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CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia Faculty Scholarship

11-18-2017

Letting Students Speak: Making the Classroom Student-Centered through Multimodal Projects

Claire Lutkewitte Nova Southeastern University, [email protected]

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NSUWorks Citation Lutkewitte, Claire, "Letting Students Speak: Making the Classroom Student-Centered through Multimodal Projects" (2017). CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia. 2481. https://nsuworks.nova.edu/cahss_facpres/2481

This Panel Discussion is brought to you for free and open access by the Faculty Scholarship at NSUWorks. It has been accepted for inclusion in CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia by an authorized administrator of NSUWorks. For more information, please contact [email protected]. program

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SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, 6:30– 8:45 A.M.

222, 223, 226, & 227

ALAN Breakfast Assembly on Literature for Adolescents of NCTE Rick Riordan Former middle school English and history teacher Rick Riordan’s books and series for both young readers and adults have won numerous awards. He is author of the Percy Jackson series, the Kane Chronicles, the Magnus Chase series, and more.

ALAN President: Laura Renzi, West Chester University, PA ALAN Award Winner: Neal Shusterman, Simon & Schuster Hipple Award Winner: Lois Stover, Marymount University, VA

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2017 BACK.indd 122 10/25/17 9:51 PM 7:30–8:45 A.M. NCTE Awards Presentation 224 & 225 Join us for a complimentary light breakfast before we celebrate recipients of NCTE’s highest honors as they receive their awards. Chair: Jocelyn A. Chadwick, NCTE President, Harvard Graduate School of Education, Cambridge, MA

Presentation of the NCTE Advancement of People of Color Leadership Award Recipient: Alfredo Celedón Luján, Monte del Sol Charter School, Santa Fe, NM

Presentation of the Distinguished Service Award Recipient: Peter Smagorinsky, The University of Georgia, Athens

Presentation of the James R. Squire Award Recipient: Sonia Nieto, professor Emerita, University of Massachusetts, Amherst SATURDAY

Presentation of the George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language Recipient: Richard Sobel, author of Citizenship as Foundation of Rights: Meaning for America (Cambridge UP 2016), Northwestern University, Evanston, IL

NCTE Public Doublespeak Award Recipient: Kellyanne Elizabeth Conway, Counselor to the President of the United States

Presentation of the NCTE National Intellectual Freedom Award Recipient: Joan Bertin, former Executive Director of the National Coalition Against Censorship, New York, NY Honorable Mentions: Christina Berchini, University of Wisconsin, Eau Claire; SAGA 6 (Straight and Gay Alliance)—Emma Lookabaugh, Liam Grahman, Claire Jenkins, Toby Louther, Dylan Carden, Karissa Red Bear—Mt. Horeb, WI

Presentation of the NCTE Early Career Educator of Color Leadership Awards 2016–2017 Recipients: Steven Arenas, Westview High School, Avondale, AZ Patrick L. Harris, Achievement Prep Elementary School, Washington, DC Sahar Shafqat, Albert Lane Technical Prep High School, Chicago, IL Raven Jones Stanbrough, Michigan State University, East Lansing Trinity Thompson, Harlem Village Academies, New York, NY Renee Wilmot, Church Hill Academy, Richmond, VA 2017–2018 Recipients: Eliza Braden, The University of South Carolina, Columbia Guadalupe Bueno, PS 23Q @Lifeline Center for Child Development, Queens Village, NY José Luis Cano, Texas Southmost College, Brownsville Anthony Celaya, Dobson High School, Mesa, AZ Sirrita Darby, Detroit Leadership Academy, Detroit, MI Shirley Alvarez Fung, Fullermeadow and HoweManning, Middleton, MA

Presentation of the David H. Russell Award for Distinguished Research in the Teaching of English Recipient: Personal Narrative, Revised: Writing Love and Agency in the High School Classroom (Teachers College Press 2016) by Bronwyn Clare LaMay, Downtown College Prep, San José, CA

Presentation of the Nuestra Gente Award Recipient: Melisa Garcia, University of New Mexico, Albuquerque

Presentation of the Excelencia in Teaching Scholarship Recipient: Rita Kamani-Renedo, International High School, Prospect Heights, Brooklyn, NY

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8:00–9:15 A.M.

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, EXHIBIT HALL 1 Jacqueline Woodson A Conversation with Jacqueline Woodson

Two schools in the Missouri area—Lift for Life Acad- emy and Gateway STEM High School—worked with two Woodson texts: Brown Girl Dreaming and An- other Brooklyn. Because Woodson has been out of the country, I collaborated with teachers Mr. Thomas Devitt Bestselling author of more than and Ms. Tina Lombardo—along with colleagues in the two dozen award-winning books ninth-grade level—to provide resources and to work for readers of all ages, Jacqueline with students each week. These two books appealed to Woodson’s most recent novel, the teachers because they felt their students would find Another Brooklyn, was a New York relevance in them and, at the same time, challenge the Times bestseller and a National Book students because of Woodson’s unique narrative style, Award finalist. In it, she illuminates her references, and most of all, her narrative ability to the formative time when childhood immerse and engage young readers. gives way to adulthood and renders a powerful, indelible, and fleeting I found the students to be excited, eager to question, friendship that unites four young and driven to complete the books. Students believed lives. Woodson was named the Young and felt they had voice and significance as they experi- enced the texts. NCTE’s participation, too, had a critical People’s Poet impact: many students are yet saying they believe we Laureate by the do care about them. And we do. Working with the Poetry Foundation teachers and students allowed us to experience the and is a four-time verisimilitude of Woodson’s themes, symbols, and most Newbery Honor importantly, her works’ relevance to Generation Z—our winner, a four-time students—in the United States. National Book Award finalist, and This session will involve Woodson responding to written a two-time Coretta queries from the students to her. We will see the stu- Scott King Award dents’ images and names, as well as some prerecorded winner. student comments. Jocelyn A. Chadwick NCTE President 2017 Program Chair

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2017 BACK.indd 124 10/25/17 9:51 PM THE SCREENING ROOM: FILMS AT NCTE

10:30 A.M.–6:30 P.M.

Now Screening at NCTE 2017 G 370 Sponsored by the Media and Digital Literacies Collaborative Now Screening at NCTE screens recent feature films and award-winning short films. We also include some student-made films, offering teachers creative ways to have their own students create films. All films featured at the screenings can become springboards for classroom study. Teaching tips and materials for films screened will be provided. For information, visit our web- site at http://convention.ncte.org/2017-convention/whats-happening/ncte-screening-room/.

Co-Chairs: Stephanie Fleck, Barrington High School, IL SATURDAY Christina Anker, Adlai E. Stevenson High School, Lincolnshire, IL Sarah Heldt, Barrington High School, IL Consultants: Frank Baker, Media Literacy Clearinghouse, Columbia, SC Laura Brown, Adlai E. Stevenson High School, Lincolnshire, IL Mary Christel, TimeLine Theater, Chicago, IL William Kist, Kent State University, Akron, OH Jane Nickerson, Gallaudet University, Washington, DC Facilitators: Thomas C. Crochunis, Shippensburg University, Shippensburg, PA Chrissy Fahrforth, Heartland Elementary, Geneva, IL Jolene Heinemann, Barrington High School, IL Jennifer Walsh, Barrington High School, IL

Annotations for the films were compiled by the Media and Digital Literacies Collaborative using information found on the webpage for each film.

10:30–11:50 A.M. Midsummer in Newtown M S C TE A poignant reminder that there is heroism in simply living each day. Midsummer in Newtown is a testament to the transformative force of artistic expression to pierce through the shadow cast by trauma. In the wake of the Sandy Hook tragedy, one grieving couple honors their daughter through music, while community children find their voice through a rock-pop version of A Midsummer Night's Dream. Director: Lloyd Kramer Producers: Tom Yellin, Braden Cleveland Bergan, and Jo Budzilowicz Participant Media and Vulcan Productions: http://www.vulcanproductions.com/our-work/midsummer-in-newtown/

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11:55 A.M.–12:40 P.M. S C TE The Bad Kids (excerpt) Located in an impoverished Mojave Desert community, Black Rock Continuation High School is one of California’s alternative schools for students at risk of dropping out. Every student here has fallen so far behind in credits that they have no hope of earning a diploma at a traditional high school. Black Rock is their last chance. SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, The Bad Kids is an observational documentary that chronicles one extraordinary principal’s mission to realize the potential of these students whom the system has deemed lost causes. The film follows Principal Vonda Viland as she coaches three at- risk teens—a new father who can’t support his family, a young woman grappling with sexual abuse, and an angry young man from an unstable home—through the traumas and obstacles that rob them of their spirit and threaten their goal of a high school diploma. As Principal Viland’s educational approach unfolds throughout The Bad Kids, viewers are offered a practical model for how public education can address and combat the crippling effects of poverty in the lives of American schoolchildren. Directors: Keith Fulton and Lou Pepe, Good Docs http://www.thebadkidsmovie.com/ https://ca.pbslearningmedia.org/collection/the-bad-kids-educator-toolkit

12:45 P.M.–1:45 P.M. S C BaddDDD Sonia Sanchez (excerpt) BaddDDD Sonia Sanchez is a new feature documentary offering unprecedented access to the life and work of renowned poet and activist Sonia Sanchez. An essential guru in the Black Arts Movement of the 1960s, the documentary reveals how Sanchez has been a continuing presence in American culture for nearly 60 years using her art to confront injustice and to lift up humanist themes. The film examines the artistic and political movements she embraced and influenced. Deemed “a lion in literature’s forest” by Maya Angelou, Sonia Sanchez helped transform the university landscape, advocating for inclusion of African American studies in curricula. She revolutionized poetry through her usage of street language and a unique performance style and is widely considered to be a foremother of today’s hip-hop spoken word movement. The film is rich with readings of her work accompanied by live music. There are lively appearances and commentaries by Sanchez’s contemporaries Ruby Dee, Amiri Baraka, John Bracey Jr., Haki Madhubuti, and Nikki Giovanni, as well as the newer voices of Talib Kweli, Ayana Mathis, Jessica Care Moore, Bryonn Bain, and Questlove. Filmmakers: Barbara Attie, Janet Goldwater, and Sabrina Schmidt Gordon, California Newsreel

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2017 BACK.indd 126 10/25/17 9:51 PM 1:50 P.M.–1:55 P.M. G E S M C Soar “A precocious young girl makes a new friend when a tiny boy pilot drops out of the sky on a broken flying machine. Now she must race against time to return him home, before her new friend becomes stranded on Earth forever.” In only four minutes, filmmaker Alyce Tzue brings to life the ideas of invention, imagination, and friendship through incredible visuals and music. This short film has a wide range of appeal as a teaching tool, especially in the areas of creative writing and visual literacy from elementary to postsecondary classrooms. Its brevity allows multiple viewings and close readings for a variety of ages as well (and it can be viewed online!). Writer/Director/Animator: Alyce Tzue Producer: Anson Yu https://vimeo.com/148198462

2:00 P.M.–2:15 P.M. M S C TE SATURDAY Ilse This documentary was chosen as an Editor’s Pick in The Atlantic, where author Nadine Ajaka writes: “Ilse Cruz was brought into the United States by her mother when she was 4 years old, and has no memories of her native Mexico. She also doesn’t feel truly American—because she’s undocumented. ‘American culture and Mexican culture, they're both a part of who I am but I can't un- derstand either one fully,’ she says. As a high school senior, the discouraging realities of Cruz’s legal status have begun to set in: She’s wary of ever leaving the country to visit Mexico, she’s not sure if she can go to college, or apply for federal aid to make it possible. In this short documentary, Ilse, we follow along as Cruz navigates the process of attempting to be in the United States legally. ‘When you're not at least a resident, you don't get as much opportunities as you could,’ she says. ‘I want to get past college, and knowing that one day my dreams would be cut short because I can't do something that I want to do, it just sucks.’” Filmmakers: Leah Varjacques and Katherine Nagasawa https://www.theatlantic.com/video/index/516900/the-life-of-an-undocumented-high-school-senior/ http://leahvarjacques.com http://www.katherinenagasawa.com

2:15 P.M.–2:55 P.M. G S C The White Helmets “To save a life is to save all of humanity.” Netflix describes their film as “They search for survivors among the wreckage as bombs continue to fall. These ordinary men are extraordinary heroes.” To many of our students, the crisis in Syria is a faraway conflict they hear about in the news. In Netflix’s Oscar Award-winning documentary, the impact of the war in Syria is shown at the human level—bringing voices of men, women, and children to the forefront of the narrative. The White Helmets won the 2017 Documentary (Short Subject) Oscar. The Screening Room thanks the Academy of Motion Picture Arts and Sciences for their assistance in securing the film for the convention. Directors: Orlando von Einsiedel and Joanna Natasegara Netflix Original Netflix.com http://oscar.go.com/nominees/documentary-short/the-white-helmets

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3:00 P.M.–4:05 P.M. S C Our Mockingbird “A lens to view race, class, gender and justice—then and now” Our Mockingbird is a feature-length documentary that uses Harper Lee's 1960 novel To Kill a Mockingbird as a lens to view race, class, gender and justice—then SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, and now. Woven through Our Mockingbird is the story of two extraordinarily different high schools in Birmingham, Alabama, who collaborate on a remarkable production of the adapted play, To Kill a Mockingbird. Together these diverse voices reveal that as a country we have made progress but are still struggling with the issues of race, class, and justice addressed in the novel. Producer/Director: Sandra Jaffee, Bullfrog Films http://www.bullfrogfilms.com/catalog/omock.html http://www.ourmockingbird.com/for-educators/

4:05 P.M.–4:50 P.M. S C Truth Underground Three spoken word poets struggle through poverty, discrimination, PTSD, and abandonment to prove the power of the word. CJ Suitt grew up poor and Black in Chapel Hill, one of North Carolina's wealthiest, mostly White communities. His high school English teacher inspired him to write and speak poetry, and through it he found his identity as a Black male. Kamaya Martin's life seemed perfect until her father left, leaving her mother with four kids and bills she couldn't pay. Once an A student in Atlanta and the apple of her father's eye, she languished at Durham's Northern High School until a program offered through Sacrificial Poets taught her spoken word poetry and led to international team competitions in Chicago and Philadelphia. Jeremy Berggren—a marine veteran trained in mortuary sciences—lost his best friend and fellow soldier to suicide. Haunted by what he knows about war and military life, Jeremy takes his country to task and calls for veteran support through his art. The 19th- century poet John Keats said, “truth is beauty.” And beauty is harsh. Director: Gerret Warner Producers: Jessie Warner and Mimi Gredy, Warner & Company http://www.truthunderground.net http://www.warnerco.com

5:00 P.M.–6:30 P.M. G S C A Place to Stand Abandoned by family and condemned by the government, the illiterate Jimmy Santiago Baca had little to live for when he entered Arizona State Prison. Yet beyond the rage and desperation, he found a new center—the quiet strength of poetry. For the first time ever, Jimmy had a future. And he blazed its trail with a fire that still burns today. Inspired by the award-winning autobiography, and featuring exclusive new details about this momentous transformation, A Place to Stand is a captivating saga of human redemption. Special Note: Attendees will have the opportunity for a brief Q & A with the filmmakers directly following the film. Director: Daniel Glick Producers: Gabriel Baca and Daniel Glick, Catamount Films http://aplacetostandmovie.com/

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FEATURED SESSION F.01 A State Affiliate’s Quest to Bolster Teacher Voices: G Connecting with State-Level Politicians and Curriculum Directors 131 & 132 Sponsored by the Texas Council of Teachers of English Language Arts Have you wondered how to influence curricular decisions that impact students? Join members of the Texas affiliate (TCTELA), board of education, and education agency to learn how teachers’ voices were heard during the ELAR standards revisions. Ask questions about the process. Create a plan for effecting change within your state.

Presenters: Donna Bahorich, Texas State Board of Education Chair Amy Blakely, TCTELA Executive Director, Austin, TX Margaret Hale, University of Houston; TCTELA President, Houston, TX Diane Miller, TCTELA President-Elect, Houston, TX

Kim Pinkerton, TCTELA Past President, Murphy, TX SATURDAY Bradley Vasil, Texas Education Agency, Austin, TX Dawn Westfall, SBOE ELAR TEKS Revision Committee Member, Houston, TX

F.02 “Ugh, I hate writing!”: Harnessing F.03 Why Middle Matters: Teacher G the Power of Multicultural Literature M Voices: Engaging Students beyond C to Generate Authentic and the First Chapter Enjoyable Writing Spaces 130 161 Sponsored by the Middle Level Section Sponsored by the Elementary Section Steering Committee An inservice teacher and teacher educators Why Middle Matters: Join middle level will share how they were able to harness the educators from various states as they power of multicultural literature as a means share lesson plans and ideas in roundtable to build connections between students’ discussions. In this Middle Level–sponsored identities and school literacy practices and session, learn how teachers are keeping their create equitable writing opportunities in early students engaged and take away ideas that childhood and elementary settings. Mentor you can apply to your own classroom. texts will be shared. Chair: Amy Gutierrez Baker, West Jefferson Middle Presenters: Eliza Braden, University of South Carolina, School, Conifer, CO Columbia Presenters: Cheryl Golden, Seneca Ridge Middle Julia López-Robertson, University of South Carolina, School, Sterling, VA Columbia Michelle M. Kaprinski, Van Wyck Junior High WCSD, Jennifer Morrison, University of South Carolina, Wappingers Falls, NY Columbia Missy Springsteen-Haupt, Clarion-Goldfield-Dows Middle School, Clarion, IA Mary Ann Stillerman, The Walker School, Marietta, GA Traci Teaff, Eldorado Middle School, TX Noah Waspe, West Elementary School, Athens, OH

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F.04 Foodways Literacies and Language F.06 NCTE Author Session: Teaching M Learning M Reading in the Writing Classroom S 102 S 151 C C Sponsored by the College Section Authors of a new NCTE book, Deep Reading: TE Steering Committee Teaching Reading in the Writing Classroom, This panel explores the transnational will introduce some key ideas from their

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, migrations of Mexican foodways connected to book and conduct an active inquiry with multilingual, transnational, and cross-cultural participants in the session into approaches issues in the humanities. The panelists each to teaching reading in the context of writing explore how food-based pedagogies situate instruction. different literacies, spaces, identities, funds Chair: Sheridan Blau, Teachers College, Columbia of knowledge, and ways of translanguaging University, New York, NY community advocacy. Presenters: Sheridan Blau, Teachers College, Columbia Presenters: Lucia Dura, The University of Texas at El University, New York, NY Paso, “Multimodal Recipe-Writing to Bridge Home Kelly Cecchini, Manchester High School, CT and School Literacies” Jason Courtmanche, University of Connecticut, Storrs Santos Ramos, Michigan State University, East Lansing, Patrick Sullivan, Manchester Community College, CT “Teaching Cultural Literacies with Food Memoir” Consuelo Salas, University of North Carolina at F.07 Asian/Asian American Caucus Open Charlotte, “Food-Based Pedagogies: Opening the G Forum Classroom Space” 143 F.05 Sticks and Stones and the Power We invite all educators to join this community G of Words: Teaching Issues of Free of members who support one another on Speech through American Texts scholarship by and/or about Asian and Asian American language practices, rhetorics, and 231 literacy education. Sponsored by the Standing Committee Co-Chairs: Betina Hsieh, California State University Against Censorship Long Beach Today’s students face unprecedented Jung Kim, Lewis University, Romeoville, IL challenges to free speech and thought Iswari Pandey, California State University, Northridge as they encounter fake news, media bias, and censorship. Join this interactive F.08 Black Caucus Open Forum session exploring teaching and discussion G 141 strategies that prompt critical thinking and understanding through focus on primary This open meeting provides a space for NCTE American documents ranging from the First members interested in issues of ELA relevant Amendment to the Pledge of Allegiance. to Black students, communities, knowledges, Chair: Barry Gilmore, Hutchison School, Memphis, TN, experience, and textual expressions. It “Tackling Tough Topics at School: Connecting First explores issues of equity in ELA that sit Principles and Nonfiction Texts” at the intersection of policy, practice, and Presenters: Clay Francis, Hutchison School, Memphis, research to highlight and interrupt systems of TN, “Discussion Strategies for Examining First disparity that devalue Black bodies, lives, and Principles in American Historical Documents from perspectives. the Pledge to the Constitution” Co-Chairs: David E. Kirkland, New York University, NY Jonathan Rogers, Journalism Education Association, Elaine Richardson, The Ohio State University, Iowa City, IA, “Student Speakers from 45Words.org” Columbus Respondent: ReLeah Cossett Lent, writer/consultant, Atlanta, GA, “Tying It Together: Censorship, First Principles, and Classroom Practice”

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F.09 Latinx Caucus Open Forum Roundtable 2: Queer Familial Cultural Capital: Undergraduates Analyze LGBTQ YA Literature G 142 Summer Melody Pennell, Truman State University, We welcome educators to join the open Kirksville, MO meeting to learn more about our history, Roundtable 3: YAL LGBT in the Classroom: Building a membership, and future directions of the Bridge Caucus. The meeting is a space for educators Judith Hayn, University of Arkansas at Little Rock committed to issues of equity and justice Roundtable 4: Being Born in the Wrong Gender: pertaining to the lives and ways of knowing of Thinking about the Availability of Current Latinx students, families, and communities to Transgender Children's Books network and share resources. Tadayuki Suzuki, State University of New York, Cortland Co-Chairs: Tracey Flores, The University of Texas at Darren Diuguid, McKendree University, Lebanon, IL Austin Roundtable 5: Who Is Missing in LGBT-Themed Young Sandra L. Osorio, Illinois State University, Normal Adult Literature? Lisa Hazlett, University of South Dakota, Vermillion F.10 Day of Early Childhood Opening Ann Marie Smith, University of Texas of the Permia G Session: Building Bridges to Basin, Odessa, TX Empowerment: Intersectional and Roundtable 6: Reading LGBTQ-Themed YA Literature SATURDAY Transectional LGBTQ+ Voices in as Professional Development Classroom Spaces and Beyond Paula Greathouse, Tennessee Technological University, 240 & 241 Cookeville Brooke Eisenbach, Lesley University, Cambridge, MA Sponsored by the Genders and Joan Kaywell, University of South Florida, Tampa Sexualities Equality Alliance (GSEA) of NCTE Roundtable 7: Stonewall Award-Winning Books: Perspectives from LGBTQQ Youth This session focuses on intersectional Roxanne Henkin, The University of Texas at San Antonio and transectional identities, narratives, Marcos Antuna, The University of Texas at San Antonio and curricula within LGBTQ+ and ally Janis Harmon, The University of Texas at San Antonio communities to ignite agency inside and Roundtable 8: Exploring LGBTQ+ Literacy Studies outside classrooms. Using diverse, creative and Possibilities for the Work Ahead approaches, the keynote speakers and S. Adam Crawley, The University of Georgia, Athens roundtable leaders will engage attendees Toby Emert, Agnes Scott College, Decatur, GA in conversations fostering bridges of Craig Young, Bloomsburg University of Pennsylvania empowerment leading to substantive changes in schools and society. Roundtable 9: How Childhood Innocence Discourses Reinforce Cis/Heteronormativity through Children's Chair: Nicole Sieben, SUNY College at Old Westbury, NY Literature Opening Speakers: Jaimie Hileman, Trans Education Scott Ritchie, Kennesaw State University, Kennesaw, GA Service LLC, St. Louis, MO, “The Front Lines for Trans and LGBTQIA Visibility and Acceptance in 2017” Roundtable 10: Intersections of Identity: LGBTQ Sayer Johson, Metro Trans Umbrella Group, St. Louis, Students of Color, Advocacy, and Representation in MO, “The Front Lines for Trans and LGBTQIA the Secondary English Classroom Danielle Lee, St. John's University, Bayport, NY Visibility and Acceptance in 2017” Closing Speakers: Jocelyn A. Chadwick, NCTE Roundtable 11: Queering Adaptation: Beyond Literary President, Harvard Graduate School of Forms Education, Cambridge, MA, “Building Bridges to Briana Asmus, Western Michigan University, Kalamazoo Empowerment within NCTE” Christopher Nagle, Western Michigan University, Representative from PROMO, Missouri’s statewide Kalamazoo organization advocating for LGBT equality Roundtable 12: Cultivating and Obstructing Roundtable 1: Keynote Extensions: The Front Lines Conversations about Sexualities and Genders beyond for Trans and LGBTQIA+ Visibility and Acceptance in Heterosexual Hegemony: Interactional Dynamics in a 2017 High School English Course Jaimie Hileman, Metro Trans Umbrella Group, St. Louis, MO Ryan Schey, The Ohio State University, Columbus Sayer Johson, Metro Trans Umbrella Group, St. Louis, MO Roundtable 13: Theory IS Reality: Reading YA LGBTQ Literature with Preservice Teachers Emily Meixner, The College of New Jersey, Ewings

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F.11 Giving Shape to Our Worlds: Student Presenters: G Teachers Recapturing Agency and Elijah Estes, Fern Creek Traditional High School, Voice through Writing Louisville, KY Keilen Frazier, Fern Creek Traditional High School, 232 Louisville, KY Sponsored by the CEE Commission on Conner Galvan, Fern Creek Traditional High School, Writing Teacher Education Louisville, KY Karen Larios, Fern Creek Traditional High School,

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Featuring panelists from two websites dedicated to educators’ stories, this session Louisville, KY focuses on storytelling as “informed Milo Quinn, Fern Creek Traditional High School, advocacy.” Panel members will share their Louisville, KY work and invite participants to write about Nelli Richards, Fern Creek Traditional High School, their own experiences. The session will Louisville, KY also include brainstorming, questions, and Chad Vanover, Fern Creek Traditional High School, discussion related to advocating for the Louisville, KY teaching profession through publication. Chair: Mark Letcher, Lewis University, Romeoville, IL F.13 Meet the NCTE Editors Presenters: Bob Fecho, Teachers College, Columbia G 120 & 121 University, New York, NY, “What’s Your STORRI?: Participants will have the opportunity to Sharing, Celebrating, and Learning through Our meet journal editors, explore the publishing Wobble Moments” possibilities available with the NCTE journals Lora Hawkins, Teachers College, Columbia University, program and with assembly journals, and New York, NY, “What’s Your STORRI?: Sharing, discuss specific article prospects with the Celebrating, and Learning through Our Wobble editors. Submission guidelines will be available Moments” for all NCTE journals. Lindsay Jeffers, Western Michigan University, Kalamazoo, “Changing Perceptions: Why Public Chair: Kurt Austin, National Council of Teachers of Audiences Need to Hear Teachers’ Stories” English, Urbana, IL Michael Sherry, University of South Florida, Tampa, Editors: “Informed Advocacy: Balancing Inquiry and The ALAN Review Inspiration” Ricki Ginsberg, Colorado State University, Fort Collins, Amber Warrington, Boise State University, ID, coeditor “Changing Perceptions: Why Public Audiences Wendy Glenn, University of Colorado Boulder, coeditor Need to Hear Teachers’ Stories” Danielle King-Watkins, University of Connecticut, Respondents: Sarah Hochstetler, Illinois State Storrs, coeditor University, Normal College Composition and Communication Kristen Hawley Turner, Drew University, Madison, NJ Jonathan Alexander, University of California, Irvine F.12 Tigers Feeding Chickens College English Melissa Ianetta, University of Delaware, Newark S 152 English Education Sponsored by the Bread Loaf Teacher Tara Star Johnson, Purdue University, West Lafayette, IN Network English Journal We gave our kids knives, shovels, tillers, Toby Emert, Agnes Scott College, Decatur, GA, pruners, and chickens and formed a incoming coeditor community of critical thinkers, writers, chefs, R. Joseph Rodríguez, The University of Texas at carpenters, gardeners, and teachers. We want El Paso, incoming coeditor to share with you an English class called Food The Journal of Children’s Literature Lit., a book called Tigers Feeding Chickens, Donna Sayers Adomat, Indiana University Bloomington, and a literacy that looks and tastes like Home. coeditor Our students will be on hand to share, too. Karla J. Möller, University of Illinois at Urbana- Presenters: Joseph Franzen, St. Bonaventure University, Champaign, coeditor Allegany, NY, and Cuba-Rushford Public School, NY Angela Wiseman, North Carolina State University, Brent Peters, Fern Creek Traditional High School, Raleigh, coeditor Louisville, KY, and Middlebury Bread Loaf Teacher Network

