Friday, November 18

8:00–9:15 a.m. Friday General Session "Authors as Advocates" Thomas Murphy Ballroom

We’ll hear from a panel of distinguished and well-loved authors, moderated by Joan Kaywell, as they discuss how they use their art to advocate for change.

Presiding: Susan Houser, NCTE President-Elect, middle level educator/consultant, St. Petersburg, FL Keynote Panelists: Ibtisam Barakat, Macmillan e.E. Charlton-Trujillo, Candlewick Sharon M. Draper, Atheneum Books for Young Readers, Simon & Schuster Meg Medina, Candlewick Press G. Neri, Houghton Mifflin Harcourt Jason Reynolds, Simon & Schuster Moderator: Joan Kaywell, University of South Florida, Tampa

Ibtisam Barakat e.E. Charlton-Trujillo Sharon M. Draper

Meg Medina G. Neri Jason Reynolds Joan Kaywell, Moderator

50 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

FEATURED SESSION A.01 Faces of Teacher Advocacy: Impacting Student Literacy Achievement g A302 Sponsored by the Reading Collaborative This session focuses on all teachers, preK through college, becoming empowered advocates for

teaching that makes a lifelong impact by creating communities of inquiry that motivate and engage Frid students to critically read and thoughtfully write, identify BIG IDEAS, make connections, evaluate, reflect, and create. Discussants share experiences to inform instruction. Michael Shaw, St. Thomas Aquinas College, Sparkill, NY a

Chair: y Speakers: Michael Shaw, St. Thomas Aquinas College, Sparkill, NY Kathy G. Short, University of Arizona, Tucson Presenters: Bess Altwerger, Towson University, Baltimore, MD Richard Meyer, University of New Mexico, Albuquerque Roundtable 1: Debra Goodman, Hofstra University, Hempstead, NY Roundtable 2: Brenda Hawkins, Fitchburg State University, MA Roundtable 3: Penny Silvers, Dominican University, River Forest, IL Roundtable 4: Yvonne Siu-Runyan, University of Northern Colorado, Greeley Roundtable 5: Jesse Turner, Central Connecticut State University, New Britain Roundtable 6: Elisa Waingort, Academia Cotopaxi, Quito, Ecuador Roundtable 7: Guofang Wan, University of West Florida, Pensacola Roundtable 8: Rick Williams, ALAN, OCTELA, Youngstown State University, OH Roundtable 9: Joanne Yatvin, retired educator, Portland, OR After this Featured Session, visit the Taking Action Hub in room A304 to discuss Everyday Advocacy and turn your learning into action!

A.02 Charts as Tools for Conversation, A.03 Teaching Latino/a ELLs Morphology Advocacy, and Action and Spelling Rules through e g e A303 Cognates in Picture Books c te How can charts be vehicles for advocacy, A310 reflection, and action? Teachers will be asked Teachers can use cognates (words that are to think beyond the chart as a traditional orthographically and semantically similar in classroom staple, to imagine charts in new English and Spanish) to promote English- ways and for new usages. Questions of Spanish bilingualism/biliteracy among ownership, creation, and analysis will be elementary school Latino/a English language explored and debated. learners (ELLs). This presentation will teach Presenters: Kristine Mraz, New York City Board of attendees how to use cognates to teach Education, NY, “Being Responsive and Reflective morphology and spelling rules. in an Inclusive Classroom” Presenters: Johanna Esquivel, New Mexico State Marjorie Martinelli, Teachers College Reading and University, Las Cruces Writing Project, New York, NY, “From Curricular Anita Hernandez, New Mexico State University, Las Cruces Tool to Teaching Curriculum” Jose Montelongo, New Mexico State University, Las Cruces

2016 NCTE Annual Convention Program 51 A Sessions / 9:30–10:45 a.m. r 18 A.04 Why Middle Matters: A with the education teams of two leading

m be Shakespeare theaters and the classroom m Conversation on Powerful Teaching for Our Quirky, Amazing Middle teachers who believe in what they do. Schoolers Presenters: Laura Cole, Atlanta Shakespeare e Nov y,

a Company, GA, “Playing Comedy in Shakespeare” B309 Sarah Enloe, The American Shakespeare Center,

Frid Sponsored by the Middle Level Section Staunton, VA, “Persuasion in Shakespeare” Steering Committee Antavious Baker, Charles Drew Charter School, Does middle school matter? In the first of Atlanta, GA several Middle Level–sponsored sessions across the Convention, join middle grades A.07 Mirrors & Windows: Literature as educators in conversation as they discuss m Advocacy for Ourselves and Others powerful teaching (and lessons learned!) B217 to bring out the best in our quirky, amazing s students. How can literature advocate for society? te How do teachers make space in the Kylene Beers, Reading and Writing Project, Chair: classroom to read for discovery, problem Teachers College solving, identity forming, and healing as Sara Ahmed, Bishop Schools, San Diego, CA Presenters: students make sense of their worlds? Join Rozlyn Linder, The Literacy Initiative, Atlanta, GA us in discussing literature that nurtures Pernille Ripp, Oregon School District, WI compassion and advocacy for ourselves and Laura Robb, Powhatan School, Boyce, VA others; we’ll share our classroom research, Jeff Anderson, author, San Antonio, TX Respondent: book lists, student responses, and two poem Chris Lehman, The Educator Collaborative, Liaison: forms that foster empathy. Astoria, NY Presenters: Sarah Donovan, Winston Campus Junior A.05 WLU Opening Session: Changing High School, Palatine, IL, “Literature as Windows: Hearts, Minds, and Actions through Bearing Witness to Humanity—Using Literature e to Read the World in an Inclusive Literature Collaborative Inquiry Workshop” B207 Lesley Roessing, Armstrong State University, In this interactive presentation, two Savannah, GA, “Literature as Mirrors: Seeing classroom teachers and the university Ourselves in Books—Using Literature to Discover partner from the Center for Inquiry in Identity & Enablement” Columbia, South Carolina, will share classroom vignettes, videos, and student A.08 Picture Book Authors and artifacts that reveal the ways they grow e Illustrators Advocate for the Use strategic, passionate readers and writers of Illustrations in the Elementary while using literacy to create a more Writing Classroom compassionate, equitable, knowledgeable, A313 and democratic world. Award-winning author/illustrators Erin Presenters: Jennifer Barnes, Center for Inquiry, Stead and Julia Kuo advocate for the use of Columbia, SC illustrations in elementary writing classrooms. Heidi Mills, University of South Carolina, Columbia This presentation focuses on ways to Tim O’Keefe, Center for Inquiry, Columbia, SC challenge students to use visual media and visual literacy skills to journal, pre-write, and A.06 From STEM to THAMES: Advocating storyboard to find picture-text relationships for a Return to Broad Education and enhance their writing skills. B403 g Facilitator: Melanie Koss, Northern Illinois University, Shakespeare’s characters, in plays from Julius DeKalb Caesar to A Midsummer Night’s Dream, Tradebook Authors: Julia Kuo, Little, Brown and demonstrate tools of persuasion, tools Company you can use to advocate for the arts and Erin Stead, Penguin Young Readers Group humanities in your curriculum. Empower your Brendan Wenzel, Chronicle Books voice, and those of your students, by playing

52 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

A.09 Opening Doors to Learning A.12 Text Complexity, Close Reading, g Opportunities for Marginalized m and Disciplinary Literacy: Getting to Students: Listening to the Voices the Core of the Common Core State of Advocacy from Administrator, s Standards Teacher, and Student Perspectives B208 A315 Sponsored by the North America Systemic This session is co-presented by elementary Functional Linguistics Association educators/researchers who will discuss the The Common Core State Standards—with its

learning opportunities provided marginalized focus on text complexity, close reading, and Frid students. Administrator, special and general disciplinary literacy—portends a major shift education teacher, and student perspectives in literacy pedagogy. This session draws on

on advocacy will be shared. Participants will a meaning-based theory of language (SFL) a be provided time to interactively discuss, to reconceptualize text complexity, inform y question, and share their perspectives operationalization of close reading, and regarding advocacy. enrich discussion of disciplinary literacy. Presenters: Katharine Chamberlain, Plano Chair: Peter H. Fries, Central Michigan University, Independent School District, TX Mount Pleasant YoTonja Benjamin, Plano Independent School District, TX Presenters: Suzanne Chapman, Zhihui Fang, and Caitie Gallingane, University of Florida, Gainesville; A.10 Back to the Future with African “A Linguistically Informed Instructional Model of Close Reading” m American Poetry A405 Zhihui Fang, Angela Kohnen and Shan Zhu, University s of Florida, Gainesville; “Disciplinary Literacy: A Attendees will review 18th–20th century Linguistic Perspective” African American poetry and watch the Brittany Adams, Cuiying Li and Zhihui Fang, University process of enhanced engagement as of Florida, Gainesville; “Text Complexity vs. Text students transform the poetry into 21st Difficulty: A Linguistic Perspective” century technology-infused projects that interpret the poetic voice they uncover in the A.13 Awards and Advocacy: Using poem into a modern context. Attendees will Literary Awards to Encourage participate in a mock miniproject during the s session. Authentic Reading and Writing A401 Presenters: Louise Kennedy, Saint Edward’s School, Vero Beach, FL Panel members will describe ways we’ve Chris Stephenson, Saint Edward’s School, Vero Beach, FL used literary awards to encourage wide reading and enhance students’ ability to A.11 Play Grounds: Intellectual Play evaluate texts and argue positions. Our m as a Foundation for Courageous students explored the National Book Award, Thinking and Transformative Printz Medal, and SLJ’s Battle of the Kids’ s Teaching Books, reading voraciously and caring passionately about both process and results. A404 Presenters: Steven Bickmore, University of Nevada, 21st century teachers can—and should— Las Vegas, “Determining a Mega-Gold Medal revitalize the ideal of a liberal arts education Winner from National Book Award Finalists” by transforming classrooms into sites of Keri Frazer, Sodus Central School District, NY, “High intellectual play. The fine arts and humanities School Students Argue Their Choices for a Battle remain the best tools to train empathetic, of the Kids’ Books Winner” flexible, and multimodal thinkers, and this Sharon Kane, SUNY Oswego, “Book Clubs interactive session demonstrates methods throughout a City Participate in SLJ’s Battle of the for approaching serious material joyfully and Kids’ Books” fearlessly. Robyn Proud, Oswego Center for Instruction, Presenters: Lynne Bruschetti, Georgia Council of Technology & Innovation, Board of Cooperative Teachers of English Educational Services, NY, “Using Literary Awards Allison Faubel, Fayette County Public Schools, GA throughout a Year in an Alternative High School”

2016 NCTE Annual Convention Program 53 A Sessions / 9:30–10:45 a.m. r 18 A.14 CEE Opening Session Roundtable 11: TTYL in EDU: Using Web 2.0

m be Technologies to Foster Communication in te Roundtables—Spotlight on English Education Undergraduate Courses Susan Sturm, SUNY Fredonia B312–B313 e Nov y, a This year’s CEE Opening Roundtables include A.15 The Faces of Passion: Pursuing leaders in teacher education reflecting Frid s Projects to Build Self-Advocacy in upon and taking action that advocates for Your Learning Community best practices in English education and A407 that prepares future teachers to thrive in a controversy-rich, digitally enhanced, and Learn how you can bring passion back to politically charged educational context. school, to teachers, to your classroom, and to your students by integrating passion projects. Chair: Melanie Shoffner, Purdue University, West Opportunities to cultivate passion are at our Lafayette, IN fingertips, in our community, or right next door. Roundtable 1: Why Reading Fiction Matters in an Leave with a project that will ignite or rekindle Age of Scientific Objectivity and Standardization the love of the language arts. Janet Alsup, Purdue University, West Lafayette, IN Presenters: Krystin Beavers, Cypress Creek High School, Roundtable 2: Preservice Teachers Reading the Orlando, FL Rhetoric of Education Reform Alicia Duarte, Cypress Creek High School, Orlando, FL Carey Applegate, University of Wisconsin, Eau Claire Jennifer Kosloski, Cypress Creek High School, Orlando, FL Roundtable 3: Challenging Fear: Preparing Teacher Helen Philpot, Orange County Public Schools, Orlando, FL Candidates to Broach Political Topics with Students Elizabeth Scanlon, Cypress Creek High School, Orlando, FL Meghan Barnes, University of Georgia, Athens Lee Ann Spillane, Orange County Public Schools, Orlando, Roundtable 4: Writing Advocacy Means Writing FL Inquiry: Youths’ and Preservice English Teachers’ Perspectives on Our Writing Pedagogies A.17 Innovative Practices: Sharing New Shamaine Bertrand, George Mason University, Fairfax, VA g Ideas for Learning with Digital Tools Kristien Zenkov, George Mason University, Fairfax, VA and Social Media e Roundtable 5: Integrating Advocacy: Critical B206 Inquiry Units for Teacher Preparation m Megan Birch, Plymouth State University, NH Join a room FULL of powerhouse teachers and experts in an interactive, high-paced discussion Roundtable 6: Sustaining Writerly Identities: of how we engage and ignite students’ Bridging the Gap from Methods Courses to the excitement with teaching that levers the most Profession powerful aspects of new and emerging digital Alison Bright, University of California, Davis tools. We focus on practices, innovation, and Sarah Hochstetler, Illinois State University, Normal real learning. Roundtable 7: Challenging Fear: Preparing Teacher Candidates to Broach Political Topics with Students Chair: Kristin Ziemke, Big Shoulders Fund Chicago, IL, Denise Dávila, University of Nevada, Las Vegas “Beyond Text: Literacy for a Digital Culture” Katharine Hale, Arlington Public Schools, Roundtable 8: “When you learn, teach; when you Presenters: VA, “Innovation without ‘All that Glitters’ is Gold” get, give”: The Power of Teacher Mentorship Kristin Edwards, Guilford County Public Schools, Katie Muhtaris, Barrington Central School District 220, Greensboro, NC IL, “Holding onto Humanity in the Time of Tech” Kamania Wynter-Hoyte, University of South Carolina, Respondent: Sara Kajder, University of Georgia, Athens, Columbia “The Thingamabob (Or, What ‘Counts’ as Innovative?)” Roundtable 9: Integrating Advocacy: Critical Roundtable 1: One to the World: Autonomous Inquiry Units for Teacher Preparation Technology Integration in the Middle School Classroom Meg Petersen, Plymouth State University, NH Jason Augustowski, Riverside High School, Leesburg, VA Roundtable 10: Co-teaching in Higher Education Roundtable 2: Remix and Possibilities in the Salena Rabidoux, University of North Carolina, Classroom Wilmington Crystal Beach, Buford High School, GA, and University Amy Rottmann, Lenoir-Rhyne University, Hickory, NC of Georgia, Athens

54 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

Roundtable 3: Yes, This IS a Writing Class counties, etc.). Demonstrated activities are Sheila Cooperman, Fordham University, The Bronx, NY designed to teach how to create a culture of Roundtable 4: Independent Reading Gamification argument writing in the classroom. Alex Corbitt, The Bronx School of Young Leaders, NY Presenter: Angie Griffin, South Panola High School, Roundtable 5: Slice of Life: Blogging Our Way to Batesville, MS Better Writing Habits Facilitators: Mary Parker, Indiana University Amanda Cornwell, Portland Middle School, MI Southeast, Albany Jennifer Ringo, University of Mississippi Writing Roundtable 6: #CoolTechiKnow Al Elliott, Ellication Labs, Hoover, AL Project, University, MS Ellen Shelton, University of Mississippi Writing Frid Roundtable 7: Green Screen Magic Project, University, MS Will Fassbender, University of Georgia, Athens

Roundtable 8: Small Steps Forward A.19 Unveiling School and Community a Alyssa Fontella, University of Georgia, Athens y g Resources of Rural Sexual Minority Roundtable 9: On Digital Writing Youth Liz Homan, Waltham Public Schools, MA B205 Roundtable 10: Using Mentors to Help Students Make Purposeful Decisions When Composing This session discusses how teachers can Digital Texts support sexual minority youth in rural areas, Julia Johnson, Hillard Public Schools, Columbus, OH both in the roles of teacher and community member. The session reports research that Roundtable 11: Negotiating Digital Texts in Dialogic aims to unveil community- and school- Spaces based resources that support rural LGBTQ Jamie Jordan, University of Georgia, Athens youth and explores their identity formation, Roundtable 12: Sharing a Love of Books through challenges, resources/assets, and social Podcasting navigation strategies. Tony Keefer, Dublin City Schools, OH Presenter: Michelle Page, University of Minnesota, Roundtable 13: Digital Literature Circles Morris Susan Luft, Scarsdale Public Schools, NY Roundtable 14: Branded Blogging A.20 Mic Check: Hip Hop and Spoken Kelly Purman, Gunston Middle School, Arlington, VA g Word in the Construction of Roundtable 15: Teaching and Learning with Padlet Literacy Practices and Literate Katherine Sokolowski, Monticello Middle School, IL Identities Roundtable 16: (Re)imagining Sonic Literacy: B308 Getting Students to Tune In Amber White, North Branch Area Schools, MI This session addresses how the production of hip-hop texts has served as a site for literary Roundtable 17: Using Technology to Mediate problem solving, development of critical Dialogic Learning in the Elementary Classroom Christopher Working, Grand Haven Area Public consciousness, and identity development Schools, MI among a group of 236 urban youth involved in a social justice music video project. The Roundtable 18: Writing Our Way out of Trouble: session will include young people as panelists Troubleshooting Our Way to Innovation in the and performers. Digital Writing Classroom Andrea Zellner, Michigan State University, East Chair: Katherine Whitington, Chicago Public Schools, IL Lansing Presenters: Marquis Eason, Chicago Public Schools, IL Kyle Latham, Chicago Public Schools, IL A.18 Creating a Culture of Writing to ImUnique McNary, Chicago Public Schools, IL Change Their Worlds Darnell Montgomery, Chicago Public Schools, IL m Katherine Whitington, Chicago Public Schools, IL B310 s Teachers will focus on connecting literature to modern topics, such as poverty and slavery, with activities that will ask the students about their own worlds (clothing choices, demographics of their home

2016 NCTE Annual Convention Program 55 A Sessions / 9:30–10:45 a.m. r 18 A.21 Moving from Talk to Action: An A.23 Starting Off Right: First Literature m be g Inquiry Protocol to Promote Change s Choices in the High School English B203 Classroom A410

e Nov y, Panelists share experiences with the Teaching a Inquiry protocol, used to identify classroom- What they say about first impressions is based concerns. Supported by a professional true. This interactive session explores the Frid learning community, the process engages literature choices—including classics novels, them in better understanding the concern, young adult selections, representations of identifying possible actions, and pursuing diversity, and digital media texts—we make resolutions. The protocol provides inquiry- to begin the academic year. We consider our based participatory professional development reasons for our selections and the various for enacting change where YOU need it. ramifications of those choices. Chair: Margo A. Figgins, University of Virginia Young Presenters: Lisa Scherff, Cypress Lake High School, Writers Workshop, Charlottesville Fort Myers, FL, “When an Academic Returns to Presenters: Abigale Baum, Albemarle High School, VA the Classroom, What Novel Does She Choose to Natasha Heny, University of Virginia, Charlottesville Start the Class?” Allison Reese, Albemarle High School, VA Steven Bickmore, University of Nevada, Las Vegas, April Salerno, University of Virginia, Charlottesville “The Young Adult Novel as a Beginning Text in an AP Class” A.22 Books, Glorious Books! Advocate Fawn Canady, University of Nevada, Las Vegas, e for the Classroom Library That “Beginning the ELA Class with Digital Media” Michael Moore, Georgia Southern University, m Propels All Readers A402 Statesboro, “Starting the ELA Class with a Classic” s Gretchen Rumohr-Voskuil, Aquinas College, Grand All readers develop through voluminous, Rapids, MI, “Choosing a Text That Encourages engaged reading. Why, then, do teachers Writing and Inquiry” face obstacles in stocking their classrooms Respondent: Alan Lawrence Sitomer, Disney with vibrant, compelling books and providing Publishing Worldwide, “What Do the Selections time for children to read? This interactive Mean and What Are the Consequences?” session will arm participants with persuasive research, detailed blueprints for robust A.24 Academic Literacy, the Writing classroom libraries, inspiring case studies, Center, and Advocating for Change and powerful advocacy strategies to give all c readers what they need to thrive. B306 Chair: Stephanie Harvey, Stephanie Harvey Increasing pressure on two-year colleges Consulting, Denver, CO to innovate instructional approaches Presenters: Maggie Hoddinott, Mamaroneck Union and maximize outcomes demands novel Free School District, NY approaches to constructing and sharing Annie Ward, Mamaroneck Union Free School District, NY knowledge across administrator-faculty lines. In this presentation, we explore the writing center as a model for collaboration that can recognize disciplinary knowledge and empower cross-disciplinary understanding. We share strategies, successes, challenges, and lessons learned from four team perspectives, including administrators, faculty, and staff. Chair: Brett Megan Griffiths, Macomb Community College, Warren, MI, “Inside Out: Operating a Shared Vision as a Recent Outsider” Presenters: Michele Kelly, Macomb Community College, Warren, MI, “Disciplinary Knowledge and Faculty ‘Buy-in’: The Faculty Advisory Board”

56 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

Leah Bublitz, Macomb Community College, Warren, Renee Moran, East Tennessee State University, MI, “Navigating at the Hub: Negotiating Best Johnson City , “Rediscovering the Role of Collaborations and Best Practices” Imagination in English Learners’ Disciplinary Syreeda Nix, Macomb Community College, Warren, Literacy and Content Knowledge Learning” MI, “Scaffolding as a Sociocognitive Tool for Bian Yue, Michigan State University, East Lansing, Teaching Students and Peers” “Preservice Teachers’ Preparation for Teaching Kate Lutes, Macomb Community College, Warren, ELLs: A Mixed Method Study MI, “Navigating at the Hub: Negotiating best Collaborations and Best Practices”

A.26 A Tale of Two Teachers: Self-Renewal Frid A.25 English Learners’ Education in the g and Advocacy in Uncertain Times g Time of Common Core: Implications A406 for Instruction, Assessment, and s a

In these troubling educational times, we have y Teacher Preparation found that engaging in critical self-study has B212 helped us to sustain long and joyous careers Sponsored by the Language Collaborative as high school English teachers. In this presentation, we share the lessons we have This interactive panel brings together a school learned and show other ELA teachers how to teacher, an administrator, teacher educators, build and sustain a self-renewing career. and researchers who share their goal of advocating for English learners’ academic Presenters: James Muchmore, Western Michigan success. The four papers share successful University, Kalamazoo teaching practices and provide in-depth Elaine Sayre, Kalamazoo Central High School, MI insights about EL instruction, assessment, and teacher preparation in the era of Common A.27 Fostering Writing Centers as Sites Core. m of Writing Advocacy Chair: Huili Hong, East Tennessee State University, s B210 Johnson City, “Rediscovering the Role of c Sponosored by the International Imagination in English Learners’ Disciplinary Writing Centers Association Literacy and Content Knowledge Learning” Writing centers are powerful sites of advocacy Lashay Jennings, East Tennessee State Presenters: when they engage and amplify student voices, University, Johnson City, “Rediscovering the Role involve teachers in reflecting on writing of Imagination in English Learners’ Disciplinary pedagogy, and foster teacher leadership Literacy and Content Knowledge Learning” within and connection among institutions. Xenia Hadjioannou, Penn State Lehigh Valley Drawing upon research and practice, this Campus, Center Valley, “The Morphing Assessment panel will share strategies for and results of Terrain for English Learners in US Schools: A advocacy from secondary school writing Review of Public Policy, Assessment Practices, and centers. Their Implications” Karin Keith, East Tennessee State University, Johnson Co-Chairs: Jackie Grutsch McKinney, IWCA Vice City, “Rediscovering the Role of Imagination President, Muncie, IN in English Learners’ Disciplinary Literacy and Amber Jensen, George Mason University, Fairfax, VA, Content Knowledge Learning” “Advocacy through Cross-Institutional Partnerships” Guofang Li, University of British Columbia, Vancouver, Presenters: Jeffrey Austin, Skyline High School, Ann BC, Canada, “Preservice Teachers’ Preparation for Arbor, MI, “Fostering Teacher Leadership” Teaching ELLs: A Mixed Method Study” Kyle Boswell, Mattawan High School, Mattawan, Mathew Espinosa, Santa Clara County Office MI, “Involving Teachers in Reflecting on Writing of Education, CA, “The California ELA/ELD Pedagogy” Framework: A Statewide Model for Integrating Kate Hutton, Herndon High School, VA, “Engaging Language Development in the Common Core Era” and Amplifying Student Voices” Mary Hutchinson, Penn State Lehigh Valley Campus, Center Valley, PA , “The Morphing Assessment Terrain for English Learners in US Schools: A Review of Public Policy, Assessment Practices and Their Implications”

2016 NCTE Annual Convention Program 57 A Sessions / 9:30–10:45 a.m. r 18 A.28 Tools for Talking across Divides: A.32 Writing and Acting for Change

m be m Challenging Stereotypes in g B213 s Literature, History, and the World This panel will explore programs that provide around Us youth with opportunities for learning and e Nov y,

a B215 agency that can affect public policies through effective advocacy and open

Frid Fostering conversation and understanding across political, racial, religious, and other pathways to higher education and jobs for divides is vitally important to our democracy. youth who have experienced inequality. In this session, we will explore ways to teach Panelists will present diverse “faces of students how to understand and counter advocacy,” young people who are working stereotyping in what they read, see, and for equity and sustainability in their own hear—in the classroom and out in the world. communities as well as the larger world and consider participants’ ideas and action plans Co-Chairs: Karen Scher, Facing History and Ourselves for forming social action teams. Georgia Scurletis, Vocabulary.com Presenters: Katherine Schulten, New York Times Chair: Emily Bartels, Middlebury Bread Loaf School Learning Network of English, VT Andy Sarvady, The Paideia School, Atlanta, GA Presenters: Jacqueline Jones Royster, Georgia Tech, Atlanta A.29 Teachers in Schools Beating the Ceci Lewis, Cochise College, Douglas, AZ e Odds for Student Achievement Tom McKenna, Bread Loaf Teacher Network, Middlebury, VT m on Common Core Assessments: A Participatory Performance A.33 Paper? Screen? Yes! The Case for B307 g Reading Instruction That Stretches This audience participatory performance Students’ Biliterate Brains reenacts the focus group discussions B214 of teachers who have taken critical and culturally responsive approaches toward Technologies have expanded the definition implementing the Common Core in their of literacy and increased the demands of odds-beating schools. Time will be given effective reading. Has the rush to address for discussion of the Common Core study those demands created reading brains unable findings overall as well as reflection on to tackle the unique demands of print text? teacher advocacy for diverse learners. We’ll explore how to nurture the development of “biliterate” brains ready for effective Presenter: Kristen Wilcox, University at Albany, SUNY reading—on paper and screen. A.30 The Write Divide: Making the Presenters: Holly Atkins, Saint Leo University, FL s Transition from High School to Kimberly Higdon, Saint Leo University, FL College Writing Candace Roberts, Saint Leo University, FL A409 A.34 Editing and Writing from Outside of This presentation will offer secondary school g One’s Culture or Ethnicity English teachers practical strategies for B402 helping students to transition from high school to college writing. We will discuss Award-winning authors and editors discuss common challenges students face due the challenges and opportunities of creating to mismatched expectations and tasks in diverse books written “outside of one’s high school and college and offer concrete culture.” How do authors and editors maintain suggestions for bridging the gap between authenticity, accuracy, respect, and sensitivity the two. in order to create great books? Discussion will include ways readers can evaluate and Tina Matuchniak, University of California, Presenter: become advocates for diverse books of merit. Irvine Presenters: Julie Bliven, Charlesbridge Jessica Powers, Cinco Puntos Press Nancy Bo Flood, Charlesbridge Padma Venkatraman, University of Rhode Island, Kingston 58 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

A.35 Understanding Writing Transitions: A.37 Iconic Creations: Sparking Inquiry m Improving the Teaching of Writing e with Origin Stories of Everyday with a Case Study Approach Culture s m B211 A312 c This panel shares insights, stories, and lessons In this engaging panel session, five notable te from three case studies of secondary writers authors and illustrators will share the origin engaged in transitioning from high school to stories of modern cultural icons like LEGO college writing. We offer practical suggestions toys, DayGlo paint, and sugar skull calaveras

and resources for starting case study teacher- and suggest methods for cultivating curiosity Frid research projects to examine the teaching of and capitalizing on students’ interests when writing, as well as the benefits and struggles conducting research units and inquiry studies.

