity through Affinity Groups in Teacher Educationâ
IrĂĄn Tovar, The University of Texas at Austin, âAuthoring Teachersâ Funds of Identity: Sustaining Dreamsâ


J.25 Reading Aloud and Proud: Embedding the High School English Classroom with Justice-Oriented Education


ROOM 202-A
When students are resistant to antiracist teaching, how can teachers circumvent possible pushback in the classroom and use the prior knowledge students may be bringing from home to stoke the fires of justice? This presentation seeks to show how read-aloud as a reading strategy can be the light to help teachers embed a culture of inclusivity, collaboration, and criticality into the ELA classroom.
Presenter: Caroline Bedingfield, Georgia State University
J.26 Recovering Means Reconsidering the Possibilities: Teachers Reflect on Light, Literacy, and the COVID-19 Pandemic ROOM 212-A
This session will offer a facilitated discussion to bring to light the ways that literacy classrooms have shifted during the pandemic. We will finish with the co-creation of a shared resource list to allow all participants to share knowledge and ideas that we can each take back to our classrooms. Our goal is to collectively navigate these new realities while spotlighting stories of participants.
Session Chair: Sarah Woodard, University of Colorado, Denver
Presenters: Erin Aguirre, Millard Public Schools
Hillary Anson, Elkhorn Public Schools
Stephanie Gillespie, Bennington Public Schools
Jennifer Lemke, University of Nebraska, Omaha
Lauren Rutledge, Papillion LaVista Public Schools
Kristina Stamatis, University of Nebraska, Omaha
J.23 Pursuing Light in Dark Places: Teaching toward Freedom Inside a State Prison ROOM 251-C
J.24 Pursuing the Light with Funds of Knowledge and Funds of Identity ROOM 207-A
J.27 Sharing Our Sueños: The Intersection of Community Cultural Wealth and Family Engagement in Early Childhood Settings
ROOM 206-B
Strategies for sharing sueños between families and educators will be explored through Yossoâs (2005) theory of community cultural wealth (CCW). Presenters will share observations of CCW in their work and research, suggestions for family engagement through CCW, and lists of resources (including childrenâs literature and digital resources) that align with CCW in early childhood settings.
Presenters: Mary Jade Haney, Horrell Hill Elementary School
Julia Lopez-Robertson, University of South Carolina
Melissa Wells, University of Mary Washington
J.28 Shining a Light on Children and Youth through Digital Storytelling and Digital Inquiry
ROOM 206-A
Presenters share classroom research using digital storytelling and digital inquiry to shine a light on justice and strengths in childrenâs and youthâs literacies. Presenters discuss how personal digital inquiry can be used as an instructional scaffold and critical literacy tool to right social wrong and recast assessment in a way that brings to light the voices of students who have been labeled as struggling through the use of digital storytelling.
Presenters: Stephanie Schmier, CUNY College of Staten Island, âDigital Storytelling as Assessment: Recasting Literacy for âStruggling Readersââ
Jon Wargo, Boston College, âShining a Light on Justice through Personal Digital Inquiry: Young Children
Writing Across the Disciplines to Right Social Wrongsâ
J.29 #TeachLivingPoets: NEW! HandsOn Activities and Collaborative Strategies That Nurture Student Engagement with Poetry ROOM 204-C
The #TeachLivingPoets panel will offer classroom-tested strategies which build environments that foster student questioning, discovery, and insight. We are excited to share new, engaging ideas for students to collaborate in their exploration of poetry, and to get hands-on and up and moving with kinesthetic activities. Panelists will introduce new poems from our favorite living poets.
Presenters: Susan Barber, Henry W. Grady High School, Atlanta, GA
Matt Brisbin, McMinnville High School
Cynthia Hamilton, Lake Norman Charter High School, Huntersville, NC
Jessyca Mathews, Carman-Ainsworth High School
Valerie Person, Currituck County High School
Melissa Smith, Lake Norman Charter High School, Huntersville, NC
Grover Cleveland Winfield III, Rappahannock High School
J.30 Teacher Research: A Lighthouse in a Storm ROOM 209-A

Like a lighthouse, teacher-researchers cut through the fog, staying focused on their chosen inquiry. In this interactive session, the experienced presenters will show how the teacher research structure systematically illuminates the best ways to support students and dismantle oppressive structures. Participants will leave empowered, armed with a teacher research padlet of resources.
Presenters: Sally Donnelly, DHMS, Arlington Public School, VA
Kate Flowers, San Jose Area Writing Project
Ellin Keene, Mosaic Literacy LLC
Anna Gotangco Osborn, Educator, Reading Specialist Tiana Silvas, New York City Department of Education

J.31 The Path to Writing Proficiency: Shedding Light on the Academic Writing Development of English Learners
ROOM
262-A
This research presentation sheds light on academic writing development of English learners. By systematically examining studentsâ writing, we uncover the challenges English learners must address when writing an argument of literary analysis. We also explore how the comprehensive cognitive strategies approach provided by Pathway Project helped English learners gain parity with their non-EL peers.
Session Chair: Carol Booth Olson, University of California, Irvine
Presenters: Huy Quoc Chung, University of California, Irvine, âA Review of Writing and Revision Strategies: What Helps English Learners Achieve Parity with Their Non-EL Peers in Growth Overtime?â

Undarmaa Maamuujav, University of California, Irvine, âShedding Light on the Demands of Academic Essay Writing: What Are the Challenges English Learners Must Address?â
Jacob Steiss, University of California, Irvine, âBringing Light to Equitable Teaching: What Elements of Academic Essay Writing Can English Learners Improve with Instruction?â
J.32 Using Critical Literacy Book Clubs to Empower Diverse Elementary Student Voices ROOM 207-B
E
TE
S M TE S
This presentation discusses action research conducted with preservice teachers in collaboration with elementary educators to lead critical literacy book clubs that foreground all studentsâ voices. Through interactive discussion, we aim to provide elementary educators with a model for encouraging all members of the elementary classroom to become beacons of the light.
Presenters: Rebekah Degener, Minnesota State University
Lisa Vasquez, Minnesota State University, Mankato

J.33 Using Young Adult Literature to Engage Todayâs Youth with Causes and Consequences of the Holocaust: A Cross-Disciplinary Approach to Teach Preservice Teachers
C TE
ROOM 251-B
Accurate, empathetic understanding of teaching the Holocaust is essential, as anti-Semitism is on the rise. This session will share lessons of a multiyear cross-disciplinary collaboration between teacher educators in English and history, students, and experts. Approaches to inquiry-based teaching to preservice teachers will be explained and hands-on activities done during the session.
Session Chair: Marcy Merrill, California State University, Sacramento
J.34 Young Adult Titles for Transformative Teaching
ROOM 205-B
The presentation explores student-selected titles for young adult readers with a particular emphasis on Patron Saints of Nothing and elevating Asian voices.
Presenters: Lauren AmorĂłs, Busan Foreign School, âRaising Asian Voices and Identities with Patron Saints of Nothing by Randy Ribayâ
Wendy Glenn, University of Colorado, Boulder, âThrough a Lens of Critical Love, Hope, and Heart: Exploring Teensâ Top Ten Young Adult Titles for Transformative Teachingâ
Chelsea Kent, University of Colorado, Boulder, âThrough a Lens of Critical Love, Hope, and Heart: Exploring Teensâ Top Ten Young Adult Titles for Transformative Teachingâ
Jillian Kneeland, University of Colorado Boulder, âThrough a Lens of Critical Love, Hope, and Heart: Exploring Teensâ Top Ten Young Adult Titles for Transformative Teachingâ
J.35 Youth Voices: Pursuing the Light of Our Studentsâ Lived Experiences in the English Classroom ROOM 201-A

Valuing studentsâ experiences is not enough. We must develop inquiry-based classrooms that engage and amplify their voices. This presentation features the collaborative work of three teachers and two teacher educators as their students create powerful inquiry-based projects and present them in their classrooms and at a regional youth conference at a local college campus.
Presenters: Deborah Bertlesman, Olmsted at Kensington
Kristen Pastore Capuana, Buffalo State College
James Cercone, Buffalo State College
Alyssa OâConnor, West Seneca East Middle School
Kristina Rovison, Buffalo State College
GENERAL SESSION
ARENA
SEEMA YASMIN is an Emmy Award-winning journalist, medical doctor, professor, and poet. She is the author of five books, including a poetry collection, If God Is a Virus, which was voted one of the Best Books of 2021 by The New York Public Library, and Viral BS: Medical Myths and Why We Fall for Them, which tells her own history of growing up a conspiracy theorist before becoming a debunker of myths. In Muslim Women Are Everything: StereotypeShattering Stories of Courage, Inspiration, and Adventure (Harper Design), published in April 2020, Yasmin reframes how the world sees Muslim women, to reveal everything they CAN do and the incredible, stereotype-shattering ways they are doing it. She is also the author of What the Fact: Finding the Truth in All the Noise, a timely book about the importance of media literacy.




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

K.01 A Beacon of Light in the Dark: Using Stories to Kindle Hope ROOM 206-A
Stories can help us find hope in difficult times. This panel of award-winning authors and educators shares ways to find the light hidden in hard topics and to put hope to work in the real world. Creative exploration of difficult topics through reading, research, and storytelling can kindle sparks of hope in our classrooms and in the wider communities in which those classrooms are embedded.
Presenters: Kevan Atteberry, Neal Porter Books/ Holiday House Heather Bouwman
Anne Nesbet, University of California, Berkeley/ Candlewick Press
Nadia Salomon, Philomel Books Lori R. Snyder, HarperCollins
K.02 American Indian Caucus Open Forum
ROOM 251-C
Sponsored by the NCTE American Indian Caucus
This is an open forum for all interested in the NCTE American Indian Caucus.
Presenters: Lisa King, University of Tennessee, Knoxville
Andrea Riley Mukavetz, Grand Valley State University
Kimberly Wieser, University of Oklahoma
K.03 Asian/Asian American Caucus Open Forum
ROOM 252-A
Sponsored by the NCTE Asian/Asian American Caucus
This is an open forum for all those interested in the NCTE Asian/Asian American Caucus.
Presenters: Betina Hsieh, California State University, Long Beach Jung Kim, Lewis University
K.04 Authentic Literacy Practices in the Spotlight: Connecting Literacies to Community Worlds ROOM 210-B
This strategy- and resource-rich session features speakers whose work grounds student literacy learning in the real texts, issues, and moments of everyday community and social life to engage and challenge students in their learning.
Presenters: Liz Breves, New York City Department of Education, âIgniting Authentic Writing and Revision: Sparking Optimism and Risk-Taking with Our Student Writersâ
Rebecca Harper, Augusta University, âPlay by Play: Using Sports to Teach Writingâ
Victoria Lowe, New York City Department of Education, JHS 131, âShining the Light on Social Issues through Authentic Writing Tasksâ
Geraldine Plair, New York City Department of Education, âShining the Light on Social Issues through Authentic Writing Tasksâ
Tiana Silvas, New York City Department of Education, âIgniting Authentic Writing and Revision: Sparking Optimism and Risk-Taking with Our Student Writersâ
K.05 Black Caucus Business Meeting ROOM 252-B
Sponsored by the NCTE Black Caucus
The Black Caucus Business Meeting is open to all interested in the NCTE Black Caucus.
Presenter: Jamal Cooks
K.06 Bright Practices in Teaching Critical Digital Literacy ROOM 251-A

Participants will dive into Learning for Justiceâs digital literacy resources, which focus on helping students recognize and combat anti-democratic viewpoints and online disinformation. Educators will learn how to incorporate tools that teach students how to recognize disinformation, evaluate online content, engage safely in online communities, and use digital literacy for equity and justice.
Presenters: Sarah-SoonLing Blackburn, Southern Poverty Law Center
Jaci Jones, Southern Poverty Law Center/Learning for Justice
Jonathan Tobin, Southern Poverty Law Center/Learning for Justice
Courtney Wai, Southern Poverty Law Center/Learning for Justice
K.07
Classroom Culture as a Source of Light: Literacies that Build Community
ROOM 209-A
This session explores examples of literacy and classroom practices that nurture creativity and community in the classroom, inspiring students to explore and supporting educators to thrive.
Presenters: Nicholas Miller, Sayre School, ââUntil You Can Love It Againâ: Poetry and the Cultivation of a New American Sueñoâ
Julie Scullen, Anoka-Hennepin ISD11, âBringing Light through Dialogic Conversation: Pushing Students from âTurn and Talkâ to âTurn and Think Togetherââ
"Getting to Know an Interconnected Framework for Assessment of Digital Multimodal Composition"
Kisha Porcher, University of Delaware, âBlack Lives Matter in Action: Centering Blackness in English Educationâ
Cheryll Thompson-Smith, Georgia State University, Atlanta, âComplexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"
Kristen Hawley Turner, Drew University, NJ, "Getting to Know an Interconnected Framework for Assessment of Digital Multimodal Composition"
Shelley Yu, Falls Church High School, VA, "SocialEmotional Learning: Readerâs Theater"
Jon Wargo, Boston College, âAnnotating Approximations to Adjust Practice: Rethinking the Role of Rehearsal in Advancing Antiracist Teachingâ
K.08 Critical Issues in English Education: Research by ELATE Research Grant and Award Winners





TE
ROOM 253-BC
Sponsored by English Language Arts Teacher Educators (ELATE)
In this roundtable session, the recipients of the annual Research Initiative Grant, Graduate Student Research Award, Janet Emig Award, Richard Meade Award, and James Moffett Memorial Award, sponsored by English Language Arts Teacher Educators (ELATE), present their award-winning works on current issues in the fields of literacy and English teacher education.
Session Chair: Latrise Johnson, University of Alabama
Presenters: Nadia Behizadeh, Georgia State University, Atlanta, âComplexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"
Latrise Johnson, University of Alabama
Elizabeth Kahn, Northern Illinois University, âMethods of Teaching High-Leverage Practices in English Methods: Authentic Discussionâ
Catherine Lammert, Texas Tech University, âThe Readability, Structure, and Knowledge Demands of Racially Diverse Childrenâs Literature: Exploring the (Text) Complexity of Justiceâ
Thomas McCann, Northern Illinois University, âMethods of Teaching High-Leverage Practices in English Methods: Authentic Discussionâ
PJ Miller, Georgia State University, Atlanta, âComplexity and Tensions in Supporting New Teachers to Enact Critical Pedagogy"
Amy Piotrowski, Utah State University, Logan,
S
C TE
ROOM 251-B
How can dialogue about young adult literature support novice teachers as they wrestle with uncertainties they will inevitably face? This session explores how dialogue with respected others, young adult texts, and personal and professional identities helped novice teachers find light in moments of darkness throughout their professional becoming.
Presenters: Mercedes Allen, Diamond Fork Middle School
Dawan Coombs, Brigham Young University
Jonathan Ostenson, Brigham Young University
Nicole Sanchez, West Lake Junior High School
Respondent: Bob Fecho, Teachers College, Columbia University
K.09 Dispelling Shadows of Uncertainty: Facilitating Professional Growth through Dialogue and Young Adult School Stories
K.10 #DisruptTexts Now More Than Ever
ROOM 255-ABC
Led by the #DisruptTexts cofounders, this interactive roundtable session will feature authors, arguments for why we should be disrupting texts, and workshop-style and teacher-centered discussions for strategizing around different books. Come to learn about how to disrupt old books and come for useful strategies with new ones.
Presenters: Tricia Ebarvia, Conestoga High School
Lorena GermĂĄn, Multicultural Classroom
Kim Parker, Harvard University
Julia Torres, Denver Public Schools
Tradebook Authors/Illustrators: Aisha Saeed, Penguin Traci Sorell, Penguin, Charlesbridge/Lerner
K.11 Educators Using Literacy for Environmental JusticeâA Multigenerational Collaboration
ROOM 212-B
This panel of educators has been bringing students together from different grade levels and different schools to learn from one another about the climate crisis through listening, speaking, reading, and writing. We have collaborated in person before the pandemic and virtually during online learning to promote critical literacy and environmental justice.
Presenters: Emiliano Amaro, Camino Nuevo Sandra Cisneros
Tyler Kenney, Alliance Environmental Science High School
Jeff Share, Department of Education, University of California, Los Angeles
K.12 Epiphanies Everywhere: A StudentLed Publishing Project Creatively Chronicling a 7-Year College-Access Program


ROOM 201-C
In this session, leaders of the Improving the Blank Page writing program will discuss the studentled publishing project âEpiphanies Everywhereâ and the process that led to the final product of a published book of participant writing. Participants will become familiar with creative writing exercises that were implemented to prepare students for the roles of interviewers, writers, and editors.
Presenters: Megan Breaux, GEAR UP Toby Daspit, University of Louisiana at Lafayette H. Michelle Kreamer, University of Louisiana at Lafayette
K.13 Focusing the Light: Navigating Preservice Curricular Experience ROOM 258-B
This panel will examine how preservice teachers navigate experiences with advanced learners in the field and in the university using UDL, tutoring, and digital writing techniques.