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Language Arts F.15 MISSOURI STRAND: Responsive Jonda C. McNair, Clemson University, SC, coeditor E Teaching: The Best Lesson Plan Is Kelly Wissman, University at Albany, NY, coeditor the Student Sitting Right in Front of ReadWriteThink.org You! Lisa Storm Fink, National Council of Teachers of English, Urbana, IL 160 Research in the Teaching of English Are you prepared for when your students shift Gerald Campano, University of Pennsylvania, your instruction down a different path? In this Philadelphia, incoming coeditor session, you will discover how to effectively Amy Stornaiuolo, University of Pennsylvania, observe your students and then turn your Philadelphia, incoming coeditor instruction in the direction they take you, even Ebony Elizabeth Thomas, University of Pennsylvania, if it isn't planned! Philadelphia, incoming coeditor Presenters: Katie McClain, Rockwood School District, Talking Points Eureka, MO Sally Brown, Georgia Southern University, Statesboro, Theresa Meyer, Rockwood School District, Eureka, MO coeditor Amy Orr, Rockwood School District, Eureka, MO Deborah MacPhee, Illinois State University, Normal, Stefanie Steffan, Rockwood School District, Eureka, MO coeditor Lynn White, Rockwood School District, Eureka, MO SATURDAY Teaching English in the Two-Year College Holly Hassel, University of Wisconsin–Marathon County F.16 The Magic of Multigenre: Voice, Voices from the Middle S Passion, Empowerment Sara Kajder, The University of Georgia, Athens, coeditor C 267 Shelbie Witte, Oklahoma State University, Stillwater, coeditor This session will illuminate the magic of multigenre. Panelists share their insights, best F.14 Igniting Instruction—Round 1 practice, and dilemmas from recent experience G teaching high school seniors and first-year 105 college students to write multigenre research An Ignite is the haiku of presentations. In each papers. of these high-energy talks, the speaker’s 20 Chair: Lisa Miller, Granite City High School, IL presentation slides will advance automatically Respondent: Mariana Romano, Evanston, IL every 15 seconds. When the five minutes are Presenters: Jennifer Connolly, Southwestern Illinois up, so is the talk. These speakers will share College, Belleville & Granite City High School, IL, their freshest ideas to fire up your imagination “The Magic Unleashed” and illuminate new ways to kindle a passion Tom Romano, Miami University, Oxford, OH, “Fearless for reading, writing, collaborating, creating, Writing through Multigenre” and thinking in your students. Presenters: Jason Augustowski, Riverside High School, Leesburg, VA William Bass II, Parkway School District, St. Louis, MO Jason Griffith, Arizona State University, Tempe Sandy Hayes, Becker Middle School, MN Matthew Johnson, Ann Arbor Public Schools, MI Nick Kremer, Columbia Public Schools, MO & University of Missouri, Columbia Christopher Lehman, The Educator Collaborative, Astoria, NY Nancy Steineke, Illinois Writing Project, Brookfield, IL Dave Stuart, Cedar Springs Public Schools, MI Shelli Tabor, Northview Public Schools, Grand Rapids, MI

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F.17 Reclaiming Voices of Youth within F.19 Empower Your Student Writers S Increasingly Hostile School Climates M Using Effective Feedback and Tech 264 S Tools As schools become increasingly challenging 262 spaces for youth from historically marginalized Effective feedback grows the writer rather populations, educators need to continuously than improving a piece of writing. Balancing develop pedagogies outside normative ways directive and facilitative feedback, teachers

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, of doing schooling. This panel highlights help students develop promising ideas. different approaches to literacy learning and Descriptive feedback requires students to look pedagogy that step outside the bounds of at others’ work, discovering what is there. With traditional schooling and foreground the Google platform tools and powerful feedback voices and youth literacies. methods, students become excited to meet Presenters: Antero Garcia, Stanford University, CA, personalized writing goals. “Dungeons, Dragons, and Youth Identities: Civic Presenters: Carol Ann Cavanaugh, Hopkinton Public Literacies of Gaming in an Era of Terror and Schools, MA Discrimination” Julie Matson, Westborough High School, MA Noah Asher Golden, Chapman University, Orange, CA, Cheryl Tucker, Westborough High School, MA “Resisting Deficit Models in Nontraditional Settings: Grounding Alternative Education in Humanizing F.20 Insights into Diverse Readers as Critical Literacies” G Meaning Makers: Eye Movement Robert Petrone, Montana State University, Bozeman, TE and Miscue Analysis “Repositioning ‘At-Risk’ Students’ Experiences with the Trauma of Normative Schooling Practices” 150 Nick Rink, Buffalo Hide Academy, Browning, MT This session explores how diverse readers Respondent: Ernest Morrell, University of Notre Dame, transact with authentic texts. Participants will South Bend, IN gain insights into (1) connections between eye movement and strategies that readers F.18 Empowering Our Instruction: Voice, (elementary to adult) employ to make M Choice, and Feedback Methods meaning; (2) connections between expected S 106 responses (miscues) and observed responses; C and (3) connections between reading In this panel presentation, several methods strategies and instructional strategies. TE of teaching will be shared, including Presenters: Judith Franzak, Salisbury University, collaborations across universities, flipped Salisbury, MD learning, digital assessment strategies, and Gray Jack, Salisbury University, Salisbury, MD incorporating a “bus tour” to learn about Koomi Kim, Salisbury University, Salisbury, MD community diversity. All approaches are Katherine MacDonald, Salisbury University, Salisbury, MD based on empowering students and building Ariana Sala, Salisbury University, Salisbury, MD authentic experiences into the curriculum. Presenters: Nicole Damico, University of Central F.21 Challenging Deficit Perspectives: Florida, Orlando, “A Successful Cross-University S Reading and Writing behind Bars Collaboration Using Google Docs as a Platform for Providing Feedback” 104 Amy Piotrowski, Utah State University, Vernal, “Flipped This panel presentation will challenge deficit Learning for Preservice Teachers” perspectives of those incarcerated as six Katie Rybakova, Thomas College, Waterville, ME, “The teachers share their experiences reading Implementation of a Themed Bus Tour for Students and writing behind bars. Curriculum and to Engage in Critical Thinking ‘On the Road’ AND pedagogy that expands literacy instruction An Investigation into the Uses of Screencasted in correctional facilities will be shared, and Feedback to Provide Differentiated Assessment” the voices of students and teachers will be validated. Presenters: Deborah Appleman, Carleton College, Northfield, MN, “Word by Word: Teaching Poetic Economy behind Bars”

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Karen Gavigan, University of South Carolina, Columbia, F.24 Voracious Readers, Passionate “Creating a Community of Writers: Using Graphic E Writers: Using Popular Series as Novels” M Mentor Texts to Inspire Student Janie Goodman, University of South Carolina, Columbia, Research & Writing Across the “Hearing the Voices of Teachers and Incarcerated S Curriculum Adolescents: Professional Development within the South Carolina Department of Juvenile Justice” 145 Victoria Oglan, University of South Carolina, Columbia, Beloved series can be all-consuming for “Hearing the Voices of Teachers and Incarcerated elementary and middle school readers, and Adolescents: Professional Development within the they can inspire young writers, too! In this South Carolina Department of Juvenile Justice” session, six popular series authors share Mary Styslinger, University of South Carolina, Columbia, the research and writing process behind “Reading Buddies: A School-University Partnership” their books, exploring strategies for turning Peter Williamson, Stanford University, CA, “My Page for kids’ read-under-the-desk enthusiasm into English B: Literacy and Learning with Incarcerated excitement for research and writing across the Youth” curriculum. F.22 Igniting Kids’ Curiosity and Passion Chair: Teresa Bunner, Wake County Public School System, Cary, NC G with Student-Directed Inquiry Circles Tradebook Authors: Christina Diaz Gonzalez, SATURDAY 220 Scholastic Inc. In this interactive session, Stephanie Harvey, Elizabeth Eulberg, Bloomsbury Harvey “Smokey” Daniels, and Sara Ahmed Varian Johnson, Scholastic Inc. will define and demonstrate student-directed Kate Messner, Bloomsbury inquiry circles. Attendees will engage directly Jennifer Nielsen, Scholastic Inc. in a personal mini-inquiry project, as well as Linda Urban, Houghton Mifflin Harcourt view classroom videos, examine samples of kids’ work, and join in recurring discussions with F.25 The Power of Reading in speakers and peers. S Community: Brother, I’m Dying, Community Partnerships, Presenters: Sara Ahmed, NIST International School, C Bangkok, Thailand, “From Inquiry Circles to Social and Championing Student Comprehension” Accomplishments Harvey “Smokey” Daniels, author and consultant, Lamy, 261 NM, “Taking Student-Directed Inquiry School-Wide” In this panel presentation, teachers from Stephanie Harvey, Stephanie Harvey Consulting, Denver, different schools, librarians, professors, and CO, “Content Literacy and Student-Directed Inquiry” a museum educator in a midsize city will discuss the collaborative and innovative F.23 Progressing Along with ways they used community involvement and E Undergraduate Preservice art integration with secondary students in a C Teachers—Fostering Cultural community-wide reading program of Edwidge Awareness with Multiculture Danticat’s immigration memoir, Brother, I’m Children’s Literature Dying. They will reflect on how authentic 163 audiences increased student engagement. Presenters: Anne Harrison, Herrick District Library, This panel presents action research on two Holland, MI, “Community Librarians Should Be a international graduate teaching assistants’ Teacher's Best Friend” struggles and progressions in instructing Rob Kenagy, Hope College, Holland, MI, “Teaching an undergraduate course. This presentation Immigrant Stories: Listening and Learning” focuses on how they negotiate their bicultural Connie Locker, Holland Museum, Holland, MI, “Out of identities while preparing and delivering the the Classroom and into the Museum” class to undergraduate preservice teachers, William Moreau, Hope College, Holland, MI, “Don't Just fostering their multicultural awareness along Talk about It, Do It: Leading Book Groups in the the way. Community” Presenters: Lin Deng, University of Florida, Gainesville Abbey Stroop, Herrick District Library, Holland, MI, Rongrong Dong, University of Florida, Gainesville “Community Librarians Should Be a Teacher's Best Buyi Wang, University of Florida, Gainesville Friend”

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Deborah Vriend Van Duinen, Hope College, Holland, F.28 From Book Love to Book Action: MI, “The Power of Place-Based Literacy: Reading M Empowering Adolescent Readers Classic Literature in Community” S through Independent Reading (Or: Jay Woods, Holland Public Schools, MI, “Student I Have a Classroom Library. . . Now Engagement in a Community-Wide Reading Program” C Joy Zomer, Hamilton Community Schools, Holland, TE What?! MI, “Student Engagement in a Community-Wide 124 Reading Program” SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, This workshop is for teachers who want to F.26 Geeking Out, Tuning In: Using deepen their independent reading practice. G Fandom to Encourage Engagement, Teachers share strategies, materials, and resources for creating whole-class and Creativity, and Community independent reading experiences designed 266 for transfer; building text complexity for Fandom can change our students and the young men of color; and using authentic world. We’ll demonstrate how to leverage accountability to create transformative the power of fandom to transform literacy by reading experiences for diverse students. embedding it within our instruction, creating Presenters: Tricia Ebarvia, Conestoga High School, transformative works, and sharing students’ Berwyn, PA, “Bridging Independent and Whole- work with authentic audiences. Don’t throw Class Reading” away your shot to engage students’ interests Kate Flowers, Santa Clara High School, CA, and restore your passion. “Response That Matters: How to Use IR Authentic Chair: Eti Berland, Saul Silber Memorial Library, Chicago, IL Accountability to Motivate and Empower Students” Presenters: Jennifer Billingsley, Cedar Lake Branch Kimberly Parker, Cambridge Rindge and Latin School, Library, Cedar Lake, IN Cambridge, MA, “Kid-Created Canons: How to Build James Kennedy, 90-Second Newbery Film Festival, IR Text Complexity with Young Men of Color” Chicago, IL Aaron Zenz, author, Two Lions, Spring Lake, MI F.29 Recapture Our Voices: The Joy of G the Thing F.27 Image, Sound, and Story: Literacy 242 M for a Visual Culture It's time to recapture our own love of story. 125 This session is designed to tap into the This engaging and interactive session will insights of authors both for teachers and with model the groundbreaking work educators a goal of empowering and equipping students in the ReNEW Schools in New Orleans, LA, to recognize the “on-ramps” for pleasure are doing to bring the skills and content reading and to become the designers of that of Image, Sound, and Story into English reading path. language arts instruction. Through curriculum Chair: Barb Langridge, Howard County Central Library, samples, lesson plans, and student work, Columbia, MD participants will experience first-hand how the Tradebook Authors: Laurie Halse Anderson, Macmillan skills of visual communication can influence Children’s Publishing Group reading and writing literature, nonfiction, and M. T. Anderson, Candlewick Press persuasive texts. With accessible technology Tonya Bolden, Abrams Books for Young Readers and engaging content, participants will Nick Eliopulos, Disney Worldwide Publishing understand how close-reading and critical Zack Loran Clark, Disney Worldwide Publishing thinking skills can be developed and applied in Jason Reynolds, Simon & Schuster a culture dominated by the moving image. Renée Watson, DreamYard Project, New York, NY & Chair: Emily Keating, Jacob Burns Film Center, Bloomsbury Children's Books Pleasantville, NY Presenters: Jennie Moctezuma, ReNEW Schools, New Orleans, LA Laura Shanteler, ReNEW Cultural Arts Academy, New Orleans, LA

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F.30 In Search of Hope for Kids from Presenters: Allen Koshewa, Shanghai American School, M Hard Places: How the Right Story Shanghai, China Katie Parkhurst, Shanghai American School, Shanghai, S Can Be Both a Window AND a Mirror China Beth Rohrbeck, Shanghai American School, Shanghai, 276 China Join authors Matt de la Peña, Kimberly Brubaker Bradley, Lynda Mullaly Hunt, and Kat F.33 Doing Research: Empowering Yeh, along with moderator Andria Amaral, to M Teachers and Students discuss how the right stories can be mirrors, S 260 windows, and inspiration for middle grades C and young YA readers. This panel—of interest to middle/high school teachers and college-level instructors—is Tradebook Authors: Kimberly Brubaker Bradley, about doing research in the Internet and social Listening Library & Penguin Random House media age. The session focuses on supporting Matt de la Peña, Random House Children's Books high school and college students in research- Lynda Mullaly Hunt, Nancy Paulsen Books, an imprint based writing, including from 9th– and of Penguin 10th-grade English to 12th-grade Advanced Kat Yeh, Little, Brown and Company Placement to college composition. SATURDAY Presenter: Andria Amaral, Charleston Public LIbrary, SC Chair: Leslie S. Rush, University of Wyoming, Laramie F.31 Writing Our Way to Resilience: Presenters: Jennifer Day Barnett, Green Hope High G Lessons from the Visual Arts and School, Cary, NC, “Doing Research with 9th Grade Students” Authors Who Write about Resilient Nate Boleen, South Fort Myers High School, FL, “Doing Artists Research with 12th Graders and College Students” 229 Lisa Scherff, McREL International, Honolulu, HI, “Doing Research with 10th Graders through ‘Genius Hour’” This session will explore the possibilities of Ben Strauss, Mariner High School, Cape Coral, FL, “The applying lessons from the visual arts—and Advanced Placement Research Class” authors who write about visual artists—to the Respondent: Doug Hesse, NCTE Past President, teaching of writing. Conversation will focus on University of Denver, CO the life of Vincent van Gogh as seen through the eyes of two authors who have written new F.34 Girl Power in Our Own Voice: books about him. E Multicultural Authors on Mirrors, Co-Chairs: Jennifer Buehler, Saint Louis University, MO Windows, and Empowering Young Lois Stover, Marymount University, Arlington, VA Readers Tradebook Authors: Deborah Heiligman, Macmillian Children's Publishing Group 103 Barb Rosenstock, Random House Children's Books “#Own Voices” authors, whose writing is rooted in their own cultural identity and F.32 Recapturing Our Voices in experiences, discuss how books starring G Nonfiction: Using Matrices to strong, diverse females can empower Inspire Personalized Language in and validate readers of all backgrounds, Informational Writing particularly girls. Sample lesson plans and a 162 book list will offer educators critical classroom tools for promoting student empathy and The presenters will demonstrate how to use empowerment. a matrix to evoke voice in nonfiction writing Tradebook Authors: F. Isabel Campoy, Del Sol Books when reporting on content-area research. Debbi Michiko Florence, Farrar, Straus and Giroux & Participants will use observations and notes to Macmillan create an original composition and speculate Sundee Frazier, Scholastic Inc. on how to apply the approach in their own Andrea Wang, Albert Whitman & Company classrooms. Modifications for other genres will be discussed.

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F.35 Teaching Empowerment and studies examined the role of teachers using G Agency through Photovoice and critical pedagogy, critical literacy, and Graphic Novels the outcome for students lacking these implementations. This session intends to 122 empower educators to apply knowledge This panel will describe approaches to using gained to improve academic and social graphic novels and photovoice to teach outcomes for all.

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, students about cultural competency and bias. Presenters: Tarryn McGhie, The University of Nevada, Chair: Joanne Marciano, Michigan State University, East Las Vegas Lansing Rebekah Piper, Texas A&M University–San Antonio Presenters: Lavern Byfield, Southern Illinois University, Myah Stanford, Winthrop University, Rock Hill, SC Carbondale, “A Picture Is Worth 1,000 Words: Photovoice as an Act of Empowerment, Agency, F.38 What Matters Most about Reading and Critical Consciousness” G and Writing Eman El-Ayins, Southern Illinois University, Carbondale, FERRARA THEATRE “A Picture Is Worth 1,000 Words: Photovoice as an Act of Empowerment, Agency, and Critical Join us as we explore critical issues in reading Consciousness” and writing. Chair Lester Laminack will ask Leah Hooper, Southern Illinois University, Carbondale, two well-respected leaders in the field, Lucy “A Picture Is Worth 1,000 Words: Photovoice as Calkins and Kylene Beers, to share their an Act of Empowerment, Agency, and Critical thoughts about issues such as choice reading, Consciousness” leveling books, drafting and revising, and Crystal Shelby-Caffey, Southern Illinois University, state-mandated tests. Bob Probst will close Carbondale, “A Picture Is Worth 1,000 Words: with summary thoughts. Photovoice as an Act of Empowerment, Agency, Chair: Lester Laminack, author/consultant, Asheville, NC and Critical Consciousness” Presenters: Kylene Beers, Reading and Writing Project, Rachel Wurster, Virginia Tech University, Blacksburg, Teachers College, Columbia University, New York, “Teaching Cultural Awareness and Sensitivity NY, “What Really Matters about Reading” through the Use of Graphic Novels” Lucy Calkins, Teachers College, Columbia University, New York, NY, “What Really Matters about Writing” F.36 Teaching Gatsby in the Age of Respondent: Robert Probst, Marathon, FL M Trump S 230 F.39 Of Wishes and Walls—Reclaiming M Voices of Refugee and Immigrant Using select informational print and S Youth multimedia texts, students can unpack the connections between the Age of Trump and C 101 The Great Gatsby: income inequality, nativism, In 2016, teachers and youth attending cheating, bullying, and more. This interactive Connecticut Writing Project-Fairfield summer workshop will offer teachers innovative text programs collaborated with artist Rick Shaefer pairings and classroom activities that promote and Fairfield University Art Museum to debut engagement and allow students to discover Refugee Trilogy, three large charcoal drawings: the relevance of Gatsby. land-crossing, water-crossing, and border- Presenters: Susan Chenelle, University Academy crossing. Inspired by the work, they wrote and Charter High School, Jersey City, NJ recorded podcasts that became part of the Audrey Fisch, New Jersey City University, Jersey City artist’s exhibition. Discussion Leader: Jessica Baldizon, Cesar Batalla F.37 Multicultural Content, Pedagogy, School, Bridgeport, CT, “Three Years of Refugee G and Dialogue: Preparing Teachers Work” to Shape the Future of Literacy Presenters: Bryan Ripley Crandall, Fairfield University, Education CT, “The Idea Gets Planted” William King, Bassick High School, Bridgeport, CT, “A 280 Call to Collaborate” This panel explores three studies in preK–12 David Wooley, Westhill High School, Stamford, CT, “Hip teaching and learning environments. The Hop and Narratives”

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F.40 Be the Change: Take Students from Roundtable 2: Reading Instruction in the Middle M Text to Action School Classroom Tamera Carter, Ira Simmons Middle School, Hoover, AL 126 Roundtable 3: Using Hip Hop in Debate Participants engage in activities from a unit Dana Jacobson, Clay-Chalkville High School, moving students from text to action, using their Birmingham, AL voices to effect change. After reading about Roundtable 4: Birmingham Project: Civil Rights characters faced with fleeing their homes, Movement: Research, Primary Sources, and students developed feasible projects with all Mokuhauhau steps outlined related to the refugee and water Wendie Burbridge, R.F. Pumpus Middle School, Hoover crises both locally and around the world. City Schools, AL Chair: Ashby Rushing, The Potomac School, McLean, VA Roundtable 5: Building a Culture of Literacy from an Presenters: Kathy Ascenzi, Williamsburg Middle Administrative Perspective School, Arlington, VA Jameka Thomas, Bessemer City Middle School, AL Jenni Ashley, The Potomac School, McLean, VA Roundtable 6: Creating High School Literacy Centers Beth Bailey, The Potomac School, McLean, VA and Finding Student Voice Whitney Field, Williamsburg Middle School, Arlington, VA Tonya Perry, The University of Alabama, Birmingham Roundtable 7: How the Visual Literacies of Theater F.41 Theme, Mood, and . . . Grammar? SATURDAY Impact Students and Communities Seriously? Language Use as an M Terry Harbison, Red Mountain Writing Project, S Integrated Feature of Thematic Birmingham, AL Units TE Roundtable 8: Teachers Helping Teachers 265 Cynthia Crenshaw, Glen Iris Elementary School, Birmingham, AL Traditional language study, particularly grammar instruction, has paradoxically de- Roundtable 9: Adolescent Females and the voiced both teachers and students. This Collaborative Learning Environment interactive session shares strategies that Britani May, The University of Alabama, Birmingham & participants can use to integrate generative Red Mountain Writing Project, Birmingham, AL language and grammar instruction within the Roundtable 10: The Personal Narrative thematic units that they already teach. More Sharonica Nelson, Bessemer City Schools, AL broadly, we explore how to teach grammar Roundtable 11: Making a Difference in My Community through an applied, use-based lens. Using Literacy Presenters: Darren Crovitz, Kennesaw State University, Kristie Williams, G. W. Carver High School, Birmingham, AL GA Roundtable 12: Creating High School Literacy Michelle Devereaux, Kennesaw State University, GA Centers Michele Sims, The University of Alabama, Birmingham F.42 Connecting Our Teaching to Our G Communities: Giving Voice to F.43 Cultivating Writing in Multiple Students and Igniting Their Passion G E Contexts 127 M TE 263 It is vital that students take information This session examines supporting writing for a learned in the classroom and connect it with variety of purposes and contexts. the real world. This roundtable will address Chair: RC Atchisson, author, St. Louis, MO ways teachers and students connect with Presenters: Huy Chung, University of California, Irvine, their communities through literacy in various “Tales of Possibilities: Cultivating Academic Writing ways to help students capture their voices and Capacity in Mainstream Secondary Students and teachers expound upon their agency. English Learners through the Pathway Project Chair: Tonya Perry, The University of Alabama, Professional Development Program” Birmingham Kaitlyn Erehart, University of Missouri, Columbia, Roundtable 1: Connecting with the Real World: The “When Writers Lean on Other Writers: A First- Importance of Allowing Students to Explore Social Year Teacher's Story of Immersing Students in Justice Issues outside of the Classroom Nonfiction” Brandon Hatcher, Irondale Middle School, Moody, AL

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Lauren Godfrey, University of California, Irvine, “Tales of Poster 6: English Teacher Uses James Moffett to Invite Possibilities: Cultivating Academic Writing Capacity Student Participation in the Hard Sciences in Mainstream Secondary Students and English Dorell Thomas, Teachers College, Columbia University, Learners through the Pathway Project Professional New York, NY Development Program” Poster 7: Listen Up! The Power of Audiobooks Katherine O'Daniels, University of Missouri—St. Louis, William Weil, Tales2go, Bethesda, MD “Critical Professional Practice through Poetry: (Re) Poster 8: Making Connections with Primary Sources Shaping the Classroom Space” SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, and Historical Fiction Carol Booth Olson, University of California, Irvine Writing Kristin Westphal, Collinsville High School, IL Project, “Tales of Possibilities: Cultivating Academic Poster 9: Mastering Digital and Visual Literacy Writing Capacity in Mainstream Secondary Students John Hayward, Naperville Central High School, IL and English Learners through the Pathway Project Professional Development Program” Poster 10: A Digital Room of One's Own Rachel Stumpf, University of California, Irvine, “Tales of Leah Shull, Chester County Schools, Henderson, TN Possibilities: Cultivating Academic Writing Capacity Poster 11: Developing a Professional Learning in Mainstream Secondary Students and English Community through Twitter Learners through the Pathway Project Professional Jeff Whittingham, University of Central Arkansas, Development Program” Conway Poster 12: Strengthening Our Shine: Exploring F.44 POSTER SESSION: Bridging Silos Spirituality and Healing in Diverse Sociocultural G and Crossing Boundaries with Contexts through Spoken Word and Hip-Hop Shared Voices, Agency, and Mission Pedagogy Anna Pirsch, Hunter College, City University of New 2ND FLOOR ATRIUM York, NY Whether we are partnering with community or Moira Pirsch, Columbia University, Teachers College, collaborating across the disciplines in the name New York, NY of language and literacy, we make a difference in the lives of our students. See how stretching F.45 Exhibitor Session: Connecting beyond traditional boundaries increases the G students with Language Arts and authenticity and impact of teaching and the Digital World learning. 140 Poster 1: Japanese American Family Experiences from Meet Passport®, EMC’s state of the art digital 1939 to 1945 learning environment that is uniquely designed Janine Fujioka, Laney College, Oakland, CA for your language arts classroom. Learn how Poster 2: Global Collaboration through iTunes U: you can use Passport to engage all of your Understanding Holocaust Literature Collaboratively students with not only content but media Casey Cohen, String Theory Schools, Philadelphia, PA literacy and communication tools. Leave with Poster 3: Improving Writing Complexity and ideas you can implement in your classroom Confidence: Using a Heuristic to Guide Textual immediately! Analysis Across Disciplines Stacy Courtright, EMC School, Tempe, AZ Angela Thomas, New York City Department of Presenter: Education, NY Poster 4: Agentic Goals for First-Year Writing via the ePortfolio Laquana Cooke, West Chester University of Pennsylvania Shannon Mrkich, West Chester University of Pennsylvania Jordan Schugar, West Chester University of Pennsylvania Poster 5: Inspiring Voice and Autonomy through the Creation of Hybrid Texts Lisa Ciecierski, Penn State Erie, PA

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G.01 NCTE Research Awards Session Roundtable Leaders: Debra Baker and middle level students from Wydown G 229 Middle School, Clayton, MO The Purves and Promising Researcher Awards Emily O'Brien and middle level students from Premier will be presented during this session. The Purves, Charter School, St. Louis, MO Promising Researcher, and Russell Award Elizabeth Porter and middle level students from recipients will also present on their research. Hawthorn Leadership School for Girls, St. Louis, MO Chair: Ebony Elizabeth Thomas, University of Respondent: Darby Simpson, Arizona State University, Pennsylvania, Philadelphia Tempe Alan C. Purves Award G.03 Critical Issues in English Education: Recipient: Katherine K. Frankel, Boston University, MA, "The Intersection of Reading and Identity in High G Research by CEE Research Initiative School Literacy Intervention Classes" (August 2016) TE Award Winners Honorable Mention: Sara Staley and Bethy Leonardi, 125 University of Colorado Boulder, “Leaning In to Sponsored by the Conference on Discomfort: Preparing Literacy Teachers for Gender English Education and Sexual Diversity” (November 2016) In this roundtable session, the recipients of Introduction: Sarah W. Beck, New York University, NY the annual Research Initiative grants and SATURDAY Promising Researcher Award Graduate Student Research Award, sponsored Lamar Johnson, Michigan State University, Recipient: by the Conference on English Education East Lansing (CEE), present their award-winning research Jon M. Wargo, Boston College, MA Honorable Mention: on current issues in the fields of literacy and April Baker-Bell, Michigan State Introduction: English teacher education. University, East Lansing Chair: Mollie Blackburn, The Ohio State University, David H. Russell Award for Distinguished Research in Columbus the Teaching of English Roundtable 1: Examining the Effects of a Practice- Recipient: Personal Narrative, Revised: Writing Love and Agency in the High School Classroom (Teachers Embedded Educational Research Collaborative on College Press, 2016) by Bronwyn Clare LaMay, Critical Text Production in Middle School Nadia Behizadeh, Georgia State University, Atlanta Downtown College Prep, San Jose, CA Introduction: Thomas Newkirk, University of New Roundtable 2: Transforming English Teacher Hampshire, Durham Education via Critical Participatory Research with Youth G.02 Why Middle Matters: Student-Led Limarys Caraballo, Queens College—CUNY, Queens, NY Danielle Fillipiak, Teachers College, Columbia M Roundtables—Expanding Horizons/ Increasing Awareness with Diverse University, New York, NY Jamila Lyiscott, Teachers College, Columbia University, Books New York, NY 131 & 132 Roundtable 3: Exploring Connected Learning as Sponsored by the Middle Level Section a Framework for Transformative Digital Literacy Steering Committee Teacher Education Diverse books provide readers a means for Nicole Mirra, Rutgers University, Brooklyn, NY expanding their awareness of the lives led by Roundtable 4: The Intersectionality of Critical people outside their own range of experience. Literacy in Literacy Education Join roundtable discussions, led by middle level Bianca Nightengale-Lee, University of Louisville, KY students, addressing the impact of diverse Roundtable 5: Jump-Starting Career-Long Learning: books on their understanding of the world. How Prospective Teachers Are Prepared for Authors may drop by as surprise guests. Participatory Online Professional Development Co-Chairs: Alice Hays, Arizona State University, Tempe Luke Rodesiler, Indiana University-Purdue University James Blasingame, Arizona State University, Tempe Fort Wayne