for sustaining this work. Chair: Donalyn Miller, The Book Whisperer, Inc. a Co-Chairs: Jessica Early, Arizona State University, Presenters: Erin Hagar, Duo Press (Workman), y Tempe, “Understanding Writing Transitions: “Awesome Minds: The Inventors of LEGO Toys” Preparing Students for College Writing” Duncan Tonatiuh, Abrams Books for Young Readers, Respondent: Christina Saidy, Arizona State University, “Funny Bones: Posadas and His Day of the Dead Tempe Calaveras” Presenters: Katherine Alford, Arizona State University, Chris Barton, Lerner Publishing/Charlesbridge, Tempe, “What Secondary Teachers Can Learn from “Whoosh! Lonnie Johnson’s Super Soaking Stream First-Generation College Writers” of Inventions” Shawn Towner, Boulder Creek High School, Anthem, AZ, Melissa Sweet, Houghton Mifflin, "Some Writer!: The “Better Than Ezra: Using Student Input and Story of E.B. White" Interviews to Improve Secondary Writing Instruction” Darby Simpson, Arizona State University, Tempe, A.38 Sustaining Advocacy in Subtractive “You Can Do It!: The Power of a Writing Tutor in s Times: Self and Community Advocating for and Supporting a Student’s Writing Advocacy through Literacies of Efficacy” c Survival B315 A.36 Advocacy through Writing: g Designing Writing and Performance This panel addresses Latino/a im/migrant Activities That Empower, Rather student practices of self-advocacy for survival within spaces and discourses that Than “Other,” LGBTQ Students marginalize their cultural, linguistic, and B311 ethnic backgrounds. The presenters consider Presenters will address both the promise what self-advocacy among Latino/a im/ and the challenge of advocating for LGBTQ migrant youth and undergraduate students youth by creating powerful narrative and looks like when engaging in decision making, poetry writing assignments and performance testimonio, and food literacies. opportunities. Based in the stories of Presenters: Monica Gonzalez, University of Colorado, actual students, this presentation offers Boulder, “Rupturing Coloniality in Literacy Education: writing prompts and addresses important Studying Testimonio and Youth Collaborative considerations for designing such activities. Research in the Borderlands” Presenters: Heather Killelea McEntarfer, State Steven Alvarez, University of Kentucky, Lexington, University of New York, Fredonia, “‘This Is Different, “Taco Literacies: Translingual Advocacy through This Is New’: LGBTQ Youth Constructing Identity Mexican Foodways Writing” through Writing and Performance” Lorena Gutierrez, Michigan State University, East Deborah Bertlesman, Western New York Maritime Lansing, “’Say My Name! They Need to Know Who Charter School, Buffalo, “‘Can we do poetry I Am!’: Survivance as Advocacy Amongst Latina/o today?’: Identity Transformation in LGBTQ Youth” Migrant Farmworkers” Karen Andrus Tollafield, Kent State University, OH, Respondent: Lisa Patel, Boston College, Chestnut Hill, MA "Finding His Narrative Voice: Case Study of a Trans*man"

2016 NCTE Annual Convention Program 59 A Sessions / 9:30–10:45 a.m. r 18 A.39 Black Lives Matter: Exploring Race, Janet Turner, DeKalb County Public Schools, GA,

m be m Gender, and Advocacy in ELA “Contradictions between Authentic Writing Classrooms Instruction and High-Stakes Assessment: s Successes and Failures of an Attempt to Increase B405 e Nov y, c Authenticity in Writing” a This panel will focus on the importance of Cindy Urbanski, UNC Charlotte, “Resistance in educators recognizing the lived realities of Writing as Advocacy in Urban Middle Schools” Frid people of color. Presenters: Marie Davis, Henry County Schools, A.41 Teachers’ Literacy Lives as Models McDonough, GA, “Black Girls Matter: The e for Student Writing Importance of Positive Portrayals in Children’s B409 and Adolescent Literature on the Self-Esteem and This session will center around using Academic Motivation of African American Girls” teachers’ personal literacy lives and practices Kimberly Harper, North Carolina A&T State University, to enhance student writing. Participants Greensboro, “Black Lives Matter: Exploring Race, will learn how to use their own writing Gender, Advocacy, and Technology in Technical and writing strategies as a model for their Communication” students’ writing. Rabia Davis-Ndiaye, Star 2toring/ACE Academy, Charlotte, NC, “Black Girls Matter: The Importance Chair: Douglas Kaufman, University of Connecticut, of Positive Portrayals in Children’s and Adolescent Storrs-Mansfield, “Making Mini-lessons for the Literature on the Self-Esteem and Academic Teacher-Writer: A Program for Learning to Write Motivation of African American Girls” from One Another So That We Can Teach Our Breanne Huston, East Jackson Comprehensive High Children More Effectively” School, GA, “Practicing Freedom through bell Presenters: Janet Pagoni, Mansfield Public Schools, hooks to Advocate for a Girl of Color in a Mostly CT, “Making Mini-lessons for the Teacher-Writer: White High School” A Program for Learning to Write from One Dywanna Smith, Richland Two, Columbia, SC, “My Another So That We Can Teach Our Children More Body, My Story: A Critical Study Examining the Effectively” Response of African American Girls to Portrayals Ryan Colwell, Fairfield University, CT, “’Living Literate of Female Obesity in Media” Lives’ with Our Students: Teacher-Writers as Flourice Richardson, Illinois State University, Writing Teachers” Normal, “Black Lives Matter: Exploring Race, Amy Christensen, Goodwin Elementary School, Gender, Advocacy and Technology in Technical Storrs, CT, “Making Mini-lessons for the Teacher- Communication” Writer: A Program for Learning to Write from One Another So That We Can Teach Our Children More A.40 Writing for Public Purposes Effectively” Mary Lee Geary, Goodwin Elementary School, Storrs, m B201 CT, “Making Mini-lessons for the Teacher-Writer: s Participants will look at writing samples, A Program for Learning to Write from One lesson plans, and interviews for resistant Another So That We Can Teach Our Children More middle school students and middle school Effectively” ELA teachers resistant to formula writing. This presentation shares the way in which a A.42 A Tasting Menu for International middle school teacher and university literacy g te Student Success educator take up social action writing B204 as a form of advocacy; authentic writing c that connects to students’ lives increases This session features speakers who will share achievement and engagement. techniques to improve teaching and learning for nonnative speakers using photovoice, Presenters: Nadia Behizadeh, Georgia State online, poetry, cultural criticism, and University, Atlanta, “Contradictions between Vygotsky’s zone of proximal development. Authentic Writing Instruction and High-Stakes Assessment: Successes and Failures of an Attempt Presenters: Erin Laverick, University of Findlay, OH, to Increase Authenticity in Writing” “Moving Students into the ‘Zone’” Faryl Kander, California Southern University, Irvine, “Writing for Public Purposes: Facing Advocacy through Social Action Writing”

60 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

Soyeon Kim, Korea Institute for Curriculum and normalization of LGBT*IAGCQ-positive Evaluation, South Korea, “Poetic Inquiry in Second curricula through a queer literacy framework, Language Research: Korean Students’ English addresses how educators can support Learning Experiences in Higher Education in EFL preservice teachers to understand and read and ESL Contexts” (a)gender, and reworks classroom norms Shuzhan Li, University of Florida, Gainesville, “An where bodies with differential realities are Opportunity Missed: An Inquiry into Equity for legitimated. International Graduate Students in Online Classes” Presenter: sj Miller, Metro Center, New York University Aleah Goldin, University of Alabama, Tuscaloosa,

“Photovoice: Participatory Action Research in the A.46 Fanning the Flames of Curiosity Frid English Classroom” s (or Columbus and His Egg) Yu Zhang, Florida International University, Miami, B404 “Employing Cultural Criticism to the Teaching a

of Cross-Cultural Literature for College-Level Sponsored by the Georgia Council of y Students” Teachers of English Kyung Min Kim, Miami University, Oxford, OH, “Poetic Challenging nonfiction texts can be enriching Inquiry in Second Language Research: Korean as well as fun. Join us as we examine texts Students’ English Learning Experiences in Higher that overwhelm our students—discover Education in EFL and ESL Contexts” “tricks” that will have students learning materials and decoding—while giving A.43 “Killer Collabos”: Crafting Advocacy students the impetus (or “kick in the pants”) s Ideas Worth Spreading Via TED that will fan the flames of learning. Bring a Talks and Hip-Hop Pedagogy device that will allow you to search with us. B202 Presenters: Kathleen McKenzie, Brunswick High This session features a discussion of how to School, Brunswick, GA build student advocacy through the use of Derek Rader, Cass High School, Cartersville, GA TED Talks, hip-hop pedagogy, and classical argumentation. A.47 Teacher as Writer; Writer as Teacher: Championing Literacy Role Presenters: Julie Roos, Canyon Springs High School, e Las Vegas, NV, “Building Advocates: Teaching m Models for Young People Students to Present Arguments” s A412 Maryanne Berry, Cardinal Newman High School, Students need reading role models, teachers te Santa Rosa, CA, “Students’ ‘Ideas Worth who value writing as part of their personal and Spreading’: Why and How to Organize a TEDx of professional practice. All teachers are writers. Student Speakers” All students are writers. A panel of authors Douglas Sanders, Frederick Douglass High School, who are teachers will share how their identities Atlanta, GA, “‘Killer Collabos’: Hip-Hop Pedagogy intersect with insights on effective writing and the Common Core” practices in the classroom and beyond. Ryan Smith, Maryknoll School, Honolulu, HI, Co-Chairs: Eti Berland, Hebrew Theological College, “Students’ ‘Ideas Worth Spreading’: Why and How Skokie, IL to Organize a TEDx of Student Speakers” Shari Frost Roth, Hebrew Theological College, Skokie, IL Presenters: James Klise, Algonquin Books for Young A.44 Teaching, Affirming, and Readers g Recognizing Trans* and Gender Leanne Ellis, Lincolnwood School District #74, IL c Creative Youth: A Queer Literacy Andrew Smith, Penguin Books Framework Sharon M. Draper, Athenum Books for Young te B317 Readers, an imprint of Simon & Schuster Understanding the value of (a)gender self-determination and (a)gender justice in schools, this study contributes to a

2016 NCTE Annual Convention Program 61 A Sessions / 9:30–10:45 a.m. r 18 A.48 Learning to Lead, Leading to Learn: A.49 Write What Matters: For Our m be g Innovative Leaders in a Connected g Students, for Ourselves World te B316 B314

e Nov y, Life is too short to spend writing about what a Sponsored by the Conference on does not matter. Presenters from three levels English Leadership of teaching will demonstrate how they locate Frid Calling all literacy leaders—at every level! This topics that compel their intellectual and session offers a unique opportunity to explore emotional investment and share how they teach new insights into ways that technology can students to do the same. The session will end become a vital learning tool to support literacy with participants writing what matters. instruction in ELA classrooms. Through a Presenters: Emily Geltz, Oyster River Middle School, combination of keynote presentation and Durham, NH interactive roundtable discussions led by Tom Romano, Miami University, Oxford, OH veteran literacy leaders, participants will Mariana Romano, Evanston Township HS, IL engage new ideas and personalize applications Linda Rief, Oyster River Middle School and University for their own instructional settings. of New Hampshire, Durham Speaker: Meeno Rami, Bill and Melinda Gates Foundation Chair: Rebecca Sipe, chair, Conference on English A.50 Narrative as Advocate and Treatment Leadership, Eastern Michigan University, Ypsilanti g for the Breast Cancer Patient Dealing Roundtable 1: Lynn Aprill, Bonduel High School, WI with Invisible Wounds Roundtable 2: Christopher Bronke, Downers Grove B408 North High School, IL Narrative is a way for breast cancer patients Virginia Condon, Lyons Township High Roundtable 3: to actively understand invisible wounds and School, IL seek alternatives to body-only treatment, as Elizabeth Crooks, Consollidated Roundtable 4: well as to feel empowered by applying terms School District, New Britain, CT they wish to use instead of the war metaphor Emily Meixner, The College of New Roundtable 5: forced upon them by a patriarchal view they Jersey, Ewing may not share or appreciate. Roundtable 6: Matthew Morone, Pascack Valley High School, Hilldale, NJ Presenters: Madonna Kemp, University of Tennessee at Chattanooga Roundtable 7: Tricia Parker, Sunnyslope High School, Phoenix, AZ Kelli Hand, University of Tennessee at Chattanooga Roundtable 8: Wanda Porter, past chair, Conference on English Leadership A.51 Engaging the Muse: Advocating for Roundtable 9: Ann Marie Quinlan, Secondary Section m Creative Thinking in the Common Liaison Core Classroom Roundtable 10: Karen Raino, Lyons Township High B216 School, La Grange, IL Creative thinking and experimentation are Roundtable 11: Kathleen Rowlands, California State essential—but often underappreciated— University, Northridge aspects of critical reasoning and writing skills. Roundtable 12: Anna J. Small Roseboro, author, Join five middle-grade authors/educators, all mentor, consultant, Grand Rapids, MI advocates for creativity in the classroom, as Roundtable 13: Tom Scott, University of Wisconsin, they share unique, fun, and easy-to-implement Milwaukee exercises designed to help students bring Roundtable 14: Kristin Sovis, Saginaw Valley State their creative brilliance to bear on standards- University, University Center, MI based assignments. Chair: Anne Nesbet, Candlewick Press and University of California, Berkeley Presenters: Tracey Baptiste, Algonquin YR, Lesley University, Cambridge, MA Cheryl Blackford, HMH Books for Young Readers Laura Gary, Renfroe Middle School, Decatur, GA Terra McVoy, HarperCollins Jennifer Ziegler, Scholastic Press

62 2016 NCTE Annual Convention Program A Sessions / 9:30–10:45 a.m.

A.52 Preservice Teacher Learning: Race, A.53 The People in the Profession: Hope, te Literacies, and Digital Space te Global Connectedness, Students, A314 and Teachers This session reports on three studies of A408 preservice teacher learning. The first study Panelists examine the people in the focuses on teachers learning relationships profession of English teacher education. How between race literacy and equity. The do we instill hope in the students and in the second study reports on teachers learning teachers inhabiting ELA classes? How can we

about literacies in a digital space. The final advocate for at-risk students? What can we Frid study explores teachers learning to teach do to bring people together through global in Upward Bound, a summer college prep connectedness?

program for youth of color. a Chair: Nicole Sieben, SUNY College at Old Westbury Presenters: Tonya Perry, University of Alabama, Presenters: Lindy Johnson, The College of William y Birmingham, “An Urban State of Mind: Preparing and Mary, Williamsburg, VA, “Advocating for Teachers to Build Literacy Skills” Student Voice through the Teaching of Digital Elsie L. Olan, University of Central Florida, Orlando, Literacies and Writing Hope” “Cultivating Narrative Voice and Inquiry in an Jennifer King, Bloomfield Central School District, Online Environment for Teacher Education” NY “Advocating for Globally Connected Literacy Jamal Cooks, San Francisco State University, CA, “An Engagement: Teacher Educators, Preservice Urban State of Mind: Preparing Teachers to Build Teachers, and K–12 Classrooms Partnering through Literacy Skills” the Global Read Aloud” Nicole Olcese, University of Central Florida, Orlando, Tiffany Sedberry, Purdue University, West Lafayette, “Cultivating Narrative Voice and Inquiry in an IN, “Woman, Teacher, Mother, Scholar: Exploring Online Environment for Teacher Education” Women’s Identities and Experiences in Graduate Detra Price-Dennis, Teachers College, Columbia School as They Prepare for or Abandon Teacher University, New York, NY, “Preservice Literacy Education” Teachers as Anti-Racism Advocates: A Study Nicole Sieben, SUNY College at Old Westbury, of Race-Focused Student Organizations at Two “Advocating for Student Voice through the Institutions” Teaching of Digital Literacies and Writing Hope” Eliza Allen, University of South Carolina, Columbia, “Preservice Literacy Teachers as Anti-Racism A.54 Opportunity for Advocacy: Advocates: A Study of Race-Focused Student m Examining Young Adult Literature’s Organizations at Two Institutions” Treatment of Erased Identities and s Suzie Null, Fort Lewis College, Durango, CO, “We’re Histories the Teacher: Developing Preservice Teachers’ c Literacy Instruction through Co-Teaching” B218 Matt Siedel, University of Alabama at Birmingham te Participants will engage in a classroom Susi Long, University of South Carolina, Columbia, demonstration and critical analysis of “Preservice Literacy Teachers as Anti-Racism identities and histories that are (un) Advocates: A Study of Race-Focused Student intentionally forgotten and/or erased in Organizations at Two Institutions” young adult literature. They will examine Sarah Leverett, Birmingham City Schools, AL stories from the media that connect to this Kamania Wynter-Hoyte, University of South Carolina, theme and will discuss opportunities to Columbia, “Preservice Literacy Teachers as Anti- advocate for all identities and histories. Racism Advocates: A Study of Race-Focused Chair: Ricki Ginsberg, University of Connecticut, Student Organizations at Two Institutions” Storrs Meir Muller, University of South Carolina, Columbia, Presenters: Kellee Moye, Hunter’s Creek Middle “Preservice Literacy Teachers as Anti-Racism School and Orange County Public Schools, FL Advocates: A Study of Race-Focused Student Wendy Glenn, University of Connecticut, Storrs Organizations at Two Institutions” Gloria Boutte, University of South Carolina, Columbia, “Preservice Literacy Teachers as Anti-Racism Advocates: A Study of Race-Focused Student Organizations at Two Institutions”

2016 NCTE Annual Convention Program 63 A Sessions / 9:30–10:45 a.m. r 18 A.55 Teenage Change Agents: How A.57 How to Get Students Learning and m be m Teachers Can Invite Social Change m Loving Shakespeare on Day One s with Real Writing in the Classroom s B407 B406 e Nov y, c Sponsored by the Folger Shakespeare a Students live in the real world, but the Library classroom often ignores that. When our Frid Learn how to start a Shakespeare unit by lessons invite students to analyze and engaging all students and connecting them respond to the world, we develop literacy with Shakespeare’s language. Work with text and civic engagement that encourages social from Romeo and Juliet, Macbeth, Twelfth change. This session will share ways teachers Night, Hamlet, and other plays. Experience invite students into authentic, relevant firsthand the wildly successful Folger reading and writing experiences. techniques that get students reading closely, Presenters: Mitch Nobis, Seaholm High School, asking good questions, enjoying words, and Birmingham, MI taking risks that lead to deep learning. Dawn Reed, Okemos Public Schools, MI Chair: Peggy O’Brien, Folger Shakespeare Library Daniel Laird, Leslie Public Schools, MI Presenters: Sue Biondo-Hench, Carlisle Schools, PA Dirk Schulze, Lake Braddock Secondary School, VA Kimberly Dickstein, Haddonfield Memorial High Carrie Nobis, Groves High School, Beverly Hills, and School, Haddonfield, NJ Birmingham Public Schools, MI

A.56 Sharing Our Practices: A Mini- g Unconference for Leaders of Professional Learning B301 As leaders of professional learning, hired by schools and districts to bring expert knowledge and know-how, we rarely find or take the time to engage in professional conversations about the practice of leading professional learning activities. Take a break from leading the learning, and engage in collaborative conversations with your peers around what’s working and what we need in order to have a stronger impact on the schools, teachers, and ultimately the students that we serve. In this open space environment, think creatively about how NCTE might support and nurture your professional needs while you simultaneously support and nurture the professional learning needs of the educators your serve. Whether you’re new to the professional development scene, or have been in the practice for years, your voice is important to the conversation. Facilitators: Lara Hebert, National Council of Teachers of English, Urbana, IL Ernest Morrell, Teachers College, Columbia University, NY

64 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B Sessions / 11:00 a.m.–12:15 p.m. B.03 Talking Is Power—Articulating e Thoughts, Arguing Points of View, B.01 Diversity 2.0: Continuing the and Sharing Ideas in Order to Grow e Conversation as Readers and Thinkers A310 m A302 In this companion to the CLA preconvention This workshop is for teachers who workshop, this session will be a roundtable understand the power of talk in the with the authors, illustrators, and classroom. Give students time and the right

professionals in the children’s book industry tools, and watch their ability to articulate Frid that participated in the workshop. We wish and grow ideas increase! It might be scary to continue the Diversity 2.0 discussion. to “give up” control, but teaching children

to advocate for themselves in the world is a Co-Chairs: Denise Johnson, The College of William and Mary, Williamsburg, VA essential. y Melanie Koss, Northern Illinois University, DeKalb Presenters: Amanda Hartman, Teachers College Sharon O’Neal, Texas State University, San Marcos Reading & Writing Project, NY Margaret Moon, The School at Columbia University, Roundtable 1: Thomas Crisp, Georgia State New York, NY University, Atlanta Shanna Schwartz, Teachers College, Columbia Roundtable 2: Hannah Ehrlich, Lee & Low Books University, New York, NY Roundtable 3: Nikki Garcia, Little, Brown and Company Roundtable 4: John Schumacher, Rutgers University B.04 Tricks of the Trade: Nonfiction and Scholastic Book Fairs g Writers Share Strategies for Roundtable 5: Ginee Seo, Chronicle Books Researching, Writing, and Revising Tradebook Authors: Joseph Bruchac, Penguin Young A311 Readers Group Through questions, discussion, and imparting Nikki Grimes, Bloomsbury best practices, four pairs of award-winning Cammie McGovern, HarperCollins authors will share their most successful Todd Parr, Little, Brown and Company strategies for researching, writing, and revising Ami Polonsky, Disney Publishing nonfiction texts. Discover how experimenting Janet Wong, Pomelo Books with format, structure, voice, point of view, and other critical elements allows writers to craft B.02 Changing the Landscape of nonfiction that sings. c Writing Research: The Story of an Chair: Michele Knott, Meadowview School, Grayslake, Online Writing Research Team as IL te Advocates for Instructional Change Tradebook Authors: Sarah Albee, Random House/ B205 Crown Winifred Conkling, Tricycle Press/ Random House When three teacher-educators reach across Children’s Books state lines to form an online research team, Candace Fleming, Macmillan they redefine what it means to be part of Irene Latham, author, Birmingham, AL research community. Through their shared Cynthia Levinson, author, Austin, TX stories they support and reinvigorate Sandra Markle, Lerner Publishing each other as they advocate for teacher Melissa Stewart, author professional development back into their own K–12 schools and universities. Presenters: Haley Sigler, Washington and Lee University, Lexington, VA Jamie Marsh, Pasadena Unified School District, CA Kimberly E. Lewinski, La Salle University, Philadelphia, PA

2016 NCTE Annual Convention Program 65 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.05 Advocating for Hope: The Amelia Chair: Mary Christel, Indian Trails Public Library,

m be Wheeling, IL g Elizabeth Walden Award and Its Importance in Promoting and Presenters: Juliet Hart, TimeLine Theatre Company, Providing a Positive Outlook on Life Chicago, IL, “Using Active Approaches to Improve e Nov y, Text Investigation” a for Middle and Secondary School Kathryn O’Day, Von Steuben High School, Chicago, Readers

Frid IL, “How to Implement Active Approaches in the A301 ELA Classroom” Past presidents of the Amelia Elizabeth Mark Onuscheck, Adlai E. Stevenson High School, Walden Award Committee and participants Lincolnshire, IL, “How Active Approaches Address will define the selection criterion of “hope” CCS” and “positive approach to life” and the importance of advocating for its presence in B.07 Scaling Up Advocacy Efforts: books for young adults. Then we will engage g Influencing Policymakers Using in creative hands-on activities/small-group Connections and Resources across discussion at roundtables. NCTE and State Affiliates to Chair: Teri Lesesne, Sam Houston State University, Increase Our Impact Huntsville, TX, “That ‘Hope’ Thing and Why NCTE/ B301 ALAN Sponsors the Walden Award” Sponsored by the NCTE Standing Roundtable 1: Hope in the Walden Award Finalists Committee on Affiliates 2010, 2011, and 2013: Text Sets and Creative Writing Images of Hope Lois Buckman, Anderson This session will focus on the various Public Library, Anderson, SC advocacy efforts currently underway by Daria Plumb, Central Grade School, Bellaire, MI various state affiliates, both on their own Roundtable 2: Hope in the Walden Award Finalists and with the support of NCTE. Affiliate 2009 and 2012: Text Sets and Water Color leaders from states with specific projects Images of Hope Ricki Ginsberg, University of will be available to share how their affiliate Connecticut, Storrs developed their project, how it has been Wendy Glenn, University of Connecticut, Storrs carried out, and what the feedback has Roundtable 3: Hope in the Walden Award Finalists been from those involved with the various 2014–2016: Text Sets and Music/Playlist projects. Activities about Hope Mark Letcher, Lewis Co-Chairs: Jean Boreen, Northern Arizona University, University, Romeoville, IL Flagstaff, AZ Lois Stover, Marymount University, Arlington, VA Carol Revelle, University of North Texas, Denton Kellee Moye, Hunter’s Creek Middle/Orange Co. Roundtable Leaders: Public Schools, Orlando, FL Roundtable 1: Angela Buzan, Coconino High School, Flagstaff, AZ B.06 Using an Actor’s Toolkit to Unlock a Roundtable 2: Walt Halaberda, Flagstaff High School, AZ g Text: Applying Active Approaches Roundtable 3: Lu Ann McNabb, National Council of to Plays, Fiction, and Nonfiction Teachers of English, Washington, DC Kim Pinkerton, University of Houston– A316 Roundtable 4: Downtown, TX This session will explore how to use “active Roundtable 5: Jenna Quarelli-Buck, Arizona approaches” to unlock a dramatic text. See Department of Education, Phoenix how studying a monologue of short scene Roundtable 6: Valerie Taylor, Westlake High School, with an actor’s eye improves close reading Austin, TX and can be linked to reading nonfiction texts to place a monologue in its historical or social context. Participants will learn how to implement effective rehearsal techniques for students of all abilities, how to offer constructive criticism along the way, how to encourage collaboration in the classroom, and how to adapt these techniques to the study of fiction.

66 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B.08 Writing in the Content Areas for B.10 Advocating for Our Middle Grades m Deeper Understanding m Students: Exploring Identity and Transformation through Diverse YA s B217 s Too often English/language arts teachers are Literature and Media Studies seen as the sources of reading and writing B216 instruction in the middle and high schools. In this session, our seventh-grade team from In this session, these teachers will see how the South Bronx will share the challenges many of the different genres can be used for and rewards of exploring identity, race,

creative approaches to writing in the content gender, disability, and stereotyping through Frid areas. To complete these creative artifacts contemporary works of adolescent literature that demonstrate deep understanding of using literature circles and a media literacy

content, the students will have to practice project focusing on gender stereotypes. a

close-reading skills. Attendees will leave y Presenters: Christina Barquin, Dr. Richard Izquierdo with concrete approaches to writing in the Health and Science Charter School, Bronx, NY, content areas using creativity. “South Bronx Teens Tackle the Big Issues: Identity, Presenters: Barbara A. Garvey, South Middle School, Gender, Stereotypes, and American Society” Brockton, MA Marshall George, Hunter College, New York, NY, Jim Johnston, Central Connecticut State University, “Advocacy through the Power of Multicultural New Britain Adolescent Literature” Amarylis Samuel, Dr. Richard Izquierdo Health and B.09 Advocating for Arts Education: Science Charter School, Bronx, NY, “Literature m Teaching Literacy Skills through Circles: Understanding Others, Understanding Arts Integration and Arts Ourselves” s Enhancement Shabana Yusuf, Dr. Richard Izquierdo Health and te A403 Science Charter School, Bronx, NY, “Media Literacy and Gender Stereotypes in Advertising” This interactive session will engage teachers in practical arts lessons that can be adapted B.11 Building Avid Readers for a variety of levels and topics. These lessons will focus on helping teachers e A406 build students’ essential literacy skills and m In order to be prepared for the post- secondary world, students must be able to encourage teachers to become advocates for s arts education without being experts in the comfortably communicate in ways that allow arts. them to advocate for themselves and others, navigate college and/or careers, and make Chair: Heather Barto Wiley, RJ Reynolds High School, Winston-Salem, NC their ways in the world. It all begins with a passion for reading. Come engage in fresh Presenters: Joan F. Mitchell, Wake Forest University, Winston-Salem, NC, “Positive Effects of Arts ideas for building avid readers! Integration” Presenter: Kristie Ennis, Jefferson County Public Lindsay Schneider, West Forsyth High School, Schools, Louisville, KY Cumming, GA, “Using Visual Art to Teach Characterization and Symbolism” Heather Barto Wiley, RJ Reynolds High School, Winston-Salem, NC, “Using Visual Art and Film to Teach Inference Making and Theme Development” Pamela Henderson, RJ Reynolds High School, Winston-Salem, NC, “Using Black-Out Poetry to Assess Main Idea and Theme”

2016 NCTE Annual Convention Program 67 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.12 Writing Practices: Mentorship B.15 The Art of Inquiry and Cross- m be g beyond the Text e Text Connections: Advocating for Engagement and Heart in Literacy A408 m B218

e Nov y, To develop their identities as writers in

a s addition to learning how to write, student This session will demonstrate how writers need the guidance of mentors. engagement centers around inquiry and Frid Teacher and author panelists advocate for cross-text connections. It will show teachers nurturing the writing lives of developing how to enable student engagement through writers by sharing their writerly lives and inquiry into issues that affect students’ transferable practices that replicate authentic lives and that involve multiple genres. writing conditions in our classrooms. Participants will leave the session with Presenter: Melissa Guerrette, Oxford Elementary extensive resources and processes designed School, Norway, ME to empower students and teachers. Tradebook Authors: Susan Campbell Bartoletti, Presenters: Nancy Patterson, Grand Valley State Houghton Mifflin Harcourt Books for Young University, Allendale, MI Readers Pamela Page, Grand Valley State University, Allendale, MI Phil Bildner, Macmillan/FSG Liz Storey, Grand Valley State University, Allendale, MI Erin Entrada Kelly, Greenwillow Books/HarperCollins Barbara O’Connor, Macmillan Children’s Publishing B.16 Celebrating Outstanding Writing in Group g English Education: The Emig and Meade Awards B.13 Evidence-Based Literacy B204 s Instruction with the What Works Clearinghouse: Recommendations Sponsored by the Conference on English Education for Effective Writing Instruction at the Secondary Level The Conference on English Education gives two prestigious awards in honor of Janet A410 Emig and Richard Meade. In this session, the Join the What Works Clearinghouse winners will present the work that earned (WWC) as we share evidence-based them this year’s tribute. recommendations for teaching secondary Chair: Melanie Shoffner, Purdue University, West writing. You will also learn about other WWC Lafayette, IN publications to support effective literacy Emig Award Recipient: Gholnecsar E. Muhammad, instruction. The WWC is a project of the Georgia State University, Atlanta, “Reframing US Department of Education, and all WWC Literacy Education: What We Can Learn from resources are free and available to the public. Black Historical Writing Groups” Presenters: Carol Booth Olson, UC Irvine Writing Meade Award Recipient: Michelle Devereaux, Project Kennesaw State University, Georgia, “Power, Julia Lyskawa, Mathematica Policy Research, Society, and Identity: Using Literature, Writing, and Washington, DC Students' Lives to Teach Language Ideologies”