Presenters: Brad Jacobson, University of Texas at El Paso, âBecoming Teachers of Digital Writing: Shining Light on Teacher Agency and Identity Developmentâ
Lisa Paolucci, St. Francis College, âIntegrating Universal Design for Learning and Disciplinary Literacy in ELA: A Case Study of Preservice Secondary English Teachersâ
Darby Simpson, âLighting the Way: Former Writing Tutors Building on their Preservice Tutoring Experiences as Early Career Teachersâ
K.14 Highways, Byways, and Intersections: Using the Steps of the Writing Process as a Beacon to Study Identity, Characterization, and Intersectionality
ROOM 202-A
Attendees write through âIdentity Roadmaps,â a series of exercises that start with brainstorming, drawing, and journaling and end with personal essays and literary commentaries. âIdentity Roadmapsâ highlight writing as the place where academic and personal meaning-making overlap leading to intentional, multilayered learning. Attendees leave with practical writing exercises for their classrooms.
Presenters: Abigail Baumgartner, Louisiana State University
Emily Peters, Louisiana State University Laboratory School
K.15
Humanizing Literacy Practices to Light Up the Middle Grades
Classroom
ROOM 209-B
This session explores and highlights middle grades literacy practices and strategies that work to humanize the classroom through a focus on connection, agency, and socioemotional engagement.
Presenters: Jenice Mateo-Toledo, Hastings on Hudson School District, âCreating Educational Spaces for Luceros to Shine: Identity and Media in Upper Elementary and Middle Gradesâ
Nanesha Nunez, Ardsley School District, âCreating Educational Spaces for Luceros to Shine: Identity and Media in Upper Elementary and Middle Gradesâ
Gina Paese-Margiela, University of Missouri, Kansas City, ââTalking with...â: Humanizing Literacy Skills into Broader Lightâ
Emily Wilkinson, Teachers College, Columbia University, âLove in the Time of Corona: Building an Emotionally Responsive Writing Curriculum with Middle School Studentsâ


K.16
ROOM 201-D
Student writing has been reduced to a series of teacher-set expectations, predetermined guidelines and rubrics, and specific assignments to complete which rarely encourages ownership throughout the writing process. This handson session will give teachers practical tools to move students from checking boxes in class for a grade to ownership in the creating and critiquing of their writing.
Presenters: Susan Barber, Henry W. Grady High School, Atlanta, GA
Matt Brisbin, McMinnville High School
K.17
ROOM 203-A
This panel centers a critical empathetic approach to teaching texts for justice and equity with secondary educators, asking all to consider: âWhat role does empathy play in our
dream-making, in our imagining for what is possible in ELA classrooms?â The session will offer a new framework, examine several text approaches, and facilitate a dialogue around enacting critical empathy.
Presenters: Sarah Donovan, Oklahoma State University Michelle Falter, North Carolina State University Mary Neville, New Mexico State University
K.18 Improving Literacy Opportunities for Indigenous Students Using EL Supports
ROOM 213-A
Unlocking literacy needs of AI students through a critical pedagogical revolution for culturally responsive, decolonized literacy education for AI students, our panel explores links between literacy, native language preservation/ revitalization, and lasting impacts of forced language assimilation while reflecting on how EL pedagogy and practices support the unique literacy needs of AI students.
Presenters: Jacob Barto, Montana Office of Public Instruction
Matt Bell, Montana Office of Public Instruction Rachel Gott, Montana Office of Public Instruction Evelyn Paz Solis, Montana Office of Public Instruction
ROOM 207-B


Presenters will explore how a schoolwide nursery schoolâgrade 8 book-of-the-month program addresses teaching priorities, builds SEL skills, and enhances DEI work. Working across divisions and engaging all members of the school community, this picture book program shines a sustained light on critical social conversations. The presenters will share their adaptable framework and model lessons.
Presenters: Kit Ballenger, Help Your Shelf
Mara Rosenberg, St. Patrickâs Episcopal Day School
Erica Thompson, St. Patrickâs Episcopal Day School
Igniting the Light Within: Helping Students Find Their Voice through Collaboration
Illuminating Dimensions of Empathy: Dreaming of a Critical Empathetic Approach to Literature Study in Antiracist ELA Classrooms
K.19 Into the Light: Exploring the Spectrum of the Human Experience through Shared Stories with a Schoolwide Book-of-the-Month Program
K.21 Latinx Caucus Open Forum
ROOM 253-A
Sponsored by the NCTE Latinx Caucus
The Latinx Caucus Open Forum is open to all interested in the Latinx Caucus.
Presenter: Tracey Flores, The University of Texas at Austin
K.22 Lead with Hope: The Power of Uniting Rural and Urban Youth Voices in YPAR
ROOM 205-B
Discover how rural and urban high school students from the Colorado State Sustainable Teaching and Learning Collaborative have used YPAR to investigate the schooling experiences of underrepresented youth throughout the pandemic, and discuss the potential for establishing greater solidarity among urban and rural teachers who are committed to liberatory education.
Presenters: Karen Buntinas, Roosevelt High School Ted Fabiano, Berthoud High School/Kansas State University/Greater KC Writing Project Cindy OâDonnell-Allen, Colorado State University Breanna Young, Northglenn High School
K.23 Learning with Families and Writing Together: How a National Writing Project Fellowship Supported Elementary Teachersâ Foster Family Engagement and Literacy ROOM 207-C

In school year 2020â2021, a National Writing Project fellowship supported early career elementary teachersâ foster family engagement through literacy practices. The projects included family storytelling, time capsules, family history projects, letter writing, and a bookmobile. The practical and theoretical components of this work will be addressed during this session.
Presenter: Liz Murray, Bay Area Writing Project
K.24 Let Books Light the Way: Using Diverse and Inclusive Literature to Foster Empathy, Equity, and Change ROOM 264-BC
TE E TE S M
New York Times bestselling author Nic Stone and educators Brittany Hogan and Georgia Parker will discuss the power of stories to bring the experiences of others into the light. Learn how to use diverse and inclusive books as an entry point to foster empathy, equity, and change; strategies for teaching diverse books in your classroom; and how to evaluate classroom libraries for representation.
Presenters: Brittany Hogan, Booksource Georgia Parker, Trinity Prep Nic Stone, Author
K.25 Letâs Walk and Talk! Using Our Community and Environment around Us to Support Literacy Development and Promote Student Voice
ROOM 213-B
Our communities are a part of us and give us our authentic voices. In this presentation you will see how kindergarten and firstgrade students use their communities as ways to foster their literacy development and inquire about the world we live in, thus, taking every opportunity of their daily routines as a teachable moment.
Presenters: Maria Acevedo-Aquino, Texas A&M University-San Antonio, âPerspectives of Latinx Families around School Choiceâ
Stephanie Buelow, University of Hawaii at Manoa, âUsing Teachable Moments to Foster Inquiryâ
Anna Morrison, Central Park School, âWalking Curriculum and Literacy Development: Leveraging the Affordances of Being Outsideâ
Scott Morrison, Elon University, âWalking Curriculum and Literacy Development: Leveraging the Affordances of Being Outsideâ
Nayatzin Solis, Edgewood Independent School District, âPerspectives of Latinx Families Around School Choiceâ
Diane Sugahara, Hokulani Elementary School, âUsing Teachable Moments to Foster Inquiryâ
K.26 Letters to COVID ROOM 258-A
The session will discuss the impact of letter writing on helping students cope with grief brought on by the COVID-19 pandemic. Presenters will unveil the Letters to COVID project and share ideas for how to implement the prompt at schools and universities.
Presenters: Justin Cook, High Point University
Skye Roberson, University of South Carolina, Aiken
K.27 Light: Be It, Bring It, Share Itâ Spotlight on Building-Wide Literacy Intiatives
ROOM 208-A
How do you go from being an active reader to an active citizen? Join us to discover a school where students have 50 minutes every other day to be in a Literacy Workshop. As dedicated educators, we will share specific details, challenges, strategies, and a yearlong curriculum that brings light to our studentsâ reading lives and invites them to use their literacy to be active citizens.
Presenters: Brian Campbell, Wellesley Middle School
Ehrin Johnson, Wellesley Middle School
Laura Mullen, Wellesley Middle School
Lynda OâBrien, An Unlikely Story bookstore
K.28 Lit Mags Light the Way ROOM
211-A
Sponsored by the NCTE Recognizing Excellence in Art and Literary Magazines (REALM) Committee



As products of student voice, magazines help people find light in darkness, so we encourage magazines (and other publications) that foster a culture of writing, shining a creative light for others. REALM committee members show how to expand student engagement, advocate for studentsâ freedom of speech, and celebrate the many identities within school communities through the power of publication.
Presenters: Alexa Garvoille, North Carolina School of Science and Mathematics
Laura Gellin, Park Tudor School
David A. Ragsdale, Clarke Central High School
Gillian Schneider, Neuqua Valley High School
Amy Williams-Eddy, Saint Maryâs Hall
K.29 Makerspace Poetry ROOM 261-B
Come join us in experimenting with ways to take poetry off the page and into the classroom with makerspace activities and coffeehousestyle reading. We will explore poetry collaging, blackout poetry, magnetic poetry, and more, along with sharing how to create a safe space for reading poetry aloud and low-stakes options for reflection and participation. All are welcome!
Presenters: Sylvia Vardell, Texas Womanâs University Janet Wong, Pomelo Books
K.30 Multimodal Composition: Illuminating Our Humanity and Influencing Change
ROOM 211-B
In this interactive session, Angela Stockman and Trevor Aleo will invite participants into a multimodal writing workshop infused with color, sound, gesture, texture, and vibration. Attendees will define the varied modes of expression, examine them at work inside dynamic mentor texts, and acquire strategies that will enable them to serve writers who know that composition is far bigger than print.
Presenters: Trevor Aleo, Middlebrook School/Learning That Transfers
Angela Stockman, Daemen College
K.31 Out of the Darkness: Transformative Teaching and Healing in Transformative Times
ROOM 261-A
Sponsored by the NCTE Standing Committee on Research
This session shares insights from teachers and researchers who, rather than seeking a return to traditional structures of schooling, have pushed through the darkness to develop transformative and healing practices to combat the multiple pandemics that have challenged our social, educational, economic, and physical worlds since 2020.
Presenters: Sakeena Everett, University of Connecticut Lauren Kelly, Rutgers University Graduate School of Education
Sarabeth Leitch, McDaniel High School
Reshma Ramkellawan-Arteaga, Teaching Matters
Respondent: Nicole Mirra, Rutgers University
K.32 Pursuing the Light of African American Poets: Teaching a ReaderResponse Strategy to Understand Theme and Create a Cento Poem ROOM 203-B
The purpose of this session is to educate, celebrate, and inform middle and high school teachers about African American poetry through the Furious Flower digital archive (www.furiousflower.org). This session will preview the digital archive along with accompanying lesson plans and resource materials.
Presenters: Mary Beth Cancienne, James Madison University
Bria Coleman, Broad Run High School, Loudoun County Kailyn Gilliam, Jack Jouett Middle School, Albemarle County
Ryland Jones, Culpeper High School
K.33 Searching for the Stars in Online Teaching: Lessons Learned during the Darkness of a Global Pandemic ROOM 262-A
Sponsored by the ELATE Digital Literacies in Teacher Education (D-LITE) Commission



Members of Digital Literacies in Teacher Education (D-LITE) provide a deep dive into the experiences and research discussed in a special edition of English Education. Nine panelists highlight the extraordinary efforts that teacher educators, preservice teachers, and inservice teachers undertook during the early days of the COVID pandemic and their instant pivot to online instruction.
Presenters: Donna Alvermann, University of Georgia, Athens
Stefani Boutelier, Aquinas College
Merideth Garcia, University of Wisconsin-La Crosse Ewa McGrail, Georgia State University
Clarice Moran, Appalachian State University
Amy Piotrowski, Utah State University
Kristen Turner, Drew University
Carl Young, North Carolina State University
K.34 Sharing My Dreams and Shaping Our Sueños: A Community LiteratureBased Pen Pal Project ROOM 207-D
In this session, a school district curriculum coordinator and a teacher educator will share powerful community literacy practice stories (e.g., pen pal project) between two classesâa class that has many fifth graders who crossed the national border(s) and are continuing their journey in their new home, and the other class that has students who have limited experiences with refugee families.
Presenters: Junko Sakoi, Tucson Unified School District Yoo Kyung Sung, University of New Mexico
K.35 Sports Culture as a Site for Research and Inquiry in the ELA Classroom ROOM 201-A
Recognizing that sports provide light for so many students, whether they compete in interscholastic athletics, take up sports recreationally, or engage in sports fandom, the presenters in this session will help attendees envision ways to honor studentsâ knowledge of and experiences with sports culture while advancing their capacity to conduct distinct forms of research and inquiry.
Session Chair: Crystal L. Beach, Union County High School
Presenters: Colleen Caulfield, Norwich Free Academy, âWomen in Sports Media: The Politics of Representationâ
Justin Corazza, Cranford High School, âSports Inquiry through Local Journalismâ
Luke Rodesiler, Purdue University, Fort Wayne, âMaking Room for Sports Culture in the English Language Arts Curriculumâ
Jacob Whetstone, âUsing Sports Rivalries as a Platform for Cultivating Research and Inquiry Skillsâ
Respondent: Katherin Garland, Santa Fe College
K.36 Spotlighting Student Voices in Dark Times: Interdisciplinary Multimodality and the General Education Classroom ROOM
210-A
This session documents ways a final multimodal assignment was used to support student voice in two separate general education classes during pandemic remote learning at the university level. Students engaged with monstrosity in British literature and identity in Latine young adult literature, respectively, positioning themselves as composers alongside the authors and artists they studied.
Presenters: Katherine Judith Anderson, Western Washington University Annmarie Sheahan
K.37 Teaching Young Adult Literature: Creating Space to Pursue Light and to Dream
ROOM 204-C
Sponsored by the ELATE Commission on the Study and Teaching of Adolescent Literature

