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Friday Morning/Afternoon Friday NCTE’s 21st Century Literary Project Map NCTE’s 9:30 a.m.–5:15 p.m. Level Lower Hilton/HistoryChicago Hall, of the Council literary its affiliates to produce In 1957 NCTE encouraged have Since then affiliates that time 20 states did. and at maps partners alone and with literary create to maps, continued and library councils, humanities such as tourism boards, supplemental affiliates also created Often associations. materials ranging from the maps, materials to accompany to booklists to anthologies. postcards feature has been a The NCTE affiliate literary display map of Hundreds since the 1990’s. of the NCTE Convention the fabric walls spent time scanning have convention-goers perusing the enjoyed Others have 35+ maps. featuring now Affiliates Booth at the materials displayed supplemental map in the Exhibit Hall. the Library assembled a collection of Congress of In 1993, both at the main library and in librar- literary displayed maps were affiliate maps NCTE Numerous the nation. ies around of the in Language included in this exhibit and then reprinted The Library Book of Literary of Congress Maps. Land: NCTE 21st was begun—the project map a new In 2007, Centurythe 21st Century Literacies and Literary Map for created literaryThe 20 new and literacy maps, Project. com- ink, pencil, with various materials—paper, this project of collaborative the result and printer—are puter Internet, as educators. with students as well work NCTE Centennial celebration, this year’s for In preparation and publicize a new chosen to create some affiliates have included in the are These maps or an updated Literary Map. display. Friday General Session General Friday Meetings of Committees A Sessions AB Session B Sessions C Sessions Luncheons D Sessions DE Sessions E Sessions of Business/Board Annual Meeting Directors Cultural Event Reception and Celebration College of the Muse Fountain Evening An Ground: Swapping The of Storytelling Name badges are required for admission admission for required Name badges are to all sessions.

Registration and Information Registration and 7:00 a.m.–6:00 p.m. Exhibit Hall Level Hilton/Lower Chicago Counter Where Who’s Registrants Locating Convention For 7:00 a.m.–6:00 p.m. Exhibit Hall Level Hilton/Lower Chicago and Instructional Exposition of Professional Materials Noon–6:00 p.m. Exhibit Hall Level Hilton/Lower Chicago An Overview Timetable: Today’s 8:00 a.m.–9:15 a.m. Friday 18 November 7:00 a.m.–5:15 p.m. 9:30 a.m.–10:45 a.m. 9:30 a.m.–12:15 p.m. 11:00 a.m.–12:15 p.m. p.m. 12:30 p.m.–1:45 p.m. 12:30 p.m.–2:15 p.m. 2:30 p.m.–3:45 p.m. 2:30 p.m.–5:15 p.m. 4:00 p.m.–5:15 p.m. 5:30 p.m.–7:00 p.m. 7:00 p.m.–8:00 p.m. 7:30 p.m.–10:00 p.m. 8:00 p.m.–10:00 p.m. 8:00 p.m.–10:00 f_43-122_2011.indd 43 Meetings and Events

Children’s Literature Assembly Board Meeting 7:00–10:00 a.m. Palmer House/Cresthill Room, Third Floor Chair: Lettie K. Albright, Texas Woman’s University, Denton

Open Hearings on Resolutions 9:15–11:00 a.m. Chicago Hilton/PDR 5, Third Floor Note: Only NCTE voting members may participate in the discussions. However, non-voting members are welcome to attend the hearings.

Committee Members: Kevin Browne, Syracuse University, New York, Chair Adam Banks, University of Kentucky, Lexington, Associate Chair Roxanne Henkin, The University of Texas, San Antonio Sabrina Stevens Shupe, educational consultant, Denver, Colorado Stephen Tchudi, Chico Peace and Justice Center, California

People attending the convention for the first time will be wearing yellow ribbons on their name badges. Please welcome them.

