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Sunday Morning/Afternoon Sunday NCTE’s 21st Century Literary Project Map NCTE’s 9:00 a.m.–1:00 p.m. Level Lower Hilton/HistoryChicago Hall, of the Council literary its affiliates to produce In 1957 NCTE encouraged have Since then affiliates that time 20 states did. and at maps partners alone and with literary create to maps, continued and library as- councils, humanities such as tourism boards, materi- supplemental also created Often affiliates sociations. postcards ranging from materials the maps, als to accompany to booklists to anthologies. feature has been a The NCTE affiliate literary display map of Hundreds since the 1990’s. of the NCTE Convention the fabric walls spent time scanning have convention-goers perusing the enjoyed Others have 35+ maps. featuring now Affiliates Booth at the materials displayed supplemental map in the Exhibit Hall. the Library assembled a collection of Congress of In 1993, both at the main library and in librar- literary displayed maps were affiliate maps NCTE Numerous the nation. ies around of the in Language included in this exhibit and then reprinted The Library Book of Literary of Congress Maps. Land: NCTE 21st was begun—the project map a new In 2007, Centurythe 21st Century Literacies and Literary Map for created literaryThe 20 new and literacy maps, Project. com- ink, pencil, with various materials—paper, this project of collaborative the result and printer—are puter Internet, as educators. with students as well work NCTE Centennial celebration, this year’s for In preparation and publicize a new chosen to create some affiliates have included in the are These maps or an updated Literary Map. display. Children’s Literature Assembly Assembly Literature Children’s Breakfast L Sessions General Session Sunday M Sessions Luncheon N Sessions CEL Convention

Materials

Registration and Information Registration and 8:00 a.m.–3:00 p.m. Exhibit Hall Level Hilton/Lower Chicago Counter Where Who’s Registrants Locating Convention For 8:00 a.m.–3:00 p.m. Exhibit Hall Level Hilton/Lower Chicago and Instructional Exposition of Professional 9:00 a.m.–1:00 p.m. Exhibit Hall Level Hilton/Lower Chicago An Overview Timetable: Today’s 7:30 a.m.–9:45 a.m. Sunday Sunday 20 November 8:30 a.m.–9:45 a.m. 10:00 a.m.–11:15 a.m. 11:30 a.m.–12:45 p.m. 11:30 a.m.–1:00 p.m. p.m. 1:00 p.m.–2:45 p.m. 1:30 p.m.–5:00 h_219-254_2011.indd 219 Sunday Breakfast 7:30–9:45 a.m.

Children’s Literature Assembly (Session L.18) Palmer House/Empire Room, Lobby Level

Co-chairs: Jennifer Graff, The University of Georgia, Athens Deborah Wooten, University of Tennessee, Knoxville Speaking: Joyce Sidman is the author of many award-winning children’s poetry books, including two Caldecott Honor books, Song of the Water Boatman and Other Pond Poems (also a Lee Bennett Hop- kins Poetry Award winner) and Red Sings from Treetops: A Year in Colors (which won the Claudia Lewis Poetry Award). She teaches poetry writing to school children and participates in many national poetry events, including the annual “Poetry Blast” at the American Library Association meeting. Her recent book, Ubiquitous: Celebrating Nature’s Survivors, has been critically acclaimed and is a Publisher’s Weekly Joyce Sidman Best Book of the Year.

Meetings

NCTE Editorial Board 9:00 a.m.–3:00 p.m. Chicago Hilton/Conference Room 5A, Fifth Floor Chair: Kurt Austin, National Council of Teachers of English, Urbana, Illinois

CEL State Liaisons Meeting 9:00–10:30 a.m. Chicago Hilton/Conference Room 5H, Fifth Floor

220 Sunday Breakfast

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Sunday Morning, 8:00–10:15 a.m. Morning, Sunday Vice President (from the Elementary (from Section) Vice President Secondary Representative-at-Large Trustees Foundation Research Nominating Committee Nominating Committees Section Steering and Nominating Committees and CEE Executive NCTE Nominating Committee Massachusetts Boston, Northeastern University, Chair: Chris Gallagher, York NCTE Elementary Nominating Committee Section New York, New University, Columbia College, Teachers Chair: Jane Bean-Folkes, Section Nominating Committee Level NCTE Middle Florida Tampa, School, Independent Day Vokoun, Chair: Michael J. NCTE Secondary Nominating Committee Section Pennsylvania Berwyn, Conestoga High School, Chair: Linda Milanese Kerschner, Section Nominating Committee NCTE College Wisconsin Milwaukee, University, Marquette Chair: Fishman, Jenn Committee on English Education) Nominating CEE (Conference Knoxville Tennessee, of University Groenke, Chair: Susan L. 8:00–9:00 a.m., Open Session; 9:00–10:15 a.m., Closed Session 9:00–10:15 a.m., Open Session; a.m., 8:00–9:00 Second Floor Hilton/Grand Ballroom, Chicago the 2012 elections. as a candidate in consideration or a colleague for nominating yourself by future in NCTE’s a role Play “Open the questions during will accept nominations and answer committees listed below Members of the nominating Session” times. offices: the following needed for Nominations are Meetings of the Nominating Committees the Nominating of Meetings h_219-254_2011.indd 221 L Sessions are located as below:

Chicago Hilton Palmer House

1 4 2 6 3 7 5 8 11 9 13 10 14 12 15 16 17 18 20 21 22 28 23 30 24 31 25 32 26 34 27 35 29 36 33 38 41 39 48 40 42 43 44 45 46 47

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Continued on following page Continued on following Sunday Morning, 8:30–9:45 a.m. Morning, Sunday DISRUPTING THE PAST: NEW RELATION- NEW THE PAST: DISRUPTING AND EXPECTATIONS SHIPS BETWEEN (G) RESPONSIBILITIES Floor Third Room, Hilton/Marquette Chicago INDEPENDENT RADICAL LESSONS: OF 1960s INITIATIVES EDUCATION (G) MOVEMENTS AND 1970s POWER Room 4M, Hilton/Conference Chicago Floor Fourth IN PERSPECTIVES OF INQUIRY MULTIPLE USING A SOCIAL JUSTICE CLASSROOM: AND WITH TECHNIQUES MULTIMODAL (G) YOUTH FOR LGBT Floor Third 10, House/Salon Palmer movement projects a traditional banking model of school- a traditional banking projects movement stu- each hold high expectations for ing in which teachers Drawing curriculum. to master a fixed responsibility dent’s these presenters on a century the NCTE, within of work on teacher and student agency. will seek models based Park University “Kids Do the Darnedest Park, University State University, Things” Each Other in Class” “Challenging Banking Habit(us)” Park, porary their investigation gleaned from public education of the civil rights and of independent education initiatives including the of the 1960s and 1970s, movements power the Schools, the SNCC Freedom School, Highlander Folk Charter School Initiatives, Afrocentric Black Studies and Survival Schools. American Indian Movement and the Park University a hands-on inquiry tech- ticipants through of multimodal of the voices space for niques and materials that make and their experiences in the ELA classroom. GLBQT youth to incor- will demonstrate how presenters Throughout, porate these various methods into instruction and par- L.02 standards core the common reform, Despite its label as State University, Pennsylvania Chair: Patrick Shannon, Pennsylvania Collins and Roi Kawai, Presenters: Kathleen M. “Facing Altoona, State University, Pennsylvania Eppley, Karen University State University, Pennsylvania Patrick Shannon, L.03 contem- on this panel will discuss lessons for The speakers State University, Pennsylvania Presenters: Sarah Rude, Kentucky of Louisville, University Stephen Schneider, Park University State University, Pennsylvania Walker, Mat L.04 par- will guide the presenters session, In this interactive Writing Our Relations: Writing Our Relations: The Global Connectivity of English Education (G) developed in the United States have deeply influenced deeply in the United States have developed and teach English and their other nations view how This panel will advance a global perspec- local languages. and Korea, China, writing scholars from bringing by tive connections cross-national the United States to address in teaching writing. Park University in China” Teachers Writing English “Preparing 21st Century Literacies in South Korea” Tongue” Writing in the Devil’s West: “Remixing East and Danling Fu Soim Shin Xiaoye You Danling Fu Soim Shin Xiaoye and teaching materials pedagogies, Language policies, State University, Pennsylvania Yang, Chair: Hsiao-Hui Gainesville, of Florida, University Presenters: Danling Fu, the “Toward Gainesville, of Florida, University Soim Shin, Park, University State University, Pennsylvania You, Xiaoye Danling Fu, Soim Shin, and Xiaoye and Xiaoye Soim Shin, Danling Fu, You A, Room Hilton/Boulevard Chicago Second Floor Featured Session Featured L.01 Initials in parentheses at the end of session titles indicate at the end of session Initials in parentheses (E) instruction to which a session is addressed: of the level (C) college, (S) secondary, level, (M) middle elementary, Many or all levels. and (G) general, (T) teacher education, as indicated by than one level aimed at more sessions are initials. combinations of parenthetical L Sessions L a.m. 8:30–9:45 h_219-254_2011.indd 223 ticipants will be given opportunities to try the techniques L.07 “EVERY OBJECT TELLS A STORY”: USING themselves. ARTIFACTS TO EXPLORE EXPERIENCES Chair: Katie Kikta, Westerville City Schools, Ohio WITH LITERACY (G) Presenters: Amy Heath, The Ohio State University, Palmer House/Burnham Room 1, Columbus, “Affordances and Constraints of Inquiry Seventh Floor through the Multimodal” Objects or artifacts tell stories. In this session, the present- Jamie Rhein, Columbus City Schools and Art for a Child’s ers will discuss the ways in which they have used objects Safe America Foundation (ArtSafe), Ohio, “Techniques for in their classrooms and research projects, to elicit literacy Tapping into the Personal Story” stories and experiences from students and tap into their Jill M. Smith, The Ohio State University, Columbus, “Teaching various identities. with Tyra: ‘Illicit’ Voices in a Social Justice Classroom” Chair: Kathryn Schoon-Tanis, Ferris State University, Grand Rapids, Michigan L.05 OUR WORK IS CHANGING: NEGOTIATING Presenters: Bump Halbritter, Michigan State University, East POLICY AND LITERACY IN THE NCLB Lansing ERA: A STUDY OF THE POLICY DIS- Julie Lindquist, Michigan State University, East Lansing COURSE PRACTICES OF THE NATIONAL Rebekah Schipper, Holland Christian High School, Michigan COUNCIL OF TEACHERS OF ENGLISH Deborah Vriend Van Duinen, Michigan State University, East (G) Lansing Chicago Hilton/Boulevard Room B, Second Floor L.08 COMMON CORE, COMMON GROUND, This presenter will discuss the findings from research on the COMMON SENSE: IMPROVING CLASS- changes in policy discourse practices that NCTE has made ROOM PRACTICE THROUGH THE over the past decade. She will consider NCTE’s current IMPLEMENTATION OF THE ELA role in federal policy-making and invite listeners to suggest COMMON CORE STANDARDS (G) how the organization should construct its future role in Palmer House/Salon 7, Third Floor DC. Most US states are adopting the Common Core Standards Presenter: Donna Risolo, Teachers College, Columbia in English Language Arts for College- and Career-Readi- University New York, New York ness. Attend this session to review the background of the Discussants: Barbara Cambridge, Director, National Council CCS initiative, understand how the document is organized, of Teachers of English, Washington, DC Office and learn how to use the Common Core Standards to Kent Williamson, Executive Director, National Council of improve your classroom practice. Teachers of English, Urbana, Illinois Presenters: Celeste Allen, MSD of Perry Township, Indianapolis, Indiana L.06 RENEWING OURSELVES AS PROFES- Melanie Chacon, Harrison College, Indianapolis, Indiana SIONAL EDUCATORS: TAKING HEART Sandra McCormick, Jeremiah Gray-Edison Elementary FROM OUR TEACHING LIVES AND School, Indianapolis, Indiana STORIES (G) Ruth Turner, Clinton Young Elementary School, Indianapolis, Palmer House/Marshfield Room, Third Floor Indiana As language arts teachers, we need to reconnect to our own passion for literature and our reasons for teaching. The L.09 CREATING POSSIBILITIES FOR COMMU- presenters in this session will share examples from teach- NITY THROUGH CRITICAL LITERACY (G) ers in their local “Courage to Teach” community who draw Palmer House/Kimball Room, Third Floor upon the insights of poets, storytellers, and diverse cultural How can teachers nurture students at the intersection of traditions to renew commitment to their profession and community and literacy development? Presenters in this their discipline. session will show how to help students become members Chair: Ruth Shagoury, Lewis and Clark College, Portland, of a community, by participating in action research, chal- Oregon lenging commonplace beliefs, or experiencing the ethic of Presenters: Sherri Carreker, Lewis and Clark College, care. Portland, Oregon, “Taking Heart from Our Teaching Presenters: Susan Cridland-Hughes, Bard College, Delano, Stories” California, “Centering Care in Critical Literacy” Andie Cunningham, Lewis and Clark College, Portland, Jennifer King, University of Rochester, New York, “’Writing Oregon, “Taking Heart from Our Teaching Lives” the Future’ with Youth as Co-Researchers: Enacting Partici- patory Forms of Critical Research”