This session will feature roundtables that address teaching young adult literature to create space to pursue light and to dream.
Session Chairs: Alice Hays, California State University, Bakersfield
Steffany Comfort Maher, Indiana University Southeast Presenters: Patricia Lane, California State University, Bakersfield
Steffany Comfort Maher, Indiana University Southeast Tradebook Author/Illustrator: Angeline Boulley, Macmillan Childrenâs Publishing Group
Respondents: Jacqueline Bach, Louisiana State University
Michelle Falter, North Carolina State University Alex Maher, Indiana University Southeast Victor Malo-Juvera, University of North Carolina, Wilmington
Shaylyn Marks, California State University, Bakersfield Maryanne Tice, Sycamore Junior High Roundtable Leaders: Katherine Baker, Elon University, âInterdisciplinary Visual Literacy through The Magic Fishâ
Arianna Banack, Purdue University, âAmplifying Asian American Voices in ELA Classroomsâ
Natalie Beamer, Chadwick School, âLocal Settings
Shedding Light for Students with Dryâ Stefani Boutelier, Aquinas College, âLocal Settings Shedding Light for Students with Dryâ Ashley Boyd, Washington State University, âUsing a Graphic Novel to Shed Light on Refugee Experiences: Teaching Strategies for When Stars Are Scatteredâ Kristina Bybee, Arizona State University, âFrom the Depths of a Cave to the Light of Global Cooperation: Using All Thirteen to Shed Light on Community and Global Interconnectednessâ
Rebecca Chatham-Vazquez, Arizona State University, âLooking to the Past to Imagine New Futuresâ Janine Darragh, University of Idaho, âUsing a Graphic Novel to Shed Light on Refugee Experiences: Teaching Strategies for When Stars Are Scatteredâ
Tiffany Doerr, Louisiana State University, âShining the Light on Stereotypes: How Can We Teach Ourselves and Students to Abandon Assumptions?â
Bryan Fede, Marquette University, âInterdisciplinary Visual Literacy through The Magic Fishâ
Sarah Fleming, SUNY Oswego, âPursuing the Light in Dark Times: Julie Berryâs Lovely Warâ Marshall George, Hunter College, CUNY, âTranscending Prejudice through Truth, Love, and Joy: A Story of Strength and Powerâ
Ricki Ginsberg, Colorado State University, âCollective Beacons of Light and Firekeeperâs Daughterâ Meg Grizzle, University of Arkansas, âIlluminating Landscapes of Learning: Identity, Space, and Time in New Kidâ
Alice Hays, California State University, Bakersfield, âIdentity and Joy in All Boys Arenât Blueâ
Lisa Hazlett, University of South Dakota, âTransforming Darkness into Light in the Teaching of YAL about Immigration Narrativesâ
John Istel, New Design High School NY, âBreaking Stereotypes across Cultures: Using the Glass Castle to Promote Empathy, Understanding, and Literacyâ
Chelsea Kent, University of Colorado, Boulder, âLight in Unexpected Places as Inspired by Jason Reynoldsâs Ainât Burned All the Brightâ
Jillian Kneeland, University of Colorado, Boulder, âFinding Fairytales: Exploring Transnational Identity in Young Adult Fiction through the Reading of Tokyo Ever After by Emiko Jeanâ
Cindi Koudelka, Aurora University/Fieldcrest CUSD 6, âUnderstanding Activism through The Legend of Auntie Poâ
Patricia Lane, California State University, Bakersfield, âIdentity and Joy in All Boys Arenât Blueâ
Andrea LeMahieu Glaws, University of Colorado, âExploring and Celebrating Transnational Identities through the Graphic Novel The Magic Fish by Trung Nguyenâ/âFinding Fairytales: Exploring Transnational Identity in Young Adult Fiction through the Reading of Tokyo Ever After by Emiko Jeanâ
Amanda Luszeck, Utah Valley University, âFrom the Depths of a Cave to the Light of Global Cooperation: Using All Thirteen to Shed Light on Community and Global Interconnectednessâ
Steffany Comfort Maher, Indiana University Southeast, âThe Poet X: Xiomaraâs Hopes and Dreams Become a Beacon of Lightâ
Becki Maldonado, University of Oklahoma, âCooking and Identity in the Classroomâ
Melinda McBee Orzulak, Bradley University, âHuda F Are We? Playing with Language in YA Literature to Explore Multiple Perspectivesâ
Rosa Nam, Colorado State University, âAmplifying Asian American Voices in ELA Classroomsâ
Elsie Lindy Olan, University of Central Florida, âTranslanguaging in The Poet X: Considerations of Cultural Expectations and Sueñosâ
Summer Pennell, University of Vermont, âInterdisciplinary Visual Literacy through The Magic Fishâ
Leilya Pitre, Southeastern Louisiana University, âWhen Life Seems to Be an Impossible Choice, the Light Rolls in from Hidden Placesâ
Kia Jane Richmond, Northern Michigan University, âTranslanguaging in The Poet X: Considerations of Cultural Expectations and Sueñosâ
Holly Riesco, University of Arkansas, Fayetteville, âIlluminating Landscapes of Learning: Identity, Space, and Time in New Kidâ
Dani Rimbach-Jones, âThe Black Flamingoâ
Sandra Saco, Arizona State University, âLooking to the Past to Imagine New Futuresâ
Shelly Shaffer, Eastern Washington University, âThe Poet X: Xiomaraâs Hopes and Dreams Become a Beacon of Lightâ
Melanie Shoffner, James Madison University, âTranscending Prejudice through Truth, Love, and Joy: A Story of Strength and Powerâ
Katie Sluiter, Wyoming Public Schools/Western Michigan University, âShining a Light on Truth and Tragedy by Bearing Witnessâ
Ann Marie Smith, North American University, âTransforming Darkness into Light in the Teaching of YAL about Immigration Narrativesâ
Jeff Spanke, Ball State University, âWhat Sound Waves Wash Ashore: Finding Your Rock Amidst the Rubbles of Warâ
Elisabeth Spinner, Western Michigan University, âA Wish in the Dark: Using YA Literature to Inspire Youth to Shine Their Lightâ
T. Hunter Strickland, Anderson University, âShining the Light through Student Writing of YALâ
Terri Suico, Saint Maryâs College, âIlluminating the Past and the Present Using Kekla Magoonâs Revolution in Our Timeâ
William Williams, Concord University, âBreaking Stereotypes across Cultures: Using the Glass Castle to Promote Empathy, Understanding, and Literacyâ
K.38 #TeachLivingPoets: âKeep the Fire. See by Itâ Featuring Poet Tim Seibles ROOM 213-CD
Tim Seibles, former Poet Laureate of Virginia, discusses the importance of mentoring educators and writers, gives a reading from his new book, and shares insight into his creative process. In a unique bridging together of the author and educator, the writing experience and classroom best practices, this #TeachLivingPoets session provides innovative strategies for teaching poetry.
Presenters: Tim Seibles, Poet Melissa Smith, Lake Norman Charter High School, Huntersville, NC Grover Cleveland Winfield III, Rappahannock High School
K.39 The CARE Framework: Antiracist Education from Theory to Practice ROOM 256-B
Many educators aspire to be antiracist in their practice but find little clarity about how to do it. The CARE Framework, designed for all educators, provides a roadmap for an antiracist educatorâs journey. In this session, participants will deepen their understanding the CARE Framework and learn how to implement it in their school, district, or preservice education programs.
Presenters: Val Brown, Center for Antiracist Education Brittany Brazzel, Center for Antiracist Education Katrice Quitter, Hamilton County ESC
K.40 The Future of Literacy Education: Digital Discourse for What? ROOM 262-B
This panel convenes teachers and researchers from an ongoing, cross-national, five-year practitioner research study about how ELA teachers learn to facilitate digital discussions about literature. Working with teacher-researchers affiliated with the National Writing Project, we have engaged in inquiry sessions that focus on the tools and strategies.
Presenters: Bonnee Breese, National Writing Project Angie Crawford, National Writing Project Christina Puntel, Carver Middle School Barrett Rosser, Graduate School of Education, University Pennsylvania
K.41
The Social Justice Potential of Comics in Language Arts Contexts
ROOM 256-A

This panel is organized around the use of comics and graphic novels for social justice. We share data and stories to explore how comicsâ unique semiotic, rhetorical, and storytelling possibilities support studentsâ social justice literacies. NCTE attendees will benefit from this session by considering how teachers and librarians can incorporate graphica across contexts in pursuit of justice.
Session Chair: Nicole Amato, University of Iowa
Presenters: Nicole Amato, University of Iowa
David Low, California State University, Fresno
Francisco Torres, Kent State University
K.42 Transformational Eco-Narratives: Using Picture Books and MG and YA Lit to Cultivate Imagination and Hope in Youth for Solving Environmental and Social Problems ROOM 208-B
Sponsored by ELATE c3ec
This session will focus on picture books, middle grade, and young adult literature eco-narratives and cli-fi that can be paired with classroom activities to help students make connections to real world environmental and social issues, develop their critical reading, research, and problem-solving skills, and ultimately develop a sense of agency through real world rhetorical activities.
Presenters: Ysaaca Axelrod, University of Massachusetts, Amherst
Jennifer Brownson, University of Wisconsin, Milwaukee
Candance Doerr-Stevens, University of Wisconsin, Milwaukee
Denise Ives, University of Massachusetts, Amherst
K.43 Using Readers and Writers Workshop to Promote SEL ROOM 202-B
In this interactive session, explore the benefits of cultivating workshop units that will promote studentsâ social and emotional learning. Come away with practical strategies and resources to aid your implementation, including curated
lessons and project ideas aimed at fostering a classroom environment that supports students academically, socially, and emotionally.
Presenters: Arlene Fannell, Diana C. Lobosco STEM Academy
Brittany Gaccione, Diana C. Lobosco STEM Academy
Ellen Gianakis, Passaic County Technical Vocational Schools

K.44 We Begin Here: Exploring Literacies and Land in Early Elementary Classrooms ROOM 206-B

Early-career teachers begin to shine a light on what is possible when teachers begin to engage land-centered literacies with young children. Presenters will share resources and strategies with attendees about how they engaged in inquiries to create curriculum with young children that begins the path of centering sovereign pedagogies.
Presenters: Maria Andrews, Western Washington University
Amy Seely Flint, University of Louisville Tasha Laman, Western Washington University Gabreiel Outlaw-Spencer, Western Washington University
Reanne Rossi, Western Washington University
K.45
Weathering the Storm: Student Voices for Context, Challenge, and Change ROOM 212-A
Students want relevant projects with the freedom to explore, inquire, and create. Topics including mental health, feminism, and LGBTQIA+, Black, Latinx, Indigenous, and Asian voices require an intellectual investment and are, in short, real. Meeting remote learning needs and involving digital texts, weâve found this project meets the needs of everyone âweathering the stormâ in a post-pandemic age.
Presenters: Michael Guevara, Perfection Learning
Carrie Mattern, Carman-Ainsworth High School
Andy Schoenborn, Clare Pioneer High School, Clare, MI
K.46 #Why Middle MattersâIlluminating the Middle: Censorship, Sustainability, and Finding Light in a Climate of Fear ROOM 210-CD





Sponsored by the NCTE Middle Level Section
We are teaching through an incredibly challenging moment, with our pedagogy under attack and censorship of curriculumâ particularly on issues of race, culture, and identityâon the rise. This #whymiddlematters session supports educators to understand this difficult context and explore sustainable ways to defend the integrity of their pedagogy and curriculum.
Presenters: Sarah Bonner, Heyworth Junior High School
Michael DomĂnguez, San Diego State University
Carla España, Rye Country Day School
Sara Kajder, University of Georgia
Robyn Seglem, Illinois State University
Haley Shaffer, Poland Local School District, OH

Respondent: Shelbie Witte, Oklahoma State University
K.47 Writing Our Sueños: Cultivating the Light within Ourselves ROOM 201-B
This presentation highlights ways educators can draw students of colorâs funds of knowledge to bring light to their writer identities.
Participants will leave with ways to mindfully integrate, deepen their use of, and center student knowledge and a greater awareness of the cultural capital students bring into our classroom communities.
Presenters: Jean Kim
Alethea Maldonado, Lockhart Junior High
Briana Morales, Gordon Bush Alternative Center
Dillin Randolph
K.48 Poster Sessions
ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR
Poster 1âGrappling with the Unprecedented: A First-Year Teacherâs Chronicle of Enacting Antiracist Pedagogy during Tragic and Traumatic Times
My autoethnographic study critically examines my experiences as a new educator navigating teaching during a pandemic in a grieving community following tragedy and uprising for
racial justice. I chronicle how I use literature as an accessible tool for antiracist pedagogy and creating equitable learning spaces for humanizing, honoring, healing, protecting hope, and cultivating light.
Presenter: Samantha Cronin, University of Minnesota
Poster 2âRising from the Ashes: Two Teachersâ Work to Reignite Joy in the Classroom
From digital writerâs notebooks to building a curriculum oriented around student choice, we hope to share our experiences and our goto resources for revamping a classroom to fit the 21st century! Topics will include but wonât be limited to independent reading and book clubs, digital writerâs notebooks and workshop, standards-based grading, and student choice driven units and assessments.
Presenters: Hannah Rust, Ohio Writing Project, National Writing Project, Olentangy Local Schools
Angela Tremmel, Olentangy Liberty High School
Poster 3âThe Dyslexia Disparity: An Examination of Inequities in the Identification of and Intervention with Black Early Learners
Would you like to support students of color experiencing dyslexia in your classroom? Do you know how dyslexia is identified and understood in young learners, especially students in urban schools dealing with disparities? This session will provide insights into the experiences, process, and protocols utilized by urban- area school professionals who serve students of color experiencing dyslexia.
Presenter: Fredeisha Darrington, University of Alabama at Birmingham Poster 4âTurn Up the Brightness: Inviting Transformative Social Media Content into Work with Preservice Teachers
Will Instagram and TikTok change teaching toward good for good? Join us as we illuminate the âbright practicesâ of preservice teachers as they bridge identity, experience, and transformative literacies through social media. We explore the curricular moves from our courses in the context of the digital, shifting, multimodal texts that preservice teachers encounter daily across platforms.
Presenters: Claire Collins, The University of Texas at Austin Kelsie Corriston, The University of Texas at Austin
SATURDAY LUNCHEONS â 12:30â2:30 P.M.
Childrenâs Book Awards Luncheon
BALLROOM C
The winners of the 2022 Charlotte Huck Award for Outstanding Fiction for Children and the Orbis Pictus Award for Outstanding Nonfiction for Children will speak at this luncheon. The 2023 award winners will also be announced!
Presiding: Tracey Flores, The University of Texas at Austin Sanjuana Rodriguez, Kennesaw State University, Kennesaw, GA Donna Bulatowicz, Montana State University, Billings
Speakers: Traci N. Todd and Kaela Rivera
When Chicago native TRACI N. TODD was born, her father decided her initials should stand for dynamite, just like his. He raised her on Ray Charles and Nina Simone, and her mother read her every good book. Traci grew up to become a childrenâs book editor and currently lives in Jackson Heights, Queens, where she writes, edits, and listens to Ray Charles and Nina Simone, while her partner draws comic books. Traci is the author of Nina: A Story of Nina Simone
KAELA RIVERA grew up believing in will-oâ-the-wisps and el chupacabra, but even ghost stories couldnât stop her from reading in the isolated treetops, caves, and creeks of Tennesseeâs Appalachian forests.  She still believes in the folktales of her Mexican American and British parents, but now she writes about them from the adventurefilled mountains of the Wild West. When sheâs not crafting stories, sheâs using her English degree from BYU-Idaho as an editor for a marketing company (or secretly doodling her characters in the margins of her notebook). Her award-winning debut novel, Cece Rios and the Desert of Souls, came out in April 2021, and its sequel, Cece Rios and the King of Fears, was published in September.  Her biggest hope is to highlight and explore the beauty of cultural differences and how sharing those differences can bring us all closer.
2022 AWARD RECOGNITION
ORBIS PICTUS AWARD FOR OUTSTANDING NONFICTION FOR CHILDREN
Presenter: Sanjuana Rodriguez, Kennesaw State University, Kennesaw, GA

