FRIDAY, NOVEMBER 22

Sponsored by 7:00–7:45 A.M. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY,

FIRST-TIMERS’ WELCOME GRAND BALLROOM I & III Never been to an NCTE Annual Convention before? Don’t miss this event we’re holding just for you!

Join first-time attendees and NCTE leaders for an informative session to kick off your NCTE annual convention experience. You’ll have the opportunity to hear from NCTE President-Elect Leah Zuidema, NCTE Executive Director Emily Kirkpatrick, and our Community Ambassadors. Every table will be hosted by a veteran attendee who can walk you through quick tips and strategies that will expand your knowledge of NCTE and your professional network.

98 2019 NCTE ANNUAL CONVENTION PROGRAM FRIDAY GENERAL SESSION

8:00–9:15 a.m.

HENRY LOUIS GATES JR. & TONYA BOLDEN FRIDAY HALL C/D

Professor Henry Louis Gates Jr. is Alphonse Fletcher University Professor and Director of the Hutchins Center for African & African American Research at Harvard University. He is an acclaimed author and critic who has unearthed literary gems. He also has produced, written, and hosted an array of documentary films for public television, including Africa’s Great Civilizations, Finding Your Roots, Black America since MLK: And Still I Rise, and The African Americans: Many Rivers to Cross. Gates is the recipient of 55 honorary degrees and numerous

prizes. A member of the first class awarded “genius Berger Stephanie Photo: grants” by the MacArthur Foundation in 1981, he was, in 1998, the first African American scholar to be awarded the National Humanities Medal. In addition, he was named to Time’s 25 Most Influential Americans list in 1997, Ebony’s Power 150 list in 2009, and Ebony’s Power 100 list in 2010 and 2012. Tonya Bolden is the award-winning author of many notable books for children and young adults, among them the Coretta Scott King Author Honor-winning Maritcha: A Nineteenth-Century American Girl, which was also a James Madison Book Award Winner and CCBC Best Book of the Year. Bolden’s Emancipation Proclamation: Lincoln and the Dawn of Liberty was named a Bank Street College of Education Best Book of the Year and is the recipient of the Carter G. Woodson Book Award. Bolden is a two-time NAACP Image Award nominee, and winner of the 2016 R. Celestin Hayden Photo: Children’s Book Guild of Washington, DC’s Nonfiction Award for Body of Work.

A book signing will follow the session wilth a limited number of books donated by Scholastic Inc,

2019 NCTE ANNUAL CONVENTION PROGRAM 99 10:00 A.M. Building Better Readers through Book Clubs! Sonja Cherry-Paul, Teachers College, Columbia University, New York, NY Dana Johansen, Teachers College/Heinemann 10:30 A.M. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, New York City Comes Alive in Children’s and Young Adult ® Literature Rose Brock, Sam Houston University, Huntsville, TX April Whatley Bedford, Brooklyn College, NY 11:00 A.M. YA Authors and Editors as Readers Jennifer Buehler, Saint Louis University, MO Caitlyn Dlouhy, Simon & Schuster Jason Reynolds, Simon & Schuster 11:30 A.M. Books That Inspire Compassion and Empathy in Students Clare Landrigan, Heinemann Kasey Short, Charlotte Country Day School, NC 12:00 P.M. Contemporary + Classic Text Pairings Kara Belden, Dublin Schools, OH Beth Herchek, Dublin Schools, OH Laura Matthews, Dublin Schools, OH Rita Shaffer, Dublin Schools, OH Diane Smeenk, Dublin Schools, OH 1:00 P.M. Sparking Curiosity through the Years Cameron Carter, Evening Street Elementary School, Columbus, OH Jill Davidson, Oromocto, NB Kitty Donohoe, affiliation Brent Gilson, Magrath Junior Senior High School, Magrath, AB Suzie Rolander, New York, NY Susan Vincent, Miami University Regionals, Cincinnati, OH 1:30 P.M. Classroom Library Favorites with Random House Children’s Books and Author Candace Fleming! Candace Fleming, Penguin Random House Kristin Schulz, Penguin Random House

100 2019 NCTE ANNUAL CONVENTION PROGRAM BUILD YOUR STACK® LOCATED IN HALL E/F

2:00 P.M. Books to Bring Native and Muslim Representation Into the Classroom Jillian Heise, Kenosha Unified School District, WI Traci Sorell, Charlesbridge/Penguin Young Readers Jasmine Warga, HarperCollins 2:30 P.M. Intersectionality in YA

Donna Bulatowicz, Montana State University Billings FRIDAY Jennifer Vincent, Mundelein School District 75, IL 3:00 P.M. Approaching Indigenous Literature with an Eye toward Structure of Story as Identity Rachel Edwardson Kathleen Fisher

3:30 P.M. Using POV (Point of View) to Teach Perspective, Social Justice, and Acceptance in an Urban Third-Grade Classroom Karen Carney, Campbell Elementary/Middle Schools, OH 4:00 P.M. Simon & Schuster Book Buzz Michelle Leo, Simon & Schuster Sarah Woodruff, Simon & Schuster 4:30 P.M. Dictionary for a Better World: Poems, Quotes & Anecdotes from A to Z Irene Latham, Lerner Publishing Group Charles Waters, Lerner Publishing Group 5:00 P.M. And Justice for All (Books around Justice, Equity, and Empathy) Lee Rutherford, Westerville City Schools, OH Kari Tucker, Westerville City Schools, OH 5:30 P.M. Antiracism and Your Class Tiffany Jewell, Montessori School of Northampton, MA 6:00 P.M. Books to Support Writing Personal Narrative in Kindergarten Antonia Adams, Common Sense Podcast Jessica Ardelea, Dublin Schools, OH Lauren Scott, Dublin Schools, OH

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

2019 NCTE ANNUAL CONVENTION PROGRAM 101 E SESSIONS / 9:30–10:45 A.M.

FEATURED SESSION

M S C TE FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Who Has Time to Read Books? Carving Out Space for Honest Inquiry into Our Readerly Identities as Teachers Who Support Students as Readers BALLROOM I

The pervasive narrative that all English teachers love reading (and read frequently) bumps up against reminders that while books are good for our brains, “who has the time to read books”? For busy teachers and teacher educators, this session offers an opportunity to slow down and consider our teacher/reader identities in a national context where book reading is in decline. Rooted in wide-ranging inquiries Alison Crane Danielle Lillge into readerly identities in beginning teacher preparation, inservice teacher interviews, and secondary classrooms, this interactive session targets those working to increase students’ motivation to read and teachers’ ability to support reading, particularly in multicultural, multilingual environments.

Presenters: Alison Crane, Reeds Spring School District, MO Danielle Lillge, Illinois State University, Normal Melinda McBee Orzulak Katie Hamill Melinda McBee Orzulak, Bradley University, Peoria, IL Respondent: Katie Hamill, McCormick Elementary School, Baltimore County Public Schools, MD

102 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.02 Creative Practices for Teaching E.03 At the Small-Group Table with Writing M E Our Earliest Readers: What’s S BALLROOM IV Appropriate, Effective, and Joyful? C At this roundtable session, choose from short 301 TE presentations and discussions that explore Small-group teaching time can be creative practices for teaching writing. differentiated and powerful, but some of Authors/Illustrators: Tony Abbott, Scholastic, Inc. our most common instructional practices Presenters: Layla Aldousany, Vance County Early have been bombarded with criticism lately: College High School, Durham, NC should we teach with leveled text, should FRIDAY Kim Blevins, Blue Springs South High School, Kansas young children read only decodable books, City, MO is systematic phonics the key, is guided Tamara Burson, New Caney High School, TX reading critical, what about joy? Join us in Crystal Chen Lee, North Carolina State University, exploring a balanced look at these questions Raleigh regarding teaching young children at the Darren Crovitz, Kennesaw State University, GA small-group table. We’ll think together about Michelle Devereaux, Kennesaw State University, GA book selection, lesson design, appropriate and Kelsey Virginia Downs, North Carolina State University, effective phonics instruction, learning through Raleigh writing, and bringing joy to the small-group Alexa Garvoille, Virginia Tech, Blacksburg table. Thor Gibbins, SUNY Oneonta, NY Presenters: Carolyn Helmers, Forest Hills School Natalia Heckman, New Caney HIgh School, TX District, Cincinnati, OH Heather Heffelmire, Baltimore City Public Schools, MD Susan Vincent, Miami University Regionals, Cincinnati, OH Selena Hughes, Cristo Rey Kansas City, MO Lena Moore, Sheridan High School, Thornville, OH E.04 Practice and Partnership: Suzie Null, Fort Lewis College, Durango, CO S Confronting Struggle in Teacher Leah Panther, Mercer University, Atlanta, GA Education Jacqueline Rasnic, Edmond North High School, TE Norman, OK 302 Nina Schoonover, North Carolina State University, Presenters will confront several struggles Raleigh they have encountered when supporting Linda Staiber, Unatego High School, Delhi, NY teacher candidates in their programs and in Alison Sterba, Edmond, OK classrooms. Thomas Tufaro, Tufaro Educational Consulting, LLC, Chair and Presenter: Chandra Alston, University of Denville, NJ Michigan, Ann Arbor Tia Woods, Gateway High School, Aurora, CO Presenters: Chea Parton, The University of Texas at Austin Ekaterina Strekalova-Hughes, University of Missouri- Kansas City Rhianna Thomas, University of Missouri-Kansas City

2019 NCTE ANNUAL CONVENTION PROGRAM 103 E SESSIONS / 9:30–10:45 A.M.

E.05 Black Girl Literacies in and out of E.08 Curiosity in the Composition E Classrooms M Classroom: Supporting Action TE 303 S Research of Preservice Teachers Presenters will discuss selecting children’s TE 306 literature to support Black girl literacies and This panel discussion will focus upon how a creating space for Black girl literacy in reading university faculty member embedded an action FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, and writing instruction using 21st century research option for accelerated masters (current technology in K-12 classrooms. undergraduate) students into a writing methods Chair: Nadia Hohn, TDSB/SCBWI, Toronto, ON course. Two undergraduate students will discuss Presenters: Chinyere Harris, Teachers College, how they initiated the research process and Columbia University, New York, NY share their challenges and successes working Kaitlin Wegrzyn, The University of Georgia, Athens in partnership with local schools, including communicating with classroom teachers, literacy E.06 Sprinted Writing as a Strategy specialists, and administrators. They will also C for Cross-Institutional Scholarly share what they learned from the research process, e.g., literature review, construction of TE Collaboration: Analyzing 17 Years of CITE ELA Technology Research surveys and questionnaires, collecting writing samples, interpreting field notes and student 304 conferences, and subsequent interpretation of all How do you write with a large group of of their data. people? You sprint! Come hear panelists Presenters: Cathie English, Missouri State University, from across the country discuss collaborative Springfield writing during a review of 17 years of digital Sophia Gutierrez, Missouri State University, Springfield literacy research. Panelists will discuss David Iacob, Missouri State University, Springfield developing a writing identity during the project and share organizational tips and tricks. Presenters: Katie Rybakova, Thomas College, Albion, ME Clarice Moran, Kennesaw State University, GA Maureen McDermott, Nova Southeastern University, Fort Lauderdale, FL Ewa McGrail, Georgia State University, Atlanta Amy Piotrowski, Utah State University, Vernal Stephanie Loomis, University of Nevada, Las Vegas Rick Marlatt, New Mexico State University, Las Cruces Merideth Garcia, University of Wisconsin, La Crosse Respondent: Mary Rice, University of New Mexico, Albuquerque

104 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.09 Expanding the Canon: New Voices, E.10 Research in Teacher Education: M New Inquiry, New Ideas Framework for Inquiry S 307 308 C At NCTE 2018, Chimamanda Ngozi Adichie This roundtable session features research confessed that she still reads “dead white projects that will present a range of men” even as she advocated for expanding frameworks for inquiry in teacher education, the canon. In other words, expanding the from approaches to authorship and canon does not mean erasing authors, but collaborative digital learning to teachers’

rather incorporating new perspectives, knowledge of semiotics and linguistic FRIDAY asking new questions, sharing new ideas. This functions. Attendees will have the opportunity roundtable session explores what it means to to rotate between three 20–25 minute expand the canon by making contemporary roundtable discussions of their choice. connections. Participants will select among Chair: Sharon Williford, Jones High School, Orange 13 tables, each offering units grounded in County Public Schools, Orlando, FL canonical text(s) and exploring critical and Presenters: Laurie Andes, Salisbury University, MD contemporary ways to investigate those texts. Beth Buchholz, Appalachian State University, Boone, After brief opening comments, participants NC will have the opportunity to circulate among 3 Rosalie Hiuyan Chung, University of Virginia, of the 13 tables. Charlottesville Roundtable Leaders: Steven Bickmore, University of Natasha Heny, University of Virginia, Charlottesville Nevada, Las Vegas Nicholas Husbye, University of Wisconsin, Milwaukee Sean Connors, University of Arkansas, Fayetteville Stephanie Loomis, University of Nevada, Las Vegas Mike Cook, Auburn University, AL Jungyoung Park, University of Florida, Gainesville Ashley Dallacqua, University of New Mexico, Julie Rust, Millsaps College, Jackson, MS Albuquerque Elizabeth Singleton, University of Maryland College Darby Evans, University of Notre Dame, IN Park Michelle Falter, North Carolina State University, Raleigh Laura Slay, Texas A&M University, Commerce Mary Beth Hines, Indiana University, Bloomington Brandy Terrill, Salisbury University, MD Ashley Johnson, Educational Network of Greater Sarah Vander Zander, University of Northern Iowa, Grand Rapids, MI Cedar Falls Kate Lechtenberg, University of Iowa, Iowa City Christy Wessel-Powell, Purdue University, West Kati Macaluso, University of Notre Dame, IN Lafayette, IN Michael Macaluso, University of Notre Dame, IN Carol Wickstrom, University of North Texas/North Star Kristen Marakoff, Travelers Rest High School, SC of Texas Writing Project Erin McNeill, Center Grove Community School Corp., Greenwood, IN Mary Neville, Michigan State University, East Lansing Brandon Sams, Iowa State University, Ames Annmarie Sheahan, Western Washington University, Bellingham Mark Sulzer, University of Cincinnati, OH Paul Thomas, Furman University, Greenville, SC

2019 NCTE ANNUAL CONVENTION PROGRAM 105 E SESSIONS / 9:30–10:45 A.M.

E.11 Creative Writing & Student Clubs to Antero Garcia, Stanford University, CA S Deep Inquiry Laura Gonzales, University of Texas, El Paso 309 Korina Jocson, University of Massachusetts, Amherst David E. Kirkland, New York University, NY If you are looking for ideas around creative Ramón Martínez, Stanford University, CA writing or how to use books clubs then this Danny C. Martinez, University of California, Davis session is for you. Participants will come away Renee Moreno, California State University, Northridge FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, with ideas on ways to implement book clubs Timothy San Pedro, The Ohio State University, and strategies to utilize creative writing in the Columbus classroom. Angie Zapata, University of Missouri, Columbia Chair: Beth Marks, Black Horse Pike Regional School District, Blackwood, NJ E.13 History and Place in Teaching Presenters: Anita Abraham, East West High School of M English International Studies, Flushing, NY S 311 Matthew Burgess, Brooklyn College/Teachers & Writers C Teachers and scholars discuss approaches to Collaborative, Brooklyn, NY TE teaching English that come from studies of the Deborah Kelt, The University of Texas at Austin Holocaust, family histories, and place-based Savanna Kuertz, Miami University, Oxford, OH learning. Amy Matthusen, East West High School of International Studies, Flushing, NY Chair and Presenter: Becca Chase, Illinois State Brady Nash, The University of Texas at Austin University, Normal Christina Ponzio, Michigan State University, East Presenters: H. Bernard Hall, West Chester University, PA Lansing Paula Ressler, Illinois State University, Normal Nicole Stump, Del Valle High School, Travis County, TX Kathleen Riley, West Chester University, PA Jennifer Suriano, University of Wisconsin-Eau Claire E.12 Creating Dialogue across C Generations of Scholars: E.14 Images of Possibility: Teaching and TE Revolutionary Scholarship for and S Learning toward Freedom with Latinx Students, Families, and C 312 TE Communities This panel examines how ideas about 310 inquiry and teaching intersect and inform the kinds of questions we ask in educational This roundtable session facilitates cross- spaces. Inquiries into what’s understood as “generational” dialogue between graduate “common sense” in schools and universities student/early-career researchers and mid- can help educators reexamine the purposes career/senior researchers within the Latinx and promise of education. As the call Caucus, as well as general NCTE members. suggests, we often find ourselves in the Graduate students and early-career scholars day-to-day struggles of teaching, “moving will receive mentorship on specific work. This forward in a rush or routine without giving a session is open to anyone who is interested in second thought” to how our work has been Latinx issues in education. constructed, bounded, and framed by others. Chair: Laura Alamillo, California State University, We ask not only why we do our work, but how Fresno we come to do our work in particular ways. Tracey Flores, The University of Texas at Austin Chairs: Sarah Donovan, Oklahoma State University, Respondent: Sybil Durand, Arizona State University, Stillwater Tempe Noah Asher Golden, Chapman University, Orange, CA Roundtable Leaders: Steven Alvarez, St. John’s Mikela Bjork, University of Redlands, CA University, Queens, NY Presenters: Kevin Carey, University of Waterloo, ON Damián Baca, University of Arizona, Tucson Brian Charest, University of Redlands, CA Limarys Caraballo, Queens College, CUNY Russell Mayo, University of Illinois at Chicago, “Illichean Denise Dávila, The University of Texas at Austin Inquiries: Writing Centers, Deschooling, and Cati de los Ríos, University of California, Davis Convivial Education” Patricia Enciso, The Ohio State University, Columbus Kate Sjostrom, University of Illinois at Chicago, María Fránquiz, The University of Texas at Austin “Unsettling Education: The Importance of a Questioning Stance”

106 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.15 Accidental Allies: A Black, Male, E.17 Spirited Classroom Inquiry with S Preservice Teacher’s Journey G Communities of Color C 313 315 TE In this session, a Black, male, first-generation This Rainbow Strand-sponsored roundtable college student will describe the navigational session includes a broad array of educators issues he is experiencing on his journey to engaging deeply with approaches to literacy becoming a secondary English teacher. His learning and teaching that actively center, former high school English teacher and support, engage, and build on the strengths

current university professor will also examine and assets of diverse communities of color. FRIDAY how his experiences are challenging their Attendees will find a unique and interesting thinking about how to be allies for students session with valuable resources and of color in making successful transitions from insights on how to support the literacies of high school to college to future classrooms of communities of color from the K–12 classroom their own. to the college/teacher ed level. Presenters: Cindy O’Donnell-Allen, Colorado State Chair: Amanda Abbott-Lopez, Teachers College, University, Fort Collins Columbia University, New York, NY Devontay Tobe, Colorado State University, Fort Collins Presenters: Stanley Absher, Roosevelt High School, Sarah Woodard, Denver Public Schools, CO Washington, DC Pauli Badenhorst, University of Texas Rio Grande E.16 Misfits, Fatness, and “Those” Valley, Edinburg, TX S Books: Graphic Novels, Comics, and Tabitha Cartwright, Fulton High School, Knoxville, TN TE Teacher Education Leticia De Leon, University of Texas Rio Grande Valley, 314 Edinburg, TX Alice Dominguez, Mater Dei Catholic High School, San This panel is organized around the use of Diego, CA comics and graphic novels in secondary Veronica Estrada, University of Texas Rio Grande English language arts classrooms. We (all Valley, Edinburg, TX teacher educators) participate in a spirited Holly Genova, Lewisville High School, TX inquiry about who our readers are, how they Sarah Gilpin, Fulton High School, IL engage with texts, and how graphica can Katheryn Hans, Herndon High School, VA support students’ literacies across disciplines. Brigid Hogan, Roosevelt High School, Washington, DC NCTE attendees will benefit from this panel Josselyn Paola Martinez-Mendoza, Roosevelt High presentation by considering who graphica School, Washington, DC readers are, how readers respond to graphic Olivia Roberts, Fulton High School, IL texts, and how to incorporate these texts into Janine Schall, University of Texas Rio Grande Valley, various disciplinary classroom contexts. Edinburg, TX Presenters: Nicole Amato, University of Iowa, Iowa City Nevien Shaabneh, District 230, Tinley Park, IL Kate Kedley, Rowan University, Glassboro, NJ Mandy Stewart, Texas Woman’s University, Denton David Low, California State University, Fresno Elena Venegas, University of Texas Rio Grande Valley, Jenna Spiering, University of South Carolina, Columbia Edinburg, TX Simone Wilkinson, Roosevelt High School, Washington, DC

2019 NCTE ANNUAL CONVENTION PROGRAM 107 E SESSIONS / 9:30–10:45 A.M.

E.18 Identity and Inquiry: Selective Texts E.20 Building Empathy and Connections M to Support Diverse Youth M with a Community Celebration of S 316 TE Stories This interactive session offers teachers across 318 the 6–12 spectrum classroom materials to This session will examine the individual select texts and create student-centered, writing process, the danger of single stories, FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, inquiry-driven literacy instruction. Presenters and the importance of cultivating libraries so discuss activities to provide curricular space that students stay informed about important for identities that are underrepresented, historical eras like the Holocaust. marginalized, and silenced. Chair: Deborah Dean, Brigham Young University, Provo, Presenters: Naomi Bates, Follett School Solutions/ UT Texas Woman’s University, Denton Presenters: Caroline DeWyngaert, Forrestdale School, Summer Boismier, Piedmont Public Schools, OK Rumson, NJ Lisa Newman, Blacksburg High School, VA Caroline Lehman Shearer, Hershey Middle School, Jason Stephenson, Oklahoma State Department of Carlisle, PA Education, Edmond Gerilyn Lessing, Bay Shore Middle School, NY Josh Thompson, Blacksburg High School, VA Kate Sullivan, Forrestdale School, Rumson, NJ

E.19 “¿And Now, Qué Onda?” A E.21 Unloading a Response to Gun E Roundtable on Latinx Storytellers M Violence: Pens in the Hands of M and Readers S Writers 317 C 319 This roundtable will feature small, thematic In 2018, Fairfield University Art Museum breakout groups with discussions led by partnered with the Connecticut Writing award-winning authors and illustrators, with Project to collaborate on an exhibit: #Unload: the intention of creating dynamic and open- Guns in the Hands of Artists. The collection, minded conversations with educators that one displaying art made with decommissioned both look to the future and interrogate the guns by internationally known artists, inspired roles of individuals and the whole in systemic middle, high school, and college-aged challenges faced by the Latinx community. students to put pens in their own hands. Presenters: Latinx in Publishing, Brooklyn, NY Middle, high school, and college students Isabel Quintero, Harry N. Abrams/Penguin Young responded: their pieces were raw and offered Readers/Kokila, New York, NY detailed perspective through the hearts Natalia Sylvester, Houghton Mifflin and minds of those most closely impacted: students. Presenters: Elizabeth Boquet, Fairfield University, CT Allison Fallon, Central Middle School, Greenwich, CT Bryan Ripley Crandall, Fairfield University, CT

108 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.22 When Students Write Arguments E.24 Responding to Assessment M That Listen: Inquiries of G Challenges in the Classroom S Responsibility, Heart, and 322 Community Service TE Sponsored by the NCTE Standing 320 Committee on Literacy Assessment In this presentation, four secondary National NCTE has a variety of resources for members Writing Project teachers share experiences related to assessment policy and practices. about how to teach students to write These resources can help teachers respond

arguments that listen to other perspectives. to the many assessment-related challenges FRIDAY Two teacher educators will then lead a that they experience. These challenges can discussion on the similarities and differences come from students, parents, peers, and in the students’ written arguments from administrators and may be associated with a across the four classrooms. Presenters and range of issues from policies to practices to audience members will participate in small- testing content. The goal of the session is to group discussions around how we might best engage attendees in constructing productive support students in writing arguments that responses to a variety of scenarios drawing on explore multiple perspectives. NCTE resources and participants’ experiences. Chair: Jennifer VanDerHeide, Michigan State University, Chair: Peggy O’Neill, Loyola University Maryland, East Lansing Baltimore Presenters: Erica Lee Beaton, Cedar Springs High Presenters: Livia Fagunde, New York City Schools, School, MI “Formative Assessment for Small-Group Instruction” Benjamin S. Briere, Seaholm High School, Birmingham, MI Becky McCraw, Goucher Elementary School, Gaffney, Jessyca Mathews, Carman-Ainsworth High School, SC, “Digital Formative Assessments in Early Flint, MI Childhood Education” Megan Motley, Bozeman High School, MT Melissa McMullan, Hofstra University/Comsewogue Respondent: Allison Wynhoff Olsen, Montana State School District, Wading River, NY, “Authentic University, Bozeman Assessment of Reading and Writing in the Classroom” E.23 A Tale of Two Writing Centers: How Eric Turley, Clayton High School, MO, “Professional S Inquiry Led to a Creative Solution Writing Partnerships as Formative Assessment” to Reawaken High School Writing Communities 321 Two high school teachers who created writing centers will discuss how their respective locations changed their individual school communities while increasing student writing skills and writing self-efficacy. Each will discuss how their sites evolved and progressed into thriving centers filled with students passionate about writing and peer support. Presenters: Heather Barton, Etowah High School, Woodstock, GA Lori Vincent, Ola High School, McDonough, GA

2019 NCTE ANNUAL CONVENTION PROGRAM 109 E SESSIONS / 9:30–10:45 A.M.

E.25 Playing with Poetry: Using the Spirit E.27 Research Involving Preservice E of Inquiry to Take the Fear out of TE Teachers: Pedagogical Knowledge, M the Poetry Process Writing, and Social Justice 323 325 Inquiry is part of a poet’s process. Exploring, Participants will hear from teacher educators inquiring, and thinking about the process and educators at all levels on topics related FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, can open up new avenues for poetry. In this to preservice teachers’ writing processes, session, professional poets and teacher-poets conversations about diversity and equity, will explore ways they use inquiry in their writing in teacher education, social justice, and own poetry process and give practical ways literacy education. to introduce inquiry into poetry writing in the Chair: Sarah DeBacher, Louisiana Endowment for the classroom. Humanities, New Orleans Presenters: Marcie Flinchum Atkins, Fairfax County Presenters: Vicki Collet, University of Arkansas, Rogers Public Schools, VA, “Poetry Process Exploration” Ann David, University of the Incarnate Word, San Mary Lee Hahn, Dublin City Schools, OH, “15 Words or Antonio, TX Less and Haiku” Susan Hall, University of the Incarnate Word, San Carole Lindstrom, Roaring Brook/Macmillan, Garrett Antonio, TX Park, MD Elyse Hambacher, University of New Hampshire, Laura Purdie Salas, Millbrook/Lerner, St. Paul, MN, Durham “Gamification of Poetry” Letitia Harding, University of the Incarnate Word, San Carole Boston Weatherford, Fayetteville State Antonio, TX University, NC Michelle Lague, Fairfax County Public Schools, VA Bethany Silva, University of New Hampshire, Durham E.26 Spirit in the Dark: Literacies for Ruth Wharton-McDonald, University of New M Survival Hampshire, Durham S 324 Inci Yilmazli Trout, University of the Incarnate Word, San Antonio, TX TE This panel presents three studies that offer Kristien Zenkov, George Mason University, Fairfax, VA pedagogical practices drawn from the experiences of communities, classrooms, E.28 Dismantling the Narrative of Toxic and families concerned with interrupting E Masculinity the prevalence of colonial literacy practices M 326 that conspire to silence knowledges rooted in communities of color. Panelists offer a S The villainous threads of toxic masculinity counter-discourse, taking inspiration from weave throughout society, especially our Aretha Franklin’s “Spirit in the Dark” and Audre classrooms. Our sessions aims to engender an Lorde’s “A Litany for Survival” to transform understanding of how toxic masculinity affects silences into language and action. They offer students, and present strategies, books, and what they call “Spirit in the Dark” literacies to writing opportunities that will help students help educators reimagine English instruction (and teachers) unpack its contextual effect on for Black children, youth, and families. their lives. Come prepared to think, to write, Chair: David E. Kirkland, New York University, NY and to read with us in this session. Presenters: Pamela Jones, New York University, NY Chair and Presenter: Travis Crowder, East Alexander Noor Jones-Bey, New York University, NY Middle School, Hiddenite, NC, “Dismantling the Hui-Ling Malone, New York University, NY Narrative of Toxic Masculinity” Presenters: Jennifer Connolly, Granite City High School, IL Jeremiah Henderson, Canyon Creek Elementary, Bothell, WA Tradebook Author: Brendan Kiely, Simon & Schuster

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E.29 Take Charge of Your PD through E.31 NCTE AUTHOR STRAND: Deep E Teacher Research M Reading: Teaching Reading in the M 327 S Writing Classroom S Tired of having no say in your PD? The C 329 presenters will share how they took action An introduction to and discussion of the and formed a teacher research club so they NCTE book Deep Reading: Teaching Reading could create their own inquiry question as in the Writing Classroom and the problems a way to grow professionally. The steps of and practices featured in this award-winning

teacher research will be defined and explored. volume. FRIDAY Participants will actively experience three Chair and Presenter: Sheridan Blau, Teachers College, steps: reflection, casting a question, and Columbia University, New York, NY a critical friends discussion. All will leave Presenter 1: Jason Courtmanche, University of empowered to form their own teacher Connecticut, Storrs research club back home. The presenters Presenter 2: Alfredo Celedón Luján, Monte del Sol believe all educators have a question, and Charter School and Bread Loaf School of English, by using the teacher research structure, all Santa Fe, NM can systematically find answers to best help students. E.32 Poems as Portals for Inquiry Presenters: Sally Donnelly, Arlington Public Schools, M 330 VA S Michele Maurer, Arlington Public Schools, VA Bring your notebook as we read, write, and C John Re, Arlington Public Schools, VA experience poetry as portals into world issues, Lori Silver, Arlington Public Schools, VA human nature, and the writer’s craft. See Respondent: Ellin Keene, Heinemann how something as small as a poem can open inquiries that are enormous, provocative, and E.30 Art Galleries and Arguments inviting to our students as we share new ideas, G 328 poems, and exploration methods. Chairs: Georgia Heard, Boyds Mill Press/Scholastic, Inc. Learners access information visually through Brett Vogelsinger, Holicong Middle School, Doylestown, hypertext, graphics, videos, role-playing PA games, and social media applications (such Presenters: Michelle Ambrosini, Holicong MIddle as Snapchat and Instagram), but “all too School, Doylestown, PA often, students accept what they see at face Molly Rickert, Holicong MIddle School, Doylestown, PA value, with little understanding of the intent Respondents: Tom Romano, Miami University, Oxford, or appreciation of the perspective used” OH (Cruz and Ellerbock 274). In this presentation, Andy Schoenborn, Mt. Pleasant High School, MI two high school teachers and a university Zachary Sibel, Tohickon Middle School, Doylestown, PA professor share how a museum teaching technique (Visual Thinking Strategies) can be deployed to support skills critical to argumentative and evidence-based writing. Participants leave with a general understanding of VTS, materials developed using VTS, and resources for finding compelling visual texts. Presenters: Victoria Frabotta, Notre Dame Cathedral Latin School, Chardon, OH, “VTS in the Classroom” Katie Ours, Notre Dame Cathedral Latin School, Chardon, OH, “VTS in the Classroom” Barbara Tschantz, Kent State University, OH Beth Walsh-Moorman, Lake Erie College, Painesville, OH, “Professional Development and VTS”