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G.04 How to Say Less So Readers Can Do Presenters: Kamshia Childs, Texas Southern University, E More: Developing Agentive Readers Houston, “Changing the Language: Using Social Media and Popular Culture to Teach Traditional M 240 & 241 Literacy Skills” When students encounter a difficult spot Sharee Langenstein, Southeast Missouri State in their reading, what should we do? While University, Cape Girardeau, “(Re)igniting Readers’ instinct tells us to explain or “scaffold” Passion and Agency: Online Fanfiction as YAL” Shauna Wight, Southeast Missouri State University,

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, with words, oftentimes saying more means students think less. Shift the language of Cape Girardeau, “(Re)igniting Readers’ Passion and reading instruction by adjusting conventional Agency: Online Fanfiction as YAL” prompts, reframing scaffolding, and giving students ways to support themselves. G.07 “Getting It Right”: Using Our Voices Chair: Gravity Goldberg, Gravity Goldberg, LLC, South G and Our Agency to Uphold Our Nyack, NY Mission Presenters: Jan Burkins, Burkins and Yaris Consulting, 220 Athens, GA JoAnne Duncan, Ellensburg School District, WA In this session, four critical language scholars Kim Yaris, literacy consultant, Wellington, FL of color will highlight the critical and Respondent: Renee Houser, Growing Educators, Los transformative language work that teachers Angeles, CA and students are doing in classrooms and communities. Participants will leave this G.05 The Next Chapter for Conventions session with social justice approaches to teaching language and literacy that support E of Language: Author's Purpose, linguistically marginalized students of color. Craft, and Mentor Texts for Elementary Writers Presenters: April Baker-Bell, Michigan State University, East Lansing, “‘I Can Switch My Language, but I 161 Can’t Switch My Skin’: What English Teachers Must Explore ways to harness language conventions Understand about Linguistic Racism” to purposefully activate meaning in both Lamar Johnson, Michigan State University, East comprehension and composition. Author's Lansing, “‘Loving Blackness to Death’: (Re) purpose is why, and author's craft is how. Imagining ELA Classrooms in a Time of Racial A principal, a literacy coach, and a writer Chaos” staff developer will share how we can take Alice Lee, Illinois State University, Normal, “Reclaiming language conventions from right and wrong to Both Teacher and Student Voices: Envisioning a thinking and purpose. Classroom for AAL-Speaking Students” Danny Martinez, University of California, Davis, “Talking Chair: Jeff Anderson, trade book author, San Antonio, Right and Talking White: Black and Latinx Youth TX, “Language Conventions as Patterns of Power: Language Ideologies on the Usefulness of ‘Good An Invitational Process” English’“ Presenters: Whitney LaRocca, Pattison Elementary, Katy, TX, “Interactive Imitation with Primary Writers: G.08 Critical Literacy: Engaging Children A Practical Application” Jessie Miller, Katy ISD, TX, “Supporting and Sustaining E in Quality Picturebooks and Igniting a Culture of Curiosity about Conventions” TE Political Work through Stories 143 G.06 Social Media, Fanfiction, Literature, When teachers engage in critical literacy G and Literacy practices, they create equitable learning 266 spaces for students to explore issues of power, transformation, and action. In this Social media that involves popular culture presentation, the presenters will examine provides exciting ways to engage students teaching practices that sanction political with literacy skills and young adult literature. thinking and social justice work in early Chair: Candy Holloway, Fort Zumwalt School District, childhood. In addition, participants will have O'Fallon, MO the opportunity to engage in critical literacy

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with a lens on gender as they examine G.10 Empowering Students and picturebooks for quality and various gendered E Prompting Knowledge Construction messages. Student work samples and lessons M through Literature Conversations from a kindergarten classroom will be shared, and participants will learn techniques for TE 142 engaging students in critical literacy through A researcher and a classroom teacher will discussion, writing, drawing, and drama. share ways that preschoolers and their teacher Chair: Nilufer Guler, Avila University, Kansas City, MO constructed knowledge through participation Presenters: Christie Angleton, University of Louisville, in literature conversations in the social context KY, “Critical Literacy and Gender: Reflective Tools of the preschool classroom. In addition, the for Choosing High-Quality Picturebooks” presenters will demonstrate how children’s Dana Frantz Bentley, Buckingham Browne & Nichols literature about refugees can be intertwined School, Cambridge, MA, “Sanctioning the Story: with bibliotherapy to provide the mirrors, Igniting Political Work with Young Children” windows, and doors that all students need to Meredith Labadie, Crestwood Elementary, St. Louis, confirm identity, experience difference, and MO, “Engaging Young Students in Critical Literacy” generate acceptance and understanding. Brooke Langston-Demott, University of North Chair: Russell Mayo, University of Illinois at Chicago Carolina at Wilmington, “Critical Literacy and Presenters: Ayana Fletcher-Tyson, Vanderbilt Gender: Reflective Tools for Choosing High-Quality University, Nashville, TN, “Empowering Students SATURDAY Picturebooks” and Promoting Understanding: Using Bibliotherapy Emily Zuccaro, University of Louisville, KY, “Critical and Children’s Literature about Refugees in the Literacy and Gender: Reflective Tools for Choosing Classroom” High-Quality Picturebooks” Katie Goetz, Vanderbilt University, Nashville, TN, “Empowering Students and Promoting G.09 Digital Literacy as a Platform Understanding: Using Bibliotherapy and Children’s E for Student Agency and Helping Literature about Refugees in the Classroom” TE Children Write and Publish Aliceyn Heasley, Vanderbilt University, Nashville, 141 TN, “Empowering Students and Promoting Understanding: Using Bibliotherapy and Children’s This session highlights in-field mini-case Literature about Refugees in the Classroom” studies that detail the literacy experiences Cassandra Mattoon, Metcalf Laboratory School— of diverse children using technology as a Illinois State University, Normal, “Early Literature platform for student agency. In addition the Conversations: Literary Knowledge Construction in presenters will share how they address the the Social Environment of the Preschool Classroom” CCSS that require kindergarten students to Laura Piestrzynski, Vanderbilt University, Nashville, “explore a variety of digital tools to produce TN, “Empowering Students and Promoting and publish writing.” Understanding: Using Bibliotherapy and Children’s Strands: Early Childhood, Rainbow, WLU Literature about Refugees in the Classroom” Sherry Sanden, Illinois State University, Normal, “Early Chair: Liisa Moilanen Potts, EdReports.org, Auburn, WA Literature Conversations: Literary Knowledge Presenters: Zachary Adams, Zeeland Public Schools, MI, “Paper, Pencils, Crayons, and iPads: Helping Construction in the Social Environment of the Kindergartners Write and Publish Using Digital Tools” Preschool Classroom” Sally Brown, Georgia Southern University, Statesboro, Jillian Wiedrich, Vanderbilt University, Nashville, “Digital Literacy Engagements as Platforms for TN, “Empowering Students and Promoting Student Agency” Understanding: Using Bibliotherapy and Children’s Teunis Donk, Hope College, Holland, MI, “Paper, Pencils, Literature about Refugees in the Classroom” Crayons, and iPads: Helping Kindergartners Write and Publish Using Digital Tools” Megan Economos, Georgia Southern University, Statesboro, “Digital Literacy Engagements as Platforms for Student Agency” Alexandria Hutchison, Hope College, Holland, MI, “Paper, Pencils, Crayons, and iPads: Helping Kindergartners Write and Publish Using Digital Tools”

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G.11 Transforming Learning Spaces with students. Students produce digitally based M Digital Technologies: Pitfalls and products, navigate academic resources, and communicate appropriately in Edmodo to S Possibilities achieve college and workplace readiness. C 150 Attendees will see how this project was TE How can we cultivate a critical stance toward successfully replicated in Pennsylvania with a new media while also honoring opportunities markedly different population.

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, to use it productively in our classrooms? This Chair: Rachel Stokes, Greenville High School, SC panel will share stories of teachers who have Presenter: James Garner, Decatur High School, AR successfully used internetworked technologies to engage students with the world while also G.14 Eight Great American Novels That teaching them to think critically about online M Ignite Our Passion for Teaching activity. S 130 Chair: Julie Vu, Eagle Mountain–Saginaw ISD, Fort C This roundtable session will celebrate novels Worth, TX TE Presenters: Sara Mullins, Eagle Mountain–Saginaw ISD, from American literature that inspire us as Fort Worth, TX educators. Facilitators and attendees will Margaret Robbins, Mount Vernon Presbyterian School, engage in critical conversations about how our Atlanta, GA passion for these novels can help us propel students toward lifelong learning through G.12 Building a Statewide Professional innovative teaching strategies. M Learning Community Co-Chairs: Heather Barto Wiley, R. J. Reynolds High S 127 School, Winston-Salem, NC Alan Brown, Wake Forest University, Winston-Salem, NC In this session, the presenters will share the Joan F. Mitchell, Wake Forest University, Winston- details of building a statewide professional Salem, NC learning community (PLC) from the ground Speaker: Bruce M. Penniman, University of up and provide you the important details Massachusetts Amherst and considerations to take back to your own Roundtable 1: Of Mice and Men by John Steinbeck community/state in order to successfully Moderator: Chris Crowe, Brigham Young University, implement this practice, including how to offer Provo, UT renewal units for teachers. Session participants Discussant: Sheryl Long, Salem College, Winston- will engage in a hands-on practice PLC to see Salem, NC how the PLC functions, learn about the tools Roundtable 2: To Kill a Mockingbird by Harper Lee that make it successful, and have a chance to Moderator: Lindsay Schneider, West Forsyth High ask questions. School, Clemmons, NC Chair: Beverly Ann Chin, University of Montana, Discussants: Lisa Scherff, McREL International, Missoula Honolulu, HI Presenters: Christy Mock-Stutz, Montana Office of Robert Ciarrocca, Cranford High School, NJ Public Instruction, Helena, MT, “Advocating for Elizabeth Anne Murray, The University of Alabama, Partnerships” Tuscaloosa Bridgett Paddock, Skyview High School, Billings, Roundtable 3: The Absolutely True Diary of a Part- MT, “Fostering Teacher Collaboration and Time Indian by Sherman Alexie Communication” Moderator: Pamela Henderson-Kirkland, R. J. Reynolds Respondent: Sue Stolp, Bozeman Public Schools, MT High School, Winston-Salem, NC Discussants: Caitlin Murphy, The Ohio State University, G.13 Mission Possible! Real, Practical, Columbus G Marketable: Technology and Alan Brown, Wake Forest University, Winston-Salem, Writing Skills for the Future NC 122 Roundtable 4: The Great Gatsby by F. Scott Fitzgerald Increasingly technological and diverse Moderator: Jennifer Rossuck, Randolph School, educational environments demand equity Huntsville, AL and access for low-income, minority, and rural

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Discussants: Elizabeth Shults, Briarwood Christian Roundtable 1: #PLLTheory: Literacy Practices of High School, Birmingham, AL Adolescents’ Online Fandom Joan F. Mitchell, Wake Forest University, Winston- Summer Melody Pennell, Truman State University, Salem, NC Kirksville, MO Bruce Penniman, University of Massachusetts Amherst Roundtable 2: Who I Am Is More Than Words on a Roundtable 5: Their Eyes Were Watching God by Page: The Story of a High School Film Club Zora Neale Hurston Nichole Barrett, University at Buffalo, NY Moderator: Heather Barto Wiley, R. J. Reynolds High Roundtable 3: A Book Club for the 21st Century: School, Winston-Salem, NC Adolescents’ Engagement with Reading Discussants: Kate Youngblood, Ben Franklin High Communities through YouTube School, New Orleans, LA Tara Anderson, University of North Carolina at Chapel Elizabeth Kennard, Davie County High School, Hill Mocksville, NC Roundtable 4: “Do I Really Sound Like That?”: Julia Means, Oldham County High School, LaGrange, KY Using Swivl Video to Study Reflective Practice in Roundtable 6: Fahrenheit 451 by Ray Bradbury Preservice Teachers Moderator: Mark A. Lewis, Loyola University Maryland, Amy Piotrowski, Utah State University, Vernal Baltimore Katie Rybakova, Thomas College, Albion, ME Justin Corazza, Cranford High School, Discussants: Roundtable 5: Lights, Camera, Remix: Using Movie- Cranford, NJ SATURDAY Making to Analyze, Understand, and Modernize Stephen Langford, R. J. Reynolds High School, Classic Literature Winston-Salem, NC Stephanie Loomis, Georgia State University, Atlanta Carl Young, North Carolina State University, Raleigh Roundtable 7: Speak by Laurie Halse Anderson G.16 Interrogating White Privilege in the Moderator: Nikel Bussolati, Wando High School, Mount C Trump Era Pleasant, SC Discussants: Danielle King-Watkins, University of 231 Connecticut, Storrs Using texts such as Bambara’s “The Gift,” the Rachel Koval, Nashville Prep, TN documentary 13th, and Geller’s “Anti-Racism Angelique Reynolds, Stafford High School, VA Work,” presenters discuss teaching about race Roundtable 8: The Color Purple by Alice Walker with a variety of student populations: all-white Moderator: Victor Malo-Juvera, University of North classrooms, students in an urban community Carolina, Wilmington college, and a Pennsylvania campus with a Discussants: Tiffany Newsome, University of North classroom of mostly, but not exclusively, rural Carolina, Wilmington Appalachian students. Linda Spears-Bunton, Florida International University, Chair: Christy Goldsmith, Unviersity of Missouri, Miami Columbia

G.15 Capturing Digital Literacies in Presenters: Leslie Boudouris, Jefferson College, G Action: Using Video to Study Hillsboro, MO, “‘America is not racist’: A Feminist Students' Out-of-School Literacies Analysis of Intersectionality in an All-White 124 Classroom” Catherine Lamas, East Los Angeles College, CA, “The What can we learn when we take a closer Inherent Equity of Our Success” look at students’ digital lives and literacies? In Itzi Meztli, Slippery Rock University, Slippery Rock, this roundtable session, presenters will share PA, “Reclaiming ‘Race’ in Trump’s Era of Making research projects that utilize video, including America ‘White’ Again: Interrogating ‘White Lash/ teens’ self-made videos and screen recordings. Privilege’ in First-Year Composition” Presenters will share video clips to spark conversations about students’ digital and out- of-school literacies. Co-Chairs: Tara Anderson, University of North Carolina at Chapel Hill Lauren Zucker, Fordham University, New York, NY

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G.17 Using Writing and Videos to G.19 Mind the Gap G Address and Take Action on E 163 Climate Change M In this interactive session, a vision for 267 elementary–middle school vertical articulation Given the gravity of climate change effects, will be shared to address the diverse needs of presenters will describe use of different types literacy development. Participants will follow the journey of a reader, discuss the process SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, of writings—legal briefs, anthologies, letters, social media posts, and petitions—as well as of vertical articulation in “minding the gap,” use of videos to influence audiences’ attitudes and become empowered to find their voice in regarding the need for collective action to advocating for students’ needs at all levels of preserve the planet for current and future the transition. generations. Presenters: Lori Katz, Clay Middle School, Carmel, IN Chair: Allen Webb, Western Michigan University, Steffy McCourt, Clay Middle School, Carmel, IN Kalamazoo Elizabeth Wegner, Clay Middle School, Carmel, IN Presenters: Richard Beach, University of Minnesota, Minneapolis, “Fostering Students’ Use of Rhetorical G.20 Professional Development Models Appeals to Gain Audience Identification for G TE of Literacy Learning Addressing Climate Change” E 232 Tiphani Davis, Morgantown High School, WV, “Bringing C Climate Change Home: Student Voices on Climate This discussion will focus on practices that Change and Community” foster professional development in literacy Patricia L. Hans, Ridgewood High School, NJ, “Arguing learning. for Clean Air and Water: Holding the State Chair: Jillian Friedman, Lake Eola Charter School, FL Accountable” Presenters: Dawn Finley, St. John Vianney High School, Lindsay Jeffers, Western Michigan University, Saint Louis, MO, “What Happens in the Classroom: Kalamazoo, “Soapbox Videos for Public Awareness How Classroom Culture Impacts Learning” about Climate Change” Colleen Gannon, University of Maryland, College Park, Gretchen Rumohr-Voskuil, Aquinas College, Grand “Inquiry as the Vehicle for Change: The Voice of a Rapids, MI, “Discussing, Writing, and Taking Action Professional Learning Community” on Climate Change” Alida Hudson, Tomball ISD, TX, “Watching Our Language: Literacy Coaching Conversations with G.18 Preparing Culturally Responsive Teachers” M English Teachers In and beyond Margaret Peterson, University of Maryland, College S Hispanic-Serving Institutions Park, “Inquiry as the Vehicle for Change: The Voice of a Professional Learning Community” C 261 Bethanie Pletcher-Leerkamp, Texas A&M University– TE English teacher-educators must prepare Corpus Christi, “Watching Our Language: Literacy critically conscious teachers who will work Coaching Conversations with Teachers” with diverse student populations. This session Elizabeth Singleton, University of Maryland, College describes efforts to give a central position Park, “Inquiry as the Vehicle for Change: The Voice to Latinx issues and texts by academic of a Professional Learning Community” and creative writers in the south Texas borderlands. Session participants receive G.21 Disciplinary Literacy in Action, copies of assignments and activities. G Schoolwide and Content-Specific: Presenters: David Bowles, University of Texas Rio Science, Social Studies, ELA Grande Valley, Edinburg, “Writing for Young Adults 260 in the Rio Grande Valley” Amy Cummins, University of Texas Rio Grande For many years, literacy in the content areas Valley, Brownsville, “Rethinking English Teacher has been little more than the incorporation of Preparation: Innovation in the Borderlands”“ reading strategies schoolwide. A shift toward Myra Infante Sheridan, The University of Nevada, Las discipline-specific literacy invites teachers to Vegas, “Preparing Monolingual Preservice Teachers to Teach English Language Learners”

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utilize reading, writing, thinking, and doing G.24 Advocating for Change: Writing as customized tools to support content-area M about Contemporary Native instruction. Find out how secondary teachers S American Realities are enthusiastically making this transition. C 162 Chair: ReLeah Cossett Lent, writer/consultant, Atlanta, GA TE Presenters: Janet Anderson, Barrington 220 School Native Americans are often depicted in the District, IL nostalgic past tense, but vibrant communities Kathleen Duffy, Barrington 220 School District, IL exist in the United States and elsewhere. This Caroline Milne, Barrington High School, IL teaching demonstration uses contemporary Nick Yeager, Barrington High School, IL realities of Indigenous culture—protest, art, Respondent: Marsha Voigt, Barrington 220 School sports, politics, film, poetry, etc.—as ways to District, IL frame writing assignments for secondary and postsecondary classrooms. G.22 A Writer's Wheelhouse: Presenters: Laura Bolf-Beliveau, University of Central G Explorations in the Teaching of Oklahoma, Edmond TE Writing Timothy Petete, University of Central Oklahoma, 126 Edmond

Writing instruction will be approached G.25 Finding Our Voices in Informational SATURDAY in a variety of innovative ways, including G Text Yesterday, Today, and using discussion, integrating reading, and Tomorrow developing writerly identities. 145 Chair: Sarah Hochstetler, Illinois State University, Normal In the past, nonfiction writing was often Roundtable 1: Collaborative Learning: Using the thought of as dry and factual. Today’s Voices of Others to Develop Voices of Our Own nonfiction is written with voice and includes Britani May, University of Alabama at Birmingham— a variety of compelling text structures. In this Red Mountain Writing Project session, participants will learn how to use various types of mentor texts to teach K–12 Roundtable 2: Reflections on Advocacy in Writing students to write accurate nonfiction that is Methods: Developing Preservice Teachers’ Writerly interesting and inviting. Identities through Discourse Analysis Alison Bright, University of California, Davis Chair: Lisa Eickholdt, Georgia Gwinnett College, Sarah Hochstetler, Illinois State University, Normal Lawrenceville, GA Roundtable 3: We’re in This Together: A Design Presenters: Allison Marchetti, Trinity Episcopal School, Experiment in Multimodal Composition Richmond, VA Fawn Canady, The University of Nevada, Las Vegas Rebekah O'Dell, St Michael's School, Richmond, VA Kymberly Martin, The University of Nevada, Las Vegas Lola Schaefer, independent author and consultant, & Clark County School District, Henderson, NV Dawsonville, GA Chyllis Scott, The University of Nevada, Las Vegas Stacey Shubitz, Balanced Literacy Consulting, Harrisburg, PA G.23 Google Tour Builder: There's E Always a Story to Tell G.26 Content Literacy for Real: E Becoming Literate Mathematicians M 280 S 265 Let Google Tour Builder tell your story! In this session, you will learn how to use the many A third-grade teacher and a literacy coach features of Google Tour Builder as a platform illustrate how they translated tools and for digital storytelling. Taking advantage of the structures for knowing readers and writers ability to use pictures, video, and narration, we such as the Burke interview, miscue analysis, will create captivating visual representations and a workshop model into mathematics to tell our stories. instruction. Presenters: Leslie Fagin, Griffin Spalding County Presenters: Kendall Donald, Dutch Fork Elementary School System, GA School, Irmo, SC Robin Harris, Griffin Spalding County School System, GA Sally Somerall, Dutch Fork Elementary School, Irmo, SC

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G.27 Revitalizing Writing: Using Project- Fernando Sanchez, South Mountain High School, M Based Learning for Inquiry, Phoenix, AZ Inspiration, and Innovation Respondent: Felipe J. Baez, Tolleson Union High School District, AZ 104 In this interactive workshop, presenters will G.30 Conversation, Community, and demonstrate how engaging students in G Conflict-Resolution: Preparing

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, project-based learning revitalizes traditional Students to Use Voice as Agency approaches to writing, develops 21st-century 105 skills, and motivates learners. Participants will engage in a project-based learning experience; The speakers will demonstrate how artifacts, explore student work; and investigate writing memoir and personal narrative writing, and strategies promoting inquiry, collaboration, urban debate programs could be used to and problem-solving. affirm and value the lives and experiences of marginalized students. Presenters: Margaret Bokelman, Cumberland Valley School District, Mechanicsburg, PA Chair: Bob Fecho, Teachers College, Columbia Julie Hussey, Cumberland Valley School District, University, New York, NY Mechanicsburg, PA Presenters: Patrick Harris, Aiton Elementary School, Susan Van Zile, Cumberland Valley School District, Washington, DC, “That Ain’t Fair!: Building Racial Mechanicsburg, PA Pride and Practicing Social Justice Daily in Early Childhood Classrooms” G.28 Clearing Paths for Middle Level Raven Jones Stanbrough, Michigan State University, M Readers with LGBTQIA Literature East Lansing, “‘I Meant What I Said . . .’: Using Debate to Affirm the Voices of African American 102 Students” More LGBTQIA youth are coming out in middle Trinity Thompson, Harlem Village Academies, New school, yet too few see books depicting queer York, NY, “The Things I Carry: Personal Narratives characters in their classrooms and school as Culturally Relevant Pedagogy in Low and Mixed libraries. This session will introduce attendees Income Communities” to must-read middle grade LGBTQIA literature, Respondent: Kimberly Parker, Cambridge Rindge and as well as ideas for teaching these texts. Latin School, Cambridge, MA Presenters: Katherine Mason Cramer, Wichita State University, KS G.31 Assessment 2.0: Using Digital Tools Keely PJ Tolbert, Truesdell Middle School, Wichita, KS M to Level Up the 21st-Century Writer S 144 G.29 Sister ACT: Activist Curriculum by C This panel discussion will demonstrate how M Teachers middle, secondary, and postsecondary S 160 teachers take student writing to the next level through digital assessment and feedback tools This panel showcases the work, voice, and (Kaizena, Screencastify, Goobric, and TurnItIn) agency of secondary students and teachers as that provide concrete and measurable data. they interact with intersectional feminist issues Participants will leave with strategies to in the ELA classroom. Many avoid or shy away engage 21st-century learners in leveling up from these issues, but attendees will receive their writing. advice on how to talk about feminist issues with secondary students from secondary Presenters: Elizabeth Crawford, Kenton Ridge High students. School, Springfield, OH Katie Kraushaar, Hixson Middle School, Webster Presenters: E. Sybil Durand, Arizona State University, Groves, MO Tempe Emma Otheguy, New York University, NY & Lee & Low Samantha Gorgan, La Joya Community High School, Books Avondale, AZ Carissa Peck, Mater Dei Catholic High School, Chula Fernando Hurtado, La Joya Community High School, Vista, CA Avondale, AZ Michelle Salcido, La Joya Community High School, Avondale, AZ

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G.32 Learning Argumentation through G.34 Un-Writing: Identifying, M Diagramming S Interpreting, and Imitating S 151 Language Participants will engage in argument 152 diagramming, a practice that makes Our writing students were settling for the elements of argumentation and the “good enough” compositions as opposed relationship among those elements apparent. to advancing their skills. Desperate to help Participants will then utilize what they learn students identify the moves writers make about argument diagramming to consider the when putting language to its best use, Un- benefits of the practice on the creation of their Writing was born. Deconstructing mentor own written arguments. texts in this way engages students at various Presenters: Sara DeMartino, Institute for Learning, levels of differentiated linguistic tasks. University of Pittsburgh, PA Presenters: Pamela Bihlmaier, Gretna High School, NE Allison Escher, Institute for Learning, University of Theresa Huttmann, Gretna High School, NE Pittsburgh, PA Jennifer Long, Gretna High School, NE Anthony Petrosky, University of Pittsburgh, PA Patrick White, Gretna High School, NE

G.33 Reclaiming the Rural: Innovations in G.35 NWP Promising Practices in Urban SATURDAY E Teaching English in Rural Contexts G Spaces: Learning Together while M 101 Teaching, Engaging, and Involving Student Voices in Their World S Join a discussion about how secondary English teachers utilize the unique features 120 & 121 of their rural teaching contexts to engage Connecting students, teachers, schools, their students in powerful, place-based and communities impacts student learning. literacy learning. Presenters will discuss Becoming active participants together in this specific activities and units of study they have learning process and applying the learning to developed, and audience members will leave the world engages students as involved global with practical ideas to implement. citizens. National Writing Project (NWP) sites Co-Chairs: Robert Petrone, Montana State University, from various urban areas discuss civically Bozeman engaged writing practices in schools and Allison Wynhoff Olsen, Montana State University, communities, giving voice and building agency Bozeman for students. Presenters: Catherine Dorian, Fort Benton Public Chair: Tonya Perry, The University of Alabama, Schools, MT, “Living in an Identity Bowl: Teaching Birmingham Students to Explore the Complexities of the Self in Roundtable 1: Developing Students' Nonstandard a Small, Rural Town” Voices through Lyrical Debate Erin Knoll, Page County Public Schools, Luray, VA, Dana Jacobson, Clay-Chalkville High School, “Rural Gifts: Place-Based Language Arts for Low- Birmingham, AL Income Rural Gifted Students” Alyssa Price, Fort Benton Public Schools, Fort Benton, Roundtable 2: Voices from the West Side: Getting MT, “Every Student Succeeds: Developing a Urban Voices Out in the World Heather Coffey, University of North Carolina at Personalized Learning Curriculum within a Rural Charlotte Writing Project Language Arts Classroom” Cindy Urbanski, University of North Carolina at Respondent: Amy Azano, Virginia Tech, Blacksburg Charlotte Writing Project Roundtable 3: Making Noise, Making Change: Mobilizing Marginalized Youth for Educational Justice Cindy O'Donnell-Allen, Colorado State University, Fort Collins Roundtable 4: Ubuntu! Refugee Youth, Teachers, and the Fairfield University Art Museum Bryan Ripley Crandall, Fairfield University, CT