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


CHARLOTTE HUCK AWARD FOR OUTSTANDING FICTION FOR CHILDREN
Presenter: Donna Bulatowicz, Montana State University, Billings
Recipient: Cece Rios and the Desert of Souls by Kaela Rivera (HarperCollins)

SATURDAY
LUNCHEONS â 12:30â2:30 P.M.
Secondary Section Luncheon
BALLROOM D
Presiding: Lisa Scherff, Secondary Section Steering Committee Chair, Community School of Naples, FL
Speaker: Anna-Marie McLemore Anna-Marie McLemore was born in the foothills of the San Gabriel Mountains and taught by their family to hear la llorona in the Santa Ana winds. They are the author of The Weight of Feathers, Wild Beauty, Blanca & Roja, Dark and Deepest Red, The Mirror Season, Lake lore, and Self-Made Boys: A Great Gatsby Remix, which was also just longlisted for the 2022 National Book Award in Young Adult Literature. Their books include two previous titles longlisted for the National Book Award and recognition from both the William C. Morris Debut Award and Stonewall Book Award.
Secondary Section Steering Committee Members: Layla Aldousany, North Carolina School of Science and Mathematics, Durham

Susan Barber, Grady High School, Atlanta, GA
Angela Moore, Richmond, VA
Josh Thompson, Blacksburg, VA
AWARD RECOGNITION
HIGH SCHOOL TEACHERS OF EXCELLENCE AWARD
Wanda Anderson, Huguenot High School; Therese Arvizu, North High School; Tommy Lee Bender, Southeast High School; Amber Dumbuya, Kendrick High School; Janice L. Rowley, Renaissance High School and Detroit Public Schools; Jay Schroder, Central Medford High School; Donja J. Thomas, Gahanna Lincoln High School
PAUL AND KATE FARMER ENGLISH JOURNAL WRITING AWARD
Kimberly D. Hellerich, East Windsor High School, (Re)Vitalizing Instruction via Participatory Action Researchâ (November 2021)
Honorable Mention: Daniel Ian Rubin, âTeaching Ghost Boys to Explore Police Brutality and Antiracist Protestsâ (September 2021)
ENGLISH JOURNAL EDWIN M. HOPKINS AWARD
Luz Yadira Herrera, California State University, Channel Islands, and Carla España, Rye Country Day School, âSe hace camino al andar: Translanguaging Pedagogy for Justiceâ (May 2022)
Honorable Mention: Yolanda Sealey-Ruiz, Teachers College, Columbia University, âAn Archaeology of Self for Our Times: Another Talk to Teachersâ (May 2022)
L.01
Antiracist Pedagogies That Resist Cultural Biases
ROOM 205-A
This session includes a case study that traces a three-year English antiracist curriculum designed to prepare students for the AP English Language and Composition exam at an all-girls, Hispanic-majority school and a paper that explores how increased knowledge of the unique cultural challenges of Asian American students can help educators create more culturally responsive classrooms.
Presenters: Joanne Choi, Therapy Source, Inc./ Teachers College, Columbia University, âUncovering the Model Minority Narrative: A Case Study on Asian American Students in High-Achieving Schoolsâ
Nora Rivera, Chapman University, âAntiracist Pedagogies That Resist Cultural Biases Embedded in the AP English Language and Composition Examâ
L.02 Be a Light, Not a Dimmer: Honoring Social Justice Commitments in the ELA Classroom
ROOM 201-C
How many teachers who think they are lights in antibias, antiracist work are actually dimmers? How much harm do they still do to students? This session challenges participants to reflect on the harm they may cause and offers ways to reduce it. Specifically, it covers teaching racial literacy using books, films, and comics and reframing the teaching of argumentation using the Rogerian method.
Presenters: Carrie Mattern, Carman-Ainsworth High School
Josh Thompson, Virginia Tech
L.03 âBoys Canât Wear Skirtsâ: Facilitating Critical Dialogue in the Classroom with Youth
ROOM 262-B
This panel examines approaches to discussing critical issues of identity in the classroom. Paper one is an action research study exploring gender identity with preschool children; paper two discusses queer and trans youthsâ (dis) trust of LGBTQIA+-inclusive curriculum through ethnographic study; paper three highlights the interactional quality of voices of students and teachers during a language-based learning activity; and paper four examines how teachers and students address religious themes in class.
Presenters: Maria Acevedo-Aquino, Texas A&M UniversitySan Antonio, ââBoys Canât Wear Skirtsâ: An Exploration of Gender Expression with Young Childrenâ
Renata Love Jones, Georgia State University, âDreaming in Dialogic: Dialogic Pedagogy in Language-Based Teaching and Learningâ







Mikaela Martinez, Texas A&M University-San Antonio, ââBoys Canât Wear Skirtsâ: An Exploration of Gender Expression with Young Childrenâ
Christopher Olshefski, Winchester Thurston School, âFunctions of Religious Literacy in Literary Discussions of National Board Certified English Teachersâ
Ryan Schey, University of Georgia, âQueer and Trans Youth (Dis)Trusting LGBTQIA+-Inclusive Curricula: Examples from One High Schoolâ
L.04 Childrenâs Literature Pursuing Sueños of Peace, Equity, Social Justice, and Global Community ROOM 213-B
The Jane Addams Childrenâs Book Award (JACBA) recognizes books with âliterary and aesthetic excellence that effectively engage children in thinking about peace, social justice, global community, and equity for all people.â This panel session features 2022 JACBA award and honor authors, illustrators, and members of the book award selection committee.
Presenters: Jackie Marshall Arnold, University of Dayton Jenice Mateo-Toledo, Columbia University, Teachers College
Josie Bustos Pelayo, California State University, Fresno Ruth Quiroa, National Louis University Jongsun Wee, Pacific University Tradebook Authors/Illustrators: Keith Mallett, Macmillan Ray Anthony Shepard, Macmillan
L.05
Clarifying Misinformation: Tools to Empower Students



ROOM 203-A
Reading laterally and fact-checking are critical skills all students need! This session offers ideas to help students become discerning users of digital content.
Presenters: Pamela Brunskill, News Literacy Project, âUsing News Literacy to Help Students Think Critically about Information by Writing a Fact-Check Social Media Postâ
Sharon Murchie, Okemos High School/CRWP, âIlluminating Best Practices for Todayâs Generation: Teaching Critical Media Literacy in 2022â
L.06 Creating Brave Spaces: Using Picture Books as a Tool for Greater Understanding and Empathy ROOM 207-C
During this session, participants will explore how childrenâs books can be utilized in classrooms to provide safe spaces to discuss social and emotional stances and empower young children to be represented in their classroom.
Presenters: Joshua Hill, University of Maine, Farmington, âUsing Picture Books about Transgender Children in the Early Childhood Classroomâ
Darius Phelps, Teachers College, Columbia University, âWhat Ways Do Young Men of Color Respond to Culturally Diverse Texts That Deal with Empathy?â
L.07 Disability Studies in the English Classroom
ROOM 203-B
About one in five people in the United States identify as having a disability. Yet, how often do we discuss disabilities in the English classroom? How many texts by disabled authors do we read? In this session, two teachers will discuss their English elective class âDisabilities in Literatureâ and how and why disability studies can be taught as a part of any English curriculum.
Presenters: Sarah Schulz, Roland Park Country School
Nicole Yoder, Roland Park Country School
L.08 Engaging Readers: From Comprehension to Social Justice ROOM 201-D

Teaching for and about social justice while ensuring skills are addressed and objectives are met are not mutually exclusive practices. Through strategies and practical takeaways for the classroom, participants will consider the role of identity and bias in comprehension and how to center social justice for an engaging and relevant curriculum.
Presenters: Tricia Ebarvia, Conestoga High School
Lorena GermĂĄn, Multicultural Classroom Jennifer Serravallo, Heinemann
L.09 Expanding Critical Reading Methods: What Lies beside, beyond, and Contingent to Close Reading? ROOM 262-A
What lies beyond the practice of close reading? This panel presents three critical reading methods that expand how we read texts in ELA classrooms. Based on empirical research, we present distant reading, textual resonance, and affective surges as reading methods that enliven transformational reading pedagogy and expand critical reading practices in English education.
Session Chair: Josh Coleman, San Jose State University
Presenters: Josh Coleman, San Jose State University, ââDistant Readingâ Speculative Youth Literature: A Computational, Critical Content Analysis of LGBTQIA+ Youth Literatureâ
Cori McKenzie, SUNY Cortland, âIntensities and Surges: Using Affect Theory to Illuminate New Paths for Transformational Reading Pedagogyâ


Scott Jarvie, San Jose State University, âReading Resonance in English Classroomsâ

L.10 Graphic Novels to Promote Student Storytelling and Understanding
ROOM 206-A
This session focuses on the use of graphic novels to support student voice and storytelling and as a way to include more humanizing experiences.
Presenters: Ashley Dallacqua, The University of New Mexico, âCentering Students as Storytellers while Reading Lowriders to the Center of the Earthâ
Heather OâLoughlin, Arizona State University, âA Multiliteracies Approach to Teaching YA Graphic Novels in a Secondary English Language Arts Classroomâ
Annmarie Sheahan, âCentering Students as Storytellers while Reading Lowriders to the Center of the Earthâ
L.11 Illuminating Critical Methods for Bilingual and Biliterate Teachers ROOM 251-C
Through collective and critical methods, teacher educators engage with bilingual and biliterate educators and education in order to improve teaching and learning in ELA classrooms and beyond.


Presenters: Paty Abril-Gonzalez, The University of Texas at Austin, âDelvolviendo La Luz: Bilingual Latinx Preservice Teachers Shining Bright, Giving Back, and Becoming the Light for Othersâ
Joan Fingon, California State University, Los Angeles, ââ!LĂ©elo a tu hermana pequeña!â Storying the Literacy Experiences of Latinx Bilingual Teachersâ
Holland Kowalkowski, The University of Texas at Austin, âDelvolviendo La Luz: Bilingual Latinx Preservice Teachers Shining Bright, Giving Back, and Becoming the Light for Othersâ

Sharon Ulanoff, California State University, Los Angeles, ââ!LĂ©elo a tu hermana pequeña!â Storying the Literacy Experiences of Latinx Bilingual Teachersâ
L.12 In Pursuit of Light: Exploring Writing Methods for Teachers and Teacher Educators
ROOM 258-B
This session will illuminate methods for writing teaching and writing practice that center identity, poetry, and community.
Presenters: Erika Bass, University of Northern Iowa, âUsing University-School Partnerships to Support Preservice Teachersâ Writing Feedback Practicesâ
Sheila Benson, University of Northern Iowa, âUsing University-School Partnerships to Support Preservice Teachersâ Writing Feedback Practicesâ
Carter Couchman, Kansas State University, âPursuing the Light and Preserving Wonder through Place-Based Poetry Projectsâ


Brenna Griffin, Cedar Falls High School, âUsing University-School Partnerships to Support Preservice Teachersâ Writing Feedback Practicesâ
Erica Holyoke, University of Colorado, Denver, âCritical Consciousness as a North Star: The Transformative Nature of Nested Writing Communitiesâ
Douglas Kaufman, University of Connecticut, âRecentering a Language Arts Methods Course in Equity, Social Justice, and Antiracism: Possibilities for Practice and Continual Revisionâ
Lori Leiszler, Kansas State University, âPursuing the Light and Preserving Wonder through Place-Based Poetry Projectsâ
Gina Paese-Margiela, University of Missouri, Kansas City, âFound Poetry to Inform Teacher Education Practices in the Midst of Intersecting Pandemicsâ
Nora Peterman, University of Missouri, Kansas City, âFound Poetry to Inform Teacher Education Practices in the Midst of Intersecting Pandemicsâ
Susan Tily, The University of Texas at Austin, âCritical Consciousness as a North Star: The Transformative Nature of Nested Writing Communitiesâ
L.13 Light in Changing Times: Interdisciplinary Literacies in the Middle Grades

ROOM 209-B
This session offers exciting strategies and opportunities for participation as presenters will share unique and innovative practices for engaging in interdisciplinary ways in todayâs complex literacy classroom.
Presenters: Travis Crowder, East Alexander Middle School, âCritical Pedagogy in the Middle School Classroom: Social Justice amid Science of Reading Pressuresâ
Mary Jo Fresch, The Ohio State University, âLeveraging Literacy Skills in Grades 4â8 Content Area Learning: Providing Equity with Student-Centered Instructionâ
William Kerns, University of Arkansas at Little Rock, âCritical Pedagogy in the Middle School Classroom: Social Justice amid Science of Reading Pressuresâ
Susannah Remillard, Cape Cod Lighthouse Charter School, âArgument Mapping the Mysteries: Exploring Tools to Break Down Toxic Polarizationâ
L.14 Light the Way: Reflections from an Urban-Based Teacher Residency Program
ROOM 251-A
In this multimedia panel discussion, attendees will see and hear how a team of culturally and linguistically diverse (CLD), first-generation English education interns in a retentionsupport program act to support one another through the systemic hurdles of pursuing teacher licensure and to cultivate racially just pedagogies in the 6th- to 12th-grade schools where they serve.
Presenters: Jessica Berrios, New Jersey City University
Chelsea Diggs, New Jersey City University
Nicole Leibowitz, New Jersey City University
Mary McGriff, New Jersey City University
Orlando Rodriguez, New Jersey City University
Michelle Rosen, New Jersey City University

L.15 Lighting the Way: Engaging Literature and Text to Think through Social Problems
ROOM 213-A
In this combined panel, the speakers will discuss using literature, texts, and practices to teach to and through social issues.
Presenters: Kailey Giordano, La Jolla Country Day School, âLove and Justice: Reading Poetry in Communityâ
Antony Lyon, University of California, San Diego, âLove and Justice: Reading Poetry in Communityâ
Stephanie F. Reid, University of Montana, âTeaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Studentsâ


Kimberly Rotter, âEnglish Teachers as American Democracy Activists: Upholding Fact and Principles of Equality, Community, and Social Justice in a PostTruth, Online Worldâ