2019 NCTE ANNUAL CONVENTION PROGRAM 111 E SESSIONS / 9:30–10:45 A.M.

E.33 Keeping It Real, Keeping It E.35 “Not This Again!” Moving toward M Meaningful: How Cultural and C Innovative Grammar Teaching That S Historical Competence Make Excites Curiosity Reading and Writing Compelling for 335 Students and Deepen Their Inquiry Building on NCTE’s history of working to and Discussion Skills enrich grammar instruction, English and FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, 331 writing professors explore how students can Four award-winning authors share their be led to engage in spirited inquiry about insights on how to find and examine facts the communicative potential of grammar. and ask big questions about the world at Presenters challenge traditional notions of the large—that also relate to the worlds students goals and methods of grammar instruction live in—to help students strip away bias and and model alternative approaches. mythology about contemporary national Presenters: Andrew Cavanaugh, University of Maryland politics, racial and ethnic identities, variations University College, “Using Audio Feedback to of beliefs and actions as well as disharmony Comment on Student Grammar” within minority groups, and assumptions Tracy Chung, University of Maryland University College, about American democracy. Participants “The Grammar of Opening Lines as an Entry to will also discuss and share their students’ Literature Study” widely held beliefs about their identities and Sarah Felber, University of Maryland University College, communities as well as ways to help them “Beyond Right or Wrong: Facilitating a Rhetorical question and find evidence regarding their Approach to Grammar” concepts of their world. Deena Vaughn, University of Maryland University Presenters: Cynthia Levinson, Peachtree Publishers College, “Beyond Right or Wrong: Facilitating a Ray Anthony Shepard, Boyds Mills Press Rhetorical Approach to Grammar”

E.34 Think Globally, Connect Digitally, E.36 Resisting through Inquiry: E Work Creatively M Cultivating a Spirit of Resistance M 332 S through YA Literature and Digital Media TE How do we help students think beyond our 336 classrooms to the global world at large, promoting dialogue and international Sponsored by the NCTE SLAM Assembly understanding during a time of insularity In this interactive session, you are invited and isolation? Digital tools offer innovative to join students, their teacher, and Samira ways for linking students and international Ahmed, author of Internment, as they literature, allowing us to take students into collectively unpack their discoveries and the studios of writers and artists around the learning within a multimodal, inquiry-rich unit world and access global books in various of study resulting in work that occurred within formats. We will consider how we can travel their communities. the globe through international literature Chair and Presenter: Robyn Seglem, Illinois State using a multitude of digital tools, showing how University, Normal virtual learning environments and authentic Presenter: Sarah Bonner, Heyworth Community Unit literacy experiences can inspire students and School District #4, IL teachers and connect us with the wider global Respondent: Sara Kajder, The University of Georgia, community. Athens Presenters: Yangsook Choi, Dragonfly Books (Penguin Tradebook Author: Samira Ahmed Random House) Gusti Rosemfett, Enchanted Lion Books Sylvia Vardell, Texas Woman’s University, Denton, TX Janet Wong, Pomelo Books, Princeton, NJ

112 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.37 Small Verses, Big Impact: Using E.39 Place the Oxygen Mask on Yourself M Micropoetry in the Classroom TE First: Navigating the Ranks of S 337 Associate to Full Professor in English Teacher Education Micropoetry is a uniquely modern, succinct, and social media-ready genre that combines 339 images with language. Composed entirely on a In this interactive session, full professors will smartphone, micropoetry marries brevity and share their perspectives on the journey to reflection. This session explores how teachers promotion. We will explore the difficulties in

can create and use this new genre on their advancing in the professoriate. We will listen FRIDAY own, with students, and in cross-curricular to attendees’ stories, teasing out common enterprises. threads and problems. We will share advice Chair: Mitchell Nobis, Birmingham Public Schools, MI and also develop an ongoing community Presenters: Nicole Groblewski, Columbia-Montour Area aimed at assisting associate professors who Vocational Technical School, Bloomsburg, PA seek to move to full professor. Maria Whitley, Weatherly Area High School, PA Presenters: Jennifer Dail, Kennesaw State University, GA E.38 Dig and Be Dug: Documenting Kenneth Lindblom, Stony Brook University, NY E Inquiry through Writing Tonya Perry, University of Alabama at Birmingham M 338 Shelbie Witte, Oklahoma State University, Stillwater S “I stay cool, and dig all jive, E.40 Trusting Our Students, Trusting TE That’s the way I stay alive. E Ourselves: Reenvisioning Roles in My motto, M the Inquiry Classroom as I live and learn, is S 340 Dig and be dug Inquiry has long been championed to promote In return.” deeper learning. But implementation can be —Langston Hughes challenging. Inquiry requires us to embrace a messy process and often to improvise, All understanding needn’t be evidenced which can put us out of our comfort zone. with a five-paragraph essay. Presenters will This session will explore how to set students offer engaging alternative writing structures up to inquire into the meaning of the texts which students may employ to synthesize they read and how to facilitate and respond and share what they’ve learned through their to their thinking as they develop, revise, and inquiry units. Presenters will lead attendees refine their ideas. Participants will leave with a through three text strategies with step-by- repertoire of specific strategies and teaching step frameworks that guide students through moves that support the kind of flexible, their creation without being prescriptive. An responsive teaching that helps students Infomercial, a Five-Sentence Narrative, and a becoming deeper readers, thinkers, and Metaphorical Poem which charts change will learners. be created. Chair: Katie Wood Ray, Heinemann Presenters: Sara Holbrook, Scholastic, Inc. Presenters: Maria Nichols, San Diego Unified School Michael Salinger, Scholastic, Inc. District, CA, “Reading” Vicki Vinton, independent consultant, Brooklyn, NY

2019 NCTE ANNUAL CONVENTION PROGRAM 113 E SESSIONS / 9:30–10:45 A.M.

E.41 Meaningful Inquiry around a Senses E.45 Fairy Tale & Fractured Fairy Tale M Journey E Connections for Today’s Diverse 341 M Classrooms This session will address the making of comics, 345 the complexity of chocolate as a journey, and Character- and culture-diverse fairy tales and the importance of art in addressing social fractured fairy tales can serve as inspirational FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, justice in the classroom. and educational mentor texts. They are ripe Chair: Matthew Skillen, Elizabethtown College, PA for creative curriculum connections, including Presenters: Emily Addis, The Barnes Foundation, fun, hands-on lessons and activities in STEM, Philadelphia, PA literacy & writing, social studies, and art Laura Resau, Scholastic, Inc., Fort Collins, CO opportunities for students. Presenters: Josh Funk, Penguin/Sterling/Two Lions, E.42 Constructive Coaching Concord, MA E Conversations Tara Lazar, Disney Hyperion M 342 Laura Murray, G. P. Putnam’s Sons and Penguin/ S Random House, McLean, VA Presenters share innovative approaches to Jamliah Thompkins-Bigelow, Salaam Reads/Simon & TE professional learning and coaching. Schuster Chair and Presenter: Ryan Kelly, Arkansas State University, Jonesboro E.47 A Content Analysis of 15 Literacy Presenters: Molly Ness, Fordham University, New York, TE Journals, 2007–2016 NY 347 Sandra Taylor-Marshall, University of Wisconsin, Madison For this study, a team of researchers examined Jennifer Williams, Rye, NY the articles published in 15 journals from 2007 to 2016. The researchers conducted E.43 Raising Communities of Writers: a content analysis of the topics studied, M 50-ish Ways to Encourage More theoretical perspectives used, methodologies S Writing in the Secondary Classroom implemented, and data sources collected (in 15 Minutes or Less a Day) in each article from each journal during this TE time period. This research shows patterns of 343 publication over time and in different journals. This will be a fast and furious session Presenters: Melissa Gallagher, University of Louisiana where participants leave with 50 ideas for at Lafayette promoting writing in the classroom and Samantha Ives, George Mason University, Fairfax, VA building a community of writers. Each tip, Alicia Leggett, George Mason University, Fairfax, VA strategy, resource, and mentor text shared will Seth Parsons, George Mason University, Fairfax, VA model real classroom practice in secondary classrooms. Come and fill your writing teacher toolbox with new ways to promote writing, and support the writers in your classroom! Chair: Marie LeJeune, Western Oregon University, Monmouth Presenters: Bobbi Kidd, Yamhill-Carlton Intermediate School, Yamhill, OR Amy Korst, Willamina High School, OR

114 2019 NCTE ANNUAL CONVENTION PROGRAM E SESSIONS / 9:30–10:45 A.M.

E.48 Using Sports to Spark Critical E.50 Differentiating Place-Based M Inquiry into Social Issues S Instruction S 348 350 This session invites attendees to consider how This panel of teachers from an urban sports culture and sports-related literature can high school in Honolulu will share how help foster spirited inquiry among secondary they integrated inquiry into sheltered ELA students. Highlighting the prevalence of and mainstream classes to ensure that all sports culture in our students’ lives, presenters students have the opportunity to participate

will provide examples of young adult texts, in the process regardless of their level of FRIDAY current events, and related classroom activities achievement. They will reflect on how they that can help students examine and discuss collaborated to differentiate inquiry to best societal issues, take a stand against injustices, support student learning, and how the unique and develop effective literacy practices. place in which they teach served as a central Chair: Chris Crowe, Brigham Young University, Provo, tool for engaging students in an inquiry UT process that was truly meaningful. Participants Presenters: Johnny Allred, University of Arkansas, will leave the session with resources to Fayetteville support the implementation of place-based Mark A. Lewis, James Madison University, Harrisonburg, inquiry for any population of students. VA Chairs: Lisa Joy Andres, Farrington High School, David Premont, Purdue University, West Lafayette, IN Honolulu, HI Luke Rodesiler, Purdue University, Fort Wayne, IN Catherine Ritti, Farrington High School, Honolulu, HI Presenters: Alycia Arquero, Farrington High School, E.49 Blurring the Lines: The Power of Honolulu, HI E Experimentation in Nonfiction Elianna Kantar, Farrington High School, Honolulu, HI Leimamo Keanini, Farrington High School, Honolulu, HI M 349 Norman Sales, Farrington High School, Honolulu, HI TE What descriptors do we use for books that Brad Tanabe, Farrington High School, Honolulu, HI blur the lines between fact and imagination? Information and creativity? Narrative and E.51 Exhibitor Session: Improving expository? Attendees are encouraged to G Reading and Writing with Microsoft challenge the traditional lines through inquiry Learning Tools guided by insight from award-winning authors who explain how experimentation has led CARROLL (HILTON) them to innovation in children’s nonfiction Sponsored by Microsoft literature. Did you know Microsoft has created free, Presenters: Jason Chin, Holiday House/Macmillan accessible AT to support students who Publishing struggle with reading and writing? This Candace Fleming, Random House Children’s Books session will showcase how these free Learning Heather L. Montgomery, Bloomsbury Publishing Tools can be used to support classroom Kristen Picone, RJO Intermediate School, Blue Point, engagement of reading and writing for NY users with learning differences such as Jennifer Swanson, Bloomsbury Publishing dyslexia, dysgraphia, ELL, ADHD, emerging readers or a combination of any of the broad range of unique student abilities. Details, demonstrations and student examples will be shared about several new and improved sets of features across Microsoft products. Presenter: Rachel Berger, Learning Disabilities AT Specialist Microsoft EDU

2019 NCTE ANNUAL CONVENTION PROGRAM 115 E SESSIONS / 9:30–10:45 A.M.

E.52 POSTER SESSION: Cultivating New Poster 9: “Día de los Muertos Project: Drawing Voices among Scholars of Color on Lived Experiences and Developing Students’ PRATT STREET LOBBY EAST-WEST, LEVEL 300 Writing” (CONVENTION CENTER) María Leija, University of Texas at San Antonio Poster 10: “Actualizing ‘Students’ Right’ to Write: A In this session, fellows in the 2018–2020 cohort Generative Professional Learning Series Centered of the Cultivating New Voices among Scholars FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, on African American Language for Middle School of Color (CNV), sponsored by the Research Teachers” Foundation of NCTE, present their research Teaira McMurtry, Milwaukee Public Schools, WI and address questions from participants. Poster 11: “Alternative Filed Experience Practice for Poster 1: “’I Guess I Have a Thing for Language’: Preservice Teachers” Undocumented Immigrant Activists as Multilingual Joaquin Muñoz, Augsburg University, Minneapolis, MN Writers” Poster 12: “Racial Literacies in Ethnic Studies: Sara P. Alvarez, Queens College (CUNY), New York, NY Cultivating Analyses of Power in High School” Poster 2: “Crossing Borders between Disciplines: Arturo Nevárez, University of California, Riverside Content and Language Teaching and Learning Poster 13: “‘Race Space’ Critical Professional through ‘Traveling’ Multimodal Texts” Development: Cultivating Racial Literacy with/in Lucía Cárdenas Curiel, Michigan State University, East Urban Teachers Committed to Social Justice” Lansing Tiffany M. Nyachae, Buffalo State College (SUNY), NY Poster 3: “First Grade African American Poster 14: “’I’m a Writer’: The Promise of Children’s Racial Awareness, Literacy Practices, Spatiotemporal Flexibility in Out-of-School and Sociopolitical Meaning Making in an Urban Learning Spaces” Community School” Ah-Young Song, Vassar College, Poughkeepsie, NY Wintre Foxworth Johnson, University of Pennsylvania, Philadelphia Poster 4: “’Wait! I Thought You Were a Security Guard:’ Teachers of Color Naming and Countering Racial Microaggressions as Anti-Racist Praxis” Justin Grinage, University of Minnesota, Minneapolis Poster 5: “Black Symmetry: Carving Out a Black Space in an Eleventh Grade English Class” Davena Jackson, Boston University, MA Poster 6: “Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of An African Immigrant High School Student” Lydiah Kananu Kiramba, University of Nebraska, Lincoln Poster 7: “Elementary Teachers’ Methods to Sustain and Grow Their Critical Pedagogies” Saba Khan Vlach, University of Iowa, Iowa City Poster 8: “Re(Envisioning) Writing Instruction through Humanizing Pedagogies” Kira LeeKeenan, California State University, Fullerton

116 2019 NCTE ANNUAL CONVENTION PROGRAM F SESSIONS / 11:00 A.M.–12:15 P.M.

F.01 #whymiddlematters: Inquiry as F.02 Critical Media Literacy in English M Journeys of Educators, from S Education Newbie to Veteran C BALLROOM IV BALLROOM I TE Sponsored by the ELATE Commission on Sponsored by the NCTE Middle Level Social Justice in Teacher Education Section Steering Committee The roundtable session on critical media Where do middle grade teachers start? Where literacy in English education focuses on the do they end up? How do we navigate today’s ways in which English educators advocate educational climate in our endeavors to grow with others for critical media literacy. Linking FRIDAY and develop as educators? We live in an to the conference theme, several roundtable educational sphere that proclaims teachers as presentators inquire into our conception and “lifelong learners.” Simultaneously, teachers are practices of critical media literacies, including being hired to fulfill a preconceived agenda, the ways of consuming, producing, and teach a prepackaged program, or take shape distributing critical media literacies in an age according to the expectations of mandated of post-truth politics. instructional models. Is this, then, free will for Chair: Charles Gonzalez, Alabama A+M University, teachers and/or the best for our students? Huntsville Chair: Brooke Eisenbach, Lesley University, Cambridge, Roundtable Leaders: Stefani Boutelier, Aquinas MA College, Grand Rapids, MI Chair and Roundtable Leader: Justin Stygles, Rebecca Maldonado, University of Oklahoma, Norman Wiscasset Elementary School, ME Lizbeth Mora-Martinez, University of Delaware, Newark Presenters: Gravity Goldberg, Gravity Goldberg, LLC, Sharon Murchie, Bath High School, MI and Corwin Literacy Amy Vetter, University of North Carolina, Greensboro Patty McGee, Benchmark Education Respondents: Deborah Bieler, University of Delaware, Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin, Newark New York, NY Noah Asher Golden, Chapman University, Orange, CA Evan Robb, Johnson Williams Middle School, Berryville, VA Roundtable Topics and Leaders: Roundtable Leaders: Christopher Bronke, Downers Roundtable 1: “Examining Our Syllabi: A Critical Grove North High School, IL Media Literacies Audit of English Teacher Colleen Cruz, Teachers College Reading & Writing Preparation” Project, Columbia University, New York, NY Catherine Bohn-Gettler, College of Saint Benedict/ JoEllen McCarthy, The Educator Collaborative, Astoria, Saint John’s University, Saint Joseph, MN NY Madeleine Israelson, College of Saint Benedict/Saint Molly Ness, Fordham University, New York, NY John’s University, Saint Joseph, MN Dawn Reed, Okemos High School & Red Cedar Writing Roundtable 2: “Where Is Media in English Language Project, MI Arts? What a Methods Professor Learned from Laura Robb, Daniel Morgan Intermediate School, English Education Alumni” Winchester, VA Lydia Brauer, Valparaiso University, IN Meghan Schofield, Wiscasset Elementary School, ME Roundtable 3: “Developing Civic Action Units with Colby Sharp, Parma Elementary School, MI Preservice Teachers” Lee Ann Spillane, Singapore American School, Anthony Celaya, Arizona State University, Tempe Woodlands Roundtable 4: “Drawing on Secondary Students’ Out- Dave Stuart Jr., Cedar Springs Public Schools, MI of-School Literacies to Foster Critical Consumption Jennifer Vincent, Mundelein School District 75, IL and Production” Vicki Vinton, independent consultant, Brooklyn, NY Jill Ewing Flynn, University of Delaware, Newark Emily Fishel, University of Delaware, Newark Roundtable 5: “Helping Students Find Their Civic Voice through the Detournement Video Project” Seth French, University of Arkansas, Fayetteville Roundtable 6: “Crafting and Drafting a Digital Teacher Identity” Janet Johnson, Rhode Island College, Providence

2019 NCTE ANNUAL CONVENTION PROGRAM 117 F SESSIONS / 11:00 A.M.–12:15 P.M.

Roundtable 7: “Unpacking Language Ideologies in F.04 One Book, Twelve Stories: Using Multimedia Texts: Stereotypes of Dialect and Accent M Young Adult Anthologies in the in Character Development” S Classroom Mike Metz, University of Missouri, Columbia C 302 Roundtable 8: “What Is the Story? Reading the Web as Narrative” In this moderated panel, five young adult authors who also edited diverse young adult FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Janet Neyer, Cadillac Public Schools, MI Roundtable 9: “Teaching Students to Analyze anthologies discuss the boom of young adult Propaganda Using Adjustment Narrative” anthologies and how to use these works in the Erin O’Neill Armendarez, New Mexico State University, classroom. We will explore how to connect Alamogordo YA anthologies to curriculums and engage students with short stories outside of the Roundtable 10: “Critical Media Literacy in English canon. Education” Terri Rodriguez, College of Saint Benedict/Saint John’s Presenters: Dahlia Adler, Flatiron Books University, Saint Joseph, MN Lamar Giles, Penguin Random House Melissa Schieble, Hunter College, CUNY Katherine Locke, YA Pride, Hawley, PA Paul Thomas, Furman University, Greenville, SC Saundra Mitchell, Inkyard Press Ellen Oh, HarperCollins Children’s/We Need Diverse F.03 Haunted Houses, Poetry Cafés, and Books, Bethesda, MD M Book Bistros: Celebrating Creativity Ricci Yuhico, New York Public Library, New York, NY S and Curiosity in Middle Grades F.05 Validating Home Languages and TE 301 E Literacy Practices What if students honed their persuasive 303 writing skills by “selling” haunted houses? What if they celebrated creativity in a Presenters will discuss their research related poetry café and devoured YA novels in to 1) home language and literacy practices of book bistros? Come learn how to transform children with autism, 2) the ethnolinguistic your classroom into a place where students vitality of AAL (“Ebonics”), Hmonglish, and inquire, wonder, and create as they learn ELA Spanish within a sixth-grade classroom, and content. Participants will receive resources 3) validating linguistic knowledge to reveal for teaching students to write persuasive cultural ways of knowing in early childhood. texts and poems. Additional resources focus Chair: Vicki Cobb, iNK Think Tank, Inc., White Plains, on teaching rhetorical devices, figurative NY language, imagery, tone, mood, and rhyme. Presenters: BernNadette Best-Green, University of Participants will be shown differentiated California, Davis assessment options, along with student work Tiah Fahnrich, Hofstra University, Hempstead, NY samples and photos detailing the classroom Meg Jacobs, University of Auckland, North Island, New transformations. Zealand Presenters: Erinn Bentley, Columbus State University, GA Kimberly Evans, Muscogee County School District, GA

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F.06 Teaching with Your Head Up: F.08 Cultivating Critical Reflection: E Creating Communities of Inquiry TE (Re)Writing the Self through TE into Practice for Teachers and Teacher Inquiry Children 306 304 In this panel presentation, three early-career In this panel presentation, participants will English educators will share the ways they are learn how we work with teacher communities using written reflection to engage preservice of inquiry to explore how to shift from a and inservice teachers and nurture a spirit of

head-down approach, focusing on content, to teacher inquiry across a variety of contexts. FRIDAY teaching with our head up, looking at children Presenters will share experiences and ideas as pedagogical resources to guide them from professional development workshops and through inquiry as learning. While content- teacher education coursework. Participants driven curriculum tends to be created as “one will walk away with possibilities for their own size fits all,” we will show how learning that approaches to mentoring preservice and fosters an inquiry approach requires teachers inservice teachers and forging a community to embrace their students as individuals and of practice grounded in teacher inquiry. A list to create a classroom community where each of relevant texts and digital resources will be child is valued as a diverse and unique learner provided. and thinker. Presenters: Jessica Campbell, Teachers College, Presenters: Adrienne Gear, SD 39 Vancouver, BC Columbia University, New York, NY Donna Kozak, SD 23 Central Okanagan/UBC Katie Nagrotsky, Teachers College, Columbia University, Okanagan, Kelowna, BC New York, NY Lisa Wilson, SD 23 Central Okanagan, Kelowna, BC Emily Wilkinson, New York City Writing Project

F.07 Literacies Elsewhere and Otherwise: F.09 Imagination and Inquiry: C Latinx Inscriptions, Decolonial G Celebrating and Honoring Possibilities TE International Stories for Children 305 and Adolescents Sponsored by the NCTE Author Strand, 307 NCTE Latinx Caucus Sponsored by the United States Board on What happens to literacy instruction once intellectual Books for Young People (USBBY) inquiry and social transformation are no longer Stories by authors and illustrators from imagined within a single Western, Eurocentric international backgrounds epitomize the tradition? Join the authors of Rhetorics Elsewhere global humanity of literature. They enable and Otherwise as they explore Mexican American, many voices and experiences to be heard Latinx, and Latin American contributions to and understood. In this USBBY cosponsored decolonial theory and praxis, antiracist education, session, renowned storytellers and illustrators and pedagogies of resistance. John Parra, Rebecca Balcarcel, and Alexandria Giardino discuss their infusion of imagination, Chair: Damián Baca, University of Arizona, Tucson inquiry and global experiences in their books. Presenters: Romeo García, University of Utah, Salt Lake City Chair: Deanna Day, Washington State University, Iris Ruiz, University of California, Merced Vancouver Kate Vieira, University of Wisconsin, Madison Committee Member: Shanetia Clark, Salisbury Respondent: Steven Alvarez, St. John’s University, University, MD Queens, NY Tradebook Authors: Rebecca Balcarcel, Chronicle Books Alexandria Giardino, Cameron Company Tradebook Illustrator: John Parra, Chronicle Books Respondent: Terrell Young, Brigham Young University, Provo, UT

2019 NCTE ANNUAL CONVENTION PROGRAM 119 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.10 Supporting Student Inquiry and Roundtable 9: “Developing Curiosity, Competency, G Agency through the Skills of and Choice in (and out of) the Secondary English Literacy Classroom” Matthew Morone, Pascack Valley Regional High School 308 District/FailSafe Educational Consulting, Ridgewood, Literacy skills can support students in their NJ pursuit of inquiry across the day. However, FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Roundtable 10: “Meaningful Classroom Talk to when we try to contain literacy in its own box, Support the Growth of New Ideas” we allow students to apply their learning only Kara Pranikoff, NYC Board of Education, New York, NY within that box. Come learn with this cadre of experts in K–12 education about the many F.11 Books, Bytes, Swipes, and Likes: ways in which teachers and leaders can help E Crafting Digital Identity with a students take their literacy learning on the M Global Audience road in pursuit of inquiry and greater ideas 309 that span a larger curriculum and students’ TE lives, embracing their curiosity and care with In today’s connected world, it’s no longer a arms of skills that teachers of literacy know to question of whether or not students are using be powerful. devices; it’s about supporting students to Chair: Tom Marshall, Paramus Public Schools, NJ create, reason, and connect responsibly. In this Roundtable Leaders: Christine M. Dawson, Siena presentation, meet student voice standout, College, Loudonville, NY LivBit. Hear how she’s created a powerful, global digital identity through vlogging, Roundtable Topics & Leaders: blogging, and podcasting. Roundtable 1: “Following Literary Inquiry across Presenters: Deb Craig, Stratham Memorial School, NH Disciplinary Lines: Integrating STEM, Business, and Cynthia Merrill, University of New Hampshire, Durham Psychology in the English Classroom” Olivia Van Ledtje, Wonder Lead Student Ambassador, Christine M. Dawson, Siena College, Loudonville, NY Durham, NH Roundtable 2: “The Power of a Story: Narrating, Preserving, and Sharing Our Own Stories through F.13 Inquiring Out, Developing Within Digital Literacy” Amira Abdel-Aal, New Horizon School, Irvine, CA G 311 Roundtable 3: “Re-vision (Re-discovering, Re- By reaching out to other disciplines and focusing, Re-charging, Re-assessing, Re-applying, genres, these teachers develop their students’ Re-arranging, Re-conceiving) as Purposeful Play skills and engagement. across the Day” Chair and Presenter: Dorothy Suskind, Longwood Katherine Bomer, Denton, TX University, Farmville, VA Roundtable 4: “Partner Feedback That Bolsters Presenters: Stephanie Buelow, University of Hawaii at Thinking across Subject Areas” Manoa Karen Caine, Heinemann Charlotte Frambaugh-Kritzer, University of Hawaii at Roundtable 5: “Reflecting on Socially and Culturally Manoa Relevant Topics in Texts” Rick Marlatt, New Mexico State University, Las Cruces Chantal Francois, Towson University, MD Roundtable 6: “Curiosity-Driven Vocabulary Practices That Support Student Understanding” Pam Koutrakos, Gravity Goldberg, LLC & Corwin Press Roundtable 7: “Move Aside the KWL and Model the Early Stages of Real Inquiry and Research” Christopher Lehman, The Educator Collaborative, Astoria, NY Roundtable 8: “Independent Problem Solving in the Primary Grades” Leah Mermelstein, Read, Write, Connect Inc., Hoboken, NJ

120 2019 NCTE ANNUAL CONVENTION PROGRAM F SESSIONS / 11:00 A.M.–12:15 P.M.

F.14 What Really Matters? The F.16 Independent Reading as a Counter- E Contribution of Embedded Literacy S Pedagogy: The Politics of Choice in TE Methods Courses to Becoming a TE the Teaching of Literature Teacher 314 312 This presentation will explore the school-level In an effort to better prepare teacher politics and teacher negotiation and decision- candidates for the day-to-day intricacies of making related to the instructional practice diverse classroom contexts, clinical practice known as “free voluntary reading” (FVR) or

has been identified as an integral dimension “independent reading” (IR), in which students FRIDAY of 21st-century teacher education (NCATE, are invited to read what they choose during 2010). This session draws on interviews class time. with university alumni to explore how the Presenters: Judith Franzak, Salisbury University, MD embedded course experiences empower Dorene Kahl, Eldorado High School, Boise, ID teacher candidates to become active Don Zancanella, University of New Mexico, Albuquerque participants in the development of knowledge, skills, and dispositions for literacy teaching F.17 Relational and Reciprocal Research (AACTE, 2018, p. 31). In particular, emphasis is G with Youth Corridistas, Youth placed on empowering teacher candidates to Researchers, and Native American better understand the cultural and contextual Families components of literacy teaching through direct involvement with children. 315 Presenters: Eliza Braden, University of South Carolina, Sponsored by NCTE’s Cultivating New Columbia Voices (CNV) Among Scholars of Color Catherine Compton-Lilly, University of South Carolina, In this session, former fellows in NCTE’s Columbia Cultivating New Voices (CNV) Among Rachelle Curcio, University of South Carolina, Columbia Scholars of Color Program examine US– Michele Myers, University of South Carolina, Columbia Mexican transnational emergent bilingual Elizabeth (Beth) White, University of South Carolina, youths’ engagement with corridos and Columbia narcocorridos, two Mexican folk-ballad genres; explore action taken up by racially F.15 Creative Student Activities to marginalized youth in an out-of-school S Foster Inquiry and Learning intergenerational and multiple literacies C 313 program; and discuss the storied lessons shared in the homes of five Native American Panelists ask students to engage with mothers and their children. literature, voice, genre, dance, poetry, hip hop, Chair: Juan Guerra, University of Washington, Seattle among other art, to prompt reading, learning, Presenters: Cati de los Ríos, University of California, writing, and speaking. Davis, “‘Los Músicos’: Mexican Corridos, the Aural Chair: Laura Darolia, University of Kentucky, Lexington Border, and the Evocative Musical Renderings of Presenters: Michelle Baptiste, University of California, Transnational Youth” Berkeley Jamila Lyiscott, University of Massachusetts, Amherst, Jason Courtmanche, University of Connecticut, Storrs “‘When They See Us’: Youth Researchers Reshaping Lawrence Grandpre, Leaders of a Beautiful Struggle, Narratives through Inquiry and Action” Baltimore, MD Timothy San Pedro, The Ohio State University, Columbus, “Centering Relationships in Research: An Argument for ‘Ethical Relationality’”

2019 NCTE ANNUAL CONVENTION PROGRAM 121 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.18 Humanizing the Secondary English F.20 Authentic Inquiry in the High School S Classroom by Venturing into the S Classroom: Choose Your Own TE Unknown (Research) Adventure! 316 318 What happens when educators choose love Guide your students to be change agents as a pedagogical principle? What happens through authentic inquiry. Spark student FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, when questions rather than answers guide interest and strengthen their research by teaching and learning? What happens when connecting with community mentors. Get students and teachers face the challenges inquiry materials and ideas that can be used of inquiry alongside one another? Together, for a full semester or customized to fit other presenters and participants will humanize time frames. We provide the tools—you secondary English classrooms by challenging provide the topic. traditional classroom protocols and locating Presenters: Amber DeSimony, Niskayuna High School, opportunities for teachers and students to NY venture along the winding and unpredictable Donna McAndrews, Niskayuna High School, NY path to learning. Kristin Richard, Niskayuna High School, NY Presenters: Melissa Eckler, Shenendehowa High School, Clifton Park, NY F.21 Working Together: How a Focus on Heather Flood, Shenendehowa High School, Clifton E Language Supports Socially Just Park, NY M Professional Conversations Christina Pepe, Shenendehowa High School, Clifton S 319 Park, NY Jordan White, Shenendehowa High School, Clifton News headlines remind us that we live in Park, NY a moment where it is more commonplace for people, teachers included, to talk past F.19 Remixing Inquiry through one another, rather than with one another. S #WriteOut Writing Parties In this interactive session, experienced TE 317 teacher-leaders who work in diverse urban, rural, and suburban school and professional This session invites attendees to engage development contexts offer research- in three place-based writing activities: based and highly practical new language writing marathons, field journals, and map- tools for inviting colleagues into joint making. Attendees will learn about the 2018 inquiry. By analyzing example interactions #WriteOut: a two-week summer collaborative where teacher-leaders employ these tools, learning adventure between the National participants will be invited to explore Writing Project and the National Parks Service together how the use of these language that inspired the activities of this workshop. tools can promote more socially just ELA Grounded in the principles of Connected professional learning communities and Learning, multimodal literacies, and the interactions. CLMOOC community, this session illustrates Presenters: Linda Denstaedt, Oakland (MI) Writing three ways to write, learn, and connect Project, Clarkston, MI online with the everyday places across our Amy Knowles, Missouri State University, Springfield backyards, our schools, and our national parks. Danielle Lillge, Illinois State University, Normal Roundtable Leaders: Rich Novack, Teachers College, Columbia University, New York, NY Bethany Silva, University of New Hampshire, Durham Andrea Zellner, Oakland Schools, Waterford, MI