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Roundtable 5: Kid Writing: A Story Start Makes a G.37 Standards-Based Grading in the Difference M Contemporary Classroom: Why Diane Waff, University of Pennsylvania, Philadelphia S Points and Percentages Are a Thing Roundtable 6: Providing Voice, Choice, and of the Past Ownership via Personalized Learning Sarah Woodard, Collegiate Prep Academy, Denver 264 Public Schools, CO Presenters will share their transition from

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Roundtable 7: Community Writers in the City: When traditional (“What is my grade?”) to standards- Kids Write Their Worlds based grading (“How can I do this better?”), Tonya Perry, The University of Alabama, Birmingham a system committed to student learning, Roundtable 8: Creating a Culture of Empathy and authentic assessment, and communicating Civic Engagement performance clearly. Participants will reflect Darshna Katwala, Nassau Community College, Garden on making the change to standards-based City, NY grading, including student mastery, rubrics, exemplars, and digital tools. Roundtable 9: Writing Palooza Debra Gurvitz, National Louis University, Chicago Presenters: Beth Adkins, Licking Valley High School, Campus, Northbrook, IL Newark, OH Roundtable 10: Student Advocacy and Voice through Eric Comeras, Licking Valley High School, Newark, OH Op-Eds and Drama Caraline Johnston, Licking Valley High School, Newark, Shaun Mitchell, Central High School, Bridgeport, CT OH Wes Miller, Licking Valley High School, Newark, OH Roundtable 11: "A Vital Necessity": Using Writing to Amanda Suttle, Licking Valley High School, Newark, OH Find Voice and Take Action in Pittsburgh Laura J. Roop, University of Pittsburgh, PA G.38 Asking the Tough Questions: Roundtable 12: Inspiring Artists and Scientists S Teaching Literature and Nonfiction through Writing Benjamin Koch, The Adelson Educational Campus, Las C through Critical Literacy to Vegas, NV TE Recapture Our Voices, Agency, and Tiffany Nay, Judith D. Steele Elementary School, Las Mission Vegas, NV 263 Roundtable 13: We've Got the Power: Writing for Presenters will describe how asking difficult/ Civic Action purposeful questions can help students Katy Smith, Northeastern Illinois University, Chicago, IL actively construct meaning while examining Roundtable 14: Students' Effort to Improve literary and nonfiction texts. Participants will Communities Advance Their Literacy Skills learn strategies to help students to develop Steven Zemelman, Illinois Writing Project, Evanston, IL critical literacy, disrupt notions of what is viewed as “normal/just/fair/acceptable,” and G.36 Diversity and Survivance: Culture, reclaim their voices as agents of change in the C Poetic Inquiry, and Multimodal world. TE Projects Presenters: Wendy Farkas, Northern Michigan 103 University, Marquette, “Exploring the –isms in Nonfiction Texts” Speakers will address preservice projects Elsie L. Olan, University of Central Florida, Orlando, exposing potential teachers to diverse student “Examining Oppression (and Microaggressions) in populations and preparing current teachers to Young Adult Literature” use poetic inquiry to resist colonization. Kia Jane Richmond, Northern Michigan University, Chair: Reshma Ramkellawan-Arteaga, Teachers Marquette, “Exploding the Myth of Mental Illness in College, Columbia University, New York, NY Popular Fiction” Presenters: Sanjuana Rodriguez, Kennesaw State University, GA, “Preparing Preservice Teachers for a Diverse Society: Using Multimodal Projects for Cultural Awareness” Natasha Thornton, Kennesaw State University, GA, “Preparing Preservice Teachers for a Diverse Society: Using Multimodal Projects for Cultural Awareness”

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G.39 Teacher Education in the Digital G.41 Working with Marginalized Writers G Age S 106 C 242 This session will provide strategies for helping TE As technology becomes a larger part of different groups of marginalized writers society, teacher education programs must develop their individual voices. continue to keep pace. This session examines Presenters: Earl Aguilera, Arizona State University, three different ways programs are doing this. Tempe, “Supporting the Transitional Literacies of Chair: Chuck Jurich, University of North Carolina, First-Generation College Students: A Practitioner Wilmington Perspective” Presenters: Jamie Caudill, Georgia Gwinnett College, Anthony Albright, North Dakota State University, Lawrenceville, GA, “Nontraditional Students and Fargo, “Hearing Veteran Voices: Building a Listening Technological Proficiency in the Teacher Education” Culture” Kathryn Pole, University of Texas at Arlington, Marissa King, Kendall-Whittier Elementary School, “Engaging Teacher Candidates with Literature Tulsa, OK, “Self-Annotation: A Course Practice to Discussion: Online Book Club across Diverse Champion Student Effort” Platforms” Geraldine Lopez, New Jersey City University, Jersey Christine Reilly, Georgia Gwinnett College, City, “Supporting the Transitional Literacies of Lawrenceville, GA, “Nontraditional Students and First-Generation College Students: A Practitioner SATURDAY Technological Proficiency in the Teacher Education” Perspective” Peggy Semingson, The University of Texas at Arlington, Frances Pistoresi, University of Phoenix, Tempe, AZ, “Engaging Teacher Candidates with Literature “Lifting Voices: Freire and Mindset in College-Level Discussion: Online Book Club across Diverse Developmental English Class” Platforms” Karen Sheriff LeVan, Hesston College, Hesston, KS, William Sewell, Dakota State Univeristy, Madison, “Self-Annotation: A Course Practice to Champion SD, “Not Just for Show: Designing the Preservice Student Effort” E-Portfolio to Support First-Year Teachers” Marva Solomon, Angelo State University, San Angelo, G.42 To Kill a Mockingbird: Revisiting a TX, “Engaging Teacher Candidates with Literature M Classic Discussion: Online Book Club across Diverse S 262 Platforms” TE To Kill a Mockingbird is one of the most widely G.40 Slow the Roll, Stop the Action, and taught books in American schools. Its hero, E Insert a Reading Filter though 3-D Atticus Finch, embodies courage and morality. But one missing lesson is people's right to M Interactive Notebooking protest social injustices. This session will allow 230 participants to redefine the novel's relevance Many of us and our students are skilled and recapture the missing voices. scanners and surfers. To ramp up reading Presenters: William Fritz, Adlai E. Stevenson High engagement and deepen thinking, consider School, Lincolnshire, IL slowing brain roll. Immerse yourself in fresh, David Noskin, New Trier High School, Winnetka, IL standards-anchored strategies via interactive Eric Stewart, New Trier High School, Winnetka, IL notebooking scaffolds to help students gain a more critical, thoughtful, and rewarding G.43 Exhibitor Session: Newsela PRO in relationship with text and connection to the Classroom authors. 140 Presenters: Amme Davis, Boerne ISD, TX Robert Stremme, Eastern University, St. Davids, PA Sponsored by Newsela Judith Youngers, Dinah Zike Academy, Comfort, TX A Newsela Educator Specialist will present five easy ways to help Newsela PRO come to life in the classroom for all classroom teachers. Presenter: Nicole Boyle, Newsela

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12:30–2:15 P.M.

EXHIBIT HALL 1 SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY,

Children's Book Awards Luncheon The winners of the 2017 Charlotte Huck Award for Outstanding Fiction for Children, the Orbis Pictus Award for Outstanding Nonfiction for Children, and the Award for Excellence in Poetry for Children will speak at this luncheon.

Presiding: Kathryn F. Whitmore, University of Louisville, KY Speakers: Marilyn Nelson, Penguin Books for Young Readers, “Excellence in Poetry for Children Award Recipient” Jason Reynolds, Atheneum Books for Young Readers, imprint of Simon & Schuster, “Charlotte Huck Award for Outstanding Fiction for Children Recipient” Melissa Sweet, Houghton Mifflin Harcourt Books for Young Readers, “Orbis Marilyn Nelson Pictus Award for Outstanding Nonfiction for Children Recipient”

2017 AWARD RECOGNITION Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Cyndi Giorgis, Award Committee Chair, University of Nevada, Las Vegas Recipient: Melissa Sweet for Some Writer!: The Story of E. B. White, Houghton Mifflin Harcourt Books for Young Readers

Charlotte Huck Award for Outstanding Fiction for Children Presenter: Barbara Kiefer, Award Committee Chair, The Ohio State University, Columbus Recipient: Jason Reynolds for Ghost, Atheneum Books for Young Readers, Jason Reynolds an imprint of Simon & Schuster

Award for Excellence in Poetry for Children Presenter: Karen Hildebrand, Award Committee Chair, Delaware City Schools, OH Recipient: Marilyn Nelson, Penguin Books for Young Readers

2018 AWARD ANNOUNCEMENTS: Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Mary Ann Cappiello, Award Committee Chair, Lesley University, Cambridge, MA Melissa Sweet

Charlotte Huck Award for Outstanding Fiction for Children Presenter: Erika Thulin Dawes, Award Committee Chair, Lesley University, Cambridge, MA

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Presiding: Shekema Silveri, IFE Academy of Teaching & Technology, East Point, GA Speaker: Daniel José Older, Scholastic Inc. Daniel José Older is the author of Shadowshaper as well as several books for adults, including the popular Bone Street Rumba urban fantasy series. John Midgley Older also successfully petitioned to change the World Fantasy Award Daniel José Older SATURDAY trophy to reflect the actual diversity of authors in the genre.

AWARD RECOGNITION High School Teachers of Excellence Award Paul and Katie Farmer English Journal Writing Award Recipient: Nicole Boudreau Smith, Stevenson High School, Lincolnshire, IL, "A Principled Revolution in the Teaching of Writing" (May 2017)

12:30–2:15 P.M. 275 CCCC/College Section Luncheon

Presiding: Clancy Ratliff, University of Louisiana at Lafayette Introducing Speaker: Linda Adler-Kassner, University of California, Santa Barbara Speaker: Laurie Gries, University of Colorado Boulder Assistant professor at the University of Colorado Boulder, Laurie Gries regularly teaches courses in digital storytelling, visual rhetoric, circulation Laurie Gries studies, and advanced composition. Her book Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics won the 2016 Advancement of Knowledge Award and the 2016 Research Impact Award issued by CCCC.

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H.01 Recapturing the YA Voice in Roundtable 7: Bumps and Bruises: Feminine M Literature: Culture, Family, and Strength, Voice, and Identity in Victoria Jamieson’s Roller Girl S Identity Robert Prickett, Winthrop University, Rock Hill, SC C 240 & 241 Respondent: Chelsea Bergmann, Great Falls High TE School, SC Sponsored by the CEE Commission on the Study & Teaching of Adolescent Roundtable 8: Culture & Identity in Last Night I Sang

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Literature to the Monster Judith Hayn, University of Arkansas at Little Rock In this conversation session, award-winning Autumn Dodge, St. John's University, author Benjamin Alire Sáenz discusses the Respondent: New York, NY craft of recapturing the young adult voice in literature. Afterward, attendees rotate through Roundtable 9: The March for Civil Rights Told in a three 15-min. roundtables of their choice to Graphic Novel Voice discuss culturally rich YA books that explore Jeffrey Kaplan, University of Central Florida, Orlando issues of identity and family. Respondent: Michelle Falter, North Carolina State University, Raleigh Chair: Kelly Byrne Bull, Notre Dame of Maryland University, Baltimore Roundtable 10: Aristotle and Dante Discover the Speaker: Benjamin Alire Sáenz, Houghton Mifflin Secrets of the Universe: Culture, Family, and Identity Harcourt Books for Young Readers Travis Reyes, Arlington Public Schools, VA Respondent: Kelly Byrne Bull, Notre Dame of Maryland Roundtable 1: Culture, Family, and Identity of Biracial University, Baltimore Protagonists: Mexican WhiteBoy’s Danny and Uno Victor Malo-Juvera, University of North Carolina Roundtable 11: Finding Permanence: Immigration, Wilmington Family, and Cultural Identity in The Sun Is Also a Star Respondents: Lisa Hazlett, University of South Dakota, Ricki Ginsberg, Colorado State University, Fort Collins Vermillion Respondent: Wendy Glenn, University of Colorado Ann Marie Smith, University of Texas of the Permian Boulder Basin, Odessa Roundtable 12: Examining the Relationship between Roundtable 2: Dichotomous Family Cultures in When Family, Religion, and Culture in Amelie Sarn's I Love, I Was the Greatest I Hate, I Miss My Sister Kelly Wallace, University of Tennessee, Knoxville Steffany Comfort Maher, Western Michigan University, Respondent: Sean Connors, University of Arkansas, Kalamazoo Fayetteville Respondent: Kate Kedley, University of Iowa, Cedar Rapids Roundtable 3: Images of Family and Culture in Anya's Ghost: How One Graphic Novel Creates a Roundtable 13: Exploring Identity in Gabi, A Girl in Young Adult Identity Pieces: How Family and Culture Affect Latina Identity Emily Wender, Indiana University of Pennsylvania, Shelly Shaffer, Eastern Washington University, Cheney Indiana, PA Respondent: Marshall George, Hunter College-CUNY, Respondent: Terri Suico, Saint Mary's College, Notre New York, NY Dame, IN Roundtable 14: Addressing Divorce to Move Forward Roundtable 4: Blended Families: Rivalries, in The Statistical Probability of Love at First Sight Revolutions, and Reunions William Williams, Concord University, Athens, WV Emily Pendergrass, Vanderbilt University, Nashville, TN Respondent: E. Sybil Durand, Arizona State University, Respondent: Kristen Pastore-Capuana, University at Tempe Buffalo, NY Roundtable 15: Finding, Defining, and Claiming Your Roundtable 5: Caught between Two Worlds: Identity as an Adolescent Watched by Marina Budhos Steven Bickmore, The University of Nevada, Las Vegas Katie Thomas, University of Tennessee, Oak Ridge Respondent: Alice Hays, Arizona State University, Respondent: Jody Polleck, Hunter College, New York, NY Tempe Roundtable 6: Questioning the Culture of Skinny Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI Respondent: Katie Sluiter, Wyoming Public Schools, Zeeland, MI

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H.02 Dialogue and Difference: Bridging H.04 Sports Culture as a Site of Inquiry S Reservation, Rural, and Urban M and Research in the ELA Classroom C Classrooms with Digital Exchanges S 102 C 260 As a site of inquiry, the sports world provides Sponsored by the Bread Loaf Teacher students with vast opportunities for practicing Network research skills such as asking questions, Tewa Pueblo Native students in New Mexico, finding and evaluating resources, reading and rural White students in Illinois, and Asian comparing texts, and presenting findings. This Pacific American students in California affirm session features three distinct approaches communities, push comfort zones, introduce teachers can implement to facilitate inquiry outside perspectives, validate voices, and build and research into sports culture. cross-cultural connections through email and Co-Chairs: Luke Rodesiler, Indiana University-Purdue video exchanges. Consequently, students think University Fort Wayne, Fort Wayne, IN critically about race, socioeconomic class, Jeff Wilhelm, Boise State University, Boise, ID gender, and region. Presenters: Lisa Beckelhimer, University of Cincinnati, Presenters: Janine Fujioka, Laney College, Oakland, CA OH, “Buzkashi, Barrel Racing, and Billiards: Laura Kaye Jagles, Pueblo of Pojoaque Education Researching Cultural Context in Sports” Department, Santa Fe, NM Dawan Coombs, Brigham Young University, Provo, SATURDAY Amber Robins, Carrollton High School, IL UT, “What’s a Buckeye? Identifying Sources and Evaluating Evidence in Sports Inquiries” H.03 Centering Students' Voices through Thomas C. Crochunis, Shippensburg University, PA, G Diverse Writing Genres “Envisioning Native American Distance Runners: M Collaborating to Examine Media and Genres” 261 Robert Petrone, Montana State S Respondent: Session presenters share ways of centering University, Bozeman C and honoring youth voices through personal narrative, poetry, and blog writing. H.05 Igniting Instruction—Round 2 Presenters: Bronwyn LaMay, National Writing Project, G 105 Oakland, CA, “Personal Narrative, Revised: Writing An Ignite is the haiku of presentations. In each Love and Agency in the High School Classoom” of these high-energy talks, the speaker’s 20 Cody Miller, PK Yonge Developmental Research School, presentation slides will advance automatically University of Florida, Gainesville, “Reclaiming every 15 seconds. When the five minutes Student Voices: Writing Poetry to Explore are up, so is the talk. These speakers will Multicultural Literature” fire up your imagination and illuminate new Mary Ellen Oslick, Stetson University, DeLand, FL, ways to kindle a passion for reading, writing, “Reclaiming Student Voices: Writing Poetry to collaborating, creating, and thinking in your Explore Multicultural Literature” students. Nora Peterman, University of Missouri–Kansas City (MO) “‘With my Prima’: Collective Resistance and Presenters: Susan Barber, Northgate High School, (Re)Imagination in Latinx Teens' Response to Newnan, GA Transmediated Young Adult Literature” Tricia Ebarvia, Conestoga High School, Berwyn, PA Mario Worlds, University of Florida, Gainesville, Lisa Storm Fink, ReadWriteThink.org at NCTE, Urbana, IL “Reclaiming Student Voices: Writing Poetry to Ryan Goble, Glenbard Township High School District, Explore Multicultural Literature” Glen Ellyn, IL Kate Yurko, SUNY Brockport, NY, “Reclaiming Student Sandy Hayes, Becker Middle School, MN Voices: Writing Poetry to Explore Multicultural Donalyn Miller, The Book Whisperer, Inc., Bedford, TX Literature” Amy Rasmussen, Lewisville High School, TX Alan Lawrence Sitomer, Scholastic Inc. Tracy Sprague, West High School, Torrance, CA Brian Wyzlic, Brandon School Division, Manitoba

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H.06 Breaking Sexual Taboos around H.08 Harnessing the Power of Multicultural M Sexuality and Gender in Middle Grade E Literature and Critical Literacy to S Fiction Generate Authentic and Enjoyable TE 276 Writing Spaces That Bring Writers Back into the Writing Workshop Three middle grade authors discuss how their books treat sexual awakening, including discovery 280

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, of sexual orientation, in a way appropriate for Writing workshop provides an opportunity a middle school audience. These books face for teachers to open the curriculum to lives censorship (silent and not), but have the power of students. The goal of this workshop is for to spark empathy, tolerance, inclusiveness, self- teachers to use writing workshop as a platform awareness and self-acceptance. for students to think critically and to write Presenter: Joan Kaywell, University of South Florida, narrative, information, and poetry texts to take Tampa social action in their world. Participants will Tradebook Authors: Barbara Dee, Aladdin, an imprint of witness, through video clips, one early childhood Simon & Schuster classroom where writers drive the workshop. Shannon Hitchcock, Scholastic Inc. In addition, the presenters will share how they Karen Romano Young, Chronicle Books were able to harness the power of multicultural literature as a means to build connections H.07 Exploring Self-Efficacy, Agency, between students’ identities and school G Growth Mindset, and Identity in the literacy practices and create equitable writing E Early Childhood Classroom, and opportunities. Using the Narratives of Black Artists Chair: Mary Warner, San José State University, CA to Promote Cultural Identity Presenters: Brian Kissel, University of North Carolina, Charlotte, “Bringing Writers Back into the Workshop: 264 Early Childhood Writers Guide Mini-Lessons, Lead In this session the presenters will showcase how Conferences, Drive the Author’s Chair, and Self- the works of intergenerational Black artists and Reflect on Their Learning” authors can be used to foster awareness and Kristina Kyle, Hong Kong International School, understanding with children. In addition, they “Harnessing the Power of Critical Literacy in the will share how they celebrate student identities Balanced Literacy Framework to Build Critical and voices as they create spaces for inquiry and Authors in Writing Workshop” empowerment through advocacy, literacy, and Lauren Ruud, American School of Paris, France, play in a diverse setting. “Harnessing the Power of Critical Literacy in the Balanced Literacy Framework to Build Critical Authors Chair: Kathryn Otoshi, KO Kids Books, Novato, CA in Writing Workshop” Presenters: Cam DeCock, Mount Eagle Elementary School, Alexandria, VA, “We Are ‘Can-Do’ Kids: Exploring Self-Efficacy, Agency, Growth Mindset, and H.09 Creating Spaces for Authentic Identity in the Early Childhood Classroom” E Meaning Making in the Reading Althea Goldberg, Fairfax County Public Schools, Workshop Alexandria, VA, “We Are ‘Can-Do’ Kids: Exploring Self- 263 Efficacy, Agency, Growth Mindset, and Identity in the Early Childhood Classroom” In this session, participants will learn about Raven Jones Stanbrough, Michigan State University, a framework for effectively conferring with East Lansing, “‘B is for Black!’: Using The Narratives of readers. In addtion, participants are invited to Black Artists and Authors to Teach the Alphabet and co-construct meaning through responsive play Promote Cultural Identity” as they engage in cooperative, small-group Katie Keier, Fairfax County Public Schools, Alexandria, readings and playful responses to children’s VA, “We Are ‘Can-Do’ Kids: Exploring Self-Efficacy, stories. Agency, Growth Mindset, and Identity in the Early Childhood Classroom” Jordan Wright, Fairfax County Public Schools, Alexandria, VA, “We Are ‘Can-Do’ Kids: Exploring Self- Efficacy, Agency, Growth Mindset, and Identity in the Early Childhood Classroom”

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Chair: Sam Bommarito, Missouri State Council Presenters: Nathan Blom, Special Music School, New International Literacy Association York, NY Presenters: Tori Flint, University of Louisiana at Adele Bruni Ashley, Teachers College, Columbia Lafayette, “Responsive Play: Play as Reader University, New York, NY Response in the Classroom” Jackie Osborn, Singapore American School, Singapore Hannah Schneewind, LitLifePD.com, “The Power, Ann Marie Russell, Singapore American School, Promise, and Purpose of Reading Conferring” Singapore Jennifer Scoggin, LitLifePD.com, “The Power, Promise, Brian Veprek, Teachers College, Columbia University, and Purpose of Reading Conferring” New York, NY

H.10 Searching History: Asking Tough H.13 Tearing Down Walls M Questions, Seeking Hidden E 127 S Answers, and Finding Authentic Voices As discrimination walls grow in our country, it is important that teachers give students a 220 voice and words to empower them as agents This interactive session will address how to of change. This needs to begin with our young authentically use biographies and historical learners. This session will explore how this can

fiction to teach history and writing. It will be done using literature, conversations, and SATURDAY address how to motivate students to ask social action. tough questions, do research to seek out Presenters: Elizabeth Chambers, Indiana University at answers, and ultimately to find authentic Fort Wayne voices in the past and in the present. Ann Mennonno, Plainfield Community School Presenters: Laurie Halse Anderson, Macmillan Corporation, IN Children’s Publishing Group Ashley Molina, Indianapolis Public Schools, IN Martha Brockenbrough, Macmillan Children’s Karla Reilly, Indianapolis Public Schools, IN Publishing Group Hiedi Rollins, Indianapolis Public Schools, IN Melanie Koss, Northern Illinois University, DeKalb Amy Wackerly, Indianapolis Public Schools, IN

H.11 Critical Literacy: Teaching with H.14 Engaging Empathy in the E and through a Critical Literacy M Secondary Classroom: Strategies C Framework S for Traditional Texts, Art, and Service-Learning TE 163 C TE 150 In this session, the presenter will discuss the power of critical literacy and ways to plan and Teachers will learn how to reinvigorate their instruct with a critical literacy framework. classrooms through an empathy curriculum incorporating art and service-learning. We Presenters: Molly Wiebe, The University of Texas at will offer strategies, texts, and experiences Austin for developing an understanding of empathy, H.12 A Re-Awakening: Making Meaning engaging empathy through both traditional texts and art, and extending an empathy through Meaningful Making curriculum through service-learning. 101 Presenters: Julie Griggs, Bentonvillle Public Schools, AR This session will demonstrate ways in which Heather Hooks, Bentonville High School, AR teachers might tap into students’ imaginations Brooke Pierson, Bentonville High School, AR by offering them invitations to create in the study of literature. With a focus on Kate Chopin’s The Awakening, presenters will engage participants in several strategies designed to identify and open possibilities for multimodal text-inspired creation.