44 Friday Morning, 7:00–11:00 a.m.

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Friday Morning, 8:00–9:15 a.m. Morning, Friday and Pennsylvania State University, University Park University University, State and Pennsylvania of Color of People Advancement tiative: NCTE Siu-Runyan, Yvonne Award: Leadership of Northern Colorado, and University President Hill, James L. to the award will present Greeley, Georgia State University, Albany Stanford to Linda Darling-Hammond, Award California University, of Califor- Boulder and University of Colorado, Angeles Los nia, of Education at Stanford Professor Ducommun she has launched the Stanford where University and in Education OpportunityCenter for Policy and served as the School Redesign Network Educa- Teacher the Stanford faculty sponsor for of the president She is a former tion Program. Association and American Educational Research Education. of Academy member of the National focus work and policy teaching, Her research, and quality, teacher on issues of school reform, she served 1994–2001, From educational equity. of the National Commis- director as executive a blue- Future, America’s and Teaching sion on What Matters ribbon panel whose 1996 report, led to sweeping Future, America’s for Teaching Most: teaching in the United policy changes affecting one of this report was named In 2006, States. reports US educa- the most influential affecting and Darling-Hammond was named one of tion, ten most influential people affecting the nation’s Darling- the last decade. educational policy over than 300 publications, Hammond has more How and Education: World among them The Flat Will Determine Our Commitment to Equity America’s from Lessons Education: Teacher Powerful Future, a for Teachers and Preparing Exemplary Programs, Should Learn and Be Teachers What World: Changing Able to Do. Keith Gilyard, NCTE President-Elect NCTE President-Elect Gilyard, Keith Presiding: Ini- of the NCTE LeaderShift Presentation to Policy Research of Inaugural Presentation University Speaker:Introducing Kris Gutierrez, E. Speaking: Linda Darling-Hammond is Charles Linda Darling-Hammond 8:00–9:15 a.m. Hilton/International Chicago Floor Second Ballroom, Friday Friday General Session f_43-122_2011.indd 45 Meetings of Council Committees

NCTE committees meeting between the hours of 7:00 a.m. NCTE Award for Excellence in Poetry for Children and 5:15 p.m. on Friday are listed alphabetically immediately Selection Committee below and meet at various times as noted. Committees may 7:00–8:15 a.m., working have open and/or working sessions as indicated after meet- Chicago Hilton/Conference Room 5D, Fifth Floor ing times. Interested individuals are invited to attend open Chair: Barbara Ward, Washington State University, Richland meetings as participants and working sessions as auditors. NCTE/NCATE All Program Reviewers Meeting Committee on Affiliates 7:30–9:15 a.m. 12:30–3:45 p.m., open Chicago Hilton/Joliet Room, Third Floor Chicago Hilton/Conference Room 5C, Fifth Floor Co-chairs: Paul Yoder, Truman State University, Kirksville, Chair: Dave Wendelin, Lakewood, Colorado Missouri Leni Cook, California State University–Dominguez Hills, Committee on International Concerns Carson 11:00 a.m.–12:15 p.m., open Chicago Hilton/Conference Room 5C, Fifth Floor Orbis Pictus Award for Outstanding Nonfiction in Chair: Angelica Fuentes, The University of Texas, Brownsville Children’s Literature 9:30 a.m.–12:15 p.m. Committee on Research Chicago Hilton/Conference Room 5D, Fifth Floor 9:00–11:00 a.m., working Chair: Fran Wilson, Madeira City Schools, Cincinnati, Ohio Chicago Hilton/McCormick Room, Fourth Floor Chair: Valerie Kinloch, The Ohio State University, Columbus Racism and Bias 12:30–1:45 p.m., open Lesbian, Gay, Bisexual, and Transgender Issues in Chicago Hilton/Conference Room 5D, Fifth Floor Academic Studies Advisory Committee Chair: Sheila Carter-Tod, Virginia Tech, Blacksburg 4:00–5:15 p.m., working Chicago Hilton/Conference Room 5C, Fifth Floor WILLA (Women in Literacy and Life Assembly) Chair: Joseph Dial, University of Washington, Seattle Board Meeting 8:00–10:00 a.m. Chicago Hilton/Conference Room 5C, Fifth Floor Chair: Susan Schroeder, Buffalo State College, New York