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F.22 Teachers Coaching Teacher Inquiry: F.24 Digital Reflection Journals: Giving G Our Shared Work in Process E Voice to Inquiry and Reflection TE 320 M 322 In this panel presentation, guided by two S Teachers use learning journals to uncover a moderators, including time for questions from student’s learning journey, often in writing, the audience, the teacher coaches of the which can be an obstacle to making learning University of Maryland Writing Project will share visible. In this interactive session, presenters their experiences of moving from K–16 literacy will show how they used different digital teachers to teacher researchers to teacher platforms as learning journals for students of coaches, as they have fostered the inquiry all ages and particularly with English learners. of literacy teachers into their own classroom Presenters: Ariana Buckley, New Haven Public Schools, practices. The panel will share the yearlong, CT multitiered leadership model employed by Jennifer Sarja, New Haven Public Schools, CT the UMdWP; data from their own classrooms Dina Secchiaroli, ACES PDSI, West Haven, CT and coaching; descriptions of their processes Maggie Stevens, ACES PDSI, New Haven, CT along the way; and materials they have created to guide teacher inquiry, including research F.25 Creating a Welcoming Classroom modules, inquiry models, and conceptions of E M with Immigration Literature data 323 Presenters: Michelle Koopman, University of Maryland Writing Project How can educators use new arrival and first- to third- Ann-Marie Maloney, University of Maryland Writing generation children’s literature to create a welcoming Project classroom? How do books with strong cross-group Michelle McGee, University of Maryland Writing Project friendships reduce intergroup anxiety, promote Margaret Peterson, University of Maryland, College Park critical 21st-century skill sets, and open the doors to Marybeth Shea, University of Maryland Writing Project school and community equity? Elizabeth Singleton, University of Maryland College Park Chair: Louise El Yaafouri, Refugee Classroom, Denver, Shana Sterkin, University of Maryland Writing Project CO Kirsten Cappy, I’m Your Neighbor Books, F.23 T.H.I.S. Is Our American Creed: Presenters: Portland, ME Multigenre Writing as a Means of M Tradebook Authors: Alexandra Diaz, Simon & Schuster S Extended Inquiry Sara Farizan, Algonquin Young Readers C 321 Katherine Marsh, Roaring Brook Press Anne Sibley O’Brien, Charlesbridge Publishing Could the question “What is your American creed?” lead to rigorous, sustained, “spirited inquiry”? The National Writing Project (NWP) F.26 Avoiding Instructor Bias through has launched an invitation to young adults to C Clear and Quantitative Rubrics write in response to the Public Broadcasting 324 System (PBS) documentary American Creed. Studies suggest that an instructor’s implicit biases NWP’s questions invite young adults and toward the categories of race, gender, and disability teachers to consider deeply through a variety of can lead to unfair grading in subjectively graded lenses a sense of what it means to be a teenager assignments, such as essays. This panel will address in America today. Two composition instructors, those findings and offer a solution: the use of clear postsecondary and secondary, offer to attendees and quantitative rubrics. their early thinking along with the work to date with writers which offers students opportunities Presenters: Christian Aguiar, University of the District to share their creed through multigenre writing of Columbia and presentation Daphna Atias, University of the District of Columbia .Presenters: Paul Hankins, Silver Creek High School, Matthew Colburn, Montgomery College, Germantown, Sellersburg, IN MD Janet Ilko, Health Sciences High Middle College, San Diego, CA Respondent: Tom Romano, Miami University, Oxford, OH

2019 NCTE ANNUAL CONVENTION PROGRAM 123 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.27 Inquiry on Digital and Multimodal F.29 LLA Opening Session: The Power E Literacies in Rural and Urban M of Youth Inquiry into Educational M Contexts S Equity S 325 327 Members of this panel will present three Many teachers hope to empower their separate research inquiries that engage digital students. But what if we flipped the paradigm, FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, and/or multimodal literacies. Collectively, the supporting youth as they conduct their own inquiries will address multimodal semiotic inquiry into issues that matter to them? resources in digital storytelling, the impact of This session will provide insight into the touchscreen typing on children’s composition, University of Pennsylvania–St. Thomas Aquinas and producing student performances to community research partnership in South attract reluctant readers to diverse children’s Philadelphia and showcase youth research literature. projects targeting a range of social justice Chair: Leslie Shapiro, DePaul University, Chicago, IL issues. With youth presenters and Penn Presenters: Will Chesher, Ball State University, Muncie, IN Graduate School of Education researchers Kristin Javorsky, Mississippi State University, Starkville facilitating, we hope educators will walk away Deoksoon Kim, Boston College, MA with a better understanding of the process Alisha Nguyen, Boston College, MA and promise of youth-driven research, and a Ha Nguyen, Mississippi State University, Starkville vision for doing this work in multicultural and Erica Pate, West Point Consolidated School District, MS multilingual settings. Stanton Wortham, Boston College, MA Presenters: Gerald Campano, University of Drina Kei Yatsu, Boston College, MA Pennsylvania, Philadelphia Ankhi Thakurta, University of Pennsylvania, Philadelphia F.28 Podcasting and Gaming in the Olivia Vazquez, University of Pennsylvania, Philadelphia G Classroom Roundtable Leaders: Maria Paula Ghiso, Teachers 326 College, Columbia University, New York, NY Chloe Kannan, University of Pennsylvania, Philadelphia In this session, presenters will show how Bethany Welch, Aquinas Center, Philadelphia, PA podcasting can be transformative to their English instruction and how to gamify F.30 Mental Health Matters: Discussing your classroom to foster student inquiry G “Differently Brained Fiction” in the and increase student collaboration, TE Classroom communication, and creativity. 328 Presenters: Caitlin Burnup, Franklin Avenue Middle School, Franklin Lakes, NJ An experienced educator and several Ellen Gianakis, Passaic County Technical Institute, children’s authors of mental-health-themed Wayne, NJ novels—some #ownvoices—will talk about how to spark spirited student explorations of individuality, empathy, and inclusion, and perhaps even help certain vulnerable students realize they are not out there all alone. Chair: Jen Petro-Roy, Macmillan Children’s Books Presenters: Chris Baron, Feiwel & Friends Brandy Colbert, Little, Brown Books for Young Readers/Penguin Nicole Mancini, Bedminster School, NJ Sally J. Pla, HarperCollins Books Elly Swartz, Farrar, Straus and Giroux/Scholastic, Inc.

124 2019 NCTE ANNUAL CONVENTION PROGRAM F SESSIONS / 11:00 A.M.–12:15 P.M.

F.31 Local Strand: Reading Locally to F.33 Exploring the Art and Practice G Engage Readers: A Look at Books G of Leading: Leadership as Set in Maryland Collaborative Inquiry 329 331 Sponsored by the Maryland Council of Sponsored by the Conference on English Teachers of English Language Arts Leadership This session will introduce books in a variety Becoming a leader isn’t an event—it’s a of genres, fiction and nonfiction, that are set process requiring continuous learning of skills throughout the state of Maryland. Students and strategies. In this interactive session, FRIDAY will be encouraged to read and write about literacy leaders from four different secondary settings that are near and may be familiar to and university settings will share specific them. Links to curriculum as well as school strategies they draw upon continuously to media programming will be explored. The create an environment that supports inquiry, session will use a PowerPoint presentation, ownership, and an openness to change for handouts, and participant engagement. themselves and their colleagues. Presenters, Presenters: Emmanuel Faulkner, Baltimore City Public all members of the Conference on English Schools, MD Leadership, will share personal experiences Latrisha Milton, Enoch Pratt Free Library, Baltimore, MD and exciting possibilities for connecting with Deborah Taylor, Enoch Pratt Free Library, Baltimore, MD leaders at all levels. Bring your stories and questions to share. Head home with new F.32 Sparking an Early Love for Reading perspectives and strategies for immediate use. E in All Students with Own Voices Presenters: Karen Reed-Nordwall, Wylie E. Groves High Chapter Books School, Beverly Hills, MI, “Navigating Departmental 330 Change” David Reed-Nordwall, Bloomfield Hills High School, MI, “Own Voices” authors discuss how their “Navigating Difficult Conversations” chapter books and early middle grade novels Rebecca Sipe, Eastern Michigan University, Ypsilanti, can ignite a love of reading, empowering “Vision, Goals, and Ownership through Spirited students of all backgrounds to learn more Inquiry” about topics that interest and inspire them. A Amanda Stearns-Pheiffer, Oakland University, MI, booklist and sample writing exercises will help “Building Support Networks through Collaborative educators nurture exploration and inquiry in Inquiry” the classroom. Presenters: Kate Messner, Chronicle Books Christina Soontornvat, Scholastic, Inc. Tradebook Authors: Angela Dominguez, Roaring Brook/Macmillan Debbi Michiko Florence, Farrar, Straus and Giroux/ Macmillan Hena Khan, Simon & Schuster, Lee & Low Kelly Starling Lyons, Penguin

2019 NCTE ANNUAL CONVENTION PROGRAM 125 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.34 Inquiring Minds Want to Know: Just Drawing: Visual Notetaking in a Middle School E Using Genre, Author, and Illustrator Art Class” M Studies in the Classroom Karen Rowe, Black River Public High School, Holland, MI, “Visual Notetaking as a Way to Respond to S 332 Literature in a High School English Classroom” TE This presentation describes authentic Elizabeth Trembley, Hope College, Holland, MI, classroom applications of genre studies with “Sketchnoting . . . Now You Try!” FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, science fiction literature, author studies of award-winning nonfiction, and illustrator F.36 Becoming Global Citizens: Inquiry studies of well-known illustrators of children’s E into Global Perspectives in the Early literature. This session includes lesson ideas TE Childhood Classroom that can be adapted to all grade levels from 336 these genre, author, and illustrator studies to engage students in reading, writing, and In this panel session, literacy teacher thinking that leads to spirited inquiry into educators and experienced inservice early different types of literature. childhood literacy teachers will share their pedagogical insights on how to inquire into Chair and Presenter: Marla Robertson, Utah State global perspectives and cultures through the University, Vernal use of global children’s literature, as well as Presenters: Amy Piotrowski, Utah State University, multimodal texts in the dual language and Vernal ESL classrooms. Attendees will participate in Jennifer Smith, Texas Christian University, Fort Worth whole-group and small-group work. F.35 Doodle Away! Visual Notetaking Chair and Presenter: Diana Garcia, San Marcos CISD, M across the Content Areas TX, “Global Children’s Literature, Bilingual Education, Global Citizenship” S 335 Presenters: Leah Duran, University of Arizona, Tucson, C In this interactive panel presentation, we will “Bilingual Education, Writing, Code-Switching” TE explore the benefits and possibilities of visual Saba Vlach, University of Iowa, Iowa City notetaking, including Sketchnoting, comics, Michelle White, Austin ISD, TX, “Global Children’s edusketching, and visual thinking, across the Literature, Civic Engagement” content areas. While many people still think Elizabeth Wilson, Austin ISD, TX, “Global Children’s that visual notetaking is about drawing, we Literature, Global Citizenship” will discuss how its purpose is about ideas— making connections, discerning patterns F.37 Literacy and Equity: Examining and organization, and representing these E and Challenging Ourselves to Be ideas using visual, written, and verbal literacy M Culturally Sustaining Practitioners skills. We will lead participants in a number 337 of visual notetaking activities and will share S ways we use visual notetaking in our various TE How do we critically inquire into our own teaching contexts, from the middle school practices to ensure we choose instructional ELA classroom to graduate literacy coaching strategies and texts which honor our courses. linguistically and culturally diverse student Chair and Presenter: Deborah Van Duinen, Hope populations, optimize student achievement, College, Holland, MI, “Becoming More Fluent: Visual and positively reinforce cultural identity? This Notetaking with Preservice Teachers in Content Area session will allow participants to explore these Literacy” questions. Tools to examine practice and Presenters: Audra Bolhuis, West Ottawa High School, texts, as well as additional resources, will be Holland, MI provided. Erica Hamilton, Grand Valley State University, Grand Presenters: Teresa Bunner, Wake County Public School Rapids, MI, “Words AND Images: Literacy Coaches System, NC Documenting Their Learning “ Ginger Fields, Wake County Public School System, NC Jessica Kiwiet, Zeeland Public Schools, MI, “More Than Tomeka D. Williams, Wake County Public School System, NC

126 20192018 NCTE ANNUAL CONVENTION PROGRAM F SESSIONS / 11:00 A.M.–12:15 P.M.

F.38 Know Your WHY: Professional F.40 Leading Change through Spirited M Inquiry as an Act of Recentering E Inquiry and Connections S Literacy Instruction 340 C 338 In this session you’ll learn from administrators TE In order to teach in ways that are innovative who, through spirited inquiry and relentless and inquiry-based, teachers must decenter determination, are transforming schools ourselves from the curriculum and recenter into vibrant, compassionate communities of students. This work will take inquiry—our inquiry- based learning. You will hear, see, and

own—into our practices and our beliefs about feel what is possible in schools and districts; FRIDAY literacy. Drawing from their middle to college take away specific strategies to use to change experiences, three educators share practical the status quo in your classroom, school, and strategies to transform the classroom. community; and bring a more compassionate, equitable, inquiry-driven education to all Presenters: Tricia Ebarvia, Educator Collaborative, Dresher, PA children. Kate Roberts, K&M Literacy, West Hartford, CT Presenters: JoAnne Duncan, Ellensburg School John Warner, College of Charleston, Mount Pleasant, SC District, WA Mary Howard, McAuliffe Elementary School, Tulsa, OK F.39 Literacies and Pedagogies for Michael Hynes, Port Washington Schools, NY G Decentering Whiteness Michael Oliver, Zaharis Elementary School, Mesa, AZ 339 F.41 Meaningful Inquiry by Taking This panel features inquiries into how M Stock of Self, School, and Book whiteness can be decentered in English TE Characters classrooms. The papers argue that innovative 341 literacies and pedagogies working against long-standing hegemonic teaching practices It is important to understand and unpack must be embraced by white teachers, as they “visible” and “invisible” to continue with have been from their colleagues of color. identity and self reflection. Exploring In short, we ask: How can white teachers characters with disabilities in young literature disentangle their whiteness as they attempt to include respect and keep students safe is to cultivate a place of liberation within the a worthwhile inquiry. Book clubs which bring classroom? And what moves must be made students together to share insights are a way toward cultivating spaces where culturally to transform our perspectives of each other. sustaining pedagogies (Paris & Alim, 2017) can Chair: Renee Owens, Derry Township School District, thrive? PA Presenters: Michael Dando, St. Cloud State University, MN Presenters: Sonja Cherry-Paul, Teachers College, Peter Newlove, University of Colorado, Denver Columbia University, New York, NY Anya Prosser, Teachers College, Columbia University, Jill Dash, Viewpoint School, Calabasas, CA New York, NY Dana Johansen, Teachers College, Columbia University/ Respondent: Rick Ayers, University of San Francisco, CA Heinemann Jamie Sumner, Atheneum Books for Young Readers

2019 NCTE ANNUAL CONVENTION PROGRAM 127 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.42 Spirited Inquiry and Preservice Chair and Presenter: Lisa Scherff, Community School E Teachers of Naples, FL, “Using Mini-Documentaries for M 342 Teaching Literary Analysis” Presenters: Nicole Lemme, Golden Gate High School, S Presenters will share how preservice teachers Naples, FL, “Using TED Talks for Argumentative TE experience and engage various practices Analysis” to understanding effective approaches to Alisha White, Western Illinois University, Macomb, FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, teaching and learning. “Student Drawings as Tools for Understanding Tone Chair and Presenter: Jessica Mitchell, University of and Mood” North Alabama, Florence Michelle Zoss, Georgia State University, Atlanta Presenters: Lisa M. Barker, Towson University, MD Morgan Durham, University of North Alabama, Florence F.45 Playing with Language: Young James Gilligan, San Francisco State University, CA E Children Inquiring about Language Vicki McQuitty, Towson University, MD TE 345 Darby Simpson, Arizona State University, Mesa Playing with language is a necessary part F.43 Inquiry and Rigor in the AP English of a young child’s life. Three teachers and a teacher educator working with diverse S Literature Classroom children in a public school describe how they C 343 engage with and learn from young children’s Sponsored by The Advanced Placement use of language as a means to creating more Program equitable teaching practices for children. Rigor has become a buzzword for many. In Presenters: Lydia Carnesale, University of South an Advanced Placement English Literature Carolina, Columbia course, it is too often equated with more Rocio Herron, Jackson Creek Elementary, Columbia, SC texts, more reading, and more assignments. Katie Howerton, Jackson Creek Elementary School, But that is not what higher education Columbia, SC professionals (professors, instructors) and Julia Lopez-Robertson, University of South Carolina, many highly effective high school teachers Columbia see as rigor. Presented by the Advanced Caitlin Spires, Jackson Creek Elementary School, Placement Literature and Composition Course Columbia, SC Development Committee, this session will address some common misunderstandings F.46 What Do We Ask of Each Other? about rigor in the AP English Literature M 346 classroom and look at redefining rigor through S What do Black and Brown women and methods including the expansion of inquiry C girls ask of each other? This unique inter- related to both texts and text-based tasks. TE and intracultural discussion based in our Presenters: Susie Bonsey, College Board expectations, requirements, and provisions Jim Egan, Brown University, Providence, RI for self and other in our daily and work Kay Moon, Boston Latin School, MA lives will consider how we negotiate these demands through literature and poetry. F.44 Creating Critical Inquirers through Creating a communal space to examine the M Multimodal Literacies prose and poetry will lead to a transformation S 344 in perceptions of Black and Brown girls. This C literacy practice will open space for wonder, As classroom English teachers and teacher growth, and action in these girls. Attendees, educators, this panel—of interest to middle/ please bring a book written by a Latinx, high school teachers—will share ways to include AfroLatinx, or Black woman to exchange multimodal literacy practices. Presenters will during the discussion. present how they incorporate paintings, TED talks, mini-documentaries, and drawing to help Presenters: Elizabeth Acevedo, HarperCollins Books students examine mood, tone, theme, and Edith Campbell, Cunningham Memorial Library/Indiana argumentation in addition to teaching students State University, Terre Haute how to interrogate multimodal texts. Zetta Elliott, Random House

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Tiffany Jackson, HarperCollins Books F.49 Creating a Culture of Inquiry in the Isabel Quintero, Harry N. Abrams/Penguin Young M Secondary Classroom Readers/Kokila S 349 Julia Torres, Denver Public Schools, CO C Renée Watson, Bloomsbury English teachers know the beauty of critical TE thinking—when individuals have “the choice of F.47 Beowulf and the Spheros what to think about,” as David Foster Wallace M 347 asserted. We know that the most authentic S learning comes when we explore ideas with

This session details the unorthodox mashup fervor and curiosity. To create a culture FRIDAY C of Beowulf, the oldest piece of epic poetry of free-flowing analysis based on inquiry, in the English language, and Spheros, students—and teachers—need tools. In this polycarbonate robotic balls controlled by session, three veteran secondary teachers iPads and smartphones. Witness the trials and will give practical strategies for incorporating errors of an English teacher and technology more inquiry into reading, writing, and integrationist as they blend the 9th and 21st reflecting. These will include post-reading centuries and eventually find success. thinkmaps, a scaffolded reader-response Presenters: Sara Friedrichsen, Boyden-Hull High system, and teacher self-reflection questions. School, IA Bookmark and handouts included! Julianne Visscher, Boyden-Hull High School, IA Presenters: Annette Adair, Abington Heights High School, PA F.48 Success: Inquiry in Special Marilyn Pryle, Abington Heights High School, PA E Education Settings Jennifer Tarr, Abington Heights High School, PA 348 F.50 Empowering Student Inquiry K–2 teachers and university-based literacy M through Young Adult Literature to partners discuss ways inquiry can be infused throughout special education settings to S Spark Community Engagement celebrate and foster students’ interests, 350 curiosity, and development. Participants will This session explores how the Question learn about opportunities for inquiry that Formulation Technique can effectively teach create spaces in which students with diverse students to generate quality, research- needs take ownership and feel successful driven questions that generate deeper and across literacy experiences. empowering discussions. This session seeks Chair: Rosanne Kurstedt, Hunter College, CUNY to show how young adult literature can be Roundtable Leaders: Alyssa Cohen, District 4, New used with all reader levels as the vehicle to York, NY facilitate meaningful and navigate challenging Martha Gutierrez, New York City Department of but necessary conversations, through student- Education, NY generated questions. Rachel Kaplowitz, PS 83, New York, NY Presenters: Tiffany Lewis, Varina High School, VA, Carly Metzger, PS 72, New York, NY “Creating a Classroom Culture of Inquiry to Initiate Samantha Salnave, New York City Department of Action” Education, NY Emily Stains, Chesterfield County Public Schools, Kisha Shoulders, New York City Department of VA, “Using the Question Formulation Technique Education, NY for Students to Generate Strong, Researchable Questions” Ashley Walker, Varina High School, VA, “Incorporating Young Adult Literature as a Catalyst to Student Inquiry”

20192018 NCTE NCE ANNUAL CONVENTION PROGRAM 129 F SESSIONS / 11:00 A.M.–12:15 P.M.

F.51 Exhibitor Session: Your Brain on Poster 3: Partnering through Flipgrid: Inquiry into G Words: The Latest Insights on the Literature and Learning Science of Reading M This poster presentation is designed to share CARROLL (HILTON) S the recent collaboration between a middle C level ELA classroom and undergraduate ELA Sponsored by Amplify teacher preparation program in utilizing an TE FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Is learning to read a natural process? How online platform known as Flipgrid to stimulate does the brain learn to associate speech with literacy development, collaboration, inquiry, symbols? This session explores the science and community between middle level readers of reading and why instruction rooted in the and future educators. Through a shared science of reading is a critical matter of equity reading of Counting by 7s (Goldberg, 2014) for elementary students. Walk away with and weekly online video posts through insights and strategies for effective elementary Flipgrid, middle level readers and education instruction grounded in the latest research on majors discovered and revealed a lot how students build fluency and gain meaning about their literacy engagement, personal from text. connections, strengths, and needs, and Presenter: Monica Vincent, Account Executive at cultivated connections within an asynchronous Amplify ELA learning environment. Presenters: Caitlin Corrieri, Chenery Middle School, F.52 Poster Sessions: Growing in Our Belmont, MA Profession Brooke Eisenbach, Lesley University, Cambridge, MA PRATT STREET LOBBY EAST-WEST, LEVEL 300 Poster 4: Twenty Years of English Education’s Emig (CONVENTION CENTER) Award Winners: An Analysis Poster 1: Expanding Preservice Teachers’ G In the twentieth year of English Education’s Understandings of Literacy Using the Inquiry TE awarding of the Janet Emig award, we look Process and Transmediation back to see what has changed in the area TE This poster presentation will include preliminary of teacher education and what has not. The research findings on how the inquiry analysis identified themes in the articles process helps expand preservice teachers’ as well as when significant scholars’ and understandings of literacy, particularly by theorists’ work is used. using transmediation to support the inquiry Presenter: Karen Morris, Penn State, State College process. Transmediation draws from semiotics and the idea of taking understandings from Poster 5: “Who Am I but a Combinatoria of Things one sign system and moving it to another sign Encountered, Imagined?”: English Teaching as system (Siegel, 1995) and the connections and Literary Life meaning that are made in this transaction. S This paper considers how English teachers’ Presenter: Benjamin Boche, Valparaiso University, IN TE literary lives inhere in pedagogy. Building with Kirkland’s (2013) notion of literacy lives, Poster 2: Getting Your Hands Dirty Early: How an the inquiry draws on interviews with three Onsite Strategies Course for Preservice Teachers practicing secondary English teachers, finding Can Foster Inquiry that teaching with literary lives reoriented M For preservice teachers, there are a myriad teachers’ lessons as helpfully ambiguous, as S of feelings that are felt on the first day of well as enlivened the classroom by pointing in TE placement, the strongest one being nerves. a renewed way to wonder and awe. Thinking This can be alleviated by providing students about the lives of secondary English teachers the opportunity to practice-teach in classrooms as literary offers an expanded understanding during their strategies/methods course. of the profession, reframing English teaching This poster will focus on the experiences of as creative and communal, compelling, preservice English teachers during their onsite complex, and deeply personal work that strategies/methods course and how it taught proves fruitful for both teachers and students. them to be unafraid to ask questions and look Presenter: Scott Jarvie, Michigan State University, East for answers. Lansing Presenter: Sarah Thomas, Bridgewater State University, MA

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Poster 6: Bridging the Gap: Infusing Inquiry into writing assignment entail?” and “How do Literacy Education Courses assignment sheets and rubrics impact student E writing outcomes?” At this session, you will Future teachers need the knowledge and learn about their findings based upon their TE skills to help their students explore and learn research of student-writing assignments at about the world around them. This session both a public and private school middle school looks at how one teacher education program in English language arts classrooms. structures literacy courses so that teacher Sophia Gutierrez, Missouri State University, candidates learn about inquiry strategies Presenter: Springfield while using the method and honing their FRIDAY independent learning abilities. Poster 10: Inquiry through Our Eyes Presenters: Katherine Higgs-Coulthard, Saint Mary’s E College, Notre Dame, IN The world of test-based teaching may Terri Suico, Saint Mary’s College, Notre Dame, IN color curriculum as confining rather than invigorating. In this session, attendees can Poster 7: How to Keep Our Students Engaged in the consider how inquiry-based learning looks to Classroom/How to Prepare Our Future Teachers the everyday elementary school teacher in S Teachers will learn and begin to understand classrooms across the United States, as well TE how to keep their students engaged in their as the factors that may discourage practicing classrooms. teachers from taking this stance of classroom Presenter: Destinee Robinson, Gwynn Park High inquiry. Novice educators often hear that School, Brandywine, MD their idealism will tarnish over time, so this Poster 8: Student Teaching during Parkland: The study challenges these ideas and looks to Role of Emotional Inquiry understand the problems educators are facing G and their hesitancy to include a more inquiry- How do we help preservice and student focused classroom. TE teachers inquire into the emotions of Samantha Campbell, University of Texas at teaching? This poster session will explore one Presenters: Tyler student teacher’s reflective journal writing Meredith Wall, University of Texas at Tyler the week of the Parkland massacre. Both presenters, the former student teacher and her university supervisor, analyze this journal entry as a critical incident, illustrative of a pivotal shift. Although limited to a single case study, our analysis supports the important role of emotional inquiry in teacher preparation programs, especially as schools recognize and respond to threats of violence Presenters: Alicia DeMille, Reading Senior High School, PA, “Teacher Education” Emily Wender, Indiana University of Pennsylvania

Poster 9: Rubrics, Writing, and More: Preservice Teachers’ Inquiry into Middle School Writing Assignments M Undergraduate students conducted action S research considering the question of how they might make future writing assignments TE most helpful and clear for their students. The research stemmed from preservice teachers’ curiosity on how to create the best writing assignment within the context of a composition methods course. They asked each other questions like “What does a good

2019 NCTE ANNUAL CONVENTION PROGRAM 131 FRIDAY LUNCHEONS

11:30 A.M.–1:30 P.M. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, MIDDLE LEVEL SECTION LUNCHEON BALLROOM III

Presiding: Frannie Lin, Altamont Elementary School, Mountain House, CA

Speaker: Ibi Zoboi

Ibi Zoboi is the author of two novels for young adults, including Pride and American Street, a finalist for the National Book Award. She holds an MFA from the Vermont College of Fine Arts and lives with her family in Brooklyn, New York.

AWARD RECOGNITION

Richard W. Halle Award for Outstanding Middle School Educator Recipient: Sarah Bonner, Heyworth Junior High School, IL

Outstanding Middle Level Educator in the English Language Arts Award Recipient: Keisha Rembert, Clifford Crone Middle School, Naperville, IL

Linda Rief Voices from the Middle Award Recipient: Andrew Shoenborn, Midland, MI, “Reclaiming the Arts in English Language Arts” (September 2018) Honorable Mention: Nicholas Stenske, Meyer Middle School, River Falls, WI, and Mary F. Wright, University of Wisconsin River Falls, “From Curveballs to Agates: Scaffolding Inquiry with Seventh Graders” (March 2019)

A book signing will follow the luncheon.

132 2019 NCTE ANNUAL CONVENTION PROGRAM 11:30 A.M.–1:30 P.M.

ELATE LUNCHEON FRIDAY BALLROOM II

Presiding: Christian Z. Goering, University of Arkansas, Fayetteville, AR Speaker: Rainbow Rowell Introducing: David Schaafsma, University of Illinois at Chicago

Rainbow Rowell is the award-winning, New York Times-bestselling author of Carry On, Landline, Fangirl, Eleanor & Park, and Attachments. She has two forthcoming books, Wayward Son (September 2019) and the graphic novel Pumpkinheads, with illustrations Burroughs Augusten Photo: by Faith Erin Hicks (August 2019). Rainbow lives in Omaha, Nebraska, with her husband and two sons.

ELATE AWARD RECOGNITION

Janet Emig Award for Exemplary Scholarship in English Education 2019 Recipients: Kate Seltzer, Rowan University, Glassboro, NJ, and Cati V. de los Ríos, University of California, Davis, “Translating Theory to Practice: Exploring Teachers’ Raciolinguistic Literacies in Secondary English Classrooms” (October 2018)

1980’s Decade Award Recipient: Maxine Greene, Teachers College, Columbia University, New York, NY, “Toward Possibility: Expanding the Range of Literacy” (December 1986), awarded posthumously

James Moffett Memorial Award for Teacher Research Recipient: Lindsay Cherry, Harbor Lights Middle School, West Ottawa Public School District, Holland, MI

Geneva Smitherman Cultural Diversity Grant Recipients: Sandra Saco, Arizona State University, Tempe Francisco L. Torres, University of Colorado, Boulder

A book signing will follow the luncheon.