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H.15 Crossing Multiple Thresholds: Three Presenters: Zane DeZeeuw, Western Kentucky C Groups of Student Writers University, Bowling Green, “Advocating for Healthier Composition Students: A Mindful Approach” TE 125 Rebecca Dierking, Truman State University, Kirksville, This session offers teaching practices in MO, “Advocating for Healthier Composition first-year composition, ESL composition, Students: A Mindful Approach” and second-year composition. Pedagogical Sheila Kennedy, Lewis University, Romeoville, IL, “Bridging Mindfulness: Contemplative Learning

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, strategies presented will be threshold concepts, peer-to-peer assessment, and Practices as Agency for Teachers and Students” scaffolding activities. Donna Strickland, University of Missouri, Columbia, “Advocating for Healthier Composition Students: Presenters: Marcy Nicholas, Penn State University, A Mindful Approach” York, “The Consolations and Desolations of Framing FYC with Threshold Concepts” Brice Particelli, Pace University, New York, NY, “Peer- H.18 Partnering with Pen Pals: Making Assessment in the Composition Classroom: A S Global Connections to Promote Small Study of the Pedagogical Implications of Literacy and Provide Grammar Peer-to-Peer Grading in Second-Year Composition Instruction Classrooms” 126 Nugrahenny Zacharias, Miami University, OH, “English or Cultural Name? A Sustained Content Approach in Do you hate teaching grammar? Well, you're Writing Argumentative Essays” not alone. Learn how to stop teaching isolated grammar lessons by adopting sentence H.16 Visual Voices: Incorporating African patterns as an integrated and authentic G American Picturebook Illustrations approach to improving your students’ writing. into Instruction This session will explore best practices, as well as some pitfalls, for teaching grammar in 152 context as students connect and communicate Join us in examining images from children’s with international pen pals to improve student picturebooks created by African American literacy. Participants will leave with valuable illustrators, and articulate ways illustrators resources to start their own meaningful pen communicate African American identity, pal project. history, and culture. Learn ways of including Chair: Barbara Wahlberg, Cranston Public Schools, RI African American picturebook art with students Roundtable 1: Changing English: Shifting to of all ages and ethnicities to validate African Workshop Instruction to Support Diverse American visual voices in the fight for equality. Adolescents Presenters: Brenda Dales, Miami University, Oxford, OH Thea Williamson, The University of Texas at Austin Jason Shaiman, Miami University Art Museum, Oxford, OH Roundtable 2: I Hate Teaching Grammar! How Sentence Patterns Saved Me from Passive Verbs and H.17 Mindfulness as Pedagogical Practice Run-On Sentences G 103 Dawn Whipple, Georgia Southern University, C Statesboro This panel will focus on mindfulness in writing TE Roundtable 3: I Used to Hate English: Helping courses and a summer bridge program at Students Build Strong Personal and Literacy different universities. The presenters show Identities through Creative Writing and Craft ways that mindfulness can foster teacher and Analysis student agency and establish physically and Reed Dickson, Pima Community College, Tucson, AZ mentally healthier academic practices. Roundtable 4: Writing as if No One Is Reading Chair: Heather Bouwman, University of St. Thomas, St. Jason Armstrong, Robbinsville High School, Bensalem, PA Paul, MN

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H.19 Raising Our Voices through H.21 Engendering Student Identity TE Documentaries, Storying, Curation, S Discovery through Writing and and Challenging Censorship C Muiltimodal Projects 230 TE 120 & 121 Are you searching for innovative methods to Presenters use digital and multimodal use with your students? English educators will approaches to teaching writing to multilingual share strategies applicable to both preservice learners. teachers and secondary students. These Chair: Maria Clinton, San Jose Area Writing Project, methods help students reconsider and take San Jose, FL ownership of their literacy practices, both in Presenters: Chris Bacon, Boston College, MA, “‘It’s Like and beyond the classroom. Close Reading for Identity’: Poetic Discourse, Lived Chair: Denise N. Morgan, Kent State University, Kent, OH Realities, and Writing with Multilingual Learners” Presenters: Mark Letcher, Lewis University, Romeoville, IL Xiaochen Du, University of Florida, Gainesville, Lauren McClanahan, Western Washington University, “Understanding ‘I’ and ‘Me’: A Digital Multimodal Bellingham Storytelling Project with an Adolescent ELL” Ambika Raj, California State University, Los Angeles Audrey Friedman, Boston College, Attleboro, MA, “‘It’s Krista Stonerock, Ohio Christian University, Circleville Like Close Reading for Identity’: Poetic Discourse, Respondent: Denise N Morgan, Kent State University, Lived Realities, and Writing with Multilingual SATURDAY Kent, OH Learners” Tairan Qiu, The University of Georgia, Athens, H.20 Teaching Literature That Breaks “Understanding ‘I’ and ‘Me’: A Digital Multimodal S Down Boundaries: Why Is It Still So Storytelling Project with an Adolescent ELL” C Important in High Schools around TE the World? H.22 Make Them Think and Speak: E Strategies for Teaching 229 M Argumentation and Debate in the Drawing on the new work and ideas generated S Classroom by a project of the International Federation for 106 the Teaching of English (IFTE), the presenters will outline their argument for the continued This presentation will discuss the benefits value of teaching literature in schools around of and offer suggestions for teaching the world. argumentation in the classroom. Suggestions Chair: Cal Durrant, Australian Association for the will be provided of ways to incorporate Teaching of English Murdoch University, Perth, debates, speaking opportunities, and mock Australia trials. The presenters will also offer ways Presenters: Andy Goodwyn, University of that formal argumentation can be linked to Bedfordshire, Bedford, United Kingdom, “Engaging literature and tied into existing lesson units. Students and Widening Horizons” Presenters: Josh Hamilton, University of North Texas, Louann Reid, Colorado State University, Fort Collins, Denton “International Perspectives on English Teacher April Walker, University of North Texas, Denton Education” Respondent: Lisa Scherff, McREL International, Honolulu, HI

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H.23 Empathy Literacy: A Critical “Bringing English Disciplinary Literacy to the E Practice Explored across Grade Classroom” Levels Leslie S. Rush, University of Wyoming, Laramie, “Bringing English Disciplinary Literacy to the 130 Classroom” Presenters share how they have taken on the challenge with students and preservice H.25 Transmedia Storytelling: S SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, teachers across grade levels using varying Transforming Today’s Literature into perspectives to engage participants in a New Tomorrow through the Arts conversations about empathy in the language 122 arts. Attendees will be introduced to and invited to discuss picturebooks that foster A professor, an administrator, and two empathy understanding, children’s storying, English teachers will share how they used and digital storytelling. transmedia storytelling to give students and themselves voice and agency. After discussing Presenters: Amanda Deliman, Indiana University, individual settings and arts-based projects, Bloomington, “Exploring Empathy Literacy through they’ll demonstrate how classes transported the Use of Picturebooks” transmedia stories through time and space via Christina Ivanova, Indiana University Kokomo, “Digital digital communication and collaboration with Storytelling: Revealing Lived Experiences as an independent bookstore. Methods of Future Praxis” Carmen Medina, Indiana University, Bloomington, Presenters: Tamera Dilmore, Credit Accrual and “Creating Empathy through an Understanding Recovery for Everyone Program, Oswego, NY, of Children’s Rights to Their Stories with Teacher “Responding to Young Adult Literature through Art Candidates” and Transmedia Storytelling” Leslie Rowland, Indiana University, Bloomington, Keri Frazer, Sodus CSD, Sodus, NY, “Responding “Creating Empathy through an Understanding Critically to the Broadway Musical Hamilton through of Children’s Rights to Their Stories with Teacher Transmedia” Candidates” Sharon Kane, SUNY Oswego, NY, “Bringing Ada Gustave Weltsek, Indiana University, Bloomington, Lovelace to Class through Transmedia Storytelling” “Creating Empathy through an Understanding Robyn Proud, Oswego CiTi BOCES, Mexico, NY, of Children’s Rights to Their Stories with Teacher “Responding to SLJ's Battle of the Kids' Books Candidates” through Transmedia Storytelling”

H.24 Critical Disciplinary Literacy H.26 Teaching for Transfer and Agency: S M 262 The Rhetorical Approach S 265 Disciplinary literacy is essential for students’ C overall academic achievement, yet teachers By teaching texts rhetorically, we prepare TE often wrestle with meaningful instructional students to be adaptive thinkers and approaches. This session will discuss practical communicators who can transfer their learning and theoretical classroom applications. to new tasks and settings. This interactive Chair: Laura Ripple, Galeton Area School District, PA session explores rhetorical approaches to Presenters: Jeanne Dyches, Iowa State University, literature, grammar, and composition that Ames, “Infusing Critical Language Pedagogy into empower ALL students to read and write Disciplinary Literacy Practices” across the diverse contexts of today and Jessica Hatcher, North Carolina State University, tomorrow. Raleigh, “Infusing Critical Language Pedagogy into Presenters: Meline Akashian, Temecula Valley High Disciplinary Literacy Practices” School, CA, “Teaching Grammar and Style for Jodi Holschuh, Texas State University, San Marcos, Transfer” “Bringing English Disciplinary Literacy to the Jennifer Fletcher, California State University Monterey Classroom” Bay, Seaside, “Teaching Literature for Transfer” Jodi Lampi, Northern Illinois University, DeKalb, Nelson Graff, California State University Monterey “Bringing English Disciplinary Literacy to the Bay, Seaside, “Integrating Oral and Written Classroom” Communication in a Teaching for Transfer Stretch Todd Reynolds, University of Wyoming, Laramie, Curriculum”

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H.27 Full STEAM Ahead: Using Nonfiction H.30 Creating an Environment of Social E in Interdisciplinary Learning M Justice in the English Classroom M 267 S 124 A panel discussion with award-winning As English teachers, we have the ability to nonfiction authors Sarah Albee, Jennifer facilitate powerful and meaningful classroom Swanson, and Nancy Castaldo, moderated discussions that teach social justice and by Fulbright Distinguished Teacher Marjorie help transform our students into more Light. See newly released books and STEAM conscientious, empathetic, and critical lessons, and discover how other teachers thinkers. This roundtable session will give have incorporated these nonfiction texts into participants resources, discussion tips, and classroom learning. book titles to start a discussion of social Chair: Marjorie Light, Missisquoi Valley Union justice in their classrooms. High School, Highgate, VT & US-UK Fulbright Roundtable Leaders: Brooke Eisenbach, Lesley Commission University, Cambridge, MA Tradebook Authors: Sarah Albee, Random House Jennifer Farnham, Florida Virtual School, Ponte Vedra, FL Children's Books & Crown Publishing Tara Kelly, University of North Florida, Jacksonville Nancy Castaldo, Houghton Mifflin Harcourt Jennifer Swanson, Jacksonville, FL H.31 Taking Time to Make Time: SATURDAY M “Winning Space” in the Era of H.28 Put Me In, Coach! Giving Instructional S Educational Surveillance G Coaches the Tools They Need to 143 Support Teachers and Students As educational surveillance increases, teachers 266 must “win space” to implement structures For our students to recapture their voices, and routines that create conditions for deep agency, and mission, they must have teachers learning. Drawing on research and practice, who are critically literate and empowered. this panel shares strategies for winning space This session will provide instructional coaches by reorganizing class time around hallmarks of with a variety of approaches for supporting powerful classroom cultures: growth-oriented teachers as adult learners in the process reflexivity, powerful teacher feedback, and of planning instruction that engages their meaningful student choice. students in powerful literacy. Chair: Jeffrey Austin, Skyline High School, Ann Arbor, MI Presenters: Katherine Grindon, Kentucky Department Presenters: Christopher Erickson, Ann Arbor Public of Education, Louisville Schools, MI, “Winning Writing Space through Jennifer Miescke, Jefferson County Public Schools, Student Choice and Agency” Louisville, KY Kristal Jaaskelainen, Skyline High School, Ann Arbor, MI, “Beyond Pretest and Posttest: Using Feedback H.29 Utilizing Children’s and Young Adult and Reflexivity to Win Space” G Literature in Teacher Education C 123 TE This collection of papers engages children's and young adult literature to show how teachers select books, work with students, and reflect on their own perspectives. Chair: Mike Metz, University of Missouri, Columbia, MO Presenters: James Gilligan, San Francisco State University, CA Kristin McIlhagga, Oakland University, Rochester, MI Paul Morris, San Francisco State University, CA Courtney Shimek, The University of Georgia, Athens

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H.32 As a (Back) Matter of Fact: Using H.34 Developing and Complicating E Author and Illustrator Notes, G Multilingual Refugee Youths’ Notions M Timelines, Bibliographies, and of Identity in a Post–Melting Pot S Recommended Reading as Tools for American Classroom Bolstering Informational Literacy 162 231 Working with refugee youth, a teacher’s

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Great nonfiction includes rich back matter instructional practices and students’ iterative detailing how and why—and from which and dialogic writing regarding culture and sources—those stories have been told. By identity centered around two questions: (1) exploring the author/source relationship how, and in what ways, do refugee youth find displayed in those pages, writers of all ages voice to express their identities?, and (2) in can further their knowledge as well as emulate what ways do they frame their cultural and it in their own work. linguistic capital? Chair: Pernille Ripp, The Global Read Aloud & Oregon Presenters: Laura Kennedy, Michigan State University, School District, Madison, WI East Lansing Tradebook Authors: Chris Barton, Lerner Publishing Rae Oviatt, Michigan State University, East Lansing Tonya Bolden, Abrams Books for Young Readers Jason Chin, Macmillan Children’s Publishing Group H.35 Fostering a Culture of Literacy: Gail Jarrow, Calkins Creek/Boyds Mills Press G Practices That Engage, Motivate, and Fulfill Our Mission H.33 Improving Childhood Literacy 232 G through an Elementary-College Partnership Join this interactive discussion of classroom practices that address our core mission: to 151 engage and excite young readers and writers. In a typical elementary school, with Share and discover strategies for boosting overcrowded classrooms and overworked student motivation using examples from teachers, how can teachers give individualized several schools that have turned from old, tired attention to struggling students? To help practices to a vibrant culture of literacy that solve this problem, an elementary school has welcomes all learners. partnered with college students who assist in Chair: Gravity Goldberg, Gravity Goldberg, LLC., South literacy efforts. We will describe this successful Nyack, NY, “Using Mindsets and Moves to Create partnership, encouraging participants to Truly Independent Readers” imagine similar partnerships. Presenters: Barry Gilmore, Hutchison School, Memphis, Chair: Susan Crisafulli, Franklin College, Franklin, IN TN, “10 Steps toward a Culture of Literacy: Making Presenters: Callista Buchen, Franklin College, Franklin, Old Practices New Again” IN, “Facilitating Learning: The Structure of the ReLeah Cossett Lent, writer/consultant, Atlanta, GA, Literacy Partnership” “Three Essential Factors for Engagement and Susan Crisafulli, Franklin College, Franklin, IN, Motivation: Inquiry, Autonomy, Relevance” “Identifying a Community Need: The Development Elizabeth Martin, Allen Academy, Bryan, TX, “How One of the Literacy Partnership” School Built a Culture of Literacy from Scratch—and Katie Smith, Northwood Elementary, Franklin, IN, What’s Next” “Measuring Effectiveness: The Success of the Literacy Partnership”

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H.36 Providing the Pieces to the Literacy H.39 Refreshing and Renewing Reading S Puzzle through ESOL Strategies M in the Secondary Classroom 144 S 104 Using part of JFK’s inaugural speech, our co- In this age of testing and accountability, teaching team will model how ESOL strategies with its increased focus on reading for offer the missing piece to the literacy puzzle information, teachers need strategies to for all learners. Participants will become teach and advocate for self-selected reading. students who experience differentiated Four authors of young adult fiction will share learning that addresses a range of literacy research-based strategies to inspire teachers levels, and leave with templates for scaffolding to reignite a lifelong love of reading in their reading and writing. older students. Presenters: Sandy Strock, Questar III BOCES, Presenters: Patricia Bailey, Albert Whitman & Castleton, NY Company Jessa Waterhouse, Questar III BOCES, Castleton, NY Leah Henderson, Simon & Schuster and Atheneum Books for Young Readers H.37 A Novel Novel, Or, Innovative McCall Hoyle, Chestatee High School, Gainesville, GA E Approaches to Storytelling Alexandra Ott, Aladdin, an imprint of Simon & Schuster SATURDAY M 142 H.40 Authentic, Personalized, and Authors Booki Vivat, Dan Poblocki, Lauren M Transformative: Using Writer’s Magaziner, and Tae Keller discuss how they S Workshop in the “Real World” experiment with format to create NEW groundbreaking and exciting storytelling 145 methods. These books—all paradigms Participants will step into the student role of creative risk—encourage lifelong to experience growth-centered techniques interdisciplinary learning, as well as engage to improve assessments, conferences, and empower students, particularly reluctant and feedback. In this interactive session, readers. participants will discover and practice using Tradebook Authors: Tae Keller, Random House tools that validate student voices and make Lauren Magaziner, Penguin & HarperCollins the classroom a real-world arena where Dan Poblocki, Scholastic Inc. & Random House students’ skills and perspectives are honored, Booki Vivat, HarperCollins Children’s Books encouraged, and supported. Presenters: Dawn Finley, St. John Vianney High School, H.38 Culturally Responsive Teaching: A St. Louis, MO G Moral Responsibility, a Professional Diana Hammond, Kirkwood High School, St. Louis, MO Commitment Dominic Pioter, Kirkwood High School, St. Louis, MO Gwyndolyn Savens, Webster Groves High School, St. 160 Louis, MO How do teachers create responsive classrooms that meet the needs of ethnically diverse students? What strategies can be employed for partnerships characterized by respect and a deep sense of trust that leads to achievement? Attendees will explore strategies for acting in the best interest of culturally and linguistically diverse students. Presenters: Nancy Bingham, Hurst Euless—Bedford Independent School District, TX Valinda Kimmel, Hurst Euless—Bedford Independent School District, TX Sharron Segue, Hurst Euless—Bedford Independent School District, TX Melina Wouters, Hurst Euless—Bedford Independent School District, TX

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H.41 Making Space for Design and H.43 MISSOURI STRAND: Show Me Truth: E Agency in Test-Centered Schools: M Media Literacy and the True/False M A Conversation among Writing S Film Fest Workshop Teachers across Grade S C 141 Levels 161 Columbia (Missouri) is the home of True/False, an annual festival featuring critically acclaimed

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, In this session, teachers—working with first-, documentaries that blur the line between fourth-, seventh-, and ninth-grade writers objectivity and subjectivity within nonfiction in urban, test-centered schools—will share filmmaking. This session will showcase former their strategies, challenges, and successes True/False films and present media literacy in teaching writing in ways that foreground strategies that can be used to help students student agency and design. The session will better discern “the truth” in multimedia also include reflections on engaging in this journalism. work across grade levels. Presenters: Allison Coffelt, True/False Film Festival, Chair: Charlotte L. Land, The University of Texas at Columbia, MO Austin Nick Kremer, Columbia Public Schools, MO & University Presenters: Gloria Adams-Hanley, Austin Independent of Missouri, Columbia School District, TX Alison Eike, Lanier High School, Austin, TX H.44 Exhibitor Session: Engaging All Haylee Lavender, J. Houston Elementary School, G Readers: Elementary Classrooms Austin, TX E 140 Barbara McKinnon, J. Houston Elementary School, Austin, TX Sponsored by Newsela Elementary educators will review the H.42 No More Culturally Irrelevant highlights of Newsela and learn about new E Teaching! features that improve the reading experience 242 for early learners. Presenter: Nicole Boyle, Newsela After explaining the problems with culturally irrelevant teaching, K–4 teachers share examples from their practice as they explain the need for culturally relevant teaching across settings, highlighting culturally relevant strategies, tools, and approaches. Presenters: Alicia Boardman, Northern Parkway School, Uniondale, NY Carmen Llerena, P.S. 75–The Emily Dickinson School, New York, NY Jessica Martell, Central Park East II, New York City Public Schools, NY Abigail Salas, P.S. 75–The Emily Dickinson School, New York, NY Mariana Souto-Manning, Teachers College, Columbia University, New York, NY

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FEATURED SESSION I.01 Reimagining the Canon’s Engaging with the Modern: E M MS C How Generation Z Are Affecting Our Literature 131 & 132 Is traditional canonical literature still relevant and are preK–12 educators adequately prepared to teach it? How is the canon affected by today’s new media forms? This panel will offer new insights into supporting the changing canon’s continued place in the classroom and its role in shaping our students’ lifelong literacy.

Chair: Sara Kajder, The University of Georgia, Athens Presenters: Jalissa Bates, Baton Rouge Charter Academy at MidCity, LA Resa Crane Bizzaro, Indiana University of Pennsylvania, Indiana, PA Cheryl Golden, Loudoun County Public Schools, Sterling, VA Shenika Hankerson, University of Michigan, Ann Arbor Dixie Keyes, Arkansas State University, Jonesboro

Logan Manning, Alternatives in Action High School, Oakland, CA SATURDAY Ashlee Meredith, New Kent High School, VA Jazmen Moore, Oak Park and River Forest High School, Oak Park, IL R. Joseph Rodríguez, The University of Texas at El Paso Kristen Sheehan, The Benjamin School, North Palm Beach, FL Jessica Sheffield, Aldine ISD, Houston, TX Nicole Sieben, SUNY College at Old Westbury, NY Winona Siegmund, Stafford High School CGS, Fredericksburg, VA Jasmine Tisby, Bethune Academy, Houston, TX Jeanette Toomer, Medgar Evers College, CUNY, Brooklyn, NY Kelly E. Tumy, Harris County Department of Education, Houston, TX Ting Yuan, CUNY, College of Staten Island, NY

I.02 Why Middle Matters: Middle Level Co-Chairs: Shanetia P. Clark, Salisbury University, MD Jason Griffith, Arizona State University, Tempe M Mosaic Tradebook Authors: Soman Chainani, Random House 276 Children's Books Sponsored by the Middle Level Section Matt de la Peña, Random House Children's Books Steering Committee Meg Medina, Random House Children’s Books Middle level educators, don’t miss the Ellen Oh, #WeNeedDiverseBooks Campaign & Random capstone to our #whymiddlematters House Children's Books sessions! This year’s Mosaic will feature Respondent: James Blasingame, Arizona State resources and conversation around the University, Tempe #weneeddiversebooks movement along with founder Ellen Oh and a panel of authors from the new Flying Lessons & Other Stories middle grade anthology!

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I.03 Creating Dialogue across forms. Attendees will grapple with ideas about C Generations of Scholars: literacy, advocacy, voice, agency, and their own personal missions through interactive TE Revolutionary Scholarship for and with Latinx Students, Families, and mini-workshops. Communities Chair: Katherine Macro, Buffalo State College, NY 120 & 121 Roundtable 1: Using Creative Drama to Play with Shakespeare

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Sponsored by the Latinx Caucus Katherine Macro, Buffalo State College, NY This workshop facilitates cross-“generational” Roundtable 2: Drawing for Thinking, Memory, and dialogue between graduate student/early- Note-Taking career researchers and mid-career/senior Michelle Zoss, Georgia State University, Atlanta researchers within the Latinx Caucus as well Roundtable 3: Stealing from the Dadaists: Processing as general NCTE members. Simultaneously, Informational Texts with Found Poems the session will provide graduate students Toby Emert, Agnes Scott College, Decatur, GA and early scholars with mentorship on specific Roundtable 4: Songwriting in the Classroom: work. This session is open to anyone who is Connections to Literature interested in Latinx issues in education. Timothy Duggan, Northeastern Illinois University, Co-Chairs: Tracey Flores, The University of Texas at Skokie Austin Roundtable 5: Floorstorming: Building Background Sandra L. Osorio, Illinois State University, Normal Knowledge through Visual Displays Speaker: Mariá Fránquiz, University of Utah, Salt Lake Alisha White, Western Illinois University, Macomb City Roundtable 6: Picturing Writers: Using Photography Presenters: Antero Garcia, Stanford University, CA to Support Writing Juan Guerra, University of Washington, Seattle Michael DiCicco, Northern Kentucky University, Renee Moreno, California State University, Northridge Highland Heights Tammie Sherry, Northern Kentucky University, Highland I.04 Ramon Veal Seminar Heights G 123 Roundtable 7: Composite Storytelling: An Arts-Based Sponsored by the Conference on Approach to Written Composition English Education Kay W. Cowan, University of Tennessee at Chattanooga The Ramon Veal Seminar matches beginning Roundtable 8: The Visual Arts and Comprehension researchers with established mentors to help Jessica Dickerson, University of Tennessee at cultivate their research ideas and develop Chattanooga manuscripts. It is designed to support both Roundtable 9: Using Drama to Support Student university and classroom-teacher inquiries. Comprehension Presenters: Cindy O'Donnell-Allen, Colorado State Katie Howell, University of Tennessee at Chattanooga University, Fort Collins Roundtable 10: Music: An Arts-Based Approach to Peter Smagorinksy, The University of Georgia, Athens Visualization, Comprehension, and Retention Michael W. Smith, Temple University, Philadelphia, PA Alexandra Fugatt, University of Tennessee at Chattanooga I.05 The Arts for Action and Meaning Mary Page Pearson, University of Tennessee at G Making Today, Tomorrow, and Chattanooga Forever: An Invitation to Think, Roundtable 11: The Visual Arts and Vocabulary Play, Move, and Feel Development 240 & 241 McKenzie Fox, University of Tennessee at Chattanooga Roundtable 12: Phonological Awareness: Music as a Sponsored by the Conference on Teaching Tool English Education: Commission on Arts Kaitlyn Macri, University of Tennessee at Chattanooga and Literacies Roundtable 13: Being the Book: Readers Theater for Unlike traditional roundtables that are focused Student Engagement on presentations and brief discussions, this Pauline Schmidt, West Chester University, PA session is an invitation to play, think, move, and feel through a variety of different art

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Roundtable 14: How Visual/Verbal Media from Idea Roundtable 1: Connected Literacy: Using Social Bundles Support 6th-Grade Male Writers in an Art Media to Enhance Reading and Writing Practices Class Alex Corbitt, The Bronx School of Young Leaders, NY S. Rebecca Leigh, Oakland University, Rochester, MI Roundtable 2: Smart, Effective Ways to Respond to Roundtable 15: Augmented Reality: Enhancing Student Writing Literacy Instruction with Aurasma Patricia Dunn, Stony Brook University, NY Pamela Hartman, Ball State University, Muncie, IN Roundtable 3: Exploring the Rewards and Challenges Jessica Berg, Ball State University, Muncie, IN of Using Young Adult Literature as a Novice Teacher Branddon Schuler, Ball State University, Muncie, IN Steven Bickmore, The University of Nevada, Las Vegas Hannah Fulton, Ball State University, Muncie, IN Roundtable 4: What Are the Concerns of Beginning Roundtable 16: Movie Trailers as “Productive English Teachers? Constraints” for Creative Interpretations of Thomas M. McCann, Northern Illinois University, DeKalb Shakespeare Plays Roundtable 5: Too Much Information! Teaching Laura Turchi, University of Houston, TX Informational Texts Roundtable 17: It’s Time to Stop Censoring Children’s Ken Lindblom, Stony Brook University, NY Literature! Using Art to Talk Back Roundtable 6: Hip-Hop Literacies Sara Bangert, Indiana University, Indianapolis Lauren Kelly, Rutgers University Graduate School of Chris Leland, Indiana University-Purdue University,

Education, New Brunswick, NJ SATURDAY Indianapolis Respondent: Jim Burke, Burlingame High School, San Roundtable 18: Dramatizing at the Center and Edges Francisco, CA of “The Other Side” to Create Spaces to Recapture Voice and Agency I.07 The Vision of ALAN: Rationales and Peggy Rice, Ball State University, Muncie, IN M Strategies for Using Young Adult Roundtable 19: Structure Sings: Techniques for S Literature in Secondary Classrooms Getting Students to Write Songs Christian Goering, University of Arkansas, Fayetteville TE 127 Roundtable 20: Using Music to Strengthen Students' Sponsored by the Assembly on Textual Understanding Literature for Adolescents of NCTE Seth D. French, University of Arkansas, Fayetteville (ALAN) The Assembly on Literature for Adolescents of I.06 Nuts & Bolts for New and Early NCTE (ALAN) promotes communication and G Career Teachers cooperation among those interested in young adult literature (YAL). This ALAN-sponsored TE 130 session focuses on YAL merits and offers roundtables related to YAL research, YAL and Sponsored by the CEE Commission to Support Early Career English Language controversy/censorship, and creative YAL use Arts Teachers in the classroom. This CEE Commission to Support Early Career Co-Chairs: Mark Letcher, Lewis University, Romeoville, IL ELA Teachers session opens with words Kellee Moye, Hunter's Creek Middle School, Orlando, FL of wisdom from nationally known leaders, Roundtable Leaders: Lois Buckman, Anderson Public and follows with a 30-minute, small-group Library, SC discussion on various topics hosted by experts Ricki Ginsberg, Colorado State University, Fort Collins in the field. Teachers in their first five years are Wendy Glenn, University of Colorado Boulder especially encouraged to attend. Teri Lesesne, Sam Houston State University, Huntsville, TX Chair: Anna J. Small Roseboro, consultant/author/ Daria Plumb, Traverse City West Senior High School, MI mentor, Grand Rapids, MI Lisa Scherff, McREL International, Honolulu, HI Presenters: Leila Christenbury, Virginia Commonwealth Lois Stover, Marymount University, Arlington, VA University, Richmond, VA, “The First Steps of the Journey: Your First Years as an ELA Teacher” Carol Jago, University of California, Los Angeles, “We Can’t Teach What We Don’t Do: Why English Teachers Must Continue to Be Avid Readers”

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I.08 From “Literacy” to “Humanacy”: with ideas about how to teach two specific G How We Can Openly Advocate That units to support independence: student-led “English” Is Fundamentally for the writing units and inquiry projects. Living of Meaningful and Purposeful Presenters: Katie Clements, Teachers College Reading Human Lives and Writing Project, Columbia University, New York, NY, “The Power and Challenges of Choice and 220 Ownership: Exploring Teacher and Student Roles

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Sponsored by the Assembly for within Independent Writing Projects” Expanded Perspectives on Learning Jen DeSutter, Teachers College Reading and Writing Come hear how two award-winning teachers Project, Columbia University, New York, NY, “The bring their students to see the composing Power of Inquiry and Its Reciprocity with Literacy: of their own life stories as lying at the heart A Case Study” of “English,” and how helping our students Mike Ochs, Teachers College Reading and Writing find the “whys” of their own and others’ lives Project, Columbia University, New York, NY, “Theory can provide the personal energy to tackle into Practice: Concrete Tips for Boosting Agency, whatever “hows” they are confronted with, in Engagement, and Independent Transfer in Reading school or beyond it. and Writing” Presenters: Jon Stansell, Belmont College, OH, "Life 101: When English Class Affects Personal Lives" I.11 Building on Students’ Own Archival, Bruce Novak, The Foundation for Ethics and Meaning, S Rhetorical, and Linguistic Resources Indiana, PA, “Deep Reading for Deep Living: A C 266 Method for Evoking Personal Transformation Students can engage history, writing, and through the Deeply Engaged Reading of Literature” local communities through the composition of Respondent: Yvonne Siu-Runyan, Northern Colorado digital archives and multimodal projects in the University, Greeley classroom. Presenters in this session will share I.09 Publishing with NCTE course designs and student work and show ways that this work helps students with metacognitive, G 262 archival, and civic thinking about their own lives. This session will provide prospective authors Chair: Debra Brown, Wake County Schools, Raleigh, NC with ideas and strategies for putting together Presenters: David Holmes, Pepperdine University, Seaver a book or lesson plan proposal, working with College, Malibu, CA, “Citizens of Color and for Color: an editor, and negotiating the publication Teaching Whiteness and Cross-Racial Democracy” process at NCTE. Senior staff from the Books Amy Lueck, Santa Clara University, CA, “Composing Our Program and ReadWriteThink.org will share Own Archives” insights and advice about all aspects of the Claire Lutkewitte, Nova Southeastern University, Fort publishing process, from the proposal stage to Lauderdale, FL, “Letting Students Speak: Making the publication. Classroom Student-Centered through Multimodal Presenters: Kurt Austin, National Council of Teachers Projects” of English, Urbana, IL Lisa Storm Fink, ReadWriteThink.org at NCTE, Urbana, IL I.12 The Little Lab for Big Imaginations: Bonny Graham, National Council of Teachers of E A 3rd–6th-Grade Summer Writing English, Urbana, IL Institute 101 I.10 Boosting Agency, Engagement, and E Independence: Getting Students This presentation will highlight The Little Lab to Take Ownership of Their Own for Big Imaginations, a weeklong summer writing institute designed to help students in Literate Lives grades 3–6 compose like authors. The Little 102 Lab is a community writing space, where young students write, read, speak, listen, perform, and How can you angle your writing workshop most important, have fun during the summer. to boost student ownership? This panel will explore how teachers can use writing Presenters: Ryan Colwell, Fairfield University, CT workshop structures to increase agency, Bryan Ripley Crandall, Fairfield University, CT engagement, and independence. You’ll leave