B.14 Using Popular Psychology Myths to s Teach High School Students about Character Analysis A409 This interactive presentation will focus on the usefulness of popular psychology myths in guiding students to hone their close-reading and character-analysis skills when reading literature. Presenters: Lindsay Ellis Johnson, Rowan County Senior High School, Morehead, KY Alison Heron Hruby, Morehead State University, Morehead, KY

68 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B.17 Static to Dynamic: Viewing B.20 Native American Education: c Collegiate Students as Advocates in s America’s Dirty Little Secret Program Design A401 te A315 Educators from a Native American boarding How does a teacher-education program school provide an honest dialogue on what create an authentic culture of advocacy? This Native American education is and who Native presentation details the redesign of a literacy American students are today. Presenters education program to foster students’ active discuss their emphasis on student voice and

practice of social action. It includes the perspective. This session provides attendees Frid accounts of two undergraduate students a model on employing the narrative format whose advocacy has resulted in positive and satire to impact change within Native

change in schools and communities. American communities. a Presenters: Ashley Wolf, University of Missouri– Presenters: Jesse Bien, Flandreau Indian School, y Kansas City Flandreau, SD Leah Panther, University of Missouri–Kansas City Presenter: Thien Ho, Flandreau Indian School, Kindel Nash, University of Missouri–Kansas City Flandreau, SD

B.18 Staying True to Our Beliefs: B.21 Inclusive Curriculum: Advocacy for g Advocating for Literacy and s the New Mainstream Learning through Our Stories B308 B211 In light of the “diversity of today’s New Teachers will share ways they have stayed Mainstream” (Enright, 2011), this session true to the beliefs they hold about literacy empowers teachers to create broader spaces and learning. For these teachers, advocacy for engaging with difference in the classroom. for what they know and believe comes The presenters draw on current research through the power of sharing their stories. in disability studies, code-meshing, and These beliefs revolve around the essential role multimodal composition to propose lesson and that the teacher plays in student learning. unit plans that promote inclusive practices. Presenters: Cris Tovani, Tovani Group, “Making Time Presenters: Emily Wilson, University of Michigan, Ann for What Matters Most” Arbor, “Reframing Accessibility: Disabled Voices in Franki Sibberson, Dublin City Schools, Dublin, OH, the Secondary ELA Classroom” “The Power of Learner Identity” Mary Neville, Michigan State University, East Lansing, Jennifer Allen, Waterville Public Schools, Waterville, “Advocating for Students’ Language: Code- ME, “Expert Teachers Learn and Make Meaning Meshing as Inclusive Language Pedagogy” Together” Merideth Garcia, University of Michigan, Ann Arbor, “New Literacies for the ‘New Mainstream’: B.19 Certifying Literacy and Writing Multimodal Pedagogy as Inclusive Practice” g Skills through Digital Badges B.22 Teachers Who Write: Finding the B408 m Teach, Write, Life Balance This presentation details a digital badge B311 assessment model, which underscores key s student learning outcomes, recognizes In this presentation, published authors Jennie the acquisition of skills, supports the K. Brown and Jennifer Novotney discuss their collaborative work of English faculty, and journeys to publication and finding a teacher- is central to students’ first-year writing author-life balance. This session offers hands- experiences. The digital badge program is on, mini writing workshops where attendees an in-house digital curricular delivery system will get their own creative juices flowing. designed to support student success. Additionally, participants will leave the session with a “write-time” calendar of their own! Presenters: Denise Paster, Coastal Carolina University, Conway, SC Presenters: Jennifer Brown, Pennsylvania Council Alan Reid, Coastal Carolina University, Conway, SC of Teachers of English Language Arts (PCTELA), Palmyra Jennifer Novotney, MMI Preparatory School, Freeland, PA

2016 NCTE Annual Convention Program 69 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.23 Advocacy through Storytelling: Presenters: Teresa Caccavale, New York City Public

m be m Challenging Stories about Race and Schools Ted Kesler, Queens College, City University of New York s Identity through Reading, Writing, and Community Building Detra Price-Dennis, Teachers College, Columbia e Nov y, c University, New York a B214 Duncan Tonatiuh, Abrams te Tradebook Authors:

Frid Attendees will experience an abbreviated Books for Young Readers version of The Storytelling Project, a unit Carmen Tafolla, Dragonfly Books developed to bridge learning about race and culturally relevant teaching to students’ lives. B.26 Teacher-Leaders: Advocates for In doing so, students become advocates for g Students and Communities themselves and for a more equitable society, B208 all the while practicing literacy skills required to be their own champions. In order to advocate for students or themselves, teachers need to be supported Emily Bollinger, Park Center Senior High, Presenters: by a community of practitioners. This panel Brooklyn Park, MN will outline the WELL (Writing Education Laurie Ganser, Osseo Area Schools, Minneapolis, MN for Learners and Leaders) project that builds teacher-leaders in writing, and offer B.24 Advocating for Speaking and examples and specific implementation m Listening: the Power of Talk in a techniques for session attendees. Digital Age s Presenters: Sue Stolp, Bozeman Public Schools, MT A411 Beverly Ann Chin, University of Montana, Missoula Strong listening and speaking skills enable Christy Mock-Stutz, Montana Office of Public students to effectively communicate, Instruction, Helena, “Connecting Writing Teachers negotiate, and collaborate, yet many aren’t through Advocacy” given the chance to hone these skills simply Caitlin Chiller, Livingston School District, MT, because they are not often tested. This “Classroom Tips and Implementation” session will examine the importance of giving students the tools to become thoughtful, B.27 Ebonically Speaking: Advocating focused, and productive listeners and m for Linguistic Justice in English speakers. s Language Arts Classrooms Presenters: Harvey “Smokey” Daniels, author, B215 Heinemann c This demonstration will challenge attendees’ Kelly Gallagher, Anaheim Union High School District, te assumptions about language, engage them CA in critical conversations about language Penny Kittle, Kennett High School, North Conway, NH diversity, disrupt the common “good English” / “bad English” concept, and problematize B.25 “That’s Like Me!” Urban Public monolingual approaches to language e School Emergent Bilinguals instruction. Celebrate the Books of Carmen Chair: April Baker-Bell, Michigan State University, Tafolla and Duncan Tonatiuh East Lansing, “Ebonically Speaking: Advocating B203 for Linguistic Justice in English Language Arts Sponsored by the Elementary Section Classrooms” Steering Committee Presenters: Drexton Sportel, Michigan State University, East Lansing, “Combatting Linguistic The Elementary Section Steering Committee Injustice in Mainstream Media” will discuss the #WeNeedDiverseBooks Kelsey Wiley, Michigan State University, East Lansing, movement. Authors Carmen Tafolla and “Combatting Linguistic Injustice by Revealing Duncan Tonatiuh will discuss their work Linguistic Prejudice” within this framework. We will then share Jordon Brent Robb, Michigan State University, author studies by four urban high-needs East Lansing, “Combatting Linguistic Injustice schools with large ELL populations, and how Embedded in the Standard Language Myth” seeing themselves in the pages of these books impacted their literate lives.

70 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B.28 Collective Advocacy: The Research Roundtable 4: Conversations That Promote Deep Learning in a First- and Third-Grade Classroom te and Practice of English Education Doctoral Students Faythe Beauchemin, The Ohio State University, Columbus B206 Roundtable 5: Stories of English Teacher Mentor Sponsored by the CEE Graduate Strand Retention: A Narrative Inquiry In this roundtable session, English education Julie Bell, Michigan State University, East Lansing graduate students will present and discuss their Roundtable 6: Learning to Teach English Language current work. This session seeks to foster an Arts: An Interactional Analysis of Mentoring across environment of collaboration, bringing together Settings Frid novice and seasoned researchers to collectively Eileen Buescher, The Ohio State University, Columbus advocate for and imagine new futures for the Roundtable 7: A Critical Inquiry Approach to teaching and research of English education. a

Teaching Young Adult Literature y Chair: Meghan Barnes, University of Georgia, Athens Steffany Comfort Maher, Western Michigan University, Respondents: Alan Brown, Wake Forest University, Kalamazoo Winston-Salem, NC Roundtable 8: Students’ Perceptions of Faculty Anne Elrod Whitney, Pennsylvania State University, Bias, Faculty Support, and Disability University Park Carolyn Corbran, Fordham University, Bronx, NY Jim Fredricksen, Boise State University, ID Roundtable 9: Negotiating Policy and Practice: Charles Gonzalez, University at Buffalo, NY Teacher Professional Identity in the Current Reform Heidi Hallman, University of Kansas, Lawrence Era Lindy Johnson, The College of William and Mary, Kimberly Feldman, University of Maryland, Baltimore Williamsburg, VA County Mark Letcher, Lewis University, Romeoville, IL Michael Macaluso, University of Notre Dame, Notre Roundtable 10: Supporting Literacy Across the Dame, IN Curriculum: Understanding the Valuing of Literacy Christy McDowell, Henderson State University, Instruction, Implementation of Literacy Standards, Arkadelphia, AR and Epistemological Beliefs of High School Robert Petrone, Montana State University, Bozeman Teachers Nicolette Filson, North Carolina State University, Raleigh Amy Piotrowski, Utah State University, Logan Charlotte Roberts, North Carolina State University, Ryan Rish, University at Buffalo, NY Raleigh Luke Rodesiler, Indiana University-Purdue University Fort Wayne Roundtable 11: Culturally Relevant Teaching in the Katie Rybakova, Thomas College, Waterville, ME English Classroom: Positioning Students for Rich Shelly Shaffer, Eastern Washington University, Cheney Literary Experiences Stephanie Anne Shelton, University of Alabama, Kimberly Foster, Kennesaw State University, Tuscaloosa Kennesaw, GA Nicole Sieben, State University of New York at Old Roundtable 12: Tracing Students’ Use of Intertextual Westbury Resources in Their Writing across Time Allison Wynhoff Olsen, Montana State University, Brent Goff, The Ohio State University, Columbus Bozeman Roundtable 13: Teaching Analysis of a Graphic Novel Leah Zuidema, Dordt College, Sioux Center, Iowa Maria Hernandez Goff, Arizona State University, Tempe Roundtable 1: Welcome to BookTube: How Adoles- Roundtable 14: Changing Frames cents Engage in Literacy Practices on YouTube Heidi Hadley, University of Georgia, Athens Tara Anderson, UNC–Chapel Hill Roundtable 15: Students’ Identification of Social Roundtable 2: Conflicting Narratives: The Roles Justice Issues in Young Adult Literature and Its of Care and Identity in one Pre-Service Teacher’s Impact on YPAR Decision Not to Become a Teacher Alice Hays, Arizona State University, Tempe Meghan Barnes, University of Georgia, Athens Roundtable 16: “It’s a good thing to know how to Roundtable 3: Investigating Pedagogical Practices use vocab so you don’t sound like an idiot, but . . .”: of K–5 Full-Time Virtual School Literacy Teachers How Students Labeled “At-Risk” Identify with English Donald Barringer, Michigan State University, East Class Lansing Melissa Horner, Montana State University, Bozeman

2016 NCTE Annual Convention Program 71 b Sessions / 11:00 a.m–12:15 P.m. r 18 Roundtable 17: Zine Culture: Identity and Agency B.29 Jumpstarting Readers When They

m be Formation in the ELA Classroom e Plateau: How the Language of Kyle Jones, Kennesaw State University, Kennesaw, GA m Instruction Can Inhibit or Promote Roundtable 18: Alternative, Transformative Texts Students’ Reading Independence e Nov y,

a as Companions for Dialogue around Adolescent and Proficiency Literature A312 Frid Sarah Lightner, The Ohio State University, Columbus When students’ reading progress plateaus, Roundtable 19: The Moral Landscape of the ELA what can we do to get learning back on Classroom Elizabeth Anne Murray, University of Alabama, track? While instinct tells us to say more, Tuscaloosa often saying more means students think and learn less. Learn ways to get students Roundtable 20: Complexities of Power in “unstuck” by shifting the language of reading Advocacy: Three Models of Youth-Led Activism, instruction, adjusting conventional prompts, Examining Power Structures, and Fostering Critical and reframing scaffolding. Hope Rae Oviatt, Michigan State University, East Lansing Presenters: Kim Yaris, literacy consultant, Wellington, FL Jan Burkins, Burkins and Yaris, Athens, GA Roundtable 21: The Story We Tell about Reading: Julieanne Harmatz, Los Angeles Unified School Can We Love a Non/Reluctant Reader? Chea Parton, The University of Texas, Austin District, CA Roundtable 22: Female Voices from Futuristic and B.30 Empowering Teachers through Imaginary Worlds: A Literary and Autoethnographic g Research: In PLCs, Teacher Prep View of Superheroes and Speculative Fiction Margaret Robbins, University of Georgia, Athens Programs, and State Departments of Education Roundtable 23: Reading across Texts and Media: Investigating How Preservice English Teachers A402 Read Transmedia Stories This panel presentation advocates for Rikki Roccanti, Florida State University, Tallahassee the empowering benefits of teacher Roundtable 24: Refracting Threat through Personal research in different contexts: professional Narratives in a High School LGBT Literature Course: learning communities, teacher education The Social Construction of Vulnerability and programs, and state education departments. Protection in a Literacy Event Participants will leave with ideas that will Ryan Schey, The Ohio State University, Columbus help them improve their professional learning Roundtable 25: A Narrative Inquiry into Preservice communities (PLCs), collaborations across Writing Teacher Development their state, and methods to conduct action Kate Sjostrom, University of Illinois, Chicago research in their classrooms. Roundtable 26: Death and Meaning: How Teachers Presenters: Crag Hill, University of Oklahoma, Use Narrative to Understand the Death of a Student Norman, “Conducting Teacher Action Research in Nicholas Thompson, University of Georgia, Athens the School” Rebecca Maldonado, University of Oklahoma, Roundtable 27: What’s Right with Gavin? Norman, “Advocating for Research within PLCs” Recognizing Literacies in a Neurodiverse Emerging Josh Flores, Oklahoma State Department of Adolescent Kristen White, Michigan State University, East Lansing Education, Oklahoma City, “Three Keystones to Increasing Teacher Advocacy and Leadership” Roundtable 28: Social Justice in a Rural Setting: A Critical Discourse Analysis of Middle School ELA Students’ Creative Writing Jennifer Whitley, University of Georgia, Athens Roundtable 29: Digital Reading Behaviors of Adolescents Lauren Zucker, Fordham University, New York, NY

72 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B.31 Argumentation and Public B.34 Building a Better Book App: How s Speaking: Foundational Skills for e Teachers Can Shape the Next Advocacy Generation of Children’s Book Apps B310 A313 Throughout life, students will need to act This presentation introduces examples of as advocates for themselves, for others, children’s iPad book apps and provides a for causes. In this session, two experienced critical analysis of how the highly anticipated debate and speech coaches will describe and interactive and multimodal features of

illustrate activities participants can use and these book apps (e.g., narration, games, Frid adapt with their own students to practice and hotspots) serve to support emergent the process of advocacy: from research to reading/readers, as well as examples of when

creation and presentation. these features are likely to confuse/distract. a Presenters: Renee Motter, National Speech and Presenters: Jeanne Henry, Hofstra University, y Debate Association Hempstead, NY Pam McComas, National Speech and Debate Rose Tirotta-Esposito, Hofstra University, Hempstead, NY Association Gina Sipley, Nassau Community College, Garden City, NY

B.32 Mentoring Matters: Maintaining B.36 Revaluing Readers: Introducing c Well-Being and Health at the HBCU m Retrospective Miscue Analysis to Middle School Struggling Readers B306 c Panelists will discuss the importance of B207 mentoring African American women in the Adolescents in reading intervention often academy at HBCUs. The session will highlight feel trapped in a cycle of failure and see the historical, theoretical, and cultural morals assessments as rivals. Teachers can feel of the bond of sisterhood. Panelists will similarly trapped. Retrospective Miscue also share real-life experiences to illuminate Analyis revalues readers. Follow the journey challenges faced by African American of three teachers who explored the RMA women in the absence of mentorship. process (with support) to empower readers Presenters: LaVie Leasure, Winston-Salem State and be their advocates. University, NC Chair: Carol Gilles, University of Missouri, Columbia, Pamela Simmons, Winston-Salem State University, NC “Supporting Teachers as They Explore RMA” Gladys Huggins, Winston-Salem State University, NC Presenters: Danielle Johnson, Columbia Public Schools, MO, “Exploring RMA in a High-Risk B.33 It’s Lit!—Exploring Digital Literacy School” m as Advocacy Anna Osborn, Columbia Public Schools, MO, A314 “Exploring RMA in Small-Group Settings” s Debra Peters, Columbia Public Schools, MO, How do you advocate for your students to “Establishing Long-Term Success with RMA ensure their voices are heard? How do you through Reading Workshop” teach your students to become advocates of social justice? How can you use digital literacy to accomplish both goals? This panel focuses on effectively using digital literacy instruction to affirm student voices in digital spaces. Presenters: Jazmen Moore, Chicago Math and Science Academy, IL Felicia Hamilton, Bloomfield Schools, CT Jalissa Bates, LSU Upward Bound, Baton Rouge, LA Mentors: Anna J. Small Roseboro, author, mentor, consultant, Grand Rapids, MI Kimberly N. Parker, Rindge and Latin School, Cambridge, MA

2016 NCTE Annual Convention Program 73 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.37 Advocacy Amplified through the B.40 Down Periscope: Transparency m be g First Amendment m and Connected Classrooms B409 s for Authentic Audiences and a Healthier Triumvirate

e Nov y, You have the right to petition, but how can a you use it effectively to advocate for social A404 change? Learn strategies to leverage the

Frid Harness livestreaming applications like First Amendment freedoms and effective Periscope to provide students with authentic persuasive tools to achieve your goals. Then, audiences—eager parents included—as take on an issue and express yourself in a well as virtual field trips. This resource- maker-space activity. rich demonstration will detail streaming Presenters: Annette Spahr, Harrisburg Academy, PA strategies to strengthen the bond between Jane Garver, Charlevoix Elementary School, teacher, student, and home. Time will be Charlevoix, MI provided for networking with like-minded Kathy Smith, Chattahoochee High School, Johns teachers ready to connect classrooms and Creek, GA start streaming. Maggie Crawford, Newseum, Washington, DC Presenters: Sam Abbott, Reedsburg School District, WI Heather Anstett, Reedsburg School District, WI B.38 Language to Stir the Soul and David Fitzpatrick, Reedsburg School District, WI s Engineer a Skyscraper: The Brenda Williams, Reedsburg School District, WI Importance of the English Curriculum in a STEM Environment B.41 Engaging Youth in Writing with A405 g Digital Media to Promote Literacies in a Juvenile Detention Facility This presentation will demonstrate how to integrate STEM elements into the English B401 curriculum, a practice that has helped us This session describes a community-based advocate for the importance of our subject at writing program that has brought together a STEM high school and create situations in youth and teachers in a juvenile detention which students become passionate about and facility with preservice teachers and faculty skilled at advocating for their work and ideas. from a local university. Examples of youth- created texts will be shared, including Presenters: Sarah Steinbach, Denver Writing Project, CO Maria Clinton, San Jose Writing Project, CA hypertext analysis, lyric analysis, kinetic poetry, and street photography. B.39 Claiming or Receiving? Literacy Presenters: Chelsea Bartman, Kent State University, OH te Teachers Advocating for Their Own Mackenzie Blanton, Kent State University, OH Professional Development through Ruth Edge, Summit Country Juvenile Detention a Video-Mediated Learning Cycle Center, OH Kyle Fabricius, Kent State University, OH B315 Kristine Pytash, Kent State University, OH Presenting a literacy teacher mentoring Marisa Ritchey, Kent State University, OH cycle that begins with the teacher claiming William Kist, Kent State University, Ohio ownership of learning. Through generating Elizabeth Testa, Kent State University, OH a line of inquiry, collaborating in a support network, and video-mediated practice/ B.42 Advancing Literacies of Social analysis/reflection, the learning cycle aims g Justice in Anti-Black Spaces: at empowering the teacher to act into new An Exploration of New Literacies, ways of thinking and decision-making in Hip-Hop, and Oral Language literacy education. B212 Chair: Yang Hu, Hunter College, New York, NY Educator-activists draw upon work that Presenters: Yang Hu, Hunter College, New York, NY Jenny Tuten, Hunter College, New York, NY emphasizes literacies of access, liberation, and social justice in the face of anti-Blackness. The session provides examples of community and classroom activities to expand academic

74 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

discourse by freeing students to leverage Chair: Vivian Yenika-Agbaw, Pennsylvania State hip-hop culture, debate, and new literacies for University, University Park advocacy and social transformation. Presenters: Kate Vieira, University of Wisconsin-Madison Presenters: Jennifer K. Johnson, San José State Rhea Estelle Lathan, Florida State University, Tallahassee University, CA, “Cultivating Literacies of Access and Liberation in the Face of Anti-Blackness B.46 Global Literature for the High through Hip-Hop, Debate, and Oral Language” s School Classroom Ashley Newby, Michigan State University, East B309 Lansing, “Changing the Game: Hip-Hop and Presented by educators in Africa, Latin Student Advocacy” Frid America, Middle East, and South Asia area Cona Marshall, Michigan State University, East studies, this panel will discuss the texts, Lansing, “Is God a White Racist?: Black Women’s methods, and resources for globalizing Liturgies Literacies” a

classroom literature and provide classroom- y David E. Kirkland, New York University, Respondent: ready materials and suggestions for NY diversifying classroom perspectives and student learning experiences. B.43 Radical Love: Courageous Breeanna Elliott, Boston University, e Conversations about Race, Religion, Presenters: Boston, MA and Gender Identity with Our m Laura Kleinmann, Oyster Adams Bilingual School, Students s Washington, DC B213 Lisa Adeli, University of Arizona Center for Middle Our classrooms are brimming with love. Eastern Studies, Tuscon However, the challenges that face our nation Deborah Jane, University of Minnesota, Minneapolis require us to bring many more voices and Rachel Meyer, University of Texas at Austin experiences into our teaching. This calls for a deeper love—what Paulo Freire calls, “radical B.47 The Nexus of Technology, love.” This interactive session will take your m Language, and Literacy: Strategies literacy work farther, building critical, socially for Teachers to Build Literacy Skills minded communities. for Advocacy Chair: Dana Stachowiak, The Educator Collaborative B406 Chad Everett, The Educator Collaborative Presenters: Teachers, teacher-educators, and other Sara Ahmed, Bishops School, San Diego, CA practitioners can learn to appreciate the Chris Lehman, The Educator Collaborative Respondent: many literacies that appeal to and are brought to school by students and integrate B.44 Decolonizing English Literacy them into the classroom. Teachers can use g Practices in and out of the these hidden literacies as springboards for Classroom students’ deep thinking and learning. A407 Chair: Jamal Cooks, San Francisco State University, Sponsored by the Standing Committee CA, “Keep the Heads Ringing: Using Technology on Global Citizenship and Popular Culture as a Literacy Act of Social The English language, steeped in racialized, Justice and Equity” colonial, and gendered histories, remains Presenters: Natasha Flowers, Birmingham City central to how the global economies Schools, AL, “Using Pop Culture to Introduce operate. English is therefore an exclusionary Archetypes” tool with potential for emancipation and/ Tonya Perry, University of Alabama, Birmingham, or subversion. If we agree that we are all “Using Digital Literacies to Give Voice to Urban “border dwellers” in this global era, then it Middle School Students” is necessary that we decolonize our English Veronica Simmons, Birmingham City Schools, AL, literacy curriculum to allow space for multiple “On Top of the World: The Birdseye View of forms of expression. This panel attempts to English Using Wikis, Narratives, and Technology” address this issue, demonstrating English literacy practices in different communities, framed by decolonial theories.

2016 NCTE Annual Convention Program 75 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.48 Finding Your Voice to Speak Up for Presenters: Natasha Thornton, Kennesaw State

m be m Others University, Kennesaw, GA,”Critical Conversations: An Exploration of Shifting Beliefs and Practices B202 te during Professional Learning”

e Nov y, A tradebook author, three teachers, and four Alina Pruitt, University of Texas at Austin, “Teacher a students will explore how writing can be a Agency & Curricular Choices: Designing & tool to explore personal opinions/reactions

Frid Implementing Culturally Responsive Units of Study to critical issues. We will explore how reading in a Seventh-Grade Classroom of Linguistically other perspectives enables reflection and fine- Diverse Youth” tunes understanding that can lead us toward Michael Domínguez, University of North Carolina at using our writing to advocate for others. Chapel Hill, “Teatro del Oprimido as a Discourse of Chair: Linda Rief, Oyster River Middle School and Advocacy in an Ethnic Studies Literacy Program University of New Hampshire, Durham for Historically Marginalized Students” Presenters: Joseph O’Such, Riverside High School, Leesburg, VA B.51 Students Close-Read a Scene, on Justin Lisciandro, Stone Bridge High School, Ashburn, VA m Their Feet and on Their Own Jason Augustowski, Riverside High School, Leesburg, VA B407 Sam Fremin, Stone Bridge High School, Ashburn, VA s Tradebook Author: Lester Laminack, author/ Sponsored by the Folger Shakespeare consultant, Asheville, NC, “Writing to Take a Stand” Library Think that understanding Shakespeare must B.49 Vocabulary Matters! begin with tons of background notes and e B404 explanation? Think again! Watch the core Folger activity, commonly known as 3-D This session will present word games, word Shakespeare, in action—as real, uninitiated play, strategies, and uses of children’s literature students from a local high school tackle to develop joyful vocabulary in your early Shakespeare’s language head-on and in a childhood and elementary classrooms. We text they’ve never read before. will demonstrate home and community-bsed practices that build on students’ language Chair: Michael LoMonico, Senior Consultant on strengths. National Education, Folger Shakespeare Library Presenter: Gina Voskov, United Nations International Katy Wischow, Teachers College Reading Presenters: School, New York, NY and Writing Project, New York, NY, “Limitless Michael LoMonico, Senior Consultant on National Language: Empowering Students to Learn the Education, Folger Shakespeare Library Words That Will Change Worlds” Char Shryock, Bay Village City Schools, OH, “Word B.52 From Teacher to University Partners Play around Your City” Valerie Geschwind, Teachers College Reading g and Back: Outcomes That Matter for and Writing Project, New York, NY, “Limitless Students Language: Empowering Students to Learn the B316 Words That Will Change Worlds” This panel presentation will describe Shana Frazin, Teachers College Reading and Writing the work of several ELA professional Project, New York, “Limitless Language: Empowering communities where university faculty and Students to Learn the Words that Will Change K–12 teachers work together to benefit K–12 Worlds” students across multiple contexts. Panelists will share projects conducted in local B.50 Teachers Learning + Enacting classrooms and communities with a focus on g Culturally Just Education the benefits experienced by all members of B405 the partnerships. te In the current milieu of high-stakes testing Chair: Donna Wake, University of Central Arkansas, and standardized curriculum, how are Conway educators unpacking their senses of agency Presenters: Jeff Whittingham, University of Central and understanding within their contexts? Arkansas, Conway This session offers three different studies Jessica Herring, Benton Schools, AR examining how educators continue to address Millie Engler, Greenbrier School District, AR issues of diversity and equity.

76 2016 NCTE Annual Convention Program B Sessions / 11:00 a.m–12:15 p.m.