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Sunday Morning, 8:30–9:45 a.m. Morning, Sunday ACTION RESEARCH IN ELEMENTARY ELEMENTARY RESEARCH IN ACTION MAKING POP CULTURE, EDUCATION: AND VOICES FOR DIFFERENT SPACES REFLECTION (E) Floor Third 4, Hilton/PDR Chicago NAVIGATING MAPPING IT OUT: IN STUDENT- ROLE TEACHER’S THE (E–T) CENTERED INQUIRY Room 4C, Hilton/Conference Chicago Floor Fourth Haley Sigler, Washington and Lee University, Lexington, Lexington, University, Lee and Washington Sigler, Haley Virginia When Fluency and DIBELS beyond “Moving Vancouver, Texts” Reading Expository Activities in Writing Paired Positions: and Subject Paper First Grade” Loss” Combating Summer Reading Our-Hands: topics that deal with student literacy action research and identity. reflection, engagement, Massachusetts Hill, in the Writers “Becoming Reflective North Carolina, boro, Intermediate Grades” Michael Bieber, “The Mysterious Relationship of Justin Falls, What Counts as Reasserting Boss: and the Cake Jackson, Literacy with Elementary Students” Students’ Cultural and Linguistic “Validating Massachusetts, Making Writing Classroom: the in Backgrounds Diverse Voices” Different Spaces for will these presenters in a primary classroom, approach will discuss four They on the teachers’ decisions. focus spaces for teacher talk that either hinders or fosters areas: time to pause and discourse with colleagues, inquiry, and the disequilibrium within an inquiry curriculum. reflect, Columbia Missouri Columbia, Chair: State University, Washington Kucer, Presenters: Stephen B. and “Pencils Ohio, of Cincinnati, University Williams, Cheri “Books-in- Oregon, Salem, Willamette University, Yeigh, Maika L.13 a range of pertinent will explore in this session Presenters Chestnut Boston College, Chair: Margarita Zisselsberger, Greens- Our Lady of Grace School, Myers, Presenters: Joy Cedar of Northern University Iowa, Zanden, Vander Sarah Hill, Chestnut Boston College, Margarita Zisselsberger, L.14 upon experiences teaching literacy using an inquiry Drawing of Missouri, University Drury, Taylor Presenters: Melanie Elementary School, Mary Paxton Keeley Gutshall, Tara Columbia of Missouri, University Candace Kuby, HELPING TEACHERS SUPPORT SUPPORT TEACHERS HELPING INTELLECTUAL AUTHENTIC WRITING: IN STUDENT ACHIEVEMENT ASSIGNMENTS TEACHER EXAMINING WORK ON STUDENT AND FEEDBACK DEVELOPMENT A PROFESSIONAL AS (G) ACTIVITY Fifth Floor Room, House/Chicago Palmer ROUNDTABLE RESEARCH VEAL RAMON L. (G) Room 4E, Hilton/Conference Chicago Floor Fourth ELEMENTARY IN WRITING AND READING (E) CLASSROOMS Room 4, House/Burnham Palmer Floor Seventh teacher capacity in designing classroom assignments which assignments in designing classroom teacher capacity This tool is based student writing. relevant lead to rigorous, frame- (AIA) Achievement” “Authentic Intellectual on the The present- Newmann. Fred by conceived originally work field tests with their insights based on recent ers will share Writing Project the National conducted by this framework development and professional teacher education, in K–12, settings. Poughkeepsie Dudley, Kathy Berkeley, of California, versity State and Mary Sawyer, York, New City School District, Authentic “Supporting Paltz, New York, of New University from Insights Schools: Today’s in Achievement Intellectual Field Sites” Achieve- Authentic Intellectual “The NWP/AED Study of Tool” Development a Professional Developing ment: Supporting for Building Capacity NWP: “Next Steps for nia, Work” Authentic Intellectual to submit and teacher-researchers graduate students, ers, who will senior researchers by review for papers research re- to these often new feedback constructive provide roundtable is character- research The in the field. searchers from feedback professional extremely yet friendly ized by participants a variety of perspectives. offer who Fayetteville and writ- as readers of children impact the development supportto which in ways discuss will presenters These ers? writing in a first grade and scaffold comprehension reading classroom. L.10 to build tool designed a new will introduce This workshop Fayetteville Arkansas, of University Chair: Jolliffe, David Uni- Writing Project, Area Bay Arriaga, Presenters: Adela California, Berkeley, Writing Project, National Linda Friedrich, Califor- Berkeley, Writing Project, National Ann Smith, Mary California Berkeley, Writing Project, National Sherry Swain, L.11 research- allows Roundtable Research Veal Ramon The L. Arkansas, of University Co-chairs: Christian Goering, Tallahassee State University, Florida Witte, Shelbie L.12 the various elements of literacy instruction that What are h_219-254_2011.indd 225 L.15 “WHO WOULD EVER THINK AN ANT Carol Matern, Indiana University–Purdue University, COULD BE SO IMPORTANT?” TEACHING Indianapolis FOR SOCIAL RESPONSIBILITY THROUGH Terri McLucas, Indiana Partnership for Young Writers, LITERATURE AND INQUIRY (E–M) Indianapolis Chicago Hilton/Joliet Room, Third Floor Shakima Moore, Indiana Partnership for Young Writers, When teachers combine children’s literature, short texts, Indianapolis and teaching through inquiry, students can explore social Jennifer Rogers, Indiana Partnership for Young Writers, responsibility. This can help each student to shape his or Indianapolis her moral, political, and cultural self. These presenters will Kelly Royster, Indiana University–Purdue University, describe two sixth grade inquiry-based literature units Indianapolis which were created to teach for social responsibility, and Brandon Warren, Indiana Partnership for Young Writers, engage the audience in discussion. Indianapolis Presenters: Leslie Rector, Tarkington School of Excellence, Trish Weis, Indiana University–Purdue University, Indianapolis Chicago, Illinois April Williams, Indiana Partnership for Young Writers, Steven Wolk, Northeastern Illinois University, Chicago Indianapolis Crystal Williams, Indiana Partnership for Young Writers, L.16 SCAFFOLDING AND CONNECTING Indianapolis FOR SUCCESS: READING, WRITING, AND TESTING (E–M) L.18 CHILDREN’S LITERATURE ASSEMBLY Palmer House/State Ballroom, Fourth Floor BREAKFAST WITH JOYCE SIDMAN (E–C) Standards and tests often overwhelm teachers with increas- Palmer House/Empire Room, Lobby Level ing content and less time. Scaffolding the reading-writing Sponsored by the Children’s Literature Assembly, connection ensures student success in authentic and prac- open to all tical reading and writing experiences. Join these presenters Joyce Sidman’s poetry provides readers with poetic journey to explore strategies that teach students to read, write, that invites us to deepen our awareness and understanding and test well. about the wonderment of nature. She is the recipient of Presenters: Jeff Anderson, National Council of Teachers of numerous awards for her books, including a 2011 Newbery English Consulting Network, San Antonio, Texas, “Scaffold- Honor, two Caldecott Honors, and a Lee Bennett Hopkins ing Writing Instruction: What Does Every Writer Need to Poetry Award. Know?” Co-chairs: Jennifer Graff, The University of Georgia, Athens Charles Fuhrken, assessment specialist, Austin, Texas, “Scaf- Deborah Wooten, University of Tennessee, Knoxville folding Reading Instruction in an Age of Testing” Tradebook Author: Joyce Sidman, Houghton Mifflin Terry Thompson, Windcrest Elementary School, San Antonio, Harcourt Children’s Book Group, Boston, Massachusetts Texas, “Scaffolding Reading Instruction” L.19 REMEMBERING AND “PASSING IT L.17 CONFRONTING WHITENESS: LITERACY FORWARD” (E) TEACHERS IN URBAN CLASSROOMS Chicago Hilton/PDR 3, Third Floor (E–M–T) In this session, friends and colleagues of Jennifer Wilson will Chicago Hilton/Grand Tradition Room, remember her work in the area of talk, literacy embedded Lobby Level within the content areas, and educational outreach to oth- Troubling issues in literacy instruction exist in urban schools ers. Jennifer was a talented professor and researcher who where mostly White teachers teach predominantly non- was brutally slain in August. Presenters will explore various White students. The presenters in this session will discuss facets of her academic work and how that work has been their efforts to address this issue by helping preservice expanded and “passed forward” by colleagues and teachers. teachers confront their Whiteness, and actively working to Come celebrate the life and work of Jennifer Wilson, who support entry-level African American teachers in their own made a difference in the lives of children. urban classrooms. Chair: Carol Gilles, University of Missouri, Columbia Chair: Beth Berghoff, Indiana University–Purdue University, Presenters: Carol Gilles, University of Missouri, Columbia, Indianapolis “Critical Conversations” Presenters: Susan Adamson, Indiana Partnership for Young Tiffany Haulton, Danville Community High School, Indiana, Writers, Indianapolis “Demonstrating the Art/Literacy Connections in Jen’s Rosemary Clark, Indiana Partnership for Young Writers, Classroom” Indianapolis Pamela Jewett, University of South Carolina, Columbia, Patricia D. Jones, Indiana Partnership for Young Writers, “Content Area Literacy (Jen’s work)” Indianapolis