46 Friday Morning/Afternoon

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Friday Morning/Afternoon Friday New Media GalleryNew 2011 The Future of Text: Redefining Meaning-Making in English Teaching for the Next CenturyTeaching (G) Meaning-Making in English Redefining Text: of The Future (G) and Rich Resources Close Readings, Meaningful Engagement, with Movies: Teaching Strategies for Reading Divides (S) Media to Cross Using New White Men to BFF: Dead From (T–G) Teachers Media-Savvy Learning for Cooperative Media Circles: (S) and Better with Film in the Classroom Doing More Dessert: Beyond You’ve heard of blogs, wikis, and nings, but you’re wondering how to use them in your classroom? We have some some have We classroom? to use them in your how wondering but you’re and nings, wikis, of blogs, heard You’ve a.m.–5:30 p.m. 9:30 from 2011, 18, November Friday, Media Gallery, at our New on exhibit exciting possibilities Media Gallery the New can be your Literacies) Collaborative, And Digital MADLit (Media NCTE’s by Sponsored teachers and students who are Showcasing literacies. to new all things related location for “one-stop shopping” the Gallery will be filled to the brim and create, analyze to critically ways media in innovative with new working all day. questions your experts to answer and many there books, handouts, including multiple with resources, while also expanding critical literacy, promoting teachers who are and installations will spotlight Presentations text and publishing, web videomaking, blogging, podcasting, as media new such include to texts of repertoire their beginning brief presentations The Gallery will feature a session or two. in for or just drop all day Stay messaging. partici- questions from any of each session will consist of answering but most listed below, at the session times come and to welcome attendees are Conference settings. these ideas in their own want to apply pants who may installations and participating the various viewing in discussions with presenters the day, please during as they go Media Gallery! the discussion and excitement in the New Join media. dialogue about new in an ongoing Media Gallery on the NCTE Ning. Also join us at the New group will be: Sessions in the room session number. by Session Descriptions can be found A.12 B.07 C.38 D.51 E.51 f_43-122_2011.indd 47 A Sessions and the AB Session are located as below:

Chicago Hilton Palmer House

1 5 2 6 3 8 4 9 7 11 10 13 12 14 15 17 16 18 19 21 20 22 24 23 27 25 28 26 30 29 31 36 32 39 33 41 34 44 35 45 37 47 38 48 40 49 42 50 43 51 46 AB.01

48 A and AB Session Locations

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Friday Morning, 9:30–10:45 a.m. Morning, Friday ports are being released that offer important that offer findings ports being released are writing at the and reading for and recommendations to a commitment The panelists share secondary level. and speak at think, write, teaching students to read, to prepared are so they levels the highest analytical workplace, the meet the demands of the university, will discuss their observationsThey and and civic life. literacy instruc- effective for recommendations offer on the Common tion and policy based on their work Writing Instruc- the National Study of Standards, Core Advanced Placement English Literature the new tion, the National Study of and Composition course, are they in which and other projects Literary Study, involved. York of New State University Albany, Angeles Los of California, University York New Judith A. Langer Sandra Stotsky A. Judith major re- several As NCTE celebrates its centennial, California Burlingame High School, Chair: Jim Burke, at University Applebee, Discussion Leaders: Arthur N. Jersey New Princeton University, Mark Bauerlein, California Burlingame High School, Jim Burke, Project, Reading and Literature California Jago, Carol of State University Albany, at University Langer, A. Judith Fayetteville Arkansas, of University Sandra Stotsky, Preparing Today’s Students Today’s Preparing Reports, Tomorrow: for and Recommen- Reflections, Recent National dations from Studies (G) Mark Bauerlein Carol Jago Mark Bauerlein Carol Jim Burke Arthur N. Applebee Arthur N. Jim Burke