B.53 Developing Adolescents’ B.55 Speaking Out for the Spoken g Awareness of Social Justice Issues g Word: Advocating for Audiobooks through Literature to Boost Reading Skills, Deepen B201 Literary Analysis, and Increase This panel presents classroom research on Teacher Happiness how to help students develop their critical B210 lenses, expand their perspectives of world Interactive presentation with teacher- views, and deepen their awareness of social librarian Sarah Ressler Wright and

justice issues through connecting their special-education teacher Caitlin Hartze Frid reading and writing to current social and demonstrating the benefits of teaching with world events and responding to different audiobooks—providing numerous classroom

views and voices on social issues. resources. The 2016 Odyssey Award-winning a Presenters: Danling Fu, University of Florida, narrator/actress Jane Entwistle discusses y Gainesville how an audiobook can enhance text and Jungyoung Park, University of Florida, Gainesville the power of storytelling with 2016 Newbery Kate Yurko, The College at Brockport, State Honor author Kimberly Brubaker Bradley. University of New York Chair: Sarah Ressler Wright, RB Hayes High School, Lin Deng, University of Florida, Gainesville Delaware, OH, “Speaking Out for the Spoken Word: Advocating for Audiobooks to Boost B.54 Writing for Change: Ten-Minute Reading Skills, Deepen Literary Analysis, and m Activities Increase Teacher Happiness” B317 Presenters: Jayne Entwistle, Listening Library/ s Penguin Random House, “The Power of a Learn ten-minute writing activities to Professional Reading” te help students think critically about how Sarah Ressler Wright, RB Hayes High School, groups and individuals can be elevated or Delaware, OH, “The Potential in Pressing disempowered through language. This highly Play: Audiobooks for Students, Teachers, and interactive session utilizes twenty-five mini- Caregivers” lessons to guide students in the development Kimberly Brubaker Bradley, Listening Library/ of skills to be advocates through writing for Penguin Random House, “How Listening Enhances those who experience discrimination and Literature” disempowerment. Caitlin Hartze, RB Hayes High School, Delaware, OH, Presenter: Sara Wicht, Teaching Tolerance, “Audiobooks, Artwork, and Analysis” Montgomery, AL

2016 NCTE Annual Convention Program 77 b Sessions / 11:00 a.m–12:15 P.m. r 18 B.57 Poster Sessions: Faces of Advocacy Poster 2: "I was going crazy": Resisting Schools as

m be s A304 Sites of Anti-Black Violence through Black Youths' Engagement with Critical Literacy c Explore the many ways in which educators Justin Coles, Michigan State University, East Lansing are pushing for change in their classrooms, e Nov y,

a Poster 3: Construing and Practicing Race in Literacy schools, communities, and beyond. Instruction

Frid Poster 1: Modes of Delivery and Advocacy: The Marcus Croom, University of Illinois at Chicago Nancy Fox Edele, University of Takeover Project Poster 4: Latin@ Literacies in the Rural South: West Florida; University of Washington, Seattle Identity, Culture, and Pedagogy in the New Latino

Poster 2: Outside the Binary Box: Who Is “They”? Diaspora Vicki Towne, independent consultant, Mt. Pleasant, SC Michael Domínguez, University of North Carolina at Poster 3: Fostering Student Self-Advocacy in Chapel Hill Freshmen John Luke Bell, L&N STEM Academy, Knoxville, TN Poster 5: Somos Escritores/We Are Writers: Conexiónes entre Familias through Drawing, Poster 4: Through New Eyes: Preservice Teachers’ Writing, and Storytelling Perceptions and Experiences Advocating for Tracey Flores, Arizona State University, Tempe Military-Connected Learners in the Literacy Classroom Poster 6: Translation as Technology: From Vicki Sherbert, Kansas State University, Manhattan Linguistic Deficit to Rhetorical Strength Laura Gonzales, University of Texas at El Paso Poster 5: I Will NOT Mow Your Lawn Linda Turner, Marietta City School, Marietta, GA Poster 7: Youth Participatory Action Research in the Poster 6: Democracy 101: Giving Students Voice Borderlands: Exploring Critical Literacies of Inquiry Patricia L. Hans, New Jersey Council of Teachers with Latinx Youth of English, Hoboken Monica Gonzalez, University of Colorado, Boulder Poster 7: Rhetorical Choices Are Political Choices: Poster 8: Culturally Sustaining Pedagogies with the Uncovering Hidden Political Agendas in "New American" Educator Academic Writing Brooke Harris Garad, Ohio State University, Columbus Sarah Faye, University of California, Davis Poster 9: "Yo, I Don't Know If I Can Trust That These Poster 8: Civic Engagement and The DREAM Act People in My Class Actually See Me": Black Girl through Documentary Erasure, Magically in Spectacular View Alice Quinlan, PBS’s POV Fahima Ife, Louisiana State University, Baton Rouge Poster 9: ProjecTILE- a Community Interactive Poster 10: Digitally Mediated Multilingualism as Scrabble Adventure Twenty-First Century Communication Colette Bennett, West Haven Public Schools, CT Grace Kim, University of California, Berkeley Jennifer Raba, Bailey Middle School, West Haven, CT Poster 11: Young, Literate, and Black on Purpose: Poster 10: How to Handle a Student Takeover Racial Identity and Liberation Literacies in the Kristen Pitts, Odyssey Charter School, Palm Bay, FL Classroom Jamila Lyiscott, Teachers College, Columbia B.58 Poster Sessions: Cultivating New University, New York, NY g Voices among Scholars of Color Poster 12: Fleshing Out Antiracist Teacher B206 Foyer Education: Portrait of a White Teacher Educator's Sponsored by the Research Foundation Disembodied Pedagogy Esther Ohito, Mills College, Oakland, CA In this poster session fellows in the 2016–2018 Poster 13: “The Unnormal Sisterhood”: Reading, cohort of the Cultivating New Voices among Writing, and Connecting in a Girls of Color Scholars of Color Program (CNV), sponsored Collective by the Research Foundation of NCTE, present Grace Player, University of Pennsylvania, Philadelphia their research and address questions from participants. Poster 14: Sacred Circles: Using a Critical Middle School Literacy Group to Analyze Race, Gender and Poster 1: Becoming an "Avocado": Raciolinguistc Size Advocacy in Bilingual Teacher Education at the US Dywanna Smith, University of South Carolina, Borderlands Columbia Blanca Caldas, University of Minnesota-Twin Cities, Minneapolis

78 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

FEATURED SESSION C.01 After Dartmouth: Lessons from 1966 for 2016 g A305 In this session, we will explore what perspectives from the 1966 Dartmouth Conference, a seminal event in English education, have to teach us in 2016. In particular we will consider how the idea of student- centered instruction can be set against the idea of standards and testing and how this important event

from our history can help us to advocate for better teaching in the present. Frid

Presenters: Judith Franzak, Salisbury University, Salisbury, MD, “Unanticipated Complexities: Tracing a Notion of Text from Dartmouth to Digital Literacies” a

Andy Goodwyn, University of Reading, Reading, Berkshire, United Kingdom, “Persistent as Well as y Personal Growth: The Enduring Spirit of Student-Centred Pedagogy in England” Michael Moore, Georgia Southern University, Statesboro, “English Is Whatever English Teachers Do” Annmarie Sheahan, University of New Mexico, Albuquerque, “1966 Speaks to 2016: A Dialogue” Don Zancanella, University of New Mexico, Albuquerque, “Why Dartmouth Matters ”

After this Featured Session, visit the Taking Action Hub in room A304 to discuss Everyday Advocacy and turn your learning into action!

C.02 Putting Shakespeare’s Language C.03 Writing as Advocacy: Authors’ Best m on Its Feet—and Writing about It m Lessons to Help Students Find Their s Meaningfully s Voice through Their Writing B407 A301 Sponsored by the Folger Shakespeare Hear a diverse group of authors share their Library best writing lessons, which teachers can Do you love the idea of having students use with their own students. Attendees speaking and moving and figuring out will participate in the writing activities at Shakespeare’s language actively and on their roundtables. They can then take the lessons own? Are you looking for ways to connect back to incorporate into their own classroom this “close reading on your feet” with teaching, advocating for students and evidence-based writing? Learn classroom- allowing their voices to be heard. tested techniques that get students Co-Chairs: Teresa Bunner, Wake County Schools, prewriting, writing, and revising as they read, Cary, NC speak, and own Shakespeare’s language (and Jillian Heise, literacy consultant, Custom Education any complex text!). Solutions, Franklin, WI Presenters: Deborah Gascon, Dutch Fork High Roundtable Leaders: Sharon M. Draper, Atheneum School, Irmo, SC Books for Young Readers, Simon & Schuster Michael Klein, Sachem High School East, Ronkonkoma, Mike Jung, Scholastic NY Tahereh Mafi, Penguin Young Readers Corinne Viglietta, Folger Shakespeare Library, Matt de la Peña, Random House Children’s Books Washington, DC Jason Reynolds, Simon & Schuster Charles R. Smith Jr., Candlewick Press Mariko Tamaki, Macmillan Children’s Publishing Group

2016 NCTE Annual Convention Program 79 C Sessions / 12:30–1:45 P.m. r 18 C.04 The Power of Low-Stakes Writing analyzing images created by language arts

m be students. Insights into image analysis and g A310 implications for practice will be shared. Adults use informal writing all the time. Presenters: Peggy Albers, Georgia State University, In school this kind of writing (notebook e Nov y, Atlanta a reactions, quickwrites, classroom blogs) Bobbi Jentes Mason, Fresno Pacific University, CA provides rich opportunities for students to Frid think. But it must bring different expectations C.07 Advocacy: There’s Not an App for in terms of audience and assessment. How can we structure our classrooms to help this g That kind of writing flourish? A402 Presenters: Nina Ballew, Bellingham School District, A classroom teacher, literacy coach, and Bellingham, WA, “Play-Based Informal Writing teacher educator team up to share ways they with Our Youngest Learners” have advocated for access to technology, Ralph Fletcher, author/consultant, Lee, New equitable choices in tools and materials, Hampshire, “The Power of Low-Stakes Writing” and culturally valid assessments in early Kate Norem, The Bush School, Seattle, WA, “Bringing childhood. Participants will be provided tools Back Real Choice to the Writing Classroom” and resources they might use as everyday advocates for young children. C.05 Beyond Junie B. Jones: Transitional Presenters: Kela Goodman, University of South e Chapter Books for Developing Carolina Upstate, Spartanburg, “Advocating for Readers Culturally Valid Assessment” A311 Becky McCraw, Cherokee County Schools, Gaffney, SC, “Advocating for Choice in Tools and Materials” In small-group discussions, seven award- Kayla Rochester, Goucher Elementary School, winning authors will share their inspiration Gaffney, SC, “Advocating for Access” for writing engaging characters and stories that come alive. Discover how a love for C.08 Disciplinary Literacy Practices: animals, humor, silly antics, great imagination, Creating Meaningful Literacy Lives and friendship help young readers move up m the ladder of complexity as they gain reading s A314 proficiency. Panelists will share implementation efforts Chair: Cynthia Alaniz, Coppell Independent School that grew from a district-level literacy District, Texas initiative in metro Atlanta. Schools have Roundtable Leaders: Alyson Beecher, Pasadena embraced disciplinary practices and Unified School District, CA tailored the implementation to fit school Mary Ann Scheuer, Berkeley Unified School District, CA focus and need. Teacher leaders from three Tradebook Authors: Troy Cummings, Scholastic schools that represent varied demographics Abby Hanlon, Penguin Random House share disciplinary literacy strategies that Kate Klise, Workman are engaging, authentic, rigorous, and Ann M. Martin, Macmillan Children’s Publishing Group meaningful. Ellen Potter, Knopf Books for Young Readers and Presenters: ReLeah Cossett Lent, ReLeah Lent Feiwel & Friends Educational Consulting, Morganton, GA, Erin Soderberg, Random House “Disciplinary Literacy Practices: Creating Kiki Thorpe, Random House Meaningful Literacy Lives” Lynn Angus Ramos, DeKalb County School District, C.06 Reading Image in Language Arts Stone Mountain, GA, “Disciplinary Literacy e Classes Practices: Creating Meaningful Literacy Lives” B207 Rebekah Morris, DeKalb County School District, Atlanta, GA, “Advocating for the Neighborhood” In this session, participants will learn and Kamaria Shauri, DeKalb County School District, apply methods of analyzing images, both Dunwoody, GA, “Authentic STEM Literacy” student-generated and published (e.g., Marcia Wingfield, DeKalb County School District, advertisements). Participants will have the Atlanta, GA, “Independent Reading: Still Relevant opportunity to apply this knowledge by in High School”

80 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.09 Words That Wonder: Advocating C.11 The Power of Diversity in Historical e for Student Choice and Voice in m Fiction Informational Writing B402 m s A313 Historical fiction is a powerful tool in the Informational writing doesn’t have to be the c classroom, but where are all the queer, stuff of dry textbook passages. It can be te disabled, and characters of color in historical passion driven, quirky, lyrical, and thoughtful. narratives? In this panel, authors of diverse On this panel, authors who spin research historical fiction discuss writing minority

into high-interest books will share their experiences set in the past and how these Frid processes and provide classroom-ready tips books can be tools for advocacy and for engaging students in voice-filled, quality discussion.

informational writing as well. Presenters: Mackenzi Lee, HarperCollins a Presenters: Sarah Albee, Random House/Crown Stacey Lee, Penguin y Margarita Engle, Simon & Schuster Lyn Miller-Lachmann, We Need Diverse Books Nikki Grimes, Bloomsbury Padma Venkatraman, University of Rhode Island, Kate Messner, Chronicle/Bloomsbury/Scholastic Kingston Ammi-Joan Paquette, Penguin/Philomel Linda Sue Park, Houghton Mifflin Harcourt C.12 Using Inquiry to Develop Advocacy m and Activism in the Secondary C.10 Advocating Global Authenticity: Classroom s g Creativity and Representation in B215 Children’s Literature “In the face of tragedy and injustice, how B208 do we contribute our voices as teachers Sponsored by the United States Board on and advocates to the subject of race in our Books for Young People classrooms and with one another?” Louisville The United States Board on Books for Young Writing Project fellows will demonstrate how People (USBBY) is devoted to building we used inquiry in our schools to address bridges of international understanding this and other questions around social through children´s and young adult books. justice. In this cosponsored session, author and Presenters: Stephanie Bryant, Louisville Writing illustrator Il Sung Na will share his artistic Project, KY techniques for crafting award-winning and Carrie Elzy, Jefferson County Public Schools, KY multifaceted creations for young readers. Tricia Meeley, Louisville Writing Project, KY Dawn Roy, Louisville Writing Project, KY Presenters: Therese Bigelow, USBBY, Coupeville, WA Jennifer Graff, University of Georgia, Athens Ruth McKoy Lowery, The Ohio State University at C.13 Advocacy through Criticism: Mansfield s Gender, Class, and Race as Lenses Il Sung Na, Random House Children’s Books in the English Classroom A316 Students and teachers can become advocates for a more just society by using gender, class, and race criticism when examining both literary (e.g., Shakespeare, Morrison, Adichie, Díaz) and visual texts (popular television shows, commercials, and advertisements). We will share lesson plans, background materials, student exemplars, and online sources. Presenters: Genevieve Morgan, Milken School, Los Angeles, CA Maja Starcevic, Windward School, Los Angeles, CA

2016 NCTE Annual Convention Program 81 C Sessions / 12:30–1:45 P.m. r 18 C.14 We Were Here—Writing Our learning? and (2) when, and how, do I step

m be s Lives to Meet an LRNG Innovation in when needed and still honor students’ Challenge through TedTalks, Radio autonomy? Plays, Blogging, and Ethnographies Presenter: Lisa Scherff, Cypress Lake High School, e Nov y, Fort Myers, FL a B217

Frid In 2015, teachers from six urban, suburban, C.17 Choose Your Own Adventure: and rural high schools collaborated to provide s Making Professional Development opportunities for students to create TedTalks, Work for You radio plays, blogs, and digital ethnographies for the Writing Our Lives—Digital Ubuntu A401 conference at Fairfield University. The Limited school funds, great distances, rethinking of traditional classroom spaces busy schedules—what’s keeping you from helped to celebrate youth voices and meaningful professional development? In an perspectives. era in which teachers are dominating social Presenters: Kathryn Bedard, Bassick High School, media, there are so many rich possibilities for Bridgeport, CT professional development just within your Bryan Ripley Crandall, Fairfield University, Fairfield, CT reach. Come learn how you can become an Paula Fortuna, Global Studies Magnet, Norwalk, CT advocate for your own professional growth. Kim Herzog, Westport Public Schools, MA Presenters: Maria Bartz, Trinity Episcopal School, Shaun Mitchell, Central High School, Bridgeport, CT Richmond, VA Jennifer von Wahlde, Darien High School, Darien, CT Allison Marchetti, Trinity Episcopal School, Richmond, VA Megan Zabilansky, Joel Barlow High School, Redding, CT Rebekah O’Dell, Trinity Episcopal School, Richmond, VA Betsy Reid, Trinity Episcopal School, Richmond, VA C.15 Tending the Garden: Care and g Feeding for Hardy and Drought- C.18 Four Approaches to LGBTQ- Resistant Teachers s Themed Young Adult Literature A315 as a Tool for Advocacy in Today’s Classrooms This interactive panel discussion explores the role that social–emotional wellness plays in B308 creating classrooms rich in a tolerance for This panel employs LGBTQ-themed young failure and a willingness to take academic adult literature to delineate four distinct risks, for both teachers and students. We will theoretical approaches for including look at three areas: ourselves, those we work LGBTQ-themed YAL in ELA classrooms. The with, and those we lead. presenters will offer specific pedagogies, Presenters: Lara Coppola, Torrington Middle School, critical approaches, and classroom tools Torrington, CT to help attendees promote advocacy and Catherine Sosnowski, New England Association of equity among the LGBTQ communities at Teachers of English, Bristol, CT their schools. Hilary Sterling, Torrington Middle School, Torrington, CT Presenters: David Lee Carlson, Arizona State University, Tempe, “Transgender History and New C.16 Rethinking Literature “Instruction”: Heteronormativity: The Pedagogies of Advocacy s An Experiment with Student- and LGBTQ Young Adult Literature” Controlled Pedagogy and Animal Darla Linville, Augusta University, GA, “Creating Farm Spaces of Freedom for Gender and Sexuality for Queer Girls in Young Adult Literature” A409 Jenna Spiering, University of Iowa, Iowa City, “A Place In this session, I share attempts to move on the Shelf: Examining School Library Discourse from teacher-directed to student-directed about LGBTQ Young Adult Literature” learning when reading a whole-class novel. Joseph Sweet, Arizona State University, Tempe, Two questions guided my efforts: (1) how can “Pedagogies of Equity: New Masculinities, Young I transfer control of teaching and learning to Adult Literature, and Theories of Recognition in students in a way that promotes authentic Advocating for LGBTQ Students”

82 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.19 Writing Center Advocacy: Creating C.21 New Approaches to Teaching s Positive Reciprocity between m Two Classic Works: Adventures of Students Huckleberry Finn and Romeo and te s B218 Juliet We will share how we have implemented B309 a model for creating students who serve Learn unique approaches to teaching two as advocates for their peers through the classic works. See how creating a children’s peer–tutor relationship in the high school version of Adventures of Huckleberry

writing center. Furthermore, we have created Finn helps students demonstrate multiple Frid students who have learned to depend on intelligences, creativity, and advocacy; also themselves and one another in order to see how accident theory helps students

improve as writers, thus increasing their self- review Romeo and Juliet and understand a

advocacy skills. The audience will hear from there are multiple ways to solve a problem. y each point of view of our model: the director, Presenters: Elizabeth Arnstein, Visitation School and intern, student tutors, and student tutees. Convent, Mendota Heights, MN Presenters: Stefanie Betz, The Out-of-Door Nancy Carlson, Nancy Carlson Studios, Bloomington, MN Academy, Sarasota, FL, “Writing Center Advocacy: Nicole Sutton, Visitation School, Mendota Heights, MN From the Director” Lena Nowak-Laird, New College of Florida, Sarasota, C.22 Student and Teacher Critique: “Writing Center Advocacy: An Intern” g Advocating for Our Own The Out-of-Door Academy Student Writing Assistants, Improvement The Out-of-Door Academy, Sarasota, FL, “Writing B409 Center Advocacy: The Students’ Sense” How can we differentiate professional C.20 Juggling the Unexpected and development for teachers? The presenters will engage participants in a critique process e Finding Yourself: Writing the Middle Grade Novel that can be used with collaborative groups m to answer the questions teachers have as A312 experts in their classrooms and communities. Three award-winning authors share how they Participants will also consider the application create characters with unique friendships of critique for K–12 students. and plots that engage middle grade readers Presenters: Sarah Caldwell, Native American in reading to find the unexpected. While Community Academy, Albuquerque, NM these novelists write very differently, they Katherine Page, Native American Community share the ability to write novels that stand Academy, Albuquerque, NM the test of time and linger with the reader. Valerie Siow, Native American Community Academy, Presenters: Sharon Creech, HarperCollins Albuquerque, NM Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin Michelle Sprouse, University of Michigan, Ann Arbor Barbara O’Connor, Macmillan Children’s Publishing Group Susannah Richards, Eastern Connecticut State University, Windham

2016 NCTE Annual Convention Program 83 C Sessions / 12:30–1:45 P.m. r 18 C.23 Impacts of the Common Core C.25 Moving beyond the Expected and

m be s State Standards Assessment on s Accepted: The Inclusion of Young Secondary and Postsecondary Adult Literature as a Vehicle for c Writing Instruction Bringing Advocacy and Relevancy e Nov y,

a B301 to a Rural High School A403

Frid This roundtable examines the impacts of the CCSS assessments on secondary and How can conversation, classroom postsecondary students’ learning and writing, demonstration, and collaboration provide the continuing conversations begun in last tools necessary to cement ownership of your year’s Journal of Writing Assessment (JWA) rural classroom despite pressures of other (http://www.journalofwritingassessment. educational and community stakeholders? org/). The roundtable makes connections Come engage in relevant practice with between research and advocacy work about diverse texts, making informed choices that educational policies, writing assessment, and promote the whole growth of an evolving curricula. student demographic. Chair: Carl Whithaus, University of California, Davis Presenters: Sydney McGaha, Pontotoc City School Respondents: Joanne Addison, University of District, MS Colorado, Denver Angela Quinn, Pontotoc City School District, MS Kathryn Mitchell Pierce, St. Louis University, MO Roundtable Leaders: Doug Baldwin, Educational C.26 Finding Your Voice: Using Testing Service, New Hope, PA s Nontraditional Memoirs as Mentor Angela Clark-Oates, California State University, Texts Sacramento B311 Brad Jacobson, University of Arizona, Tuscon Duane Roen, Arizona State University, Phoenix Students often have little agency over the Carl Whithaus, University of California, Davis form and content of their writing. This interactive panel presentation will explore C.24 Recasting Conventions as Craft new styles of memoir writing, including g Elements: Advocating for a various text types and tech-based tools that Renewed Focus provide alternative possibilities for engaging writers. Attendees will write and share their A408 own pieces using discussed mentor texts. Writers need to understand that craft is Presenters: Melissa Conlon, William Annin Middle enabled by conventions. When this link School, Bernards, NJ becomes clear, student attitudes toward Megan Fritz, Point Pleasant High School, NJ mechanics and grammar are shifted. A Emily Meixner, The College of New Jersey, Ewing focus on craft rather than correctness opens Jennifer Shettel, Millersville University of Pennsylvania the door to examination of mentor texts, exploration of linguistic possibilities, and C.27 The Youth Lens and Teaching for excellence in writing quality. m Social Justice Jeff Anderson, trade book author, San Presenters: B213 Antonio, TX, “A Writer for Teachers and Kids Advocates for Craft and Conventions as Play—for Explore the new concept of the “youth Readers and Writers” lens” as a gateway to teaching social justice Linda Hoyt, author/consultant, Powell Butte, OR, and advocacy in a seventh-grade literacy “Structures and Routines to Contextualize classroom. This session includes discussion Conventions: Advocating for Long-Term Learning” of student work and opportunities to step April Willard, Davidson County Schools, Davidson, into the student role, reflecting on how NC, “Motivate and Master: Advocating for Mentors worldviews shift and widen when reading to Teach Conventions” through critical lenses. Presenters: Anah Austin, Iowa City Community School District Jess Harris, Iowa City Community School District

84 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.28 A Writer’s Makerspace: Creating a Presenters: Jenna Gardner, Meadowcreek High School, Norcross, GA m Writing Culture Cicely Lewis, Gwinnett County Schools, Snellville, GA B211 s Marietta Malone, Meadowcreek High School, Create a Writer’s Makerspace in your school. Norcross, GA The session will highlight Perry High School’s successes and struggles to create a space C.31 Advocating for Morally Complicated where student writers can hone their craft. m Young Adult Novels: Authors Leave the session with ideas on how to Sharing Their Insights and Books

create a Writer’s Makerspace in your school. s Frid A410 Presenters: Rachele Alpine Mielke, Perry High School, OH c Jodi Rzeszotarski, Perry High School, OH The purpose of this author panel is

te to understand the notion of morally a

C.29 The Power of Remediation through complicated young adult novels and the y Writing: Advocating for Student importance of these stories as a cornerstone s of YA lit. We will share insights, discuss the Production over Consumption authors’ most recent works, and talk about B216 why it is crucial for teenagers to have access Conversations throughout the North Texas to these books. area led to teachers advocating for change Chair: T. Gail Pritchard, University of Arizona, Tuscon in the traditional remediation process. Presenters: Kristin Clark, Macmillan Children’s Emerging from this network are lessons that Publishing Group meet the needs of struggling writers and that Brian Conaghan, Bloomsbury are especially successful with ELLs, students Randi Pink, Macmillan Children’s Publishing Group from areas of high poverty, and those who T. Gail Pritchard, University of Arizona, Tuscon struggle to pass standardized tests. Len Vlahos, Bloomsbury Presenters: Holly Genova, Lewisville Independent School District, TX C.32 Using ePortfolios to Synthesize Allie Goldblatt, Harmony Public Schools—Dallas s Experiences and Craft a Digital Cluster, TX Identity c Rhonda Lemieux, North West Independent School B210 District, Haslet, TX te Leslie Patterson, North Star of Texas Writing Project, Electronic portfolios (ePortfolios) allow Denton, TX students to synthesize their experiences Carol Wickstrom, University of North Texas, Denton and craft a digital identity. By incorporating Audrey Wilson Youngblood, Keller Independent artifacts, reflective writing, and free School District, Keller, TX platforms, students have the power to tell one cohesive story to an outside audience. C.30 Reviving Vocabulary: Using This session will demonstrate activities used to create professional ePortfolios. m Vocabulary Instruction as a Tool for Critical Reading, Thinking, and Presenters: Ashlee Duffy, Auburn University, AL s Writing Heather Stuart, Auburn University, AL James Truman, Auburn University, AL A406 Come prepared to have, as Shakespeare states, “gracious words revive . . . drooping thoughts” in this interactive session on utilizing explicit vocabulary instruction. We will demonstrate how to implement vocabulary lessons as an integral building block of student learning that focuses on improved reading, textual analysis, and writing.

2016 NCTE Annual Convention Program 85 C Sessions / 12:30–1:45 P.m. r 18 C.34 From Accommodation to Advocacy: C.36 Stop Grading: Alternatives to m be c Making Invisible Disabilities Visible m Traditional Grading to Advocate for in the Academy s Your Students as Learners Instead te B306 of Point Collectors e Nov y, a This panel explores the effects of invisible B310 disabilities and shared traumas as they apply

Frid Grading impedes the authentic reading and to teachers and students by centering on writing work students must do to read our the experiences and concerns of teaching complex world and write their futures within assistants at a large urban university; it also it. We offer a different view—more feedback, questions how we can raise awareness and less grading, more student involvement in initiate conversations about these issues in the process, a reimagined gradebook, and the academy and beyond. work that entices students. No more points— Presenters: Danielle Bauman-Epstein, University of advocate for learners instead. Illinois at Chicago Presenters: Claire-Maria Broaddus, Fairview High Hannah Green, University of Illinois at Chicago School, Boulder, CO Melissa Macero, University of Illinois at Chicago Paul Bursiek, Boulder Valley School District, Boulder, Mark Schoenknecht, University of Illinois at Chicago CO Jay Stott, Fairview High School, Boulder, CO C.35 Teaching across Genres: Pairing Jonathan Wright, Boulder Valley School District, e Fictional and Nonfictional Texts to Boulder, CO Promote Language Development of Sarah Zerwin, Fairview High School, Boulder, CO m ELLs B203 New rigorous academic standards in the United States have prompted a number of shifts in literacy instruction emphasizing complex texts and integration of ideas across texts from multiple genres. This session examines and demonstrates how, through pairing fiction and nonfiction texts, classroom teachers can help ELLs further develop reading and language skills. Presenters: Clara Lee Brown, University of Tennessee, Knoxville Robin Schell, University of Tennessee, Knoxville Betty Thomason, Maryville City Schools, TN Natalia Ward, University of Tennessee, Knoxville

86 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.37 Nurturing Diversity and Critical C.39 The True, Deep “Common Core”: g Consciousness in Teacher g How We Can Openly Advocate That Education: A Multilayered “English” Is Fundamentally for the te Understanding Living of Meaningful Lives B315 B401 Sponsored by the NCTE Standing Sponsored by The Assembly for Committee on Research Expanded Perspectives on Learning This symposium will provide an overview Do you want students to publish great

of some of the gaps in teacher education stories with new technology? This session Frid policy, recruitment, and development, as well is for you! Come see how language arts as possible solutions. Presenters will discuss teachers are using websites, blogging,

analyzing policies around diverse teacher video, and podcasting in their classes to a recruitment, present on programs to increase inspire students to produce great content. y teacher diversity and critical awareness, Resources on how teaching media can align and share teachers’ personal experiences in with the Common Core and teach students justice movements. 21st century skills will be here. Presenters: Jennifer Clifton, University of Texas at El Chair: Bruce Novak, The Foundation for Ethics Paso and Meaning, Indiana, PA, “Deep Reading for Jung Kim, Lewis University, Romeoville, IL Deep Living: A Method for Evoking Personal Audrey Lensmire, Augsburg College, Minneapolis, MN Transformation through the Deeply Engaged Robert Petrone, Montana State University, Bozeman Reading of Literature” Peter Williamson, Stanford University, CA Presenter: John Creger, American High School, Fremont, CA, “‘Is This Even Legal Curriculum?’: C.38 Choice and Voice: Advocating The Personal Creed Project as a Method for the s for Students at the Center of the Deepened Reading of Our Own and Others’ Lives” English Curriculum Respondent: Yvonne Siu-Runyan, Northern Colorado University, Greeley A407 This presentation showcases teachers’ efforts to advocate for space for students to read, write, and research topics of their own interests. Student voice and choice in the high school English classroom were developed through independent 20Time Projects and creative writing projects in the blended learning classroom. Presenters: Everett Epstein, Blackstone Valley Mayoral Prep High School, Cumberland, RI, “Designing Colorful Writing” Lora Hawkins, Teachers College, Columbia University, NY, “20Time Projects” Laura Snyder, Brown University, Providence, RI, “Teachers Advocate for Student Voice and Choice in the Curriculum”

2016 NCTE Annual Convention Program 87 C Sessions / 12:30–1:45 P.m. r 18 C.40 Charlotte Huck Award Book Session C.42 The Role of Relationships in m be g B201 te Teaching English to Adolescents e Sponsored by the Charlotte Huck B316 Award Committee

e Nov y, Good teachers know that relating to and a The Charlotte Huck Award for Outstanding understanding adolescents is key to helping them learn. This panel explores adolescents