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Sunday Morning, 8:30–9:45 a.m. Morning, Sunday TEACHERS WRITE THE FUTURE: THE FUTURE: WRITE TEACHERS AND LITERACY RESEARCH ACTION (T–G) THE CLASSROOM IN Floor Third Hilton/PDR 1, Chicago IN HIGH SCHOOLS: WRITING CREATIVE WITH SUCCESS- THE FUTURE WRITING AND UNIVERSITY PART- FUL PROGRAMS NERSHIPS (M–S–T) A, Room Hilton/Williford Chicago Floor Third THE FIVE-PARAGRAPH CHALLENGING IN WRITING RETHINKING FORMULA: (M–S–T) LITERATURE TO RESPONSE Room B, Hilton/Williford Chicago Floor Third effectively re-engages teachers from diverse communities communities diverse teachers from re-engages effectively inquiry on reflective focused empowering in sustainable, Participants discov- will instruction. thinking and improved gains in student to achieve action research to use er how templates easy-to-use time-tested, and will receive literacy, reflective, implementing this systematic, for and references strategy in their classrooms. and collaborative California School, writing a dynamic part of creative that can make initiatives cre- will be on focus The panel’s curriculum. a high school’s the writer as an that both respect writing programs ative writing the critical skills that creative artist and appreciate teaches our students. Tempe Writers Program, In this persists. to literary essays this approach formula, session a teacher educator and a high school teacher will as strategies to support students as well research present formula. not that demonstrate thinking, in writing essays Oregon Portland, School of Education and Counseling, L.22 action research how show will the presenters In this session, California University, Azusa Pacific Warren, Chair: Susan Rancho Cucamonga High Presenters: Virginia Kelsen, California Encino, Westmark School, Raffi Martinian, L.23 activities and panel will discuss This cross-institutional Tempe Arizona State University, Turchi, Chair: Laura Young Arizona State University Presenters: Sean Nevin, Tempe Arizona State University, Turchi, Laura Tempe Arizona State University, Turchi, Peter Arizona High School, Tolleson Turnghbaugh, Lynette L.24 challenging the use of a five-paragraph Despite the research and Clark Graduate Lewis Presenters: Campbell, Kimberly Oregon High School, Tigard Kristi Latimer, IMAGE EXAMINATION: DEEPENING EXAMINATION: IMAGE AND COMPREHENSION ENGAGEMENT THE MIDDLE SCHOOL ELA CLASS- IN (M) ROOM Sixth Floor Room, House/Hancock Palmer NCTE AUTHORS—HUMOR WRITING WRITING AUTHORS—HUMOR NCTE ENGLISH CLASS- THE FOR ACTIVITIES (S–C) ROOM Ballroom, Hilton/Continental Chicago Level Lobby A, Salon teaching students how to write humor in various forms. to write humor in various forms. teaching students how Bellingham Bellingham University, deepen their comprehension images not only well-chosen of analysis. but encourage them to higher levels of texts, use images they will discuss how presenters These three and deepen comprehension, to access prior knowledge, creativity. foster Indiana Indianapolis, “Critical Dialogue across Educational Settings” Educational across “Critical Dialogue and Her Later Africa, Tanzania, in with the Maasi Work Literacy’” for ‘A Chance Foundation, South Saluda High School, Duggins, Abbey and Carolina, Confer- and Reading Jennifer with Work “Our Carolina, Learners” Adolescent ences with This session will provide a variety of specific activities for a variety of specific activities This session will provide University, Washington Western Chair: Bruce Goebel, Washington Western student, Presenters: Damon Burnett, Bellingham University, Washington Western Bruce Goebel, L.21 Engaging, visual learners. schoolers are Modern middle School, Middle Eastwood Presenters: Lori Kixmiller, Indiana Indianapolis, School, Middle Eastwood Jim Payne, Indiana Indianapolis, School, Middle Eastwood Troxel, Megan Tasha Laman, University of South Carolina, Columbia, Columbia, Carolina, of South University Laman, Tasha “Jen’s Illinois, Cicero, High School, Unity Junior Lisa Schwab, South Columbia, School, Knoll Middle White Kris Gillespy, L.20 h_219-254_2011.indd 227 L.25 21ST CENTURY LITERACIES: BRINGING L.28 HELPING STUDENTS TO BECOME LITERATURE TO LIFE WITH DIGITAL INDEPENDENT READERS (M–S) TECHNOLOGIES, SOCIAL MEDIA, AND Palmer House/Salon 1/2, Third Floor BOOK TRAILER VIDEOS (M–S) In this interactive session, two high school English teachers Chicago Hilton/Continental Ballroom, will discuss the challenge of helping students become inde- Salon B, Lobby Level pendent lifelong readers, and provide practical ways to do These presenters will show how to teach literacy using the this, including the use of self-selected texts and literature creation and analysis of book trailers and the use of tech- circles in middle school and high school classrooms. nology in the language arts classroom. Presenters: Christi Littell, Downers Grove South High Chair: Sharilyn Steadman, East Carolina University, School, Illinois Greenville, North Carolina Sue Thornquist, Downers Grove South High School, Illinois Presenters: Lisa Baez and Eric Mills, University of Colorado, Denver, “Te(a)ch-nology in the Urban Language L.29 RADIO AND FILM DOCUMENTARIES IN Arts Classroom” THE ENGLISH CLASSROOM: FINDING Katie Prast, Plainfield Central High School, Illinois, “Creat- STORY AND FINDING VOICE THROUGH ing Book Trailers for the Benefit of the Audience and the MEDIA PRODUCTION (M–S–C) Producers” Chicago Hilton/Williford Room C, Third Floor L.26 HONORING THE NEWEST AWARD These presenters will describe the use of radio and film WINNERS IN YOUNG ADULT documentaries in the high school English language arts LITERATURE (M–S) classroom. They will share curriculum resources and show Chicago Hilton/International Ballroom student projects, focusing specifically on the medium’s South, Second Floor ability to promote student storytelling and voice through Young adult literature book awards allow teachers to dis- practice of critical analysis, research, and media production. cover a remarkable variety of titles published annually for Presenters: Candance Doerr-Stevens, University of Minne- teens. The presenters in this session will introduce par- sota, Minneapolis ticipants to awards that honor literary quality and/or teen Josh Hirman, Central High School, Saint Paul, Minnesota appeal across multiple genres, and invite book talks on the Matthew Shipman, Central High School, Saint Paul, Minnesota newest crop of award-winning YA titles. Chair: Teri Lesesne, Sam Houston State University, Huntsville, L.30 WHAT DO WE WISH COLLEGE FRESHMEN Texas KNEW ABOUT WRITING? (M–S–C–T) Presenters: Jennifer Buehler, Saint Louis University, Missouri Palmer House/Water Tower Room, Sixth Daria Plumb, Riverside Academy, Dundee, Michigan Floor Jennifer Walsh, Forsythe Middle School, Ann Arbor, Michigan A high school lead literacy teacher, a freshman composition instructor, and an associate professor of literacy education L.27 SCAFFOLDS AND BRIDGES: USING will share their perspectives and invite discussion on the YOUNG ADULT LITERATURE AND skills, habits, and attitudes that lead to success in college THEORETICAL LENSES TO DEVELOP writing classes. STUDENTS’ AFFECTIVE AND ANALYTI- Presenters: Rebecca Manery, University of Michigan, Ann CAL RESPONSES TO LITERATURE Arbor (M–S–T) April Nauman, Northeastern Illinois University, Chicago Chicago Hilton/Continental Ballroom, Mary Rose O’Shea, Stephen Tyng Mather High School, Salon C, Lobby Level Chicago, Illinois In this session two teachers will describe how they help struggling readers develop higher-order analytical skills and L.31 LITERACY DEVELOPMENT THROUGH connect with what they read, by pairing YA novels with INTERNATIONAL LITERATURE more difficult texts and introducing theoretical frameworks EXPERIENCES (M–S–C–T) to the study of canonical works. Palmer House/Salon 8/9, Third Floor Presenters: Ann Goethals, Niles North High School, Skokie, International literature provides past and present global in- Illinois, “Using YA to Pry Open Challenging Literature” sights and perspectives while offering a wealth of authentic Deborah Stern, Freire Charter School, Philadelphia, Pennsyl- engagements that ultimately enrich students’ language arts vania, “Analytical Tools and Frameworks That Make Litera- abilities. The text sets shared by these presenters address ture Jump” the critical task of creating informed future citizens with the communicative ability to “write the future.” Presenters: Janelle Mathis, University of North Texas, Denton

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Continued on following page Continued on following Sunday Morning, 8:30–9:45 a.m. Morning, Sunday STORYTELLING AND STORY MAKING STORY AND STORYTELLING APPROACHES ALTERNATIVE REVISITED: NARRA- WRITING AND READING TO CLASSROOM THE ELA TIVES IN (M–S–C–T) Sixth Floor House/Adams Room, Palmer WRITING A LITERACY: INFORMATION THE FUTURE (M–S–C) MODEL FOR Floor Third House/Salon 3, Palmer AND LITERACY: LEADERSHIP TEACHER STUDENT LEARNING IMPROVING (S) COLLABORATION THROUGH Floor Third 4/5, House/Salon Palmer ture, writing, and collaboration, and provide applications for for applications provide and and collaboration, writing, ture, classrooms. and high school middle Middletown Harrisburg, the Classics: Rewrite “Students Pennsylvania, Carlisle, Using PhotoStory Short to Interpret Stories” Pennsylvania ville, Pennsylvania College, told, were the primary which narratives mediums through The pervasiveness of texts that this is no longer the case. coupled with the ease with which and image, conjoin word liter- require access the technology, able to adolescents are of storytelling. forms open to new acy educators to remain will ask and demonstrate presenters three In this session, in a digital age. write narratives and what it means to read ville teaching students to by learning and science curricula of science journalism and write in the genre read critically Audience members will gain strategies and science news. of science journal- material support teaching the genre for ism in their classrooms. A Practitioner’s “Writing to Learn in the Disciplines: Approach” in Science Class?” Those Papers All of with Grant” the SciJourn Lessons Learned from Literacy: ent and engaging literacy learning and is best nurtured Shanetia Clark, Pennsylvania State University– Pennsylvania Chair: Shanetia Clark, Lamberton School, Middle Presenters: Jason Griffith, Elizabeth- School, High Area Dauphin Upper Minnich, Cynthia Elizabethtown Skillen, Matthew Reactor/Respondent: L.35 constituted have may language written and spoken Whereas Fayette- Arkansas, of University Presenters: Sean Connors, Columbus Ohio Dominican University, Cordi, Kevin Georgia University, State Kennesaw Ryan Rish, L.36 integrating literacy This panel will examine the benefits of Louis, St. of Missouri, University Presenters: Angela Kohnen, “What to Do Louis, St. of Missouri, University Saul, Wendy “Information Louis, St. of Missouri, University Nancy Singer, L.38 coher- leadership is needed to co-create teacher Effective RESPECT AND RECIPROCITY IN THE IN AND RECIPROCITY RESPECT CLASSROOM: ARTS LANGUAGE ENGLISH AND DIALECTS WRITING, SPEAKING, (M–S–C) Floor Third House/Crystal Room, Palmer NEW DIRECTIONS WRITING OUR OWN: THE FUTURE OF LITERACY FOR (M–S–C) INSTRUCTION Floor Third Hilton/PDR 2, Chicago AND REINTERPRETING, REMIXING, TO TECHNOLOGY USING REWRITING: (M–S–C) LITERATURE REIMAGINE Floor Third Room, House/Wabash Palmer in spoken and written language affect students’ attitudes and written language affect in spoken exploration of social their of their work, revision toward They of their literacy skills. and the advancement issues, of variations in teachers’ evaluation will include language in their writing. and students’ use of dialects student work A Critical Adult Literature: Young in “Counter-stories Race” Exploration of Immigration and the Space Use to Evaluate We the Language How ‘Bad’: ‘Good’ nor Revision” Attitudes toward Our Students’ Affects Writing Mixing Dialects in Student ‘Standard’: the “Rewriting Writing” with these roles. but these teachers experimented them, and their stu- class assignments their own wrote They with them assignments and shared their own dents wrote what will share In this session the teachers their peers. the for and their conclusions and resolutions learned they future. Utica Writing Project, Valley and Mohawk York New Utica, Tasks” Writing Driving “Test York, New College, With My Students” Student-Designed Students: by Students, “For York, New Curricula” portunities build students to deconstruct text and for In this panel, writing. collaborative meaning through new will discuss Writing Project Area members of the Capital litera- the intersection of technology, regarding research Ragina Shearer, University of North Texas, Denton Texas, of North University Ragina Shearer, Denton Texas, of North University Taliaferro, Cheryl L.32 variations the how discuss will session this in presenters The Texas Worth, Fort School, Valley Trinity Chair: Lucas Jacob, Madison, Wisconsin, of University Presenters: Jim Carlson, “Neither Texas, Worth, Fort School, Valley Trinity Lucas Jacob, College Park, of Maryland, University Heather Lindenman, L.33 assignments and students fulfill teachers create Traditionally, School, High Proctor Thomas R. Presenters: Danielle Brain, Along “Writing York, New Utica College, Ann Janda, Mary Utica, High School, Proctor Thomas R. Jackie Shoemaker, L.34 op- powerful 2.0 tools and digital media provide Web h_219-254_2011.indd 229 within professional learning communities. Panelists in this necting Literature and Professional Writing: A Novel Idea” session will share activities and engage participants in col- Barbara Teitelzweig, North Fort Myers High School, Florida, laboratively developed approaches to literacy instruction “Literature-Based Professional Writing: An Epic Idea” and assessment which can foster school improvement and student learning. L.41 NO VAMPIRES, NO WITCHES, NO Chair: Joseph Flanagan, Adlai E. Stevenson High School, DYSTOPIAS: YOUNG ADULT LITERATURE Lincolnshire, Illinois GOES BACK TO ITS ROOTS IN THE HERE Presenters: Tim Foley, Adlai E. Stevenson High School, AND NOW (S) Lincolnshire, Illinois, “What We Have Learned about What Chicago Hilton/Boulevard Room C, We Should Do: Reading and Writing for Tomorrow” Second Floor Carly Wells, Adlai E. Stevenson High School, Lincolnshire, Young Adult fiction got its start in realistic novels that Illinois, “The Enemy of My Enemy Is My Friend: Taking reflected real-life challenges in the real world. The trend Control of Data-Driven Reflection” today is fantasy series set in imagined universes. In this Reactor/Respondent: M. Elizabeth Kenney, Adlai E. Steven- panel, four YA novelists will talk about realistic fiction in son High School, Lincolnshire, Illinois 2011—establishing its place once again in the realm of books for teens. L.39 READING THE PAST, WRITING THE Chair: Mark Letcher, Purdue University–Calumet, Hammond, FUTURE: LITERARY THEORY’S Indiana PRODUCTIVE ROLE IN THE HIGH Tradebook Authors: Donna Freitas, Macmillan Children’s SCHOOL CLASSROOM (S) Publishing Group, New York, New York Palmer House/Grant Park Room, Sixth Floor Julie Halpern, Macmillan Children’s Publishing Group, New This panel will discuss the dynamic interplay between past York, New York and present, and demonstrate how critical theory can Tara Kelly, Macmillan Children’s Publishing Group, New York, be used to complicate the opposition between past and New York present and show students the constant complex interplay Andrew Smith, Macmillan Children’s Publishing Group, New between them, both in the texts they read and the culture York, New York within which they are situated. Presenters: Stephen da Silva, Ursuline Academy, Dallas, Texas, L.42 WEIGHED DOWN BY OUR TRAINING AS “The Empire Writes Back in the High School Classroom” LITERARY CRITICS? A CONVERSATION Miguel Segovia, The Master’s School, Dobbs Ferry, New York, ABOUT TEACHING HIGH SCHOOL LIT- “Situating Chicano Literature in the High School Class- ERATURE IN THE 21ST CENTURY (S) room” Palmer House/Salon 12, Third Floor Elizabeth Sutton, Ursuline Academy, Dallas, Texas, “The Law Tradition in our field often favors a literary-analytic approach in Literature, the Law as Literature” to the study of literature in the high school. But does this approach best serve ALL of our students as readers and L.40 LITERATURE-BASED PROFESSIONAL writers? Join these presenters for a frank conversation WRITING: AN OXYMORON WHOSE exploring this issue. TIME HAS COME (S) Presenters: Jay Stott, Fairview High School, Boulder, Colorado Palmer House/Monroe Room, Sixth Floor Sarah M. Zerwin, Fairview High School, Boulder, Colorado These presenters will argue that 21st century standards reflect a shift from literature-based writing to technical L.43 READING THE PAST AND WRITING writing, and that research, postsecondary institutions, and THE FUTURE: AN URBAN LITERACY businesses support this new focus. Consequently, teach- INITIATIVE (S–C) ers are challenged to give priority to this method without Palmer House/Spire Room, Sixth Floor sacrificing exposure to literature and higher-order thinking The presenters in this session—a high school student, a high requirements which are necessary for success in the new school English teacher, a teacher preparation candidate, and global community. a university faculty member— will describe a literacy col- Chair: Jeffrey Parker, The Norman Howard School, Rochester, laboration between an urban teacher preparation program New York and an urban high school, and discuss the goals and results Presenters: Kelley Newhouse, North Fort Myers High of this initiative. School, Florida, “Literature-Based Professional Writing: The Presenters: Joyce Brubaker-Trytten, Hughes High School, Rest of the Story” Cincinnati, Ohio, “An Urban Literacy Initiative: The High Michele Propper, Lehigh Acres Middle School, Florida, School Teacher” “Literature-Based Professional Writing: A Play on Words” Ruth Riedel, North Fort Myers High School, Florida, “Con-