2019 NCTE ANNUAL CONVENTION PROGRAM 133 G SESSIONS / 12:30–1:45 P.M.

G.01 SLAM 2019: The Power of Authentic Roundtable 10: “When Teachers Collaborate for Digital G Inquiry in Literacies and Multimedia Inquiry” Renee Hobbs, University of Rhode Island, South Kingstown TE BALLROOM I Roundtable 11: “Mediating Dialogue and Discussion in Sponsored by the NCTE SLAM Assembly Public Online Affinity Spaces” (Studies in Literacies and Multimedia) Chuck Jurich, University of North Carolina, Wilmington

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Many of us work in a variety of roles (classroom Roundtable 12: “Image, Sound, and Story” teachers, librarians, PD specialists, teacher Emily Keating, Jacob Burns Film Center, Stillwater, OK educators) that seek to do the work of Roundtable 13: “Getting Inquiry Started” inquiry. From a variety of experiences across Julianna E. L. Kershen, University of Oklahoma, Norman the country, SLAM Assembly members will Roundtable 14: “Designing Digital Interactive Reading share their approaches to inquiry through Guides” partnerships, projects, and perspectives that Amanda Lickteig, Emporia State University, KS illuminate the ways in which contemporary literacy education can help our students Roundtable 15: “Inquiring into Media Representation pursue answers to their questions. Roundtable of Youth with Disabilities in Popular Culture and presentations will allow for participants to hear Literature” from multiple presenters and select the topics Ewa McGrail, Georgia State University, Atlanta of interest. J. Patrick McGrail, Jacksonville State University, AL Alicja Rieger, Valdosta State University, GA Chair: Shelbie Witte, Oklahoma State University, Stillwater Roundtable 16: “Fostering Democratic Dialogue through Online Social Networks” Roundtable Leaders: William Kist, Kent State University, Nicole Mirra, Rutgers University, New Brunswick, NJ OH Ian O’Byrne, College of Charleston, SC Roundtable 17: “Ditch the Test!” Lara Searcy, Northeastern State University, Tahlequah, OK Lauren Nelson, Guthrie Public Schools, OK Respondent: Robyn Seglem, Illinois State University, Roundtable 18: “Bringing Inquiry into Teacher Normal Education Courses: The Multigenre Digital Inquiry Project” Roundtable Topics & Leaders: Amy Piotrowski, Utah State University, Vernal Roundtable 1: “Unleashing Students—Reading Marla Robertson, Utah State University, Vernal Accountability and Student Choice” Jennifer Smith, Texas Christian University, Fort Worth Heather Anderson, Oklahoma State University, Stillwater Roundtable 19: “The Art and Craft of Poetry: Inquiry- Roundtable 2: “(Re)imagining Place” Driven Online Instruction” Jill Bindewald, Oklahoma State University, Stillwater Katie Rybakova, Thomas College, Albion, ME Roundtable 3: “What’s the Story? Using Narrative to Roundtable 20: “Connecting in Online Writing Guide Multimedia Research” Communities” Fawn Canady, Sonoma State University, CA Amy Stornaiuolo, University of Pennsylvania, Philadelphia Roundtable 4: “Creating a Belonging Place: Using Roundtable 21: “Reading Laterally while Reading for Digital Tools to Investigate Our Local Communities” ELA” Sean Connors, University of Arkansas, Fayetteville Beth Walsh-Moorman, Lake Erie College, Painesville, OH Roundtable 5: “Using Digital Tools to Create Engagement in Online Spaces” G.02 L. Ramon Veal Research Seminar Jennifer Dail, Kennesaw State University, GA TE BALLROOM IV Roundtable 6: “Remixing the Possibilities: Expanding Student Inquiry Using Remix Projects” Sponsored by ELATE Jennifer Dorsey, East Central University, Ada, OK The L. Ramon Veal Research Seminar is an Roundtable 7: “Exploring Gaming Literacies” ELATE-sponsored session that supports Antero Garcia, Stanford University, CA graduate students and teacher researchers Roundtable 8: “Using Autoethnography to Improve engaged in educational research through Media Literacy Pedagogy” directed discussion with senior scholars in ELA Katherin Garland, Sante Fe College, Gainesville, FL teacher education. Roundtable 9: “Interest-Driven Research and Chair: Melanie Shoffner, James Madison University, Multimodal Design with Elementary Learners” Harrisonburg, VA Aaron Gierhart, Illinois State University/Millikin Elementary, Presenters: Johnny Allred, University of Arkansas, Normal Fayetteville

134 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

Ashley A. Atkinson, North Carolina State University, G.03 Igniting Inquiry in Middle School Raleigh M Classrooms: Curiosity, Technology, Christopher Bass, University of Illinois, Chicago S and Authenticity Brandie Bohney, Bowling Green State University, OH 301 Jessica Campbell, Columbia University, Teachers College, New York, NY Conducting true inquiry-based projects in Jennifer Dail, Kennesaw State University, GA middle level classrooms requires us to closely Renee Dorrity, George Washington University, consider what we do to ignite students’ Washington, DC genuine curiosity, purposefully leverage digital

Seth French, University of Arkansas, Fayetteville tools, and plan with audience and purpose FRIDAY Aaron Gierhart, Illinois State University/Millikin in mind. In this panel, we will question, Elementary, Normal unpack some practical models, and invite our Aimee Hendrix-Soto, The University of Texas at Austin collective next thinking. Michele Irwin, University of Toronto, ON Chair: Kristen Hawley Turner, Drew University, Madison, Justine Jun, University of Toronto, ON NJ Alexandra Lampp Berglund, The University of Georgia, Presenters: Sara Kajder, The University of Georgia, Athens Athens Merida Lang, The University of Georgia, Athens Jill Stedronsky, William Annin Middle School, Basking Stacia Long, The University of Georgia, Athens Ridge, NJ Russell Mayo, University of Illinois, Chicago Karen Morris, Penn State University, State College G.04 Inquiry into Equity: Using a Katie Nagrotsky, Teachers College, Columbia University, E Collection of Multicultural Texts New York, NY across a New York City District Brady Nash, The University of Texas at Austin Peter Newlove, University of Colorado, Denver 302 Chea Parton, The University of Texas at Austin Rudine Sims Bishop’s familiar metaphor that David Premont, Purdue University, West Lafayette, IN children’s books need to serve as windows, Chris Proctor, Stanford University, CA mirrors, and sliding doors remains as powerful Nermin Vehabovic, North Carolina State University, and relevant as ever. University-based literacy Raleigh coaches and K-2 teachers from NYC’s East Lance Wheatley, Michigan State University, East Harlem schools explore different ways schools Lansing use multicultural texts, curated by Lee & Respondents: Janet Alsup, Purdue University, West Low Books, to support access and equity in Lafayette, IN the classroom. In this session we will share Patricia Dunn, Stony Brook University, NY examples of our collaborative inquiries into Antero Garcia, Stanford University, CA using the text sets as catalysts for discussions Wendy Glenn, University of Colorado, Boulder of equity, opportunities for co-constructed Heidi Hallman, University of Kansas, Lawrence curriculum, and authentic instructional Victor Malo-Juvera, University of North Carolina resources for early readers. Participants will Wilmington leave with multiple ways to engage in this Thomas McCann, Northern Illinois University, DeKalb process. Donna Pasternak, University of Wisconsin, Milwaukee Presenters: Rachel Hershkowitz, PS 83, New York, NY Terri Rodriguez, College of Saint Benedict/Saint John’s Carly Metzger, PS 72, New York, NY University, St. Cloud, MN Katie Potter, Lee & Low Books Leslie S. Rush, University of Wyoming, Laramie Amanda Ramos, PS 37/River East Elementary School, Allison Skerrett, The University of Texas at Austin New York, NY Paul Thomas, Furman University, Greenville, SC Kathryn Struthers Ahmed, Hunter College, CUNY Anne Whitney, Penn State University, University Park Jenny Tuten, Hunter College, CUNY Michelle Zoss, Georgia State University, Atlanta Aurydemis Zemla, PS 72, New York, NY

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G.05 Running Records and Miscue G.07 Targeting Student Growth from E Analysis: Limits and Possibilities for E Every Level: Focusing Questions on Literacy Assessment TE Student Achievement 303 305 While on the surface running records (Clay, Data can tell many stories, especially when we 1993/2002), and miscue analysis (Goodman, examine it from the spirit of inquiry. How can FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, K., 1969; Goodman, Y., Watson, & Burke, we ensure our district-level, building-level, and 2005) may seem similar, these assessments classroom-level questions keep students at are grounded in different understandings of the center of our decisions? This presentation the reading process, offer different insights unpacks essential structures including into emerging readers’ processing of text, curriculum development, assessment, and suggest different types of instruction. instruction, and collaboration so that the focus This presentation explores the advantages remains squarely on student achievement. and limits of these reading assessments. We Presenters: Betsy Gunsalus, Simsbury Public Schools, CT argue that both assessments have a place in Betsy Hubbard, Fern Persons Elementary, Battle Creek, literacy programs and teachers might consider MI which assessment is most useful for particular Kim Lehman, Olivet Community Schools, MI children, particular learning challenges, and Melanie Meehan, Simsbury Public Schools, CT/Corwin children at particular ages. Press Presenters: Catherine Compton-Lilly, University of Maggie Seidel, Simsbury Public Schools, CT South Carolina, Columbia Lenny Sanchez, University of South Carolina, Columbia G.08 How to Take Action beyond the Yang Wang, University of South Carolina, Columbia G Book: Think Global, Act Local 306 G.06 Extending Culturally Sustaining TE G Pedagogy: Ethnic Pedagogies Teach your students to wonder about things that matter, and share, connect, and act 304 TE upon what they learn. This presentation will In this active workshop-type session that explore how one teacher, inspired by Beah’s extends Culturally Sustaining Pedagogy, A Long Way Gone: Memoirs of a Boy Soldier, participants will learn several techniques mobilized her students, colleagues, and that will enlarge their repertoire within community to send a former child soldier cultural contexts and that privilege some from South Sudan to graduate school at traditionally marginalized students. Specific Emory University. Creating a curriculum descriptions with K–16 instructional around activism and social justice inspires illustrations are provided for a call-and- students to take action and move beyond response learning approach from the African the book as global citizens. Learn how to American religious tradition and havruta, shift your thinking about teaching literature which is sustained partner text study from and reimagine how your lessons can make a the Jewish tradition. Recent research has difference. shown that these instructional approaches Chair and Presenter: Kimberly Dickstein, Haddonfield increase oral and textual comprehension in a Memorial High School, NJ, “Social Justice; Advocacy; range of classrooms, as well as enhance the Community/Public Literacy Efforts” democratization of learning environments. Presenters: Crystal Chen Lee, North Carolina State Presenters: Barbara Laster, Towson University, MD University, Raleigh,”Social Justice; Teacher Education; Rebecca Shargel, Towson University, MD Critical Literacy” Marcia Watson-Vandiver, Towson University, MD Mohamed Jishi, Georgetown University, Washington, DC, “Advocacy” Garang Buk Buk Piol, Emory University, Atlanta, GA, “Sustainable Development; Adult Literacy”

136 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

G.09 ELATE Roundtables with writing. Through classroom experiences TE 307 and their personal journey as writers, the facilitators will share opportunities they have Come meet your colleagues in teacher created to raise each student’s self-awareness education and select from a large assortment of writing processes, provide choice for of excellent sessions on developing the next writing topics and genres, select their own generation of English teachers. writing mentors, and help students engage in Chair: Latrise Johnson, University of Alabama, goal setting and reflection. Tuscaloosa Chair: Pauline Schmidt, West Chester University, PA Roundtable Leaders: Lydia Brauer, Valparaiso Lynne Dorfman, PA Writing & Literature Project/ FRIDAY University, IN Arcadia University, Dresher, PA Danelle Conner, Young Scholars of McKeesport Charter Roundtable Leaders: School, PA Roundtable 1: “Collaborative Inquiry: Teachers Donna Fogelsong, Virginia Tech, Blacksburg and Students Developing Their Writing Identities Joseph Haughey, Northwest Missouri State University, Together” Maryville Mary Buckelew, West Chester University, PA Jim Hill, Virginia Tech, Blacksburg Janice Ewing, Cabrini University, Radnor, PA CJ Holthaus, Northwest Missouri State University, Maryville Roundtable 2: “The Writing Conference: A Place Paige Horst, Radford University, VA for Students and Teachers to Gain Agency through Charles Lang, Teachers College, Columbia University, Inquiry” Liz Corson, Temple University, Philadelphia, PA New York, NY Yvonne Martinez, New Mexico State University, Las Roundtable 3: “Children’s Literature That Sparks Cruces Ideas for a Writer’s Notebook” Joseph Mata, New Mexico State University, Las Cruces Chris Kehan, Central Bucks School District, PA Elizabeth Anne Murray, University of Alabama, Roundtable 4: “Giving Students Choice of Topic and Tuscaloosa Genre: How We Can Make That Happen” Taylor Norman, Georgia Southern University, Jason Fritz, Lower Merion School District, PA Statesboro Roundtable 5: “Helping Students to Discover Their Laura Pargas, New Mexico State University, Las Cruces Writing Identities: Observing Students during Detra Price-Dennis, Teachers College, Columbia Independent Writing” University, New York, NY Catherine Gehman, Boyertown Area School District, PA Nancy Remler, Georgia Southern University, Statesboro Roundtable 6: “Helping Students Find Topics: Karen Spector, University of Alabama, Tuscaloosa Heart Maps, Hand Maps, and Neighborhood Maps, Erica Steinitz, The University of Texas at Austin Sketching, Memory Chains, Expert Lists, Writing Susan Tily, The University of Texas at Austin Territories” Matthew Ussia, Duquesne University, Pittsburgh, PA Jen Greene, West Chester Area School District, PA Roundtable 7: “Finding Our Mentors: Who Are We G.10 How Can We Help Our Students Reading? Who Do We Want to Imitate?” G Establish and Maintain a Writer’s Brenda Krupp, Souderton Area School District, PA Identity K–16? TE Roundtable 8: “Connecting Students with 308 Community Writers: Using Conversation, Local Sponsored by the National Writing Project Stories, and Writing Mentors to Encourage Personal Storytelling” This roundtable session provides a wide Kelly Virgin, Kennett Consolidated School District, variety of experiences as facilitators, together Kennett Square, PA with participants, examine the potential for helping our students create and maintain a Roundtable 9: “Looking for Our Fingerprints as writer’s identity. Each roundtable explores Writers: Reflecting on Our Noticings—What We a set of strategies or activities to engage Always Do as a Writer” Sharon Williams, Rose Tree Media School District, PA educators in thinking, talking, and writing about their students’ personal relationships

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G.11 From Resistance to Empowerment: students and teacher, session attendees E Inquiry-Based Learning for All will collaborate with each other to produce strategies individual to each teacher’s unique M 309 population, allowing them to return home with S As teachers, we are accountable to both our plans in place for fostering their own inquiry districts and students. How do you balance learning. the things you can’t control with those that FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Chair: Sandra Dalebout, Riverside High School, Aldie, you can to create spaces for inquiry? This VA session focuses on what it can mean to take Mentor: Jason Augustowski, Riverside High School, an inquiry stance and ensure significant Leesburg, VA opportunities for inquiry to empower all students. Emphasis will be placed on the Roundtable Topics & Leaders: importance of creating meaningful literacy Roundtable 1: “Proactive Planning for Inquiry” engagements that invite children to explore Sandra Dalebout, Riverside High School, Aldie, VA their own literacy practices. Participants will Roundtable 2: “Assessing Inquiry in Diverse be involved in critical dialogue about how to Modalities” find these spaces in our classrooms and utilize Nyla Lindsey, Belmont Ridge Middle School, Leesburg, inquiry as a tool for empowerment. VA Chair: Michele Marx, Hofstra University, Hempstead, NY Roundtable 3: “Building Time-Management Skills Respondent: Debra Goodman, Hofstra University, within Inquiry” Hempstead, NY Vedika Mahey, Riverside High School, Leesburg, VA Roundtable Leaders: Christine Cirella, Hofstra Roundtable 4: “A Classroom Environment That University, Hempstead, NY Fosters Inquiry” Rebecca Donelin, Hofstra University, Hempstead, NY Courtney Maynard, Riverside High School, Leesburg, VA Nikki Frink-Martin, Hofstra University, Hempstead, NY Roundtable 5: “Authentic Rapport through Inquiry” Stephanie Gentilini-Pagonis, Port Washington UFSD/ Theodore Williamson, Riverside High School, Ashburn, VA Hofstra University, NY Kelly Mendoza, Hofstra University, Hempstead, NY G.13 Stereotyping, Appropriation, Anke Paes, Hofstra University, Hempstead, NY G and Imposition: Raising Race in Christen Schade, Elmont UFSD/Hofstra University, NY TE Classrooms Michelle Smithers, Freeport UFSD/Hofstra University, NY 311 Matthew Smithers, Saint Vincent Ferrer High School/ Hofstra University, NY Classroom conversations on race are getting more necessary and more challenging. These G.12 The Inquiry Mindset: Creating teachers explore the issues with their students. M Spirited Environment, Rapport, Chair: Elizabeth Parker, Grand Blanc Community S Instruction, and Assessment Schools, MI 310 Presenters: Adele Ashley, Teachers College, Columbia University, New York, NY In order to create a classroom that fosters Helen Bentley, Purdue University, West Lafayette, IN productive inquiry, teachers must consider Lakeya Omogun, The University of Texas at Austin their environment, established rapport, Nithya Sivashankar, The Ohio State University, planning, instructional and assessment Columbus methods. In this exciting roundtable session Tharini Viswanath, Illinois State University, Normal hosted by middle and high school students of Christy Wessel-Powell, Purdue University, West #BOWTIE (formerly #bowtieboys) and their Lafayette, IN teacher, participants will rotate between five roundtables to engage in robust discussions and planning for authentic inquiry in their own classrooms. Not only hearing from the

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G.14 Learning to Live with the Questions Presenters: Dawn Whipple, Pebblebrook High School, S of the Universe: Teaching Baldwin Mableton, GA Respondents: Diana Bishop, Lassiter High School, C and Morrison through the Spirit of Inquiry Marietta, GA Krystalyn Dennis, Cooper Middle School, Austell, GA 312 George Seaman, Lassiter High School, Marietta, GA The beautiful, prescient, revolutionary, and challenging work of 20th-century American G.18 Teaching Fun Home: Challenges, literature stalwarts James Baldwin and Toni S Benefits, and Triumphs Morrison provides a backdrop for an America C 316 FRIDAY whose citizens still struggle to understand TE each other. For more than a dozen years, a After teaching Fun Home for two years in public high school in Baltimore has taught the junior-year literature course at their both writers with fervor, making them a focal high school in St. Louis, four teachers will point of curriculum and guiding students explore the philosophy behind choosing the to strong successes on IB assessments and text, various approaches to the challenges college preparation with them. Seasoned within, moments of triumph as well as teachers will offer many resources and tips for disappointments, and successful thinking and teaching these writers, and hear from current writing exercises. students about the impact of the writers on Presenters: Maggie Ervin, John Burroughs School, St. their studies. Louis, MO Presenters: Jessie Doernberger, Baltimore City College, Shannon Koropchak, John Burroughs School, St. Louis, MD MO Jamie P. Massey, Baltimore City College, MD Jennifer Salrin, John Burroughs School, St. Louis, MO Mark Miazga, Baltimore City College High School, MD Megan Zmudczynski, John Burroughs School, St. Louis, MO G.15 Layered Inquiry in Informed M Argument Writing Instruction G.19 Research on Writing in Multiple Modes and Contexts S 313 C 317 C Teaching informed argument writing requires layers of inquiry and reflective practice for These roundtable sessions will address students and teachers. Three leaders in the research on writing in varied modes and National Writing Project (representing urban, contexts, such as online discussion boards in suburban, and rural contexts) will discuss the university classrooms and digital storytelling classroom moments that shape their argument in a women’s domestic violence shelter. writing instruction, the resources that help Attendees will have the opportunity to them reflect, and the inquiry approaches they participate in both roundtable sessions, as the use to support their students. session will be divided into two rotations of approximately 30 minutes each. Presenters: Chris Mazura, Guilderland High School, NY Casey Olsen, Columbus High School, MT Chair: Jaliyah Holly, JB Martin Middle School, La Place, Sarah Woodard, Denver Public Schools, CO LA Presenters: Huan Gao, University of Florida, Gainesville G.16 A Tale of Three Schools: One Christina Romero-Ivanova, Indiana University Kokomo M District, Three Realities S 314 TE A discussion of how the resegregation of three public schools in a single Southern school district has impacted the educational experiences of students and teachers. From physical space to curriculum to policing of students and staff, we’ll explore the very different realities of separate and unequal in the South.

2019 NCTE ANNUAL CONVENTION PROGRAM 139 G SESSIONS / 12:30–1:45 P.M.

G.20 EMPOWERing Inquiry: Must-Make G.22 Engaging Teachers and Their E Moves of Transformational Teaching M Students in Inquiry Leading to M 318 S Social Action TE Teaching well is always an act of love—for our 320 learners, ourselves, disciplinary knowledge, In this session, three National Writing Project reading, composing, problem-solving, for all Directors will share in-depth strategies to FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, significant learning that makes a difference engage teachers and students in inquiry to to the quality of our human experience, and develop argument writing and to foster social for our world. In this session we will explore action. This session provides teachers with how to plan and teach through inquiry as protocols to use with students, faculty, and cognitive apprenticeship. We will introduce the community members to identify possible EMPOWER model to help teachers Envision projects, participants, and funders. Attendees the destination, Map a plan, Prime and Orient will participate in hands-on, model lessons learners, Walkthrough or apprentice them, and will walk away with strategies relevant help them Extend and explore their learning, for classroom use and a simultaneous call to and promote Reflection in both units and action—and support for making it happen—to lesson plans. Join us in transforming our begin a project of their own. classrooms. Presenters: Robin Atwood, South Mississippi Writing Chair: Jeffrey D. Wilhelm, Boise State University, ID Project Presenters: Rachel Bear, National Writing Project, Rebecca Kaminski, Clemson University, SC, “Exploring Boise, ID the Power of Names” Christopher Butts, Boise School District/Boise State Ellen Shelton, University of Mississippi, Oxford, Writing Project, ID “Creating Arguments Based in Place and Time” Jackie Miller, Idaho State Department of Education Respondent: Adam Fachler, EMPOWER Partners, G.23 Redefining the Boy Hero: Brooklyn, NY E Empowering Sensitive Boys and M Bucking Gender Stereotypes G.21 What Really Matters? Asking Better through Middle Grade Fiction M Questions in the English Language 321 S Arts Classroom 319 In this age of toxic masculinity, where bullying, violence, and sexist and racist behavior For students, school is often about answering are equated with manliness, authors and questions posed by teachers, textbooks, and educators need to work hand-in-hand to tests. How do we encourage students to ask show boys how to find self-worth through deeper, more meaningful questions about acts of listening, caring, and kindness. We the texts they read and the world in which are four award-winning children’s authors they live? This session provides techniques who have written books featuring boys who for asking better questions in the English model positive masculinity. We would like to language arts classroom. discuss how educators can use stories like Presenters: Mike Miller, Thomas Jefferson High School, ours to empower boys and validate a different Arlington, VA, “Questioning” standard of masculinity that gives them the Mitchell Nobis, Birmingham Public Schools, MI confidence and self-acceptance all children Dirk Schulze, Lake Braddock Secondary School, Burke, need to share, connect, and inquire. VA, “Questioning” Presenters: Elana K. Arnold, Walden Pond Press/ HarperCollins Erin Kelly, Greenwillow Books/HarperCollins Kekla Magoon, Wendy Lamb Books/Random House Katherine Marsh, Roaring Brook Press Matthew Winner, Howard County Public Schools, MD

140 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

G.24 Asking All the Right (and G.26 Fanning the Flames of Inquiry—The M Wrong) Questions: How Spirited E Transformative Power of a Dialogic S Protagonists in YA Literature TE Classroom Inspire Inquiry in Students’ Reading 324 and Writing The power of a dialogic classroom allows 322 all students, even nonreaders, to actively Authors Emery Lord, NoNieqa Ramos, Leah participate in making meaning from a read Thomas, and Jasmine Warga share how they aloud. Collaborative inquiry through dialogue used inquiry to write books that challenge to explore social justice and inequality are the FRIDAY readers and lead participants in exercises driving force behind student engagement. This designed to help students seek out new ideas presentation focuses on student-led inquiries in discussions and writing. Further literature- into the African American experience through based inquiry methods provided in this elementary-level texts. Student work, videos interactive and engaging session. of dialogic discussions, lesson plans, resources, and classroom procedures will be shown to address the “nuts and bolts” of successfully Chair and Presenter: Nicole Arnette, RB Hayes High cultivating critical literacy inquiry. Participants School, Delaware, OH will be invited to collaboratively brainstorm Tradebook Authors: Emery Lord, Bloomsbury possible “critical encounters” that could spark NoNieqa Ramos, Lerner Books fiery inquiry in their own classrooms. Leah Thomas, Bloomsbury Jasmine Warga, HarperCollins Presenters: Meaghan Gulledge, Glen Springs Respondent: Sarah Ressler Wright, RB Hayes High Elementary School, Gainesville, FL/University of School, Delaware, OH West Florida Amy Lewis, Glen Springs Elementary School, G.25 Student Inquiry: Answering the Call Gainesville, FL M for Cultural Sustainability in the Deandra McKoy, Glen Springs Elementary School, Gainesville, FL S ELA Classroom Kayla Sutcliffe, Glen Springs Elementary School, TE 323 Gainesville, FL This panel showcases how inquiry of literature by 5th- through 12th-grade students and G.27 Research in Early and Elementary teachers can create cultural sustainability E Literacies: Advancing Literacy in the ELA classroom and curriculum. Many Teaching for Diverse Learners educators want to validate the growing 325 diverse student population and issues that are relevant to their students but are This roundtable session will feature research uncomfortable on how to approach these in early and elementary literacies ranging from sensitive topics. Come discover with us how to a variety of approaches to literacy education. empower and validate your students through Attendees will have the opportunity to rotate the curriculum that you design together. between three 20- to 25-minute roundtable discussions of their choice. Presenters: Sybil Durand, Arizona State University, Tempe Chair: Tami Brown, Macmillan/Disney/Hyperion/ Samantha Gorgan, La Joya Community High School, Philomel Avondale, AZ Presenters: Megan Brown, Cedarville University, OH Ginette Rossi, Arizona School for the Arts, Phoenix, AZ Samantha Ives, George Mason University, Fairfax, VA Sandra Saco, La Joya Community High School, Sharon Kerestes, Cedarville University, OH Avondale, AZ Jacquelynn Malloy, Clemson University, SC Seth Parsons, George Mason University, Fairfax, VA Allison Parsons, George Mason University, Fairfax, VA Melia Repko-Erwin, University of Colorado, Boulder Ruth Sylvester, Cedarville University, OH Jue Wang, Penn State University, University Park

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G.28 Embracing the Questions, Exploring G.30 Seeing the World with Poets’ Eyes M the Quest: Building an Inquiring E 328 Community through Hero’s Journey M S Whether poets are observing a sunrise or a Book Clubs city skyscraper, or recollecting a memory from 326 childhood, our job is to express what we see and feel as if for the first time. Poetry takes the

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Educators feel the weight of questions about what’s best for students. What if, however, film of familiarity off the everyday and helps unanswered questions are, as Rachel Naomi readers see the ordinary world with a lens of Remen suggests, “fine traveling companion(s) wonder and awe; to perceive the extraordinary . . . [that] sharpen [our] eye for the road?” in the ordinary. We will share our process of This session explores our journey sparked looking at the world with poets’ eyes and how by curricular questions and the resulting this inspirational tool translates into writing, discoveries. We’ll discuss the role of quests and then, in turn, to the teaching of writing. in children’s literature and our process of Chair: Jonda C. McNair, Clemson College of Education, SC bringing fresh life to The Odyssey through Presenters: Rebecca Kai Dotlich, Boyds Mills Press, contemporary novels. Attendees who desire to “Seeing a World of Wonder” increase student engagement, build classroom Ralph Fletcher, Heinemann Publishers/Stenhouse, community, and/or implement inquiry-based “Sharpening Poetic Images through Poetry” literature circles will gain an introduction to a Georgia Heard, Boyds Mills Press/Scholastic, Inc. collection of texts and strategies for student-led Lester Laminack, Peachtree Publishers/Scholastic, Inc., book clubs. “Mining Memories for Moments of Magic” Presenters: Andrea Adams, Manheim Township Middle School, PA G.31 Empowering Students’ Inquiry Ashley Gill, Manheim Township Middle School, PA G Practices through Language-Based Tradebook Author: Dan Gemeinhart, Macmillan Pedagogies 329 G.29 Asking for Adventure: Book Clubs E Drive Interest-Based Inquiry Sponsored by the North American Systemic Functional Linguistics Association M 327 (NASFLA) S Venture into a realm where teachers, This panel explores uses of Halliday’s theory students, administrators, and district officials of systemic functional linguistics in teaching collaborate to design and participate in learning and research for multilingual/multicultural experiences with interest-based inquiry teams. students and teachers across disciplines. Presenters share the planning process and Presenters discuss strategies for successful outcomes of several Adventure Book Club integration of language-based pedagogies to experiences, highlighting one club’s march teach students/teachers to more successfully across the Pettus Bridge singing freedom integrate understandings of genre and to songs in Selma, Alabama. Come join us as we critically analyze texts in different disciplines. share the power of books to change the world Chair: Josh Iddings, Siena College, Loudonville, NY and the difference books make in our lives. Presenters: Meg Gebhard, University of Massachusetts, You’ll leave this session eager to implement Amherst Adventure Book Clubs customized to appeal to Holly Graham, Mt. Holyoke College, South Hadley, MA, your own classrooms and schools. “Understanding Genre Analysis through the Author Presenters: Todd Child, Pike County Middle School, Bio: An Introduction to Metalanguage in an 8th Zebulon, GA, “Adventure Book Club Inquiry Teams” Grade Classroom” Lanca Dawn, Pike County Schools, Zebulon, GA, Jason Moore, Oakland University, “Genre Study within “Adventure Book Club Inquiry Teams” Inquiry; Genre Study as Inquiry” Kimberly Johnson, Pike County Middle School, Zebulon, GA, “Adventure Book Club Inquiry Teams” Mike Maddox, Pike County Middle School, Zebulon, GA, “Adventure Book Club Inquiry Teams” Ryan McGuffey, Pike County Middle School, Zebulon, GA, “Adventure Book Club Inquiry Teams”

142 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

G.32 Becoming Readers: Reading to G.34 Dynamic Inquiry through S Renew, Repurpose, and Resist S Collaborative University- C 330 C Community Partnerships Presenters will explore ways students can TE 332 unleash the radical energies of both older In this presentation, panelists will discuss their and newer texts and put them to work in year-long inquiry into developing teaching their lives. Presenters will offer ways to spark and learning partnerships between university student interest in literary texts through preservice English teachers and local high

a rhetorical approach that examines the school students. Establishing this university- FRIDAY complex social worlds and identities that community partnership and weighing its shape acts of communication, including many challenges and successes will be the students’ own experiences, interests, and primary topic of this panel. Attendees are purposes. Attendees will return to their invited to discuss this partnership with the classrooms ready to engage students in university professor, the two high school literature as a framework for responding to the English teachers, and the preservice teachers world in which they live. who participated in this inquiry. We invite all Chair and Presenter: Carol Jago, California Reading attendees to join us in the celebration of what and Literature Project we can accomplish when we work together Presenters: Robin Bates, St. Mary’s College of to achieve meaningful outcomes through Maryland, “Innovative Ways to Employ Literary dynamic collaboration and spirited inquiry. Classics” Presenters: Angel Cornell, Chambersburg Area Senior Jennifer Fletcher, California State University, Monterey High School, PA Bay, Seaside, “Reading Rhetorically” Luke Hershey, Shippensburg University, PA Glenda Funk, Highland High School, Pocatello, ID Katie Kann, Shippensburg University, PA Carl Rosin, Radnor Township School District, PA Shannon Mortimore-Smith, Shippensburg University, PA LeAnne Park, Chambersburg Area Senior High School, PA G.33 Folger Shakespeare Library: Veronica Ponti, Shippensburg University, PA M Students Learning in Real Time— Deven Whitfield, Shippensburg University, PA S Three-Dimensional Shakespeare C 331 G.35 Collaborative Inquiry and Writing as E Activism in Elementary Classrooms TE Observe the Folger Method live, up close: C 335 brand-new-to-Shakespeare Baltimore public high school students work with Michael TE Sponsored by the NCTE Committee for the Tolaydo, FolgerEd force behind our core Elementary Section Donald Graves Award activity that engages ALL students in Donald Graves (2004) stated, “Teachers who Shakespeare effectively, starting deep inside write themselves as well as write with their the language. Result: teachers are always students offer their students greater flexibility astounded by how much students can figure and understanding” (p. 90). In this session out all by themselves! teachers share examples of critical reading Chair: Peggy O’Brien, Folger Shakespeare Library, and writing explorations with their students Washington, DC using poetry, art, and digital technologies for Presenters: Heather Lester, International High School expanded possibilities for collaborative inquiry, at LaGuardia Community College, Long Island City, dialogue, student voice, and identities around NY social issues and activism. Examples of writing Amber Phelps, Baltimore City College High School, MD and mentor texts are shared. Michael Tolaydo, Folger Shakespeare Library, Presenters: Megan Adams, Kennesaw State University, Washington, DC GA, “Collaborative Inquiry and Writing as Activism in Elementary Classrooms” Eliza Braden, University of South Carolina, Columbia Tracey Flores, The University of Texas at Austin Roberta Price Gardner, Kennesaw State University, GA, “Collaborative Inquiry & Writing” Sanjuana Rodriguez, Kennesaw State University, GA