Frid Fiction for Children promotes and recognizes excellence in works of fiction for children and teachers for the ways in which they in a publication year. The award recognizes relate to each other and the discipline around fiction that has the potential to transform them. children’s lives and is part of the National Presenters: Limarys Caraballo, Queens College, City Council of Teachers of English (NCTE) University of New York, “Cultivating Literacy and award family. The session will begin with the Relationships with Adolescent Scholars of Color” committee chair providing a brief history of Noah Asher Golden, Chapman University, Orange, the award and an explanation of the criteria CA, “Cultivating Literacy and Relationships with utilized by the committee to assess fiction Adolescent Scholars of Color” books for the award. Then, the members Victoria Hulett, Chapman University, Orange, CA, of the committee will present this year’s "Cultivating Literacy and Relationships with award books, highlighting the qualities that Adolescent Scholars of Color" make each book outstanding. The eight Sandra Loredo, Chapman University, Orange, CA, recommended book titles will be presented "Cultivating Literacy and Relationships with first, followed by the five honor books, and Adolescent Scholars of Color" building up to the presentation of the 2016 Kate Markey, Chapman University, Orange, CA, award-winning title. Books will be on display "Cultivating Literacy and Relationships with before and after the presentation. Adolescent Scholars of Color" Committee Members: Denise Dávila, University of Emily Miller, Chapman University, Orange, CA, Nevada, Las Vegas "Cultivating Literacy and Relationships with Joyce Herbeck, Montana State University, Bozeman Adolescent Scholars of Color" Barbara Kiefer, The Ohio State University, Columbus Robert Moser, Chapman University, Orange, CA, Detra Price-Dennis, Teachers College, Columbia "Cultivating Literacy and Relationships with University, NY Adolescent Scholars of Color" Stacey Ross, Austin Independent School District, TX Chea Parton, Purdue University, West Lafayette, IN, Franki Sibberson, Dublin City Schools, OH “‘It Just Comes Down to That Relatability’: Who Angie Zapata, University of Missouri, Columbia Has the Power to Relate to Adolescent Students?” Kisha Porcher, George Mason University, Fairfax, VA, C.41 Translingual Practice and “Selected Urban Teacher Educators’ Conceptions g te Advocating for ELL and L2 of Academic Achievement for Students of Color: Teaching Strategies What They Teach and Why” c Glenda Vargas, Chapman University, Orange, CA, B204 "Cultivating Literacy and Relationships with This panel explores approaches to teaching Adolescent Scholars of Color" and advocating for ELL, L2, and translingual Erica Womack, Otterbein University, Westerville, students. OH, “Cultivating Literacy and Relationships with Presenters: Nilufer Guler, Avila University, Kansas Adolescent Scholars of Color” City, MO “Advocating for English Language Learners” Yuanyuan Li, Miami University, Oxford, OH, “Translingual Practice, Teachers’ Attitudes, and Students’ Identity” Fang-Yu Liao, Indiana University of Pennsylvania, “The Advocacy for Using Poetry Writing as Meaningful Literacy Pedagogy in L2 Classrooms”

88 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.43 The Impact of Leveling: Advocating C.45 Community Literacies across Space, e for Children’s Positive Experiences g Place, and Time from the Start B202 B408 This session investigates literacies in multiple We will look at dominant preschool structures contexts and understandings. Presenters and early childhood environments, offering a map, locate, and rethink how literacy is both fresh alternative that redefines what it means situated and mobile in the everyday practices to read. We will also consider how children are of teachers and students.

viewed and shaped as readers through the lens Presenters: Vicki Collet, University of Arkansas, Frid of different leveling practices, and implications Fayetteville, “Laundry and Literacy: The for our work as teachers and/or teacher Laundromat as a Site for Impacting Literacy

educators. Engagement” a Presenters: Sue Novinger Robb, The College at Trinka Hall, Canon Elementary School, Black Canyon, y Brockport, SUNY, “On the Level? The Impact of AZ, “Children’s Pop Culture as Literacy Practices: Various Forms of Leveling on Young Readers” Rethinking Intercultural Learning ‘in’ and ‘out’ of Lainie Powell, researcher, Atlanta, GA, “Advocating for School Contexts” Children’s Positive Relationships with Books and Angela Jangula, Canon Elementary School, Black Literacy Right from the Start” Canyon, AZ, “Children’s Pop Culture as Literacy Molly Wood, The Living Literacy Network, Northport, Practices: Rethinking Intercultural Learning ‘in’ and NY, “Advocating for Children’s Positive ‘out’ of School Contexts” Relationships with Books and Literacy Right from Brice Nordquist, Syracuse University, NY, “Mobile the Start” Literacies: Tracing Collaborations across Space and Time” C.44 Racial Literacy and Civic Junko Sakoi, Tucson Unified School District, AZ, “Children’s Pop Culture as Literacy Practices: g Responsibility at Predominantly White Institutions and Community Rethinking Intercultural Learning ‘in’ and ‘out’ of c Colleges School Contexts” te Renee Stites, Parkway Southwest Middle School, B405 Ballwin, MO, “Learning New Literacies: How This panel explores a socially just composition Community Mapping Shaped Future Urban curriculum with a focus on the effects of race Educators’ Literacy Instruction Philosophies” and institutionalized systems, providing tools for developing racial literacy in connection with academic writing and the study of literature. Presenters: Mara Grayson, Teachers College, Columbia University, NY, and Pace University, New York, “The Self in Society: Racial Literacy in the Community College English Classroom” Jamila Kareem, University of Louisville, KY, “Black Students’ Lives Matter: Advocating for Black Student Experiences with Civic Responsibility in the College Composition Curriculum” Sarah Webb, Louisiana State University, Baton Rouge, “UnFair: Shakespeare in the Classroom and Persistent Stereotypes about Black Women”

2016 NCTE Annual Convention Program 89 C Sessions / 12:30–1:45 P.m. r 18 C.46 Supporting the Academic C.48 Advocating for the Integration of

m be g Achievement and Cultural Identity e Digital Literacies in Daily Teaching of Black Adolescent Males and Learning B403 A405 e Nov y, a Sponsored by the Cultivating New Voices In this interactive session, we advocate for among Scholars of Color Program the integration of a variety of digital tools Frid In this session, former fellows in NCTE’s in daily teaching and learning. Presentation Cultivating New Voices (CNV) among of digital tools to mediate literacies will be Scholars of Color Program examine the framed through creating, collaborating, participation of middle school and high communicating, and sharing. Authentic school students to consider elements critical classroom examples and adaptations will in creating classroom spaces that welcome be shared and encourage discussion with and sustain the lives of young Black men and participants. their peers; explore how a Black male teacher Presenters: Anna Derrick, Greenville County Schools, and his Black male students engage racial Simpsonville, SC literacy to disrupt negative racial storylines; Sarah McKinney, Hunt Meadows Elementary, Liberty, SC and reflect on how Black boys who are put Katie Stover, Furman University, Greenville, SC out, let out, or locked out of class seek safe Lindsay Yearta, Winthrop University, Rock Hill, SC spaces in order to avoid more permanent consequences (e.g., in-school or out-of- C.49 We Teach Thinking: Championing school suspension). g Digital Literacy for K–20 Learners Chair: Juan Guerra, University of Washington, Seattle B212 Kimberly N. Parker, Cambridge Rindge Presenters: Research and best practice suggest that and Latin School, Cambridge, MA, “‘I’m Starting ebooks and etexts have transformed most to Low-Key Like Reading’: On Developing forms of literacy due to increased cognitive Transformative Independent Literacy Experiences demands and complex text structures. Join for Young Black Men” the discussion with a diverse panel of K–20 Keisha McIntosh Allen, University of Maryland, Apple Distinguished Educators who are Baltimore, “Engaging Racial Literacy to (Re)envision championing flexible, tech-centric, literacy- Racial Storylines of/with Black Male Youth” based pedagogies with just a few core apps. Latrise P. Johnson, University of Alabama, Tuscaloosa, “‘Why are you out of class?’: Narratives of Black Presenters: Katharine Hale, Arlington Public Schools, VA Boys on Being Put Out, Let Out, and Locked Out Jessica Herring, Benton Schools, AR of Their Classes at West High’” Lawrence Reiff, Roslyn Public Schools, Roslyn, NY Jordan Schugar, West Chester University, PA C.47 Teaching Students How to Write for Kristin Ziemke, Big Shoulders Fund, Chicago, IL m Social Justice B404 s Sponsored by the Georgia Council of c Teachers of English te In this workshop participants will learn how to teach political literacy in a way that helps students become politically aware and effective. Participants will engage in active reading and writing strategies that will help them teach their students how to develop ideas, language, forms of thought, and argument when dealing with a public issue. Chair: Alisha Hill, Communities in Schools Presenters: Kristy Girardeau, Georgia State University, Atlanta Alisha Hill, Communities in Schools Kenya Taylor, Georgia State University, Atlanta

90 2016 NCTE Annual Convention Program C Sessions / 12:30–1:45 p.m.

C.50 Advocating for Teacher-Led CCSS C.52 The Interactive Notebook for g Professional Development m Scaffolding Pre-AP Content for B406 s Nontraditional Students Through sustainable, cohesive professional A303 development and the belief that teachers The Interactive Notebook is a collection teach teachers best, presenters will describe of notes taken from reading, listening, a framework for a program they created in discussing, and viewing, and it includes Idaho, sharing materials useful in providing corresponding responses, either in graphic

K–12 PD in CCSS literacy standards, written or written form. It is a scaffolding tool for Frid and facilitated by nine Core teachers, and building pre-AP skills for nontraditional supporting local control of teaching and AP students. Participants will examine

learning. instructional scaffolding for intensive reading a

Presenters: Brandon Bolyard, Idaho Core Teacher and writing activities. y Program, Caldwell, ID Presenters: Matthew Patterson, Benjamin Banneker Jill Diamond, Idaho Core Teacher Program, Moscow, ID High School, Atlanta, GA Kathryne Keinert, Idaho Core Teacher Program, Priest Angelann Stephens, Benjamin Banneker High School, River, ID Atlanta, GA April Niemela, Idaho Core Teacher Program, Lewiston, ID C.54 Trigger Warnings: The Importance C.51 Meet a Blue-Ribbon School: How g of Being Uncomfortable e a High-Needs, Urban, Public Early B207 Childhood School Raises Lifelong Sponsored by the NCTE Standing Learners Committee Against Censorship A404 This session will examine trigger warnings and P.S. 244, the only early childhood (preK–3) the threat they pose to intellectual freedom. school of only 335 schools in the country to It will explore practical avenues to lessen this receive the prestigious Blue Ribbon Award in threat and will articulate stances of advocacy 2015, serves an economically disadvantaged for a broad curriculum that encourages population with a large percentage of ELLs. educators to select materials that stimulate In this session, find out how the educational thought and expand the horizons of their leaders put their vision of literacy excellence students. and advocacy into practice to develop Chair: Connie Nagel, Iowa Council of Teachers of English lifelong learners. Presenters: Sarah Crain, Stafford County Public Presenters: Robert Groff, P.S. 244, The Active Schools, VA Learning Elementary School, New York, NY, Ari Cohn, Foundation for Individual Rights in “Developing and Enacting a Vision of Excellence” Education (FIRE) Tu Harris, P.S. 244, The Active Learning Elementary Joan Bertin, National Coalition against Censorship School, New York, NY “Achieving Literacy (NCAC) Excellence in Our Blue Ribbon School” Barry Gilmore, Hutchison School, Memphis, TN Ted Kesler, Queens College, City University of New York, “Literacy Professional Development at a Blue Ribbon Urban, High-Needs Early Childhood School”

2016 NCTE Annual Convention Program 91 Friday luncheons

12:30–2:15 p.m.

Middle Level Section Luncheon B314

Presiding: Matt Skillen, Elizabethtown College, PA Introducing Speaker: Frances Chamberlain, Altamont Elementary, Mountain House, CA Speaker: Neal Shusterman, Simon & Schuster Neal Shusterman is the New York Times bestselling author of more than thirty award-winning books for children, teens, and adults, including the Unwind dystology, the Skinjacker trilogy, Downsiders, and Challenger Deep, which won the National Book Award. He also writes screenplays for motion pictures and television shows. Neal Shusterman

Award Recognition:

Richard W. Halle Award Presenter: Christopher Lehman, The Educator Collaborative, Astoria, NY Recipient: Laura Robb, Powhatan School, Boyce, VA

Outstanding Middle Level Educator Award Presenter: Matt Skillen, Elizabethtown College, PA Recipient: Kristine Shurina, Bridgewater-Raritan Middle School, Bridgewater, NJ

92 2016 NCTE Annual Convention Program 12:30-2:15 p.m.

Conference on English Education Luncheon B302–B305

Presiding: Melanie Shoffner, Purdue University, West Lafayette, IN

Introducing Speakers: Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia Frid Speakers: Andrew Aydin, Top Shelf Nate Powell, Top Shelf a y This luncheon will feature one of the authors and the illustrator of the award-winning graphic novel series March, which chronicles the experiences of Congressman John Lewis during his days as a leader of the Civil Rights Movement.

Andrew Aydin grew up loving comic books. After college he took a job with Georgia Congressman John E. Lewis and learned Lewis’s inspiration came from a classic 1950s comic book, Martin Luther King & The Montgomery Story, which led to the March series. Aydin publishes and lectures widely about the history of comics in the Civil Rights Movement. Andrew Aydin Nate Powell Apple CEO Tim Cook called March “a very unique way to present what is probably the most important story of my lifetime. My hope is that everyone reads this. I’d love to see the day that it’s required reading in every school.”

Nate Powell, called by Booklist magazine “the most prodigiously talented graphic novelist of his generation,” began self-publishing at age 14 and graduated from the School of Visual Arts in 2000. After a decade of working with adults with developmental disabilities, Powell devoted himself full-time to writing and drawing comics. Powell has discussed his award-winning work at the United Nations. March: Book Three was published in August 2016.

CEE Award Recognition: Janet Emig Award for Exemplary Scholarship in English Education Presenter: Ken Lindblom, Stony Brook University, New York Recipient: Gholnecsar E. Muhammad, Georgia State University, Atlanta James Moffett Memorial Award for Teacher Research Presenter: Anne Elrod Whitney, Pennsylvania State University, University Park Recipient: Stephen Sorensen, Olean High School, NY Geneva Smitherman Cultural Diversity Grant Presenter: Tonya Perry, University of Alabama at Birmingham Recipients: Cecelia Joyce Price, University of North Texas, Denton Tran Nguyen Templeton, Teachers College, Columbia University, NY

Rewey Belle Inglis Award for Outstanding Service Relating to the Role and Image of Women Presenter: Deborah Bertlesman, Frederick Law Olmsted School at Kensington, Buffalo, NY Recipient: Anne DiPardo, University of Colorado at Boulder Richard Meade Award for Research in English Education Presenter: Thomas M. McCann, Northern Illinois University, DeKalb Recipient: Michelle D. Devereaux, Kennesaw State University, GA

2016 NCTE Annual Convention Program 93 D Sessions / 2:30–3:45 p.m. r 18 m be FEATURED SESSION

e Nov y, D.01 Shh! We Have a Plan: Classroom Literacies and Community e a Advocacy to Teach English Language Arts POWERFULLY m Frid A305 This session features teachers/authors in dual roles as they plan classroom literacies with community and cultural advocacy to experience language arts as POWERFUL, interdisciplinary, and sustaining in the lives of children, adolescents, and families. Classroom artifacts, model lessons, and book clubs/reviews with advocacy models will be presented with applicable teaching tools.

Chair: R. Joseph Rodriguez, The University of Texas at El Paso Editor: Marina Tristan, Arte Público Press Tradebook Author: Trisha S. Shaskan, author, Minneapolis, MN,“Advocate! Collaborate! Create!: An Author’s Approach to Growing Readers” René Saldaña, Texas Tech University, Lubbock, “Connected: Community-Based, Schoolwide Read Alouds” Presenters: Lisa Martin, Gwendolyn Woolley Elementary School, Las Vegas, NV, “Talking Books through a Chorus of Students’ Voices” KaaVonia Hinton-Johnson, Old Dominion University, Norfolk, VA, “Teaching Multicultural Texts POWERFULLY through I-Search Writing”

After this Featured Session, visit the Taking Action Hub in room A304 to discuss Everyday Advocacy and turn your learning into action!

D.02 Working with English Language Presenters: Melinda McBee Orzulak, Bradley University, Peoria, IL, “Understanding Language: g Learners: Moving from Principles to Practice (NCTE Author Strand) Supporting ELL Students in Responsive ELA Classrooms” A316 Steven Alvarez, University of Kentucky, Lexington, Do you ever feel a gap between research “Community Literacies en Confianza: Learning studies and classroom practice? Do you from Bilingual Afterschool Programs” wonder how to translate those studies Shannon Pella, University of California, Davis, and into effective and creative instruction? The Sacramento City Unified School District, “Beyond authors of four new NCTE books will share ‘Teaching to the Test’: Rethinking Accountability their experiences in moving from research- and Assessment for English Language Learners” based principles to innovative practices Christina Ortmeier-Hooper, University of New surrounding the topic of working effectively Hampshire, Durham, “Writing across Culture and with English language learners. Language: Inclusive Strategies for Working with Chair: Cathy Fleischer, Eastern Michigan University, ELL Writers in the ELA Classroom” Ypsilanti

94 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

D.03 Eight Great American Texts that D.04 The Artist as Historian: Advocating m Inspire Social Change g for Visual Literacy with Nonfiction Picture Books s A301 e A303 te This roundtable session will celebrate the m power of fiction and nonfiction American Artists bring history to life in narrative texts that inspire social change. Presenters s nonfiction picture books. Come get an inside and attendees will engage in critical look at how four award-winning illustrators conversations about how these stories can depict stories with historical accuracy,

motivate students to advocate for social and hear an educator advocate for visual Frid change in the world around them. thinking strategies to increase students’ Co-Chairs: Alan Brown, Wake Forest University, depth of understanding when reading these

Winston-Salem, NC phenomenal texts. a Heather Barto Wiley, RJ Reynolds High School, Presenters: Brian Floca, author/illustrator y Winston-Salem, NC LeUyen Pham, LeUyen Pham Illustration Joan F. Mitchell, Wake Forest University, Winston-Salem, Sophie Blackall, Little, Brown Books for Young NC Readers, Brooklyn, NY Presenters: Chris Crowe, Brigham Young University, Facilitator: Jennifer Vincent, Mundelein School Provo, UT District 75, Mundelein, IL, “Visual Thinking Kekla Magoon, Bloomsbury Strategies In Action” Roundtable 1: The Grapes of Wrath by John Steinbeck— Heather Barto Wiley, R.J. Reynolds High School, D.05 Spreading the Good: Creating a Winston-Salem, NC; Joan F. Mitchell, Wake Forest e Culture of Inquiry University, Winston-Salem, NC A310 Roundtable 2: How It Went Down by Kekla Magoon— Kate Youngblood, Ben Franklin High School, New In this interactive panel discussion, a principal Orleans, LA; Jordan Daniels, Isidore Newman and literacy coach share a school’s story as School, New Orleans, LA their school faculty, students, and families embraced an inquiry approach to teaching Roundtable 3: To Kill a Mockingbird by Harper Lee— Nikel Bussolati, Wando High School, Mount and learning. School administrators, teachers, Pleasant, SC; Kate Llewellyn, Wake Forest coaches, and curriculum coordinators will University, Winston-Salem, NC benefit from this story. Roundtable 4: Of Mice and Men by John Steinbeck— Presenters: Julius Scott, Academy of Environmental Tiffany Newsome, University of North Carolina, Sciences at Dutch Fork Elementary School, Irmo, SC Chapel Hill; Ethan Cagle, Wake Forest University, Sally Somerall, Dutch Fork Elementary School, Irmo, SC Winston-Salem, NC Roundtable 5: Mississippi Trials, 1955 by Chris Crowe— D.06 NCTE Reading Collaborative: Lindsay Schneider, West Forsyth High School, g Making Our Voices Heard Cumming, GA; Angelique Reynolds, Wake Forest B404 University, Winston-Salem, NC The NCTE Reading Collaborative supports Roundtable 6: The Glass Castle by Jeannette Walls— advocacy to work as a team to promote Julia Means, Oldham County High School, reading/literacy initiatives. We sponsor NCTE Buckner, KY; Erika Bunpermkoon, Mount Tabor Resolutions that get passed. Learn about the High School, Winston-Salem, NC Collaborative to add your voice and make an Roundtable 7: The House on Mango Street by Sandra impact in NCTE! Cisneros—Stephen Langford, R.J. Reynolds High School, Winston-Salem, NC; Pamela Henderson, Presenter: Michael Shaw, St. Thomas Aquinas R.J. Reynolds High School, Winston-Salem, NC College, Sparkill, NY Roundtable 8: March by John Lewis, Andrew Aydin, and Nate Powell­—Robert Ciarrocca, Cranford High School, Cranford, NJ; Justin Corazza, Cranford High School, Cranford, NJ

2016 NCTE Annual Convention Program 95 D Sessions / 2:30–3:45 P.m.

r 18 D.07 Making It Real: Honoring and Marcelle Mentor, Teachers College, Columbia University, Supporting Authentic Student NY, “Telling Their Own Stories: What Does Advocacy m be s Voices in the Writing Classroom Mean to Black Male Teachers in the TFA Program?” Tarika Sullivan, Clayton County Public Schools, B204 Jonesboro, GA,“The Deconstruction of Black Women e Nov y,

a This session explores the connection Teachers: Controlling Images and the Shaping of between encouraging authentic student Black Women Teachers’ Professional Lives”

Frid voice and various college level writing supports within the K–12 classroom. D.09 Make Shakespeare’s Language Presenters: Ann Burke, University of Michigan, Ann m Familiar, Exciting, and Rewarding Arbor, “If Students Are Expected to Be Prepared, s for ALL Students Are We Prepared to Support Them? Listening to B407 High School Students as They Prepare for College Writing” Sponsored by the Folger Shakespeare Library Bruce Goebel, Western Washington University, Bellingham, WA, “Humor Writing: Advocating for Shakespeare’s language can intimidate Real Student Voices” English language learners (ELLs) and Melanie Caughey, University of Virginia, native English speakers alike. Learn how Charlottesville, “Differentiating Instruction in to transform the most challenging part Advanced Placement English Courses” of teaching Shakespeare—his language— into the most exciting and vital part of D.08 Black Educators Forging Justice learning Shakespeare. Through interactive g across Texts strategies that are essential for ELLs and beneficial for all students, this session will B401 s demonstrate how to empower all students This session explores the ongoing struggle to speak, befriend, and make meaning from for educational justice as it is lived by Black Shakespeare’s language. Translations of educators and their students. Focusing on selected Shakespeare scenes—in Spanish, four studies with Black teachers, presenters Arabic, French, Mandarin, and other explore how teachers, students and languages—will be provided. researchers work to dismantle anti-Blackness Chair: Corinne Viglietta, Folger Shakespeare Library through language and literacy learning. Presenters: Jessica Cakrasenjaya, Ames High School, Presenters: Sherell McArthur, Boston University, MA, Ames, IA “Pens Down, Don’t Shoot: An Analysis of How Greta Brasgalla, Socorro ISD, El Paso, Texas Young Black Women Use Language to Fight Back David Fulco, The Lab School of Finance & against Racism” Technology, Bronx, NY April Baker-Bell, Michigan State University, East Lansing, “Learning Black Language Matters: D.10 Voice and Empathy: Creating Humanizing Research within Justice” g (Digital) Personal Narratives Django Paris, Michigan State University, East Lansing, B402 “Learning Black Language Matters: Humanizing Research within Justice” In this session, teachers will explore the Davena Jackson, Michigan State University, East curriculum unit “Voice and Empathy,” which Lansing, “Learning Black Language Matters: provides the rationale and framework to Humanizing Research within Justice” create curriculum that develops students’ Maima Chea, Georgia State University, Atlanta, “Pens descriptive and narrative writing voices and Down, Don’t Shoot: An Analysis of How Young expands their capacities for empathy, all Black Women Use Language to Fight Back against while contributing positively to individual and Racism” community digital footprints. Gholnecsar E. Muhammad, Georgia State University, Presenters: Charles Housiaux, University School of Atlanta, “Pens Down, Don’t Shoot: An Analysis of Milwaukee How Young Black Women Use Language to Fight James McCrink, Ransom Everglades School, Miami, FL Back against Racism” Kristin Castle, Ransom Everglades School, Miami, FL Jody Salzinger, Ransom Everglades School, Miami, FL

96 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

D.11 Advocating for Your Student D.13 Why Middle Matters: Teachers as g Writers: Bringing the Author/Editor m Writers Relationship to the Classroom B309 A311 Sponsored by the Middle Level Section Attend this roundtable session to discover Steering Committee how an editor/author relationship can Come and engage in a writer’s workshop in be used by teachers to advocate for which you explore the moments, strategies, and student writers. You will hear from four of stories emerging from your English classrooms. the author/editor pairs learning insights, We will examine mentor texts, respond to Frid methods, techniques, tips, and strategies prompts, gain feedback from editors, and grow to improve writing instruction and guide our voices as teachers who write. student writers in your classroom. Sara Kajder, University of Georgia, Athens Co-Chairs: a

Co-Chairs: Jillian Heise, literacy consultant, Custom Shelbie Witte, Oklahoma State University, Stillwater y Education Solutions Presenter: Chris Lehman, The Educator Collaborative Jenny Seiler, Woodworth Middle School, Fond du Lac, WI D.14 Advocacy Begins with Agency: Author/Editor Pairs: e Supporting Tomorrow’s Advocates Janet Fox and Kendra Levin, Penguin Young Readers in Today’s Writing Workshops Sara Zarr and Jordan Brown, HarperCollins B203 Children’s Books The daily decisions we make as teachers are Jordan Sonnenblick and David Levithan, Scholastic either acts of advocacy on behalf of students, Randi Pink and Liz Szabla, Macmillan Children’s or they’re not. Three teachers (kindergarten, Publishing Group third-grade, and fourth-grade) will describe Brian Conaghan and Cindy Loh, Bloomsbury the instructional decisions they make to Sherri Winston and Allison Moore, Little, Brown Books ensure students are developing a sense of for Young Readers agency and independence as writers. SJ Kincaid and Justin Chanda, Simon & Schuster Katie Wood Ray, Heinemann Ronald L. Smith and Lynne Polvino, Houghton Mifflin Chair: Matt Glover, independent consultant/ Harcourt Books for Young Readers Respondent: author, Cincinnati, OH Katie Liseo, Ravenwood Elementary, D.12 You Want Diversity? It Doesn’t Get Presenters: North Kansas City, MO, “How Independent Writing e Any Realer Than This! Projects Help Students Develop an Important m B217 Sense of Agency as Writers” Narrative nonfiction is rich in cultural and Lisa Cleaveland, Jonathan Valley Elementary School, ethnic experiences that are often overlooked. NC, “Advocating for Children’s Right to Be Writers It advocates for hearing and honoring the on Day One of Kindergarten” voices of minority groups. Five award- Emily Callahan, Quality Hill Academy, Kansas City, MO, winning authors, including Orbis Pictus “How Independent Writing Projects Help Students Honor and Robert F. Sibert Honor winners, Develop an Important Sense of Agency as Writers” will engage teachers in developing their own plans for more inclusive classroom D.15 Exploring Current Social Issues environments. s through Research Literacy Presenters: Duncan Tonatiuh, Abrams Books for B215 Young Readers This unit allows students to pursue authentic, Nancy Bo Flood, Charlesbridge real-world subjects and provides tangible Larry Dane Brimner, Boyds Mills Press materials to guide students through the Cynthia Levinson, author, Austin, TX research process, including MLA activities, Christine Taylor-Butler, author, Kansas City, MO prompts, writing checklists, and rubrics. As an extension, students create a social- issues documentary based on their topic and ultimately become informed advocates within their chosen field. Presenters: Kaitlyn Schmit, Herndon High School, Herndon, VA Vania Beight, Herndon High School, Herndon, VA

2016 NCTE Annual Convention Program 97 D Sessions / 2:30–3:45 P.m. r 18 D.16 Helping High School Readers View to the United States. In this interactive

m be s Challenging Texts through the session, we will demonstrate how a rigorous, Window of Literary Theory standards-based multi-genre writing project g on students’ immigration narratives helps A406 e Nov y, students engage in meaningful reading and a This demonstration will provide teachers writing projects to improve their literacy. with hands-on activities to reimagine ways Frid Presenters: Carol Irwin, Metropolitan Nashville Public of teaching challenging literature to readers Schools, TN from diverse backgrounds with varied reading Marlowe Brant, Metropolitan Nashville Public Schools, TN skills. The session will generate ideas for how Jenna Harris, Metropolitan Nashville Public Schools, TN English teachers can encourage students Karissa Sorrell, Metropolitan Nashville Public Schools, TN to use literary theory in critically analyzing challenging literature. D.19 Risking Writing: Classroom Teacher Presenters: Natasha Heny, University of Virginia, e as Poetry Advocate Charlottesville A408 April Salerno, University of Virginia, Charlottesville m Hallie Richmond, University of Virginia, Charlottesville Using poetry, powerful short-form text that embodies “the art of language,” two D.17 Ignite the Fire Within: Using Social elementary teachers, a teacher educator, and Media to Cultivate Your Own author/poet Patricia Hruby Powell will offer s strategies and encouragement to classroom Personal Learning Network teachers who want to raise their voices by A407 risking writing “live” in front of their students. In a globalization era, teachers are not Tradebook Authors: Patricia Hruby Powell, Chronicle limited to site collaboration—the world is Books their professional learning network (PLN). Presenters: Mary Lee Hahn, Daniel Wright Engaged learning only comes when it’s Elementary School, Dublin, OH relevant, self-motivated, and self-paced. Heidi Mordhorst, poet/teacher, Montgomery Public This session actively engages English Schools, Rockville, MD teachers in forming a PLN, practicing online Respondent: Shanetia P. Clark, Salisbury University, collaboration, and discussing professional Salisbury, MD development requirements while providing PLN models. D.20 The 2016 Orbis Pictus Award Books: Presenters: Sandra Jameson, Nazareth Area High g Sharing Nonfiction with Children School, Nazareth, PA B201 Crystal Hodgens, secondary teacher, Huntsville, AL, “Ignite the Fire Within: Using Social Media to The 2016 Orbis Pictus Award books will Cultivate Your Own Personal Learning Network” be shared, along with the qualities that Heather Stringham, Desert Oasis High School, Las make them appealing to children. Orbis Vegas, NV, “Ignite the Fire Within: Using Social Pictus titles motivate reading nonfiction Media to Cultivate Your Own Personal Learning for pleasure, facilitate students’ learning in Network” reading, and provide opportunities to extend Robin Bucaria, secondary teacher, Salt Lake City, learning across curricular areas. Teachers can UT “Ignite the Fire Within: Using Social Media to use these titles to address state standards. Cultivate Your Own Personal Learning Network” Chair: Cyndi Giorgis, University of Texas at El Paso Presenters: Marianne Richardson, The Heritage D.18 My Journey: How a Multi-Genre School, Newnan, GA m Writing Project Engages English Jennifer Graff, University of Georgia, Athens Marie Lejeune, Western Oregon University, Monmouth s Language Learners in Rigorous, Meaningful Composition Denise Dávila, University of Nevada, Las Vegas Ruth McKoy Lowery, The Ohio State University at B311 Mansfield English language learners come to our Mary Ann Cappiello, Lesley University, Cambridge, MA classrooms with unique background Jeanne Gilliam Fain, Lipscomb University, Nashville, TN experiences about their families’ journeys