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Sunday Morning, 8:30–9:45 a.m. Morning, Sunday FROM INNOCENCE TO EXPERIENCE: EXPERIENCE: TO INNOCENCE FROM THE PROFESSIONAL DEVELOPING ENGLISH (C) OF TEACHER Floor Third Room, House/Indiana Palmer PERSPECTIVES ON PORTFOLIOS: WRITING IN THEIR ROLES EXPLORING (C) AND PROGRAMS CLASSROOMS Floor Third Room, House/Logan Palmer HIGH SCHOOL ELA SUPPORTING (S) A CONVERSATION TEACHERS: Floor Third Hilton/Astoria Room, Chicago panel will offer ways in which to understand and mediate to understand and in which ways offer panel will preservice by and inservicethe challenges faced teachers learning professional writing, through during this transition, practice. and reflective communities, Indiana Knowledge Teacher “Building Beginning Hilo, of Hawaii, A Professional Writers’ Development: Young to Support Learning Community” Teachers” as English Beginning Year: “Reading the First their and explore and use of portfolio assessment systems, and writing classrooms, uses as tools to support writers, writing programs. in the of E-Portfolios Types Two “Embracing Rhode Island, Transfer” to Facilitate Composition Classroom First-Year and Student Success at Assessment, Portfolio Writers, tal College” Truman Portfo- Electronic Composition First-Year ReportNIU’s on of Successes and Challenges” Years Eight lio Project: high school ELA teachers! today’s the challenges faced by the oppor- high school teachers will have In this session, challenges and brainstorm their current tunity to share to guide the be heard their voices as have as well solutions, Secondary Section Steering Committee. South Carolina ville, York New Bronx, Learning, L.46 This teacher can be daunting. student to from The transition Lafayette, West University, Purdue Chair: Melanie Shoffner, University Masuda, Avis Presenters: Michele Ebersole and Indiana, Lafayette West University, Purdue Melanie Shoffner, L.47 design to the approaches This panel will consider alternative Bristol, Williams University, Roger Presenters: James Beitler, “Developmen- Illinois, Chicago, College, Truman Anne Close, “A DeKalb, Northern Illinois University, Elizabeth Lamszus, L.48 to compare and note-passing can’t gum chewing Yesterday’s Kansas Olathe District Schools, Chair: Parks Haas, Kay Green- Hampton High School, Wade Atkins, Leaders: Janet and Research Community School for Toomer, Jeanette Danette Long, Montana State University, Bozeman University, State Montana Long, Danette

READING PROFESSIONAL IDENTITIES READING PROFESSIONAL COLLEGE ENGLISH TWO-YEAR OF (C) FACULTY Floor Third House/Madison Room, Palmer Association, English College Two-Year the by Sponsored open to all HANDS-ON IDEAS FOR TEACHING TEACHING FOR HANDS-ON IDEAS SHAKESPEARE TEACH TO TEACHERS PERFORMANCE-BASED THROUGH (C–T) ACTIVITIES House/Red Laquer Ballroom, Palmer Floor Fourth identity in the context of lege English faculty professional on Drawing college enrollment. community unprecedented and the cur- of the profession the historical development college community faced by challenges and projected rent and will examine the conditions they English instructors, faculty identity. associations that help shape Ohio Akron, Situating “Critical Inquiry and Critical Exchange: Arbor, Experience” Adjunct English Faculty Hired ization Experiences of Newly Colleges” at Community Two-Year Association Participation on of Professional College English Faculty” Literacy Initiative: Freedom Writers” Freedom Literacy Initiative: Educator” Teacher The Literacy Initiative: Candidate” Teaching The Literacy Initiative: Although preservice teach- in the nation. school curriculum are few trained to teach a variety of literaryers are styles, methods. performance-based trained in the most current cur- will demonstrate how in this session The presenters teaching techniques Shakespeare performance-based rent artscan be incorporated into an English/language teaching methods course. DC Washington, Rick Vanderwall, University of Northern Iowa, Cedar Falls of Northern University Iowa, Vanderwall, Rick L.45 col- on two-year perspectives This panel will consider two of The University Summit College, Wrice, Chair: Sheldon B. Ann of Michigan, University Griffiths, Presenters: Brett “The Social- Arbor, Ann of Michigan, University Thiroff, Kate “The Effects Arbor, Ann of Michigan, University Toth, Christie Mark Kohan, University of Cincinnati, Ohio, “An Urban Urban “An Ohio, Cincinnati, of University Mark Kohan, Urban “An Ohio, of Cincinnati, University Chet Laine, “An Urban Ohio, Cincinnati, of University Walters, Ginny L.44 high included in almost every are of Shakespeare The plays Library, Shakespeare Folger Michael LoMonico, Co-Chairs: DC Washington, Library, Shakespeare Folger Young, Robert Presenters: h_219-254_2011.indd 231 Presiding: Keith Gilyard, NCTE President-Elect and Sunday Pennsylvania State University, University Park General Awards: Announcement of the NCTE Orwell Award for Session Distinguished Contribution to Honesty and 10:00–11:15 a.m. Clarity and the NCTE Public Doublespeak Award: Chicago Hilton/Waldorf Jean Boreen, Chair, NCTE Public Language Commit- Room, Third Floor tee, Northern Arizona University, Flagstaff

David H. Russell Award: Presented by Todd Goodson, Chair, David H. Russell Award Selection Committee, Kansas State University, Manhattan, to Neal Lerner, for The Idea of a Writing Laboratory, published in 2009 by Southern Illinois University Press.

NCTE Media Literacy Award: Presented by William Kist, Chair, Media Literacy Award Selection Commit- tee, Kent State University, Ohio, to the Writing and Communication Program, Georgia Institute of Tech- nology, Atlanta

Barksdale Turner Scholarship in African American/ Black Literature, Black Caucus: Presented by Tonya Perry, The University of Alabama, Birmingham to Kendra Mitchell, Florida State University, Tallahassee

Introducing Yvonne Siu-Runyan: Stephen Krashen,

Yvonne Siu-Runyan University of Southern California, Los Angeles Presidential Address: Yvonne Siu-Runyan, NCTE President and University of Northern Colorado, Greeley, “Telling Our Stories”

232 Sunday Morning, 10:00–11:15 a.m.

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Sunday, 11:30–1:00 p.m. Sunday, to over 750,000 students, and trained educators at the Harvard School of Education and many international confer- Harvard and trained educators at the and many School of Education 750,000 students, to over resettling After years. for three refugee camp fled civil war in Ethiopia and survived a Sudanese Mawi As a child, ences. to graduate with honors from and personal tragedy barriers, language poverty, overcame Mawi in the United States, bestselling Mawi’s and educators. students mission has been to inspire Mawi’s the last decade, For Harvard University. as a one-book, has been read Camp to Harvard, a Refugee Remarkable Journey from A Boy’s Angels: Of Beetles and memoir, and Green including the cities of Philadelphia of schools and communities hundreds selection by reading one-community also been used in thousands have and Nothing Is Impossible, Win the Inner Battle, The Code, His teen-success guides, Bay. the 2006 Illinois of English named Mawi Teachers Association of The Illinois work, Citing the impact of his of classrooms. Year. Author of the Conference on English Leadership on English Conference Level Lobby Salon B, Hilton/Continental Ballroom, Chicago Sunday Luncheon Luncheon Sunday p.m. a.m.–1:00 11:30 Mawi Asgedom Mawi Michigan Interlochen, Patrick Monahan, Presiding: Illinois LaGrange, School, High Township Lyons Speaker:Introducing Scott Eggerding, spoken written six books, an educator who has Asgedom, Mawi by was founded Mental Karate Asgedom. Speaking: Mawi Asgedom Mr. room. rear of the will find limited seating at the who wish to hear the speaker Those without meal tickets at the so auditors need not be present after the beginning of the meal, 30–40 minutes begin his remarks will likely beginning of the function. h_219-254_2011.indd 233 M Sessions are located as below:

Chicago Hilton Palmer House

1 3 2 5 4 6 7 8 11 10 12 17 13 18 14 19 15 21 16 22 20 23 24 26 25 28 27 30 29 33 31 34 32 35 36 37 41 38 43 39 47 40 49 42 44 45 46 48

234 M Session Locations

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Sunday, 11:30 a.m.–12:45 p.m. Sunday, Katherine Erskine OUTSTANDING BOOKS FOR AND FOR BOOKS OUTSTANDING WITH PEOPLE YOUNG ABOUT DISABILITIES (G) Hilton/Grand Ballroom, Chicago Second Floor on Books for the United States Board by Sponsored open to all People, Young Central High School, New York, “More than a Job: than a Job: “More York, New Central High School, Meaningful Profes- Identity through Teacher Rethinking sional Relationships” ‘Clini- What About’: Talked We Teaching of the Kind Saw Mean” Really Rich’ Can cally Teacher: Gender Inquiryproaching as a Preservice to a Classroom” a Methods Course From Theory to From of Practice: English as Communities Space” Classroom Suzanne Miller, University at Buffalo, New York York New at Buffalo, University Chair: Suzanne Miller, Cheektowaga Capuana, Presenters: Kristen Pastore “‘I Never York, New at Buffalo, University James Cercone, “Ap- York, New at Buffalo, University Tomic, Candice “School York, New at Buffalo, University Shira Zemel, depict disabled people, with an emphasis on similarities depict disabled people, the op- all readers to give in order rather than differences In this session, portunity this special group. to understand authors will discuss their books and how award-winning readers. that speaks to young craft literature they nessee York New York, New York New York, New