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I.13 MISSOURI STRAND: Amplifying I.15 Preparing Today’s Students for S Student Voices: Connecting ELA G Tomorrow: Exploring the Flipped Classrooms and Communities Method's Potential in English through Storytelling Language Arts 260 124 How do teachers create opportunities for This roundtable session of teachers and student stories to be heard outside of the teacher educators introduces new ways classroom? How can the telling of personal to conceive the flipped method in English stories unite students from disparate language arts and use it to impact learning. communities? KC Storytellers pushes the Attendees can choose from presentations narrative model as a way to build community on theories, current methods for flipping, through story and in spaces outside of strategies for technology infusion, or emerging classrooms. practice and research. Presenters: Brian Dolezal, Sumner Academy of Arts Co-Chairs: Clarice Moran, Kennesaw State University, GA and Science (KC Storytellers), Kansas City, KS Carl Young, North Carolina State University, Raleigh Nicole Higgins, Duke University, Durham, NC Roundtable 1: Using Tech to Make Time for Text: Katie Kline, University of Central Missouri, Warrensburg Flipping in the ELA Classroom SATURDAY Paul Richardson, Alta Vista High School, Kansas City, MO Deborah Brown, Research Triangle High School, Durham, NC I.14 Changing the Narrative: An Roundtable 2: Flipping The Great Gatsby: Examining G Exploration of Texts, Identities, and the Potential for Flipped Literature Units to Prepare Literacies in K–16 Classrooms Today’s Students for Tomorrow 163 Shelly Shaffer, Eastern Washington University, Cheney Roundtable 3: Using Web-Based Tools for Flipped This panel explores research-based teaching ESL Learning in the Korean Language Education practices that teachers can use to engage System a diverse student body with a variety of YunJoon “Jason” Lee, Busan National University of texts, with the purpose of building strong Education, Seoul, Korea connections to students’ identities and communities and thus ensure deeper literacies. Roundtable 4: Flipping the Flip: Using Student- Presenters will provide practical suggestions Created Videos to Activate Prior Knowledge Natascha Brooks, Wake County Public Schools, Cary, NC based on their classroom experiences and Anthony Romano, Wake County Public Schools, Cary, NC engage participants in hands-on activities. Roundtable 5: Transforming the Traditional: Ground- Chair: Vivian Yenika-Agbaw, Pennsylvania State Up Strategies to Empower the Flipped English Model University, State College Keith Lindsay, Wake County Public Schools, Cary, NC Presenters: Erika Chody, Harmony Science Academy, Austin, TX, “Seeing Our Students as Full, Not Roundtable 6: Explore-Flip-Apply: Using Inquiry in a Empty: Reclaiming an Appreciative Lens” Flipped English Classroom Megan Hedgecock, Region 13 Education Service Troy Cockrum, Oldenburg Academy, Oldenburg, IN Center, Austin, TX, “Seeing Our Students as Full, Roundtable 7: Inversion Conversion: First Steps to Not Empty: Reclaiming an Appreciative Lens” Flipping Middle School Language Arts Rene M. Rodriguez-Astacio, Pennsylvania State Erica Speaks, Wake County Public Schools, Raleigh, NC University, State College, “Celebrating Queerness: Roundtable 8: Motivation and the ELA Flipped Reclaiming Queer Voices through an Examination of Classroom Queer-Themed Literature in K–16 Classrooms” Rae Schipke, Central Connecticut State University, Yamil Sarraga-Lopez, Pennsylvania State University, West Hartford State College, “The Power of Our Words: Examining Respondent: Troy Hicks, Central Michigan University, Literature on Writing and Storytelling as Vehicles of Mt. Pleasant Individual and Cultural Representation”

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I.16 “We've Been Doing It Your Way Tammy Frierson, Richland Two, Columbia, SC, “Telling E Long Enough”: Moving beyond Stories in School: Reclaiming Our Voices through Our Stories” TE the Whiteification of Curriculum in Early Childhood Classrooms Sabina Mosso-Taylor, Jackson Creek Elementary, Columbia, SC, “Telling Stories in School: Reclaiming 264 Our Voices through Our Stories” The need is great to educate new generations I.18 Urban Literacy Teachers as SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, who can speak back to racial, linguistic, and cultural discrimination. This presentation E Anti-Racists Advocates focuses on early childhood practices that TE 267 attempt to do so by countering the reification of Whiteness—recapturing and normalizing A collective of urban educators will present voices, histories, languages systemically data about units of study that explored issues and historically silenced, misrepresented, or of racial justice and equity. The presenters will tokenized. share their process of creating and sustaining a professional learning community that Presenters: Janice Baines, Carver-Lyon Elementary advocates for racial literacy and is charged School, Columbia, SC with developing literacy curriculum responsive Susi Long, University of South Carolina, Columbia to the sociopolitical challenges in our society. Carmen Tisdale, Columbia, SC Chair: Detra Price-Dennis, Teachers College, Columbia I.17 Storytelling: Reclaiming Our University, New York, NY E Voices, Bridging Home and Presenters: Annie Heo, PS 139, Brooklyn, NY Noelle Mapes, East Village Community School—PS School Literacies, and Intersecting M315, New York, NY Technology and Play Christian Moya, Citizens of the World, New York, NY 280 Selena Nardelli, East Village Community School—PS M315, New York, NY Stories are important tools for learning Zoe Plantevain, PS 199 Manhattan, New York, NY about each other’s lives. The presenters will Christina Shak, The Imagination School, San Mateo, CA describe how they engage and learn from Charlotte Vinson, The Young Women's Leadership each other, children, and families through School of the Bronx, New York, NY story to create more equitable and inspiring learning spaces for children and families. In I.19 Culturally Relevant Literacy addition, participants will learn how to harness E the capacity of storytelling through the use Teaching: It's Critical! of technology and play to strengthen our 263 students’ voices and agency as readers and This workshop introduces culturally relevant writers in grades preK–5. ways for teaching language and literacy in Chair: Julia López-Robertson, University of South kindergarten–2nd grade. Participants will Carolina, Columbia be invited into classrooms where diverse Presenters: Katherine Cunningham, Manhattanville children’s experiences, strengths, and College, Purchase, NY, “Storytelling Animals: expertise are supported and valued. Literacies at the Intersection of Technology and Play” Presenters: Jessica Martell, Central Park East II, New Nicole Enger, Center for Achievement, Richland School York City Public Schools, NY District Two, Columbia, SC, “Telling Stories in Mariana Souto-Manning, Teachers College, Columbia School: Reclaiming Our Voices through Our Stories” University, New York, NY Quinne Evans, Richland School District Two Child Development, Columbia, SC, “Telling Stories in School: Reclaiming Our Voices through Our Stories” Victoria Fantozzi, Manhattanville College, Purchase, NY, “Storytelling Animals: Literacies at the Intersection of Technology and Play”

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I.20 Recapturing Assessment: Student I.21 Literacies of the 21st Century G Voices in Aiding Our Mission G 231 2 74 The presenters in this panel will discuss Join us for an energetic session led by nine emerging literacies of the 21st century, how high school students—“The #bowtieboys”— technology plays an integral part in their and three powerhouse educators representing instruction, and why they are becoming integral all levels. This high-speed presentation will parts of ELA. Panelists will share strategies for feature twelve roundtable leaders in a “speed teaching these literacies and specific projects dating” discussion focused on recapturing they use to teach and assess the skills. assessment and shifting from high-stakes Presenters: Casey Cohen, String Theory Schools, testing to collaborative, engaging, and Philadelphia, PA authentic assessment. Don Goble, Ladue School District, St. Louis, MO Chair: Jason Augustowski, Riverside High School, Katharine Hale, Arlington Public Schools, VA Leesburg, VA,”Students as Allies” Jessica Herring, Benton Schools, AR Lawrence Reiff, Roslyn Public Schools, AL Roundtable 1: Creating an Environment That Fosters Jordan Schugar, West Chester University, PA Communication Kristin Ziemke, Big Shoulders Fund, Chicago, IL Jack Selman, Riverside High School, Leesburg, VA SATURDAY Roundtable 2: The English Classroom: A Room Full I.22 Stop Grading: Empower Your of Ideas M Students to Evaluate Their Own Sean Pettit, Riverside High School, Leesburg, VA S Learning Roundtable 3: Leveraging Student Voices to Create a “Collective Classroom" 143 Dawson Unger, Riverside High School, Leesburg, VA Inviting our students to evaluate their own Roundtable 4: Specialization of Student Learning learning is a powerful path to student agency. toward Their Futures Rather than letting students depend on the Ryan Beaver, Riverside High School, Leesburg, VA numbers in the grade book to tell them what Roundtable 5: Using Multigenre Texts to Engage they know and don’t know as readers and Readers writers, teach them how to meaningfully Kellen Pluntke, Riverside High School, Leesburg, VA determine this for themselves. Roundtable 6: Building REAL Rapport Chair: Sarah Zerwin, Fairview High School, Boulder, CO Ryan Hur, Riverside High School, Leesburg, VA Presenters: Tracy Brennan, Colorado Language Arts Roundtable 7: Assessment in Action: Viewing Society, Boulder, CO Paul Bursiek, Boulder, CO Learning from a Shared Lens Mary Howard, literacy author/consultant, Broken Jay Stott, Fairview High School, Boulder, CO Arrow, OK I.23 Fake News: Teaching Students to Roundtable 8: Social Media & Digital Writing in the Find the Truth in Today’s Media Classroom M Sam Fremin, Stone Bridge High School, Ashburn, VA S 151 C Roundtable 9: AGENCY: Producing a Lasting Effect The proliferation of fake news has afforded Ben Hawkins, Stone Bridge High School, Ashburn, VA TE teachers the opportunity to deepen instruction Roundtable 10: Bloom’s Taxonomy of Tomorrow regarding ways to help students navigate and Joseph O'Such, Riverside High School, Leesburg, VA make sense of current information about their Roundtable 11: Diverse YA and Motivating Students world. General strategies and specific lessons through Collaborative Reading Projects regarding ways to teach fake news, source Cindy Minnich, Upper Dauphin Area High School, information, bias, and multiple viewpoints will Millersburg, PA be discussed and shared. Roundtable 12: Inspiring Preservice Teachers through Chair: Jill Adams, Metropolitan State University of the Pleasure of Working Alongside their Students Denver, CO Katie Dredger, James Madison University, Harrisonburg, Presenters: Maria Altman, St. Louis Public Radio, St. VA Louis, MO Gloria Eastman, Metropolitan State University of Denver, CO Todd Reimer, Metropolitan State University of Denver, CO

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I.24 The Resistance Is Real: Strategies Presenters: Anah Austin, Iowa City Community School S for Encouraging Reluctant Readers District, IA Jennifer Cupp, Mount Everett Regional High School, 126 Sheffield, MA Hear from expert practitioners who Jess Harris, Iowa City Community School District, IA have developed meaningful methods of Lee Kibbie, University of Iowa, Iowa City encouraging reluctant readers to locate their Respondents: Robert Petrone, Montana State University, Bozeman

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, love of a good text. Session activities include strategies for creating your own literary Sophia Sarigianides, Westfield State University, MA mystery using ultraviolet flashlights to see clues, walking through online challenges, and I.26 Get Lit Rising perusing puzzles of all kinds—all designed to G 229 help get students thinking creatively beyond the text. Be moved by internationally recognized student poets from the Get Lit—Words Ignite Chair: Kerri Flynn, Washington High School, MO program, and then learn about the ways you Roundtable 1: “I Will Not Read Beowulf!”: Teaching can help your own students use poetry to find Literature to Young Adults Today, Tomorrow, and their voice and their place in the world. This Forever session will move you emotionally, so bring Leilya Pitre, Southeastern Louisiana University, Baton extra tissues. Rouge Chair: Brian Wyzlic, Brandon School Division, Brandon, Roundtable 2: A Puzzling Endeavor: Adventuring Far Manitoba beyond the Text Presenters: Diane Luby Lane, Get Lit—Words Ignite, Carol Willis, Northland Preparatory Academy, Flagstaff, Los Angeles, CA AZ Get Lit Players, students sponsored by Simon & Roundtable 3: Creating Lifelong Readers through a Schuster Community of Engaged Voices: Students, Teachers, Respondent: Jillian Heise, BALB Literacy Consulting, and YA Books Milwaukee, WI Michael Anthony, Muhlenberg School District, Reading, PA I.27 Community Building and Classroom Roundtable 4: Literature Is Always Relevant: M Inquiry to Empower Students and Increasing Secondary Students’ Social Emotional S Promote Social Justice: Experiences Skills through Novel Reading in the Age of Nonfiction C of a Study Group for Urban Kristina ByBee, Arizona State University, Tempe Teachers of English Language Arts Roundtable 5: Project LIT Community: One High TE School's Journey to Change Lives through Reading 261 Jarred Amato, Maplewood High School/Project LIT Panel participants are members of a study Community, Nashville, TN group that formed in 2015 to support early career writing teachers. Our shared desire I.25 Innovations in Teaching the Youth to empower students inspired extended S Lens in Secondary English Classes collaboration and inquiry projects in four 142 urban classrooms related to power, race, and literacy. We will present insights This panel showcases how four English from individual inquiry projects and invite teachers go about integrating the new “Youth discussion. Lens” into their teaching of English in middle Discussion Leader: Jessica Rubin, The University of and high school contexts. Presenters will Texas at Austin discuss specific activities and units of study Presenters: Nicole Harbert, Del Valle High School, TX they have developed, and audience members Tiffany Lepa, Del Valle High School, TX will leave with practical ideas to implement. Tamas O'Doughda, Del Valle High School, TX Chair: Mark A. Lewis, Loyola University Maryland, Holland White, Del Valle High School, TX Baltimore

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I.28 A Writer Writes: Ecological Writing I.31 Mastering Evidence-Based Writing: G in the Classroom G Success with Struggling Students 160 through Voice, Agency, and Mission Ecological writing is inspired by a forest's life— 145 relational, chaotic, intertwined, inside-out, ever- Join this panel as they explore using changing. Participants are invited to bring their research to write fiction, tap the power of whole lives into an interactive demonstration research-based writing instruction to master where they respond in writing to a series short-response writing, and incorporate of images, texts, and dialogue. Through the research writing into instruction. This session demonstration, participants become both the demystifies research writing and its pivotal experience and the meaning of the lesson. role for every purpose of writing. Examples of Presenters: Tamara Ellis Smith, Random House mentor texts, take-away tools, and strategies Katie Mather, Richmond, VT will be a core part of the panel’s presentation. Chair: Amber White, North Branch Area Schools, MI I.29 Switching Codes: Voice, Identity, Presenters: Ruth Culham, The Culham Writing S and Multilingual Text in the Company, Portland, OR, “Blending Research, Classroom Passion, and Practice in Evidence-Based Writing” SATURDAY 144 Alan Lawrence Sitomer, Scholastic Inc., “The Art and Science of Evidence-Based Writing” This session, open to monolingual and multilingual participants, reinforces the I.32 Supporting Critical Reading of richness of our students' voices as they E Diverse Picturebooks with Visual negotiate multiple languages. We will M Thinking Strategies introduce dynamic ways to teach texts that rely on “code switching” as a literary S 106 technique, exploring a variety of multilingual This session focuses on teachers’ uses of and postcolonial texts and media resources. Visual Thinking Strategies (VTS) to scaffold Presenters: Margaret George, Lycée Français de students’ critical reading of diverse literature. New York, NY Presenters will share student work and insights Elizabeth Hollow, Lycée Français de New York, NY about supporting students’ VTS and share Joelle Reilly, Lycée Français de New York, NY their strategies for sharing and responding to diverse picturebooks with middle and I.30 Learning from Poems: How secondary students. E Studying Poetry Can Strengthen Presenters: Misha Franks, Columbia Public Schools, MO M Writing in All Genres Daryl Moss, Columbia Public Schools, MO TE 242 Selena Van Horn, California State University, Fresno Angie Zapata, University of Missouri, Columbia Students can strengthen their writing in all genres by studying poems. In this session, join I.33 Justifying National Significance and classroom teachers and children’s poets to M Implementation of Montana’s Indian learn specific strategies for bringing poetry to S Education for All Initiative the forefront of writing instruction. Discover ways and resources to find ideas, learn about 141 point-of-view, study structure, and explore Educators nationwide are invited to join a craft . . . all through poems. discussion about the Indian Education for All Chair: Amy Ludwig VanDerwater, Wordsong, an (IEFA) initiative unique to Montana’s statewide imprint of Boyds Mills Press curriculum and relevant to all 21st-century Presenters: Jeannine Atkins, Atheneum, an imprint of educators. Presenters will discuss IEFA benefits, Simon & Schuster and attendees will leave with practical ideas Emily Callahan, Quality Hill Academy, Kansas City, MO about how Indigenous perspectives can Kim Doele, East Grand Rapids Middle School, MI contribute to a nuanced curriculum. Irene Latham, Lerner Publishing Presenters: Catherine Dorian, Fort Benton Public Mary Anne Sacco, Manhattan New School/PS 290, Schools, MT New York, NY Alyssa Price, Fort Benton Public Schools, MT Respondent: Katie Wood Ray, Heinemann 2017 NCTE ANNUAL CONVENTION PROGRAM 173

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I.34 The Value of Voice I.36 Children Finding Their Voices S 265 E through Imagination, Creativity, TE and Storying: Learning from David Participants in this session will hear from a Wiesner variety of practitioners who actively utilize student voice and dialectical discussion to 275 promote student voice and critical thinking. Caldecott-winner David Wiesner shares

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Chair: Bruce Chipman, Tatnall School, Wilmington, DE his elementary experiences/artwork, his Presenters: JoAnn Gage, Mount Vernon High School, IA composing processes, and how he continues Andrew Giorgi, New Hope-Solebury High School, PA to nurture his own imagination. Then Jennifer Paulsen, Cedar Falls Community Schools, IA kindergarten, first, and third graders’ teachers Tara Sanders, New Hope-Solebury High School, PA whose students studied David’s work show how the students used David’s ideas to stretch I.35 Reclaim Your ELA Mojo: Creating their imaginations and develop their voices. S Analytical Text Lenses to Evoke Chair: Prisca Martens, Towson University, MD Imagination, Writing, Discussion, Presenters: Michelle Doyle, Pot Spring Elementary and Inquiry School, Timonium, MD 125 Laura Fuhrman, Pot Spring Elementary School, Timonium, MD This session explores a 10th-grade team’s use Jenna Loomis, Seventh District Elementary School, of their agency and passion to masterfully Parkton, MD craft high-interest reading “pathways” for Ray Martens, Towson University, MD complex texts to incite analysis, writing, Elizabeth Soper, Pot Spring Elementary School, discussion, imagination, and inquiry. Discover Timonium, MD how pathways lead students to claiming their Robbie Stout, Franklin Elementary School, voices and how to adapt this framework to Reisterstown, MD other texts. David Wiesner, Houghton Mifflin Harcourt Children's Presenters: Namisha Joiner, Dr. Richard Izquierdo Book Group Health Science Charter School, Bronx, NY Dana Rasamny, Dr. Richard Izquierdo Health Science I.37 Counting on Meaning in Charter School, Bronx, NY E Mathematics and Reading/Writing Jillian Williams, Dr. Richard Izquierdo Health Science Workshops Charter School, Bronx, NY 103 This presentation will explore the potential for the pedagogy of teaching and learning in reading/writing workshops to inform teaching practices in mathematics. Participants will experience a “mini” math workshop to make tangible connections between meaning- making strategies in reading/writing workshops and problem-solving strategies in mathematics. Presenters: Susan Adamson, Butler University, Indianapolis, IN Courtney Flessner, Indiana University, Indianapolis Ryan Flessner, Butler University, Indianapolis, IN

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I.38 Reconceptualizing Instructional I.40 Navigating a Landscape of Fake S Conversation and Writing about G and Real: Creating Authentic ELA TE Literature as Dialogic Literary Experiences That Transfer Argumentation 230 232 It has been 19 years since the debut of the “Dialogic literary argumentation” is a way fake Internet site for the Pacific Tree Octopus, of exploring conflicting perspectives and yet we are still grappling with fake vs. real tensions in understanding literature. Dialogic in today’s news. This interactive, multimedia literary argumentation asks: “How might this session highlights strategies to integrate text be read?” And, “how might it be read thoughtful decision making to strengthen in the future?” In this session, we discuss instruction for critical analysis in ELA and empirical and theory-generating studies content areas. of teachers implementing dialogic literary Presenters: Cynthia Merrill, University of New argumentation. Hampshire, Durham Co-Chairs: George Newell, The Ohio State University, Susannah Richards, Eastern Connecticut State Columbus University, Windham David Bloome, The Ohio State University, Columbus SATURDAY Presenters: John Brady, The Ohio State University, I.41 Maintaining Momentum: Moving Columbus, “Shifting from a Text-Based Close G from Venting to Voicing a Vision for Reading Approach to a Social Justice Orientation” M Leadership Subeom Kwak, The Ohio State University, Columbus, S 162 “Creating Tensions in Understanding a Character’s Motives: Moving toward a More Complex C This session explores the effects of revolving Understanding of Literary Texts” TE door reform and provides guidance focused Matthew Seymour, The Ohio State University, on maintaining momentum and consistency Columbus, “Shifting from a Text-Based Close during times of inconsistent (and inevitable) Reading Approach to a Social Justice Orientation” changes. Panelists will share their narratives Theresa Siemer Thanos, The Ohio State University, and practical steps to take when leading Columbus, “Creating a Disposition of Open- change or advocating for consistency when Mindedness” faced with obstruction. Chair: Josh Flores, Mustang Public Schools, OK, I.39 Connecting Disciplinary Content “Emphasizing and Establishing the Purpose of S to Rediscover the Relevance in the Voice” C Classics Presenters: Crag Hill, University of Oklahoma, Norman, TE 150 “Transitioning Preservice Teachers from Passive Objects of Standards to Agents of Standards- This presentation describes English curriculum Informed Instruction” developed with biology and chemistry Lara Searcy, Northeastern State University, Tahlequah, teachers that includes hands-on activities “Standards of Advocacy” used when reading classics like The Great Gatsby, The Crucible, and others to create metaphors, understand complex ideas, and make connections between disciplinary content. This content is then used to construct argumentative writing. Presenters: Scott Honeycutt, East Tennessee State University, Johnson City Huili Hong, Towson University, MD Karin Keith, East Tennessee State University, Johnson City Renee Moran, East Tennessee State University, Johnson City

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I.42 Resilience, Resistance, and I.44 Poetry in a Chocolate Bar: Finding G Empathy: Studying Strength G Beautiful Language in Everyday Life M through Literacy 161 S 122 In this session we will look at labels as This session focuses on helping students reach inspiration for literature, examining texts found audiences beyond the classroom; helping on items such as chocolate bar wrappers,

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, students realize resistance and resilience; and coconut water bottles, energy bars, coffee, using young adult literature that portrays tea, and other typical consumables from our characters who are refugees in the English everyday lives. Poems written by kindergarten classroom. to university students in the US (California, Massachusetts, New Jersey, Texas, and Chair: Darlene Castelli, St. Louis, MO Washington) and Nicaragua will be shared. Presenters: Janine Darragh, University of Idaho, Moscow, “Using Young Adult Literature That Portrays Participants will engage in a found poem the Refugee Experience in the English Classroom” exercise using these kinds of texts. Exemplar Nicole Erb, EAA of Michigan, Detroit, “Hear My labels and other handouts will be provided. Voice: Showcasing Student Opinions in Letters to Presenters: Jenn Manak, Rollins College, Winter Park, FL Politicians” Janet Wong, Pomelo Books Matthew Homrich-Knieling, Cesar Chavez Academy Middle School, Detroit, MI, “The Resilience & I.45 Recapturing Our Voices: Sharing Resistance Project: Lessons from Reading and M Stories about Bullying and Using Celebrating Author-Activists of Color with Latinx S Literacy to Help Our Students Youth” TE Reimagine and Make Change in Their Worlds I.43 Literature Teaching across 152 S Continents, Countries, and Contexts: How Teachers in Different In this session, we explore the role of Places Are Keeping Literature microaggressions in bullying. Two literacy Teaching Alive during These projects will be highlighted: eighth-grade Difficult Times students identifying microaggressions in the Stonewall books and the Chili Queens, and 105 girls using literacy to confront bullying in a This international symposium will describe community center program. Together we offer the current state of literature teaching in the concrete strategies to make real change. USA, the UK, Australia, and Europe, including Presenters: Aurelia de Silva, San Antonio Writing the gap between official expectations and the Project, TX actual practice of teachers. The presenters will Roxanne Henkin, The University of Texas at San provide evidence that good literature teaching Antonio continues in each country despite difficult Rebecca Palomo, The University of Texas at San teaching environments. Antonio Presenters: Larissa McLean Davies, University of Anita Pickett, Woodlawn Academy, SAISD, San Melbourne, Australia Antonio, TX Judith Franzak, Salisbury University, MD Andy Goodwyn, University of Bedfordshire, Bedford, United Kingdom Michael Moore, Georgia Southern University, Statesboro Annmarie Sheahan, University of New Mexico, Albuquerque Don Zancanella, University of New Mexico, Albuquerque

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I.46 POSTER SESSION: Agency in IJ.01 2017 Orbis Pictus and Charlotte G Action: Social Justice, Equity, and G Huck Honor Book Award-Winning Civic-Mindedness Authors and Illustrators Share Their 2ND FLOOR ATRIUM Stories and Insights 104 Refusing to be complacent in times where societal stressors are stretching us to our Sponsored by the Orbis Pictus and limits emotionally and intellectually, these Charlotte Huck Award Committees educators are making a difference in their The 2017 Orbis Pictus and Charlotte Huck classrooms and beyond. Honor Book authors and illustrators will share stories of their journey to produce their POSTER 1: Do the Right Thing: Reading Global nonfiction and fiction titles and provide insight Literature on Social Justice Rachel Meyer, Hemispheres, The University of Texas at into their process. Participants will learn of Austin the research, illustrative techniques, and the construction of ideas in creating these award- POSTER 2: Teaching Literature for Social Justice winning books. Jessica Gallo, University of Nevada Reno Bailey Herrmann, University of Wisconsin-Oshkosh Co-Chairs: Cyndi Giorgis, Arizona State University, Tempe

POSTER 3: Here’s Looking at You, Kids: Urgency of SATURDAY Barbara Kiefer, The Ohio State University, Columbus Dystopian Text in the Secondary Classroom Michael Soares, Illinois State University, Normal Tradebook Authors: John David Anderson, Walden Pond Press & HarperCollins Publishers POSTER 4: Making the Foreign Familiar: Teaching Lulu Delacre, Children's Book Press Empathy through Picture Books Candace Fleming, Macmillan Children’s Publishing Group Stephanie Hendrix, Bangor High School, ME Susan Goodman, Bloomsbury POSTER 5: Williams Bay Reads: The Wonder Project Steve Jenkins, Houghton Mifflin Harcourt Kay Connley, Williams Bay School District, WI E.B. Lewis, Bloomsbury Emily Snyder, Williams Bay School District, WI Eric Rohmann, Macmillan Children’s Publishing Group POSTER 6: HBCU Students Consuming and Creating Committee Members: Maria V. Acevedo, University of Literature from Personal Experiences: A Pilot Study Massachusetts Boston Zelda Lockhart, North Carolina Central University, Bettie Parsons Barger, Winthrop University, Rock Hill, SC Durham Mary Ann Cappiello, Lesley University, Cambridge, MA POSTER 7: If You Build It, They Will Come: A New Desiree Cueto, Western Washington University, Approach to Book Drives Bellingham James Muchmore, Western Michigan University, Denise Dávila, The University of Nevada, Las Vegas Kalamazoo Jeanne Gilliam Fain, Lipscomb University, Nashville, TN POSTER 8: Civic-Mindedness: Cultivating Critical Daryl Grabarek, School Library Journal, New York, NY Inquiry Tools for an Engaged Life Jennifer Graff, The University of Georgia, Athens Sara Fryar, Berryville School District, AR Mary Lee Hahn, Daniel Wright Elementary School, Jennifer Penaflorida, University of Arkansas, Fayetteville Dublin, OH POSTER 9: Creating an Inclusive Classroom of Ideas Joyce Herbeck, Montana State University, Bozeman and Cultural Differences: Initiating Change in a Detra Price-Dennis, Teachers College, Columbia Sensitive Classroom University, New York, NY Summer Garrison, Texas A&M University–San Antonio Seemi Aziz Raina, University of Arizona, Tucson Lauren Morgan, Texas A&M University–San Antonio Marianne Richardson, The Heritage School, Newnan, GA Scott Riley, Singapore American School, Singapore I.47 Exhibitor Session: Cultivating Close Stacey Ross, Austin ISD, TX G Reading Erika Thulin Dawes, Lesley University, Cambridge, MA Julie Waugh, Hong Kong International School, Repulse 140 Bay Sponsored by Newsela A Newsela Educator Specialist will share close reading strategies that can be used across all subject areas, including how to monitor student success with literacy. Presenter: Nicole Boyle, Newsela