98 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

D.21 Approaching Advocacy: Case Paula Greathouse, Tennessee Tech University, s Studies about Preparing Teachers Cookeville to Incorporate Queer YA Literature Laura Duhon, Texas State University, San Marcos c Christi Edge, Northern Michigan University, Marquette B210 te Kimberly Higdon, Saint Leo University, FL In this session English teacher educators Holly Atkins, Saint Leo University, FL offer rationales for including queer YA literature in preservice courses and in D.24 Feeling Literature: How Teachers workshops, graduate classes, and PD s Tap into Emotions

sessions for inservice teachers. Using case Frid B308 studies of teaching practice, the presenters invite the audience to discuss their This presentation taps into the need for emotion in ELA classrooms as an advocacy experiences and concerns about teaching a

queer texts. tool for a curriculum that looks at the y whole child, both heart and mind. Four high Toby Emert, Agnes Scott College, Decatur, Chair: school teachers and one teacher-researcher GA, “Approaching Advocacy: Case Studies about talk about how they teach literature with Preparing Teachers to Incorporate Queer YA emotional response in mind and why it Literature” matters. Presenters: Katherine Mason Cramer, Wichita State University, KS Presenters: Stephanie Schaefer, Apalachee High Laraine Wallowitz, Adelphi University, Garden City, NY School, Winder, GA Breanne Huston, East Jackson Comprehensive High D.22 Third Graders Explore the Refugee School, GA Julie Inwright, North Oconee High School, GA Crisis and Take a Stand e Colene Cannarella, Apalachee High School, Winder, GA B207 Michelle Falter, North Carolina State University, What does building a curriculum around the Raleigh questions of our students really look like and how can we empower even the youngest D.25 Translanguaging Pedagogies in students to investigate their world and take s English Language Arts Classrooms: action? Two teachers present the social An Exploration of Two Bi-Coastal justice work that they undertook alongside Urban Classrooms their third-grade students. A409 Grace Chang, The Neighborhood School, Presenters: This presentation examines contexts for New York, NY learning that help emergent bilinguals thrive Jane Taylor, The Neighborhood School, New York, NY academically, linguistically, and culturally in two English language arts classrooms. D.23 Advocacy in Teacher Preparation: Specifically, the presentation explores the c Preparing Teachers for What Is or three strands of a translanguaging pedagogy for What Could Be? te and how they were employed by ELA B306 teachers in New York City and in Los Angeles. Should schools of education prepare Presenters: Cati de los Rios, Teachers College, preservice teachers for EdTPA and VAM Columbia University, NY scores, or should they prepare teacher Kate Seltzer, The CUNY Graduate Center, City candidates to advocate for K–12 students? University of New York Are these mutually exclusive missions? A panel of professors from five universities will explore the realities of teacher prep in what has become a highly politicized, fractured profession. Chair: Candace Roberts, Saint Leo University, FL Presenters: Anete Vasquez, Kennesaw State University, GA Candace Roberts, Saint Leo University, FL

2016 NCTE Annual Convention Program 99 D Sessions / 2:30–3:45 P.m. r 18 D.26 CLEAR Learning: How 9th- and D.29 Igniting Instruction—Round 1 m be m 12th-grade Teachers Brought Their g A411 s Students Together An Ignite is the haiku of presentations. B211 In each of these high-energy talks, the e Nov y, a CLEAR Learning = Collaborative Learning speaker’s 20 presentation slides will advance through Empathetic, Authentic Relationships. automatically every 15 seconds. When the Frid This interactive presentation focuses on five minutes are up, so is the talk. These student-led collaborations using protocols speakers will fire up your imagination and from the National Blogging Collaborative. illuminate new ways to kindle a passion for We’ll walk you through the process of reading, writing, collaborating, creating, and connecting your students and their learning thinking in your students. experiences across schools, districts, and Presenters: Barry Gilmore, Hutchison School, states through digital collaboration and Memphis, TN relationship building. You’ll participate in a Alan Lawrence Sitomer, Disney Publishing Worldwide live writing activity to kickstart the process. Dave Stuart, Cedar Springs Public Schools, MI Bring a laptop! April Holiflield-Scott, DeSoto County Schools, Presenters: Robyn Corelitz, Hinsdale Central High Hernando, MS School, IL Amy Rasmussen, Lewisville High School, TX Christopher Bronke, Downers Grove North High School, IL Nick Kremer, Columbia Public Schools & University of Missouri D.27 Creative Public Works: Research- Penny Kittle, Kennett High School, North Conway, NH David Finkle, Volusia County Schools, FL s Based Art as Social Justice Advocacy Sandy Hayes, Becker Middle School, Becker, MN Victoria Alessi, Smithtown Central School District, NY A405 Lisa Storm Fink, ReadWriteThink.org at NCTE, Want to transform the traditional research Urbana, IL paper assignment? This interactive presentation will explore resources, D.30 50 Years after Dartmouth and the processes, and strategies for implementing te Continuing Resilience of Personal a Creative Public Works Project, where Growth for English Teachers students research social justice issues B315 to educate the public through a creative medium. This session will report on the results of a survey conducted at the International IFTE Presenters: Michael Bennett, The Weber School, conference in July 2015, focusing principally Atlanta, GA on respondents’ views about the Personal Sam Bradford, The Weber School, Atlanta, GA Growth model of English developed as result Holly Chesser, The Weber School, Atlanta, GA of the Dartmouth Conference of 1966. It still Leigh Herman, The Weber School, Atlanta, GA has saliency but also limitations. Corinne Skott, The Weber School, Atlanta, GA Presenter: Andy Goodwyn, University of Reading, UK D.28 Sharing Strategies to Advocate a D.31 Leading Curriculum Change in m Culture of Reading A401 m Secondary English Departments: s Conversations with New Urban How can teachers advocate for a culture s Teachers of reading? Join us as we share strategies te that any teacher could incorporate. We B218 will share research-based practices that This presentation describes how an urban develop a reading culture and invite audience teacher education program prepares members to ask questions, share strategies, teachers to develop and enact social justice and discuss possibilities for enhancing the perspectives, advocacy approaches, and reading experience. responsive curriculum and instructional Presenters: Thomas Merriman, Beresford School practices. Two program graduates in District, SD Terri Buechler, Beresford School District, SD

100 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

their second year of urban teaching share D.34 Multiple Layers of Literacy Learning strategies, successes, and challenges in being g A312 student-centered curriculum advocates at their schools. This session will highlight professional learning opportunities designed by, with, Presenters: Nicole Harbert Stump, Del Valle High and for students, parents, teachers, graduate School, Del Valle, TX students, administrators, and authors. Our Kim Nelson, William B. Travis High School, Richmond, work provides a multidimensional approach TX to interactive learning experiences in various Jessica Rubin, University of Texas at Austin settings that support the needs, motivations, Kira LeeKeenan, University of Texas at Austin Frid and goals bridging several diverse learning Allison Skerrett, University of Texas at Austin communities. Facilitators: Charlotte Land, University of Texas at Austin Co-Chairs: Erica Pecorale, Long Island University a Aimee Hendrix Soto, University of Texas at Austin, Riverhead, y Community College David Schultz, Long Island University Riverhead Presenters: Amy Brennan, South Country School D.32 Social Justice and Teen Literacy: District, East Patchogue, NY, "Summer Learning Collaborative: Children, Parents, and Teachers m Using YA Literature to Light the Spark for Advocacy Learning Together" s Dani Burtsfield, Kalispell Schools, MT, "Using Social A410 Media Forums to Collaborate Across States" c An outstanding panel of authors will discuss Jill DeRosa, South Country School District, East te social justice in the young adult novel. Recent Patchogue, NY, "Summer Learning Collaborative: media events have brought social justice Children, Parents, and Teachers Learning into the spotlight. Each author will share Together" a particular perspective on how teachers Jenn Hayhurst, South Country School District, can use literature to make a difference in "Summer Learning Collaborative: Children, students’ lives. Parents, and Teachers Learning Together" Chair: Lisa Morris-Wilkey, Casa Grande Union High Kathryn Hoffman-Thompson, Pine Point Elementary School, Casa Grande, AZ School, Ponsford, MN, "Using Social Media Forums Facilitator: Stephanie Burdic, Millard North High to Collaborate Across States" School, Omaha, NE Marissa Moss, Simon and Schuster, "Using Social Tradebook Authors: Brendan Kiely, Simon & Schuster Media Forums to Collaborate Across States" Jason Reynolds, Simon & Schuster Erica Pecorale, Long Island University Riverhead, Eliot Schrefer, Scholastic "Summer Learning Collaborative: Children, Parents, and Teachers Learning Together" D.33 “Giving” Students Voices and David Schultz, Long Island University Riverhead, m Choices: Building an Engaging "North Fork TAWL: Two Decades of Conversation Thematic Unit for The Giver and Advocacy" Kari Yates, Moorehead Area Public Schools, MN, B216 "Using Social Media Forums to Collaborate Across What are the benefits and costs of States" conformity in Lowry’s The Giver and in students’ lives? This classroom demonstration focuses on offering students opportunities to interact with theme and Common Core State Standards through academic conversation and presentation. Students have choices for demonstrating proficiency through assessments that connect thematically to the text. Chair: Christine Gray, Revere Public Schools, MA Presenters: Ben Adelman, Revere Public Schools, MA Techla Connolly, Revere Public Schools, MA

2016 NCTE Annual Convention Program 101 D Sessions / 2:30–3:45 P.m. r 18 D.35 Promoting Social Change: Literacy & Writing Project, Columbia University, New

m be s behind the Fence York, NY, “Setting Up Powerful Lab Sites and Developing Effective and Efficient Coaching B310 Methods”

e Nov y, We embrace literacy ideologies and Mary Ehrenworth, Teachers College Reading & a pedagogies based on social justice and Writing Project, Columbia University, New believe theory should merge with action in York, NY, “Using Shared Tools and Systems to Frid order to promote social change. This session Democratize Knowledge of Writing” will introduce a wide variety of effective literacy partnerships and practices with D.37 Advocating for Racial Literacy: incarcerated youth as presenters share their g A Spotlight on Biracial Students experiences implementing reading and B307 writing engagements behind the fence. Through the exploration of multimedia Presenters: Kristine Pytash, Kent State University, OH, examples of biracial students sharing “Engaging Youth in Writing with Digital Media to experiences with their own and their Promote Literacies in a Juvenile Detention Facility” observations of others’ racial literacy Victoria Oglan, University of South Carolina, Columbia, development, the role of the advocate “Literacy Across the Disciplines: Professional is considered from a number of angles Development behind the Fence” including teacher as student advocate, Mary Styslinger, University of South Carolina, Columbia, student as self-advocate, and student as “Promoting Social Change through Literacy peer-advocate. Instruction behind the Fence” Janie Goodman, University of South Carolina, Columbia, Presenter: Ashley Patterson, Penn State University, “Literacy across the Disciplines: Professional University Park Development behind the Fence” Elizabeth Bemiss, University of West Florida, Pensacola, D.38 Continuing the Conversation: What “Book Clubs for Social Justice” s Is Good College-Level Writing? Jennifer Doyle, University of South Carolina, Columbia, A412 “Book Clubs for Social Justice” c Sponsored by the Modern Language Association D.36 Coaching and Leadership to Create Extraordinary Writers: “What Is Good College-Level Writing?” aims g to further cross-level discussions of the High Leverage Decisions, Tools, transition from high school to college writing, and Systems to Raise the Level of while also contributing to the debate about Writing Dramatically the interdependence between reading and B406 writing practices in general. We describe Coaches and literacy leaders: join us to study responses to this question from different the most significant and practical methods school types and regions. that work for raising the level of writing. We’ll Chair: Stacey Donohue, Central Oregon Community focus on content and methods for working College, Bend on writing instruction and assessment with Presenter: Kyle Suenaga, Mountain View High School, adults, in order to shift how adults work with Bend, OR students and with each other. Jason Courtmanche, University of Connecticut, Storrs Presenters: Lucy Calkins, Teachers College Reading Annemarie Hamlin, Central Oregon Community & Writing Project, Columbia University, New York, College, Bend NY, “Developing Teachers as Change Agents: Michael Prince, Boston University, MA Growing Leadership Roles That Make a Difference” Amanda Hartman, Teachers College Reading

102 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

D.39 From Advocates to Accomplices: and make it a safe, collaborative, fun place s New Pragmatism(s) for the Age of to be. This session will put key 21st century Reform educational theories into practice. c B208 Presenters: Christopher Ferry, Mid-Pacific Institute, te Honolulu, HI On this centennial of the publication of Micheline McManus, Iolani School, Honolulu, HI Democracy and Education, this panel will update John Dewey’s version of American D.42 Great Escapes: A Panel on Hooking Pragmatism by describing urban teachers e Reluctant Readers through

who, by adopting community-driven and Frid Mystery, Adventure, and Humor, ecological models of pragmatism, act as m accomplices with their students to defy with Authors Elise Broach, Tommy Greenwald, Alan Katz, and Chris education reforms based on market logic a

and consumption. Tebbetts y Presenters: Russell Mayo, University of Illinois at A313 Chicago Four award-winning and New York Times Brian Charest, The Nova Project bestselling authors discuss strategies for Todd DeStigter, Univerity of Illinois at Chicago cultivating avid, fluent readers through mystery, adventure, and humor. Broach D.40 The Power of Multimodal and (Superstition Mountain mysteries), Greenwald g Multimedia Texts: Advocating for (Charlie Joe Jackson series), Katz (The Day the Gender and Sexual Diversity Mustache Took Over), and Tebbetts (Stranded A402 series) address the challenges and literacy- building goals of writing high-interest books This panel considers the need for diverse books, both for ages 8–12. in representation and modality. We explore numer- Elise Broach, Macmillan Children’s ous multimodal and multimedia texts and ways of Presenters: Publishing Group composing such texts. Through this, we find op- Tommy Greenwald, Scholastic Press portunities for considering troubling representations Alan Katz, Bloomsbury of gender and sexuality, ultimately advocating for Chris Tebbetts, Penguin-Puffin gender and sexual diversity in schools.

Presenters: Karly Grice, The Ohio State University, D.43 Sorting the Conceptual Puzzle Columbus e Pieces of Reading: Using Ryan Schey, The Ohio State University, Columbus m Categorization Skills to Increase Mollie Blackburn, The Ohio State University, Comprehension in Informational Columbus Texts Ashley Dallacqua, University of New Mexico, B213 Albuquerque Based on the work of an ongoing action D.41 “I Love Mondays”: Building research project supervised by a faculty member of Teachers College, Columbia Inclusive Classroom Communities g University, the presenters in this session B409 will demonstrate to participants classroom- Why will students come to school in the tested techniques that help students build digital era? The reason we need physical their categorization skills, enhancing their presence is because we crave meaningful ability to identify salient main ideas in communities. This practical session will informational texts. provide participants with the philosophy, tips, Presenters: Maureen Nisch, Eagle Hill School, and strategies they need to create dynamic Greenwich, CT classroom communities that promote and Sharon Pearlman, Eagle Hill School, Greenwich, CT include ALL student voices. By employing Wendy Salisbury, Eagle Hill School, Greenwich, CT research-based strategies and games, we will show participants how to take any classroom

2016 NCTE Annual Convention Program 103 D Sessions / 2:30–3:45 P.m. r 18 D.44 Taking Back Our Classrooms: By linking real-world experiences and

m be g Advocacy and Activism in the Face perspectives, teachers tap into students’ of Corporate Education Reform natural inclination toward social justice. Policies Chair: Heather Caswell, Emporia State University, e Nov y, Emporia, KS a B212 Presenters: Katherine Miner, Shawnee Mission North

Frid Join us in exploring social media as a conduit High School, Overland Park, KS for teacher advocacy. We share teachers’ Debra Stewart, Robinson Middle School, Wichita, KS experiences with evaluations using high- Roger Caswell, Emporia State University, Emporia, KS stakes tests, based on a four-year study, and how teachers are advocating for learners D.47 Schoolyard Tragedy: Advocating and resisting attacks on public education. m Student Well-Being in the Face of Participants are invited to discuss teacher Violence advocacy and activism. s A404 Chair: Alan Flurkey, Hofstra University, Hempstead, c NY How would students respond if they were te Presenters: Elizabeth Lynch, Hofstra University, exposed to the common tragedies through Hempstead, NY, “Advocating for Public Education literature? Would it help to prevent calamity Using Social Media as a Conduit for Protest and or help students to cope better? Join us as Resistance” we share ideas for teaching novels, art, and Debra Goodman, Hofstra University, Hempstead, NY, analysis to show students how individuals are “Teachers Advocating for Change in the Face of affected by violence, bullying, or suicide. Corporate Education Reform Policies” Presenters: David Belliston, Lindon, UT Tayler Brown, Orem, UT D.45 The Body in Flux: Studying Cultural Brenna Davis, Orem, UT s Representations of Gender as a Caitlin Dixon, Bluffdale, UT Path to Agency Aubrie Grass, Salem, UT A403 Michelle Ostrin, Pleasant Grove, UT Thomas B. Smith, Utah Valley University, Orem Images of Caitlyn Jenner splashed across mainstream media confirm the nearly D.48 Advocacy at the Core: Engaging normalized notion of gender fluidity. But e Students, Teachers, and Leaders in literature has always challenged us to Powerful Literacy with the Common consider tensions between our bodies and m Core State Standards our selves. We’ll share successful strategies s for helping our students confront socially A315 constructed understandings of gender te Student engagement in empowering critical identity as represented in cultural texts. literacy and mastery of the Common Core Presenters: Elizabeth Lutz, Fayetteville-Manlius High State Standards are not mutually exclusive. School, Manlius, NY Teacher participants will receive resources Kathleen Deeb, Fayetteville-Manlius High School, and ideas for instruction that inspires Manlius, NY students to advocate for themselves and Mary Patroulis, Fayetteville-Manlius High School, others. Administrators will receive strategies Manlius, NY for fostering classrooms and schools full of powerful, critical literacy. D.46 Teaching for Social Justice in the Presenters: Jennifer Miescke, Jefferson County e English Language Arts Classroom Public Schools, Louisville, KY m B214 Katherine Grindon, University of Louisville, Kentucky Melissa Shearon, Kentucky Department of Education s Teaching beyond traditional curriculums show students how to become active agents for change in the fight for social justice. ELA teachers plant seeds of advocacy through reflective writing, research, community involvement, and active speaking/listening.

104 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

D.49 I Store My Knowledge in My D.51 Engaging Preservice Teachers in s Friends: Creating a Community of te Layers of Literacy Advocacy te B301 A314 Literacy is not one thing. It is a series of A group of early-career teachers and layers of understanding, attitude, and their former college professor created a activity. Discussions in this roundtable “community of advocates” in which they session highlight ways to engage teacher freely shared ideas, resources, questions, candidates in the many facets of literacy.

and reflections. They will demonstrate how Chair: Natalie Belcher, Delaware State University, Frid to use tools like Voxer and Google Drive Dover to collaborate with colleagues, reflect on Roundtable 1: Advocating for Field-Based Learning

practice, and advocate for one another. a in Teacher Education: Putting a Face to Literacy y Chair: Nicole Galante, Stony Brook University, NY Assessment Presenters: Sara Grabow, Stony Brook University, NY Danielle Hilaski, University of North Georgia, Kelly Buonaspina, Brentwood School District, Dahlonega Brentwood, NY Nicole Maxwell, University of North Georgia, Gina Filazzola, Herricks School District, New Hyde Dahlonega Park, NY Megan Nason, University of North Georgia, Dahlonega Megan Hartman, Marshfield School District, Roundtable 2: Scaffolding Early Field Experiences Marshfield, MA for Preservice Teachers Learning to Assess Literacy Development D.50 Reframing English Teacher Education Ann Castle, Michigan State University, East Lansing te B316 Roundtable 3: Schoolhouse Docs: Using Digital Panelists discuss two projects of importance Literacy to Focus on the Positive to English teacher education. The first is a Lauren McClanahan, Western Washington University, study that challenges assumptions about Bellingham candidates, advocates for a more complex Roundtable 4: What It Means to Teach English: notion of teacher education, and offers a Expanding Teacher Candidates’ Multi-Genre, Digital, greater research base. The second focuses and Voiced Literacy Practices on developing a social justice framework that Mary Beth Cancienne, James Madison University, applies a critical consciousness across genres Harrisonburg, VA for teacher candidates. Katie Dredger, James Madison University, Chair: Peter Smagorinsky, University of Georgia, Harrisonburg, VA Athens, “Challenging Current Rhetoric: The Knotty Beth Lehman, Eastern Mennonite University, Nature of Teacher Preparation” Harrisonburg, VA Presenters: Ashley Boyd, Washington State University, Jenny Martin, Bridgewater College, VA Pullman, “Unifying Texts for Social Justice: A Karen Rogers, Bridgewater College, VA Framework for English Teacher Education” Holly Matteson, Washington State University, Pullman, “Unifying Texts for Social Justice: A Framework for English Teacher Education” Meghan Barnes, University of Georgia, Athens, “Challenging Current Rhetoric: The Knotty Nature of Teacher Preparation”

2016 NCTE Annual Convention Program 105 D Sessions / 2:30–3:45 P.m. r 18 D.52 LGBTQ Inclusive Literature Presenters: Dale Grauman, Iowa State University,

m be Ames, “Representing Large Student Populations e B403 with Quantitative Survey Data” m This session will share insights from a Shannon Howard, Auburn University at Montgomery, collaborative literature exploration focused e Nov y, AL, “Spring Break in Chernobyl: Urbex, Apocalypse, a on gender and sexual identities. The panel and New Materialism in the Writing Class” will discuss ways to integrate LGBTQ topics Frid into the curriculum and various classroom D.54 Writing for a Change: Inspiring contexts. s Student Writers to Embrace Their Presenters: Nicole Burks, Columbia Public Schools, Roles as Change Agents MO, “LGBTQ-Inclusive Literacy across the B202 Year: Building Community, Finding Space, and Developing Critical Curriculum” Presenters with a wide variety of experiences Jessica Scott, Columbia Public Schools, MO, “LGBTQ- and relationship to advocacy writing will Inclusive Literacy across the Year: Building guide participants through a series of Community, Finding Space, and Developing pragmatic strategies to inspire students to Critical Curriculum” embrace their roles as change agents. Selena Van Horn, California State University, Fresno, Presenters: Marci Glaus, Wisconsin Department of “LGBTQ-Inclusive Literacy across the Year: Building Public Instruction, “Wisconsin Writes” Community, Finding Space, and Developing Critical Jennifer Smith, Pope John Paul II High School, Curriculum” Hendersonville, TN, “Creative Writing for Maree Bednar, Indianola Informal K–8, Columbus, Empowered Reading—Advocating for a Creative OH, “LGBTQ Topics and Literature in Elementary Core” School: A Dialogue among K–5 Classroom Jeff Spanke, Ball State University, Muncie, IN, “We Were Teachers” Animals Once: Fiction Writing as Change Agent” Caitlin Ryan, East Carolina University, Greenville, NC, “LGBTQ Topics and Literature in Elementary School: D.55 CEE Commission Meetings A Dialogue among K–5 Classroom Teachers” g B206 Carol Brochin, University of Arizona, Tucson, “LGBTQ Topics and Literature in Elementary School: A Sponsored by the Conference on Dialogue among K–5 Classroom Teachers” English Education Jill Hermann-Wilmarth, Western Michigan University, All interested CEE and NCTE members are Kalamazoo, “LGBTQ Topics and Literature in invited to attend the commissions of their Elementary School: A Dialogue among K–5 choice. Classroom Teachers” Chair: Melanie Shoffner, Purdue University, West Rosemary Lannen, Kazoo School, Kalamazoo, MI, Lafayette, IN “LGBTQ Topics and Literature in Elementary School: Roundtable 1: CEE Commission on Arts and A Dialogue among K–5 Classroom Teachers” Literacies Angelica Serrano, Van Buskirk Elementary School, Roundtable Leaders: Katherine Macro, University Tucson, AZ, “LGBTQ Topics and Literature in at Buffalo, NY, and Michelle Zoss, Georgia State Elementary School: A Dialogue among K–5 University, Atlanta Classroom Teachers” Liaison: Ken Lindblom, Stony Brook University, NY Roundtable 2: CEE Commission on English Methods D.53 A Bigger View: How Quantitative Teaching and Learning g Surveys and Urban Explorations Roundtable Leaders: Samantha Caughlan, East c Can Shape Composition Classrooms Lansing, MI, and Laura Renzi, West Chester B205 University, West Chester, PA te In the quest to strengthen the profession and Liaison: Tonya Perry, University of Alabama, practice in composition studies, this session Birmingham offers two fresh ideas. Presenters will share Roundtable 3: CEE Commission on Dismantling the embracing quantitative research that helps School-to-Prison Pipeline first-yearcomposition students connect to Roundtable Leaders: David E. Kirkland, New York academic and career goals, as well as using University, NY, and sj Miller, Metro Center, New urban exploration to examine the inner York University workings of our constructed world.

106 2016 NCTE Annual Convention Program D Sessions / 2:30–3:45 p.m.

Liaison: Mollie Blackburn, Ohio State University, Columbus Chair: Sheridan Blau, Teachers College, Columbia Roundtable 4: CEE Commission on the In-Service University, NY, “Strong Readers & Close Reading Graduate Programs and Professional Development Practices: 1929–2016” Roundtable Leader: Lisa Eckert, Northern Michigan Presenters: Ernest Morrell, Teachers College, University, Marquette Columbia University, NY, “Close and Critical Liaison: Thomas M. McCann, Northern Illinois Reading Practices for 21st Century Classrooms” University, DeKalb Alicia Pilar Perez, West Essex Regional High School, North Caldwell, NJ, “A Corrective Perspective on Roundtable 5: CEE Commission on New Literacies, the History of Close Reading and New Criticism” Technologies, and Teacher Education Roundtable Leaders: Katherine Garland, Florida Frid State University, Tallahassee, and Ryan Rish, D.57 Poster Sessions: Literature and University at Buffalo, NY g Advocacy Liaison: Troy Hicks, Central Michigan University, B206 Foyer a e y Mount Pleasant s The need for diversity in literature and Roundtable 6: CEE Commission on the Study and the need for choice in what literature Teaching of Adolescent Literature students experience are at the forefront Roundtable Leader: Kelly Bull, Notre Dame of of conversations in our field. Each of these Maryland University, Baltimore poster sessions brings fresh ideas, research, Liaison: Steven Bickmore, Louisiana State University, and enthusiasm to critical conversations Baton Rouge around the role literature plays in our Roundtable 7: CEE Commission on Social Justice in classroom. Teacher Education Programs Poster 1: Rola Jaber, King’s Academy, Madaba-Manja, Roundtable Leaders: Noah Asher Golden, Chapman Jordan, “Teaching Arabic Literature in a Global University, Orange, CA Context” Jennifer King, State University of New York, Geneseo Poster 2: Lilli Audeh, King’s Academy, Madaba-Manja, Erica Womack, Otterbein University, Westerville, OH Jordan, “Teaching Arabic Literature in a Global Liaison: Deb Bieler, University of Delaware, Newark Context” Roundtable 8: CEE Commission on the Teaching of Poster 3: Melanie Koss, Northern Illinois University, Poetry DeKalb, “A History of Diversity in Newbery Medal Roundtable Leaders: Bonner Slayton, Moore Norman Books” Technology Center, Norman, OK, and Danny Wade, Poster 4: Susan Martin, University of South Alabama, Washburn University, Topeka, KS Mobile, “Using Young Adult Literature as a Bridge Liaison: Ebony Elizabeth Thomas, University of to Second- (and First-) Language Acquisition” Pennsylvania, Philadelphia Poster 5: Carol Bland, Radford University, Radford, Roundtable 9: CEE Commission on Writing Teacher VA, “Children’s Literature as a Vehicle for Education Advocating Inclusive Practices” Roundtable Leaders: Patricia Dunn, Stony Brook Poster 6: Elizabeth Isidro, Texas Tech University, University, NY, and Jim Fredricksen, Boise State Lubbock, “Filipino-American Literature: A Case of University, ID Absent Books and Invisible Readers?” Liaison: Anne Elrod Whitney, Pennsylvania State Poster7: Donna Wakefield, National-Louis University, University, University Park Chicago, IL, “Considering Models of Disability when Reading Literature with Characters with D.56 Close Reading & New Criticism: From Disabilities” s I.A. Richards to the Common Core Poster 8: DeDe Small, Drake University, Des Moines, IA, “Advocating for Diversity and Choice” B405 c Poster 9: Tracy Windle, Sulligent School, Sulligent, te A hands-on session addressing the tradition AL, “'More Time to Read, Please': How Free of close reading and the problems in teaching Reading Lead to Meaningful Student Discussions and criticism that it was designed to solve; about the World around Them” the new problems that arose from its popular practice and abuses; and its current adaptations and misuses in classrooms, in the Common Core, and in related assessments.