A.01 Featured Session Featured Applebee, Arthur N. Jim Burke, Judith Jago, Carol Mark Bauerlein, and Sandra Stotsky Langer, A. Room, Hilton/Marquette Chicago Floor Third Initials in parentheses at the end of session titles indicate of session titles indicate at the end Initials in parentheses instruction to which a session is addressed: of the level (C) college, (S) secondary, level, middle (M) (E) elementary, Many or all levels. and (G) general, (T) teacher education, as indicated by than one level aimed at more sessions are initials. combinations of parenthetical A Sessions A a.m. 9:30–10:45 f_43-122_2011.indd 49 A.02 PAST TO PRESENT TO FUTURE: Cynthia Rylant),” Kathy Brashears “CLICKERS” IN BASIC WRITING and Melissa Comer, Tennessee Tech AND LINGUISTICS (G) University, Cookeville Chicago Hilton/Lake Erie Room, 3 “Virtual Writing Marathons: Visually Eighth Floor Reading the Past to Reflect, Learn, and Today’s learners crave communicativeness, instant feedback, Grow,” Heather Caswell and Roger and a sense of where they are on the road to who and Caswell, Emporia State University, Kansas what they want to become. As users of personal response 4 “The Impact of Audio Books on Reading devices in their basic writing and linguistics classrooms, Development,” W. Robert Christensen, the presenters will demonstrate how “clickers” create a Stephanie Huffman, Jeff Whittingham, unique and collaborative learning environment. University of Central Arkansas, Conway, Presenters: Michelle Miller, University of Akron, Ohio and Tracy McAllister, Bob Courtway Evangeline Marlos Varonis, University of Akron, Ohio Middle School, Conway, Arkansas 5 “Cartoons as a Teaching Tool,” Nilufer A.03 NURTURING THE FUTURE: NATIONAL Guler, University of Missouri, Columbia ENGLISH HONOR SOCIETY FOR HIGH 6 “Using Technology to Bring Classic SCHOOLS (S) Tales to Life,” Monica Maxwell-Paegle, Chicago Hilton/PDR 1, Third Floor Georgetown University, Washington, DC National English Honor Society for High School advi- 7 “Going Global: One Small School’s Travels sors will discuss the establishment of NEHS chapters in around the World,” Cynthia McKnight, their schools, how their students are deepening their San Episcopal Day School, Jacksonville, engagement in the English language arts, and how NEHS Florida is impacting literacy initiatives across the country. Proce- 8 “Bewitching Readers with the Sublime, dures for chartering and scholarship opportunities will be Realism, and Morality in Fantasy explained. Literature,” Laura Ortega, Florida Chair: Dave Wendelin, Northern Illinois University, DeKalb International University, Miami and Presenters: Warren Bowe, Chippewa Falls Senior High Miami-Dade County Public Schools, School, Wisconsin Miami, Florida, and Linda Spears-Bunton, John Manear, Seton-LaSalle High School, Pittsburgh, Florida International University, Miami Pennsylvania 9 “E-Books in the Classroom: The Stephanie Robertson, Smithville High School, Missouri Overwhelming Options and Endless Possibilities,” Lindsay Persohn, University of South Florida, Tampa 10 “Critical Literacy: Reading the Past, Poster Session Working in the Present, Changing the Future,” Jennifer Prince, Indiana A.04 GENERAL LEVEL GALLERY OF POSTERS University, Bloomington (G) 11 “Subtext: The Inner World of the Reader,” Chicago Hilton/History of the Council Hall, J. Lea Smith, College of Southern Idaho, Lower Level Twin Falls This year NCTE actively sought poster sessions as a confer- 12 “International Dot Day: Make Your Mark,” ence format. Please browse through this area, examine Kendra Manuel Smith, Berrien Springs the posters, and enjoy one-on-one discussions with the High School, Michigan creators. You will find everything from classroom ideas to 13 “Refining the Role of Literacy Coach theory and research. = Developing Effective Partnerships with Classroom Teachers,” Karen Tyler, Poster Number Titles and Presenters Edinboro University of Pennsylvania, 1 “From Swiss Family Robinson to Harry Edinboro Potter and Beyond as We Read the Past, 14 “There’s an App for That: Writing with the Write the Future,” Deborah Arrowsmith, iPod Touch and iPad,” Donna Wakefield, Ashland University, Columbus, Ohio National-Louis University, Chicago, 2 “Appalachia: Its People, Places, and Illinois Language (Exploring the Works of