Draper M. Sharon books that to promote USBBY has as one of its objectives Ten- Memphis, School, Middle Cypress Co-chairs: Kim Ford, Tennessee Oak Ridge, Rogue Librarian, Sullivan, T. Edward Simon and Schuster, author, Draper, M. Presenters: Sharon Readers Group, Young Penguin author, Katherine Erskine, M.02 Reading the Past, Writing the Writing the Past, Reading the Teacher of English Future Rich “Clinically Education: of Models” as Communities Practice (M–S–C–T) many critics. How might teacher educators address might teacher educators address How critics. many in teacher education? “transformation” a demands for English values as our core What models better reflect might experiences of preser- teacher educators? How vice and mentor teachers contribute to the develop- ment of these models? Candice Tomic Shira Zemel Tomic Candice under attack from remain education programs Teacher Kristen Pastore Capuana James Cercone Capuana Kristen Pastore M.01 Capuana, Kristen Pastore Tomic, Candice James Cercone, and Shira Zemel Tradition Hilton/Grand Chicago Level Lobby Room, Featured Session Featured M Sessions M p.m. a.m.–12:45 11:30 h_219-254_2011.indd 235 M.03 EMBRACING THE FUTURE WITH THE Moderator: Alan Brown, The University of Alabama, TOP TEN TEACHING IDEAS (G) Tuscaloosa Palmer House/Salon 7, Third Floor Topic: Watching Your Words: Using Language Arts to Sponsored by the Standing Committee on Affiliates, Get Students Moving open to all Presenter: Elizabeth Shults, student, The University of Alabama, In this session, aspiring and early career teachers from Tuscaloosa around the USA will discuss the latest ideas for teach- ing in the future. Participants may select three roundtable Topic: Identity and Environment: An “Off the Wall” discussions on the topics which are most relevant to their Learner-Centered Classroom Design teaching. Presenters: Lindsay Blowers, student, The University of Chair: Janice Suppa-Friedman, educational consultant, Alabama, Tuscaloosa Stanardsville, Virginia Elizabeth Moss, student, The University of Alabama, Tuscaloosa Moderator: Patricia Waters, Troy University, Alabama Topic: Best Ideas in Preservice Teacher Practice Topic: Developing Student Identity and Voice Presenters: Kristen Bruley, student, Troy University, Alabama through Multigenre and Multimedia Journaling Jenny Meadows, student, Troy University, Alabama Presenter: Katie Fraley, student, The University of Alabama, Tuscaloosa Co-chairs: Amie Ohlmann, University of Iowa, Iowa City Bonnie Sunstein, University of Iowa, Iowa City Topic: Reflecting on Reputation: Understanding the Topic: The Keys to the Conference: How Teachers Social Evaluation of Students and Students Can Most Effectively Prepare for Presenters: Jessica Williams, student, The University of Writing Conferences Alabama, Tuscaloosa Presenter: Benjamin D. Thiel, Kirkwood Community Jennifer R. Underwood, student, The University of Alabama, College, Iowa and MA student, University of Iowa, Iowa Tuscaloosa City M.04 TEACHING “FRUITFULLY AND CRE- Topic: Blinded by Gold: The Power of Award-Winning ATIVELY” UNDER THE WEIGHT OF Books in Juvenile Literature MANDATES: OUR PAST, PRESENT, Presenter: Jacqueline M. Biger, librarian and MAT student, AND FUTURE (G) University of Iowa, Iowa City Chicago Hilton/Astoria Room, Third Floor Like John Dewey and Lou LaBrant, these roundtable leaders Topic: Multiculturalism in the Language Arts Class- believe good learning experiences require the side-by-side room: Approaches to Exploring the Canon assessment of professional educators who understand Presenters: Amari Nasafi, writing coach and MAT student, the importance of differentiated learning for each student University of Iowa, Iowa City in contextual ways. They will embrace these ideas and Michelle Bacon Curry, MAT student, University of Iowa, Iowa advocate for quality experiences that create interested and City engaged readers and writers as they demonstrate some ways in which teachers can create real language experi- Moderator: Joan Mitchell, Wake Forest University, Winston- ences in their classrooms. Salem, North Carolina Topic: We Don’t Want No Drama: Using Multimedia Table Number Roundtable Leaders and Topics Programs to Engage Students in Dramatic Texts Presenters: John Randall Davis, student, Wake Forest 1 Niki Amato, Carolina High School and University, Winston-Salem, North Carolina Academy, Greenville, South Carolina, Emily Satterfield, student, Wake Forest University, Winston- “Graphic Novels: Tools for Digging Up Salem, North Carolina History” 2 Stephanie Johnson, Eliot Hine Middle Topic: Teaching Creative and Analytic Writing School, Washington, DC, “Writing Our through Interpretations of Visual Art Past, Present, and Future: Memoir Writing Presenters: Christopher Todd Sabolcik, student, Wake Forest with Middle Schoolers” University, Winston-Salem, North Carolina 3 Sarah Methvin, Southside Christian School, Katie Rea, student, Wake Forest University, Winston-Salem, Simpsonville, South Carolina, “Middle North Carolina Schoolers and How They Perceive Them- selves as Readers and Writers”

236 Sunday, 11:30 a.m.–12:45 p.m.

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Sunday, 11:30 a.m.–12:45 p.m. Sunday, TEACHING THE TABOO: COURAGE AND AND COURAGE TABOO: THE TEACHING THE CLASSROOM IN IMAGINATION (T–G) Floor Third Hilton/PDR 4, Chicago THROUGH TEACHERS EMPOWERING GROUP: INQUIRY TEACHER A PRACTITIONER-RESEARCHERS EXPLORE STUDENT ENGAGEMENT IN READING/ AND PARTICIPATION (G) ARTS LANGUAGE Ballroom, House/Honore Palmer Level Lobby conversation on how to teach the taboo. They will argue will argue They taboo. to teach the on how conversation reexam- must teachers effectively, that to teach the taboo and the constraints curriculum ine the taken-for-granted the important employ and and testing, of standardized in order of questioning, of a curriculum inspiring approach of social justice.to advance the cause Student” the “Empowering California, of Questioning” a collaborative will describe their experiences developing on student participation. teacher inquiry focused group about motivating student en- insights Panelists will share the teacher inquiry helped them gagement and how group and and their students, to better understand themselves suggest practical implications of their work. Ohio Teacher and Sustaining a “Forging Mansfield, University, Teachers” Reflective Connecting Inquiry Group: “Engaging Students in the 5th Grade Classroom Ohio, Using Socratic Seminars” Ohio, Mansfield, High School, Peter’s St. North, and Debby and How” Why Inquiry: Teacher “Stepping into Literary for A Springboard Response” Socratic Seminar: Thinking Skills” Enhancing Critical ging beneath the Surface: Implementing Intentional Listening” Voice: the Elusive for An Inquiry into Self” (College): Teach “Learning to of Discovery” My Process Stations: Work ing Literacy Choice in the Classroom” “Motivating Students through M.07 engage in an open-ended will the presenters In this session, of San Francisco, University Ayers, Presenters: Richard “Curriculum Chicago, of Illinois, University Ayers, William M.08 site Writing Project members of a National In this session, Mansfield, Elementary School, Peter’s St. Chair: Sarah Rizzo, State The Ohio Copenhaver-Johnson, Presenters: Jeane Crestline, Elementary School, Hannah Crawford Godby, Terri Mansfield, The Ohio State University, Hersman, Margaret “The Ohio, Mansfield, High School, Madison Marti Maas, “Dig- Ohio, Sandusky, High School, Perkins Mary Napholtz, Jo “Searching Ohio, Massilon, School, Middle Tuslaw Roger, Carol Columbus, The Ohio State University, Rosenberg, Cathy “Consider- Ohio, Bellville Elementary School, Sheets, Wendy Ohio, Sandusky, High School, Perkins Wallace, HopeAnn Greenville, South Carolina, “Text Sets Sets “Text Carolina, South Greenville, Relevant Creating and Simulations: Connections” Nonwrit- and Evaluating “Assessing City, Work” ten “Building Inquiry South Carolina, ville, Tree Sis’s Peter around Teaching Science and Starryof Life ” Messenger “Silenced and South Carolina, ville, Accountable?” Ignored—But Amanda Pepper, Berea High School, High School, Berea Amanda Pepper, Iowa of Iowa, University Renita Schmidt, Green- University, Furman Michael Svec, Green- University, Furman Thomas, Paul RAISING READERS AND WRITERS: WRITERS: AND RAISING READERS IN ENVISIONING BEST PRACTICE (G) THE 21ST CENTURY Floor Third House/Salon 1/2, Palmer AND COLLABORATING SPEAKING BACK: (G) POETRY THROUGH TRANSFORMING Floor Third House/Salon 6, Palmer 4 5 6 7 build on the founding philosophies of literacy education build on the founding 21st progressive for and translate them into best practices century classrooms. It Real” “Keeping Oregon, Portland, Century One-Room Schoolhouse” Learners” Literacy Young “Nurturing students and educators to engage with poetryeracy allows building. listening and community that promote in ways can and performance word spoken discuss how will They poetry found how can support validate students’ voice, these techniques and how response, and reflection reader in class- and voice access, issues of identity, the can address and communities. rooms Narratives Local Uncovering Youth Tracks: “Dust Columbus, Word” Spoken through Women’s in the Word Spoken Worlds: Their “Speaking Classroom” Studies Literature Voices” Students’ Validating Word: “Spoken to Support Reader Reflection and Tool A Poetry: Response” M.05 to how will show grade levels across educators from Three School, Ron Russell Middle Presenters: Katie Doherty, “The 21st Oregon, Molalla Online High School, Ellie Gilbert, Oregon, Portland, and Clark College, Lewis Ruth Shagoury, M.06 critical lit- how will explore in this session The presenters The Ohio State University, Butler, Tamara Presenters: Columbus, The Ohio State University, Sarah Carnahan, Columbus, The Ohio State University, Betsy Carpenter, “Found Columbus, The Ohio State University, Lisa Patrick, h_219-254_2011.indd 237 M.10 LITERACY AND THE URBAN STUDENT: M.13 INQUIRY CIRCLES: COMBINING YES, WE CAN! (E–C) COMPREHENSION, COLLABORATION, Palmer House/Price Room, Fifth Floor AND INQUIRY (E–M) A group of educators from a variety of urban settings will Chicago Hilton/Joliet Room, Third Floor trace the learning path which their students travel every Inquiry circles encourage students to use expanded com- day. Join them to see what worked with their students so prehension strategies and collaborative social skills that you can help your students travel their path more easily enable them to enhance understanding, acquire knowledge, and effectively. and take action. This interactive session will describe active Chair: Jeannine Hurst, The University of Texas of the Permian literacy practices that engage students in productive, differ- Basin, Odessa entiated small group inquiry on a variety of topics, issues, Presenters: Jeannine Hurst and Roy Hurst, The University of and ideas. Texas of the Permian Basin, Odessa, “Promoting Academic Chair: Stephanie Harvey, Public Education and Business Vocabulary Successfully: A Case Study of Two Fifth Grade Coalition, Denver, Colorado Science Classes in a Low SES School” Presenters: Sara Ahmed, Burley School, Chicago, Illinois, Rachel Roseberry, University of Notre Dame, Indiana, “Bridg- “Interviewing as a Form of Research” ing the Gap: A Case Study of the Heart House Summer Katie Muhtaris, Burley School, Chicago, Illinois, “From Lit Program in Austin, Texas and Its Effects on Student Learn- Circles to Inquiry Circles” ing Outcomes” Michele Timble, Burley School, Chicago, Illinois, “Sharing Your Amy Taylor, Pattonville School District, Saint Ann, Missouri, Own Inquiry Process as a Means to Teaching Research “Promoting a Love of Literacy in an Urban Setting” Strategies” Kristin Ziemke, Burley School, Chicago, Illinois, “Modeling M.11 LOOKING BACK, MOVING FORWARD: and Leaving Tracks of Thinking” NONFICTION GETS READERS’ ATTENTION (E–M) M.14 USING ENGLISH-SPANISH COGNATES Chicago Hilton/Conference Room 4L, TO SCAFFOLD LEARNING FOR LATINO Fourth Floor ELS (E–M–S–T) Four award-winning authors and illustrators of nonfiction Chicago Hilton/Boulevard Room B, for children and young adults will discuss how they make Second Floor history high-interest for young readers and how teachers These presenters will show how to use English-Spanish can incorporate nonfiction into their classrooms. cognates to scaffold the learning of reading and writing Presenters: John Hendrix, author, Abrams Books for Young skills by Latino English learners, and how to use cognates in Readers, New York, New York lessons on morphology and cognate recognition. Marissa Moss, author, Abrams Books for Young Readers, Presenters: Anita Hernandez, New Mexico State University, New York, New York Las Cruces Linda Barrett Osborne, author, Abrams Books for Young Jose Montelongo, Canutillo Independent School District, El Readers, New York, New York Paso, Texas Glennette Tilley Turner, author, Abrams Books for Young Readers, New York, New York M.15 FINDING MY “AMERICAN” VOICE THROUGH DIGITAL STORYTELLING M.12 BUILDING LITERACY SKILLS THROUGH (E–M–S) SCIENCE AND SOCIAL STUDIES Chicago Hilton/Conference Room 4M, PROJECTS (E–M–T) Fourth Floor Chicago Hilton/Conference Room 4C, The presenters on this panel will share the results of a two- Fourth Floor year investigation of the use of Digital Storytelling (DST) Using classroom examples, these presenters will demon- in a self-contained English as a Second Language (ESL) strate practical strategies for integrating reading, writing, classroom. and technology skills into inquiry-based social studies and Presenters: Angie McKinney, Williston Middle School, science projects. Learn how you can help your students to Wilmington, North Carolina become strong communicators and problem solvers while Denise Ousley-Exum, University of North Carolina, you address all aspects of the curriculum effectively. Partici- Wilmington pants will be encouraged to join the conversation. Eleni Pappamihiel, University of North Carolina, Wilmington Presenters: Katie Barber, Episcopal School of Baton Rouge, Louisiana Kathy Bartelmay, Duke School, Durham, North Carolina Jeff Burch, Durham Academy, North Carolina Amy Lau, Duke School, Durham, North Carolina