2019 NCTE ANNUAL CONVENTION PROGRAM 143 G SESSIONS / 12:30–1:45 P.M.

G.36 Inviting Compassion, Imagination, G.38 What If? Creating Agency and E and Wonder with the 2019 E Engagement through Inquiry M Charlotte Huck Award Winners TE 338 336 What happens when we trust students Sponsored the NCTE Charlotte Huck Award enough to give them the time and space Committee they need to construct understanding FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Do you believe that well-written and well- and engage in their own learning? Inquiry illustrated fiction has the power to change happens! Inquiry is an essential aspect of our world? Educator Charlotte Huck believed teaching and learning—it nurtures agency and that literature, with its capacity to invite independence. When students ask questions, compassion, imagination, and wonder, should they engage their brains and actively seek be at the heart and center of the school to understand. Research demonstrates that curriculum. Come learn more about the 2019 student-generated questions lead to greater Charlotte Huck Award-winning titles as the thought complexity, content understanding, Huck Committee shares teaching ideas for and application of knowledge. Asking these transformative titles across a range of questions opens a path to become lifelong, grade levels. curious learners. This session explores how inquiry empowers students, provides teachers Chair and Presenter: Erika Thulin Dawes, Lesley with formative data, and creates active, joyful University, Cambridge, MA communities of learners. Presenters: Maria Acevedo, Texas A&M University, College Station Chair: Emily Callahan, Crossroads Academy, Liberty, Patrick Andrus, Prairie View Elementary, Eagan, MN MO Donna Bulatowicz, Montana State University, Billings Presenter: Debbie Miller, Heinemann Desiree Cueto, Western Washington University, Respondents: Clare Landrigan, Heinemann Bellingham Tammy Mulligan, Heinemann Mary Lee Hahn, Dublin City Schools, OH Bettie Parsons Barger, Winthrop University, Rock Hill, SC G.39 Stanzas and STEAM: Integrating E Poetry into the Science Classroom G.37 Page against the Machine: Why and M 339 M How to Integrate Computer Science S Cultivate curiosity and creativity with science S into the English Language Arts poems! Professors, STEAM poets, and C Classroom curricular specialists will introduce STEAM TE 337 poetry, explore the integration of poetry into the curriculum, lead participants in creating Spirited inquiry takes many forms in our Digital a fact-based poem, and share how to bring Age. But computers do not inquire; they query. poems to life as digital stories. So how can ELA teachers leverage computers to reimagine the teaching of literature? That Chair: Melanie Koss, Northern Illinois University, DeKalb is not a question you hear often. But as the Authors/Illustrators: Sylvia Vardell, Texas Woman’s demand for computer science education University, Denton increases, ELA teachers are poised to show Janet Wong, Pomelo Books colleagues that computational methods can Presenter: Gillian King-Cargile, Northern Illinois revitalize all content areas. This workshop will University, DeKalb provide participants with everything they need to begin using computational methods to create inquiry-based studies of literature. No coding experience necessary. Just bring your love of teaching literature, sketches of your curriculum, and a laptop. Presenter: Tom Liam Lynch, Pace University, New York, NY, “Computer Science in ELA Classrooms”

144 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

G.40 Developing Literacy Skills through G.43 Educator Inquiry in the “Margins”: E Digital Tools and Multimedia Play G Professional Learning and Equity M 340 TE Conversations with the Marginal Syllabus S Presenters in this session will discuss 1) multiliteracy practices of fourth-grade 343 students as they played a narrative-based, This roundtable session about the Marginal adventure board game, 2) increasing literacy Syllabus—a project that sparks and sustains skills through multimedia play, 3) inquiry conversations among educators about

through images and ink, and 4) digital tools to educational equity using the collaborative FRIDAY spark reading inquiry and response. web annotation tool Hypothesis—will invite Presenters: Ali Conant, Northern Arizona University, participants to learn about the initiative, Flagstaff explore how the project encourages educator Jessica Gallo, University of Nevada, Reno inquiry about equity, and consider implications Sara Kersten Parrish, University of Nevada, Reno for professional learning and teaching. This Tanny McGregor, West Clermont Schools/Heinemann session will examine the 2018–19 Marginal Suzanne Porath, Kansas State University, Manhattan Syllabus “Literacy, Equity + Remarkable Notes = LEARN” developed in partnership G.41 Project-Based Learning for Inquiry with the National Writing Project and NCTE. G 341 Participants will join a roundtable of choice TE organized around emergent questions, with Nothing engages inquiry like having problems discussion supported by annotated NCTE to solve and projects to complete. Presenters articles, blog posts, and research. share various types of project-based activities Roundtable Leaders: Christina Cantrill, National including publishing, genius hour, and Writing Project, Berkeley, CA classroom curation. Joe Dillon, Aurora Public Schools/Denver Writing Chair: Ashley Kazery, Mississippi Department of Project, CO Education Remi Kalir, University of Colorado, Denver Presenters: Megan Birch, Plymouth State University, NH Michelle King, Learning Instigator, Pittsburgh, PA Zachary Clark, 826DC Cherise McBride, University of California, Berkeley Gemma Cooper-Novack, Syracuse University, NY Sarah Diller, Greencastle-Antrim School District, PA G.44 Curiosity, Teaching, Learning, and Jessica Drench, 826 Boston, Roxbury, MA TE Mucking around in ELA Rebecca Grove, Hood College, Frederick, MD 344 Meg Petersen, Plymouth State University, NH Sponsored by the National Writing Project G.42 Inquiring into Tensions Teachers are asked to focus on teaching E 342 “skills” in order to move students up to S the next grade level, but often this focus Presenters will examine various factors doesn’t serve students or teachers who are impacting preservice teachers enact practices each curious intellectuals—or as Gee (2017) and pedagogies that promote criticality and suggests “committed testers.” Vertical equity. alignment of curriculum seems logical, but Chair and Presenter: Kathryn Struthers Ahmed, Hunter often forces unrealistic expectations. Drawing College, CUNY on the research of James P. Gee, this group of Presenters: Tiffany Karalis Noel, University of Virginia, K–16 educators used our summer to consider Charlottesville what learning looks like if we used our Naitnaphit Limlamai, University of Michigan, Ann Arbor classrooms as a space to inquire, investigate, Scott Ritchie, Kennesaw State University, GA and “muck around.” Presenters: Jeanie Reynolds, University of North Carolina, Greensboro Melissa Smoak, Chatham Youth Development Center, NC Danielle VanRyen, General Greene Elementary School, Greensboro, NC

2019 NCTE ANNUAL CONVENTION PROGRAM 145 G SESSIONS / 12:30–1:45 P.M.

G.45 Inquiry with Middle School G.47 English Teacher Inquiry as M Students? How Do I Even Teach M Pedagogy, Research, and S That? S Leadership 345 TE 347 By weaving sustained inquiry into our What is the relationship between teaching, curriculums in the middle school years, we leading, and researching in the age of FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, can better prepare students to be engaged standardization for English language arts critical thinkers, problem solvers, and lifelong teachers? How can English teachers use learners. This presentation format will mimic their research to make change in broader how I introduce and approach sustained educational trends at the micro and macro inquiry in my 6th-grade English classroom, level? This presentation, consisting of five and participants will be exposed to student secondary English teacher-researchers exemplars from my class while participating in spanning middle and high school, addresses their own inquiry. We will focus on a singular how the teachers navigated the space driving question: How can we encourage between practice, theory, and policy through students to consistently craft deep and teacher inquiry. They will address how they’ve meaningful questions? overcome obstacles and implemented Presenter: Courtney Shuller, Envision Education, what they’ve learned from their research in Fremont, CA order to impact the classroom, campus, and community. G.46 Stories Countering Race: Writing Chair and Presenter: Shelby Boehm, PK Yonge C Critical Race Narratives in College Developmental Research School, Gainesville, FL TE Courses Presenters: Blake Beckett, PK Yonge Developmental 346 Research School, Gainesville, FL Christina Flake, University of Florida, Gainesville Sponsored by the NCTE College Section Cody Miller, P.K. Yonge Developmental Research Steering Committee School, Gainesville, FL A critical race approach to rhetorical study Jon Mundorf, P.K. Yonge Developmental Research opens critiques of racialized policing across School, Gainesville, FL contexts and inscribed as stories, as narratives become tools to mask systemic inequalities G.48 Teaching as Emancipatory Practice: as individualized deficiencies, especially those E Mutual Mentorships Enacting that sustain racist ideologies. To this end, TE Culturally Relevant Inquiries in Early this panel offers a critical race approach that Literacy examines when and how narratives are policed 348 for racialized people. Panelists will share culturally relevant inquiries conducted within five teacher/teacher Chair: Steven Alvarez, St. John’s University, Queens, NY educator dyads working in K–3 classrooms. Audience members will dialogue with Presenters: Aja Martinez, Syracuse University, NY James Chase Sanchez, Middlebury College, VT panelists in rotation, learning about panelists’ LaToya Sawyer, St. John’s University, Queens, NY personal and professional journeys, informed by Afrocentric principles, as they created Respondent: David Green, Howard University, Washington, DC mutual mentorships, navigated their identities, and constructed decolonizing, humanizing inquiries in early literacy. Chairs: Michele Myers, University of South Carolina, Columbia Dinah Volk, Cleveland State University, OH Haeny Yoon, Teachers College, Columbia University, New York, NY, “From Partnership to Friendship: Somebody to Lean on in Politically Uncertain Times inside and outside the Classroom”

146 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

Presenters: Jesse Gainer, Texas State University, G.50 Fostering Spirited Inquiry—The San Marcos, “Communal Responsibility through S National English Honor Society Collaborative Revision and Storytelling” 350 Janelle Henderson, Mill Creek Leadership Academy, Louisville, KY, “Centering Ourselves and Our This session will feature a student panel of Curriculum: Afrocentric Inquiries in a Second-Grade current and former National English Honor Classroom” Society (NEHS) members from Linganore Tasha Laman, Western Washington University, High School, Frederick, MD, as well as NEHS Bellingham, “Centering Ourselves and Our advisors from around the country, each of

Curriculum: Afrocentric Inquiries in a Second-Grade whom will share the inquiry-based learning FRIDAY Classroom” and teaching engendered by being involved Carmen Llerena, Public School 75, New York, NY, “From with NEHS. Session attendees will take away Partnership to Friendship: Somebody to Lean on in information about joining the NEHS network, Politically Uncertain Times inside and outside the strategies for growing existing chapters, and Classroom” stand-alone activities 9-12 grade teachers Shashray McCormack, Jefferson County Public may apply in the classroom, in their schools, Schools, Louisville, KY, “Backpack of Whiteness: and in their local communities, sustaining and Releasing the Weight to Free Myself and My growing curiosity about the art of language. Students” Presenters: Jim Brady, Bishop Eustace Preparatory Sandra Lucia Osorio, Illinois State University, Normal, School, Pennsauken, NJ “(Re)membering: Two Teachers’ Journeys Together Breanne Hicks, Saint Mary’s Hall, San Antonio, TX Implementing Culturally Sustaining Pedagogies” John Manear, Seton-La Salle High School, Pittsburgh, PA Nancy Valdez-Gainer, Austin Independent School Natalie Rebetsky, Linganore High School, Frederick, MD District, TX, “Communal Responsibility through Stephanie Robertson, Staley High School, Kansas City, Collaborative Revision and Storytelling” MO Respondent: Joanne Marciano, Michigan State David Wendelin, National English Honor Society, University, East Lansing Lakewood, CO

G.49 Creating ad Fostering a Writing G.51 Exhibitor Session: Hands-On E Community among Teachers, M Comprehension Strategies for All M Children, Youth, and Refugees S Students, Grades 4–12 S 349 CARROLL (HILTON) TE How can educators foster writing communities Sponsored by Saddleback and writing identity development? Join the This session focuses on evidence-based, conversation with university literacy faculty hands-on comprehension strategies teachers who have facilitated a writing community can use to improve reading outcomes. including K–12 students, K–12 teachers, and Participants will experience the strategies and refugee youth and young adults through a create their own manipulatives as part of the summer writing program across the past session. five years. Our goals are to connect writing research to classroom practice and to Presenters: Jill Haney, Director of Literacy foster a community-integrated and holistic Liz Mangus, Literacy Specialist approach to writing. We resist the pressure toward standardized, impersonal, or formulaic writing and instead invite writers of all ages and backgrounds to negotiate and amplify their authorial voices. Formats, instructional approaches, and materials will be shared. Presenters: Claire Lambert, High Point University, NC Amy Vetter, University of North Carolina, Greensboro Melody Zoch, University of North Carolina Greensboro

2019 NCTE ANNUAL CONVENTION PROGRAM 147 G SESSIONS / 12:30–1:45 P.M.

G.52 Poster Sessions—Innovations in Hour experiences of high school students taking Engagement a literacy support elective. Learners identified PRATT STREET LOBBY EAST-WEST, LEVEL 300 a driving question to investigate for one hour per week over ten weeks. They engaged in (CONVENTION CENTER) self-directed inquiry, research, and creation, and they shared their learning through exhibitions Poster 1: Closing the Achievement Gap through and presentations. Think–Puzzle–Explore Genius FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Hip-Hop-Based Education and Black Male Mentors Hour with us! Connect with other Genius Hour Research shows that the achievement gap is E enthusiasts, share your ideas, and leave with not being effectively closed and Black males options and plans for implementing student- M have been held at a low-class citizen status directed inquiry and innovation. S for hundreds of years. In order to combat this, TE the researcher has found that if the education Presenters: Warisha Asad, Northern Virginia Community system increases the interaction of the Black College, Centreville boy student to a successful Black male Michael Greene, Washington Irving Middle School, mentor, includes hip-hop-based education Springfield, VA in the curriculum, and continues to use best Chris Jayasinghe, Northern Virginia Community College, practices, then the students’ grades and Fairfax attendance at school increase and behavior Anne Whipp, Dorothy Hamm Middle School, Arlington, referrals decrease, ultimately closing the VA achievement gap at a faster rate and creating Poster 4: Increasing Social Skills and Motivating a more inclusive environment of learning. Students in Low Socioeconomic Groups Presenter: Lindsay Cherry, Harbor Lights Middle TE This presentation addresses the topic of equity School, Holland, MI and social justice for minority students through the inclusion of curriculum and extracurricular Poster 2: Spirited Inquiry: A Project-Based Learning programs not geared directly toward improving Unit on Censorship test scores but instead focused on providing M This session provides colleagues an engaging opportunities to build social and communicative S infographic poster full of lively activities skills and motivation. I propose an investigation for a censorship unit, structured around into remedying the issue of distributive justice project-based learning, which could be easily through increasing access from within the implemented in part or whole upon returning school environment instead of relying on to the classroom. Discover readings and policy which has shown to perpetuate the research that compel our students to become achievement gap and not properly address nor more vested in what they read in school and rectify the developmental differences between more passionate about sharing and presenting lower and middle class children. what they have discovered. Supplemental Presenter: Kylah Ramos, Florida International University, handouts explain the PBL activities in detail Miami and also provide teachers with recommended Poster 5: Playing to Learn: Cross-Curricular Learning readings, activities, and internet resources with Fun in Mind from educators like Harvey Silver, Kylene M Teachers hone their knowledge of AP History Beers, Bob Probst, and others. S and AP English cross-curricular content by Presenters: Jennifer Kirchoff, East Syracuse Minoa playing to learn and participating in Escape the Central High School, Minoa, NY War Room! Meagan Kirchoff, Cortland Enlarged City School Presenter: Amanda Ponder, Houston ISD, TX District, NY Poster 3: Think–Puzzle–Explore: Genius Hour and Student-Directed Inquiry M What can Genius Hour look like with your S students? Join a collaborative exploration of Genius Hour: possibilities, planning, potential pitfalls, practical considerations, etc. This exhibition of learning documents the Genius

148 2019 NCTE ANNUAL CONVENTION PROGRAM G SESSIONS / 12:30–1:45 P.M.

Poster 6: Implementing Methods to Increase Student Poster 9: Making Reader’s Workshop Work in High Engagement with Literature in the English Language School Arts Reading Classroom S Does your literature instruction need an Encouraging teachers to reflect and inquire overhaul? Tired of teaching the same books TE about methods that they can implement in in the same ways? Join me for an informal their classrooms in order to increase student discussion of how to engage secondary involvement, this project looks at a few methods students in an authentic Reader’s Workshop that lead to student engagement and analyzes experience, including the use of engaging the feasibility of incorporating these methods of contemporary texts, mini lessons, book clubs,

teaching in the ELA reading class. and partner and group collaboration, in an FRIDAY Presenters: Gloria Acosta, Miami, FL effort to improve students’ literacy skills and Olivia Hiriart, Florida International University, Miami bring back their joy of reading. Presenter: Katie Elder, Rowland Unified School District, Poster 7: Tearing Down the Wall of Social Image Pomona, CA through Creative Writing M Welcome to the “Modern Breakfast Club,” a.k.a. Poster 10: Fighting Words: Engaging with Global Creative Writing. Students from every social S News through Poetry group come together in a conglomeration that E How can poetry be an effective response TE leads to new friendships and a love of writing: M to current events? How can we use poetry the accelerated students, the sports stars, the to connect global issues to our local and S “popular” crowd, the troublemakers and class personal contexts? The Fighting Words poetry clowns, and the outsiders. The barriers of cliques TE workshop and contest, an initiative of the break down as students realize they have more Pulitzer Center, provides an opportunity for similarities than differences. The natural curiosity students to engage with these questions by of students results in an organic creative process. exploring multimedia global news stories and Creative writing gives them the outlet needed writing original poems. This session shares the to break down those walls. We’ll share tips on workshop guide, contest information, student creating a classroom that exudes acceptance, work, and more resources to foster students’ compassion, and a love for writing. curiosity about the world through global news. Presenters: Debra Mahnken, Fleetwood Area High Presenters: Hannah Berk, Pulitzer Center, Washington, School, PA, “Creative Writing “ DC Sarah Wilkinson, Fleetwood Area High School, PA, Fareed Mostoufi, Pulitzer Center, Washington, DC “Creative Writing “ Poster 11: Creating Digitally Curious Learning Poster 8: Harnessing the Power of Nature to Create a Environments Supportive Environment for Spirited Inquiry M Our students are living in the “Renaissance E Research increasingly supports the benefits of Inquiry.” They carry devices that connect of including natural elements in the learning M them to more information than ever before. environment. Natural elements can reduce stress, They have access to a wider variety of ideas S increase focus, and spark inquiry. This session and opinions than any other generation. Music, TE will feature a multidimensional poster that literature, art, and information are available demonstrates practical ways that educators can to all learners with an internet connection. All incorporate natural elements into their learning of these advancements are redefining what environment and will include a sample discovery it means to be literate and to be curious. center. The session also will include handouts This session will show how a Humanities- (1) citing research supporting specific outcomes based approach in the English language arts of including natural elements in educational classroom and a sense of “digital curiosity” environments; (2) listing practical ways that push students to want to dig more deeply. educators can incorporate nature into the daily Presenter: Lawrence Reiff, Roslyn Union Free School school routine and the classroom environment; District, NY and (3) listing outdoor challenges that educators can use with students. Presenter: Jo Hackl, Random House Children’s Books

2019 NCTE ANNUAL CONVENTION PROGRAM 149 H SESSIONS / 2:00–3:15 P.M.

G FEATURED SESSION

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Black Feminist Code: @The Intersections of Digital Technologies, Literacy Research, and Black Girl Literacies BALLROOM IV

Safiya Umoja Noble argues that Black feminist critique unravels the material consequences of white supremacy and imperialism in the transnational technology industry. Based on this Black feminist lens on new media, this panel merges what Noble calls the critical future in “intersectional Black feminist technology studies” with Black girlhood studies and Black girl literacies studies. We thus situate Black girls’ digital production in new understandings of Detra Price-Dennis and possibilities for literacy research.

Chair and Presenter: Detra Price-Dennis, Teachers College, Columbia University, New York, NY Presenters: Delicia Greene, University of Albany, NY Carmen Kynard, Texas Christian University, Fort Worth Tonya Perry, University of Alabama, Birmingham LaToya Sawyer, St. John’s University, Delicia Greene Carmen Kynard Queens, NY

Tonya Perry LaToya Sawyer

150 2019 NCTE ANNUAL CONVENTION PROGRAM H SESSIONS / 2:00–3:15 P.M.

H.01 The Intersection of Literacy, Sport, Roundtable 4: E C Culture, and Society Katie Dredger, James Madison University, Harrisonburg, M TE BALLROOM II VA, “Student Stories: Identity, Race, and Power in S Sports Media” This roundtable session invites attendees to explore Paul Thomas, Furman University, Greenville, SC, “Race, contemporary literacies and diverse teaching Athleticism, and Intelligence in Media Narratives of practices by using sports content and an examination Athletes” of sports culture to create learning environments that Mark Miazga, Baltimore City College High School, MD, empower students to think critically about issues “Baseball, Racism, and Tragedy in August Wilson’s impacting the world around them. Fences and the Negro Leagues” FRIDAY

Chair and Roundtable Leader: Alan Brown, Wake Roundtable 5: Forest University, Winston-Salem, NC Erica Caasi, University of Colorado, Boulder, “Women, Keynote Speaker: Katherin Garland, Santa Fe College, the Weight Room, and Society: Examining Gender Gainesville, FL Discourses and the Effects of Cultural Messages and Structural Constraints on Gender” Roundtable Topics & Leaders: Crystal L. Beach, Buford High School, GA, “Her Sport, Roundtable 1: Her Body, Her Words: Analyzing Narratives of Chris Crowe, Brigham Young University, Provo, UT, Female Athletes in the Media” “Going beyond the Obvious: Using Sports Literature Cathy Leogrande, Le Moyne College, Syracuse, NY, to Engage All Students” “Booth, Sideline or Studio? How Place Defines Benjamin Woodcock, Okemos High School, MI, “Rah! Female Sports Broadcasters” Rah? A Teacher’s Inquiry into Students’ Spirit(s) Roundtable 6: about Current Events” Jeffrey D. Wilhelm, Boise State University, ID, Bryan Ripley Crandall, Fairfield University, CT, and “EMPOWERing Inquiry: Using the EMPOWER William King, Bassick High School, Bridgeport, CT, Method to Plan Inquiry Units and Lessons about “Game On! The Sports Writing Summer Literacy Lab Sports” for Middle School Youth” Mark Fabrizi, Eastern Connecticut State University, Roundtable 2: Willmantic, “Based on a True Story: Research, Media Sarah J. Donovan, Oklahoma State University, Literacy, and Storytelling through Sports Films” Stillwater, “From Rec Leagues to Elite Clubs: How Katherin Garland, Santa Fe College, Gainesville, the Game Changes in YA Lit and What It Means for FL, “Questioning Sports Media with Critical Text Student-Writers” Analyses” David Premont, Purdue University, West Lafayette, Roundtable 7: IN, “On Writing: Lessons from Sports Writers and Justin Corazza, Cranford High School, NJ, “The Need Athletes” to Live on the Edge: Transcendentalism and Extreme Robert Ford, North Branford Public Schools, CT, Sports” “Investigating Nationalist Constructions in Sports Sean Connors, University of Arkansas, Fayetteville, Narratives” “Outsiders Looking In: Using Adventure Literature to Roundtable 3: Support Students’ Practicing Social Criticism” Johnny Allred, University of Arkansas, Fayetteville, Roundtable 8: “Balls and Books: Representations of Athletes as Jeff Mann, Triton Central Middle School, Fairland, IN, Readers in YA Sports Literature” “From Sidelines to Bylines: Using a Student-Created Wendy Glenn, University of Colorado, Boulder, “Athletic Sports Magazine as a Vehicle for Writing in Middle Girls on Fire: Representations of the Female Athlete School” in Dystopian Literature and Sports Media” David Pegram, Paradise Valley Community College, Shelly Shaffer, Eastern Washington University, Cheney, Scottsdale, AZ, “Contextualized Coursework for the “How Do Sports Stack Up? Race and Racism in Student Athlete: An Approach to Research, Writing, Backfield Boys” and Self-Reflection” Billy Gerchick, Phoenix College & Metro Tech High School, AZ, “Literacies through Sports 101: Designing a Contextualized ENG 101 Course for College Student-Athletes”

2019 NCTE ANNUAL CONVENTION PROGRAM 151 H SESSIONS / 2:00–3:15 P.M.

Roundtable 9: spaces? This session will explore these and Abby Zlotnick and Dawan Coombs, Brigham Young a series of “What if . . .” wonderings from the University, UT, “The Intersection of Student Identities point of view of three elementary teachers and Contemporary Issues” and their students as they embarked on a Rebekah Degener, Minnesota State University, journey that resulted in a constantly evolving, Mankato, “Pressing on Together: Mentorship through and imperfect, community whose goal was Peritext in Sports Picture Books” to amplify student voice by transforming the FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Heather Jones, Fern Creek High School, Louisville, KY, power relationships in the classroom. “Creating a Guest Speaker Series: Careers in Sports Presenters: Caryl Crowell, retired teacher, Tucson, AZ beyond the Courts” Faryl Kander, previously at Jenks Public Schools, San Roundtable 10: Diego, CA Luke Rodesiler, Purdue University, Fort Wayne, IN, Elisa Waingort, W. O. Mitchell School, Calgary, AB and Mark A. Lewis, James Madison University, Harrisonburg, VA, “Archetypes, Coaches, and The H.05 A White Problem: Second-Wave Contender” TE Critical Whiteness Studies and the Alan Brown, Wake Forest University, Winston-Salem, Field of English Education and ELA NC, “Dance 122: Connecting Movement, Poetry, 304 Literacy, and Student-Athlete Identity” Elijah Shalaway, Wake Forest University, Winston- The purpose of this panel is to identify race, Salem, NC, “Sports and Literacy: An Analysis of especially whiteness, as a problem that Scholarship Since Title IX” concerns white people as well as people of color in English education and English H.03 Social-Emotional Learning through language arts (ELA). The papers in this panel E Literacies will detail conceptual and practical ways in 301 which a second wave of critical whiteness studies can inform teaching, research, and Presenters in this session will discuss program design in English education and ELA supporting students to identify, discuss, in K–12 and teacher education contexts. and take action against injustice; using Chair: Tara Johnson, Purdue University, West picture books when teaching students with Lafayette, IN incarcerated loved ones; and exploring identity Presenters: Pauli Badenhorst, University of Texas Rio through intentionally selected read-aloud Grande Valley experiences. Justin Grinage, University of Minnesota, Minneapolis Chair: Salika Lawrence, Medgar Evers College, CUNY Samuel Tanner, Penn State University, State College Presenters: Breeanna Dexter, SUNY at Cortland Respondent: April Baker-Bell, Michigan State Christopher Hass, Center for Inquiry, Columbia, SC University, East Lansing Katie Kelly, Furman University, Greenville, SC Lester Laminack, Peachtree Publishers/Scholastic, Inc. H.06 Unpacking Shakespeare’s Baggage: Rhiannon Maton, SUNY at Cortland E Inquiry into Cultural Authority in Nicolette McKeon, SUNY at Cortland M the Classroom Tiffany Palmatier, Center for Inquiry, Columbia, SC Nozsa Tinsley, Center for Inquiry, Columbia, SC S 305 Emily Urias-Velasquez, SUNY at Cortland TE Sponsored by the Modern Language Breanna Washington, SUNY at Cortland Association, Committee on K–16 Alliances Shakespeare’s cultural authority leads H.04 Transforming Classrooms into students and teachers to approach the plays E Shared Spaces of Inquiry: Teachers from different perspectives: ELA teachers M and Students Learning Together may want to spark students’ love for the TE 303 plays and language, while students may feel Shakespeare “must” be understood, enjoyed, Sponsored by CELT and identified with. Teaching Shakespeare Teachers who partner with their students can thus be a repressive pedagogy in which are able to transform their classrooms into conservative narratives of heteronormative shared spaces for inquiry and learning. How romance; intergenerational conflict; racial, can students’ voices be amplified to co-create ethnic, and class privilege; and ableist more productive, joyful, and active learning

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discourses are presented as “universal.” By H.08 Teachers as Writers: Practices and interrogating our biases about Shakespeare, G Possibilities—An NCTE Roundtable we can make studying him empowering. After TE Session group exercises to recognize our “baggage” 307 around Shakespeare, we explore approaches for engaging young people in spirited inquiry. Sponsored by the ELATE Commission for Chairs: Sarah R. Robbins, Texas Christian University, Writing Teacher Education Fort Worth In this 6th annual roundtable session, teacher- Kelly Virgin, Kennett Consolidated School District, writers from around the country share ideas

Kennett Square, PA and experiences about how they incorporate FRIDAY Anne Whitney, Penn State University, University Park writing in purposeful ways across their Presenters: Ariane Balizet, Texas Christian University, personal and professional lives. Roundtable Fort Worth, “Adaptation in Young Adult Fiction” groupings reflect themes from research on Ann Christensen, University of Houston, TX, “Teaching teacher writing: understandings teacher- with Writing” writers gain “from the inside” for our writing Laura Turchi, University of Houston, TX, “Digital classrooms, formal and informal support Shakespeare: Unpacking ELA Classrooms Where systems to promote teacher writing, teacher the Most Established Curriculum and Disruptive inquiry and research, advocacy and public Technologies Are Both at Play” writing endeavors, digital writing, and self- Kathryn Vomero Santos, Trinity University, San Antonio, care. Come ready to share your practices, TX, “Historical Sources” questions, and experiences! Chairs: Christine M. Dawson, Siena College, H.07 When Failure Is an Option: Rigorous Gansevoort, NY TE Routines for Reflective Practitioners Jim Fredricksen, Boise State University, ID 306 Christina Ponzio, Michigan State University, East Lansing A team of teacher educators who have Respondents: Heidi Atlas, Long Island Writing Project, developed an inquiry community with NY attention to literacy teacher education will Tim Dewar, University of California, Santa Barbara/ share examples of when well-intentioned South Coast Writing Project routines and practices for literacy education Darshna Katwala, Long Island Writing Project, NY development have failed—yet in the Elsie Lindy Olan, University of Central Florida, Orlando mismatch between envisioned and actual Mitchell Nobis, Birmingham Public Schools, MI events, new opportunities for reflection Dawn Reed, Okemos High School/Red Cedar Writing and unanticipated understanding/learning Project, MI emerged. We will share four examples of Mary Sawyer, SUNY New Paltz “definite flops,” intentionally planned yet Nicole Sieben, SUNY Old Westbury unrealized engagements in practice, that Shelbie Witte, Oklahoma State University, Stillwater illuminate growth and shifts in our literacy Roundtable Leaders: Sarah (Baker) Rickless, George teacher education community with an eye to Mason University supporting students. Examples from different Gabriel Acevedo, The Pennsylvania State University teacher education settings include rehearsal/ Molly Bardine, Chaminade Julienne High School internalizing, modeling with lesson play, Heather Barton, Cherokee County School District balancing needs in community partnerships, Eve Becker, Leaf and Pen and responsive teaching. Alecia Beymer, Michigan State University Chair and Presenter: Sarah Zanden, University of Eunice Bravo, Santa Maria De Gracia Northern Iowa, Cedar Falls Kristine Brickey, RCWP Presenters: Beth Buchholz, Appalachian State Michelle Bulla, Monroe-Woodbury HS University, Boone, NC Deborah Dean, Brigham Young University Nicholas Husbye, University of Wisconsin, Milwaukee Ona Feinberg, State College Area School District Julie Rust, Millsaps College, Jackson, MS Shelley Fenton, South Glens Falls CSD Christy Wessel-Powell, Purdue University, West Jessica Gallo, University of Nevada, Reno Lafayette, IN Kris Hall, State College Area School District Respondent: Lenny Sanchez, University of South Bailey Herrmann, University of Wisconsin Oshkosh Carolina, Columbia Nina Leavitt, Simmons Elementary School