Justin Scholes, Northwest Middle School, âTeaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Studentsâ
Rita Thorson, St Croix Preparatory School, âTeaching with TIME magazine: Analyzing Covers and Restorying Representations of Youth with Middle-Grade Studentsâ
L.16 Lighting the Way! Exploring Contemporary Concerns
Early Childhood Classroom Using AwardWinning Picture Books ROOM 207-B
Learn about Kâ3 classroom applications using award-winning literature selected from the Notable Social Studies Trade Books for Young People lists. Focusing on contemporary concerns, the text sets shared will be connected to ELA and Social Studies standards and social emotional learning competencies. Ideas for reading, writing, discussion, and critical reflection will also be presented.
Presenters: Amanda Deliman, Utah State University
Marla Robertson, Utah State University
Rachel Turner, Utah State University
in the
L.17 Lighting the Way with Civic Literacies
ROOM 210-A
This exciting and timely session offers attendees multiple opportunities to learn from educators engaged in innovative civic literacy work with youth and communities, offering guidance and suggestions on centering and exploring civic and democratic education in the middle grade literacy classroom.
Presenters: Kristen Berger, Williamsport Area Middle School, âEnvisioning a Brighter Future: Activism in the ELA Classroomâ
Kimberley Daly, George Mason University, âSeeing the World: Engaging Students in the Local and Globalâ Penelope Melville, âOf Mice and Mockingbirds: Exploring Democratic Education, Socio-Political Teaching, and Dialogue through International Collaboration in English Classroomsâ
Alexa Muse, University of Oxford, âOf Mice and Mockingbirds: Exploring Democratic Education, SocioPolitical Teaching, and Dialogue through International Collaboration in English Classroomsâ
L.18 Lighting Up Identities and Justice in the Middle Grades
ROOM 212-B
This interactive session will share examples of transformative, illuminating literacies of social justice and identity exploration in the middle grades. Attendees can expect timely examples of practice and lesson studies that will inform their classroom practice in powerful ways.
Presenters: Brittany Adams, SUNY College at Cortland, âGuiding Lights: Racial Realism and CRT Themes in Floridaâs Sunshine State Reader Textsâ
Nadia Behizadeh, Georgia State University, âBlending Social Justice with Standards: Powerful Writing Pedagogy Lesson and Unit Planningâ
Jacobe Bell, Teachers College, Columbia University, âStudents as Agents of Change: Using Student-Led Inquiry to Create Antiracist Learning Spacesâ
Gillian Mertens, University of Florida, âGuiding Lights: Racial Realism and CRT Themes in Floridaâs Sunshine State Reader Textsâ

Reshma Ramkellawan-Arteaga, Teaching Matters, âStudents as Agents of Change: Using Student-Led Inquiry to Create Antiracist Learning Spacesâ
L.19 Linking Literacies across the Curriculum through Multimodal Text Sets
ROOM 208-A
As proponents of reading and writing to learn across the curriculum, presenters will share approaches to integrate literacy strategies in learning complex text and content through multimodal text sets. Based on a Science-ELASpecial Education collaboration, the materials and strategies that attendees engage in can span grade levels and disciplines.
Presenters: Mellomonique Greene, Hancock Place School District
Amy Lannin, University of Missouri
Lori Pinkston, RPDC
L.20 Look Again: Inviting Students to See Familiar Civil Rights Landmarks in New Ways
C
ROOM 201-B
Teachers and administrators from Alabama, Mississippi, and Ohio describe studentsâ experiences on a Virtual Civil Rights Landmarks Tour designed to help students see landmarks in their communities in a new light. Session participants collaboratively analyze middle and high school student writing and hear videotaped student reflections. Participants also experience two stops on the virtual tour.
Session Chair: Rachel Bear, National Writing Project
Presenters: Robin Atwood, South Mississippi Writing Project
Hannah Doleac, Lamar County Schools
Brooke McWilliams, Lamar County Schools
Megan Rodney, Ohio Writing Project
Jameka Thomas, UAB Red Mountain Writing Project
Catherine Williams, Marion County Schools
Dylan Williams, Oak Grove High School/South Mississippi Writing Project
L.21 Making the Ancestors Proud and Illuminating the Future: Multigenerational and Multimodal Freedom Dreaming for Educational Justice
ROOM 212-A
Inspired by Bettina Love and Robin Kelley, we explore how a diverse collective of teachers, students, and luminaries harnessed the power of writing and the arts to manifest visions of a more just educational system. Join us as we share the writing prompts and art projects that led to the creation of multimodal education freedom dreams with our students.
Session Chair: Kelly Wissman, University at Albany, SUNY
Presenters: Christina Taylor, Corinth, NY
Leah Werther, Niskayuna Central School District
Kelly Wissman, University at Albany, SUNY
L.22 Nurturing and Sustaining Critical Educators: A Mentoring and Network Session


ROOM 264-BC
Sponsored by the NCTE Latinx Caucus, Black Caucus, Asian American Caucus, American Indian Caucus, and Middle Level Section
Are you a teacher facing challenges living your social justice commitments in the classroom? Join us for a mentoring dialogue with teacher educators from the Rainbow Strand offering guidance on how to sustain your equityfocused, antiracist efforts! With mentors covering all grade levels, all interested in critical pedagogy and justice issues are welcome.
Presenters: Limarys Caraballo, Teachers College, Columbia University
Anthony Celaya, Western Washington University
Michael DomĂnguez, San Diego State University
Carla España, Rye Country Day School
Luz Herrera, California State University, Channel Islands
Betina Hsieh, California State University, Long Beach
Naitnaphit Limlamai, University of Michigan, Ann Arbor
Andrea Riley Mukavetz, Grand Valley State University
Joaquin Munoz, University of British Columbia
Sandra L. Osorio, Erikson Institute Chicago
Robyn Seglem, Illinois State University
Byung-In Seo, Chicago State University
Francisco Torres, Kent State University
Saba Khan Vlach, University of Iowa, Iowa City
L.23 Out of the Margins: Reimagining Narratives through Minor Character Explorations
ROOM 202-B
The presenters demonstrate how students can explore narrative through the lens of a minor character. The presenters suggest that considering the point of view of minor characters allows students to dwell in the unexplored spaces of a text, creating a rich opportunity to imagine the narrative from the point of view of the underrepresented or marginalized.
Presenters: Natalie Cole, Bentonville High School
Elizabeth Knapp, Bentonville High School
Alison Vowell
L.24 Representing Ourselves and Our Dreams: Remixing Visual Media with an Eye towards Criticality ROOM 207-A
Remixing visual media (the process of cutting up, sampling, combining or rearranging existing content to make something new [Coppola, 2020]), offers students the opportunity to reenvision the world as they want it to be. We will provide tools for visual critical literacy including a critical remixing self-assessment rubric for students and student work samples from an elementary classroom.
Presenters: Alexandra (Allie) Paddock, Bank Street College of Education
Laurie Rabinowitz, Bank Street College of Education
Amy Tondreau, University of Maryland, Baltimore County
L.25 Shedding Light on a Growing Field: Identifying Trends in Scholarly Books about Young Adult Literature
ROOM 251-B
What do scholarly books about YAL tell us about the field? This interactive session will report on published books and categories identified in a critical content analysis of YAL from the last 20 years. Participants will engage in analyzing data and sharing what books they use in their teaching. Together, we will shed light on new possibilities for YAL in classrooms and in scholarly works.
Roundtable Leaders: Ashley Boyd, Washington State University
Sarah Donovan, Oklahoma State University
Crag Hill, University of Oklahoma
Terri Suico, Saint Maryâs College
Shelly K. Unsicker-Durham, University of Oklahoma
L.26 Shedding Light on Book Deserts: Book Access and Equity ROOM 210-CD
Pre-COVID, over 32 million children lacked book access in their homes, schools, and communities. This roundtable draws together an array of literacy activists and educatorsâincluding nonprofits, childrenâs book authors, and grassroots organizersâ who promote book access in innovative and engaging ways.
Presenters: Larry Abrams, Book Smile
Emily Cicchini, Book Spring Kevin Kushman, Blue Manatee
Alicia Levi, Reading Is Fundamental
Mike McGuffee, Unite for Literacy
Greig Metzger, Little Free Library
Molly Ness, Fordham University
Miranda Paul, We Need Diverse Books
Rekha Rajan, Bring Me a Book/Penguin/Scholastic
L.27 Shedding Light on Processes in Academia: A Conversation on Navigating the Ranks of Academia in English Teacher Education ROOM 253-BC
In this interactive session, full professors share their perspectives on the journey to academic rank promotion. We explore the difficulties in advancing in the professoriate. We listen to attendeesâ stories, teasing out common threads and problems. We also share advice and develop an ongoing community aimed at assisting assistant and associate professors who seek to move to full professor.
Presenters: Jennifer Dail, Kennesaw State University
Tonya Perry, University of Alabama at Birmingham Shelbie Witte, Oklahoma State University
L.28 Shining Light on Latinidad in the Secondary ELA Classroom ROOM 201-A


This panel brings together three Latina educators committed to shining light on Latinx voices, identities, and experiences in the ELA classroom. The discourse will encourage critical dialogue including racism, language, and colorism that challenge how we are defined and how we center the voices of Latinx students, communities, and families toward cultivating the hopes and sueños of latinidad.
Session Chair: Sandra Saco, Arizona State University
Presenters: Monica Baldonado-Ruiz, San Diego State University

Alethea Maldonado, Lockhart Junior High Sandra Saco, Arizona State University
L.29 #SocialStrategies for Cultivating Multimodal Communications
ROOM 202-A
In this interactive session, explore the benefits of utilizing social media platforms such as TikTok, Instagram, and Snapchat to leverage studentsâ voices and expand learning communities beyond the classroom. Come away with practical strategies and resources to aid implementation, including curated lessons and project ideas that leverage expressive forms to construct multimodal communications.
Presenters: Arlene Fannell, Diana C. Lobosco STEM Academy
Brittany Gaccione, Diana C. Lobosco STEM Academy Ellen Gianakis, Passaic County Technical Vocational Schools
L.30 #TeachLivingPoets and US Poet Laureate Joy Harjo Present Living Nations, Living Words, and Teaching Native Nations Poets
ROOM 213-CD
Sponsored by the NCTE Secondary Section
Along with US Poet Laureate Joy Harjo, members of the Library of Congressâs educator toolkit committee for Living Nations, Living Words will share their expertise and classroom experience teaching this beautiful project devoted to the work and experience of living Native poets and essential to the literature of our nation. Ample time will be allotted for open Q&A with Joy Harjo.
Presenter: Joy Harjo, Academy of American Poets
L.31 The Creativity Collaborative: Sustaining Community, Care, and Creative Reflection ROOM 211-B
In this hands-on session, the Creativity Collaborative, a community of practice and care, will discuss using visual journaling as a sustainable care practice and as an arts-based method for learners. Participants will practice creative reflection and journaling and leave with practical suggestions for incorporating arts-based practices in personal and classroom settings.
Presenters: Tempestt Adams, Appalachian State University
Jewel Davis, Appalachian State University
Peaches Hash, Appalachian State University
Jennifer Luetkemeyer, Appalachian State University
Theresa Redmond, Appalachian State University
L.32 The Role of NCTE, Literacy Educators, and the Committee on Diversity and Inclusivity in Support of Antiracist Literacy Education ROOM 261-A



Sponsored by the NCTE Standing Committee on Diversity and Inclusivity
NCTEâs Standing Committee on Diversity and Inclusivity will discuss and invite discussion regarding legislation that challenges antiracist education in Pre-Kâgrade 12 and university classrooms addressing historical contexts for current issues, why antiracist education continues to be important, and strategies for working within while challenging legislation to antiracist teaching.
Presenters: Susi Long, University of South Carolina Kamania Wynter-Hoyte, University of South Carolina
L.33 To Boldly Go: Exploring the Future and Social Justice through YA Science Fiction
ROOM 256-A
In this session, presenters will share resources and strategies for facilitating shared readings of Young Adult science fiction and fantasy literature with preservice English teachers. Such readings and analyses help future teachers to imagine a brighter future for all. Participants are invited to share their own experiences with using YA literature to boldly go forth into a more just future.
Presenters: Kristi Amatucci, Georgia Gwinnett College Mari Banks, Decatur City Schools Ruth Caillouet, Louisiana Department of Education Barbara Holland, Louisiana Department of Education
L.34 Using Literacy Leadership to Plant Seeds of Opportunity and Illuminate Growth in Middle School Students
ROOM 208-B
In this presentation, members of a middle level schoolwide literacy team will share insights and strategies on how they develop, foster, and execute schoolwide literacy initiatives that honor and value the diversity of their students and school community, plant seeds and illuminate student potential, and bring teachers together around common goals.
Presenters: Leah Bishop, Freedom Middle School
Priscilla Conerly, Freedom Middle School
Tequila Cornelious, Concordia University Chicago
Catherine Curtis, Freedom Middle School
Charles Farmer, Freedom Middle School
Gretchen Koerpel, Freedom Middle School
L.35 Using Young Adult Verse
Novels
as Mentor Texts for Student Writers ROOM 205-B
This interactive session focuses on how ELA teachers can use young adult novels in verse as mentor texts to help students develop their writing skills, respond to and analyze texts, and create multiple genres of text. The panelists will offer strategies for and examples of student writing including poetry, short stories, essays, videos, and memoirs. Panelists will share materials, book lists, and more.
Session Chair: Melanie Hundley, Vanderbilt University
Presenters: Melanie Hundley, Vanderbilt University
Emily Pendergrass, Vanderbilt University
Rebecca Peterson, Indiana University
C
L.36 Utilizing Book Study and a ChallengeBased Learning Project to Enlighten FirstYear College Students Regarding Race and Equity during the COVID-19 Pandemic ROOM 210-B
How can we engage and support first-year college students who spent the last 18 months of high school in the midst of a pandemic in critical discussions related to race and equity? Participants will learn about our approach to confronting these challenges as we implemented a book study and ChallengeBased Learning Project with education majors at a predominately white suburban public university.
Presenters: John Craig, West Chester University
Rose Jagielo-Manion, West Chester University
Jessica Tobin Nagle, Temple University Chris Penny, West Chester University
L.37 #Why Middle MattersâIlluminating the Middle: Shining a Light on Mental Health Literacy ROOM 209-A



Sponsored by the NCTE Middle Level Section
This session features authors, educators, and mental health professionals sharing their work and knowledge for enhancing middle level studentsâ mental health literacy through literature. Presenters will share specific titles, considerations for educators, and suggestions for utilizing literature as a starting point in normalizing mental health foci in middle level classrooms.
Presenters: Brooke Eisenbach, Lesley University
Jason Frydman, Lesley University
Susan James, University of West Florida
Haley Shaffer, Poland Local School District, OH
Laura Wood, Lesley University
Tradebook Authors/Illustrators: Barbara Dee, Aladdin/Simon & Schuster
Ella Schwartz
Jeff Zentner, Penguin Random House
L.38
Youâre
Getting Warmer! Climate Conversations in the ELA Classroom ROOM 211-A
In this engaging and interactive panel session, explore texts, topics, and strategies for inspiring students of all ages to learn more about climate change and environmental justice and become active participants in the fight for our planet.
Presenter: Sarah Honore, Houston Independent School District
M.01 2022 Notable Books for a Global Society: Dreams, Hope, and Possibilities in Literature


ROOM 213-A
The Notable Books for a Global Society Committee selects 25 books that demonstrate diverse genres, voices, and topics to enhance student understanding of people and cultures throughout the world. With multiple table discussions occurring concurrently, participants will be able to choose themes and books that are professionally and personally relevant.
Presenters: Jeanne Fain, Lipscomb University
Tracey Hodges, University of Alabama
Mary Oslick, Stetson University
Osha Smith, Walden University
Sandip LeeAnne Wilson, Husson University
M.02 A Whole New World: Books and Cultural Practices to Create Dreams and Ideas for a Better America
ROOM 207-B
This session highlights the dreams, goals, and ideas of immigrant and refugee students on their quest for visibility and equal rights. Through the use of books and cultural practices both in homes and in schools, students and teachers are able to see themselves as being a part of the American dream.
Presenters: Sally Brown, Georgia Southern University, âHonduran Dreams: Literacy Learning Embedded in Family Cultural Practicesâ
Don Vu, Scholastic/Roseville School District, âFinding the Audacity of Equality in the Stories of Immigrants and Refugeesâ
M.03 Being a Light for Each Other: Illuminating Fieldwork Partnerships between English Education and 6â12 ELA Contexts ROOM 256-A
How can we be a light for each other?
Presenters in this roundtable session describe collaborative projects between English Ed and 6â12 ELA, through which participants grew in community and practice together.
Featured projects showcase mutually beneficial school-university partnerships, innovative and interactive fieldwork structures, and reflective practices for deepening field experience.
Presenters: Katie Alford, McKendree University
Susanna Benko, Ball State University
Rebekah Buchanan, Western Illinois University
Laura Davies, SUNY Cortland
Abigail Kindelsperger, University of Illinois at Chicago
Rachel Knecht, University of Nevada, Reno
Christopher Parsons, Keene State College
Maggie Peterson, University of Maryland, College Park
David Schaafsma, University of Illinois at Chicago