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FEATURED SESSION J.01 Action Research: A Tool to Recapture Our E M MS C Voices, Agency, and Our Mission 131 & 132 In an era when educators are managing a constellation of school reform initiatives, teachers and other school leaders need a systematic way to generate questions about problems of practice SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, and specific tools to gather information about the students and colleagues with whom they work. Action research can lead to new and profound understandings about students, particularly when we capitalize on social media to reflect with and invite other professionals to undertake action research. Come, interact, and share with fellow educators who are asking and exploring and researching how we can discover and create instructional strategies that our students can utilize for lifelong literacy. Chair: Cornelius Minor, Reading and Writing Project, Teachers College, Columbia University, New York, NY Presenters: Tricia Ebarvia, Conestoga High School, Berwyn, PA Kate Flowers, Santa Clara High School, CA Chris Hall, Oyster River Middle School, Durham, NH Aeriale Johnson, Joseph and Olinga Gregory Elementary, Kalskag, AK Ellin Oliver Keene, author/consultant, Denver, CO Anna G. Osborn, Columbia Public Schools, MO Hollis Scott, Montair Elementary School, CA Tiana Silvas-Brunetti, PS 59, New York, NY

J.02 Water Is Life: Standing Rock, Kenlea Pebbles, Michigan State University, Mount Pleasant, S #NoDAPL, and Literacy Education “The Power of Social Media Images in Standing Rock: C 127 Rhetorical Sovereignty through Pictures” Sponsored by the College Section J.03 SCOA Town Hall Steering Committee G 2 74 The Standing Rock movement offers us a critical moment for exploring Indigenous Sponsored by the Standing Committee sovereignty, treaty and land rights issues, on Affiliates environmentalism, and linguistic and cultural This town hall will allow affiliate leaders to resurgence. A collaboration between high interact with the SCOA Regional Liaisons on school and college literacy educators, this issues of interest and concerns for them in their panel will show how students and teachers are roles. Affiliate leaders can bring any type of responding to this social and environmental question for consideration, and the assembled injustice. participants will share responses. Chair: Clancy Ratliff, University of Louisiana at Lafayette Chair: Jean Boreen, Northern Arizona University, Flagstaff Presenters: Jesse Bien, Flandreau Indian School, Committee Members: Curtis Bobbitt, University of Great Flandreau, SD, “Young Voices: Native Students Falls, MT Voice Concerns and Opinions on #NoDAPL in a Lawrence Butti, LIU-CW Post/New York State English Roundtable Discussion” Council, Greenvale, NY Melissa Borgia-Askey, Thiel College, Greenville, PA, Marge Ford, ALAN, Campbell, OH “Whose Land Is It Anyway? Exploring Global Dixie Keyes, Arkansas State University, Jonesboro Indigenous Peoples and Their Land Rights Issues” Tracy Kriese, West Ridge Middle School, Austin, TX Thien Ho, Flandreau Indian School, Flandreau, SD, “Youth Julie Rucker, Tift County High School, Tifton, GA Speaks: Native American High School Students Share Cheryl Simonds, Carbondale Community High School, IL Their Perspective on Standing Rock and #NoDAPL Stacey Takanishi, Hawai’i Department of Education, through Visual Narratives and Literacy” Honolulu

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J.04 Choosing Great Books: Texts That J.05 Sharing Our Voices: Preparing G Teach Life & Literacy Lessons TE Teacher Educators for Today, 120 & 121 Tomorrow, Forever Sponsored by the Conference on English 240 & 241 Leadership Sponsored by the CEE-GS (Graduate The books we place in students’ hands should Strand) reflect the world in which we live. The panelists In this roundtable session, English education will guide teachers through a process of graduate students will present and discuss selecting books to curate classroom libraries their current work. This session seeks to foster and design curriculum that includes diverse an environment of collaboration, bringing texts. Attendees will then move into grade-level together researchers and educators, to roundtables to collaborate and practice their energize, nurture, and sustain novice teacher review of additional texts. educators’ desires “to think, write, speak, Chair: Heather Rocco, School District of the Chathams, listen, and act critically.” Chatham, NJ Co-Chair: Meghan Barnes, The University of North Presenters: Chad Everett, Horn Lake Middle School, MS Carolina, Charlotte Christopher Lehman, The Educator Collaborative, Mandie Dunn, Michigan State University, East Lansing Astoria, NY Roundtable Leaders: Jonathan Allred, University SATURDAY JoEllen McCarthy, The Educator Collaborative, of Arkansas, Fayetteville, “Cultivating a Desire for Northport, NY Reading through Student Choice and Reading Time Kristine Mraz, New York City Board of Education, NY in Class” Pernille Ripp, The Global Read Aloud/Oregon School Jane E. Baber, The University of Oklahoma, Norman, District, Madison, WI “‘I Can't Draw’: Preservice Teachers’ Perceptions of Dana Stachowiak, The University of North Carolina Self as Agents of Creativity” Wilmington Chris Bacon, Boston College, Chestnut Hill, MA, “An ELEMENTARY LEVEL Identity Discourse Framework for Writing and Roundtable 1: Christina Nosek, Nixon Elementary Multilingual Learners” School, Stanford, CA Christopher Bass, University of Illinois, Chicago, Roundtable 2: Heather Rocco, School District of the “Enabling Pedagogy through Neurodiverse Texts in Chathams, Chatham, NJ the English Language Arts Classroom” MIDDLE LEVEL Nichole Barrett, University at Buffalo, NY, “I Joined a Roundtable 1: Emily Meixner, The College of New Jersey, High School Film Club: The Impact of Digital Video Ewing Composition on Students’ Identity” Roundtable 2: Anna J. Small Roseboro, consultant/ Helen Bentley, Purdue University, West Lafayette, IN, author/mentor, Grand Rapids, MI “Longitudinal Study of Changes in Perceptions of SECONDARY LEVEL Student Identity in an Alternative School” Roundtable 1: Kate Baker, Southern Regional High Brennan Davis, University of South Carolina, Columbia, School, Manahawkin, NJ “Conversations with Chris: Discussing Racial Roundtable 2: Christopher Bronke, Downers Grove Diversity in a Professional Book Club” North High School, IL Rachael Debnam-O'Dea, North Carolina State University, Roundtable 3: Natalie Croney, Bowling Green High Durham, “Text Selection for American High School School, KY Students: An Examination of Differing Perspectives Roundtable 4: Janice Schwarze, Downers Grove North and Their Impact on Classroom Practice” High School, IL Mandie Dunn, Michigan State University, East Lansing, Roundtable 5: Elsie L. Olan, University of Central “‘I Don’t Hold Conversations with 25 People’: The Florida, Orlando Complexity of Enacting Dialogic Pedagogies in English Language Arts Classrooms COLLEGE LEVEL Nicolette Filson, North Carolina State University, Roundtable 1: Josh Flores, Mustang Public Schools, OK Raleigh, “Reasons for and Challenges with Roundtable 2: Tom Scott, University of Wisconsin, Implementing Social Justice Education in ELA” Milwaukee Seth D. French, University of Arkansas, Fayetteville, Roundtable 3: Rebecca Sipe, Eastern Michigan “Gamification Simplified: Practical Means of University, Ypsilanti Engaging Students Equitably” Roundtable 4: Yolanda Stewart, Columbus City Schools, OH

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Merideth Garcia, University of Michigan, Ann Arbor, Lauren Zucker, Fordham University, New York, NY, “Teens and Technology Integration in Two High “Adolescents’ Out-of-School Digital Reading School ELA Classrooms” Practices” Heidi Hadley, The University of Georgia, Athens, “Boys Respondents: Meghan Barnes, The University of North Will Be Boys: Masculinity Construction in Middle Carolina, Charlotte School Required Novel Reading” Alan Brown, Wake Forest University, Winston-Salem, NC Sara Hoeve, Calvin College, Hudsonville, MI, “Growth Kelly Byrne Bull, Notre Dame of Maryland University, Mindset Writing Pedagogical Framework” Baltimore SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, Melissa Horner, Park City High School, Billings, MT, Michelle Falter, North Carolina State University, Raleigh “When Oppression ‘Doesn’t Exist’: Student Charles Gonzalez, University at Buffalo, NY Responses to a Social Justice Curriculum” Heidi Hallman, University of Kansas, Lawrence Amber Jensen, George Mason University, Alexandria, Alice Hays, Arizona State University, Tempe VA, “Rhetorical Roots of Teacher Dispositions: A Crag Hill, University of Oklahoma, Norman Quintilian Approach to Defining, Evaluating, and Lindy Johnson, The College of William and Mary, Fostering Dispositions in Teacher Education” Williamsburg, VA Ashley Johnson, Michigan State University, Grand Mark Letcher, Lewis University, Romeoville, IL Rapids, MI, “Making Space for Dialogism: Teachers Sheryl Long, Salem College, Winston-Salem, NC and Students Negotiating Purposes in High School Allison Wynhoff Olsen, Montana State University, English Classrooms” Bozeman Dani Kachorsky, Arizona State University, Phoenix, Amy Piotrowski, Utah State University, Logan “Comics as an Avenue to Authorship for High Margaret Robbins, Mount Vernon Presbyterian School, School Students” Atlanta, GA Kira LeeKeenan, The University of Texas at Austin, Shelly Shaffer, Eastern Washington University, Cheney “Expanding Our Repertoire of Language Nicole Sieben, SUNY College at Old Westbury, NY for Response: Findings from Four Teachers’ Theresa Siemer Thanos, The Ohio State University, Collaborative Examination of Student Work” Columbus Stephanie Loomis, Georgia State University, Atlanta, “Empowering Teachers to Assert Their Professional J.06 YA Lit Is Complex! Authors and Expertise without Getting Fired” M Teachers Reframe the Conversation Russell Mayo, University of Illinois, Chicago, “Mutuality S about Young Adult Literature and in the Writing Center: Peer Tutoring, Affinity Space, Text Complexity and Everyday Anarchism” Lakeya Omogun, The University of Texas at Austin, 130 “Reading with Purpose and Responding with Sponsored by the Assembly on Action: Critical Literacy in a Harlem Classroom” Literature for Adolescents of NCTE Chea Parton, The University of Texas at Austin, (ALAN) “Growing Trees and Other Metaphors for Mentoring This session brings together YA authors Preservice Teachers” and classroom teachers to reframe the Charlotte Roberts, North Carolina State University, conversation about young adult literature Raleigh, “Reasons for and Challenges with and text complexity. Keynote speeches and Implementing Social Justice Education in ELA” roundtable discussions will illustrate how Ileana Cortes Santiago, Purdue University, West complexity can be found and made when we Lafayette, “Consejos after a Transformative Journey: position YA texts as worthy of textual analysis What I Learned about the Literacy Classroom from and serious literary study. Engagement and Advocacy with Midwest Latino/a Co-Chairs: Jennifer Buehler, Saint Louis University, St. Families and Educators” Louis, MO Ryan Schey, The Ohio State University, Columbus, Cathy Fleischer, Eastern Michigan University, Ypsilanti “LGBT-Inclusive Literacy Events in a Secondary Tradebook Authors: Amy Sarig King, Penguin English Language Arts Classroom” Angie Thomas, HarperCollins Lara Searcy, Northeastern State University, Tahlequah, Tim Tingle, Cinco Puntos OK, “How English Teacher Educators Utilize the Matt de la Peña, Random House Children's Books Secondary English Methods Course to Prepare Jason Reynolds, Simon & Schuster English Teacher Candidates for Today's Classroom” Laurie Halse Anderson, Macmillan Children’s Publishing Kate Sjostrom, University of Illinois, Chicago, “A Group Narrative Inquiry into Writing Teacher Identity Julie Murphy, HarperCollins Development” M. T. Anderson, Candlewick Press

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Roundtable Leaders: Carrie Melnychenko, Huron High J.08 Taking It Apart and Putting It Back School, Livonia, MI S Together: The AP Synthesis Essay Ricki Ginsberg, Colorado State University, Fort Collins C and Critical Literacies Kellee Moye, Hunter's Creek Middle | Orange County, FL, Orlando, FL 144 Daria Plumb, Traverse City West Senior High School, Sponsored by the College Board Bellaire, MI Critics of AP Language and Composition have Renee Stites, O'Fallon Township High School District argued that students do not learn to analyze 203, IL or evaluate sources, a vital outcome of most Elizabeth Scanlon, Cypress Creek High School, composition programs. This panel provides Orlando, FL insights into test development, exam scoring, Beth Shaum, St. Frances Cabrini, Ann Arbor, MI and curricular resources that demonstrate how Jennifer Walsh, Forsythe Middle School, Ann Arbor, MI critical literacies are vital to the AP exam and curriculum. J.07 Navajo Voices in Action: Teaching Chair: Brandon Abdon, The Advanced Placement and Learning with Indigenous Youth G Program, Cincinnati, OH, “Developing the AP Leaders Language Exam and Curriculum” 264 Presenters: Martha Davis, Norwalk High School, IA, SATURDAY Sponsored by the Bread Loaf Teacher “Teaching Synthesis as Critical Reading and Writing” Network Michael Neal, Florida State University, Tallahassee, “Synthesis and College Composition as What do Indigenous youth want for their Assemblage” communities and for themselves? How can English language curricula provide avenues of J.09 The “Good,” the “Bad,” and the success for the literacy needs and aspirations of Indigenous youth? In this presentation, E “Illegal”: 3rd-Grade Thinking about three Navajo Nation high school leaders will TE Race and Author/Illustrator Choices address critical strategies for social change, 122 youth development, education, and advocacy. Sponsored by the Center for Expansion Chair: Ceci Lewis, Bread Loaf Teacher Network/ of Language and Thinking (CELT) Cochise College, Sierra Vista, AZ In this session, we share how a literature study Presenters: Amber Billie, Navajo Community Health of Rachel Isadora’s Rapunzel generated a Outreach Program (student), Gallup, NM contentious discussion in which third graders Mikki Metteba, Navajo Community Health Outreach grappled with race; real and pretend; right and Program (student), Gallup, NM wrong; and authors’, illustrators’, and children’s Jaden Redhair, Navajo Community Health Outreach rights to create characters as they imagine Program (student), Gallup, NM them. Respondents: Damián Baca, University of Arizona, Presenters: Christie Angleton, University of Louisville, KY Tucson Katherine Warren, J. B. Atkinson Academy, Louisville, KY Rex Lee Jim, Navajo Nation, Rock Point, AZ Kathryn F. Whitmore, University of Louisville, KY

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J.10 Day of Early Childhood Closing J.13 The Art of Literacy: Integrating E Session: “They tie up the swings M the Arts as a Method of Literacy TE so we can’t use them!”: Critical S Development and Critical Discourse Race, Place, and Talk in Afrocentric TE Analysis Curriculum in a Second-Grade 150 Classroom The purpose of this session is to involve 105 SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, participants in a review of literature on In this interactive session, two members from arts integration in literacy classrooms to NCTE’S Professional Dyads and Culturally strengthen critical analytical practices in Responsive Teaching cohort share how students. Participants will examine a variety they created curriculum that contributed to elements of the arts and be led through children’s critical consciousness, developed analytical exercises to demonstrate critical critical literacy practices, and generated questioning and discourse analysis. further inquiries. Presenters: Cherie Edwards, Virginia Tech, Blacksburg Presenters: Janelle Henderson, J. B. Atkinson Tanji Reed Marshall, Liaison Educational Partners, LLC, Academy, Louisville, KY Ashburn, VA Tasha Tropp Laman, University of Louisville, KY J.14 Gender in Middle Grade Literature: J.11 MISSOURI STRAND: Art as Protest G Navigating Voice and Agency as M and Human Rights: Intertwining Writers and Teachers S Literacy and Visual Art 102 262 In this session, middle grade authors and Studying and creating art as protest gives gender studies scholars will explore gender students a powerful and authentic vehicle to issues in reading, writing, teaching, and think and learn about human rights issues in publishing middle grade fiction. Discussion will our world today. Participants will hear from include ideas to help teachers and students two middle school teachers who use essential better understand and work with intentional questions to bridge art and literacy curricula in and unintentional messages about gender a culminating year-end project. found in books for young people. Presenters: April Fulstone, Wydown Middle School, Chair: Holly Hassel, University of Wisconsin–Marathon Clayton, MO County, Wausau Edward Kastner, Wydown Middle School, Clayton, MO Presenters: Tricia Clasen, UW-Rock County, Janesville, WI, “Gendered Communication Patterns in J.12 Hearing, Finding, and Sharing Voice Relationships” G Mike Grosso, Clarion Books, an imprint of Houghton 280 Mifflin Harcourt, “Writing Outside Your Gender” How do we hear others' voices—through text, Bridget Hodder, Farrar, Straus and Giroux, “Issues in through sound, through music? And how do Marketing/Publishing” we foster student voices? These presentations Robin Yardi, Carolrhoda Books, Minneapolis, MN, address those questions. “Gendered Fantasy Tropes” Chair: James McCaffrey, Trumbull High School, CT Presenters: Pamela Lindstrom, Virginia Tech, J.15 Urban Literacies in Middle School: Blacksburg, “Write-a-Mins: Using Others' Voices to M Giving Students Voice and Agency Find Our Own” inside and outside of the Classroom Janelle Mathis, University of North Texas, Denton, 220 “Music and Literacy Learning: Giving Voice to Teaching with and through the Arts” Urban middle school students see the world/ words through their own literacy practices— literacy practices of reading, writing, and beyond—practices that uplift, connect, illuminate what they bring to school and/ or use out of school. Understanding these literacy practices allows us to teach our

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students more effectively and gives them (and James Jensen, Sayre Language Academy, Chicago, ourselves) voice and agency. This session will IL, “Bringing Meaning to Writing: Creating showcase sports, music, digital, community, and Engaged Writers with Culturally Sustaining Writing poetic literacies. Instruction” Chair: Tonya Perry, The University of Alabama, Lauren Salmoe, William H. Ray Elementary School, Birmingham, “‘I Got Notes’: Digital Work of Urban Chicago, IL, “Bringing Meaning to Writing: Creating Middle School Youth” Engaged Writers with Culturally Sustaining Writing Presenters: Jamal Cooks, San Francisco State University, Instruction” CA, “This Is the Way We Roll: Urban Literacies in Corabel Shofner, author, Nashville, TN, “Writing and Sports” Remembering in Black and White” Bryan Ripley Crandall, Fairfield University, CT, “Writing Our Lives and Getting Acoustic: Success at a High- J.18 Opening Multicultural Windows Need Middle School through Supporting Effective E in Children and Young Adult Educator Development” M Literature: Resistance, Agency, and Marcelle Haddix, Syracuse University, NY, “Writing Our TE Embracing Voices in Your Language Lives” Arts Classroom 267 J.16 Engaging the Imagination: Gaming S and Assemblage This presentation illustrates the use of Latinx SATURDAY and world literature to elicit critical discussions C 161 with English learners to recapture students’ TE This session examines how a study of fighting rich cultural literacies while opening the door games and assemblage can help students to current worldviews. We use the creative better understand narrative and composing. reading dialogue and the critical multicultural Chair: Ally Hauptman, Lipscomb University, Nashville, TN analysis to engage and expand students’ Presenters: Matthew Kilian McCurrie, Columbia College, thinking about the world. Chicago, IL, “Research Writing as Assemblage: Presenters: Johanna Esquivel, New Mexico State Reimagining Composing and Authorship” University, Las Cruces John Misak, New York Institute of Technology, Old Anita Hernandez, New Mexico State University, Las Westbury, “Kombat and Story: How Fighting Games Cruces Encourage Players to Imagine and Investigate Ida Madrid, Hermosa Heights Elementary, Las Cruces, NM Narrative” Jose Montelongo, New Mexico State University, Las Cruces J.17 Creating Engaged Writers in E Elementary Education J.19 Visualizing and Remixing Student 101 M Voices: Facilitating Literary S Engagement for Today and This panel will discuss innovative approaches to C Tomorrow working with culturally and linguistically diverse populations. TE 145 Presenters: Colette Bennet, West Haven Public Schools, Sponsored by the Studies in Literacies West Haven, CT, “Chapter and Voice: A Train-the- and Multimedia Assembly (SLAM) Trainer Writing Program for Grades K–5” This session examines how adolescents Cassie Brownell, Michigan State University, East Lansing, compose multimodal responses to young “Bringing Meaning to Writing: Creating Engaged adult literature in order to craft more authentic Writers with Culturally Sustaining Writing Instruction” voices in the classroom and implement facets Trisha D'Amore, West Haven Public Schools, CT, of visual literacy. We offer practical examples “Chapter and Voice: A Train-the-Trainer Writing that range from lower-tech textual responses Program for Grades K–5” to higher-tech responses and share strategies Justin Haas, Elmwood Elementary School, Lansing, MI, for this work in classrooms. “Bringing Meaning to Writing: Creating Engaged Presenters: Steven Bickmore, The University of Writers with Culturally Sustaining Writing Instruction” Nevada, Las Vegas Linda Jackson, author, Southaven, MS, “Writing and Jennifer Dail, Kennesaw State University, GA Remembering in Black and White” Shelbie Witte, Oklahoma State University, Stillwater

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J.20 “Hey, Can You Find Me a Book?” Roundtable Leaders: Katie Dredger, James Madison E Reclaiming Student Reading University, Harrisonburg, VA, “Pride, Prejudice, Engagement through the Use of and Race: Diversity in British Literature for Young Popular Culture Texts Adults” Brian Jennings, Affton High School, St. Louis, MO, 106 “Bosnian American Studies: Love (and Leverage) Popular culture texts are in high demand, the Community You're With” Cynthia Smith, Capital High School, Charleston, WV, SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, but access to these texts can be limited, and some educators may be hesitant to introduce “Finding Authentic Voices in Poetry: Using African popular culture texts into the classroom. This American Poetry to Teach Students about the Color presentation will spark ideas and discussion Line” of ways to engage elementary-aged students S. R. Toliver, The University of Georgia, Athens , “I, Too, through the use of popular culture texts. Can Live Long and Prosper—Young Adolescent Women of Color as Futuristic Heroines” Presenter: Melinda Butler, Sam Houston State University, Huntsville, TX J.23 Arts as Literacy: Using Art to S Engage Students in Analyzing J.21 Beyond Levels: Choosing Texts Authors’ Literary Choices E to Scaffold Instruction for Engagement and Agency 163 232 This interactive session shares an innovative lesson that voices the need for visual art Texts instruct and inspire students to develop in the ELA classroom as a model for being reading identities. Unfortunately, text levels attentive to the choices literary authors make have become such a dominant factor in in terms of setting. Designed to also prepare classrooms that many readers describe their teachers to use visual arts to build students’ identity by their level. This session considers essential literacy skills, foster engagement, how teachers can use purposeful text and provide space for students’ voices, this selection to scaffold instruction to develop session provides a pragmatic understanding instead of deny a reader’s agency. of the basics of visual art, including providing Presenters: Dorothy Barnhouse, literacy consultant the knowledge and resources to adapt the and author, Brooklyn, NY activities to various levels and topics. Clare Landrigan, Teachers for Teachers, Boston, MA Chair: Darlene Castelli, St. Louis, MO Tammy Mulligan, Teachers for Teachers, Lexington, MA Presenters: Heather Barto Wiley, R. J. Reynolds High Terry Thompson, Northeast Independent School School, Winston-Salem, NC, “Arts as Literacy: District, San Antonio, TX Fostering Passion and Engagement through Visual Art” J.22 Representation Matters: Critical Aidan Brett, Temple University, Philadelphia, PA, “Using S Conversations on Culture, Art to Engage Students in Analyzing Authors’ Ethinicity, and Place-Based Literary Choices” Literacies Pamela Henderson, R. J. Reynolds High School, 126 Winston-Salem, NC, “Arts as Literacy: Fostering Passion and Engagement through Visual Art” Join us as we engage in critical conversations Joan F. Mitchell, Wake Forest University, Winston- on the implications of representation (or the Salem, NC, “Arts as Literacy: Fostering Passion and lack thereof) in literature. Conversation topics Engagement through Visual Art” include the only existing place-based Bosnian- Lindsay Schneider, West Forsyth High School, American literacy program here in St. Louis Clemmons, NC, “Arts as Literacy: Fostering Passion (home of the largest Bosnian population and Engagement through Visual Art” outside Bosnia); a celebration of Black female heroines in Afro-Futurist YA literature; and multicultural characters in the British literature canon. Chair: Keisha McIntyre-McCullough, Miami Dade County Public Schools, FL

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J.24 Critical Civic Literacy for English J.27 Closing the Gap: A Middle Grade M Learners: Reading and Writing for M Co-Teaching Reading and Writing S Authentic Purposes (M-S) S Intervention 263 STRAND: RAINBOW 266 The Common Core State Standards call for Middle grade students often enter language students to develop arguments based on arts classrooms unable to fluently read grade- the analysis of multiple texts. This session level texts or write effective essays. This session demonstrates how to incorporate the examines a department-wide co-teaching model standards to further develop the English that not only raised test scores, but helped proficiency of English learners by engaging transform reader identities and students’ ability them in authentic Critical Civic Literacy. to achieve while preparing them for the next level. Presenters: Clara Lee Brown, University of Tennessee, Knoxville Presenters: Sara Barber, Salem Junior High School, UT Robin Schell, University of Tennessee, Knoxville Caroline Howard, Salem Junior High School, UT Natalia Ward, University of Tennessee, Knoxville Amy Huhtala, Salem Junior High School, UT Respondent: Dawan Coombs, Brigham Young University, J.25 Multimodal Scientific Writing in Provo, UT E the Elementary Classroom SATURDAY J.28 Reclaiming Grading, Reclaiming Our 261 M Craft Themes will be presented from an S 142 elementary teacher’s use of multimodal C In this hands-on demonstration, participants writing in science. Multimodal writing opens will reclaim their craft as English educators meaningful spaces for all students, including by reclaiming grading. This session focuses those with learning challenges, to compose on promoting teachers’ and students’ agency in nontraditional ways. We will describe the through nontraditional assessment and theoretical underpinnings to her curricular grading practices. Strategies will include decisions, name valuable resources, and alternative assessment and grading practices, demonstrate inquiry notebook practices. how to reinvent your gradebook, and ways to Presenters: Catherine Lammert, The University of communicate with administrators and teachers. Texas at Austin, “Disciplinary Underpinnings of Chair: Christina Ponzio, Michigan State University, East Multimodal Writing in Science” Lansing Emily Riordan, Leander Independent School District, Presenters: Benjamin Briere, Birmingham Public Schools, MI TX, “Challenges and Successes of Facilitating Amy Matthusen, East West School of International Multimodal Writing in Science” Studies, Flushing, NY

J.26 Beyond Formula: Exploring Essays J.29 Beyond Empathy: Experiential M to Empower Students M Literacy Strategies for a Critical S 151 S English Education TE Students need to discover that essays are 242 written because they allow us to wrestle A key component to recapturing our voices, with ideas, to share our unique voices, and agency, and mission is to honor the experiential to examine how what we think connects us potential of literature. This interactive session to each other. We will share strategies for for middle and high school teachers features reading and writing essays that empower strategies such as conducting empathy students—without relying on a formula. check-ins, using artwork as mentor texts, and Presenters: Kimberly Campbell, Lewis and Clark promoting teen activism through underground Graduate School, Portland, OR student newspapers. Kristi Latimer, Tigard High School, OR Chair: Anthony Celaya, Arizona State University, Tempe Jodi Mello, Tigard High School, OR Presenters: Shanetia P. Clark, Salisbury University, MD Emily Willis, Tigard High School, OR Jason Griffith, Arizona State University, Tempe Respondent: Alex Corbitt, The Bronx School of Young Leaders, NY

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J.30 Creating Responsive and J.32 Research Strand Roundtable M Responsible Readers M 275 S FERRARA THEATRE This session examines how technology can be Join these speakers as they share strategies TE used to develop agency and transformation in that help students become responsive and literacy instruction. responsible readers. In particular, they will Strands: Research