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Ashley Linda, Haldane High School H.10 Stop and Think: The Brown Richard Louth, Southeastern Louisiana University E Bookshelf Examines Black Christopher Mazura, Guilderland High School M Representation in Children’s Colleen McCracken, State College Area School District Literature Sharon Murchie, Bath Community Schools S Megan Neville, Cuyahoga Heights High School TE 309 Janet Neyer, Cadillac High School

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, A team of award-winning Brown Bookshelf Lisa Scherff, Community School of Naples authors will offer resources and model Monica Sheehan, New Canaan Public Schools strategies to help educators build an Stephanie Snyder, Brown Deer Middle/High School academically and culturally relevant Catherine Sosnowski, Central CT State University classroom library. Guided discussion will offer Jill Stedronsky, William Annin Middle School opportunities to examine biases, develop Mary Tedrow, Shenandoah University a plan, and support the development of Tracy Tensen, Gilbert High School students as “reading activists,” building critical Maureen Thomas, Anne Arundel County Public Schools reading and thinking skills. Lori Vincent, Henry County School District Chair: Olugbemisola Rhuday-Perkovich, The Brown Michelle Walker, New Canaan Public Schools Bookshelf, “Literature, Equity & Social Justice, Deana Washell, State College Area School District Education, Teacher Education & Professional Development” H.09 Nuts & Bolts for New ELA Teachers Presenters: Tracey Baptiste, Algonquin Young M 308 Readers/The Brown Bookshelf S Tameka Fryer Brown, The Brown Bookshelf, “Literature, Sponsored by the ELATE Commission to C Support Early Career ELA Teachers Equity & Social Justice, Education, Teacher Education & Professional Development” TE This ELATE Commission to Support Early Gwendolyn Hooks, The Brown Bookshelf, “Literature, Career ELA Teachers session—an Annual Equity & Social Justice, Education, Teacher Tradition!—opens with words of wisdom from Education & Professional Development” nationally known leaders and follows with Kelly Starling Lyons, Penguin small-group discussions on various topics Don Tate, Peachtree/The Brown Bookshelf hosted by experts. Books and other door prizes will be given. Teachers in their first five H.11 Writing Inquiry years are especially encouraged to attend. G TE 310 Chair: Claudia Marschall, retired, Buffalo Public Schools, NY Roundtable presentations and discussions will Presenters: Tracey Flores, The University of Texas at focus on a variety of approaches to encourage Austin writing as a form of inquiry. David E. Kirkland, New York University, NY Chair: Margaret Simon, Iberia Parish Gifted Program, Kenneth Lindblom, Stony Brook University, NY LA Anna J. Small Roseboro, Grand Rapids, MI Presenters: Sarah Aronson, Beach Lane Books/ Roundtable Leaders: Lisa Storm Fink, NCTE, Scholastic, Inc. “Professional Learning Opportunities with NCTE” Paula Bourque, Augusta Schools/Stenhouse Publishers Nadia Kalman, Words Without Borders Campus, Marcie Colleen, Balzer+Bray/HarperCollins, Imprint/ Brooklyn, NY Macmillan/Orchard/Scholastic, Inc. Jennifer Ochoa, The Patria Mirabal School, New York, Erin Donelson, Erin Donelson LLC NY Lisa Eickholdt, Georgia Gwinnett College, Lawrenceville Joseph Pizzo, Black River Middle School, Chester, Kela Goodman, University of South Carolina Upstate, NJ, “Flattening Out the Hills: Academic, Social, and Spartanburg Personal Challenges for Early Career ELA Teachers” Renee Houser, Renee Houser LLC R. Joseph Rodríguez, California State University, Fresno Pam Koutrakos, Gravity Goldberg, LLC/Corwin Press Jeanine M. Staples, Pennsylvania State University, Britt Kroll, Compass Charter School, Brooklyn, NY University Park Jarrett Lerner, Simon & Schuster/Aladdin Dave Stuart Jr., Cedar Springs Public Schools, MI Andrea J. Loney, Random House Knopf Miki Maeshiro, Kamehameha Schools, Kaneohe, HI

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Jodi Manby, Cotsen Foundation for the Art of H.14 THUG Teaching: Teaching about Teaching, Redondo Beach, CA M Race, Racism, and Activism in the Sally Mayas, Compass Charter School, Brooklyn, NY S English Language Arts Classroom Becky McCraw, Goucher Elementary, Gaffney, SC TE using The Hate U Give Patty McGee, Benchmark Education Meleanna Meyer, artist/filmmaker, Honolulu, HI 313 Brooke Peters, Compass Charter School, Brooklyn, NY This panel brings together three English Katie Rust Brown, Compass Charter School, Brooklyn, NY language arts teachers and an English ed Stacey Shubitz, Stenhouse Publishers researcher who are using literature in the

Anna Sumida, Kamehameha Schools, Kaneohe, HI pursuit of racial justice in their teaching FRIDAY Patty Vitale-Reilly, PVR Consulting and research. In particular, the panelists will Julie Wright, Julie Wright Consulting illustrate how ELA teachers can use the young adult novel The Hate U Give (THUG) in the H.12 Digital Spaces for Shared Inquiry pursuit of racial justice. This session is geared G TE 311 toward educators interested in receiving support and resources for teaching about Presenters will share how digital spaces can be race, racism, gender, sexuality, and activism in used to leverage reading and writing as modes the literacy classroom. of inquiry for students and educators. Chair: April Baker-Bell, Michigan State University, East Karen LaBonte, Portland, OR Chair and Presenter: Lansing Presenters: Meghan Barnes, University of North Presenters: Lamar Johnson, Michigan State University, Carolina, Charlotte East Lansing Ben Boyington, Global Critical Media Literacy Project, Jessyca Mathews, Carman-Ainsworth High School, Claremont, NH Flint, MI Caleb Chandler, The University of Georgia, Athens Carrie Mattern, Carman-Ainsworth High School, Flint, MI Silver Moore, Classroom Clapback, Detroit, MI H.13 Queering English Education Respondent: Tamara Butler, Michigan State University, S 312 East Lansing TE What does it mean to queer English education? The presenters will address how H.15 Studying Students as Writers: LGBTQ bodies and texts impact the teaching E How to Grow and Sustain Teacher of English. M Inquiry Groups within School, Chair and Presenter: Heather McEntarfer, SUNY TE District, and Online Communities Fredonia 314 Brooke Bloomfield, Michigan State Presenters: Three teacher educators launch inquiry groups University, East Lansing with K–12 teachers across urban and rural Anthony Celaya, Arizona State University, Tempe school districts. As they support teachers in James Joshua Coleman, University of Pennsylvania, ongoing study of their students as writers, Philadelphia they create spaces where teachers share their Rachael Daniel, Michigan State University, East Lansing learnings and wonderings and nurture a spirit Elena Espinoza, Michigan State University, East Lansing of inquiry that creates transformative and Cassie Feith, Michigan State University, East Lansing sustainable change. Ryan Gandy, Michigan State University, East Lansing Rae L. Oviatt, Michigan State University, East Lansing Presenters: Kimberly Lewinski, La Salle University, Joseph Sweet, University of North Carolina, Pembroke Philadelphia, PA Michelle Ward, Michigan State University, East Lansing Jamie Marsh, California State University, Los Angeles Haley Sigler, Washington and Lee University, Lexington, VA

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H.16 What’s Novel about Graphic H.18 Secondary: Innovative, Inquiry- M Novels? GN Authors/Illustrators S Driven Approaches S Share Their Creation Processes 317 and the Sense of Wonder Graphic C This session immerses teachers in the social Novels Instill in Readers and Writers media world of our students to show how we 315 can leverage these student favorites. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, An amazing panel of graphic novel authors and Chair: Daniel Gray-Kontar, Twelve Literary Arts illustrators—Laurie Halse Anderson, John Jennings, Presenters: Kristina E. Aste-Mayer, Danvers High and G. Neri—explain their writing/illustrating School, MA processes, provide insights on their writer/illustrator Aidan Brett, Springfield High School, Delaware County, collaborations, discuss student responses, and share PA inquiry-based strategies to teach graphic novel Amy Brooks, Indian Hills High School, Oakland, NJ reading and writing to students. ELL teacher Brittany Richard Chant, University of North Florida, Jacksonville King will also present practical ways to use graphic Steven Dershimer, ASU Preparatory Academy, Phoenix, novels in classrooms. AZ Kelly Dowling, Mercersburg Academy, Mercersburg, PA Chair: Sarah Ressler Wright, RB Hayes High School, Natalie Elliott, NYOS Charter School, Austin, TX Delaware, OH Jose Garcia, Greene County Schools, Snow Hill, NC Illustrator: Damian Daffy, Abrams Publishing Sarah Gray, Greene Central High School, Snow Hill, NC Presenter: Brittany King, Dempsey Middle School, Megan McCuen, Roncalli Catholic High School, Omaha, Delaware, OH NE Tradebook Authors: Laurie Halse Anderson, Macmillan Carly O’Hagan, Ridgewood High School, NJ Greg Neri, Lee & Low Books Heather O’Loughlin, Arizona State University, Tempe Mark Robbins-Penniman, Terry Parker High School, H.17 Using Young Adult Literature to Duval County, FL S Pique English Teachers’ Curiosity, John Wesley White, University of North Florida, C Promote Creativity, and Perform Atlantic Beach TE Critical Inquiry 316 H.19 Look, Write, See: Using Art to E Develop Both Writing Skills and Art Panelists will discuss how using an inquiry- M Appreciation based approach can help students actively construct meaning and critique social norms S 318 through young adult literature. Presenters This panel will introduce writing prompts will describe specific instructional strategies grounded in observation of art work. Teachers that help students develop critical literacy, in this session will experience the joy of disrupt notions associated with stereotypes, responding to art through National Writing and reclaim their voices as agents of change. Project writing activities that challenge Attendees will consider a critical literacy participants to tell stories, analyze details, and approach and walk away with classroom-ready enter new and unfamiliar worlds through the strategies for teaching novels such as When close observation of art. Reason Breaks. Chair: Brigid Globensky, Milwaukee Art Museum, WI, Chair: Alice Hays, California State University, “Activities for Teaching Writing and Looking at Art” Bakersfield Presenters: Mary Basson, Milwaukee Art Museum/ Presenters: Elsie Lindy Olan, University of Central former English department chair, University School Florida, Orlando of Milwaukee, WI, “Activities for Teaching Writing Kia Jane Richmond, Northern Michigan University, and Looking at Art” Marquette Marisa Wall Riepenhoff, SHARP Literacy, Milwaukee, WI, “Activities for Teaching Writing and Looking at Art”

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H.20 Honoring Children: Toward Presenters: Eliza Hughes, University of Maryland E Culturally Sustaining Early Literacy Writing Project and Prince George’s County Public Teaching Schools Pamela Schnupp, University of Maryland Writing 319 Project and Prince George’s County Public Schools In this roundtable session, participants will Shana Sterkin, University of Maryland Writing Project engage in discussion about the lineage of Danielle Todd-Jones, University of Maryland Writing culturally sustaining pedagogies (CSP) and Project and Prince George’s County Public Schools the roles of all educators in enacting CSP to

move toward practices that might lead to H.22 What Does Translanguaging Mean FRIDAY equitable early literacy education. Responding E for Literacy Instruction? Inquiries to the conference theme to reawaken our own M into Translanguaging Theory and spirit of inquiry as teachers, our hope is to S Practice be in conversation with teachers about what 321 culturally sustaining pedagogies might look TE like in early childhood literacy classrooms. This panel invites all teachers of emergent Teacher-teacher educator dyads, members bilinguals to explore what translanguaging of the first cohort of Professional Dyads in pedagogy is and how they can make changes Culturally Relevant Teaching (PDCRT), will to their literacy teaching to enrich instruction share research and classroom examples. for their multilingual students. Participants Chair: Dinah Volk, Cleveland State University, OH will have the opportunity to inquire into the Presenters: Alicia Arce-Boardman, Northern Parkway possibilities that translanguaging offers by School, Long Island, NY experiencing it themselves. Panels will then Crystal Glover, Winthrop University, Rock Hill, SC present three diverse topics: translanguaging Mary Jade Haney, Horrell Hill Elementary, Hopkins, SC as a means for inquiry and instruction; Chinyere Harris, Teachers College, Columbia University, translanguaging in children’s literature and New York, NY teacher preparation; and translanguaging and Julia Lopez-Robertson, University of South Carolina, reading instruction. Columbia Presenters: Laura Ascenzi-Moreno, Brooklyn College, NY Kindel Nash, University of Maryland, Baltimore County Cecilila Espinosa, Lehman College, CUNY Patricia Piña, New York, NY Danling Fu, University of Florida, Gainesville Bilal Polson, Northern Parkway School, Long Island, NY Xenia Hadjioannou, Penn State University Respondent: Erin Miller, University of North Carolina, Luz Herrera, California State University, Fresno Charlotte Xiaodi Zhou, University of Texas Rio Grande Valley

H.21 Student-Made Writing Rubrics: H.23 Carpet Coral, Canoes, and Cameras: E Elementary Students Make It Their C Spirited Inquiry at the College of Own Micronesia 320 322 In this presentation, two classroom teachers, The two presentations provide culturally a special educator, and an ESOL teacher, relevant examples of spirited inquiry in an all University of Maryland Writing Project island context. These examples include place- teachers at an elementary school with a high based learning, critical analysis of colonial population of English language learners, texts versus oral histories, and the use of film will describe their thinking and planning to document potential foreign “management” processes, share student work and reflections, of a sacred site. and lead participants through the steps Presenters: Dan Lin, College of Micronesia students took as they learned to craft student- Denise Oen, College of Micronesia created writing rubrics. We will use digital Resida Samson-Keller, College of Micronesia tools to create a conversation about the ways student-made writing rubrics can help to add to the critical reading, connection to texts, and the agency and development of student writers.

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H.24 Drawing on Critical Literacy H.26 Cultivating Healing Spaces TE and Chicana/Latina Feminisms E 325 to Reflect, Inquire, and M In this session, researchers explore the Reimagine Literacy Research, development of healing spaces through the Language Learning, and Teacher investigation of hip hop, critical literacies, and Preparation youth participatory action research. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, 323 Presenters: Aimee Hendrix-Soto, The University of Texas Through frameworks informed by Chicana/ at Austin Latina feminisms and critical literacy, this Evan Taylor, Indianapolis Public Schools, IN panel explores inquiry-based approaches Kara Taylor, Indiana University Purdue University in preservice teacher education, literacy Indianapolis, IN studies, and bilingual and ESL teacher endorsement courses. Each study H.27 Curing the Fake-Reading Epidemic: highlights instructional practices that M A Successful High School Adopts a build on students’ cultural, linguistic, and S Reading-Writing Workshop Model embodied knowledge and provide new 326 pathways for learning. Learn how implementing a reading-writing Presenters: Ahlam Bazzi Moughania, Wayne State workshop model changed a high school University, Detroit, MI English class through student engagement and Christina DeNicolo, Wayne State University, Detroit, authentic learning. Those who attend our session MI will experience our day-to-day routine as they Mónica González Ybarra, University of Texas, El actively participate in a typical day as one of Paso our students. They will also gain insight from a Jennie Khalil, Wayne State University, Detroit, MI teacher’s and principal’s perspective as we share Cinthya Saavedra, University of Texas Rio Grande what’s going well, what’s not working, and what Valley we still have questions about. Participants will leave energized and encouraged to incorporate H.25 Pedagogizing Youth student choice in their classrooms and will gain S Participatory Action Research: practical tools and strategies to get students TE Risks and Opportunities reading and writing every day. Yes, every day! 324 Presenters: Debra Drew, Perrysburg High School, OH As youth participatory action research Caitlin Evans, Monona Grove High School, WI (YPAR) finds firmer footing as part of the Michael Short, Perrysburg High School, OH curriculum in K–12 schools and teacher education programs, this panel works to H.28 Building Bridges across Cultures understand the risks and opportunities E through Global Inquiry associated with “pedagogizing” YPAR and 327 examines its social and pedagogic impacts on school communities. We consider In our interconnected world, an understanding concepts such as love, caring, agency, of global cultures has become a necessity for community building, and the tensions children. We will share our work with Global borne out in citizenship- and activist- Culture Clubs to encourage children to develop oriented inquiry by examining three open-minded perspectives toward ways of living distinct urban contexts where literacy that differ from their own and to explore their and learning are both transformed and own global inquiries. constrained in approaches to youth inquiry Chair: Kathy G. Short, University of Arizona, Tucson in schools. Presenters: Reena Joseph, University of Arizona, Tucson, “Children’s Global Inquiries into Korea and India” Presenters: Limarys Caraballo, CUNY, Queens College Hee Young Kim, University of Arizona, Tucson, “Children’s Tiffany DeJaynes, Lehman College, Bronx, NY Global Inquiries into Korea and India” Danielle Filipiak, University of Connecticut, Storrs Dorea Kleker, Tucson Unified School District, AZ, Sahar Soleimany, Teachers College, Columbia “Encouraging Children to Think Critically about Global University, New York, NY Inquiry”

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H.29 You Can’t Say That in MG: The educators and five middle grade authors will M Value of Using Taboo Topics to share how wonderings based around stories S Inspire Student Inquiry as well as looking at an author’s research can lead students on a journey into inquiry and 328 C exploration. A panel discussion of how incorporating Chair and Presenter: Kellee Moye, Hunter’s Creek new middle grade fiction featuring topics Middle School, Orlando, FL previously considered taboo can foster Presenter: Jennie Smith, Belton Middle School, empathy and connection for all students. The Anderson County, SC panel will consider how tackling traditionally Tradebook Authors: Dan Gemeinhart, Macmillan FRIDAY prohibited or ignored topics sheds light on Celia Perez, Penguin Books for Young Readers underrepresented characters and expands the Margi Preus, Abrams Books boundaries of middle grade fiction. Laura Amy Schlitz, Candlewick Press Chair: Corrina Allen, Minoa Elementary/Books Between Trenton Lee Stewart, Little, Brown Podcast Author/Illustrator: Tony Abbott, Farrar, Straus and H.32 NCTE Author Strand: Community Giroux Books for Younger Readers G Literacies en Confianza: Learning Presenters: Ann Braden, Sky Pony/Paulsen/Penguin from Bilingual After-School Paula Chase, Greenwillow Books/HarperCollins Programs Barbara Dee, Aladdin/Simon & Schuster 331 Jo Knowles, Candlewick Press Laurie Morrison, Abrams Books Drawing on the NCTE Position Paper on the Role of English Teachers in Educating English H.30 Inquire and Discover: Authentic Language Learners (ELLs), this presentation E Voices and Cultures in Middle highlights the importance of building mutual M Grades and YA Literature trust, or confianza, between students, schools, and communities, both inside and outside of S 329 the classroom. Our students have as much to TE This panel session brings together award- teach us as we have to teach them, as long as winning authors Cynthia Kadohata, Padma we’re open to their experiences and stories as Venkatraman, and S. K. Ali, whose books invite we learn and grow together. readers to inquire and discover authentic Presenter: Steven Alvarez, St. John’s University, voices and cultures. In this session, each Queens, NY author is paired with a teacher educator to showcase books, offering classroom H.33 Creativity in the English Classroom: connections designed to help students inquire S Implementing Unique Instructional more deeply. C Approaches to Foster Inquiry Presenters: Kelly Bull, Notre Dame of Maryland 332 University, Baltimore TE Cheryl North, University of Maryland, Baltimore County In this session, presenters will address the Lois Stover, Marymount University, Arlington, VA role that creativity and creative problem Tradebook Authors: S. K. Ali, Simon & Schuster, Inc., solving can play within English classrooms. “Love from A to Z” The presentation will include unique and Cynthia Kadohata, Simon & Schuster, Inc., “A Place to creative approaches to English instruction Belong “ implemented at the secondary and Padma Venkatraman, Penguin Random House postsecondary levels that encourage student inquiry and allow students to exercise their H.31 A Reading Journey: Using Middle creativity. E Grade Novels to Lead Students to Presenters: Josh Capps, University of Louisiana, M Inquiry, Exploration, and Research Lafayette S 330 Toby Daspit, University of Louisiana, Lafayette H. Michelle Kreamer, University of Louisiana, Lafayette Reading itself is inquiry, and the questioning that follows challenges the reader to examine new things they’ve not considered. Two

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H.34 Transcending the Essay with a Flip H.36 Tech Support Needed: Connecting S 335 M Communities of Readers S How can we tear down walls and build a 337 bridge between focused and coherent essay Technology is not the enemy! But can it be writing? This session will provide an innovative used to foster students’ love of reading? way to engage students in essay writing Middle and high school teachers investigate FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, through the integration of technology and how technology can be used as a hook and real-world connections, using pop culture a tool to promote a love of reading in their and current media. By imitating the art of students. Various social technology platforms others, students gain confidence in using their are used to engage middle and high school personal experiences and prior knowledge students in meaningful discussions where to create effective essays. Participants will they share their thoughts, opinions, and experience a lesson firsthand that can be later inquiries throughout their reading journey. The applied in the classroom in any setting. conversations evolve as students investigate Presenters: Erica Guevara, Brownsville Early College their own reading identities, forge a cross- High School, TX, “Equity and Social Justice” district reading community, and create a Griselda Lamas, Brownsville Early College High School, collection of ideas, questions, and titles to TX, “Equity and Social Justice” read next. Miguel Molina, Brownsville Early College High School, Presenters: Megan Langman, Cherry Hill High School TX, “Equity and Social Justice” West, NJ Alison McCartney, Cherry Hill Public Schools, NJ H.35 Reading Nonfiction Graphic Novels Marcie Pullano, Carusi Middle School, Cherry Hill, NJ E and Illustrated Texts in an Era of M “Fake News” H.37 Emotion at the Center: Narrative, M S 336 Vulnerability, and Community in the S English Classroom As the internet and social media create C venues for the spread of misinformation, 338 the importance of reading, recognizing, How would English class be different if and evaluating quality nonfiction cannot be schools honored the role of emotion and underestimated. Educators and authors/ story in all learning? Recent interdisciplinary illustrators will discuss in this panel how research in cognitive neuroscience is putting graphic novels and illustrated texts can the foundations under beliefs that English support students’ ability to be more discerning teachers have long held about the role of story readers of nonfiction. Specifically, we will and emotion in enhancing literary growth. A discuss how these multimodal texts present teacher educator, two classroom teachers, facts to engage readers and how to effectively and award-winning YA author A. S. King share use these texts to teach students how to how they use this research in their teaching navigate and distinguish fact from fiction. and work with students to honor the spirit of Finally, we provide graphic novel/illustrated literacy with reading, writing, and curricular text suggestions for various reading levels and design. themes. Presenters: Megan Adams, Manheim Central High Presenters: Cannaday Chapman, Abrams School, “Emotion and Agency in After-School Book Glynnis Fawkes, Disney Publishing Clubs” Talia Hurwich, New York University, NY A. S. King, Penguin Young Readers, “Opening Teen Meryl Jaffe, Johns Hopkins University Center for Writers to Emotion, Identity, and Trauma” Talented Youth, Balimore, MD Kim McCollum-Clark, Millersville University, PA, Jennifer Thermes, Abrams Books “‘Since Feeling is First’: Why Teachers Need New Understandings about Emotion” Eliot White, JP McCaskey High School, “Emotion and the Science of Story in the English Language Arts”

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H.38 From Pinoy to Popular: The can play across the curriculum, and learn more E Emerging Voices of Filipino Writers about the 2019 Orbis Pictus Award titles in the process. Join the 2019 Orbis Pictus Award M in Young Adult Literature Committee as we model different ideas for 339 S teaching with these highly engaging books. Over 4 million Filipinos reside in the US, and Our ultimate goal? To model the versatility and Filipino voices are emerging in YA literature. utility of these award-winning titles, and to This own-voices panel explores the question expand your understanding of the potential of “What is the Filipino experience in the US and nonfiction.

in young adult literature?,” sharing strategies Committee Members: Seemi Aziz, University of FRIDAY to inspire all students to find “windows, Arizona, Tucson mirrors, and sliding glass doors” (Bishop, Mary Ann Cappiello, Lesley University, Cambridge, MA 1990) in Filipino characters. Amina Chaudhri, Northeastern University, Chicago, IL Authors/Illustrators: Erin Kelly, Greenwillow Books/ Denise Dávila, The University of Texas at Austin HarperCollins, “Filipino Life Experience and Filipino Daryl Grabarek, School Library Journal, New York, NY YA Characters” Jennifer Graff, The University of Georgia, Athens Marie Miranda Cruz, Starscape Publishing, “Filipino Life Sanjuana Rodriguez, Kennesaw State University, GA Experience and Filipino YA Characters” Julie Waugh, Zaharis Elementary School, Mesa, AZ Anna Osborn, Jefferson Middle School, Columbia, MO, “Filipino Life Experience and Filipino YA Characters” H.41 Student-Created Comic Strips/ Randy Ribay, HMH Books for Young Readers/Simon M Graphic Novels to Enhance Literacy Pulse/Penguin Group, “Filipino Life Experience and S Engagement and Meaning Making Filipino YA Characters” C 342 Respondent: Vanessa Perez, Clinton High School, OK, “Filipino Life Experience and Filipino YA Character TE This session examines how students compose and Diverse YA in the Classroom” their own comics to make meaning of texts they are reading, or comics of original H.39 Multimodal and Digital Literacies stories they have written. It will offer student E 340 examples and opportunities for participants to create their own. Various resources to use to M Technology today is a natural part of young create such comics will also be analyzed and learners’ lives even before they enter school, disseminated. so incorporating digital and multimodal Presenter: Jillian Wells, Kennesaw State University/ literacies into our pedagogy isn’t just smart; Kennesaw Mountain High School/Cobb Virtual it’s a necessity in order to help students Academy, GA navigate the wider world and take advantage of the myriad learning opportunities that don’t H.42 Content Area Inquiry necessarily involve print texts. TE 343 Chair: Katrina Moore, HarperCollins Publishers/ Moorestown Township Public Schools, NJ This session focuses on how preservice Presenters: Sally Brown, Georgia Southern University, science teachers plan, deliver, and reflect on Statesboro a cross-curricular lesson. We will discuss how Lane Clarke, University of New England, Biddeford, ME they segue into their teacher candidacy with Junea Goldwire, Savannah Chatham Public Schools, GA increased self-efficacy to teach literacy inquiry Stephanie F. Reid, Arizona State University, Tempe skills, regardless of their respective content areas. H.40 Teaching with the 2019 Orbis Pictus Presenters: Helen Bentley, Purdue University, West E Nonfiction Titles Lafayette, IN M 341 Tiffany Karalis Noel, University of Virginia, Charlottesville TE Sponsored by the Elementary Section Nonfiction literature is ideal for fostering inquiry in the K-8 classroom. Come stretch your thinking about the role nonfiction books

2019 NCTE ANNUAL CONVENTION PROGRAM 161 H SESSIONS / 2:00–3:15 P.M.

H.43 Blended and Personalized H.46 Method to Madness: What Worked M Learning: Leveraging Technology G (and What Didn’t) from the S to Promote Student Inquiry TE Undergraduate Methods Class TE 344 347 Imagine a school in which students This interactive session will bring together experience learning as a journey, not a several early career teachers and the professors FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, destination. Imagine a classroom where who taught their undergraduate methods students consider themselves as learners courses to inquire into what worked, what and regularly inquire about the content or didn’t, and what they wish they had known process or product that is most meaningful when they moved from the methods class into and interesting and engaging to them. their first classrooms. Session attendees will Imagine instruction that encourages self- leave with resources that have supported their reliance, develops student self-efficacy, early (and not so early) career teaching. and lifts student voice. In this session, Chair: Alex Corbitt, Boston College, MA participants will explore how blended and Presenters: Dustin Gooch, East Salisbury Elementary personalized learning approaches develop School, MD sustainable, culturally responsive pedagogy. Jason Griffith, Penn State University, University Park Giving teachers the tools needed to provide Promise Harrison, Salisbury University, MD this kind of instruction empowers them to Breanna Spangler, Port Towns Elementary School, turn over the keys and let students drive Bladensburg, MD their own education. Chamar Williams, South Mountain High School, Phoenix, Presenters: Scott Bayer, Montgomery County Public AZ Schools, Rockville, MD Respondent: Shanetia Clark, Salisbury University, MD Rachel Bennett, Montgomery County Public Schools, Rockville, MD H.47 Wired for Inclusion: Exploring How Jill Raspen, Montgomery County Public Schools, E Early Learners Write Themselves Rockville, MD TE into Community through Spirited Inquiries H.45 Riddle Me This: How Do I Make 348 E Black Lives Matter in My School M and Classroom? In this panel, we center how children produce S 346 relational literacies through compositional texts across a range of multimodal tools— Sponsored by Members of the Black music, popular culture, materials, and digital/ Caucus analog tools. We feature three Black boys who In this panel discussion, we will explore wrote their inclusion in spite of exclusionary the process Black teachers in Philadelphia institutional and curricular barriers related to are using to create support for other their intersectional identities. Undergirding Black teachers and students. We will give these inquiries is how children attempt to forge resources to sustain teachers on the journey friendships and place, become recognized of identifying how they can aid teachers of in classrooms, and enter into dialogic color and themselves in their own cities. We conversations across social networks. We offer will also give teachers the tools necessary to analytic snapshots to enrich teachers’ capacity sponsor a Black Lives Matter Week of Action for identifying how children tell and enact in their own city. We will share a Black Lives stories of inclusion and belonging. Matter Week of Action curriculum, tips on Presenters: Cassie J. Brownell, University of Toronto, how to plan the week in your city, and how OISE, ON to get teachers and families on board. Anne Haas Dyson, University of Illinois at Urbana- Presenters: Clarice Brazas, School District of Champaign Philadelphia, The U School, PA Respondents: Maria Paula Ghiso, Teachers College, Angie Crawford, The School District of Philadelphia, Columbia University, New York, NY PA Haeny Yoon, Teachers College, Columbia University, New York, NY

162 2019 NCTE ANNUAL CONVENTION PROGRAM H SESSIONS / 2:00–3:15 P.M.