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cancelled 11:30 a.m.–12:45 p.m. Sunday, DIMENSIONS OF JOURNALING THAT THAT OF JOURNALING DIMENSIONS (M) WRITER ADOLESCENT THE PROPEL Floor Third House/Salon 4/5, Palmer TOMORROW’S READERS, TODAY’S LEADERS (M–T) Floor Third House/Salon 12, Palmer THE FUTURE OF BULLYING: WRITING CAN GET BETTER (M–S–T) IT REALLY Fifth Floor Room, House/Chicago Palmer enhancing the writing experience of adolescents in het- of adolescents the writing experience enhancing for the self-reflection classes and encouraging erogeneous also will They of their writing. and revision development discuss the importance writing concurrently of the teacher with the students. Pennsylvania Adoles- the That Free Strategies “Journaling Pennsylvania, Writer” cent Science Classroom” School in the Middle “Journaling nia, Moodle Journaling” “Web-Based Using with struggling readers. teachers who work by content literacy strategies to help students comprehend but which strategy is best for texts is a common approach, will presenters These goal? learning and area content which the field. on lessons from research new share Pennsylvania Philadelphia, Pennsylvania will share the presenters or cyberbullied? In this session, strategies and lessons that help students become allies for and writ- videos, literature, and effective their classmates, adolescents in confronting ing strategies that assist young write a them to and harassment and empower bullying brighter future. Antonio Antonio in and Harassment Bullying “Confronting Texas, Antonio, School” Middle M.17 for the use of journaling of this panel will describe Members School, Middle Area Shippensburg April Hoover, Chair: School, Middle Area Shippensburg April Hoover, Presenters: Pennsylva- School, Middle Area Shippensburg Reinhart, Lynn Pennsylvania, School, Middle Area Shippensburg Vicchiotti, Cara M.18 the challenges faced Making instructional decisions is one of Better Schools, for Research Feighan, Presenters: Kathy Philadelphia, Better Schools, for Research Jill Feldman, Tennessee City Schools, Memphis Elizabeth Heeren, M.19 can teachers support bullied How all students who are San Texas, of The University Chair: Henkin, Roxanne San Texas, of The University Henkin, Presenters: Roxanne Texas Antonio College, San Donna Keneady, San North District, East Independent School Meyer, Kelley Sally Walker Sally Penny Colman Penny AND SALLY WALKER AND SALLY Nonfiction Is Literature Too! (E–M–S) Nonfiction Is Literature DON BROWN, PENNY COLMAN, PENNY COLMAN, DON BROWN, M.16 Author Strand Author M.16 (ages 7–Young Adult) will discuss their approach to Adult) will discuss their approach (ages 7–Young select their subjects, they history—from how presenting the to storytelling—in books for creating to research, will moderate the discus- A reviewer English classroom. criteria which teachers can use to select sion and offer for their classrooms. nonfiction books Tennessee author of Thunder in the York, New York, New Group, “Nonfiction Morning Calm and The Malacca Conspiracy, Elementaryfor Grades” author of Elizabeth Cody Stanton and Susan B. York, New and Thanksgiv- World the A Friendship that Changed Anthony: Adults” Young for “Nonfiction Story, True The ing: Antarctica Re- Secrets: author of Frozen York, New York, for Grades “Nonfiction Alive, Fish Found vealed and Fossil 4–8” Chicago Hilton/PDR 2, Third Floor Third 2, Hilton/PDR Chicago Don Brown readers young for nonfiction master authors of Three Oak Ridge, librarian and writer, Sullivan, T. Chair: Edward Publishing Macmillan Children’s Presenters: Don Brown, York, New Group, Children’s Macmillan Colman, Penny New Group, Publishing Macmillan Children’s Walker, Sally h_219-254_2011.indd 239 M.20 TAKING BACK THE CLASSROOM: Chair: Melinda Wallace, West Jackson Middle School, Jef- RETURNING VOICE TO STUDENTS ferson, Georgia THROUGH THE TRANSFORMATION Presenters: Sarah Cosey, West Jackson Middle School, OF OUR TEACHING (M–S–T) Jefferson, Georgia, and Kristy Papczun, Michael M. Byrne Chicago Hilton/Boulevard Room C, Elementary School, Chicago, Illinois, “Written Communica- Second Floor tion in the 21st Century” In this session, high school teachers will show how to Ann Hall, West Jackson Middle School, Jefferson, Georgia, transform classroom practice in the face of test-driven cur- “Engaging Students through e-Readers” riculum and mandates that constrain learning and teach- Chris Pendley, West Jackson Middle School, Jefferson, Georgia, ing. They will also describe aspects of reading and writing “Real-Time Literacy: Live Discussion Boards during Class” workshops (including text sets, student choice, confer- Melinda Wallace, West Jackson Middle School, Jefferson, encing, and digital literacy) which develop student agency, Georgia, “Bring Readers and Authors Together through voice, and proficiency. Technology” Chair: Theresa McGinnis, Hofstra University, Hempstead, New York M.23 DEVELOPING SELF-EFFICACY THROUGH Associate Chair: Debra Goodman, Hofstra University, READING AND WRITING (M–S) Hempstead, New York Palmer House/Water Tower Room, Presenters: Laura Martingano, Massapequa High School, Sixth Floor New York These presenters will demonstrate and involve participants Jillian Rivera, Wantagh High School, New York, “But Reading interactively in research-supported practices designed to and Writing Are for English Class: Literacy in the Social develop students’ self-efficacy through reading and writing, Studies Classroom” including the use of metacognitive strategies. Evidence of Alisa Santamaria, Wantagh High School, New York, “Revaluing student growth in written work and self-reflection will also Writing and Writers in an AP Class” be shared. Respondent: Sally Smith, Hofstra University, Hempstead, Presenters: Michael Harrison, Big Bear High School, Big New York Bear Lake, California, “Self-Efficacy via Reading and Writing” Lisa Waner, Big Bear High School, Big Bear Lake, California, M.21 TEACHING TO THE TEXT: FORCES “Developing Student Self-Efficacy through Reading and INFLUENCING TEXT SELECTION IN Writing” GRADES 6–12 (M–S) Palmer House/Salon 3, Third Floor M.24 VOICE AND VISION: SOCIAL JUSTICE IN What does the almost nationwide adoption of the Com- ART AND POETRY (M–S) mon Core State Standards and resultant canonical back- Chicago Hilton/Boulevard Room A, lash mean for middle and high school English teachers in Second Floor terms of text choice and teaching pedagogies? This panel In this presentation, participants will be invited to explore will discuss the standards, analyze the Stotsky report, and how art and poetry can be interconnected with social jus- make recommendations for text and instruction policies tice issues in an integrated unit. The presenters will guide for schools. participants through a series of learning activities, including Presenters: Gwynne Ash, Texas State University, San Marcos the exploration of social justice poetry and an opportunity Jessica Ford, University of Wyoming, Laramie to create a poem visually represented by art. Jodi Holschuh, Texas State University, San Marcos Chair: Karen Magro, University of Winnipeg, Manitoba, Leslie Rush, University of Wyoming, Laramie Canada Jane Saunders, Texas State University, San Marcos Presenters: Geri Padellford, Saint Ambrose of Woodbury Catholic School, Woodbury, Minnesota M.22 GUTENBERG’S STATUS UPDATE: Kristin Woolsey, Saint Ambrose of Woodbury Catholic MOVING TRADITIONAL LITERACY School, Woodbury, Minnesota INTO THE 21ST CENTURY (M–S) Palmer House/Adams Room, Sixth Floor This panel will describe affordable, accessible technol- ogy which can mold students into stronger readers and writers—so they are highly literate individuals who are prepared to communicate in the 21st century. The present- ers will share their own experiences and invite participants to join in a discussion on the changing face of literacy.

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Sunday, 11:30 a.m.–12:45 p.m. Sunday, MOVING STUDENTS TO LITERARY LITERARY TO STUDENTS MOVING USING CLASSIC EPIC OWNERSHIP NOVEL, A CONTEMPORARY POETRY, AND DRAMA (M–S–C) Room C, Hilton/Williford Chicago Floor Third OF THE POTENTIAL HARNASSING GOOGLE DOCS (M–S–C) Floor Third Room, House/Wabash Palmer Michigan, “Why Globalization?” “Why Michigan, Nonprofits” Role of NGOs and “The Michigan, Kalamazoo, Can?” We Yes and Immigration: “Globalization for building film with classic texts, and novels YA combining students an partnership to give a high school–university exploring the value of read- and for of diversity, awareness ing and writing literacy narratives. Indiana Uni- and Zaineb Istrabadi, Indiana, Bedford, School, in the Bible The Kite Runner “Teaching Bloomington, versity, Teach Partnerships to Building High School–University Belt: Literature” Diverse Tallahassee, State University, Florida Kathryn Spradlin, Teaching Epic and Future: Present, of the Past, “Heroes in the 21st Century” know Google Docs but don’t want to use tice? Do you to Lesson Plans contributors to start?where In this session, their (NCTE 2010) will share Digital Literacies Developing for data and interpret lessons using Google Docs to assemble articles about ethical issues sur- persuasive and create the use of technology in the classroom. rounding Illinois LaGrange, Lesson Exploring Cyber Ethics Using Google Docs” and Trends Using Google Docs to Evaluate Media Says! Habits” Illinois Lincolnshire, High School, Ryan Bailey, Kalamazoo Central High School, School, High Central Kalamazoo Presenters: Ryan Bailey, Training, and Anti-Racism Organizing Crossroads Bailey, Joy Michigan, High School, Kalamazoo Central Heymoss, Jennifer M.29 for to discuss practical approaches Attend this session Tallahassee State University, Florida Chair: Kathryn Spradlin, High North Lawrence Bedford Presenters: Brian Hawkins, and Florida, Tallahassee, Lincoln High School, Reagan Mauk, M.30 prac- as part classroom use Google Docs Do you of your High School, Township Lyons Caccitolo, Anna Meyers Chair: “A Kansas, Schools, Wakefield Vicki Sherbert, Presenters: “Survey Illinois, High School, Chicago West Turnbaugh, Brian Stevenson Adlai E. Reactor/Respondent: Mary Christel, Diana Sevidal, Upson-Lee High School, Thomaston, Thomaston, School, High Upson-Lee Sevidal, Diana PLAYING WITH WORDS AND RADICALLY AND RADICALLY WORDS WITH PLAYING (M–S–C–T) POETRY WITH REVISING Sixth Floor Room, House/Monroe Palmer YA’LL”: “HEY TO HAGWON FROM AMERICAN IN IMMIGRANTS KOREAN SCHOOLS (M–S–C–T) Floor Third Hilton/PDR 1, Chicago WRITING READING COLONIALISM, WEST CONNECTING RESISTANCE: AND GLOBAL- THE MIDWEST, AFRICA, THE ELA CLASSROOM IN IZATION (M–S–C) Sixth Floor Room, House/Spire Palmer PUTTING PEDAGOGICAL KNOWLEDGE KNOWLEDGE PEDAGOGICAL PUTTING STUDENT WHAT PRACTICE: INTO NEED FROM REALLY TEACHERS (M–S–T) TEACHERS COOPERATING Floor Third Hilton/PDR 3, Chicago how poetry can be woven into your current curriculum curriculum current into your poetryhow can be woven origi- with two away Walk the poet within! and rediscover lesson plans that can and several poem, a found nal poems, art class writings and assignments into the lively transform of poetry. Missouri and immigrant of the complexities and issues facing Korean The presentations American students in schools. Korean partici- from questions and comments by will be followed pants. Athens about the based on Fulbright research the ELA classroom of globalization in Senegal and the United States. effects globalization and colonialism and show will explore They and writing analyzing by empowered students are how stories of resistance. Georgia teachers’ education, they are often given little guidance or often given are they teachers’ education, In this session, their collaborating teachers. support from as stu- their experiences share teachers will first-year two participantsdent teachers and engage in a discussion about to succeed. need really what student teachers Would you like to play more with poetry? more Come explore to play like you Would Columbia, High School, Rock Bridge Pitts, Presenters: Jodi Columbia of Missouri, University Heather Statz, M.27 some which explores research will share These presenters Athens of Georgia, The University Chair: Bob Fecho, of Georgia, The University Coombs, Presenters: Dawan Athens of Georgia, The University Daniel Gilhooly, Athens of Georgia, University The Allen Lynn, C. Athens of Georgia, The University Park, Hye-Young M.28 for created curriculum on this panel will share Presenters Jessica Sprecher, Etowah High School, Woodstock, Georgia Woodstock, High School, Etowah Sprecher, Jessica M.26 M.25 the epitome of preservicestudent teaching is Although Presenters: h_219-254_2011.indd 241 M.31 READING AND WRITING IN THE DIGITAL Peter Williamson, University of San Francisco, California, AGE: TOWARD A DEMOCRATIC VISION “Literacy, Civic Engagement, and the Evolution of Scholastic OF THE FUTURE OF LITERACY EDUCA- Journalism” TION (M–S–C–T) Chicago Hilton/Lake Ontario Room, M.34 EMPOWERING ENGLISH LEARNERS AS Eighth Floor ACADEMIC WRITERS (G) At one time, signing one’s name, memorizing patriotic texts Palmer House/Salon 10, Third Floor for cultural transmission, and recording documents defined These presenters will discuss how teachers can support what it meant to be literate. What can where we’ve been academic writers by involving parents in blogging, connect- tell us about socially responsible, democratic literacy edu- ing students with their native culture and linguistic heritage, cation in light of the drastic changes that are taking place in and using visual representations. today’s communicative landscape? Presenters: James Cohen and Corrine Wickens, Northern Chair: Teresa Bunner, Orange County Schools, Hillsborough, Illinois University, DeKalb, “Perspectives of Three Undocu- North Carolina mented Adolescent Immigrants” Presenters: Riddhi Shah, Teachers College, Columbia Univer- Iman Ismail, Wayne State University, Detroit, Michigan, “Use sity, New York, New York of Visual Representations and Drawing for Arabic High Julie Warner, Armstrong Atlantic State University, Savannah, School English Language Learners’ Academic Writing” Georgia Dong-shin Shin, The College at Brockport, State University of New York, “Reimagining Use of Weblogs for Parental M.32 ADDRESSING CRITICAL ISSUES Support in Teaching ELLs Academic Writing” THROUGH FILM, A NOVEL, AND TELEVISION (M–S–C) M.35 BATTLING THE TIDE OF MEDIOCRITY— Chicago Hilton/Continental Ballroom, BEGINNING TEACHERS CAN LEAD FOR Salon C, Lobby Level EXCELLENCE WITH GENUINE WRITING Presenters in this session will show how to use multimedia APPROACHES (S) to assess critical issues in the classroom. They will include Palmer House/Grant Park Room, Sixth Floor the use of film to engage high school students in conversa- In 1911, brave teachers protested, and so began NCTE. tions about complex social issues such as racism and ter- Today teachers face their own traditionalist naysayers. Two rorism, and how to use televised social commentary and first-year teachers who led their own “revolutions,” will classics such as The Adventures of Huckleberry Finn to teach show how they took huge risks in separate high-perform- satire and the power of language, as well as to enhance stu- ing but traditional high schools and employed workshop dent understanding of cultural contexts and their relevance and studio principles to transform their classrooms. to issues in the present. Chair: Jim Mahoney, The College of New Jersey, Ewing Chair: Tim Klobuchar, Edina High School, Minnesota Presenters: Erin Drulis, Hunterdon Central Regional High Presenters: Tim Klobuchar, Edina High School, Minnesota, School, Flemington, New Jersey, “All Seeds Start in the “Doing the Right Thing: Teaching Social Justice through Film Writer’s Notebook” without a Sledgehammer” Alex Witkowski, South Brunswick High School, New Jersey, Kimberly Rotter, Audubon High School, New Jersey, “Lan- “Portfolios: Or How I Learned to Stop Worrying and Love guage’s Power to Entertain and Persuade: Teaching Satire to Write” Using The Daily Show with Jon Stewart and The Adventures of Huckleberry Finn” M.36 CREATING A CULTURALLY RESPONSIVE CLASSROOM: BRIDGING CULTURAL M.33 ENGAGING ADOLESCENT WRITERS CONNECTIONS BETWEEN NOVELS OF (M–S–C–T) THE CANON AND YA LITERATURE FOR Palmer House/Hancock Room, Sixth Floor AFRICAN AMERICAN STUDENTS (S) How can teachers support adolescent writers using tools Chicago Hilton/Marquette Room, Third Floor such as social networking, scholastic journalism, and writing Presenters in this session will discuss the pedagogy of cul- workshop? turally responsive teaching of African American students. Presenters: Elizabeth Dinkins, Georgetown College, Ken- They will analyze characters and themes and describe how tucky, “Process and Potential of Combined Writing Instruc- to use novels of the canon, young adult literature, and Web tion: SRSD in a Workshop Classroom” 2.0 tools to bridge the gap between home and school Sarah Hunt-Barron, Converse College, Spartanburg, South experiences and enrich learning. Carolina, “Social Networking: Promising Practices for Revi- Chair: Clarissa West White, Florida State University, Tallahassee sion and Collaboration” Presenters: Tammy Hinson, Florida Virtual School, Orlando Oya Mwanza, University of Central Florida, Orlando