2016 NCTE Annual Convention Program 107 De Sessions / 2:30–5:15 P.m. r 18 DE.01 High School Matters Roundtable 6 and 7: Centering “Fringe” Texts: m be s B312–B313 Using Popular Genre and Multimedia Texts in the Classroom to Promote Critical Literacy Sponsored by the Secondary Section Samantha Baumgart, Eastern Connecticut State Steering Committee e Nov y, University, Windham a High School Matters encapsulates the best Dawan Coombs, Brigham Young University, Provo, UT

Frid elements conventions often offer separately: Mark Fabrizi, Eastern Connecticut State University, collegial collaboration, relevance, and Windham engagement. The Secondary Section invites Robert Ford, North Branford High School, CT you to join us for this innovative session Kaitlyn Kennedy, Eastern Connecticut State University, experience. Expect to take home a variety of Windham ideas, concepts, strategies, and approaches Margaret Robbins, University of Georgia, Athens peer-to-peer. Jennifer Whitley, University of Georgia, Athens Chair: Katie Greene, West Forsyth High School, Roundtable 8: Controlling Images and Counter- Cumming, GA storytelling through Muraling, Glogs, and Speaker: Kimberly N. Parker, Cambridge Rindge and Counterstories Latin School, Cambridge, MA Shiv Desai, University of New Mexico, Albuquerque Roundtable 1: “Covering” Microaggression in Oral Roundtable 9: Creative, Interactive Literature History Projects That Advocate Inspired Student Learning LuAnn Fox, Olathe Public School District, KS Catherine Stine, author, New York, NY Roundtable 2: Advocates for the Voiceless: Roundtable 10: Early Literacy Programming for Bringing 3rd-World Narratives into 1st-World Urban Teens Discourse Kacy Tedder, University of Georgia, Athens Kevin Ford, Calvert Hall College High School, Roundtable 11: Engaging Curriculum = Motivated Baltimore, MD Students David Hallman, Calvert Hall College High School, Jane True, Christel House Academy, Indianapolis, IN Baltimore, MD Sarah Vilensky, Christel House Academy, Indianapolis, IN Naitnaphit Limlamai, University of Michigan, Ann Arbor Sarah Weimer, Christel House Academy, Indianapolis, IN Gina Parnaby, Marist School, Atlanta, GA Roundtable 12: Five Years Flipped: Raising Students Jeff Parsons, Winthrop High School, Winthrop, MA to Become Advocates for Literature Roundtable 3: Advocating for Intellectual Curiosity Bill Parsons, North Broward Preparatory School, and Independent Thinking in the Age of Teenage Coconut Creek, FL Apathy Roundtable 13: Going Graphic in the ELA Classroom Maria Miller, West Virginia Public Schools, Weirton Emily Coe, Georgia State University, Atlanta Roundtable 4: AP Language & Writing Across the Christi Pace, Georgia State University, Atlanta Curriculum Roundtable 14: I Just Thought It Was Slang: The Denise Hayden, Floral Park Memorial High School, Benefits of ELA Teachers Understanding African Floral Park, NY American English Lloyd Hoshaw, Millard West High School, Omaha, NE Daryl Parks, Metropolitan State University, St. Paul, MN Jim Jordan, Sacred Heart Cathedral Prep, San Franciso, CA Dan O’Rourke, Riverside Brookfield High School, Riverside, IL Roundtable 5: Bridging the Gap: Graphic Novels and Literature Circles as Scaffolds toward Literary Reasoning and Social Change Stephen Brooks, Monte Vista High School, Danville, CA Paige Wilson, Monte Vista High School, Danville, CA

108 2016 NCTE Annual Convention Program De Sessions / 2:30–5:15 p.m.

Roundtable 15 and 16: It’s All Formative Roundtables 21 and 22: Prompting Political Action Assessment: Imagining and Living an English outside the Classroom While Fostering Positive Classroom without Grades Change within It: A Discussion on the Power of Peter Anderson, Thomas Jefferson Middle School, Advocacy Arlington, VA Allisa Abraham, University of Georgia, Athens Maura Conley, Pratt Institute, Brooklyn, NY Melissa Conway, Madison County High School, Sarah Donovan, Winston Campus Junior High School, Danielsville, GA Paletine, IL Angela Dean, Madison County High School, Aric Foster, Armada High School, MI Danielsville, GA

Nicole Hernandez Craig, Avalon Middle School, Bob Fecho, Teachers College, Columbia University, Frid Orlando, FL New York, NY Gina Parnaby, Marist School, Atlanta, GA Stephanie Jones, University of Georgia, Athens

Michelle Wuest, Leo Hayes High School, New Kevin Schneider, University of Georgia, Athens, and a

Brunswick, Canada Mountain View High School, Lawrenceville, GA y Roundtable 17: Navajo Voices in Action: Advocating Roundtables 23 and 24: Reconsidering the Canon with Young Indigenous Leaders Angela Austin, University of North Carolina Wilmington Damián Baca, University of Arizona, Tucson Samantha Bisese, University of North Carolina Wilmington Evelyn Begody, Window Rock High School, Fort Henry Blanton, University of North Carolina Wilmington Defiance, AZ Jack Kelly, Willow Tree Community School, Shelby, NC Rex Lee Jim, Navajo Nation, Rock Point, AZ Victor Malo-Juvera, University of North Carolina Roundtables 18 and 19: Operating a High School Wilmington Writing Center: Student and Teacher Perspectives Rebecca Parker, University of North Carolina Wilmington Caroline Basch, East Paulding High School, Dallas, GA William Platt, University of North Carolina Wilmington Paige Delong, East Paulding High School, Dallas, GA Marisa Stickel, University of North Carolina Wilmington Sonny Harding, Marietta High School, GA Bridgette Wagner, University of North Carolina Wilmington Chrissy Harris, East Paulding High School, Dallas, GA Roundtable 25: Shaking Up Shakespeare Tommy Jolly, Georgia State University, Atlanta Chloe Pike, Ésc Pierre-Savard/ Pierre-Savard High Sara Omer, Kennesaw State University, Kennesaw, GA School, Nepean, Ontario, Canada Mikaela Simmons, Piedmont College, Demorest, GA Roundtable 26: Take Back Your Classroom Amelia Spencer, University of Georgia, Athens Amanda Melchor-McCown, Midland ISD, Lee High School, TX Roundtable 20: Pr(i)mary Sources: Facilitating Student Self-Advocacy through Community-Based Roundtable 27: Teaching Close Reading with Writing and Publication Complex Texts across Content Areas David Baksh, The Brooklyn School for Math and Zhihui Fang, University of Florida, Gainesville Research, NY Roundtable 28: Voices of Advocacy: Speak Up with Professional Learning Communities across a Teaching Career Charlotte Cadieux, Del Valle High School, Austin, TX Stacia Long, University of Texas at Austin Heathcliff Lopez, Memorial High School, San Antonio, TX Roundtable 29: What’s Reading and Writing Got to Do with It? Teaching Literacy through History Aruna Patel, New Visions for Public Schools, New York, NY

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m be FEATURED SESSION E.01 Disrupting the Memorization Death March: Reimagining the Framework for a Place Called School g e Nov y,

a A305 While our world is ever-changing, many of our schools and the metrics we use to measure success remain Frid stuck in time. A dynamic panel of renowned educators and elected officials will lead an engaging and interactive session with the audience, addressing how existing educational policies can be disrupted. Presenters: Scott Ganske, Youth Services America Jeanie Germaine, Zaharis Elementary School, Mesa, AZ John Giles, City of Mesa, AZ Robby Meldau, Espiritu Academy, Phoenix, AZ Mike Oliver, Zaharis Elementary School, Mesa, AZ Jim Zaharis, Greater Phoenix Leadership, AZ Facilitator: Heidi Mills, University of South Carolina, Columbia

After this Featured Session, visit the Taking Action Hub in room A304 to discuss Everyday Advocacy and turn your learning into action!

E.02 From “Aha!” to Action: Creating Roundtable 6: Cheryl Mizerny, Cranbrook School, g Change in Our Schools and Bloomfield Hills, MI Classrooms Roundtable 7: Meenoo Rami, Bill and Melinda Gates Foundation A301 Roundtable 8: Amy Rasmussen, Lewisville High Many teachers practice reflection, School, Lewisville, TX discovering beneficial ideas for their Roundtable 9: Lee Ann Spillane, Orange County students, schools, or themselves, but those Public Schools, Orlando, FL ideas for change frequently meet with Roundtable 10: Andrea Zellner, Michigan State resistance from colleagues, supervisors, or University, East Lansing parents. In this lively, interactive session, participants will learn strategies for E.03 Conversations about Nonfiction in collaboratively transforming ideas into action e Early Childhood Classrooms and plan practical solutions to school-based A303 problems. Conversations about reading and writing Co-Chairs: Gary Anderson, Harper College, Palatine, IL nonfiction between early elementary Teresa Bunner, Wake County Schools, Cary, NC students and teachers suggest that children Karen LaBonte, instructor, Yorktown Heights, NY are able to read and write nonfiction when Roundtable 1: Russ Anderson, William Fremd High the adults working with them are mindful of School, Palatine, IL the challenges of the genre, willing to accept Roundtable 2: Jennifer Ansbach, Manchester approximations, and supportive of students’ Township High School, NJ thinking about the complex concepts they Roundtable 3: Jeana Hrepich, Antioch University, encounter. Seattle, WA Roundtable 4: Kim McCollum-Clark, Millersville Presenters: Sara Kersten, The Ohio State University, University, Millersville, PA Columbus Roundtable 5: Cindy Minnich, Upper Dauphin Area Melissa Wilson, The Ohio State University, Columbus High School, Elizabethville, PA

110 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

E.04 Teachers Advocating for Their E.06 Elementary Roundtables e Professional Literacy Beliefs: e A311 Developing a Multimodal Literacy Chair: Karen Mitcham, Middle Georgia RESA, Warner Framework to Support All Literacy Robins, GA Teachers in Our District Roundtable 1: Initiating Change: Social Justice, A310 Critical Literacy, and Common Core This presentation describes our process for Mary Ellen Oslick, Stetson University, DeLand, FL collaborating with K–5 teachers from eight Sunny Styles-Foster, University of Central Arkansas,

elementary schools in our district to develop Conway Frid our literacy framework. As a result of this Roundtable 2: “The Strength to Live”: Teacher process, we developed a living multimodal Identity and Literacy Teaching Practices as

document that not only outlines our vision Advocacy for Children a for literacy learning, but also supports Melody Zoch, University of North Carolina- y teachers’ implementation of standards. Greensboro Presenters: Ellie Preston, West Clermont Local Roundtable 3: Riddle Me This: Writing Riddles School District, Cincinnati, OH across the Curriculum Amy Storer, West Clermont Local School District, Leslie Bulion, author, Atlanta, GA Cincinnati, OH Roundtable 4: Bias in Books and Beyond: Tackling Jessica West, West Clermont Local School District, Difficult Conversations in Our Classrooms and Cincinnati, OH Communities Facilitator: Tanny McGregor, West Clermont Local Elisa Gall, Latin School of Chicago, IL; Jennifer School District, Cincinnati, OH Nabers, Latin School of Chicago, IL Roundtable 5: Multimodal Spanish Texts Traveling E.05 Technology as a Pathway to Social across Content Areas: Bi(literacy) Practices in m Freedom Language Arts and Science/Social Studies B406 Lara Becker, Austin Independent School District, TX Lucia Cardenas, University of Texas at Austin Sponsored by the Studies in Literacies and Multimedia (SLAM) Assembly Roundtable 6: Community Streets to Classroom Seats: How Children’s Literature Can Empower This memorable session spotlights one People of Color to Engage in the Fight for Equity diverse school’s use of technology and Xiaochen Du, University of Florida, Gainesville literacy to help students question the world, Maureen Fennessy, University of Florida, Gainesville value their stories, and become agents Mario Worlds, University of Florida, Gainesville of change. From series blogs to digital communities for queer youth and allies, learn how teachers can help middle schoolers E.07 Beyond the Closet: Using begin their pathway to social freedom! m Multicultural LGBTQ YAL to Expand the “Coming Out” Narrative in Vivian Delgado, Arlington Public Schools, s Presenters: Secondary ELA Classrooms VA, “Units of Study Become Units of Action” te Allison Bell, Arlington Public Schools, VA, “Creating B214 Student Advocates for Diversity in Literature” This panel explores how teachers implement Kelly Purman, Gunston Middle School, Arlington, LGBTQ texts that surpass the “coming out” VA, “Helping Students Find Their ‘Brand’ through narrative. Join three teacher-researchers as Blogging” they discuss using multicultural LGBTQ texts Katharine Hale, Arlington Public Schools, VA, in secondary ELA. Attendees will engage in “Fostering Social Freedom through Technology a critical reading and discussion and gain the and Literacy” tools to implement this type of teaching in their own classrooms. Presenters: Jennifer Cheveallier, P. K. Yonge Developmental Research School, University of Florida, Gainesville Kate Yurko, SUNY Brockport Cody Miller, University of Florida, Gainesville

2016 NCTE Annual Convention Program 111 e Sessions / 4:00–5:15 P.m. r 18 E.08 Going beyond Strategies: The Presenters: Laura Szech, University of Iowa, Iowa

m be City, “The Use of African American Vernacular m Power of Strategic Processing to Accelerate Reading Proficiency English in a Girls Only Book Club” s Renita Schmidt, University of Iowa, Iowa City, A406 e Nov y, “Advocating for the Importance of High-Quality a As advocates for struggling adolescent Literature for Girls” readers, we will explore the power of

Frid Yu-Chi Wang, University of Iowa, Iowa City, “Teacher’s strategic activity to accelerate reading Multiple Identities and Opportunities for Learning proficiency. Going beyond simple teaching in an After-School Book Club” strategies, we will provide a framework and lens through which we can carefully observe E.11 Getting Them Ready: Teaching and contingently respond to this population m Students to Navigate the World and of students across instructional settings. Nonfiction Texts s Presenters: Matt Morrison, Bucksport High School, A410 ME/University of Maine, Orono c Participants will learn how to navigate Tiffany Twitchell, York Middle School, York, ME nonfiction texts using Rabinowitz’s “rules E.09 Young Adult Literature, Disability, of notice” and a three-level question- development model they can adapt or adopt and Advocacy s for their own classes to improve students’ c B309 analytical reading and writing skills, while Contemporary young adult novels often also enhancing engagement, addressing te feature characters with disabilities. key standards, and preparing students for Sometimes such characters have agency subsequent assessments. In addition, the and voice; sometimes they are just a step session will emphasize how participants can above stereotype. We will examine how share and advocate for these practices within such characters are portrayed in selected their departments and schools to improve contemporary young adult texts, and our literacy instruction for all students. handouts will suggest questions to promote Presenters: Jeffrey D. Wilhelm, Boise State University, critical thinking in discussions. ID, “Diving Deep Into Nonfiction: Using Readers Presenters: Christopher Bass, University of Illinois at Rules of Notice” Chicago, “Reading and Writing as a Means of Full Jim Burke, Burlingame High School, CA, “Uncharted Inclusion in Our High School Classrooms” Territory: Teaching Students to Read, Write about, Patricia Dunn, Stony Brook University, NY, “Do and Discuss Nonfiction Texts” Characters with Disabilities in YA Novels Confirm or Confront Stereotypes?” E.12 Content-Area Literacy: Advocating Alisha White, Western Illinois University, Macomb, m for Classroom Practice That “How YA Authors’ Use of First Person Narration Enhances Student Reading, Writing, s Critiques Discrimination against Mental Illness and Thinking in Every Subject Labels” te B213 E.10 Strong Girls Read Strong Books: Content-area literacy offers students subject e Advocating for Reading Literature understanding in deeper, more substantial with Strong Female Protagonists ways. This session’s participatory experiences m offer models for showing how all teachers A313 can use effective literacy strategies for te This panel presentation describes a book helping students read, write, and think club for fourth- through sixth-grade girls about content without consuming excessive called Strong Girls Read Strong Books. classroom time. The book club advocates for using great Presenters: Harvey “Smokey” Daniels, Heinemann, literature to teach reading and for making “Building Content Knowledge Using Quick Writes time for literature discussion with readers in about Images and Short Nonfiction Texts” school and alternative settings. Nancy Steineke, Illinois Writing Project, Brookfield, Chair: Amanda Haertling Thein, University of Iowa, IL, “Authoring Short, Polished Pieces: Reusing Iowa City Nonfiction Selections as Mentor Texts”

112 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

E.13 Cultivating Critical Literacy for Presenters: Hui Jiang, Marie Pense Center, New York, NY, “Finding Home along the Intercontinental g Teachers: Exploring Advocacy at Curriculum, Classroom, Local, and Journey: Teaching Literacy to and Advocating National Levels for Recently Reunited ‘Satellite Babies’ from First Generation Immigrant Families” A403 Shannon Deegan, Monticello High School, Charlot- Little research exists on cultivating critical tesville, VA, “Engaging Students around Multi- literacy in teachers outside of general modal Expressions of Research: How a Multimedia discussions of critical pedagogy. In this Website and Viral Podcast Changed the Research

session, teachers will use NCTE position Paper” Frid statements and critical literacy perspectives to Sarah Orme, Monticello High School, Charlottesville, analyze issues of national concern in English VA, “Engaging Students around Multimodal Ex-

education, dialogue about tensions around pressions of Research: How a Multimedia Website a

those issues, and build networks of advocacy. and Viral Podcast Changed the Research Paper” y Presenters: Jung Kim, Lewis University, Romeoville, IL Darren Raltson, Monticello High School, Charlottes- Susan Cridland-Hughes, Clemson University, SC ville, VA, “Engaging Students around Multimodal Phil Wilder, Clemson University, SC Expressions of Research: How a Multimedia Web- site and Viral Podcast Changed the Research E.14 The Journey to Inclusion: Paper” An Advocate and a Voice for All Thomas Warren, Monticello High School, Charlot- g tesville, VA, “Engaging Students around Multi- A315 modal Expressions of Research: How a Multimedia Who advocates for the voiceless? Follow one Website and Viral Podcast Changed the Research family as they navigate an uncharted journey Paper” for educating their special-needs son. Hear the story from multiple perspectives of family E.16 Critical Next Steps in the Journey and educators. This interactive session gives Toward Justice participants tips for classroom use and time e B214 to brainstorm how to advocate for students. At this historical moment in education, Presiding: Dubs (007) Shoniker, 4 Paws for Ability what are the most critical steps forward for Presenters: Wendy Britt, Harrisburg, NC, “Speech to teachers, parents, activists, and students in the Full Inclusion” struggle for democratic, equitable schools? Ben Shoniker, Harrisburg, NC, “What You Should A panel of noted literacy advocates and Know about Me” education activists will offer their responses to Samantha Shoniker, Harrisburg, NC, “What You this question, lead participants in roundtable Should Know about My Brother and Other Kids discussions, and share action plans. with Disabilities” Rebecca Shoniker, Read and Write with Rebecca, Chair and Respondent: Carole Edelsky, Arizona State Harrisburg, NC, “My Dual Role as Parent and University (Emerita), Tempe Educator” Speaker: Bess Altwerger, Towson University, Baltimore, MD E.15 Research Foundation Teacher Grant Facilitators: Barbara Flores, California State University, e Recipients Research Presentation San Bernardino Elizabeth Lynch, Hofstra University, Hempstead, NY m B403 Erika Chavaria, Howard County Public Schools, s Teacher scholars and researchers Sarah Columbia, MD Orme and Hui Jiang discuss their projects, Jesse Turner, Central Connecticut State University, one to involve students in a multimedia New Britain research paper project and the other to help Kenneth Goodman, University of Arizona, Tucson Chinese preschool students learn to read by Richard Meyer, University of New Mexico, Albuquerque connecting their home literacies and cultures Yetta M. Goodman, University of Arizona, Tucson to the classroom learning. Debra Goodman, Hofstra University, Hempstead, NY Co-Chairs: Jessica Martell, Central Park East I, New York City Public Schools Kimberly N. Parker, Cambridge, Rindge and Latin School

2016 NCTE Annual Convention Program 113 e Sessions / 4:00–5:15 P.m. r 18 E.17 Trends in Young Adult Literature Indigenous youth representation in their

m be s from Indonesia and on Indonesia community history. B205 Chair: Isabel Baca, University of Texas at El Paso c Presenters: Madeline Aulicino, Michigan State

e Nov y, This presentation will discuss Indonesian University, East Lansing a te literature for young adults. It will cover trends Victor Del Hierro, Michigan State University, East in Indonesian literature written in the original Frid Lansing language, available translations in English Jessica Gonzalez, Michigan State University, East and other languages, as well as books Lansing written originally in English about Indonesia Laura Gonzales, University of Texas at El Paso or using Indonesia as a setting. Santos Ramos, Michigan State University, East Presenter: Theresia Anggraini, The Ohio State Lansing University, Columbus/Sanata Dharma University, Estrella Torrez, Michigan State University, East Depok, Indonesia Lansing

E.18 Teachers, Take Courage: Stories, E.20 Advocating for Global Children’s s Encouragement, and Strategies to e Literature: Multiple Perspectives Advocate for Our Students and Our c on Teaching for Inquiry, Critical Profession Literacy, and Intercultural te A405 Understanding Three teachers tell stories of advocating for A408 students’ right to read and discuss culturally Join a panel of teachers, teacher educators, relevant literature. Stories range from how to and an award-winning illustrator as we get through a book challenge to queer theory– explore how we advocate for the inclusion of informed teaching in a conservative district. global children’s literature within our diverse Presenters will share practical strategies for contexts. Hear our description of promising courage, self-preservation, and advocacy in pedagogical practices that promote literary challenging situations. engagement, intercultural understanding, Presenters: Amy Collins, Billings Career Center, MT, creative expression, and critical literacy with “Defending Arnold’s Spirit: Battling a Big Book global texts. Challenge in a Small Town” Chair: Kelly Wissman, University at Albany-SUNY Suzanne Linder, University of Illinois, Champaign, Illustrator: Elizabeth Zunon, Albany, NY “Can We Talk about That? Designing Classroom Presenters: Amal Aldaej, University at Albany-SUNY Experiences for Critical Conversations” Krista Jiampetti, South Colonie Schools Stephanie Anne Shelton, University of Alabama, Maggie Naughter Burns, Delaware Community Tuscaloosa, “Challenging Homophobic and School, Albany, NY Heteronormative Language: Queering The Respondent: Karla Moller, University of Illinois at Merchant of Venice” Urbana-Champaign

E.19 Nuestros Cuentos: Latin@, E.21 Two-Year College Advocacy: s Indigenous Youth, and g Moving toward Change Collaborative Storytelling c c B409 B408 Sponsored by the Two-Year College Sponsored by the College Section English Association Steering Committee The panel will lead a discussion of issues This panel will focus on Nuestros Cuentos, concerning teachers of English in the two- a service-learning collaboration between year college including the growing demand a university and two public schools.The for dual-enrollment classes, placement into presenters will describe how university college-level English classes, and the state students worked with Latin@ and Indigenous of developmental English at the two-year youth to write their own original stories college. Panelists representing community with the intent of increasing Latin@ and colleges in five different states will describe

114 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

the impact of legislative decisions at both for young adult literature in the curriculum the state and national level on their college and see beyond the canon. writing programs and propose ways to Chair: Sarah Andersen, Fenton Area Public Schools, MI effectively address such decisions. Presenters: Laurie Halse Anderson, Simon & Schuster Moderator: Susan Slavicz, Florida State Community Matt de la Peña, Random House Children’s Books College at Jacksonville Brendan Kiely, Simon & Schuster Presenters: Sravani Banerjee, Evergreen Valley Stacey Lee, HarperCollins Children’s Books College, San Jose, CA Meg Medina, Candlewick Press Leigh Jonaitis, Bergen Community College, Paramus, NJ Jessica Spotswood, Candlewick Press

Matt Simon, Tri-County Technical College, Pendleton, SC Respondents: Jessica Crawford, Fizgerald Public Frid Schools, Warren, MI E.22 Promoting Literacy in Alternative Lindsay Grady, Fenton Area Public Schools, MI Education Settings and Beyond Beth Shaum, St. Frances Cabrini, Allen Park, MI a

m y B211 s E.25 Advocating for Revision in Reading: This session will teach the RAFT writing te e Meaning Making as a Journey, Not a strategy, the Frayer model for vocabulary instruction, how to infuse “play” into Destination vocabulary instruction, and ways to use A312 ARS. At session conclusion, attendees can Reading instruction has become about ask presenters how to modify strategies for asking children to find the “right” answer diverse populations, how to form a PLC, and rather than a thoughtful interpretation. how to infuse literacy across content areas. If students are to become independent Presenters: Kris Collins, AVCAS, “Infusing Literacy thinkers, it’s important to teach across the Curriculum” comprehension as a journey of thought Shannon Vanderswaagh, AVCAS, “Infusing Literacy instead of a destination. We’ll share ideas across the Content Areas” for teaching revision in reading so students become flexible thinkers who construct E.23 Teaching Writing in the Common meaning. m Core Era Chair: Ellin Keene, author/consultant, Denver, CO Matt Glover, independent consultant/ s B311 Presenter: author, Cincinnati, OH, “Helping Our Youngest What good ideas for teaching writing are c Children Learn to Make Meaning in Any Text” supported by the CCSS? Join us to try out Dan Feigelson, independent consultant, New York, te some research-based practices, including NY, “Comprehension Decision Makers” practices that ease students from one kind of Kathy Collins, author/consultant, Durham, AL, writing (narrative) to another (argument). We “Revision of Identity” will refer to our book Uncommonly Good Ideas: Teaching Writing in the Common Core Era. E.26 Teacher Empowerment: The Presenters: Sandra Murphy, University of California, g Juncture of Thinking and Action Davis A402 Mary Ann Smith, National Writing Project, Berkeley, CA Teachers often find themselves feeling E.24 Say YA to Reading: Advocating powerless in relation to those in leadership m for Young Adult Literature in the positions in schools. We believe, however Classroom that the key to professional longevity is s teacher empowerment and leadership. This A411 session serves to highlight ways in which As more teachers are finding ways to build teachers can step into leadership roles across classroom libraries, one challenge they a continuum of thinking and action. continue to face is including YA literature as Presenters: Jennifer Jordan, University of Tennessee, anchor texts in the curriculum. Celebrated Knoxville YA authors, along with secondary teachers, Amy Broemmel, University of Tennessee, Knoxville discuss the ways in which we can advocate

2016 NCTE Annual Convention Program 115 e Sessions / 4:00–5:15 P.m. r 18 E.27 Progressive Pronoun: The Question Facilitator: Tiffany Coleman, Georgia Gwinnett

m be of Singular They College, Lawrenceville, “Building Capacity for s Literacy Advocacy” A404 c Presenters: Cathy Moore, Georgia Gwinnett College,

e Nov y, Singular they—a grammatical misstep or a Lawrenceville, “Advocacy at the College Level” a natural pronoun for the genderqueer? This Ellyce Cone, Gwinnett County Public Schools, session will frame the complexities of the

Frid Lawrenceville, GA, “The Principal’s Role” issue in regards to personal identification, Lisa Marie Johnson, Gwinnett County Public Schools, classroom inclusion, political allyship, and Lawrenceville, GA, “Facilitating the Partnership” evolving formal writing conventions; then invite participants to share concerns, insights, E.30 CEE General Membership Meeting ideas, experiences, and suggestions. and Social Presenters: Erin Perry, West Des Moines Community B302–B305 Schools, IA Petra Lange, Des Moines Public Schools, IA Sponsored by the Conference on Tracy Tensen, Gilbert High School, Gilbert, IA English Education All those interested in shaping English E.28 Mind the Gaps: Advocating Literacy language arts teacher education are invited Success for All Students to attend this membership meeting and s social to mingle with representatives from A401 English education programs nationwide and The panel will overview literacy interventions; prospective English education graduate specifically, a tier-2 literacy course designed students and PhD candidates. The winners of for the lowest readers. Panelists will share the 2016-2017 CEE Research Initiative Grant their experiences, creating a curriculum competition will be recognized. This is also geared toward closing literacy gaps in the a time to meet experienced, new, and future areas of social studies, science, math and English teacher educators. As every year, English; promoting metacognitive behavior; there will be an opportunity to announce ELA and encouraging student self-awareness of teacher education position openings and to disciplinary literacy. talk informally with prospective candidates. Presenters: Nicole Fuller, Adlai E. Stevenson High Chair: Melanie Shoffner, Purdue University, West School, Lincolnshire, IL Lafayette, IN Christina Anker, Adlai E. Stevenson High School, Lincolnshire, IL E.31 Interactive Read-Alouds and Pen Dan Argentar, Adlai E. Stevenson High School, e Pals: Their Use in a Classroom Lincolnshire, IL and University Collaboration to James Barnabee, Adlai E. Stevenson High School, Advocate for Reading-Writing Lincolnshire, IL Brian Wise, Adlai E. Stevenson High School, Connections Lincolnshire, IL B315 We will discuss the use of interactive read- E.29 Literacy Advocates: A Partnership alouds and pen pal letters between first te for Empowering Teachers and graders and education majors to support Students comprehension, literary response, and B316 writing. We will share results, books, and examples of discussion and writing to Have you ever wondered how you can demonstrate the patterns and range of empower your preservice teachers to responses across a yearlong collaboration. become passionate advocates for literacy? Susan Fullerton, Clemson University, SC In this session, join college professors Chair: Susan Fullerton, Clemson University, SC and elementary principals to discuss a Presenters: Erin McClure, Clemson University, SC partnership in which preservice and inservice Koti Hubbard, Clemson University, SC teachers are empowered with literacy Kathryn Jordan, Pendleton Elementary, Anderson 4 strategies and in the process, become School District, Pendleton, SC literacy advocates.