H.48 Whole Language in the 21st H.49 Inquiry as a Tool to Activism and G Century: A Literacies and M Empowerment TE Languages for All (LLA) 350 Cosponsored Session Fostering student inquiry. Encouraging 349 classroom-based activism. Empowering Sponsored by Literacies and Languages for students and ourselves. These important All (LLA) goals all lead to a critical question: “How?” Literacies and Languages for All (LLA) is in a We’ll answer that question in our session as stage of renewal, building on its foundation we first discuss strategies that encourage FRIDAY of holistic, meaning-centered, constructivist curiosity. Next, we’ll examine what classroom- principles to nurture the social justice; critical based activism looks like. Finally, we’ll share thinking; inquiry learning; digital, multimodal, what it means to have empowered students and biliteracies of 21st-century educators. In and teachers. This session reminds us that this presentation, LLA board members and our classrooms mirror our world. They always journal editors will share their considerations have. We cannot grow kids who are powerful for how the founding ideas of whole language in the world without seeking to cultivate their continue to evolve to support instruction for power in our classrooms. It’s time we grow current and future generations of learners. those kids. Join us as we explore how. We look forward to engaging with our NCTE Chair: Cornelius Minor, Teachers College Reading and colleagues in a spirit of inquiry as we seek Writing Project, Columbia University, New York, NY, ways to reframe and revitalize Literacies and “At the Intersection of Donald Graves and Malcom X: Languages for All for new generations. How Inquiry Starts at the Lunch Counter and Moves throughout the Community” Presenters: Roxanne Henkin, University of Texas, San Antonio Presenters: Kylene Beers, educational consultant/ Yueh-Nu Hung, National Taichung University of Scholastic, Inc., The Woodlands, TX, “Revolutionary Education Reading: How to Help Kids Move from Transacting Deborah MacPhee, Illinois State University, Normal with a Text to Acting in Their World” Michele Myers, University of South Carolina, Columbia Stephanie Harvey, Stephanie Harvey Consulting Patricia Paugh, University of Massachusetts, Boston Sherry Sanden, Illinois State University, Normal H.50 Exhibitor Session: Teaching There’s David Schultz, Long Island University, Riverhead, NY G No Right Answer Is THE Correct Yang Wang, University of South Carolina, Columbia Answer CARROLL (HILTON) Sponsored by Amplify A great text can open up a million lines of inquiry: what motivates this character, where do you disagree with the writer’s argument, what does this historical event—like the 1936 Berlin Olympics—teach us? Take advantage of it! Let your students explore a wide range of observations as you foster their ideas rather than drive them towards a single answer. Lose control of the conversation and allow the conclusions to belong to your students. In this presentation, Deb Sabin, Chief Academic Officer of Amplify ELA, will share strategies for using strong texts to drive deep engagement and endless inquiry. Presenter: Deb Sabin, Chief Academic Officer at Amplify ELA

2019 NCTE ANNUAL CONVENTION PROGRAM 163 H SESSIONS / 2:00–3:15 P.M.

H.51 Poster Session—Inquiries into Poster 5: Two English Educators’ Inquiry into Literature Sports: How Do Sports Function in Kwame PRATT STREET LOBBY EAST-WEST, LEVEL 300 Alexander’s Sports Books-in-Verse? This poster session examines how one (CONVENTION CENTER) G preservice English teacher and one literacy TE teacher educator collaborated on an inquiry Poster 1: A Framework for Selecting Young Adult project to explore how sports function in FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Literature Kwame Alexander’s sports books-in-verse. Middle grades English language arts teachers M Findings of critical discourse analysis (e.g., could benefit from a system that guides their that sports functioned as a hero’s escape, selection of literature so that they maximize a place of pain, a relationship builder, and understanding of the subject. This poster a connection to literacy within our focus describes seven guidelines teachers should texts), teaching ideas for incorporating consider when selecting literature that will make these texts in the secondary English the process easier and the resulting literature classroom, and an annotated bibliography more enjoyable and comprehensible. of other sports books will be shared. Presenter: Jamin Carson, East Carolina University, Kathryn Caprino, Elizabethtown Greenville, NC Presenters: College, PA Poster 2: Motivating Inquiry through Informational Courtney Comer, Elizabethtown College, PA Books: A Comparison of Individual Choice versus Poster 6: A Curriculum of Violence Group Choice Much of the literary canon contains This study looks into the impact of self-selection S E violence of many types. Most of that of informational books as it pertains to the C violence focuses on the White (male) motivation to inquire. By taking a small group TE perspective and features violence against of elementary-aged children and recording their a marginalized group and/or inflicts selection in a group setting and in a solitary violence to reinstate the “normal” social setting, I will see how their choices differ. order. Teachers need to have conversations Presenter: Sarah Carpenter, University of Texas, Tyler about the use of violence in classrooms: Poster 3: Baring Teeth or Bearing Teeth? Unconscious whether it potentially triggers or Bias in Informational Picture Books retraumatizes students, whether it disrupts E Research shows that informational picture books or perpetuates the status quo, and what are useful resources for children to improve their implicit and explicit messages teachers vocabulary, literacy skills, and content knowledge send to students. on the world they encounter. The introduction Presenter: Jennifer Williams, Oklahoma City Public of the current study includes benefits of Schools, OK informational picture book readings in childhood and relevant studies on the content of the books. Poster 7: Deconstructing the Antihero: Critical Conversations on Villainization and Humanity Presenter: Sunah Chung, University of Illinois, Chicago E What does it mean to be a villain? How is a villain socially constructed? Drawing Poster 4: The Diversity of Protagonists in Children’s M and Teachers’ Choices for Grades K–2 from the movie Black Panther (2018), we S E Children’s literature reflects social values will discuss the importance of exploring and dominant perceptions representing the TE “the villain” in popular culture to critically community. The current study examined the engage with questions about humanity and lists of Children’s Choices and Teacher’s Choices finding it in those individuals we disagree by the International Literacy Association (ILA) with. so as to identify the diversity of protagonists’ Presenters: Astrid Sambolin Morales, University of representation. Children’s Choices represent Colorado, Boulder children’s preferences of content that may Francisco Torres, University of Colorado, Boulder unconsciously influence their mindsets. Teachers’ Choices reflect teachers’ knowledge and experiences as educational resources in childhood education. Presenter: Sunah Chung, University of Illinois, Chicago

164 2019 NCTE ANNUAL CONVENTION PROGRAM H SESSIONS / 2:00–3:15 P.M.

Poster 8 Beyond the Booklist: Empowering Teaching of Adolescent Literature and Sustaining Preservice Teachers’ Critical Chair: Victor Malo-Juvera, University of North Carolina Connections and Appreciation of Children’s Wilmington Literature Roundtable 4: ELATE Commission on the Teaching of E In this poster session, teacher educators Poetry share a tool that evolved as a resource to M Co-Chairs: Bonner Slayton, Moore-Norman Technology guide preservice teachers as they developed Center, Norman, OK TE critical connections with literature for young Danny Wade, Washburn University, Topeka, KS people. The Children’s Literature Resource Roundtable 5: ELATE Commission on English Methods

File, which serves as a capstone assignment FRIDAY Teaching and Learning in their children’s literature courses, Co-Chairs: Heidi Hallman, University of Kansas, empowers students while grounding their Lawrence learning experience in practice. Kristen Pastore-Capuana, SUNY Buffalo State, NY Presenters: Laura Lemanski, University of Minnesota, Roundtable 6: ELATE Commission on Writing Teacher Minneapolis, “Youth Literature” Education Sara Sterner, University of Minnesota, Minneapolis, Co-Chairs: Christine Dawson, Siena College, Loudonville, “Youth Literature” New York Megan Van Deventer, Weber State University, Ogden, UT Shauna Wight, Southeast Missouri State University, Poster 9: Doors, Windows, and Mirrors: Cape Girardeau Representation of Characters with Autism Roundtable 7: ELATE Commission on Arts and Spectrum Disorder in Children’s Literature Literacies E Books serve as mirrors, windows, and doors Co-Chairs: Alisha White, Western Illinois University, for children. This inquiry project seeks to Macomb C examine the representation of individuals Michelle Zoss, Georgia State University, Atlanta TE with autism in children’s literature by Roundtable 8: ELATE Commission on Dismantling the incorporating Reiger & McGrail’s (2015) School-to-Prison Pipeline notion that authentic children’s literature Co-Chairs: David E. Kirkland, New York University, New surrounding disabilities should present York characters with disabilities as individuals like sj Miller, University of Wisconsin-Madison any other, and should focus on both what Roundtable 9: ELATE Commission to Support Early they can do and what they cannot do. Career English Language Arts Teachers Presenters: Xiaoming Liu, Towson University, MD Co-Chairs: Anna J. Small Roseboro, NBCT, Grand Leah Ryan, Towson University, MD Rapids, MI Claudia Marschall, Buffalo, NY H.52 ELATE Commissions Meetings 1 Roundtable 10: ELATE Commission on Family and G 302 Community Literacies Co-Chairs: Tracey T. Flores, The University of Texas at TE Sponsored by English Language Arts Austin Teacher Educators (ELATE) Laura Gonzales, University of Texas at El Paso All interested ELATE (formerly CEE) and Roundtable 11: ELATE Commission on Everyday NCTE members are invited to attend the Advocacy ELATE commissions of their choice. Chair: Cathy Fleischer, Eastern Michigan University Roundtable 1: ELATE Commission on Social Justice Roundtable 12: ELATE Commission on the History of in Teacher Education Programs English Education Co-Chairs: Amy Vetter, University of North Carolina at Co-Chairs: Sheridan Blau, Teachers College, Columbia Greensboro University, New York, NY Melissa Schieble, Hunter College CUNY, New York Patricia Stock, Michigan State University, East Lansing Roundtable 2: ELATE Commission on Digital Roundtable 13: ELATE Commission on Climate Change Literacies and Teacher Education (D-LITE) and the Environment in English Education (c3e3) Co-Chairs: Nicole Damico, University of Central Co-Chairs: Russell Mayo, University of Illinois at Chicago Florida, Orlando Rich Novack, Teachers College, Columbia University, Lauren Zucker, Fordham University, New York, NY New York, NY Roundtable 3: ELATE Commission on the Study and

2019 NCTE ANNUAL CONVENTION PROGRAM 165 HI SESSIONS / 2:00-4:45 P.M. I SESSIONS / 3:30–4:45 P.M.

HI.01 High School Matters: #DisruptTexts I.02 LGBTQ+ Spirited Inquiry: Visibility S BALLROOM I G in ELA Sponsored by the Secondary Section TE BALLROOM IV Steering Committee Sponsored by the GSEA Assembly High School Matters is the one place for This session focuses on amplifying and secondary teachers. Join the #DisruptTexts FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, celebrating intersectional and transectional group as they keynote disrupting texts as voices, identities, narratives, and curricula restorative practice. Engage in conversation within LGBTQ+ and ally communities to about replacing texts, applying a critical ignite agency and visibility inside and outside lens, and making space for something else, classrooms. Keynote speakers and roundtable something better. More than 20 roundtable leaders will engage attendees in conversations sessions will follow the keynote address. fostering empowerment that leads to Chair: Tiffany Rehbein, Laramie County School District substantive changes in schools and society. #1, Cheyenne, WY Chair: Summer Pennell, Truman State University, Tricia Ebarvia, Educator Collaborative, Presenters: Kirksville, MO Dresher, PA Nicole Sieben, SUNY Old Westbury Lorena Germán, Headwaters School, Austin, TX Dana Stachowiak, University of North Carolina, Kimberly Parker, Shady Hill School, Cambridge, MA Wilmington Julia Torres, Denver Public Schools, CO Presenters: Sarah Donovan, Oklahoma State University, Stillwater Craig Young, Bloomsburg University, PA Roundtable Topics & Leaders: Roundtable 1: “Reading Our Way in US Schools: Supporting Queer Educators’ Affective Needs through Queer YA Literature” James Joshua Coleman, University of Pennsylvania, Philadelphia Roundtable 2: “Looking in Both Directions: Past and Future Perspectives on NCTE’s LGBTQ Advocacy” Stephen Adam Crawley, Oklahoma State University, Stillwater Toby Emert, Agnes Scott College, Decatur, GA Roundtable 3: “Intersectional Identities in LGBT Trade Books: Exploring the Current Trend in Rainbow Book List Winners” Darryn Diuguid, McKendree University, Lebanon, IL Tadayuki Suzuki, SUNY Cortland Roundtable 4: “The Elementary Experience: Intersectional and Transectional Voices” Rick Joseph, Birmingham Schools, MI Roundtable 5: “A Bibliotherapy Inquiry with Preservice Teachers” Megan Kennedy, Westfield Kimberly Slusser, Westfield Roundtable 6: “The Act of Asking: Student Agency and Empowerment through Inquiry” Danielle Lee, SUNY Old Westbury Roundtable 7: “LGBTQ Topics in Research” Desiree Raught, DC Public Schools, Washington, DC Roundtable 8: “Implementing Multicultural Acceptance through the Use of LGBTQ+ Texts” Stephanie Rice, SUNY Old Westbury

166 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

Roundtable 9: “Composition and Student Choice in Roundtable 5: “A Critical Discussion: Providing Teaching Queer-Inclusive Curricula: Examples from a Authentic Play Experiences in K-2 Classrooms amidst High School Classroom” the Standards and Accountability Movement” Ryan Schey, Auburn University, AL Alyssa Cohen, District 4, New York, NY Roundtable 10: “Student Activism and Sexual Rosanne Kurstedt, CUNY Hunter College Identity in the Lorimar High/Low Series” Ann Marie Smith, North American University, Houston, TX I.05 Some Places Like the Moon: A M Conversation with Karyn Parsons I.03 Spirited, Emotional, and TE and Renée Watson FRIDAY E Philosophical Literacies 304 301 TE This interactive presentation, sponsored by Highlighting tools such as yoga, human-rights Bloomsbury and Little, Brown, will feature themed picture books, and philosophical celebrity author Karyn Parsons (Hilary from questioning, presenters in this session the Fresh Prince of Bel-Air) and Newbery illustrate strategies for cultivating mindfulness, Honor and Coretta Scott King Award- emotional literacy, and questioning attitudes winning author Renée Watson. The authors in children, leading them to actively think and will talk about their books How High the seek out new understandings about the world Moon (Parsons) and Some Places Like Us around them. (Watson), authorship, Black girlhood, and life. Moderators will be Ebony Elizabeth Thomas Presenters: Treavor Bogard, University of Dayton, OH (associate professor, Graduate School of Joanne Emery, Kent Place School, Summit, NJ Education, University of Pennsylvania) and Jennifer Kagan, Oswego State University, East Jacqueline Dawson (doctoral candidate, Syracuse, NY Graduate School of Education, University of I.04 Play Is Inquiry: Creating Spaces for Pennsylvania). Jacqueline Dawson, University of E Authentic Literacy Development Presenters: Pennsylvania, Philadelphia 302 TE Karyn Parsons, Little Brown K–2 classroom teachers and university-based Ebony Elizabeth Thomas, University of Pennsylvania, literacy coaches discuss ways that purposeful Philadelphia play supports literacy learning and can be Renée Watson, Bloomsbury infused throughout the day—celebrating and fostering students’ and teachers’ curiosity. Learn how to build opportunities for purposeful play, create spaces for students’ diverse experiences, and develop culturally sustaining practices across literacy endeavors. Chair: Kathryn Struthers Ahmed, CUNY Hunter College Roundtable Topics & Leaders: Roundtable 1: “Every Book Comes Alive” Anita Ferreri, Hunter College/READ East Harlem, New York, NY Roundtable 2: “Inquiry Projects Embedded in Kindergarten Students’ Play” Martha Gutierrez, New York City Department of Education, NY Roundtable 3: “‘And his face began to brighten’: Joyful Shared Reading and Guided Retelling” Yang Hu, CUNY Hunter College Roundtable 4: “Purposeful Play through Literacy and Content Areas” Rachel Kaplowitz, Public School 83, New York, NY

2019 NCTE ANNUAL CONVENTION PROGRAM 167 I SESSIONS / 3:30–4:45 P.M.

I.06 Book Clubs: Awakening Spirited I.08 YA Lit Is Complex! Authors and E Inquiry in Students M Teachers Explore the Role of M 305 S Inquiry in Writing and Discussing Young Adult Literature S In these days of high-stakes testing, C independent reading often takes a backseat to 307 test preparation. Schools have created learning

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, This session brings together YA authors and environments where student engagement is classroom teachers to explore complexity dramatically decreased and opportunity for in young adult literature through the lens of spirited inquiry is practically nonexistent. With inquiry—that is, how authors write in response the help of a professional author and former to questions they want and need to answer, NWP site director, one school combats this and how inquiry-driven discussions of YA lit problem by creating Lunch Bunch Book Clubs. empower students to explore, understand, and From a diverse panel of educators, discover critique the world around them. Each author how to implement this program in your own will speak briefly about connections between setting, and learn how to plan book clubs, inquiry and their work in YA lit. Roundtable increase student motivation, foster discussion leaders will facilitate discussions between and inquiry, and provide students with time to authors and teachers on how reading through engage in authentic reading. the lens of inquiry can help students make Presenters: Kristi Craven, Liberty Elementary, Midway, their work with YA lit more complex. GA, “Lunch Bunch Book Clubs” Chairs: Jennifer Buehler, Saint Louis University, MO Kelly Greene, Liberty Elementary, Midway, GA, “Lunch Cathy Fleischer, Eastern Michigan University, Ypsilanti Bunch Book Clubs” Tradebook Authors: Samira Ahmed, Little Brown Natalie Mondesir, Liberty Elementary, Midway, GA, Brandy Colbert, Little, Brown Books for Young “Lunch Bunch Book Clubs” Readers/Penguin Lesley Roessing, Riverview Charter School, Port e.E. Charlton-Trujillo, Candlewick Royal, SC, “Talking Texts: Planning, Implementing, Kekla Magoon, Macmillan Children’s Publishing Group Facilitating, and Assessing Book Clubs across the Matt Mendez, Simon & Schuster Curriculum” Ruth Sepetys, Penguin Random House Neal Shusterman, Simon and Schuster I.07 “How Did the Artist Make the Fence Roundtable Leaders: Sarah Andrew-Vaughan, Ann E Disappear on the Page?” Inviting Arbor Public Schools, MI C K–3 Children’s Spirited Inquiries Daria Bliss, Traverse City High School, MI into Mandated Curricula Ricki Ginsberg, Colorado State University, Ft. Collins 306 Wendy Glenn, University of Colorado, Boulder Renee Kruep, Mehlville School District/Southern Illinois Teachers (K–3) will share how they invite University Carbondale and support children’s inquiries in their Kellee Moye, Hunter’s Creek Middle School, Orlando, FL district-mandated curricula units. They Beth Scanlon, Cypress Creek High School, Orlando, FL will provide examples of these inquiries Beth Shaum, St. Francis of Assisi Catholic School, Ann and discuss strategies they use for finding Arbor, MI resources, helping children gather and record information, and presenting their I.09 Igniting a Spirit of Inquiry through learning multimodally through books they G Wonder, Curiosity, and Creativity write, posters, constructions, and multimedia 308 presentations. Presenters: Michelle Doyle, Baltimore County Public Sponsored by the National Center for Schools, MD Families Learning (NCFL) Laura Fuhrman, Baltimore County Public Schools, MD Enter our literacy makerspace filled with Jenna Loomis, Baltimore County Public Schools, MD multidimensional wonder maker stations that foster creativity and curiosity. Engage in innovative learning experiences designed by wonderologists who value lifelong learning and choice. Collaborate, tinker with new ideas,

168 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

let your imagination soar, and create pathways occurring concurrently, participants will be to amplify student voice fueled by spirited able to choose themes and books that are inquiry. professionally and personally relevant to them. Chair: Carol Varsalona, independent consultant, Chair and Roundtable Leader: Mary Ellen Oslick, Rockville Centre, NY Stetson University, DeLand, FL Roundtable Leader: Laura Purdie Salas, Millbrook/ Roundtable Leaders: Belle Briatico, Stetson University, Lerner DeLand, FL Roundtable Topics & Leaders: Joyce Herbeck, Montana State University, Bozeman Tami Morton, Texas A&M Commerce Roundtable 1: “Using Digital Media to Wonder, Junko Sakoi, Tucson Unified School District, AZ FRIDAY Create, and Let #StuVoice Soar” Leticia Citizen, Hawthorne School, Covina, CA Carly Swanson, Stetson University, DeLand, FL Carol Varsalona, independent consultant, Rockville Sandip Wilson, Husson University, Bangor, ME Centre, NY I.11 Writing in the Limelight: Promoting Roundtable 2: “Empower Student Learners to Be M Spirited Inquiry with Young Adult Innovative Designers with Filmmaking and Stop- Motion Animation” S Literature in Summer Literacy Labs Michele Haiken, Rye Middle School and Manhattanville TE 310 College, Stamford, CT Motivated by award-winning young adult Roundtable 3: “Using the Research on Wonder and authors and scholarship on effective writing Creativity and Wonder Titles to Generate Innovative instruction, Connecticut Writing Project- Practices and Elevate Student Voice” Fairfield restructured its summer writing Kristie Hofelich Ennis, Murray State University, camps into Young Adult Literacy Labs. The Louisville, KY NWP mission to inspire young writers was Roundtable 4: “Bringing Wonder to a New Level via fused with a passion for young adult literature. Wonderopolis and STEAM” The rest is history. Each summer hundreds Brittany Howell, St. Patrick Catholic School, Louisville, KY of young people attend and collaborate with John MacLeod, National Center for Families Learning, teachers in the traditional summer institute, Louisville, KY helping to inform writing instruction and Roundtable 5: “Keep Reading! Keep Thinking! taking part in literacy workshops together. Making Wonder-Filled Video Book Bits” Chair and Presenter: Bryan Ripley Crandall, Fairfield Jennifer McDonough, The Pine School, Jupiter, FL University, CT, “Young Adult Literacy Labs” Cynthia Merrill, University of New Hampshire, Durham Roundtable Topics & Leaders: Olivia Van Ledtje, student, Wonder Lead Student Roundtable 1: “Novel Writing—Character & Plot Ambassador, Durham, NH Matter” Roundtable 6: “Chasing Wonder in the Writing Allison Fallon, Central Middle School, Greenwich, CT Makerspace: Documenting and Learning from the Emily Sawyer, Coleytown Middle School, Westport, CT Unexpected” Roundtable 2: “Project Citizen” Angela Stockman, WNY Education Associates, NY Kim Herzog, Staples High School, Westport, CT Roundtable 7: “Using Images and Curiosity to Spark Shaun Mitchell, Central High School, Bridgeport, CT Poetry” Dave Wooley, Westhill High School, Stamford, CT Christie Wyman, Country School, Weston, MA Roundtable 3: “To Write or Not to Write—The Shakespeare Lab” I.10 Engaging in Spirited Inquiry with Shannon Kelley, Fairfield University, CT E the 2019 Notable Books for a Global Kara Peters, Greenwich High School, CT M Society Roundtable 4: “Game On! The Sports Writing Lab” S 309 William King, Bassick High School, Bridgeport, CT The Notable Books for a Global Society Committee selects 25 books that reflect diversity in the broadest sense and celebrate a wide variety of voices and topics. With multiple table discussions

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I.12 Doing Inquiry: Teachers and Antero Garcia, Stanford University, CA M Students Empowered through Peter Haun, Oak Park High School, MI Nicole Mirra, Rutgers University, New Brunswick, NJ S Research Christina Puntel, George Washington Carver High 311 C School of Engineering and Science, Philadelphia, PA In this panel presentation, a group of high Mary Richards, Chugiak High School, AK school teachers, current and former high Molly Robbins, Cherokee Trail High School, Aurora, CO FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, school students, and college instructors will Roundtable 2: “A (Literacy) Force That No One Can provide a set of practice-tested instructional Deny: The Power of Youth Debate” techniques and discuss issues that have arisen Nicholas Kuroly, New York City Department of as we have assisted high school students to Education, Queens, NY carry out their own empirical research projects. Pilar Ramos, New York City Department of Education, Attendees will not only learn about how the Queens, NY presenters are leading their students through Roundtable 3: “Diving Deep: Critical Civic various types of research and research- Examinations of Beloved (but Problematic) based writing but also receive copies of the Literature” presenters’ assignment templates and rubrics. Stephanie Robillard, Stanford University, CA Chair: Leslie Rush, University of Wyoming, Laramie Presenters: Bridget Macpherson, University of North I.14 Testimonios of Doctoral Students Carolina, Chapel Hill C of Color: Grounding Ourselves Andres Palacio, Cypress Lake High School, Fort Myers, TE alongside Our Practice FL 313 Lisa Scherff, Community School of Naples, FL This presentation will center the voices of six I.13 English Teachers as Civic Educators: doctoral students of color who use testimonio M Fostering Civic Inquiry in Literacy to discuss their experiences in navigating the academy as literacy teacher educators and the S Classrooms 312 ways in which they occupy these historically TE white spaces. This panel will examine the labor Every ELA teacher knows that controversial that doctoral students of color produce and issues and current events are always present invest in their institutions in order to critique in the literacy classroom as students engage in existing structures that continue to exclude spirited inquiry about the world around them and invisibilize their experiences and presence and their place in it. This session showcases in the academy. the work of teacher educators and K–12 Chair: Patricia Abril-Gonzalez, The University of Texas teachers from across the US who are helping at Austin students raise their civic voices. Presenters will Presenters: Nathaly Batista-Morales, The University of discuss how digital literacy, debate, hip hop, Texas at Austin and literary analysis can be oriented toward Clint LaFuente, The University of Texas at Austin encouraging civic learning, dialogue, and Judith Landeros, The University of Texas at Austin action. Lakeya Omogun, The University of Texas at Austin Chair: Nicole Mirra, Rutgers University, New Brunswick, Marcela Rodríguez-Campo, University of Nevada, Las NJ Vegas Roundtable Leaders: Lauren Kelly, Rutgers University Cori Salmerón, The University of Texas at Austin Graduate School of Education, New Brunswick, NJ Respondent: Tracey Flores, The University of Texas at Carla Truttman, Northern California Writing Project Austin Roundtable Topics & Leaders: Roundtable 1: “Forging Civic Connections across Time and Space: The Digital Democratic Dialogue Project” Janelle Bence, New Tech High, Coppell, TX

170 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

I.15 Native Authors: Bringing I.17 The Revolutionary Art of Teaching: G Indigenous #ownvoices into S Fostering Students’ Right to Read and Your Classroom Write in Secondary ELA Classrooms 323 316 How many books by authors from Native Four high school English teachers from around Nations are in your classroom library? How the country share their efforts at spirited inquiry many Indigenous authors are represented as they strive to foster and even provoke in your curriculum? Are they accurate students’ rights to write and read with particular

representations? Are there contemporary attention to significant issues such as race FRIDAY kids celebrating their culture? Hear about and racism, homophobia and transphobia, and why and how to include more positive ableism. representations that build empathy and Presenters: Mollie V. Blackburn, The Ohio State University, understanding from this panel of Native Columbus authors. Jeff Blair, Grandview High School, Aurora, CO Chair: Jillian Heise, Kenosha Unified School Melissa Horner, University of Missouri, Columbia District, WI Arianna Talebian, Brooklyn, NY Tradebook Authors: Christine Day, HarperCollins Lane Vanderhule, Hilliard Davidson High School, Hilliard, OH Cynthia Leitich Smith, Candlewick Press Kevin Noble Maillard, Macmillan Children’s I.18 Telling a People’s Story: Traveling Publishing Group G Museum Exhibit Leads to District- Rebecca Roanhorse, Disney Books TE Wide Inquiry Traci Sorell, Charlesbridge/Penguin Young Readers 317 Respondent: JoAnne Powless, Onondaga Nation School, Nedrow, NY Educators of all levels can come learn how a traveling museum exhibit titled “Telling a People’s I.16 Wonder as a Way In: Teaching Story: African American Illustrated Children’s E Reading and Writing Poetry Literature” inspired an entire district to learn how pictures help tell the African American history in M through Inquiry the United States. 315 Presenters: Janie Kantner, Indian Trail Elementary School, Poetry provides a perfect opportunity Canal Winchester, OH to focus on essential close reading and Alyssa Locker, Canal Winchester LSD, OH writing skills. Unfortunately, for many, Jason Shaiman, Miami University Art Museum, Oxford, OH poetry can feel inaccessible. How can we lead students to read, write, and enjoy I.19 Writing outside of the Comfort Zone: poetry? By joining them in a process of S Unique Approaches to Teaching High wonder. Our panelists, both authors and School Inquiry-Based Writing Projects teachers, will share activities designed to approach reading and writing poetry 318 through a process of open-minded inquiry. This panel provides secondary English language Chair: Elizabeth Steinglass, Boyds Mills & Kane arts teachers with a discussion and practical Presenters: Matt Forrest Esenwine, Boyds Mills & artifacts from three inquiry-based writing Kane projects. Using multimodal, sensory-based Mary Lee Hahn, Dublin City Schools, OH writing and theme-based writing, each panelist Heidi Mordhorst, Montgomery County Public shares their experiences in teaching writing Schools, MD through assignments they have designed for their Laura Purdie Salas, Millbrook/Lerner classrooms. Chairs: Katie Alford, McKendree University, Lebanon, IL Kate Hope, Arizona State University, Tempe Presenters: Jenna Brooks, Arizona State University, Tempe Heather McCall, Arizona State University, Tempe Kristina Vasic, Arizona State University, Tempe

2019 NCTE ANNUAL CONVENTION PROGRAM 171 I SESSIONS / 3:30–4:45 P.M.

I.20 The Landscape of Escape: I.22 Writing Our Voices into the World: M Interdisciplinary Inquiry with Sci-Fi M Reawakening Our Writing Selves & Fantasy S 321 319 TE Come hear about a writing institute that What if finishing a science fiction or fantasy seeks to help young writers find their stories novel wasn’t the end but the beginning for and discover the power their stories have to FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, our students? What if, as students were influence others and the world by partnering reading books independently, they were them with professional writers. Participants’ studying topics such as environmental science, learning will be facilitated by these young history, government, art, mythology, and writers as they share their own work and cultural literacy? How might a literature of guide us through the writing experiences their “escape,” in fact, help students to see their mentors shared to inspire their writing. own world more clearly, and contribute to it Chair and Presenter: Teresa Bunner, Wake County more meaningfully? How might the fictional Public School System, NC buffer of fantasy engender a greater sense of Presenters: Terrence Canady, Wake County Public inquiry about life as it is lived in the real world? School System, NC Panelists will share how their novels appeal to Alisia Credle, Wake County Public School System, NC a variety of academic disciplines. Julie Stivers, Wake County Public School System, NC Presenters: Oona Marie Abrams, School District of the Student Presenters: Gianna Alston, Wake County Chathams, NJ Public School System, NC Authors/Illustrators: Tony Abbott, HarperCollins Kysean Lyons, Wake County Public School System, NC Publishers Queen Merck, Wake County Public School System, NC Sayantani DasGupta, Scholastic, Inc. Itzel Moreno, Wake County Public School System, NC Sarah Beth Durst, HMH/Clarion Books Blaine Purcell, Wake County Public School System, NC Eliot Schrefer, HarperCollins Publishers/Scholastic, Inc. Jailyn Robinson, Wake County Public School System, Todd Strasser, Candlewick Press NC Kes Stratton, Wake County Public School System, NC I.21 From Argument to Inquiry: Building Barbara Vasquez, Wake County Public School System, M Discourse Communities in the NC S Writing Classroom I.23 Children of Immigrants at School 320 E and in Books We want students to be curious, engaged M 322 learners who engage texts and ideas in their S writing, but the reality of our classrooms is This panel explores the unique joys and often far from that ideal. In this hands-on TE challenges that children of immigrants workshop, participants will explore how to face in school, and how these experiences foster student ownership in written and oral structure their relationship with reading and discourse through centering exploration of with their teachers. This interactive session text in argument. As learners, participants will will be guided by four children’s authors, engage in authentic written and oral discourse each themselves children of immigrants from and then debrief the experience as educators. different cultural backgrounds. Presenters: Mary Dibinga, Boston Latin Academy, MA Presenters: Hena Khan, Simon & Schuster/Lee & Low Pamela Doiley, McCormack Middle School, Boston, MA Emma Otheguy, Knopf Books for Young Readers/Lee and Low Publishers/Las Musas Olugbemisola Rhuday-Perkovich, The Brown Bookshelf Christina Soontornvat, Scholastic, Inc.