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Continued on following page Continued on following Sunday, 11:30 a.m.–12:45 p.m. Sunday, SOCIAL NETWORKING: BUILDING BUILDING SOCIAL NETWORKING: 21ST CENTURY A BRIDGE BETWEEN CLASSIC LITERATURE AND STUDENTS (S) House/Red Laquer Ballroom, Palmer Floor Fourth THE COMPOSITION IN TEACHING LESSONS ERA OF DUAL-CREDIT: AND HIGH SCHOOL FOR COLLEGE (S–C) EDUCATORS Hilton/Continental Ballroom, Chicago Level Lobby A, Salon USING RIGHT: ACT AND THERE GET IN OPEN UP INTELLECTUAL TO CITATIONS WRITERS (S–C) FOR FIRST-YEAR SPACE Floor Third 8/9, House/Salon Palmer Nebraska Nebraska is a valuable tool in the English classroom. working NING and Edmodo, Twitter, Facebook, like Using platforms individu- higher-level, students can participate in hands-on, guidelines Handouts will include curriculum alized learning. and a social Edmodo, setting up and maintaining NING, for project. networking Aurora New York, New Columbia University, College, Teachers and York a courses in study of high school writers taking gateway will describe the expectations They college. community to which they placed upon these writers and the extent implications for and discuss the met these expectations, high school and college faculty. “A Study of Dual-Enrolled Massachusetts, Fall River, and Implications” Findings, Methods, Writers: Us” Tells “What the Research Massachusetts, Design” “Rethinking Dual Enrollment Massachusetts, and students’ voices ing citations which opens spaces for as their prior notion of sources encourages them to revise reconceptualization key This or indisputable. passive, fixed, David Smith, Lincoln Public Schools, Nebraska Nebraska Public Schools, Lincoln Chair: Smith, David Nebraska Lincoln High School, Aten, Presenters: Laura Nebraska High School, Lincoln Ruth Kupfer, Nebraska Lincoln High School, Mark Larson, Public Schools, Lincoln Smith, David Reactor/Respondent: M.40 social net- how in this session will demonstrate Presenters Academy, Illinois Math and Science Presenters: Erin Micklo, Aurora Academy, Illinois Math and Science Trackman, Nicole M.41 will report the findings of a in this session The presenters College, Bristol Community Nadeau, Presenters: Jean-Paul Fall River, College, Bristol Community Tinberg, Howard Fall River, College, Bristol Community Weisberger, Ron M.42 will demonstrate a strategy teach- for These presenters TWO TEACHERS, TWO TEXTS, TWO TWO TEXTS, TWO TEACHERS, TWO (S) CLASSES Floor Fourth House/State Ballroom, Palmer THE FOSTER TO THE PAST KNOWING COLLABORATIVE PRACTICAL FUTURE: TEAMS (S) Floor Third House/CrystalPalmer Room, AREA CONTENT IMPROVING READING THROUGH ACHIEVEMENT (S) COACHING Level Lobby Room, House/Empire Palmer riculum that uses technologyriculum that outside and extends learning and (set in Chicago) on Native Son Focusing the classroom. collabora- their unit includes The Heart a Lonely Hunter, Is and writ- that join reading class activities and projects tive ing with social responsibility. York New Washington, Port York New Washington, instruc- planning, can improve the teacher-leader guided by will describe the integration of They and assessment. tion, all for standards essential questions with college/career Handouts will including second-language learners. students, which list the practices which participants can be provided back to their schools. take Questions Essential Improved “Developing Illinois, Glenview, to Guide Content Choice” to Standards College and Career “Using the Core Illinois, Guide Improvement” to Examine Rubric Criteria” Work “Using Student and Standards WIDA to Work Core “Applying Illinois, Second-Language Classrooms” Improvement” for “Setting the Foundation Illinois, among Senior Elective Common Standards “Threading nois, Courses” instruc- teachers to incorporate reading with content-area teacher work- tion into their courses without increasing coached content teachers they how will show They load. to utilize specific methods that supportreading and extend stu- tools that improve reading and provide instruction, achievement. dents’ overall M.37 pedagogy and of a cur- the structure will share teachers Two High School, Schreiber D. Paul Presenters: Sari Schulman, Port High School, Schreiber Paul D. Schutzman, Judith M.38 team work collaborative how will show These presenters Connecticut Academy, Greenwich Chair: Schwartz, Jeff Presenters: Glenbrook South Stephanie High Bailey, School, Glenview, School, South High Glenbrook Deborah Cohen, Illinois, Glenview, South High School, Glenbrook Scott Glass, Glenview, School, South High Glenbrook LeBlanc, Karen Glenview, South High School, Glenbrook Susan Levine-Kelley, Illi- Glenview, South High School, Glenbrook Schaefer, Julie M.39 worked teachers reading these three In an urban school, h_219-254_2011.indd 243 helps students to write a future where they see themselves M.45 USING CREATIVE WRITING AND POETRY making contributions as intellectual members of society. TO TEACH COMPOSITION (C) Chair: Nancy DeJoy, Michigan State University, East Lansing Palmer House/Madison Room, Third Floor Presenters: Natalie Graham, Michigan State University, East The presenters in this session will explore the ways in which Lansing, “Quilting in Conversation: Talking to and Stitching creative writing techniques and poetry can enrich the Together Sources” teaching of composition and language for students in basic Steven Lessner, Michigan State University, East Lansing, “Jam- writing or adult ESL classes. min’ with Sources: Using Popular Music to Help Students Presenters: Cigdem Catmali, Florida International University, Explore Citation Possibilities” Miami, “Poetry in Adult ESL Classrooms” Walter Sistrunk, Michigan State University, East Lansing, Lani Montreal, Malcolm X College, Chicago, Illinois, “Poets in “What’s Good? Evaluating Sources as a Way of Invention” Our Midst: Creative Writing in a Basic Writing Class”

M.43 HIP-HOP AS A STEP INTO WRITING: M.46 BUILDING AN INTERACTIVE LEARNING CONNECTING MUSIC, IDENTITY, AND WRITING COMMUNITY IN AN AND WRITING INSTRUCTION (S–C–T) ONLINE MODALITY (C) Chicago Hilton/Williford Room B, Palmer House/Logan Room, Third Floor Third Floor In an effort to humanize technology-based educational The members of this panel will address the role that hip-hop settings, the presenters in this session will discuss social music can play in helping students become stronger, more learning theory and give examples of how one group of reflective writers. writing professionals connects with online students using Presenters: Bushra Malaibari, University of Tennessee, instructional strategies including asynchronous holistic pa- Knoxville, “‘Rappers Delight’: Reading and Writing with per reviews with video feedback, synchronous one-on-one Hip-Hop” writing tutoring, and embedded writing coaches. Deborah Sanchez, North Carolina Central University, Presenters: Kurtis Clements, Kaplan University, Chicago, Durham, “‘A Call to My Soul’: A Young Man’s Search for Illinois Humanistic Understanding through Hip-Hop Literacy” Melody R. Pickle, Kaplan University, Chicago, Illinois

M.44 OUR STUDENTS, OUR SELVES: M.47 TEACHING LATINO/LATINA LITERATURE CULTURALLY RESPONSIVE PEDAGOGY TWENTY-FIVE YEARS AFTER BORDER- AND CRITICAL LITERACY IN TEACHER LANDS/LA FRONTERA (C) EDUCATION (C) Chicago Hilton/Conference Room 4D, Palmer House/Marshfield Room, Third Floor Fourth Floor In this session, literacy teachers will learn how to navi- Sponsored by the Latino Caucus, open to all gate tensions and theorize practice through constructing Beginning with a summary of the pedagogic impact of narratives, examining accepted practices, and challenging Anzaldúa’s mestiza consciousness, three students of color scripted curriculum. will discuss what it means to study Latino literature as Chair: Holly Graham, University of Massachusetts, Amherst emerging readers/writers/critics. Finally, they will com- Presenters: Kristina Frederickson and Holly Graham, ment on Borderlands/La Frontera and The Norton Anthology of University of Massachusetts, Amherst, “Tensions and Latino Literature. Empowerment: Urban Teachers’ Integration of Critical Chair: Cristina Kirklighter, Texas A&M University, Corpus Literacy in a Formalist Environment” Christi Tambra O. Jackson, University of South Carolina, Columbia, Presenters: María Nuñez and Esteban Santis, University of “Why We Can’t Wait: Attending to the Preparation of Central Florida, Orlando, “‘What Is Normal Literature?’ Teachers of Color at Predominately White Institutions” Students’ Perspectives in Collaboration” Stacie L. Tate, American University, Washington, DC, “It’s Not Cecilia Rodriguez Milanés, University of Central Florida, Just a Job; It’s a Lifestyle” Orlando, “Teaching Latino/Latina Literature before and after Borderlands/La Frontera and the Norton Anthology of Latino Literature” Lisa Roy-Davis, Collin College, Plano, Texas, “Borderlands/ La Frontera: Mestiza Consciousness and/in Latino/Latina Literature at 25”