116 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

E.32 Promoting Advocacy for LGBTQ E.35 The “Me” and “We” of Student s Youth in Secondary and Post- m Self-Advocacy Secondary Classrooms through c s A409 Young Adult Literature The concept of student self-advocacy is te B218 typically seen as a movement to empower This panel begins with the benefits and students with disabilities. However, this idea reasons why inclusive curricula centering on can extend to students in high school who LGBTQ issues should be in schools. It ends feel marginalized by society or who are seen

with how preservice teachers see themselves as “the Other.” Visiting with subgroups that Frid as advocates for future students, the need are outside the “dominant” groups provides for an updated English curriculum, concerns countless opportunities for students to

preservice teachers foresee as beginning empower/explore their own identities, make a

teachers, and ways to overcome obstacles. lasting social connections, and feel part of the y American fabric. There are numerous literacy Presenters: Katherine Batchelor, Miami University, Oxford, OH and writing activities that can be used to Karen Andrus Tollafield, Kent State University, OH enhance these encounters that will be life- changing for your students and for you. E.33 Teaching beyond the Numbers: Presenter: Dorene Alama, Charlotte Islamic Academy, s Implementing Best Practice in NC/University of North Carolina at Charlotte Prepackaged Curriculum Plans E.36 Advocating for Effective Online A407 g Writing Instruction Seeing gaps in student’s knowledge of writing, B306 grammar, and literature, but feeling unable to c Many curricular and logistical decisions implement best practices due to the constraints te of a prepackaged curriculum plan? This about online writing instruction (OWI) are workshop will help marry curriculum plans with made outside of writing programs. The best practices in a way that will teach “with presenters offer strategies for administrators fidelity” while also advocating for students’ and instructors to have more impact on needs. OWI’s design. Co-Chairs: Lauriann Jones, University of South Florida, Presenters: Kevin DePew, Old Dominion University, Tampa Norfolk, VA, “Strategies for Advocacy” Joanelle Morales, University of South Florida, Tampa Mary Beth Pennington, Old Dominion University, Presenters: Lauriann Jones, University of South Florida, Norfolk, VA, “Advocacy as Administrators” Tampa Kimberly Fahle, Virginia Wesleyan College, Norfolk, Joanelle Morales, University of South Florida, Tampa “Advocacy as Instructors” Vernessa Neu, Hillsborough County Florida Public Schools E.37 Cultivating Engagement in Online E.34 Zombies, Superpowers, and c Learning m Connecting Creativity to STEM B210 through Writing te Online courses present risks, including B217 emotional distance, aggression, apathy, How can educators leverage writing to and waning motivation. Access mitigates make STEM learning authentically fun? This these risks, but they must be addressed. As interactive session examines best practices in teachers with full loads online, the presenters pairing creative writing with hands-on STEM share how they cultivate engagement, activities to foster student engagement. investment, academic rigor, and critical Participants will explore accessible sample reflection in online English composition lessons designed to boost interest and courses. competency across the curriculum, and leave Presenters: Stephanie Maenhardt, Salt Lake with tools and ideas in hand. Community College, UT Presenters: Kait Steele, 826 National -826 Valencia, Christie Bogle, Salt Lake Community College, UT San Francisco, CA Julius Diaz Panoriñgan, 826 National - 826LA, Los Angeles, CA 2016 NCTE Annual Convention Program 117 e Sessions / 4:00–5:15 P.m. r 18 E.38 Using Geotags to Listen and E.40 A Funny Thing Happened on the m be m Learn about People, Places, and g Way to Atlanta, or Finding Our Communities Way as English Teachers to Public s B310 Advocacy e Nov y,

a te In this panel presentation, attendees will B307 dialogue with facilitators of projects that

Frid This session will describe problems with the involve geotags to represent people, education-as-business model in one state, places, and understandings of different connect these problems with the nation’s communities. Attendees will learn about the education history, and suggest resources and technical aspects of geotags and the value methods for advocating for a better way, the of geospatial representations of oral history, way of teacher expertise. soundscapes of home and community, and community assets. Presenter: Steve Hubbard, Lurleen B. Wallace Community College, Andalusia, AL Presenters: Merve Pamuk, University at Buffalo (SUNY), “Asset Mapping with Youth” E.41 Listening Closely: Using Talk to Jon Wargo, Wayne State University, Detroit, MI, “Locative Literacies and Listening to Communities: e Promote and Assess Learning B207 #hearmyhome and Earwitnessing Place” m Aijuan Cun, Graduate School of Education, University Although much has been written about at Buffalo (SUNY), “Asset Mapping with Youth” literature study, in this session we explore Abigail Gloss, University at Buffalo (SUNY), “Asset the connections among student talk, Mapping with Youth” comprehension, and formative assessment. Cassie Brownell, Michigan State University, East Listening carefully to student talk as a form Lansing, “Locative Literacies and Listening to of formative assessment, coupled with Communities: #hearmyhome and Earwitnessing comprehension knowledge, can support Place” teachers to help students be critical readers. Sean Connors, University of Arkansas, Fayetteville, Carol Gilles, University of Missouri, “Encouraging Activism: Mapping Local Literacies Presenters: Columbia with Students” Kathryn Mitchell Pierce, St. Louis University, MO Ryan Rish, University at Buffalo (SUNY), “Asset Mapping with Youth” E.42 Promising Practices in Urban E.39 Creating Student Compassion g Spaces: Advocacy through m through Mentor Texts Transformational Literacy Practices B216 B206 Through the sharing of experience and This session will feature roundtables of urban strategies, five middle-grade authors and teachers, teacher educators, and students an elementary educator talk about how who will discuss and share the urban to approach difficult subject matter in the dimensions of schools. National Writing classroom and discuss how necessary it is Project roundtable leaders will share inquiry- for students to explore both windows and based student projects, professional learning mirrors in order to expand their personal, communities, teacher research, and other intellectual, and academic growth. teacher and student-initiated innovations Respondent: Jennifer Vincent, Mundelein School that enable urban teachers and students to District 75, IL, “Creating Student Compassion with develop their skills and express their passions Tough Subject Matter” as advocates and social justice participants/ Tradebook Authors: Kat Yeh, Little, Brown Books for leaders. Young Readers Chair: Tonya Perry, University of Alabama, Karen Rivers, Algonquin Young Readers; Farrar, Birmingham, “A Space to Talk: Urban Student Straus and Giroux and Teacher Advocacy through Transformative Heather Bouwman, University of St. Thomas, Literacy Practices” Minneapolis, MN Roundtable 1: Middle School Students Fighting Tracy Holczer, Penguin Random House Food Deserts: The Power of Writing in the Corey Ann Haydu, Penguin Young Readers Group Community Tonya Perry, University of Alabama, Birmingham

118 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

Roundtable 2: Writing in the Margins Roundtable 17: Motto ke Motto ka bataat ba Karen Hamlin, George Fox University, Newburg, OR bangwe: Writing with Relocated African Youth in Roundtable 3: Becoming Activist Learners in Urban Urban Schools Spaces Bryan Ripley Crandall, Fairfield University, CT Jean Wolph, University of Louisville, KY Roundtable 18: Writing Advocacy: Understanding Roundtable 4: My Story, My Neighborhood, My Student Writing Self-Efficacy in the Online World: The Relationship of Language, Community Environment Awareness, and Power Sharonica Nelson, Alabama A&M University, Normal Keith Miller, Deep Center, Savannah, GA Roundtable 19: Common Ground for Rural and Frid Roundtable 5: Strategies to Stimulate Writing in an Urban Sites Urban Elementary School Grace Bradshaw, University of Virginia’s College at Cynthia Crenshaw, Glen Iris Elementary School, Wise a Birmingham, AL Roundtable 20: The Wonder of Me y Roundtable 6: Picking Up STEAM: Helping Dawn Hawkins, Upstate Writing Project, Clemson Underserved Youth Use Poetry and Art to Construct University, SC Arguments about Science Roundtable 21: Sharing Our Stories: An Urban Sites Cindy O’Donnell-Allen, Colorado State University, Blog Fort Collins Stephanie Rollag, University of Minnesota, Roundtable 7: Using Students’ Experiences and Minneapolis Interests:Becoming Change Agents through Public Roundtable 22: Innovating in an Urban Middle Speaking School: Writing, Culture, and 21st Century Dana Jacobson, Clay-Chalkville High School, Notebooking Birmingham, AL Laura J. Roop, University of Pittsburgh, PA Roundtable 8: Student Writing Success through Kid Roundtable 23: Writers with a Cause: Finding Voice Writing through Community Connectivism Diane Waff, University of Pennsylvania, Philadelphia Fawn Canady, University of Nevada, Las Vegas Roundtable 9: Urban Teachers as Change Makers! Roundtable 24: Authentic Assessment in Freshman Using Teacher Research to Impact Positive Change English in the Teaching of Writing Steven Staysniak, Metropolitan Business Academy Heidi Udall, Red Mountain High School, Mesa, AZ Magnet High School, New Haven, CT Roundtable 10: Digital Grammar Roundtable 25: Choose Your Own Adventure: Jeremy Hyler, Fulton Schools, Middleton, MI Student Choice in the ELA Classroom Roundtable 11: Project Citizen, the Struggle Project, Jacqueline Hesse, Excelsior Academy, Newburgh, NY and the Central Playwright Festival Roundtable 26: Partnering with a Refugee Center Shaun Mitchell, Central High School, Bridgeport, CT to Give Students Voice Roundtable 12: Advanced Placement Access and Meg Petersen, Plymouth State University, NH Equity for All Roundtable 27: Students IN the Center/Students Sarah Woodard, Collegiate Prep Academy, Denver BEING Centered Public Schools, CO Katy Smith, Northeastern Illinois University, Chicago Roundtable 13: Blurring the Lines: Digital Advocacy Mitchell Lazarus, Illinois Writing Project (IWP), across Contexts Chicago Bud Hunt, Clearview Library District, Windsor, CO Roundtable 28: Welcome to the Playhouse: Teacher Roundtable 14: Building a K–8 Public School in Education in Public Spaces Partnership Stephanie Jones, University of Georgia, Athens Lil Brannon, University of North Carolina, Charlotte Roundtable 29: The New Orleans Writing Marathon Roundtable 15: Building Advocates by Exploring Richard Louth, Southeastern Louisiana University, How We Create and Use the Past Hammond Julie Roos, Canyon Springs High School, Las Vegas, NV Roundtable 30: Writing in ALL Learning Spaces Roundtable 16: Transforming Lives through Literacy Sarah Baker, George Mason University, Fairfax, VA Darshna Katwala, Nassau Community College, Roundtable 31: Side by Side Writing Workshop: Garden City, NY Parents and Students Writing Together Debra Gurvitz, National Louis University, Chicago, IL

2016 NCTE Annual Convention Program 119 e Sessions / 4:00–5:15 P.m. r 18 E.43 Students as Agents of Change: Chair: Beverly Ann Chin, University of Montana,

m be e Classrooms for a Better World Missoula James Blasingame, Arizona State B215 Presenters: m University, Tempe, “What You Always Wanted to

e Nov y, In this session, presenters will demonstrate Know about Getting Most Benefit from Your PhD

a s practices for helping students examine Mentor but Were Afraid to Ask!” te problems and inequities in the world, become

Frid Shelly Shaffer, Eastern Washington University, critical thinkers and innovative problem- Cheney, “Novice ELA Teachers in Rural Districts” solvers, and be empowered to effect change Laura Turchi, University of Houston, TX, “Mentoring in their world. Participants will have the New Teachers Teaching Complex Texts” opportunity to ask questions, share ideas/ Mallory Heath, Basha High School, Chandler, AZ, successes, and create a plan for their own "What a New Teacher Needs" classrooms. Presenters: Holly Atkins, Saint Leo University, E.46 Understanding the Refugee Saint Leo, FL g Experience through Use of Kimberly Higdon, Saint Leo University, Saint Leo, FL Multicultural/Global Literature in Candace Roberts, Saint Leo University, Saint Leo, FL the Classroom B402 E.44 Challenging the Five-Paragraph This presentation provides an analysis s Essay: Advocating for Change without Alienating Our Colleagues of 27 picture books that address the te refugee experience, along with ideas for A314 incorporation of these texts in the classroom. Despite research finding the five-paragraph As the call for books on diversity grows, formula is ineffective, this approach to these books answer the call while providing essay writing persists. How do we talk with opportunities for students to learn and think our colleagues about moving away from critically about world issues. this formula? Join us to explore and share Presenters: Susan Corapi, Trinity International advocacy strategies in support of essay University, Deerfield, IL writing that does not rely on a formula. Megan McCaffrey, Governors State University, Presenters: Emily Willis, Tigard High School, Tigard, OR University Park, IL Jodi Mello, Tigard High School, Tigard, OR Kimberly Campbell, Lewis & Clark Graduate School, E.47 Advocating for Inclusive Spaces Portland, OR e and Practices for ELs Kristi Latimer, Tigard High School, Tigard, OR m B204 E.45 Creating Advocacy through s This panel will explore practical and Mentorship: Mentorship in English pedagogically sound strategies, including c the use of multimodal text, rich content area Education te instruction, and literature that advocates for B208 ELs’ practices. Mentorship is a topic that is often discussed Presenters: Nancy Hadaway, University of Texas, among teacher educators. From educators Arlington, “Advocates for English Learners in focusing on undergraduate preservice teachers Children’s Literature” to professors mentoring PhD students, the role Melissa Heinz, SpringBoard, New York, NY, “Meeting of mentoring resonates. Students in English the Needs of the Long-Term English Learner with education programs and English teachers are an Integrated ELA and ELL Approach” in need of quality mentors. The four speakers Glenn Morgan, La Jolla High School, CA, “Meeting the will explore the relationship between advocacy Needs of the Long-Term English Learner with an and mentoring. This presentation will discuss Integrated ELA and ELL Approach” how PhD students can get the most out of JoEllen Victoreen, College Board, New York, NY their doctoral mentor, a study involving new “Meeting the Needs of the Long-Term English teachers in urban schools in the South, how Learner with an Integrated ELA and ELL Approach” new teachers can thrive in their first years, and Terrell Young, Brigham Young University, Provo, UT, a study involving novice teachers in the rural “Advocates for English Learners in Children’s Northwest. Literature”

120 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

E.48 New Literacies, New Advocacies: Roundtable 9: Remixes, Spotify, Genius, YouTube, g Practical Innovations in a Panoply and Twitter: How Hamilton Can Change Classroom of Places Language and Literacy Cathy Leogrande, Le Moyne College, Syracuse, NY B314 Roundtable 10: Teaching Students to Read between New literate practices open and enhance a the Numbers: Data Literacy for the Real World range of advocacy practices with students, Wendy Stephens, Jacksonville State University, AL in a range of classrooms. Participants will Roundtable 11: Inquiry-Based Literacy Curriculum choose a table that matches their interests. for a Better World: P–16 Classrooms as Spaces of Roundtable 1: Speaking Up, Listening In, and Activism and Advocacy Frid Pushing Back: Ways of Teaching Social Issues in Teresa Fisher-Ari, Georgia State University, Atlanta Middle and High School English Language Arts Omer Ari, Georgia State University, Atlanta Diana Quinones, East Side Community High School, a

Roundtable 12: Being an Advocate for the Right to y New York, NY Read: Taking an Inside Look at Teachers’ Views on Kim Kelly, East Side Community High School, New Censorship York, NY Darren Diuguid, McKendree University, Lebanon, IL Jen McLaughlin-Cahill, East Side Community High Roundtable 13: Leading and Advocating for Digital School, New York, NY Literacy: Lessons from ELA Teachers Roundtable 2: Differentiated Learning through New Mary Rice, University of Kansas, Lawrence Literacies Pedagogical Training Roundtable 14: When the Page Meets the Stage: Philomena Marinaccio, Florida Atlantic University, Dancers and Writers Advocate for the Arts Boca Raton Haley Sigler, Washington and Lee University, Roundtable 3: Time for Elite Gamers: What the Lexington, VA Heck Are They Doing All Day? Roundtable 15: Advocacy as Out-of-School-Time Heather Lynch, Georgia State University, Atlanta Spaces Roundtable 4: Self Determination Theory and Briana Kidd, Hillcrest Middle School, Tuscaloosa, AL Digital Games for Content Area Teaching Tiffany Pogue, Albany State University, Albany GA Karla Kingsley, University of New Mexico, Karen Spector, University of Alabama, Tuscaloosa Albuquerque Stephanie Jones, University of Georgia, Athens Roundtable 5: There’s an App for That! Discovering Latrice P. Johnson, University of Alabama, Tuscaloosa ReadWriteThink.org Mobile Apps for Tablets Lisa Storm Fink, ReadWriteThink.org at NCTE, E.49 Poetic Structure and Weaving Urbana, IL e It into the Fabric of Elementary Roundtable 6: Emotion, Attachment, and the Classrooms te Science of Story: Complicating Our Intuitive B202 Understandings of Narrative in the Language Arts This session will highlight how studying Classroom poetic structure leads to greater Kim McCollum-Clark, Millersville University, Millersville, PA understanding of poetry writing worlds. The Eliot White, Millersville University, Millersville, PA, panelists will also discuss ways to open up Roundtable 7: Advocating through Art: K–12 possibilities for poetry throughout the school Students and Teachers Utilize “Tiles for Social outside the traditional classroom setting. Justice” to Prompt Change Adrian Douglas, Georgia State University, Atlanta Presenters: Janine Certo, Michigan State University, Felicia Baiden, Georgia State University, Atlanta East Lansing, “Poetic Structure in Children’s Alexis Farnsworth, Georgia State University, Atlanta Original Poetry” Laura Meyers, Georgia State University, Atlanta Beth Friese, Gwinnett County Public Schools, Lawrenceville, GA, “Weaving Poetry into the Roundtable 8: Advocating for Autonomy: Student- Fabric of an Elementary School” Paced Learning Ben Hawkins, Stone Bridge High School, Ashburn, VA Sam Fremin, Stone Bridge High School, Ashburn, VA Joseph O’Such, Riverside High School, Leesburg, VA Matthew Morone, Pascack Valley High School, Hillsdale, NJ Justin Lisciandro, Stone Bridge High School, Ashburn, VA

2016 NCTE Annual Convention Program 121 e Sessions / 4:00–5:15 P.m. r 18 E.50 Ways with Words: Innovative E.52 Crossing the Lines to Cross the m be s Approaches in Writing, Reading, m Contents: An Urban District’s and Participatory Research Efforts to Honor Georgia’s B401 s Controversial Literary History e Nov y, a English teachers are always on the lookout te B404 for new ways to deepen students’ literacy Frid Sponsored by the Georgia Council of skills in reading, writing, speaking, and Teachers of English listening. This session offers four fresh Learn how one of the nation’s largest approaches to composing with creative turnaround districts employed a deliberate vocabulary, building reading communities, plan to engage students in both the history engaging in participatory research, and and literature of Georgia. The session facilitating paperless lit circles. outlines strategic partnerships, steadfast Presenters: Heather Rocco, School District of the leadership, and courageous curriculum Chathams, NJ, “Feeling the [Book] Love: Creating development. The literary works of John and Nurturing a Reading Community at the Lewis, Joel Chandler Harris, and Alice Walker Secondary Level” are featured. Donald Deems, Norwood High School, OH,“Creative Co-Chairs: Andrew Aydin, Top Shelf Vocabulary” Donyall Dickey, Chief Schools Officer, Atlanta Public Jessica Conway, Teachers College, Columbia University, Schools, GA New York, “Advocating for Participatory Eye Zackory Kirk, Secondary Literacy Coordinator, Tracking Research for and by Secondary Students” Atlanta Public Schools, GA Casey Cohen, String Theory Schools, Philadelphia, Presenters: Carolyn McCully, Willis Anderson Sutton PA, “Up-Leveling Literature Circles with iPad” Middle School, Atlanta, GA Janean Lewis, Secondary Social Studies Coordinator, E.51 (Re)Thinking Writing Atlanta Public Schools, GA s Instruction: Critical and Cultural Kenita Williams, Partnerships and Special Projects Pedagogies and the Discourse of Coordinator, Atlanta Public Schools, GA c #BlackLivesMatter te A316 E.53 Advocating for Social Justice and The college instructors in this panel take e Black Male Literacies on the NCTE #BlackLivesMatter and Ethnic m B201 Studies position statements by offering c This panel will (1) illuminate important issues theoretical and practical approaches to related to Black males and literacy PreK– culturally sustaining writing instruction. te adult and (2) describe how to create an They argue that engaging in these practices inclusive, engaging academic space that lays should be seen not as activism but rather as the foundation for social justice by exploring demonstrations of humanization fused with themes of identity in the composition critical instruction. classroom. Concrete examples and hands-on Co-Chairs: Django Paris, Michigan State University, materials will be provided, and participants East Lansing will be invited to join the discussion. Violet J. Harris, University of Illinois, Urbana- Chair: David Green, Howard University, Washington, DC Champaign Presenters: Melba Major, University of Alabama at Sandra L. Osorio, Illinois State University, Normal Birmingham, “Advocating for Social Justice by Presenters: Sara P. Alvarez, University of Louisville, Exploring Identity in the Composition Classroom” KY, “Critical Teacher Reflexivity: On ‘Participating’ Angela Hansen, Northern Arizona University, and Writing about Justice” Flagstaff, “Advocating for Equality: Teaching Shenika Hankerson, Michigan State University, East Language Arts Students about Social Justice” Lansing & Wayne State University, Detroit, “‘You Tiffany Flowers, Perimeter College at Georgia State Must Learn’: Using a Critical Language Awareness University, Atlanta, “Advocating for Black Male Framework to Teach Writing to African American Literacy PreK–Adult” Language–Speaking Students” Cedric Burrows, Marquette University, Milwaukee, WI, Ellenar Harper, Tallahassee Community College, “Advocating for Black Male Literacy PreK–Adult” FL, “Curricular Justice: Using Course Themes to Darius Cureton, Winston-Salem State University, NC, Promote Criticality about Social Justice Issues” “Advocating for Black Male Literacy PreK–Adult”

122 2016 NCTE Annual Convention Program e Sessions / 4:00–5:15 p.m.

E.54 Bibliotherapy—Advocacy on the Page E.57 The Literacies of Advocacy: Youth m and in the Classroom m Voice and Multiple Literacies for Social Change s B407 s A panel of five children’s authors led by B203 educator and author/reader connector Paul Presenters will offer examples of how the W. Hankins discuss the benefits of advocacy multiple literacies of youth inform innovative through bibliotherapy. An extensive book list on approaches to advocacy for educators. teen/middle-grade fiction and mental illness will Centering the role of multiple literacies in be provided.

sustaining the cultural and linguistic identities Frid Chair: Paul Hankins, Silver Creek High School, of youth, presenters will share projects Sellersburg, IN and research on how to shape responsible

Presenters: Erin E. Moulton, Penguin Random House advocacy efforts within the field. a

Elly Swartz, Farrar, Strauss & Giroux y Chair: Limarys Caraballo, Queens College, CUNY Kari Anne Holt, Chronicle Books Respondent: Yolanda Sealey-Ruiz, Teachers College, Anne Nesbet, Candlewick Press and University of Columbia University, New York, NY California, Berkeley Presenters: Crystal Belle, University of Houston- Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin Downtown, TX E.55 Building Literate Classrooms: Still Brian Lozenski, Macalester College, St. Paul, MN Jamila Lyiscott, Teachers College, Columbia Learning from Donald Graves e University, New York, NY B405 The presentation will feature the recipients of E.58 Closing the Story Gap in Elementary NCTE’s Donald H. Graves Award for Excellence e Classrooms in the Teaching of Writing. This award was B317 established in 2001 by Donald H. Graves te (1930-2010) and annually recognizes teachers It’s time to widen the stories we use with in grades K–6 who, through the teaching of even our youngest learners to support all writing, demonstrate an understanding of readers and writers to make connections student improvement in writing. and affirm their identities. In this session, presenters will share children’s literature Chair: Detra Price-Dennis, Teachers College, Columbia University, NY and teaching invitations to help all students to see themselves as part of the literary Presenters: Julie Johnson, Hilliard City Schools, OH Suzanne Krupienski, Cambridge Public Schools, MA landscape. Presenters: Katherine Cunningham, Manhattanville E.56 The Truth about Teaching Kids to College, Purchase, NY m Read and Write Nonfiction Erika Thulin Dawes, Lesley University, Cambridge, MA A412 Grace Enriquez, Lesley University, Cambridge, MA Join us as we share critical strategies that help students become close readers and engaging E.59 Affiliate Representatives Meeting writers of nonfiction. It’s a fast-paced, hands- g B212 on session, one in which you will leave with Affiliate representatives will join NCTE leaders strategies to use immediately upon returning to continue discussions begun at the 2016 to class. Demonstrations and videos as well as Affiliate Leadership Meeting. Participants detailed handouts are a part of this session. will learn about new initiatives at NCTE and Chair: Penny Kittle, Kennett High School, North plans for Convention 2017, and they will work Conway, NH, “The Nonfiction Books That Create together to develop plans for showcasing Nonstop Readers” their affiliate members’ stories in their own Presenters: Robert Probst, Marathon, Florida, “Reading voices and for working in partnership with Nonfiction with an Open Mind and a Skeptical Eye” NCTE to better support the educators we Kylene Beers, Reading and Writing Project, Teachers serve. College, New York, NY, “The Strategies That Co-Chairs: Jean Boreen, Northern Arizona University Encourage Close Reading of Nonfiction” Jocelyn Chadwick, NCTE Vice President, Harvard Respondent: Linda Rief, Oyster River Middle School and Graduate School of Education, Cambridge, MA University of New Hampshire, “Writing Nonfiction: Liaison: Millie Davis, Affiliate Director What Engages Students to Write Persuasively”

2016 NCTE Annual Convention Program 123 Friday evening events

5:30–7:00 p.m. 5:30–8:00 p.m.

Annual Business Meeting for the CEE-GS Business Board of Directors and Other Members Meeting and Dinner of the Council B301

Thomas Murphy Ballroom All current and prospective members of the CEE-GS strand are invited to attend NCTE, CEE, TYCA, and NCTE Section nominating committees the business meeting. We will provide will be on hand to accept nominations for candidates for the a brief overview of events planned for 2017 elections. The agenda for the meeting will be available the upcoming year, and vote on new at the door. The rules of conduct for the meeting are listed on officers for 2016–2017 before dinner. page 254. (Please note: dinner requires a ticket) Presiding: Douglas Hesse, NCTE President, University of Denver, CO Parliamentarian: Dave Wendelin, National English Honor Society Presentation of Resolutions: Beatrice Quarshie-Smith, Michigan Technological University, Houghton, MI Presentation of the 2016 Distinguished Service Award: Susan Houser, NCTE President-Elect, middle level educator/ consultant, St. Petersburg, FL

7:15–9:00 p.m.

College Level Celebration and Reception B314

Presiding: Clancy Ratliff, University of Louisiana at Lafayette Introducing and Presenting the Richard C. Ohmann Award: Isabel Baca, University of Texas, El Paso Recipient: Steven Lamos, University of Colorado, Boulder, “Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space” (March 2016) Speaker Introduction: Isabel Baca, University of Texas at El Paso Speaker: Juan C. Guerra, University of Washington at Seattle Juan C. Guerra is a professor of English and Chair of the Department of American Ethnic Studies at the University of Washington at Seattle, where he teaches courses on literacy, ethnography, autobiography, language variation, language policy, and composition and rhetoric. In addition to recently coediting a special issue of College English titled “Translingual Work in Composition,” he has published a number of essays that explore the concept of writing across difference through what he describes as the critical practice of transcultural repositioning. In his most recent book, Language, Culture, Identity and Citizenship in College Classrooms and Communities, Guerra discusses a set of rhetorical and discursive tools related to language, culture, and identity that disenfranchised students can use to navigate and negotiate the pedagogical spaces they inhabit in writing classrooms and beyond as they prepare to Juan C. Guerra become citizens in the making in both local and global contexts. Guerra is the current Director of the Cultivating New Voices among Scholars of Color (CNV) program.

124 2016 NCTE Annual Convention Program 7:15–9:00 p.m.

Cultural Celebration b302–b305 Hosted by the Black and Latinx Caucuses The sounds of the soul, the voices and verbs of the spoken word, and the eclectic energy of

Atlanta highlight an evening of culture, history, and performance. This dynamic event will start Frid at the word when music meets breath, interacting and converging in conversation, using spoken word poetry to reclaim identities and challenge inequities around language, privilege and power.

Each performance will illuminate issues transcultural and representative of neo-American being, a while highlighting children and stories told through themes of social justice and communities of y harmony.

This providential event is presented collectively by the Black and Latinx Caucuses. The Cultural Celebration is open to all NCTE members and guests.

8:00–10:00 p.m.

Swapping Ground: g Fountain of the Muse Story Games, Story Wonder, B311 and Story Connections The annual Fountain of the Muse roundtable is a B206 workshop and open mic poetry and short prose reading of original work. The event welcomes Sponsored by the Storytelling SIG first-time readers as well as established writers to Join us as Kevin Cordi, internationally and nation- participate together in totally relaxed, small-group ally known professional storyteller and Assistant workshops and open mic readings. Those who wish Professor of literacy and narrative at Ohio Northern to listen and enjoy the company of conference University, shares how we can use story-based work, poets and prose writers are also welcome to join the including games and narrative play, to enhance our gathering. Roundtable workshopping and writing will students efforts to write and tell stories. Learn begin at 8:30 p.m. with open mic readings beginning about the SIG and stay for the Story Swap after. All at 9:30 p.m. Writers who want a careful look at their are invited. original work should bring eight copies of no more than two pages of poetry or prose for small group Presenter: Kevin Cordi, Ohio Northern University, Ada response. Pre-registration is not necessary. There is a forty-line or two-page maximum for open mic reads. Short verse, prose poems, fiction, and creative nonfiction excerpts are welcome.

Co-Chairs: Bonner Slayton, Moore Norman Technology Center, Norman, OK Danny Wade, Washburn University, Topeka, KS

2016 NCTE Annual Convention Program 125