172 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

I.24 The Power of Storytelling I.26 Literature as a Basis for Social M 323 M Inquiry: Creating Books That S Prompt Conversation Join Baltimore City Public Schools middle S school teachers and students in a discussion TE 325 of the question: What is the power of Powerful literature can be the gateway to storytelling? As a mode of inquiry, storytelling exploring our own moral philosophy. As helps us interrogate ourselves and our worlds; students read the experiences of the book’s it helps us inquire about our beliefs, what characters, they begin to evaluate their own

we know and don’t know, and who we are beliefs and actions. Educators can then further FRIDAY and want to be. Focused on the novel The this process with questions on topics such as Crossover by Kwame Alexander, the session current events, prejudice, the current justice explores how students use reading and writing system’s inequalities, the effects of poverty, to inquire. Hear all presenters discuss how and equity in education. Join an English students’ growing sense of inquiry empowers educator and four acclaimed authors whose them to determine their paths, passions, and books often prompt these very conversations game plans. for a conversation and simulation on how Presenters: Ann Brigham, Great Minds, Shutesbury, MA to bridge the novel with the questions that Ashley Cook-Plymouth, Baltimore City Public Schools, take students beyond “what happened” into MD application in their own lives. This session is Michael Donaldson, Curtis Bay Elementary, Baltimore sponsored by Scholastic, Inc. City Public Schools, MD Chair and Presenter: Jennifer Nielsen, Scholastic, Inc. Authors/Illustrators: Sharon Robinson, Scholastic, Inc. I.25 Thinking Like the Fact Checkers: “Literature as a Basis for Social Inquiry: Perspective M Source Evaluation in the Digital Age of an Author of a Memoir” S 324 Deborah Wiles, Scholastic, Inc., “Literature as a Basis for Social Inquiry: Perspective of an Author of An MIT study found that fake information is Historical Novels” 70 percent more likely to be retweeted than Presenter: Shauna Christensen, Layton High School, facts, so how can we prepare our students to UT, “Literature as a Basis for Social Inquiry: A evaluate the online information that permeates Teacher’s Perspective” their world? In this session, two high school and two middle school educators share their I.27 First Draft, Only Draft—Not: work embedding lateral reading, which the G Revision as Inquiry Stanford History Education Group defined as a way to teach the strategic thinking deployed 326 by news organization fact checkers. Two Participants will learn and practice strategies university researchers share their analysis of of revision in their writing and discuss those classroom practices, helping to identify how their students can also engage in the what instructional moves effectively prepared imperative writerly move of re-seeing. students for the nuances of source evaluation Chair: Mariana Romano, Evanston Township High in today’s media-rich world. School, IL Presenters: Marissa Ausperk, Chagrin Falls Exempted Presenters: Judith Michaels, Princeton Day School, Village Schools, OH, “Digital Source Evaluation” Hillsborough, NJ, “Poetic Revision” Angie Jameson, Chagrin Falls Exempted Village Tom Romano, Miami University, Oxford, OH Schools, OH, “Digital Source Evaluation” Respondent: Angela Faulhaber, Hamilton County, Amy Myers, Notre Dame Cathedral Latin Schools, Cincinnati, OH Chardon, OH, “Digital Source Evaluation” Katie Ours, Notre Dame Cathedral Latin School, Chardon, OH, “Digital Source Evaluation” Kristine Pytash, Kent State University, OH, “Digital Source Evaluation” Beth Walsh-Moorman, Lake Erie College, Painesville, OH

2019 NCTE ANNUAL CONVENTION PROGRAM 173 I SESSIONS / 3:30–4:45 P.M.

I.28 Fiction Writing as Inquiry: Freeing I.30 Violent Writing vs Writing Violently: M Space for Literary Production and G Responding to Depictions of S Criticism in the English Classroom TE Violence in Student Writing TE 327 330 Recent curricular and policy shifts in literacy Sponsored by the NCTE Standing instruction have left scant room for the Committee Against Censorship FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, teaching of fiction in high school English What happens when students’ writing is classrooms. In this interactive panel, we will disturbing or includes depictions of violence? explore the practice of writing fiction as a How do teachers respond in a way that does means to both foster student engagement in not lead to censorship? Furthermore, at what writing and develop literary understanding. point should violent student expressions in Presenters: Sarah W. Beck, New York University, NY writing be considered a legitimate threat? Join Karis Jones, New York University, NY us in a conversation on censorship and writing Thomas Newkirk, University of New Hampshire, as we discuss creative writing instruction and Durham effective assessment strategies that will equip Scott Storm, New York University, NY teachers in properly responding to student- created disturbing or violent texts. G I.29 Inquiry: Explorations into Committee Chair: Paula Greathouse, Tennessee Tech E Curriculum Design to Spur Critical University, Mount Juliet, TN M Reading, Writing, Thinking Presenters: Lori Brown, Dawn Star Consulting LLC, S 328 Candler, NC Abena Hutchful, National Coalition Against Censorship TE This session engages teachers in a cross- Gretchen Oltman, Creighton University, Omaha, NE section exploration of curriculum design and modification, reading flexibility for maximum I.31 Your Story, My Story, Our student engagement, writing through E Story: Picture Books to Explore inquiry all contextuality within the frame of Community encouraging students to love reading. TE 330 Chair: Tony Weaver, Weird Enough Productions Presenters: Andrea Davis, South Kingstown Public For so many of us, the first books that we Schools, RI read and that stay with us are ones that help Anita Dubroc, Louisiana State University, Baton Rouge us learn about the world and how we interact Boni Hamilton, University of Northern Colorado, with the world. A great book is hard to beat Greeley as a vehicle for building understanding of Amber Hull, Toms River High School South, NJ community. Four picture book makers— Sara Kersten Parrish, University of Nevada, Reno Caldecott Award-winning Kevin Henkes, debut Jessica Koltz, University of Nevada, Reno author/illustrator Oge Mora, Pura Belpré Honor Stacy Loyd, Dayspring Christian School, Fort Collins, illustrator John Parra, and Ezra Jack Keats/ CO Kerlan Memorial Scholarship winner K-Fai Trecie Warner, Lois Lenski Elementary, Centennial, CO Steele—share how they create stories where identify and community are central concepts. The session will highlight how to use books to explore and create communities in ELA. Chair and Presenter: Susannah Richards, Eastern Connecticut State University, Willimantic Authors/Illustrators: Kevin Henkes, Greenwillow Books/HarperCollins Oge Mora, Little, Brown Books for Young Readers John Parra, Chronicle Books K-Fai Steele, HarperCollins Children’s Books

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I.32 Question with Boldness I.34 Handwrite or Type? When, Where, E 331 S and How to Successfully Use Technology in the Secondary ELA M “Question everything,” advised Euripides, TE Classroom S Ernest Gaines—and countless students. This 335 TE panel of authors explores how to grow the questioning mind beyond the Q&A, beyond Sponsored by the Secondary Section the idea of one “correct” answer. How have Teachers have finally (for the most part) heroes—fictional and true-life—created accepted the use of technology for learning.

social change through insistent questioning? FRIDAY Now, we are wrestling with questions and How can a book lead a student to ask hard having spirited discussions regarding how to questions about, and develop actionable leverage these tools to improve literacy while concern for, the natural world? Panelists will also managing the digital allure that can take share approaches to encouraging inquiry— students off task. Join us as we interactively rooted in the complexity of truth, the power explore these challenges and share techniques of empathy, historical perspective, and robust to integrate technology at the right time, for examination of sources—that derive from their the best learning outcomes, regardless of own books and from other books for young expertise. people. Chair and Presenter: Amanda Palmer, Katy ISD, TX Presenters: Leah Henderson, Simon & Schuster Presenters: Joshua Cabat, Roslyn Public Schools, Debbie Levy, Bloomsbury/Simon & Schuster Roslyn Heights, NY Jennifer Mann, Simon & Schuster/Atheneum Tracy Wade, Katy ISD, TX Mary Quattlebaum, National Geographic/Dawn Publications/Vermont College of Fine Arts I.35 Making It Visual: Exploring How Corinne Wetzel, Rocky Run Middle Schools, Fairfax County Public Schools, VA E Visual Texts Support Reading, M Writing and Meaning Making I.33 Using Informational Text to Spark 336 M Inspired Inquiry in Students and This presentation is based on the presenters’ S Teachers own inquiry into the role that visual texts can 332 play in literacy instruction. Authors Ralph Fletcher, Tanny McGregor, Louise Borden, and When we model critical inquiry toward our Trevor Bryan will share how visual texts such curriculum, putting core literary texts into as photographs, illustrations, and sketchnotes dialogue with timely, relevant informational, help students to strengthen comprehension, multimedia, and/or contemporary texts, we conversation, writing, and notetaking skills. teach students to engage in powerful literacy both in and beyond the classroom. Our Presenters: Louise Borden, Houghton Mifflin Harcourt, session focuses on a multidisciplinary inquiry “Visual Aspects of Book Writing” project on gentrification of the community Trevor Bryan, Stenhouse Publishers, “Teaching of an urban high school. Teachers led the Comprehension through Visual Texts” initial inquiry; several students involved as Ralph Fletcher, Heinemann Publishers/Stenhouse ninth graders returned to the issue as seniors Tanny McGregor, West Clermont Schools/Heinemann, for their capstone service-learning projects. “Sketchnotes as a Thinking Tool” Participants will come away with a practical approach for engaging in inquiry projects, resources, and an example of the benefits for students and teachers. Presenters: Susan Chenelle, Montclair State University, Newark, NJ Audrey Fisch, New Jersey City University, Westfield, NJ

2019 NCTE ANNUAL CONVENTION PROGRAM 175 I SESSIONS / 3:30–4:45 P.M.

I.36 Scaring Students into Reading: How I.38 Where Are You From? Diverse E Spooky Books Can Be Gateways to G Literature as Inquiry M a Long-Term Love of Reading 339 S 337 Five diverse authors will problematize, inquire, TE Children are drawn to explore what scares and discuss with the audience how to tackle them, and since spooky books also deal with a potentially ugly question: “Where are you FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, a wide array of other genres and topics, the from?” Through this panel, authors Craft, Day, spooky genre is the perfect gateway category Entrada Kelly, Lai, and Méndez will facilitate to help students develop a long-term love of an empowering process of discovery of self reading and a spirit of inquiry for ALL types of and others. The authors will share their work, books. In this panel, five middle grade authors including three new middle school novels, will show how teachers and librarians can use one new young adult novel, and one newly spooky books to inspire reluctant readers to released picture book. The authors will foster embrace a wider world of story. an inquiry stance through their thoughtful, reflective stories. Diverse literature can ignite Presenters: Sarah Cannon, Feiwel and Friends/Macmillan Samantha Clark, Simon & Schuster/Paula Wiseman Books discussions about identity that invite dialogue, S. A. Larsen, Ellysian Press/Leap Books rather than act as a source of alienation and David Neilsen, Crown Books for Young Readers “otherness.” Victoria Piontek, Scholastic, Inc. Chair: Detra Price-Dennis, Teachers College, Columbia Jonathan Rosen, SkyPony Press University, New York, NY Karen Strong, Simon KIDS Presenter: Jackie Arnold, University of Dayton, OH Kim Ventrella, Scholastic, Inc. Authors/Illustrators: Jerry Craft, HarperCollins Publications I.37 Investigating Writing Identity Christine Day, HarperCollins Publications S Using an Inductive, Inquiry-Based Erin Entrada Kelly, Greenwillow Books/HarperCollins Approach Thanhha Lai, HarperCollins Publications Mary-Kate Sableski, University of Dayton, OH 338 Yamile Saied Méndez, HarperCollins Children’s Books Writing on social media platforms allows students to develop writing skills that I.39 Informational Texts can benefit their in-school writing. In this E 340 interactive presentation, we will share an inductive, inquiry-based frame for teaching Through a variety of takes on informational that leads students to use social media posts texts, panelists explore how poetry allows to investigate who they are as writers in and young students to reflect on history as well as out of school. current topics, how children use play to make meaning of nonfiction picture books, and Presenters: Kerrigan Mahoney, University of Virginia, how a reflective discussion circle framework Charlottesville supports students’ constructive exchange of Jane Patrick, University of Virginia, Charlottesville perspectives. Chair: Mollie Welsh Kruger, Bank Street College of Education, NY Presenters: Shalise Clemons, The Ethical Community Charter School of Jersey City, NJ Mary McGriff, New Jersey City University, Flemington, NJ Eileen Meyer, Charlesbridge Publishing, Fernandina Beach, FL Courtney Shimek, The University of Georgia, Athens

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I.40 From Beloved to The Bluest Ali Grava, Anne Arundel County Public Schools, M Eye: Blending Literature and Edgewater, MD Molly Winter, The DBQ Project, Brooklyn, NY S Documentary Film to Explore the Relevance of American Master Toni C I.42 Creating Inclusive Reading Morrison Experiences in the Classroom 341 M S 343 Toni Morrison is truly an American treasure, C What kind of reader are you now? What kind a writer all students should encounter and

of reader do your students need you to be? FRIDAY critically examine as part of their journey in In this interactive presentation, the cofounders understanding American identity. American of #THEBOOKCHAT will guide participants Masters, the award-winning PBS biography to create a Reader Identity Profile, apply the series that tells the stories of America’s most Profile to a short text, and then explore self- enduring artistic and cultural giants, has analytical methods of their own reading. By produced a new film on her life, Toni Morrison: doing this, teachers will be able to create The Pieces I Am. This panel brings together more inclusive reading experiences in their authentic voices and perspectives—academics, classrooms, shift their pedagogy, and create high school educators, and students—in a more equitable opportunities for students. dialogue around how blending text with the film’s content fosters engaged inquiry and Presenters: Scott Bayer, Montgomery County Public dialectic among students to bring relevance to Schools, Rockville, MD, “Creating Inclusive Reading their here and now. Experiences” Joel Garza, Greenhill School, Addison, TX, “Creating Chair and Presenter: Kristina Kirtley, WNET New York Inclusive Reading Experiences” Public Media, NY Presenters: Jocelyn A. Chadwick, Harvard Graduate School of Education, Cambridge, MA I.45 What Does It Mean to Be Lakisha Odlum, School of the Future/Teachers College, S Asian American (in the English Classroom)? Columbia University, New York, NY TE Sarah Richard, High School for Law, Advocacy and 346 Community Justice/Teachers College, Columbia Sponsored by Asian/Asian American Caucus University, New York, NY This panel of Asian American English teachers I.41 DBQs in Literature: Inquiry and explores questions of what it has meant for them, as students and teachers, to be E Argument in the ELA Classroom Asian American in the English classroom. 342 M Panelists across diverse classroom contexts S Using a mixture of fiction and nonfiction will offer reflections on and thoughts about documents, Document-Based Questions important texts and interactions that have can sharpen students’ critical thinking, close shaped their experiences as students in K–12 reading, and evidence-based argument writing English classrooms; experiences becoming skills. This method allows students at all skill English teachers; workplace experiences (in levels, grades 3–12, to excel in the sophisticated predominantly white spaces, diverse spaces, DBQ experience. Classroom teachers from and predominantly Asian American spaces); Anne Arundel County Public Schools will join and how to better support Asian American members of the DBQ Project team to present students in finding voice and identity in strategies for successful implementation of a English classrooms. “Mini-Q in Literature.” Each participant will take Chair and Presenter: Betina Hsieh, California State away a self-contained unit ready for classroom University Long Beach implementation—as well as the pedagogical Presenters: Anna Osborn, Jefferson Middle School, tools needed to successfully guide students Columbia, MO through the DBQ process. Norman Sales, Farrington High School, Honolulu, HI Presenters: Katherine Chapman, Anne Arundel County Sahar Shafqat, Lane Tech High School, Chicago, IL Public Schools, Edgewater, MD Debbie Yoon, Katherine Delmar Burke School, San Susan Corby, Anne Arundel County Public Schools, Francisco, CA Annapolis, MD

2019 NCTE ANNUAL CONVENTION PROGRAM 177 I SESSIONS / 3:30–4:45 P.M.

I.46 Changing Climates: Inquiries into Food Wintre Foxworth Johnson, University of E Literacy with New Diverse Children’s Pennsylvania, Philadelphia, PA Books Maria Franquiz, The University of Texas at Austin Maria Leija, University of Texas, San Antonio 347 Saba Vlach, University Iowa, Iowa City The new books, strategies, and resources presented in this session help to advance

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, I.48 Deaf Students and Poetry in culturally responsive inquiries into food literacy. E the English Classroom: Using Philip Lee, founder of Lee & Low Books and M American Sign Language and Readers to Eaters, and June Jo Lee, children’s S Technology to Foster Creative author and food ethnographer, will discuss their and Critical Inquiry approaches to fostering food literacy through 349 literature. Next, Dávila & Cherniak will describe their community-based food literacy and Deaf and hard of hearing students are children’s literature inquiry program for children able to engage deeply in the study of in a low-income African American and Latinx English poetry despite their inability to neighborhood. Finally, Ladd, Melilli, and Canady, hear language in full. Bilingual studies in reviewers for The Journal of Children’s Literature, English and American Sign Language, along will present a variety of newly released diverse with the use of digital tools, enabled deaf books that support food literacy. and hard of hearing students in three high Presenters: Fawn Canady, Sonoma State University, school classrooms to translate Japanese Rohnert Park, CA poetry, create slam poetry, and analyze Shara Cherniak, The University of Georgia, Athens Lewis Carroll’s “Jabberwocky.” Denise Dávila, The University of Texas at Austin Chair and Presenter: Sara Stallard, Laurent Clerc Sophie Ladd, University of Nevada, Las Vegas National Deaf Education Center, Washington, Philip Lee, Readers to Eaters, San Francisco, CA DC, “Haiku, Tanka, and Senryū in Translation: Author/Illustrator: June Jo Lee, Readers to Eaters Classroom as Creative Lab” Presenters: Arathy Manoharan, Laurent Clerc I.47 “I heard when I was watching the National Deaf Education Center, Washington, DC, E news one time”: Analyzing Young “Slam Poetry: Video Performance in American African American and Latinx Sign Language with English Subtitles” TE Children’s Intertextual Responses to Jessica Willoughby, Laurent Clerc National Deaf Multicultural Children’s Literature Education Center, Washington, DC, “Lewis Carroll’s 348 ‘Jabberwocky’: From English to American Sign Language” “Intertextuality is most commonly defined as the process of making connections between current I.49 Inquiry Starts with Empathy and past texts” (Short, 1992, p. 315). Analyzing E 350 elementary children of color’s responses to M multicultural literature, and exploring topics such Elementary and middle school teachers as race, immigration, policing, and the presidency, will share how carefully choosing literature the three studies highlight the potentiality of about bullying, bigotry, and stereotypes for read alouds and literature circles for inquiry into student book clubs helps students develop students’ lives and the intertextual nature of their empathy. The result also deepens students’ responses. Findings demonstrate that young abilities to consider multiple perspectives children of color are cognizant of and thinking when conducting real-world inquiries. through complex issues. Presenters address Participants will engage in conversation implications for creating spaces in early and throughout and leave with tools for their elementary literacy classrooms for race-conscious own classrooms. conversations through the use of multicultural Presenters: Kathy Bartelmay, Duke School, Durham, children’s literature. NC, “Developing Schoolwide Inquiries That Chair: Laura Alamillo, California State University, Fresno Promote Equity and Justice” Presenters: Lucia Cardenas Curiel, Michigan State Leslie Bryan, Duke School, Durham, NC, “Creating University, East Lansing Podcasts to Debunk Stereotypes”

178 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

Natalie Cicero, Duke School, Durham, NC, “Using Book I.52 Poster Session—Multimodal­­ Media Clubs to Propel Students into Meaningful Inquiries” Literacy Carolynn Klein, Duke School, Durham, NC, “Building PRATT STREET LOBBY EAST-WEST, LEVEL 300 Empathy into 1st-Grade Inquiries” (CONVENTION CENTER) I.50 ELATE Membership Meeting and Poster 1: Third-Grade Students’ Literacy Practices as G Social Hour They Compose Multimodal Texts in a Digital Writing TE BALLROOM III Workshop E This session presents the findings from the All those interested in shaping English presenter’s 2017 dissertation study. The FRIDAY language arts teacher education are invited researcher’s poster will explain the New to attend this membership meeting and Literacy Studies theoretical framework and social to mingle with representatives from the ethnographic case study methodology English education programs nationwide and that were employed as the foundation for prospective English education graduate her project. She will present her qualitative students and PhD candidates. The winners of research questions, as well as the findings the 2019-2020 ELATE Research Initiative Grant and a discussion of the implications of this and 2019 ELATE Graduate Student Research research. There will also be time for questions Award competitions will be recognized. This regarding the project. is also a time to meet experienced, new, and Presenter: Jennifer Toney, Sharpsville Area School future English teacher educators. There will District, PA be an opportunity to announce ELA teacher education position openings and to talk Poster 2: Enrich Literature Classes with Primary informally with prospective candidates. Sources from the Library of Congress Digital objects from the Library of Congress’s Chair: Christian Z. Goering, University of Arkansas, M collections—and lesson starters using these Fayetteville S items—will be shared and discussed. These C I.51 Project LIT Live! online primary sources provide an endless TE supply of activities for short-duration G CARROLL (HILTON) information literacy instruction, homework Sponsored by Scholastic, Inc. assignments, research projects, or flipped classroom activities applicable to middle Meet Dr. Jarred Amato and fellow Project LIT school and high school students. Year-round educators, and learn how to launch a Project free teacher training on information literacy via LIT chapter in your school and community. primary sources from the Library of Congress’s Chapter leaders will share their Project LIT Teaching with Primary Sources Grant will be journey, booktalk some of our favorite titles, detailed and demonstrated. and answer questions to help attendees get started in 2020. We know that fundraising Presenter: Michelle Kowalsky, Rowan University, is a huge challenge for many of us, so Dr. Glassboro, NJ Amato will also introduce a new Middle School Reading event concept that Scholastic Book Fairs® is launching with select schools in the new year. Presenter: Jarred Amato, High school English teacher and founder of Project LIT

2019 NCTE ANNUAL CONVENTION PROGRAM 179 I SESSIONS / 3:30–4:45 P.M.

Poster 3: “Our Democracy” in the Classroom Poster 7: Incorporating Technology in the G “Our Democracy” is award-winning Classroom: Podcasting with Purpose E Incorporating technology within the TE photojournalist Andrea Bruce’s collaborative documentary project about American M classroom will assist in sparking inquiry within students and teachers, as well as provide democracy today. It is funded by National S Geographic and the Catchlight Foundation an infrastructure for sustaining growth and curiosity. Podcasts, when integrated

FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, and supported by the Pulitzer Center on Crisis Reporting. At this poster session, successfully, provide endless opportunities attendees can explore journalistic work and for the classroom. Teachers can present teaching resources produced by the “Our opportunities for students to produce and Democracy” reporting and education team, publish their own podcasts about a wide including documentary photo and video variety of topics. In this presentation, learn and opportunities for students to produce how podcasts can be incorporated into lesson and publish their own multimedia citizen plans and used as a tool for self-reflection. journalism about democracy to the project. Presenters: Jessica Gallo, University of Nevada, Reno Presenter: Lorraine Ustaris, Our Democracy/The Cassandra Lopez, University of Nevada, Reno Philadelphia Writing Project/Pulitzer Center on Crisis Bailee Pennington, University of Nevada, Reno Reporting, Newtown, PA Poster 8: Playing with Tech: Encouraging Students Poster 4: Fact, Opinion, or Lie? The New True-False to Explore with Digital Apps E True-False is dead. Take home classroom- G Digital applications can provide a low- stakes means of introducing students to the M ready ideas for transforming test questions and discussion templates focused on the rules concept of multimodal composition. Inquiry S of evidence and the skills of interpretation. No is inherent to the use of digital applications TE “alternative facts” here! in coursework, as the learner must first understand the tool before being able to Presenters: Annie Gu, Edison, NJ effectively use it. Thus, digital applications Robert Levin, Montclair State University, Metuchen, NJ can be meaningfully incorporated into the Poster 5: Let’s Visit the Pyramids Now: Supporting English classroom as critical components of Inquiry and Curiosity through Virtual Field Trips assignment design, encouraging students E This poster session will discuss examples to practice inquiry habits that allow them to M of technological tools to encourage understand, troubleshoot, and share their students’ inquiry and imagination. Using a S knowledge of the applications as well as host of models, the presenter will interact reflect on the process that allowed them to with participants about creative tasks to effectively use that tool. incorporate into their teaching, allowing them Presenters: Megan Mize, Old Dominion University, to engage students’ imaginations for inquiry Norfolk, VA and problem-solving activities. Rochelle Rodrigo, University of Arizona, Tucson Presenter: Mohamed Elhess, University of Idaho, ID Poster 9: Using Student-Led Inquiry to Drive Online Poster 6: An Immigrant Caravan in the Eyes of Discussion Critical Literacy S Frustrated by student lack of engagement G This presentation focuses on the critical with independent reading and frequent literacy skills developed through embodied TE plagiarism, teachers flip the script in an experiences by English-Spanish Latinx AP Literature & Composition classroom bilingual students in a dual-language and create a vibrant online exploration of classroom in the southwestern United States. literature led by student inquiry. Developing Students discuss immigration and the Central skills include close reading, questioning, American caravan. Data collected from read online discussion supported by evidence and aloud, discussions, writing, and drawing analysis, and proper netiquette. Students also activities were analyzed through critical learn to mine forum discussions as a source discourse analysis. for ideas for formalized literary analysis essays. Presenter: Johanna Esquivel, University of Texas Rio Presenters: Brent Bockelman, Southport High School, Grande Valley, Edinburg Indianapolis, IN Julie Breeden, Southport High School, Indianapolis, IN Tara Foor, Southport High School, Indianapolis, IN

180 2019 NCTE ANNUAL CONVENTION PROGRAM I SESSIONS / 3:30–4:45 P.M.

Poster 10: Primary Grade Teacher Attitudes toward Poster 12: How to Leverage the Power of Art/Visual Ebooks and Their Use in the Classroom Text to Enhance Your ELA Classroom Experience E The presentation will center around the study for Your Students of one primary school’s kindergarten, first-, M We will explore how we process media and and second-grade teachers’ attitudes and how this influences our oral, written, and visual S preferences concerning the usage of ebooks communication. We will focus on the use of in their classrooms as measured by a survey. art (visual text) to inspire inquiry, and explore The practices these teachers adopt while using the use of illustrations, photographs, comic ebooks will also be observed and noted during strips, editorial cartoons, music videos, movie

classroom observations over the duration of one clips, theater clips, documentaries, dramatic FRIDAY semester. The findings of this study may help play, commercials, and memes to enhance primary schools determine future professional understanding. We will look at specific visual learning opportunities for primary grade text aids that have been used to spark inquiry teachers as well as possible funding allocations and heighten comprehension and that have for ereader and ebook library purchases to be helped students decode complex texts. Using utilized in other classrooms. diverse texts, participants will view actual resources that have led students to ask Presenters: Bethanie Pletcher, Texas A&M University, Corpus Christi questions and make real-world connections. Cerina Ramirez, Texas A&M University, Corpus Christi Presenter: Shannon Outlaw, Fairfax County Public Schools Poster 11: Digital Tools Energize The Lightning Thief E This guided-inquiry project involves using both Poster 13: Sparking Student Inquiry with Podcasts Spark curiosity, illuminate questions, and M the original novel and the graphic novel versions M of Rick Riordan’s The Lightning Thief. The engage students in inquiry with podcasts. S S presentation will show how to use digital tools Instructional use of audio stories can help C and inquiry-based learning to help engage and students develop critical thinking skills and academically challenge students. Highlighted foster student agency. This session will explain resources include using select university how teachers can use audio stories from NPR databases, Google Tour Guide (for mapping), to engage students and inspire them to drive virtual tours of cultures/countries through their own inquiry learning journey. YouTube 360, the Google Expeditions app, and Presenters: Laura Krenicki, William J. Johnston Middle other online resources. In addition, students School, Colchester, CT, “Sparking Student Inquiry create infographics related to the book(s) with Podcasts” though Canva and Adobe Spark and create Marielle Palombo, Listenwise, “Sparking Student podcasts using GarageBand and iMovie. Inquiry with Podcasts” Presenter: Megan Lawson, Alcott Middle School, Norman, OK

2019 NCTE ANNUAL CONVENTION PROGRAM 181 FRIDAY EVENING EVENTS

5:00–6:30 P.M. FRIDAY, NOVEMBER 22 NOVEMBER FRIDAY, Annual Business Meeting for the Board of Directors and Other Members of the Council BALLROOM II

NCTE, ELATE, TYCA, and NCTE section nominating committees will be on hand to accept nominations for candidates for the 2020 elections. The agendar for the meeting will be available at the door. The rules of conduct for the meeting are listed on pages 296-297. Presiding: Franki Sibberson, NCTE President, Dublin City Schools, OH Parliamentarian: Erika Lindemann, University of North Carolina, Chapel Hill Presentation of Resolutions: Jennifer Ochoa, MS 324, New York, NY

5:00–6:30 P.M. ELATE-Graduate Student Business Meeting 307

All current and prospective members of the ELATE-Graduate Student strand are invited to attend the business meeting, We will provide a brief overview of events planned for the upcoming year and vote on new officers for 2019–2020.

8:00–9:30 P.M. CULTURAL CELEBRATION BALLROOM IV Hosted by the Black and Latinx Caucuses

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

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

182 2019 NCTE ANNUAL CONVENTION PROGRAM 6:45–8:45 P.M.

ALL-ATTENDEE EVENT: A Celebration of Literature and Teachers FRIDAY BALLROOM II

Each panelist will mirror dedication around inquiry, culture, and universal truths present in all young people. The discussion around the event is intended to be Meg Medina uplifting and inspirational—a celebration of good literature as well as the teachers who introduce important titles to students every day. Award-winning author Meg Medina will serve as moderator. Panelists include Lilliam Rivera, Celia Pérez, and Brittany Luby.

Meg Medina is the Cuban American author of the 2019 Newbery Medal winner Merci Suárez Changes Gears, which was also a 2018 Kirkus Prize finalist and a Charlotte Huck Award Honor Book. She also writes picture books and young adult fiction. Her most recent young adult novel, Burn Baby Burn, has earned numerous distinctions, including being long-listed for the 2016 National Book Award and short-listed for the

Kirkus Prize. She is the 2014 recipient of the Pura Belpré Author Award and a 2013 Campbell Tenille Photo: of Sweetmoon Photography of Sweetmoon Cybils Award winner for her young adult novel Yaqui Delgado Wants to Kick Your Ass. Medina also received the 2012 Ezra Jack Keats New Writer Award for her picture book Tía Isa Wants a Car. Her other books are The Girl Who Could Silence the Wind, Brittany Luby a 2013 Bank Street College Best Children’s Book of the Year; Mango, Abuela, and Me, a 2016 Pura Belpré Honor Book; and Milagros: Girl from Away.

Brittany Luby (Anishinaabe-kwe) is the many-times great-granddaughter of Chief Kawitaskung, a leader who negotiated the North-West Angle Treaty of 1873. With a pen stroke, Kawitaskung agreed to share parts of what is now northwestern Ontario with settlers and their descendants. Because of her many-times great-grandfather, Brittany believes that words are a powerful tool. She writes for social justice and is an assistant professor of history at Guelph University in Ontario, Canada. Celia C. Pérez is the author of Strange Birds, published by Kokila, an imprint of Penguin Young Readers. Her debut middle grade novel, The First Rule of Punk (published by Viking, an imprint of Penguin Young Readers), was a 2018 Pura Belpré Honor Book for narration, a 2018 Tomás Rivera Mexican American Children’s Book Celia C. Pérez Award winner, and a 2018 Boston Globe-Horn Book Fiction and Poetry Honor Book. She served on the 2014 Pura Belpré Award Committee and has written essays and reviewed books for the Horn Book Magazine. The daughter of Cuban and Mexican immigrants, Pérez is originally from Miami, Florida, and lives with her family in Chicago, where, in addition to writing books about lovable weirdos and outsiders, she works as a community college librarian.

Lilliam Rivera is an award-winning writer and author of the young adult novels

Dealing in Dreams and The Education of Margot Sanchez, available in bookstores Acosta Vanessa Photo: everywhere. Her work has appeared in The Washington Post, The New York Times, Elle, and Los Angeles Times, to name a few. Lilliam lives in Los Angeles. Lilliam Rivera A book signing will follow the event.

2019 NCTE ANNUAL CONVENTION PROGRAM 183