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Sunday, 11:30 a.m.–12:45 p.m. Sunday, MOVING THE BEST PRACTICES OF OF BEST PRACTICES THE MOVING ONLINE THE INTO PEDAGOGY WRITING (C–T) CLASSROOM Floor Third Room, House/Indiana Palmer AND FOR LOVE LITERACY TEACHING BEING AND THE BOOK BEING WISDOM: THE CHANGE (G) A, Room Hilton/Williford Chicago Floor Third they conducted for online writing teachers, in which they they in which teachers, online writing conducted for they the best practices of writing to move trained faculty how and Pow- Hewett instruction to the virtual classroom. (2009) Warnock and Pratt (2007), Palloff and ers (2005), this project. for foundation the pedagogical inspired Shadowing” Fall Semester 2010 Course” Intensive 2011 Shadowing” to teach and why deepened our understanding of how books that new This session will celebrate two literature. at place the teaching of literature seek to definitively Wilhelm and Jeff the heart of the democratic curriculum: has which the session title book from new Bruce Novak’s of Value The Literature? Why and Cristy Bruns’s been taken Connecting . Teaching What It Means for Literary Reading and to personal responsibility to literature personal response counts in the what really how these books show life, for and in it, manifest is the humanity we humanities classroom this humanity is what brings us to come to count for how Come see how! one another. and for ourselves Indiana Learning through Space’ Learning Communities: ‘Third ing Immersion in Dialogic Inquiry” Provides Literature How Transformation: “Immersion and Exploration” Both Inner and Outward Space for Beloved Bringing King’s Space: Third “Living Democracy in and Beyond” in Our Classrooms to Life Community Immersion Learning through Space’ Learning Communities: in Dialogic Inquiry” M.48 the training program this panel will describe on Presenters Idaho Boise State University, Chair: Jill Heney, “The Idaho, University, State Boise Black, Presenters:Jennifer “The 3-Week Idaho, University, Boise State Stephanie Cox, Semester Spring “The Idaho, University, State Boise Heney, Jill Background” “The Idaho, University, State Boise Keith, Melissa M.49 Gotta BE the Book significantly You Wilhelm’s Jeff In 1997, of Pennsylvania, Indiana University Chair: Bruce Novak, “Creat- Idaho, Boise High School, Presenters: Rachel Baer, California, Orange, University, Chapman Christina Bruns, Indiana, of Pennsylvania, Indiana University Bruce Novak, ‘Third “Creating Idaho, Boise State University, Wilhelm, Jeff h_219-254_2011.indd 245 Meetings

NCTE Executive Committee Meeting Noon–1:30 p.m. Chicago Hilton/International Ballroom South, Second Floor Chair: Keith Gilyard, Pennsylvania State University, University Park

Research Foundation 11:30 a.m.–4:00 p.m. Chicago Hilton/PDR 6, Third Floor Chair: Stephanie Carter, Indiana University, Bloomington

Assembly on Literature for Adolescents of NCTE— ALAN Executive Board Meeting 1:00–3:00 p.m. Chicago Hilton/Conference Room 5F, Fifth Floor Chair: Wendy Glenn, University of Connecticut, Storrs

CCCC Executive Committee Retreat 2:00–5:30 p.m. Chicago Hilton/Marquette Room, Third Floor Chair: Gwendolyn Pough, Syracuse University, New York

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N Session Locations Did you know that NCTE’s 1911 formation was a protest was a protest 1911 formation that NCTE’s know Did you that prized informa- against college entrance examinations NCTE and express? of pupils to read the power tion over entrance examination questions to be members preferred written composition. with tests including replaced N Sessions are all being held in the Chicago Hilton the Chicago being held in all are N Sessions N.01 N.02 N.03 N.04 h_219-254_2011.indd 247 N Sessions 1:00–2:45 p.m.

Featured Session Featured Session N.01 Reports from Cyberspace (T–G) N.02 Perspectives on Adolescent Troy Hicks, Bud Hunt, and Literacy: The Evolution of Sara Kajder Educators in an Evolving Chicago Hilton/Waldorf Room, Discipline (M–S–T) Third Floor Jim Burke, Alan Sitomer, and Jeff Wilhelm Chicago Hilton/Grand Ballroom, Second Floor

Troy Hicks Bud Hunt Sara Kajder

Here are three of the biggest “cyberspace superheroes” in the profession who are doing things in the classroom that haven’t even been invented yet! Find out what is Jim Burke Alan Sitomer Jeff Wilhelm possible and promising when the newest technologies, including blogs, wikis, podcasts, digital stories, and social In this session, the presenters will report their most networks are used to develop the newest literacies. recent findings on effective adolescent literacy instruc- Chair: Jeffrey N. Golub, Seattle, Washington tion based on their experience in the classroom and Associate Chair: James Strickland, Slippery Rock Univer- what they are studying for their most recent books. sity, Pennsylvania The speakers represent a range of experiences—urban, Presenters: Troy Hicks, Central Michigan University, suburban, and rural—and levels, from AP literature to Mount Pleasant books for those struggling readers looking to pass the Bud Hunt, St. Vrain Valley School District, Longmont, state exams. Each speaker will address a different area Colorado of adolescent literacy from a perspective that combines Sara Kajder, Virginia Tech, Blacksburg research and practice. Respondent: Helen Mulder Wierenga, River Ridge Presenters: Jim Burke, Burlingame High School, Califor- Middle School, New Port Richey, Florida nia, “Effective Adolescent Literacy Instruction” Alan Sitomer, author, Hyperion Publishing, Los Angeles, California Jeff Wilhelm, Boise State University, Idaho

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Tom Angleberger, Amulet Books, an Amulet Books, Angleberger, Tom New Orleans, Louisiana Orleans, New Denton Texas, Texas Bedford, School District, Austin Monmouth Albuquerque Mexico, Roundtable LeadersRoundtable of University Bedford, Whatley April of North University Janelle Mathis, Independent Keller Miller, Donalyn Texas, of The University Nancy Roser, University, Oregon Western Smiles, Tracy of New University Sung, Kyung Yoo Sunday Afternoon, 1:00–2:45 p.m. Afternoon, Sunday 1 2 3 4 5 6 imprint of Abrams, New York, New York New York, New Abrams, imprint of York New Massachusetts Table Number Table Authors: Tradebook Sharon M. Draper, Simon and Schuster, Inc., NewYork, York New York, New Random House, Candace Fleming, Watertown, Charlesbridge Publishing, Fox, C. Karen York New York, New Scholastic, Barbara Kerley, Donalyn Miller Donalyn Tracy Smiles Yoo Kyung Sung Kyung Yoo Smiles Tracy Janelle Mathis 2011 Notable Children’s Children’s 2011 Notable Arts in the Language Books (G) Arts award-winning list will be shared by the commit- by list will be shared Arts award-winning Small tee who was charged with selecting these titles. discussions with authors and illustrators will be group during this session of the Children’s held at roundtables Assembly. Literature Nancy Roser The 2011 Notable Children’s Books in the Language The 2011 Notable Children’s Ohio Dublin City Schools, Chair: Mary Lee Hahn, Bedford Whatley April Sponsored by the Children’s Literature Assembly, Assembly, Literature the Children’s by Sponsored open to all Featured Session Featured N.03 Bedford, Whatley April Miller, Donalyn Janelle Mathis, and Smiles, Tracy Nancy Roser, Sung Kyung Yoo C, Room Hilton/Williford Chicago Floor Third h_219-254_2011.indd 249 Featured Session N.04 New Thoughts on Working with Struggling Readers and Writers (M) Kylene Beers, Robert Probst, and Linda Rief Chicago Hilton/International Ballroom South, Second Floor

Kylene Beers Robert Probst Linda Rief

Join these presenters as they share strategies for helping struggling readers and writers. This year they will focus on what they are doing to improve reading and writing fluency with students. Additionally, to honor the Cen- tennial, they will offer a look back to the early 20th cen- tury at the then “best practices” for helping struggling readers and then will look forward to what promises to be the “best practices” of the early 21st century. Chair: Kylene Beers, Reading and Writing Project, Teach- ers College, New York, New York Presenters: Kylene Beers, Reading and Writing Project, Teachers College, New York, New York, “Prosody: The Missing Piece in Creating Fluent Readers” Robert Probst, Georgia State University, Atlanta, “Improv- ing Reading Fluency through Repeated Readings” Linda Rief, University of New Hampshire, Durham and Oyster River Middle School, Durham, New Hampshire, “The Art in Language Arts: Improving Writing Fluency with Drawing”

250 Sunday Afternoon, 1:00–2:45 p.m.

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Carol Jago Carol Sunday Afternoon/Evening, 1:30–6:30 p.m. Afternoon/Evening, Sunday Social Hour for CEL Workshop Participants Workshop CEL Social Hour for 5:30–6:30 p.m. Floor Third Room, Hilton/Waldorf Chicago to is invited the CEL Convention for registered Everyone friends new and make acquaintances to renew this event, office in CEL. elective and meet the candidates for Cathy Fleischer Cathy Dominic Belmonte Chicago Hilton/Continental Ballroom, Salon C, Lobby Level Lobby C, Salon Ballroom, Hilton/Continental Chicago Floor Third Room, Hilton/Waldorf Chicago Sunday: 1:30–5:00 p.m. 1:30–5:00 Sunday: a.m.–5:00 p.m. 8:00 Monday: p.m. 8:00 a.m.–2:00 Tuesday: LEADERSHIP MATTERS on English Conference of the Annual Convention Leadership Hilton/Continental Ballroom, Chicago Level Lobby Salon C, 1:30–5:00 p.m. Ypsilanti on Solid the Deep End and Teaching from Teaching Press, Ground Angeles Los of California, University Educators for and Students Practices York New York, New College, on Sun- the opening workshop with will begin this year on English Leadership Colloquium of the Conference Annual The Colloquium will continue The 5:30 p.m. the get-acquainted social hour at by followed p.m., 1:30–5:00 afternoon from day to general sessions featuring In addition p.m. until 5:00 of workshops and a series at 8:00 a.m. with breakfast on Monday as ample as well and other presentations workshops, a variety of panel discussions, will include the CEL program speakers, participants. among conversation for sessions and between time at social functions CEL Workshop CEL W.16 Eastern Michigan University, Chair: Rebecca Sipe, Program Michigan Interlochen, CEL Chair: Patrick Monahan, Hawaii Kailua, Porter, Associate Chair: Wanda CEL Corwin author, Opening Speakers: Dominic Belmonte, Ypsilanti Eastern Michigan University, Fleischer, Cathy and Reading Project, Literature California Jago, Carol Creativity Zing! Seven author, Pat Mora, Speakers: Keynote Illinois Chicago, National-Louis University, Zemelman, Steve Blacksburg Tech, Virginia Sara Kajder, Teachers Writing Project, Reading and Beers, Kylene h_219-254_2011.indd 251 J. N. Hook 1953—J. N. Hook becomes the first Executive Secretary.

The 1950s deserve a particular note as a decade of transition. The post of Secretary-Treasurer, long a voluntary position subject to annual election, became the continuing, salaried position of Executive Secretary. Headquarters moved to Cham- paign, Illinois. The section journals, once owned by the editor, became the property of NCTE. Membership tripled from about 20,000 to more than 60,000. McCarthyism was at its height, and NCTE published Censorship and Controversy. The Achievement Awards in Writing began, and members passed the first resolution on teacher load: “four classes a day, twenty- five students per high school class.”

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253 10/18/11 8:59 AM John C. Maxwell C. John 1981–1989 Williamson Kent 2001–Present J.N. Hook J.N. 1954–1960 Robert Hogan 1968–1981 Schullstrom Faith Z. 1997–2000 W. Wilbur Hatfield W. 1920–1953 Squire James R. 1960–1967 Myers A. Miles 1990–1997 James F. Hosic James F. 1911–1919

Although the title changed from Secretary-Treasurer to Executive Secretary to Executive Director, this group of people, of people, this group Director, Secretary to Executive to Executive Secretary-Treasurer the title changed from Although the past 100 years. Council over led the have volunteers, and vision of numerous with the help h_219-254_2011.indd 253