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, share strategies that build engagement, Chair: Ebony Elizabeth Thomas, University of develop comprehension, and help students Pennsylvania, Philadephia identify fake news. It's a fast-paced, interactive, strategy-centered session, one in Roundtable 1: Beyond Multiple Perspectives: New which participants will leave with practical Directions in Crafting Meaning in Reading and Writing ideas they can implement immediately and in Secondary Language Arts Classrooms Mollie Blackburn, The Ohio State University, Columbus thoughts about the state of reading they can David Bloome, The Ohio State University, Columbus consider with colleagues. George Newell, The Ohio State University, Columbus Chair: Kylene Beers, Reading and Writing Project, Stephanie Power-Carter, Indiana University, Bloomington Teachers College, Columbia University, New Roundtable 2: Challenging Our Assumptions: York, NY, “Setting the Stage for Responsive and Developing Sociocultural Awareness and Responsible Reading” Understanding Among Preservice Teachers Working Presenters: Robert Probst, Marathon, FL, “Developing with English Language Learners Responsive Readers” Mary C. Hutchinson, Pennsylvania State University, State Linda Rief, Oyster River Middle School, Durham, NH, College “Developing Responsible Readers” Respondent: Penny Kittle, Kennett High School, Roundtable 3: OUR Classroom Library: Student Voice North Conway, NH, “What Happens Next with and Choice as Literacy Leaders Responsive and Responsible Reading” Marcy Wilburn, University of Texas at San Antonio Roundtable 4: Pillar or Pliers: How Two BFFs Negotiate J.31 Educating the Teacher Educator: the Authority of Privilege TE Recapturing Our Mission as Suki Mozenter, Stanford University, CA Learners Roundtable 5: Responding to the Voices of Students on the Margins for Critical Dialogue and Literacy Renewal: 231 Talk around Multimodal Text in Sherman Alexie’s The This presentation explores how three Absolutely True Diary of a Part-Time Indian teacher educators’ experiences as Tiffany Nyachae, University at Buffalo, NY learners in somewhat unconventional Roundtable 6: Spatializing Songwriting as Stance- situations reshaped their taken-for-granted Taking toward Social Justice in an After-school assumptions about teaching and learning Literacy-and-Songwriting Curriculum while influencing their understandings of and Alecia Beymer, Michigan State University, East Lansing approaches to secondary English teacher Roundtable 7: The Peer Tutoring Experience in the High preparation. School Writing Center Presenters: Marshall George, Hunter College-CUNY, Tommy Jolly, Georgia State University, Atlanta New York, NY Roundtable 8: Ties That Bind: Reintegrating Reading Lisa Scherff, McREL International, Honolulu, HI and Literacy, Schooling and Community Melanie Shoffner, Purdue University, West Lafayette, IN Susan Cridland-Hughes, Clemson University, Greenville, SC Jung Kim, Lewis University, Romeoville, IL Roundtable 9: Youth Participatory Action Research as a Site of (Re)Storying for Students of Color Vaughn Watson, Michigan State University, East Lansing Chauntel Byrd, Michigan State University, East Lansing Regina Deloach, Michigan State University, East Lansing Sarah Jackson, Michigan State University, East Lansing Jewel Pugh, Michigan State University, East Lansing Terry Flennaugh, Michigan State University, East Lansing Rae Oviatt, Michigan State University, East Lansing

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J.33 ELA Pedagogies for the Critical J.35 Talking about Culture and Identity: M Examination of Race, Racism, and E Four Perspectives on Literature S Whiteness in K–12 and Teacher M Discussion Groups C Education Contexts 125 TE 230 Powerful literature about diverse characters Presenters will describe specific practices provides a context for learning about and for teaching K–12, university, and teacher learning through critical conversations. Four education students about race, racism, teacher-researchers adopted different lenses and whiteness in ELA contexts. Specific for analyzing and learning from small-group strategies include exploratory essays, readers literature discussions highlighting identity theater, playbuilding, improvisational theater, and multicultural understanding. Roundtable journaling, and textual analysis. presentations will include presenting their work and engaging participants in discussion. Presenters: Christina Berchini, University of Wisconsin Eau Claire, “Developing Racial Literacy: Using Chair: Kathryn Mitchell Pierce, Saint Louis University, MO Readers Theater to Critically Address Race and Roundtable 1: The Role of Classroom Talk in Students' Racism in Classroom Discourse and Curriculum” Identity Development and Multicultural Awareness Carlin Borsheim-Black, Central Michigan University, Heba Mostafa, Saint Louis University, MO SATURDAY Mount Pleasant, “Shifting from Fear to Commitment: Roundtable 2: Discourse Analysis Strategies for Strategies for Preparing English Teacher Candidates Classroom Teachers: Learning to Recognize and for Teaching about Racism through Literature” Support Student Learning through Talk Sophia Sarigianides, Westfield State University, MA, Carol Gilles, University of Missouri, Columbia “Shifting from Fear to Commitment: Strategies for Roundtable 3: Nurturing Accountable Talk about Preparing English Teacher Candidates for Teaching Identity: Three Students Navigate the Social and about Racism through Literature” Cognitive Challenges of Literature Discussion Groups Samuel Tanner, Pennsylvania State University, Altoona, Laurie Finkenkeller, The Wilson School, St. Louis, MO “Toward a Second Wave of Critical Whiteness Pedagogy in English Language Arts” Roundtable 4: Unpacking Critical Conversations about Issues of Equity and Justice in Literature and Respondent: Timothy Lensmire, University of Minnesota, Minneapolis Our Lives Kathryn Mitchell Pierce, Saint Louis University, MO J.34 Building an Anti-Oppressive J.36 Stories from Stagville: Lessons in M Classroom Culture with Teachers G Empathy S 152 162 This session demonstrates how the individual In this interactive session, presenters share power and knowledge of teachers can be students’ multimedia projects inspired from marshaled through co-design to create change archival photographs, letters, and interviews. within traditional English teacher practice. Each student focused on a formerly enslaved Through an interactive workshop, the speakers individual in North Carolina, exploring his/her will share pedagogy from a co-designed life through multiple perspectives. Students methods course, specifically examining the create art based on facts—historic fiction with complexities of developing an anti-oppressive the power to illuminate histories and foster classroom culture with teachers. empathy. Presenters: Mary Kelly, University of Colorado Boulder Adrian Gariboldi, Duke University, Durham, Melia Repko-Erwin, University of Colorado Boulder Presenters: NC Katie Hyde, Duke University, Durham, NC Lisa Lord, Shepard Middle School volunteer, Durham, NC

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J.37 Fake It 'Til You Make It: Rhetoric in Cody Miller, P.K. Yonge Developmental Research S the Era of Fake News School, University of Florida, Gainesville, “Pages and Politics: Teaching Literature to Develop Political 276 Consciousness in Secondary ELA” Join this panel of experts as they explore the Jon Mundorf, P.K. Yonge Developmental Research rhetoric of dillusionment in an era of alternative School, University of Florida, Gainesville, “Pages facts and fake news. Learn strategies to help and Politics: Teaching Literature to Develop Political students navigate through the tangled web of Consciousness in Secondary ELA” SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, muddled media and intelligence. Linda Spears-Bunton, Florida International University, Chair: Jeff Wilhelm, Boise State University, ID Miami, “Navigating Bullying through Literature Presenters: Deborah Appleman, Carleton College, Circles” Northfield, MN, “Fake News Is Bad News: Using Kate Yurko, SUNY Brockport, NY, “Pages and Critical Literacy to Teach Our Students to Be Critical Politics: Teaching Literature to Develop Political Readers Today, Tomorrow, Forever” Consciousness in Secondary ELA” Glenda Funk, Highland High School, Pocatello, ID, “Fake at First Sight: Recapturing Satire and Parody in J.39 Teaching the Literature of Missouri Critiquing News Sources” S 141 Debbie Greco, Highland High School, Pocatello, ID, In this session, graduate students and a “Fake at First Sight: Recapturing Satire and Parody professor from the University of Missouri, in Critiquing News Sources” Columbia, will explore teaching ideas for some Cherylann Schmidt, J. P. Case Middle School, of their favorite pieces of literature written Flemington, NJ, “Fake at First Sight: Recapturing by authors from Missouri. Each presenter will Satire and Parody in Critiquing News Sources” address their selection from a different lens, Ami Szerencse, Schurr High School, Montebello Unified from place-based education to understanding School District, CA, “Fake at First Sight: Recapturing identity. Satire and Parody in Critiquing News Sources” Presenters: Christy Goldsmith, University of Missouri, J.38 Creating Agents of Change: Columbia E Navigating through and Responding Amy Lannin, University of Missouri, Columbia Erin Small, University of Missouri, Columbia M to LGBTQ Literary Texts S 123 J.40 Oh, That's Me! Finding Your Voice TE In this roundtable presentation, speakers G in Character Creation explore themes, characters, and responses to 103 a variety of LGBTQ literary texts. Convention participants will gain insight into preparing Whether it’s Pigeon’s desire to drive that bus their students to be agents of change. or Eleanor’s reluctant, yet inevitable, falling in love, readers experience—Oh, that’s me!—when Chair: Leah Van Vaerenewyck, Lesley University, a character’s Voice echoes their own. Our Cambridge, MA activity-focused panel of authors, teachers, Presenters: Jen Cheveallier, P.K. Yonge Developmental illustrator, and school director will dissect Research School, University of Florida, Gainesville, characters’ Voices and share ways student “Pages and Politics: Teaching Literature to Develop writers can discover their own. Political Consciousness in Secondary ELA” Jessica Doneff, Kirkwood High School, St. Louis, MO, Presenters: Lindsay Barrett George, author/illustrator, “The Ambiguous Catalyst: Using Literary Catalyst White Mills, PA Figures as Change Agents for Student Identity Kim Briggs, author/educator, Pocono Pines, PA Formation and Awareness” Jan Cheripko, author/educator, Bethany, PA Simao Drew, Kirkwood High School, St. Louis, MO, “The Alison Green Myers, author/educator, Hawley, PA Ambiguous Catalyst: Using Literary Catalyst Figures as Change Agents for Student Identity Formation and Awareness” Ilisa Lieberman, Florida International University, Miami, “Navigating Bullying through Literature Circles”

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J.41 Sharing Our Voices in Online J.43 Assemblages of Racial Literacy G Communities of Practice: Using G Over Space and Time Social Media to Reframe Issues and 229 Tell Our Stories This panel centers from the often-neglected 260 perspectives of teachers of color, Black male Teacher activist groups are using social media students, and interracial families in order to in online conversations, forming communities expand and extend ideas of racial literacy of practice where they are sharing narratives, away from a stage-oriented, dichotomous reframing current issues in education, and process. We employ the metaphor of the taking action. We share stories collected from Spirograph to explore multiple tangents teachers and studies of how these online where identity markers continually shape our communities function. Participants are invited racializations. to share stories and experiences. Presenters: Ranita Cheruvu, William Paterson Chair: Alan Flurkey, Hofstra University, Hempstead, NY University, Wayne, NJ, “Racial Literacy in Motion: Presenters: Debra Goodman, Hofstra University, Reading and Writing Race with Teachers of Color” Hempstead, NY, “Teachers Advocating for Change Keisha McIntosh Allen, University of Maryland, in the Face of Corporate Education Reform Policies” Baltimore County, “A Matter of Survival: Engaging SATURDAY Elizabeth Lynch, Hofstra University, Hempstead, NY, Racial Literacy to Read and Write the World” “Online Social Networks: Digital Activist Groups as Kindel Nash, University of Maryland, Baltimore County, Communities of Practice” “Racial Literacies in an Interracial Bahá’í Family”

J.42 Direct Action 101 for English J.44 The Responsible Change Project: G Teachers and Teacher Educators: G 8th Graders and University Students How to Organize for Equity in a Collaborating to Promote Voice Testing-Saturated Culture and Agency through Literacy Development 143 265 In this session, equity-oriented English teachers and teacher educators will come In this presentation, we share more about how together to organize a unified campaign, from a collaboration between a group of 8th-grade multiple positions and in multiple platforms, students and university students in a service- that promotes equity, critical thinking, learning course enabled both groups to better creativity, and joy—and that works against understand issues facing adolescents and their the current, corporate-sponsored, high- own ability to make change. stakes testing culture that marginalizes and Presenters: Heather Coffey, UNC Charlotte Writing disenfranchises P–16 students and teachers. Project Chair: Deborah Bieler, University of Delaware, Steve Fulton, Kannapolis Middle School, NC Wilmington Presenters: Deborah Bieler, University of Delaware, Wilmington Noah Asher Golden, Chapman University, Orange, CA

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J.45 Erase the Space: Teaching J.46 CEE Commissions Meetings 2 G Productive Public Discourse in the G 124 S 21st Century TE Sponsored by the Conference on 160 English Education Healthy public discourse is key to democracy, All interested CEE and NCTE members are and evidence abounds of the need to teach invited to attend the CEE commissions of their choice. SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, students critical, substantive, and respectful engagement in conversations that matter. A Roundtable 1: CEE Commission on Social Justice in panel of educators from Ohio’s chapter of Teacher Education Programs the Bread Loaf Teacher Network presents Co-Chair: Briana Asmus, Western Michigan University, collaborative work on using the English Kalamazoo classroom to repair public discourse. Co-Chair: Chaz Gonzalez, University at Buffalo, NY Presenters: Gregory Booth, Sheridan High School, Roundtable 2: CEE Commission on New Literacies, Northern Local Schools, Thornville, OH, “Fostering Technologies, and Teacher Education Empathy and Multi-perspectivism through Co-Chair: Amy Piotrowski, Utah State University, Analyzing and Constructing Narratives” Logan Derek Burtch, Liberty High School, Olentangy Co-Chair: Katie Rybakova, Thomas College, Waterville, Local Schools, Lewis Center, OH, “Elevating the ME Deliberative Exchange through Online Contact Roundtable 3: CEE Commission on the Study and Zones” Teaching of Adolescent Literature Claudia Eschelbach, Marion-Franklin High School, Chair: Kelly Byrne Bull, Notre Dame of Maryland Columbus City Schools, OH, “Teaching Information University, Baltimore Literacy in the Era of Fake News, Social Media, and Roundtable 4: CEE Commission on the Teaching of Frayed Attention Spans” Poetry Amelia Gordon, South High School, Columbus City Co-Chair: Bonner Slayton, Moore-Norman Technology Schools, OH, “Elevating the Deliberative Exchange Center, Norman, OK through Online Contact Zones” Co-Chair: Danny Wade, Washburn University, Topeka, KS Gary Metzenbacher, East High School, Columbus City Schools, OH, “Teaching Information Literacy Roundtable 5: CEE Commission on English Methods in the Era of Fake News, Social Media, and Frayed Teaching and Learning Attention Spans” Co-Chair: Heidi Hallman, University of Kansas, Christopher Moore, Liberty High School, Olentangy Lawrence Local Schools, Lewis Center, OH, “Framing the Co-Chair: Kristen Pastore-Capuana, University of Teaching of Argument to Prioritize Critical Thinking Buffalo, NY and Understanding” Roundtable 6: CEE Commission on Writing Teacher Andrea Vescelius, Olentangy Orange High School, Education Columbus, OH, “Framing the Teaching of Argument Co-Chair: Patricia Dunn, Stony Brook University, NY to Prioritize Critical Thinking and Understanding” Co-Chair: Jim Fredricksen, Boise State University, Boise, ID Roundtable 7: CEE Commission on Arts and Literacies Co-Chair: Katherine Macro, Niagara University, NY Co-Chair: Michelle Zoss, Georgia State University, Atlanta Roundtable 8: CEE Commission on Dismantling the School-to-Prison Pipeline Co-Chair: David E. Kirkland, New York University, New York Co-Chair: sj Miller, New York University, New York Roundtable 9: CEE Commission to Support Early Career English Language Arts Teachers Co-Chair: Anna J. Small Roseboro, consultant/author/ mentor, Grand Rapids, MI Co-Chair: Claudia Marschall, Buffalo, NY

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SIG.01 Assembly on Literature for SIG.04 Apps and Tools for Engaged G Adolescents Master Class G Learning and Activism 130 125 Sponsored by the Assembly on Sponsored by the Assembly on Literature for Adolescents of NCTE Computers in English (ACE) (ALAN) Assembly on Computers in English (ACE) The Assembly on Literature for Adolescents promotes cooperation among individuals of NCTE (ALAN) is presenting its first Master who have an interest in technology infusion Class on Young Adult Literature. into English language arts and literacy Chair: Laura Renzi, West Chester University, PA instruction. Join us at the SIG meeting to Presenter: Laurie Halse Anderson, Macmillan Children’s share app ideas and resources for engaged Publishing Group learning and activism. Look for us in the NCTE Connected Community at http://ncte. SIG.02 Authoring Identities: Teaching connectedcommunity.org/ace. G Writing to Detained Youth Chair: Ewa McGrail, Georgia State University, Atlanta, 106 "Apps and Tools for Engaged Learning and Activism" Sponsored by the Gender and Literacy Presenter: J. Patrick McGrail, Jacksonville State SATURDAY Assembly (GALA) University, AL, "Apps and Tools for Engaged This session will explore the complex role of Learning and Activism" writing in the lives of young adults in juvenile detention centers. It will provide a framework SIG.05 Early Childhood Education for teaching writing that is grounded in E Assembly Business Meeting research, encourages youth to be creative meaning-makers, and underscores the power 105 of writing as a way for youth to amplify their Sponsored by the Early Childhood beliefs and life experiences. Education Assembly (ECEA) Chair: James Cercone, SUNY at Buffalo State, NY The Early Childhood Education Assembly Presenter: Kristine Pytash, Kent State University, OH provides a home for all who work with young children. We look forward to engaging in SIG.03 Studies in Literacy and Multimedia dialogue as we seek to support teachers of G (SLAM) Assembly Business Meeting young children with a strong emphasis on promoting thoughtful practices that enhance 120 & 121 the teaching and learning of young children Sponsored by the Studies in Literacies within and across diverse communities and Multimedia Assembly (SLAM) Chair: Erin Miller, University of North Carolina, Please join the Studies in Literacy and Charlotte Multimedia (SLAM) Assembly for an open Co-Chair: Michele Myers, University of South Carolina, business meeting featuring Richard Beach Columbia (Professor Emeritus of English Education, Committee Members: Tara Lencl, Teachers College, University of Minnesota) discussing teaching Columbia University, New York, NY and climate change. This is an opportunity Bilal Polson, Northern Parkway School, Uniondale, NY to connect with other teachers, educators, and advocates engaging in transformative instruction. Free resources will be shared! Chair: Robyn Seglem, Illinois State University, Normal Speaker: Richard Beach, University of Minnesota, Minneapolis

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SIG.06 Justice, Representation, and SIG.07 Secondary School Writing Centers C Nonfiction Children's Literature in M 229 TE the University Classroom S Sponsored by the International Writing 275 C Centers Association (IWCA) Sponsored by the Children's Literature The International Writing Centers Association Assembly (CLA) (IWCA) invites current and prospective writing center directors to connect with each other SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, The 24th annual Children’s Literature Assembly Master Class focuses on selecting, evaluating, at this interactive SIG. We will focus on how and teaching “diverse” nonfiction children’s professional international, regional, and local literature in university-level classes. After networks can prepare, connect, and support brief opening remarks, attendees engage in a writing center directors as we advocate for moderated discussion about the possibilities our programs and positions. and potential pitfalls that arise when utilizing Co-Chairs: Jeffrey Austin, Skyline High School, Ann diverse nonfiction texts in university children’s Arbor, MI literature courses. John Nordlof, Eastern University, St. Davids, PA Betsy Roche, Fossil Ridge HS, Ft. Worth, TX Chair: Thomas Crisp, Georgia State University, Atlanta Presenter: Roundtable Leaders: Amina Chaudhri, Northeastern Illinois University, Chicago SIG.08 Grammar Instruction on Fleek! Denise Dávila, The University of Nevada, Las Vegas G 123 Rachel Kamin, North Suburban Synagogue Beth El, Sponsored by the Assembly for the Highland Park, IL Teaching of English Grammar (ATEG) Jamie Campbell Naidoo, University of Alabama—SLIS, Tuscaloosa How can you make grammar instruction on Ruth Quiroa, National Louis University, Lisle, IL fleek? Join ATEG to find out! Julia Evans will Ebony Elizabeth Thomas, University of Pennsylvania, discuss ways for teachers to help students Philadelphia incorporate interesting content and strong Vivian Yenika-Agbaw, Pennsylvania State University, mechanics, Jeremy Hyler will discuss University Park technology-infused strategies that can help Presenters: Thomas Crisp, Georgia State University, students differentiate between formal and Atlanta, "Welcome, Brief History of the CLA Master informal writing while learning grammar skills, Class, Session Overview" Sherry Saylors will offer a low-tech grammar Roberta Gardner, Georgia State University, Atlanta, solution to the problem of engaging college "Current Trends and Issues in Nonfiction Children's students who must take a basic reading and Literature" writing class, and Sean Ruday will explore the Suzanne Knezek, University of Michigan—Flint, "The possibilities of the passive voice. Need to Consider Diversity and Representation in Chair: Sean Ruday, Longwood University, Farmville, VA Nonfiction Children's Literature" Presenters: Julia Evans, Longwood University, Farmville, VA Jeremy Hyler, Fulton Schools, Greenville, MI Sherry Saylors, Prince George's Community College, Largo, MD

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SIG.09 GSEA Assembly Annual Business SIG.11 Assembly for Research (NCTEAR) G Meeting G Meeting and Reception 124 230 Sponsored by the Genders and Sponsored by the Assembly for Sexualities Equality Alliance (GSEA) Research (NCTEAR) This NCTE GSEA Assembly Annual Business The NCTEAR SIG session will include time Meeting is an open meeting for all GSEA to network with colleagues, discuss the members and non-GSEA members of future and current business of NCTEAR, NCTE interested in learning more about the and review the highlights for the upcoming assembly and the work that we do within conference March 16–18, 2018. All members NCTE and beyond. We welcome all attendees and nonmembers are welcome. to participate in our meeting to join us in Co-Chairs: Huili Hong, Towson University, Towson, MD our mission and goals for inclusivity and Tonya Perry, The University of Alabama, Birmingham intersectionality. Chair: Nicole Sieben, SUNY College at Old Westbury, NY SIG.12 English as a Second Language G Assembly (ESLA) Business Meeting SIG.10 Voices of Teachers in Appalachia: 104 SATURDAY G Discussion and Business Meeting for ALCA Sponsored by the English as a Second 231 Language Assembly (ESLA) The purpose of the English as a Second Sponsored by the Assembly for Language Assembly (ESLA) is to encourage Literature and Culture of Appalachia interchange among teachers of English at (ALCA) all levels on issues in bilingual education and Too often the voices of Appalachia are English as a second language. This session will ignored, misrepresented, or silenced. Join provide information about the ESL Assembly us as we discuss ways educators, students, and how to connect with their members. writers, and artists make their own distinctive Chair: Clara Lee Brown, The University of Tennessee, voices heard. ALCA, the Assembly for Knoxville Literature and Culture in Appalachia, amplifies these voices through a discussion and SIG.13 Introducing the Global Society of organizational meeting. G Online Literacy Educators (GSOLE) Chair: April Asbury, Radford University, VA Co-Chair: James Tyler Chadwell, West Virginia 122 University and George Mason University Sponsored by the Global Society of Presenters: Judy Byers, Fairmont State University, WV Online Literacy Educators (GSOLE) John Hambly, Radford University, VA During its initial SIG meeting, the Global Society of Online Literacy Educators (GSOLE) will introduce its mission to NCTE, report on its accomplishments for 2017 and its plans for 2018, and prompt conversation about how GSOLE and NCTE can work to benefit each other. Chair: Kevin DePew, Old Dominion University, Newport News, VA

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SIG.14 Unleashing American Literature: may eventually have the power to bring the M Using Innovative Approaches to world back together in a time in which it seems Galvanize Students of Today to be dramatically falling apart? Please join us S for an exploration of practices of the literacy of C 126 liberation and SOULful justice that can sustain Sponsored by the Assembly on us through the envisionment of a better world American Literature (AAL) than the one that now surrounds us!

SATURDAY, NOVEMBER 18 NOVEMBER SATURDAY, How can we unleash the creativity and passion Chair: Bruce Novak, The Foundation for Ethics and that mark our best endeavors as teachers Meaning, Indiana, PA of American Literature to galvanize today’s Presenter: Vajra Watson, University of California, Davis students? In this session teachers will share innovations and strategies designed to SIG.16 NCTE Collaborative Roundtables energize students by finding new avenues to G 274 approach American texts whose provocative questions continue to challenge us. Sponsored by the NCTE Collaboratives Chair: Tracey Hughes, Maret School, Washington, DC NCTE Collaboratives are groups established Roundtable Leaders: David Curtis, Belmont University, by members who have a passion for a Nashville, TN, "Autobiography of Benjamin Franklin" particular topic or field within our professional KaaVonia Hinton-Johnson, Old Dominion University, community. This roundtable session will give Norfolk, VA, "Jacqueline Woodson's Brown Girl collaborative members and others with an Dreaming" interest in joining an NCTE Collaborative a Teresita Hunt, Cane Ridge High School: MNPS District, chance to meet, network, and learn about new Nashville, TN, "Literary Artists of the Harlem initiatives and studies. Renaissance" Chair: Leah Zuidema, NCTE Vice President, Dordt Mabel Khawaja, Hampton University, Hampton, VA, College, Sioux Center, IA "Harriet Jacobs’s Incidents in the Life of a Slave Girl" Contemporary Literacies, Popular Culture, and Out-of- Mildred Pearson, Eastern Illinois University, "Literary School Spaces Collaborative: Hannah Gerber, Artists of the Harlem Renaissance" Sam Houston State University, Huntsville, TX Susan Teson, Clayton High School, St. Louis, MO, "Zora Language Collaborative: Mary C. Hutchinson, Neale Hurston’s Their Eyes Were Watching God" Pennsylvania State University, Center Valley Reading Collaborative: Michael Shaw, St. Thomas SIG.15 The Future of Hope in the Age of Aquinas College, Sparkill, NY G Trump: Now We're REALLY "The Ones We've Been Waiting For"! 127 Sponsored by the Assembly for Expanded Perspectives on Learning (AEPL) “If we’re really going to change things . . ., it’s going to start at the grass-roots level and with our children.” —Barack Obama, 1995 “Let us not grow weary in doing good, for in due season we shall reap if we do not lose heart.” —Galatians 6:9, quoted by Hillary Rodham Clinton, November 9, 2016 What can we do in our classrooms to promote our students’ faith in the power of deep democracy? Their hope that there will be better times for our country and the world? And, above all, further the acts of love that

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8:00–10:00 P.M. 120 &121 Fountain of the Muse The annual Fountain of the Muse roundtable is a workshop and open mic poetry and short prose reading of original work. The event welcomes first-time readers as well as established writers to participate together in totally relaxed, small-group workshops and open mic readings. Those who wish to listen and enjoy the company of conference poets and prose writers are also welcome to join the gathering. Roundtable workshopping and writing will begin at 8:00 p.m. with open mic readings beginning at 9:00 p.m. Writers who want a careful look at their original work should bring eight copies of no more than two pages of poetry or prose for small-group SATURDAY response. Preregistration is not necessary. There is a forty-line or two-page maximum for open mic reads. Short verse, prose poems, fiction, and creative nonfiction excerpts are welcome. Co-Chairs: Bonner Slayton, Moore Norman Technology Center, Norman, OK Danny Wade, Washburn University, Topeka, KS

8:00–10:00 P.M. 2 74 Swapping Ground: Story Games, Story Wonder, and Story Connections Sponsored by the Storytelling SIG Join us as Kevin Cordi shares about new direction in storytelling and introduces our feature: Emmy-Award winner Bobby Norfolk Bobby Norfolk and celebrated teller and teaching artist Sherry Norfolk. They will jazz, delight, and entertain. Open mic to follow.

Bobby won three Emmy Awards as the host of the CBS TV show Gator Tales and also hosted the Emmy-nominated series Children’s Theater at Bobby’s House. Sherry is an internationally acclaimed performer, consultant, teaching artist, workshop leader, and keynote speaker and widely published author on story and teaching. Chair: Kevin Cordi, Ohio Northern University, Ada Speakers: Bobby Norfolk, performing and teaching artist, Springboard to Learning, St. Louis, MO Sherry Norfolk, performing and teaching artist, Springboard to Sherry Norfolk Learning, St. Louis, MO

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