Kate Sjostrom, University of Illinois at Chicago
Roundtable Leaders: Erinn Bentley, Columbus State University

Jessica Gallo, University of Nevada, Reno
Michelle Glerum, Arizona State University
Heidi Hadley, Missouri State University
Kate Hope, California State University Stanislaus
Donald James, Benito Juarez Community Academy
Rex Ovalle, University of Illinois at Chicago
Joe Passi, Benito Juarez Community Academy
Samuel Rowe, University of Illinois at Chicago
Lydia Saravia, DePaul University
Beth Singleton, University of Maryland Writing Project
Amanda Stearns-Pfeiffer, Oakland University
Lauren Wilkie, Chicago Public Schools
M.04
Beyond the Blank and Darkened Screen: Bringing Digital Literacy Practices to Light in ELA Instruction


ROOM 201-D
The shift to remote learning was less than ideal. Yet, these dark timesâand blank screensâcan be reinvigorated. Framed by NCTEâs Definition of Digital Literacy and four key questions that can be used for planning instruction, panelists will share examples of typical lessons and invite participants to engage in innovative versions of those lessons for both remote and face-to-face instruction.
Presenters: Troy Hicks, Central Michigan University Kristen Turner, Drew University
M.05 Beyond the Book: Understanding the Complexities of Digital Literacies and Authorship
ROOM 262-B


This session highlights how students and writers navigate, challenge, or construct their social worlds through digital spaces. Paper one explores how students engage in critical participatory dialogue with authors and illustrators through digital social media; paper two examines how Chinese international students make sense of their online informationseeking experience in the U.S.; paper three discusses how storied resistances against rape culture are enacted online through YA fanfiction.
Presenters: Huan Gao, University of Florida, âInformation Literacy and Transnational Mobility: Chinese International Students Making Sense of Online Information-Seeking Experience in the United Statesâ
Gina Paese-Margiela, University of Missouri, Kansas City, âBeyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Mediaâ
Nora Peterman, University of Missouri, Kansas City, âBeyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Mediaâ
Connor Warner, University of Utah, âBeyond the Book: Expanding Critical Connective Literacies between Students and Authors on Social Mediaâ
M.06 Bi/Multilingual Luminaries:
Bilingual Teachers Empowering Studentsâ Language, Literacy, and Community Practices in the Classroom ROOM 207-A
The four studies in this panel exemplify practices of bilingual teachers that seek to illuminate the linguistic, cultural, and community practices of their students that are often overshadowed in curricular spaces. The studies offer implications for teachers of emergent bilinguals and teacher practitioners to seek ways to incorporate the wealth of knowledge the students bring into the classroom.
Session Chair: Kenya Vargas, The University of Texas at San Antonio
Presenters: Lucila Ek, The University of Texas at San Antonio
Jimena Guerra, Texas A&M University-San Antonio Gilberto Lara, The University of Texas at San Antonio Maria Leija, The University of Texas at San Antonio Alex Mejia, The University of Texas at San Antonio Kenya Vargas, The University of Texas at San Antonio Melinda Zepeda, The University of Texas at San Antonio
Respondent: Patricia Sanchez, The University of Texas at San Antonio
M.07 Blended and Online Spaces: Spaces for Literacy Collaboration ROOM 203-B

The shift to online learning during the pandemic has offered new ideas for innovative multimodal and arts-based literacy collaborations and discussions. This session features the work of ELA educators in these spaces.
Presenters: Adele Bruni Ashley, Teachers College, Columbia University, âSaying Something in the Dark: Responding to Jhumpa Lahiriâs Interpreter of Maladies through Online, Arts-Based Collaborationâ
Nathan Blom, New York City Department of Education, âSaying Something in the Dark: Responding to Jhumpa Lahiriâs Interpreter of Maladies through Online, Arts-Based Collaborationâ
Marcelle Mentor, Teachers College, Columbia University, âSaying Something in the Dark: Responding to Jhumpa Lahiriâs Interpreter of Maladies through Online, Arts-Based Collaborationâ
Janeen Pizzo, SUNY Brockport, âSupporting Thoughtful Multimodal Discussion in ELA Blended Learning Spacesâ
Natalie Svrcek, SUNY Brockport, âSupporting Thoughtful Multimodal Discussion in ELA Blended Learning Spacesâ
M.08 Bottling Memories That Ignite: Harnessing the Power of Narrative Storytelling to Increase Joy in the ELA Classroom ROOM 201-A
Food and storytelling are huge parts of our culture. This presentation focuses on the healing power of narrative by âbottlingâ a memory, empowering students to tell their own stories and embrace their genius. During the presentation, participants can expect to âbottleâ a memory, engage with others in the community, and receive ready-made lessons to use immediately in their class.
Presenter: Aimee Hardy, Pinson Valley High School
M.09 Bright Practices to Support Preservice Teachers ROOM 210-A
Training teachers to meet the challenges of cultivating an equitable classroom environment is one of the critical tasks for education programs today. Fostering their sense of responsibility to serve as beacons of light in their future schools requires engaging preservice teachers in multiple ways. Our efforts offer examples of ways to do this work at the course, program, and extracurricular level.
Presenters: Andrea Alden, Grand Canyon University Maria Zafonte
M.10 Bringing Social Justice Concepts and Censorship to Light ROOM 205-A
TE
This session will unpack designing curriculum through pairing social justice concepts, historical and legal documents, contemporary political texts, and young adult literature to illuminate the roles socio-political forces have in shaping schools. In addition, presenters will share a âCensorship in Literatureâ unit.
Presenters: Allyson Buie, Cary Academy, âDispersing Light: Finding the Joy in Collaboration and Sparking Student Passionâ
Kara Kalmer Caccuitto, Cary Academy, âDispersing Light: Finding the Joy in Collaboration and Sparking Student Passionâ
Henry Cody Miller, SUNY Brockport, âIlluminating the Humanity in Historical and Legal Curriculum: Centering Young Adult Literature to Teach Education Foundations Coursesâ
M.11
Creating Light through Books: The Power of Brave Spaces for Bridging Social Adversities in Virtual Book Clubs
ROOM 253-A
Teaching online during the height of the pandemic, Sam Glansman and Alicia Vonderharr saw a need to provide an extracurricular space for students. What was created was beyond their expectations. Students from varied socioeconomic, racial, and religious backgrounds came together during Book Club and created friendships that endured beyond the book club and across school years. After two successful years with a third on the horizon, Alicia and Sam are bringing their experiences and knowledge to NCTE in the hope of helping others to see the benefits of online extracurricular environments to provide brave spaces for all students.
Presenters: Samantha Glansman, LinK12 with ISD 194, Lakeville, MN
Alicia Vonderharr, Burnsville High School and ISD 191 Virtual Academy, Burnsville MN
M.12 Close-Reading Culturally Relevant Music
ROOM 206-B
The use of Close Reading tactics allows students to share their prior knowledge and experiences which exudes diversity and inclusion, as each studentâs voice is shared in a variety of ways. Inspire students to interact and closely read music lyrics through a lens of diversity and equity to engage on significant issues surrounding culture, social justice, inclusion, and racial discourse.
Presenters: Leticia Citizen, Hawthorne School
Toutoule Ntoya, Pasadena Unified School District
Tory Wadlington, Murrieta Valley Unified School District
M.13 Community as the North Star: Building Literacy in Collective

Spaces

ROOM 203-A
In this session, presenters share how reimagining and restorying community/ies with their Kâ12 and/or teacher education students helped to build communities of resistance grounded in sustained and sustaining (1) participation in digital culture, (2) critical literacy teacher education, and (3) youth activism.
Session Chair: Jenell Igeleke Penn, The Ohio State University
Presenters: Christian Hines, The Ohio State University Hui-Ling Malone, Michigan State University Jenell Igeleke Penn, The Ohio State University
Respondent: Tamara Butler, College of Charleston
M.14 Connecting through Story: The Transformative Power of Daily Picture Book Read-Alouds ROOM 253-BC
Our text choices can welcome students in or turn them away. Intentional selection of daily picture book read-alouds can help students feel seen and strengthen community. Learn about #ClassroomBookADay and join author/ illustrator pairs as they shine the light on ways incorporating more inclusive stories can positively impact your classroom.
Session Chair: Jillian Heise, Heise Reads & Recommends Tradebook Authors/Illustrators: Tami Charles, Scholastic
Bryan Collier, Scholastic Joanna Ho, HarperCollins/East Palo Alto Academy Ashlee Latimer, Abrams Shahrzad Maydani, Abrams Frank Morrison, Illustrator Dow Phumiruk, Art by Dow LLC Christina Soontornvat, Candlewick Press Traci Sorell, Penguin/Charlesbridge/Lerner Arigon Starr, Penguin Carole Weatherford, Author
M.15 Constructing Writerâs Workshop to Build on Studentsâ Linguistic Repertoires and Funds of Knowledge
ROOM 207-C
In this presentation, you will see how kindergarten and first-grade teachers cultivated writing communities that represented wholeness by interconnecting translanguaging and cultural practices and discussions into the writing workshop. You will see how students used mentor texts and their language of love to produce complex and authentic texts.
Presenters: Viridiana Fimbres, Teachers College, Columbia University, âReconstructing the Writing Workshop by Building on Studentsâ Linguistic Repertoires and Funds of Knowledgeâ
Erica Holyoke, University of Colorado, Denver, ââHe Does What We Do!â Illuminating the Work of Young Writersâ
Susan Tily, The University of Texas at Austin, ââHe Does What We Do!â: Illuminating the Work of Young Writersâ
Ursula Tua, Teachers College, Columbia University, âReconstructing the Writing Workshop by Building on Studentsâ Linguistic Repertoires and Funds of Knowledgeâ
M.16 Creating Dialogue across Generations of Scholars: Revolutionary Scholarship for and with Latinx Students, Families, and Communities




ROOM 213-CD
Sponsored by the NCTE Latinx Caucus
This roundtable session facilitates crossgenerational dialogue between graduate student/early-career researchers and mid-career/ senior researchers within the Latinx caucus, as well as general NCTE members. Graduate students and early career scholars will receive mentorship on specific work. This session is open to anyone who is interested in Latinx issues in education.
Presenters: Limarys Caraballo, Teachers College, Columbia University
Denise Davila, The University of Texas at Austin
Sybil Durand, Arizona State University
Patricia Enciso, The Ohio State University
MarĂa E. FrĂĄnquiz, The University of Texas at Austin
Antero Garcia, Stanford University
Laura Gonzales, University of Florida
Danny Martinez, University of California, Davis Ramon Martinez, Stanford University Sandra L. Osorio, Erikson Institute Chicago Timothy San Pedro, The Ohio State University Angie Zapata, University of Missouri
M.17 Expanding Trauma-Informed Care through Literacies of Love and Embodiment
ROOM 202-B

As the numbers for child trauma continue to catapultâespecially in the midst of a global pandemicâthe field of literacy has begun to recognize the importance of addressing trauma in the classroom (Dutro, 2017; Everett, 2021). In this session, we extend trauma-informed frameworks to include literacies of love and embodiment as necessary components of healing.
Presenters: Stephanie Cariaga, California State University, Dominguez Hills Sharim Hannegan-Martinez, University of Kentucky
M.18
Finding Grace: Practical Tools for the Overworked or Overwhelmed ELA
Teacher
ROOM 208-A
In this panel, two ELA teachers and one administrator share practical tools to get out of the stress cycle, lesson-plan our way into more sustainable rhythms, and push for systems that support. By recognizing the challenges in this profession and providing ample space for participants to dialogue about their own survival techniques, we will dream about tomorrow while firmly grounded in today.
Presenters: Monica Colletti, St. Andrewâs Episcopal School
Dean Julius, St. Andrewâs Episcopal School
Julie Rust, St. Andrewâs Episcopal School
M.19 Finding Light from Theory to Practice: BIPOC Educators Share Their Stories
ROOM 207-D
This presentation explores a fundamental question in the minds of teachers and teacher educators: what texts should I use? The presenters, BIPOC identified professors, explore the development of courses taught with texts curated for anti-oppressive education to âcreate a broader spectrum of lightâ for the benefit of families and the school community.
Presenters: Stephanie P. Jones, Grinnell College
Joaquin Muñoz, University of British Columbia
Shamari Reid, University of Oklahoma
Stephanie Toliver, University of Colorado, Boulder
Francisco Torres, Kent State University
M.20 First Gen/Gen Z: Reimagining Field Experiences through Literacy Partnerships





ROOM 251-B
When school buildings closed and online programs replaced in-person instruction, we began to redefine the purpose, goals, and possibilities of fieldwork. This panel will share how we reimagined secondary field experiences through online literacy partnerships, centering responsive, personalized literacy instruction that offered much needed human connections for all. Examples will be shared.
Presenters: Libby Adjei, Oklahoma State University
Sarah Donovan, Oklahoma State University
M.21 Illuminating Critical Pedagogy and Practice for Preservice and Early Career Teachers
ROOM 252-A
This session is focused on critical orientations of pedagogy and practice for preservice and early career teachers. Attendees will hear from presenters who reimagine and expand literacy practice in order to explore and enact equitable teaching and learning.
Presenters: Kathryn Struthers Ahmed, Hunter College, CUNY, âLeveraging Studentsâ Personal and Teachersâ Professional Knowledge: Supporting Preservice Teachers to Design Equity-Based Culturally Sustaining Curriculum
Lucy Arnold, The University of North Carolina at Charlotte, âCEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogiesâ
Meghan Barnes, University of North Carolina at Charlotte, âCEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogiesâ
Heather Coffey, âCEECing the Light: How Critical English Education Professional Development Supports Early Career Educators in Critical Pedagogiesâ
Anthony Celaya, Western Washington University, âCreating Opportunities for Light: Preservice Teachers Engaging with Critical Pedagogies to Design Civic Action Unitsâ
M.22 Imagining and Creating a Better World in YA Fantasy ROOM 208-B
G
This session features YA authors of stories set in alternate, magical versions of the US. These fantastical stories may be set in another world, but many of the issues and challenges their teen protagonists face are familiar.
Presenter: Sarah Ressler Wright, RB Hayes High School Tradebook Authors/Illustrators: Rachel Griffin, Sourcebooks
Vincent Tirado, Sourcebooks
M.23 Into the Light: Organizing Against Censorship of Diverse Books
ROOM 258-A
Sponsored by the Standing Committee Against Censorship
Participants will gain a working understanding of national current censorship issues facing schools and resources available via NCAC speaker Dr. Christine Emeran; then of SCAC membersâ guidance on how to marshall resources at the local level. Finally, led by SCAC members, small groups will study four NCTE position statements for support in school and district work addressing censorship.
Presenters: Ann David, University of the Incarnate Word, âSeeing the Light: Designing an Organized Response to Organized Censorshipâ
Christine Emeran, National Coalition Against Censorship, âNavigating Censorship and Book Challengesâ
Respondents: Katharine Covino-Poutasse, Fitchburg State University
Christina Dobbs
Pamela Mason
Sharon Ryan, Acton-Boxborough Regional School District
M.24 James Moffettâs Lost Language Learning Program: Interaction
ROOM 261-A
M.25 Looking at Our Reading and Writing Practices That Work: Igniting Engagement and Learning in the Classroom
ROOM 251-A
This session will focus on how educators can employ enlightened teaching practices and ideas to navigate the social climate. We will focus on how to best reach students of color and students who have linguistically diverse backgrounds, and how to best support new teachers and veteran teachers in employing equitable teaching practices in literacy classrooms in 6â12.
Session Chair: Jameka Thomas, University of Alabama at Birmingham Red Mountain Writing Project
Presenters: Fredeisha Darrington, University of Alabama at Birmingham, âThe Dyslexia Divide: An Examination of Inequities in Early Identification, Intervention, and Advocacy Involving Young Children of Colorâ

Brandon Hatcher, University of Alabama at Birmingham, âAntiracist Teaching in the Deep South: Affirming Students of Color and Valuing Diverse Populationsâ
Sonjanika Henderson-Green, Birmingham City Schools, âReading, the Cornerstone to Breaking the Pipeline to Prisonâ
TaSharra Hilson, âUsing Argumentation to Break Barriers in a Multicultural Classroomâ
Sponsored
by
the Assembly for Expanded Perspectives on Learning (AEPL)
James Moffettâs revolutionary 1973 language learning program, Interaction, was protested out of use before it could be widely employed. This presentation utilizes the original activity cards from Interaction to help teachers craft, invent, and think about their own teaching practices and curriculum.
Session Chair: Paul Rogers, University of California, Santa Barbara
Presenters: Kathleen Kelly, Columbia University
Jonathan Marine, George Mason University
Shannon Potts, Special Music School
Respondent: Sheridan Blau, Teachers College, Columbia University
Shonterrius Lawson-Fountain, âAll I Need is 4As and One MicâHow One Womanist Teacher Used Four As for Equity to Integrate Culturally Sustaining Anchor Texts That Create the Bridges and Pathways Student Need to Cultivate Their Agencyâ
Brandi McGuire, âMustang Mane & Tail: Daily Writing in Every Class, Every Day, to Improve Writing Fluencyâ
Dianna Minor, Hoover City Schools, âDiverse Literature Initiative in Secondary Schoolsâ
Tonya Perry, University of Alabama at Birmingham
Veronica Rhodes-Simmons, Birmingham City Schools, âEngaging in Socially Responsive Teaching for Gifted Students in Underrepresented Populationâ
Jameka Thomas, University of Alabama at Birmingham Red Mountain Writing Project, âConduit of Empowerment and Opportunity: Providing Mentorship and Advocacy to Increase Equity in the Professional Workplaceâ
M. 26 Multimodal Expressions through Art and Storytelling

ROOM 213-B
Providing students with the opportunity to produce texts in multiple modes and media not only ignites their passion, but, more importantly, helps them make deep connections to the content and their own composing choices.
Presenters: Paula Bourque, Stenhouse Publishers/ Augusta Schools, âDream It, Draw It, Discover It: Sketchnoting to Enlighten Understandingâ
Christine Gentry, New York University, âSpeak, Memory: The Power of Oral Storytellingâ
Sarah Jerasa, University of Houston, âBookTok101: Enlightening the ELA Classroom with TikTok Multimodal Literaciesâ
Stacy Vocasek, Arts at the Capitol Theater, âCentering Student Voices through Art and Storytellingâ
M.27 Navigating the Affordances and Challenges of Culturally Sustaining Pedagogies
ROOM 211-B
Paper one highlights the benefits of culturally sustaining pedagogies while acknowledging the rhetoric of âlearning loss.â Paper two offers insights for navigating culturally relevant teaching and learning within blended learning contexts. Paper three explores culturally and linguistically sustaining pedagogies among emergent bilingual students. Paper four explores the culturally sustaining implications for international student teaching assistants at research-intensive Institutions.
Presenters: Fnu Dawayangzong, University of Florida, âWhat Successful International Teaching Assistants Do: Three Chinese ITAsâ Teaching Experiences at a US College Campusâ
Kayla Hostetler, Aiken County Public Schools, SC, âThe Tale of Two Pandemics: Culturally Relevant Pedagogy in a Blended Learning Environment Amidst COVID-19 and Racism Pandemicsâ
Daniel P. Moore, Stanford University, âSustaining or Compensating? How Teachers Navigate the âDual Responsibilityâ of High-Stakes Tests and Culturally Sustaining Pedagogyâ
Joanna Wong, California State University, Monterey Bay, âAffordances of Critical Asset-Focused Teacher Inquiry: Discoveries, Challenges, and Shifts toward Culturally Sustaining Writing Pedagogyâ
M.28 Park Rangers and Teachers Ignite Meaningful Learning and Spark Inspiration through Nature-Based Writing and Communities of Practice ROOM 252-C
Three teachers and a National Park Service Ranger explain how collaborations with the National Writing Project and the National Park Service inspire them to beam rays of hope and community in their classrooms and beyond. Presenters will share work samples from students, from elementary and high school settings, that illustrate the writing that accompanies place-based outdoor teaching.
Presenters: Bryan Ripley Crandall, Fairfield University Janine Kayser, Mount Alvernia Academy Kristin Lessard, Weir Farm NHPâNational Park Service Kemba Metropoulos, Parkway Central High School Rich Novack, Fairfield Warde High School
M.29 Radical Truth-Telling: Reckoning with Dr. Kingâs Legacy in Our Classrooms ROOM 212-A

Weâll explore the possibilities of radical and revolutionary truth-telling about Dr. King, race, and racism in K 12 classrooms. As Ida B. Wells reminded us, âThe way to right wrongs is to shine the light of truth on them.â We will shine a light to expose canned narratives about Dr. King and demonstrate teaching that raises the critical consciousness of students and keeps hope at the center.
Presenters: Sonja Cherry-Paul, Teachers College, Columbia University Tricia Ebarvia, Conestoga High School
M.30 School Librarians, Teachers, Booksellers, and Authors Bring âLightâ to Schools and Communities ROOM 211-A
This panel will discuss how representatives from different aspects of the education profession can bring LIGHT to schools and communities through books and reading. We believe that children, teens, and adults are better citizens when they read and share reading joy with others.
Session Chair: Jennifer Sniadecki, Reading Teacher Writes
Presenters: Kathy Burnette, Brain Lair LLC
Jennica Liberatore, SBCSC
Jennifer Sniadecki, Reading Teacher Writes
Kelly Vorhis, NorthWood High School Tradebook Authors/Illustrators: Pam Allyn, Independent
Margarita Engle, Simon & Schuster
Matthew Kay, Stenhouse Publishers
Jeff Zentner, Penguin Random House
M.31 Shining the Light on Palestinian Voices through Poetry ROOM 201-C
The Palestinian narrative is one that if often intentionally erased. Narratives of Arabs are often portrayed as monoliths. This session will cultivate an appreciation for a historic tradition in Arab cultures and poetry. Presenters will provide participants with resources for instruction and ways of integrating the Palestinian narratives, histories, and culture in English classes.
Presenters: Kefah Ayesh, Al-Ghazaly High School
Sawsan Jaber, Education Unfiltered Consulting
Mona Mustafa, Al-Ghazaly High School
Abeer Shinnawi, Reimagining Migration
M.32 Students and Stories: Illuminating Community with Student-Driven Storytelling ROOM 209-A
This innovative and resource packed session will highlight multiple examples of middle grades classroom practice that leverage storytelling to connect students with their communities in powerful, multimodal, and transformative ways.
Presenters: Erin Quinn, Calgary Board of Education, âRoom to Breathe: Personalizing the Language Arts through Student-Designed Projectsâ
Stephanie F. Reid, University of Montana, âAuthoring Pandemic Personal Narratives with Middle-Grade Studentsâ
Florence Scott, Hawaii Technology Academy, âIntergenerational Empathy Interviews: Highlighting Our Shared Humanity through Storytelling and Artâ
Rita Thorson, St. Croix Preparatory School, âAuthoring Pandemic Personal Narratives with Middle-Grade Studentsâ
Tara Vandertoorn, Calgary Board of Education, âRoom to Breathe: Personalizing the Language Arts through Student-Designed Projectsâ


M.33 Sueña con Nosotros: Reimagining Educational Spaces as Beacons for Hope and Transformation ROOM 252-B
Sponsored by the ELATE Social Justice Commission
The ELATE Commission for Social Justice will begin their session by featuring Cati V. de los RĂos, who will be followed by concurrent roundtable presentations focusing on critical hope and transformation within our ELA educational spaces.


Presenters: Cati V. de los RĂos, University of California, Davis
Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation
Roundtable Leaders: Lydia Adegbola, New Rochelle High School, âFrom Protocols to Possibilities: Cultivating Critical Love and Critical Literacies in Our Learning Communitiesâ
David Beauzil, Teachers College, Columbia University, âSoñando En Silencio: Advancing Critical Literacies toward a New English Educationâ
Nadia Behizadeh, Georgia State University, âWho Are We in This Work? Teacher Educators Critically Reflecting on Identities, Beliefs, and Instructional Practicesâ
Jordan Bell, Dutchess Community College, âFrom Scorched Earth to Fertile Grounds: The Challenges and Possibilities of Cultivating Abolitionist Futures in English (Teacher) Educationâ
Laura Bolf-Beliveau, University of Central Oklahoma, â(Con)trolling Public Discourse: Early-Career Teachersâ Experiences with Oklahoma H.B. 1775â
Stefani Boutelier, Aquinas College, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Michael Cho, Aptive Education, Inc., âBrothers of Black and Gold: Empowering Males of Color in the Field of Educationâ
Todd DeStigter, University of Illinois at Chicago, âTeachers Unions and Social Justice: Diversity and Equity through Solidarityâ
Mandie Dunn, University of South Florida, âMiscarriage, Misogyny, The Crucible, and Macbethâ
Lauren Ergen, Apollo High School, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Noah Golden, California State University, Long Beach, âLanguage Ideologies, Identity, and ELA Teaching: Engendering Sites of Transformation through Critical Language Awareness and Teacher Reflectionâ
Charles Gonzalez, Austin Peay State University, âGrowing toward a Culturally Relevant Future by Becoming Critically Reflective of the Pastâ
Charlie Green, Cornell University, âTeaching for Reconstruction: Race, Representation, and White Privilegeâ
Melanie Hundley, Vanderbilt University, âPoetry and Novels in Verse to Create Space for Voice and Representationâ
Ileana JimĂ©nez, Teachers College, Columbia University, âCentering Black Feminism in High School English Classrooms and Teacher Educationâ
Janet Johnson, Rhode Island College, ââIf You Cannot Hope Radically, Do Not Applyâ: Working toward Policy Transformationâ
Tara Johnson, Purdue University, âOn Divisiveness and Discomfort: Speaking Truth to Disinformation in Education Policyâ
Kelsey Jones-Greer, Pennsylvania State University, âDeveloping White Teacher Antiracist Stances through Critical Whiteness Pedagogiesâ
Odeese Khalil, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Michelle Knotts, Pennsylvania State University, âExplicit and Intentional Approaches for Developing Pedagogies of Hope with English Teacher Candidatesâ
Cindi Koudelka, Aurora University/Fieldcrest CUSD 6, âPartnering for Change: Learning with Community Educators in YPARâ
Naitnaphit Limlamai, University of Michigan, Ann Arbor, âIlluminating What We Mean by âJusticeâ in Secondary ELA Teacher Preparation as We Dream and Build the Future
Diana Liu, Teachers College, Columbia University, âSoñando En Silencio: Advancing Critical Literacies toward a New English Educationâ
Beatrice Lopez, âFrom Protocols to Possibilities: Cultivating Critical Love and Critical Literacies in Our Learning Communitiesâ
Joanne Marciano, Michigan State University, âPartnering for Change: Learning with Community Educators in YPARâ
Shaylyn Marks, California State University, Bakersfield, âCreating Curriculum That Matters: Centering Studentsâ Identities at the Core of Curriculum and Pedagogyâ
Alpha Martinez-Suarez, The University of Texas at San Antonio, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Dominique McDaniel, Kennesaw State University, âReimagining Literacy through Transformative Online Spaces: Teensâ Advocacy and Agency on Social Media Platformsâ
Maureen McDermott, Independent Scholar, âBecoming the Light and Maintaining the Sunshine for 30 Yearsâ
Jennifer Meagher, College of St. Benedict/St. Johnâs University, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Brian Mooney, Teachers College, Columbia University, âSoñando En Silencio: Advancing Critical Literacies toward a New English Educationâ
Cara Mulcahy, Central Connecticut State University, âCentering Critical Engagement, Multimodal Learning, and Compassion: A Framework for Literacy Instructionâ
Ayan Omar, Tech High School, âStories of Critical Love and Radical Empathy: Narratives of Teachers of Refugee and Displaced Studentsâ
Eddie Ortiz, Teachers College, Columbia University, âSoñando En Silencio: Advancing Critical Literacies toward a New English Educationâ
Rae Oviatt, Eastern Michigan University
Alexandra Panos, University of South Florida, âMiscarriage, Misogyny, The Crucible, and Macbethâ
Charlotte Pass, SUNY Cortland, âTeaching for Reconstruction: Race, Representation, and White Privilegeâ
Darius Phelps, Teachers College, Columbia University, âBrothers of Black and Gold: Empowering Males of Color in the Field of Educationâ
Mary Rice, University of New Mexico, âSupporting Teachers in Evaluating Digital Instructional Materials for Inclusivityâ
Stephanie Robillard, Stanford University, âDisrupting Narratives: A Teacherâs Collaborative Focused on Improving the Teaching of Enslavementâ
Louise Shaw, Southern Connecticut State University, âCentering Critical Engagement, Multimodal Learning, and Compassion: A Framework for Literacy Instructionâ
Stephanie Anne Shelton, University of Alabama, ââWeâre Working to Do Diversity, Rather than Have Itâ: Disrupting Understandings of Social Justice Teacher Trainingâ
Anderson Smith, Hunter College, âWobbling with Agency: Digital Dialogic Classrooms of Communityâ
Allen Webb, Western Michigan University, âFuture Teachers Finding Hope through Activism Addressing the Climate Emergencyâ
Zhen Yu, University of New Mexico, âSupporting Teachers in Evaluatingâ
Karen Zaino, CUNY Graduate Center, âFrom Scorched Earth to Fertile Grounds: The Challenges and Possibilities of Cultivating Abolitionist Futures in English (Teacher) Educationâ
M.34 The Emotion Atlas Project ROOM 201-B
Art and writing are powerful tools for making meaning of experiences. The Emotion Atlas Project merges poetry and art to give young people the space to name their feelings lyrically and visually. Participants will write a poem, rooting it in a feeling. They will describe what they discover when they travel away from that feeling, and represent their discoveries visually, creating a map.
Presenters: Layla Clark, Whole Village Art Therapy
Bahareh Mirian, Whole Village Art Therapy
Kyley Pulphus, We Scribblinâ
Holly Wherry, Whole Village Art Therapy
M.35 When Disciplinary Literacy Meets
Informational
Texts: Shining a Light on the Close Reading Model ROOM 202-A
How can ELA teachers answer the call to integrate informational text without becoming de facto science and history teachers?
Presenters will discuss what disciplinary literacy means in ELA, then lead a hands-on exploration of a model in which informational texts are used to enrich the analysis of a literary text by providing authentic historical and conceptual context beyond the textbook blurb.
Presenters: Barrie Olson, Carnegie Learning Nicole Renner, Carnegie Learning
M.36 #Why Middle MattersâMiddle Grade Literature As Dreams and PossibilityâThe Middle Level Mosaic ROOM 210-CD
Sponsored by the NCTE Middle Level Section
Middle level educators, donât miss the capstone to our #whymiddlematters sessions! This yearâs Mosaic features conversations with middle grade authors as they explore how middle grade literature helps students dream toward self-affirmation, inclusive communities, and more equitable worlds. Share questions, play with ideas, and discuss books at more than ten roundtables!
Session Chairs: Alex Corbitt, Boston College Carla España, Rye Country Day School
Presenter: Sarah Bonner, Heyworth Junior High School
Roundtable Leaders: Kelly J. Baptist, Lee & Low Books
Camille Gomera-Tavarez, Levine Querido Kekla Magoon, Bloomsbury/Candlewick Meg Medina, Candlewick Press
Tehlor Kay Mejia, Disney Publishing Worldwide Daniel Nayeri
Claribel Ortega, Scholastic Mark Oshiro, Tor Teen
Emma Otheguy, Childrenâs Author
Julian Randall, Macmillian Publishing
Olugbemisola Rhuday-Perkovich, Crown/Random House/Macmillan/HarperCollins
Lisa Yee, Random House Books for Young Readers
Ibi Zoboi, HarperCollins/Balzer+Bray/Dutton/Penguin Books
M.37 Working toward Educational Justice: Gender-Focused Inclusive Critical Education in Action



ROOM 206-A
As educators working toward justice, we have a responsibility to create conditions where all students can feel seen, heard, and honored for their authentic personhood. This panel amplifies the work of equity-seeking educators creating inclusive school spaces where all students, including our LGBTQIA+ youth, are recognized as change agents.
Presenters: Courtney Beatty, The Story Note
Kathryn Cubano, West Windsor-Plainsboro Regional School District
Justin Dolcimascolo, West WindsorâPlainsboro Regional School District
Jamaica Ross, Long Beach Unified School District
Jenny Taylor, Long Beach Unified School District
M.38 Writers Are Lighters:
Writing
Communities Find Their Way Out of the Dark ROOM 209-B
When teacher-educators reach across state lines to form an online research team, they redefine what it means to be part of a research community. Through their shared stories, they reinvigorate each other and harness the power of a collective voice to provide a place of hope for each other in unprecedented times.
Presenters: Kimberly Lewinski, La Salle University
Jamie Marsh, California State University, Los Angeles

Haley Sigler, Washington and Lee University
M.39 Writing to Soñar: Latina Girlsâ Stories Shining Their Way to Freedom ROOM 212-B
Somos Escritoras is a creative space for Latina girls (grades 6â8) that invites them to write and perform stories from their lived experiences using art, theater, and writing as tools to speak truth and amplify their voices. In this interactive session, we provide texts used to inspire writing, examination, and critique, as well as examples of girlsâ writing and art.
Session Chair: Sandra Saco, Arizona State University
Presenters: Tracey Flores, The University of Texas at Austin
Alethea Maldonado, Lockhart Junior High Iris Treinies
Yaikira Vazquez, Copperas Cove School District Gabriela Zuniga, Del Valle ISD
Respondent: Tracey Flores, The University of Texas at Austin
M.40 Poster Sessions ACC NORTH, PRE-FUNCTION AREA, SECOND FLOOR
Poster 1âBuilding
a Community on TikTok
By looking at the trending mental health topics, hashtags, and trends, an ethics of care framework (Place, 2021) helps us trace how social media mirrors the mental health epidemic affecting young adults today. Additionally, through this framework we can see how TikTokâs algorithm is used to increase community engagement and build foundational knowledge on a variety of mental health topics.
Presenter: Jasmine Villa, East Stroudsburg University
Poster 2âIgniting Learning through Role Play: Facilitating a Reacting to the Past Game
Drawing on drama-based learning and Reacting to the Past pedagogy, this poster presentation focuses on studentsâ experience in a roleplaying game, shedding light on texts, igniting engagement, and deepening learning. Learn about the potential for using Reacting to the Past games in the English classroom and the resources available for incorporating role play in your own classroom.
Presenter: Ann Siegle Drege, SUNY Fredonia
Poster 4âOut of the Shadows and Into the Light: Supporting Students with Incarcerated Parents
Through the exploration of scholarly research coupled with that of personal reflections and anecdotes, this session will bring to light the plight of children with incarcerated parents while illuminating how English teachers can, through reading, writing, and discussion, support these studentsâ quest for selfactualization and acceptance.
Presenter: Vivett Dukes, Stony Brook University
Poster 5âPursuing the Light: Fostering Rigorous and Culturally Responsive ELA Classrooms with Cutting-Edge Pedagogy, Young Adult Literature, and Technological Platforms!
This poster session provides educators with an engaging infographic reflecting an extensive, culturally responsive ELA curriculum comprised of data-driven, best practices and utilizing some of the most contemporary and award-winning young adult literature. Colleagues receive extensive handouts reflecting recommended readings and internet resources as well, which can be utilized immediately.
Presenters: Jennifer Kirchoff, Le Moyne College Wen Ma, Le Moyne College

Poster 7âThe Invisible Native American English Language Learner (ELL) in the Classroom and the Potential Power of Talking Circles
What is it like to be Native American and an English language learner? How much training do preservice teachers receive to prepare their work with the target group? What materials and methods work in the classroom? By highlighting this marginalized group, the presenter shares her acquired knowledge to facilitate interactive communication with attendees about their experiences in the classroom.
Presenter: Nadine Bravo, University of Southern Maine
Poster 8âUsing Reciprocal Collaborative Curriculum Design as an Innovation in Professional Development and PreKâ8 Academic Vocabulary Instruction
Explore the process of reciprocal collaborative curriculum design with a team of teachers and a curriculum administrator who will share their innovative approach to developing district-wide, Pre-K 8 academic vocabulary curriculum.
Presenter: Kristin Bourdage, Olentangy Schools
M.41 SchoolWideRead Presents Being the Light: Words That Light the Way for Everyday Power ROOM 251-C
Welcome to a culturally responsive, restorative approach to literacy and school community wellness. View artifacts and demonstrations that explore the power of words to âaccess lightâ from within, âshare lightâ with others, and âshed lightâ on issues that impact community. Make connections and walk away with strategies to be the light and create holistic learning spaces of wellness grounded in literacy.


Presenters: Vanessa Emile, SchoolWideRead Zena Robinson-Wouadjou, SchoolWideRead

MN.01 Supporting Teachers in Turbulent Times: Holding a Light to Critical Pedagogical Practices
ROOM: 264-BC
Sponsored by the NCTE College Section
Following up on last year's workshop, this session will focus on how college-level faculty work with K-12 teachers during turbulent timesâwhen teachers are often called to account or under scrutiny for everyday practices in classrooms. Speakers will discuss their own pedagogies that focus on holding a light to critical pedagogical practices that might yield real literacy outcomes for students.
Presenters: Dale Allender, California State University, Sacramento
Tracey Flores, The University of Texas at Austin
Co-Presenters: Angela Clark-Oates, California State University, Sacramento
Traci Gardner, Department of English, Virginia Tech
Sarah Johnson, Madison College
LaVie Leasure, Winston-Salem State University
Kelly Medina-LĂłpez, California State University - Monterey Bay
Renee Moreno, California State University, Northridge
Siskanna Naynaha, California State University, Dominguez Hills
Reshma Ramkellawan-Arteaga, Teaching Matters
N.01 A New Age of Community and Connectivity
ROOM 213-B
Teaching with digital technologies can be welcoming and engaging. Presenters share how they utilize social media and discussion boards to better facilitate robust learning communities.
Presenters: Quanisha Charles, North Central College, âCommunity Building Techniques in the Online Classroomâ
Lorraine Radice, Long Beach Public Schools, âA New Age of Community and Connectivity: Leverage Technology and Social Media to Stay Inspiredâ
N.02 Amplifying Voice and Agency: Storytelling with Facing History and Ourselves and This Teenage Life Podcast ROOM 205-A
In this panel discussion with students and educators, we will explore classroom-ready resources, such as a text set and teen-produced podcast episodes, to showcase the ways young people can shine a light on their own identity development and explore questions of power and agency through storytelling.
Presenters: Jayden Dial, High Tech High School Molly Josephs, This Teenage Life Karen Scher, Facing History and Ourselves
N.03 AP English: The Curricular Beacons of Text Variety and Performance Data



ROOM 201-A
Sponsored by College Board
This session will provide AP English teachers with insights, observations, and strategies related to how text variety and student performance data can provide clarity and guidance in everyday pedagogical decisions. Participants will examine course materials, review student data, and share their expertise.
Presenters: Susie Bonsey, College Board Aubrey Ludwig, College Board
N.04 Being a Light for Each Other: Connecting across Schools and Communities through Professional Book Study Groups ROOM 210-CD
This panel shares insights from two online book study groups designed for secondary English teachers to build a sense of professional community across schools and to learn strategies for revitalizing classroom practice. We share examples, tips, and strategies for audience members to create their own virtual book study groups as an alternative model of professional development.
Presenters: Sybil Durand, Arizona State University Sandra Saco, Arizona State University Lauren Spenceley, Arizona Department of Education
N.05 Bringing LGBTQIA+ Sueños into the Light
ROOM 213-A
Sponsored by the Genders and Sexualities Equality Alliance (GSEA)
This roundtable session offers a variety of teaching and research approaches to queer work (meaning both LGBTQIA+ identities and work that disrupts norms) in ELA classrooms. Keynote speakers and roundtable leaders will engage attendees in conversations that bring LGBTQIA+ sueños into the light. Presentations include contexts of Kâ12 teaching and teacher education on inclusive LGBTQIA+ ELA topics.
Session Chair: Summer Pennell, University of Vermont
Presenters: Adam Crawley, University of Colorado, Boulder
Summer Pennell, University of Vermont
Roundtable Leaders: Darryn Diuguid, McKendree University
Roxanne Henkin, The University of Texas at San Antonio (emeritus)
Joshua Hill, University of Maine, Farmington
Abdul Qadir Islam, Teachers College, Columbia University
Ileana Jiménez, Teachers College, Columbia University
Christopher Lewis, Chapman University
Rae Oviatt, Eastern Michigan University
Russell Sanders, Author
Ryan Schey, University of Georgia
Stephanie Anne Shelton, University of Alabama
Tadayuki Suzuki, SUNY at Cortland
Jon Wargo, Boston College
N.06 Bringing the Light through Spoken Word and Protest Poetry
ROOM 203-B
The three presentations in this panel offer ideas for teaching resistance, Black identity, and trauma-informed solutions.
Presenters: Nina Benegas, Alliance Marc and Eva Stern Math and Science School, âSpoken Word Spotlight: The Effects of Performance Poetry Curriculum on Students and Teachers in Post-Pandemic In-Person Schoolingâ
Mary Beth Cancienne, James Madison University, âTeaching Spoken Word Poetry, Black Poetry, and Hard History: The Case of Emmett Till, Susan Smith, and Raymond Byrdâ
Whittney Conley, Mercer University, âTomorrow Wonât Be Easy: Protest Poetry for the Day Afterâ
Leah Panther, Mercer University, âTomorrow Wonât Be Easy: Protest Poetry for the Day Afterâ
N.07 Collaborative Superhero Storytelling: Lighting the Way for Critical Inquiry and Transmedial Design
ROOM 208-B
In this presentation, we share superhero storytelling curricula that we implemented in two public middle and elementary schools. We describe how nondominant students used multiple digital and social media platforms to critique and expand on existing superhero narratives and retell them across new spaces and times. Attendees will explore why and how to implement similar projects.
Presenters: Patricia Enciso, The Ohio State University Beth Krone, The Ohio State University Francisco Torres, Kent State University
N.08 Countering Harmful Media Narratives with Young Adult Literature


ROOM 207-B
Harmful media narratives such as those targeting Middle Easterners and Muslims in the wake of 9/11, AAPI people following COVID-19, and Black, Indigenous, and LGBTQIA+ people historically, can create internalized shame among young readers. A panel of diverse debut authors discusses how authentic representation in kid lit can act as a countervailing influence.
Presenters: Susan Azim Boyer, St. Martinâs Press/ Wednesday Books Jen Ferguson, Heartdrum Anna Gracia, Author Maya Prasad, Disney-Hyperion Vanessa L. Torres, Penguin Random House
N.09 Dreaming and Doing: Antiracist Literary Advisory Board (A-LAB) ROOM

262-A
NCTE calls upon us to dream and pursue the light, just as Robin D. G. Kelley reminded us of the transformative power of freedom dreaming. This panel of teacher candidates, teacher educators, and an education librarian describe how they combine dreaming and doing in their collective antiracist practice to diversify their campus childrenâs literature collection.
Session Chair: Suki Mozenter, University of Minnesota, Duluth
Presenters: Hailey Bownik, University of Minnesota, Duluth
Jayna Brown, University of Minnesota, Duluth Kayleen Jones, Kathryn A. Martin Library Suki Mozenter, University of Minnesota, Duluth Ariri Onchwari, University of Minnesota, Duluth Josh South, University of Minnesota, Duluth
N.10 ELATE Commission Meetings #2
ROOM 258-B
Sponsored by English Language Arts Teacher Educators (ELATE)
All interested ELATE and NCTE members are invited to attend the ELATE commissions of their choice.

Session Chair: Latrise Johnson, University of Alabama
Roundtable 1: Commission on Social Justice in Teacher Education Programs
Co-Chairs: Jody Polleck, Hunter College, CUNY Tashema Spence, Pathways to Graduation
Roundtable 2: Commission on Digital Literacies and Teacher Education (D-LITE)
Chair: Clarice Moran, Appalachian State University
Roundtable 3: Commission on the Study and Teaching of Adolescent Literature
Co-Chairs: Alice Hays, California State University, Bakersfield
Steffany Comfort Maher Indiana University Southeast Roundtable 4: Commission on the Teaching of Poetry Roundtable 5: Commission on English Methods Teaching and Learning
Co-Chairs: Jessica Gallo, University of Nevada, Reno Christopher Parsons, Keene State College Roundtable 6: Commission on Writing Teacher Education
Co-Chairs: Amanda Brewer, University of Central Missouri Amber Warrington, Boise State University
Roundtable 7: Commission on Arts and Literacies
Co-Chairs: Timothy Duggan, Northeastern Illinois University
Hung Pham, University of Arkansas Roundtable 8: Commission on Family and Community Literacies
Co-Chairs: Tracey Flores, The University of Texas at Austin Laura Gonzales, University of Florida
Roundtable 9: Commission on Everyday Advocacy
Chair: Cathy Fleischer, Emeritus, Central Michigan University
Roundtable 10: Commission on the History of English Education
Co-Chairs: Sheridan Blau, Teachers College, Columbia University
Ashlynn Wittchow, Teachers College, Columbia University
Roundtable 11: Commission on Climate Change and the Environment in English Education (c3e3)
Co-Chairs: Russell Mayo, Chicago Public Schools