50 Friday Morning, 9:30–10:45 a.m.

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Friday Morning, 9:30–10:45 a.m. Morning, Friday DEFENDING INTELLECTUAL FREEDOM INTELLECTUAL DEFENDING (G) Third A, Room Hilton/Williford Chicago Floor Against the Standing Committee by Sponsored open to all Censorship, UTILIZING, INTELLIGENCE: VISUAL AND CREATING, INTERPRETING, ELEMENTS IN VISUAL ASSESSING (G) THE CLASSROOM Floor Third Room, House/Wabash Palmer of A Place to Stand and the recently author award-winning the Green, and John The Esai Poems, published book, Alaska and Looking for winner for Printz award Michael L. the will discuss their works, Abundance of Katherines, An and the rights of provoked, have challenges these books students to read. Texas York New Millbrook, LLC, York New York, visual literacies how school teachers will share mer middle Attend can be supported and assessed in the classroom. visual art and like visual texts, this session to see how skills and reading comprehension can enhance short films, support the writing process. My Students to Experi- Want “’I Middletown, Harrisburg, Writing” Rethinking Reading and Art’: ence Visual Literacies Benchmark Evaluations for to Provide of Assessment (Student-Made Films) as Part of a Balanced Literacy” Students’ Overall Adults Young Retelling the Stories ing and Reconstruction: Film” Read through Manhattan A.07 the Baca, Santiago Jimmy teens, authors of books for Two School District, Houston Independent Chair: Bedard, Carol Arts, Blue Flower author, Baca, Santiago Presenters: Jimmy New Readers Group, Young Penguin author, Green, John A.08 for- who are college professors four In this panel discussion, Tempe Arizona State University, Chair: James Blasingame, State University– Pennsylvania Presenters: Shanetia Clark, “How Indiana, Muncie, Ball State University, Metzger, Kenan Normal Illinois State University, Seglem, Robyn “Edit- Pennsylvania, College, Elizabethtown Skillen, Matthew Kansas State University, Goodson, Respondent: Todd THE PROBLEM OF BACKGROUND OF BACKGROUND THE PROBLEM INTERTEXTUAL AND KNOWLEDGE CLASSIC TEACHING IN AWARENESS TEXTS (S–C) AND MODERN Floor Third House/Salon 3, Palmer THE WRITING THE PAST, “READING TO MODELING CULTURAL FUTURE”: BUILD TO SCAFFOLD LEARNERS’ PAST (G) FUTURES LITERATE Fifth Floor Room, House/Chicago Palmer students that they are incompetent readers who ought to incompetent readers are students that they The pre- ancient or classical texts. be afraid of reading to teaching approaches will offer senters in this session that are and intertextuality knowledge in ways background in student learning. the opposite result to have likely York New York, New “Intertextual Literacy and the York, New York, New versity, Works” Reading of Classic Literary If Not “Nine Reasons, York, New York, of New University Valuable” Is Awareness Intertextual Why Planets, “Cultivating Inter- Brooklyn, York, of New City University Writers” in Basic Awareness textual practices in the modeling—a holistic model of pedagogical knowl- the everyday scaffolds which teaching of literature include a model Papers edge and experience of learners. of correlates social and emotional of teaching symbolism, teaching literary in of affect the role literary reasoning, their shape as readers teachers’ lives and how response, teaching of literature. Teachers’ Influences of “The Pedagogical Morgantown, the Lens of Cultural Modeling” through Literate Lives Relationships and Future: Present, Past, “Cultural Modeling, and the Study of Literature Resilience, Identity, between American High School Students” African among Constructing Connota- Literal Readings: beyond “Moving Appraisals” Affective Theme through and Symbolism, tion, Symbolism in Literary Teaching “Understanding and land, the Lens of Cultural Modeling” through Texts Illinois A.05 teaches frequently knowledge of background The teaching University, Columbia College, Teachers Chair: Sheridan Blau, Uni- Columbia College, Teachers Presenters: Sheridan Blau, of the City York of New City College Klatzkin, Karen College, Community Kingsborough Cheryl Hogue Smith, A.06 in cultural will discuss research in this session Presenters Illinois Evanston, Northwestern University, Chair: Lee, Carol Virginia University, West Bernstein, Presenters: Malayna Illinois, Evanston, University, Northwestern Lee, Carol Illinois, Evanston, Northwestern University, Sarah Levine, Mary- Baltimore, Hopkins University, Johns Anika Spratley, of Chicago, University Discussant: George Hillocks Jr., f_43-122_2011.indd 51 A.09 LEADING PROFESSIONAL CONVERSA- A.12 NEW MEDIA GALLERY: THE FUTURE OF TIONS ABOUT STUDENT WORK (G) TEXT: REDEFINING MEANING-MAKING Palmer House/Salon 1, Third Floor IN ENGLISH TEACHING FOR THE NEXT CENTURY (G) Professional learning communities provide teachers with Chicago Hilton/Boulevard Room C, time and tools to discuss student work and refine their Second Floor practice. Learn about one school’s efforts to integrate Sponsored by the Digital and Media Collaborative, effective professional conversations about a wide range of open to all data sources with collaborative classroom observations in In this panel, experts in media theory, media practice, and order to better understand and support student learning. visual representations of data will explore emergent Presenters: Chris Blanke, Wydown Middle School, Clayton, concepts about the production of texts and how they are Missouri to be “read.” Is print dead or has the death of print been Milena Garganigo, Wydown Middle School, Clayton, Missouri greatly exaggerated? Johanna Mumme, Wydown Middle School, Clayton, Missouri Presenters: Renee Cherow-O’Leary, Education for the 21st Kathryn Mitchell Pierce, Wydown Middle School, Clayton, Century, New York, New York, “The Future of Text: Theory” Missouri Dan Hoffman, Teachers College, Columbia University, New York, New York, “The Future of Text: Representations” A.10 READING OLD STORIES AND WRITING David Kleeman, American Center for Children and Media, NEW STORIES: IDEAS FOR THE Chicago, Illinois, “The Future of Text: Media Practice” CLASSROOM FROM AUTHORS (G) Chicago Hilton/Astoria Room, Third Floor A.13 A RESPONSIBILITY TO ACT: PRESERVICE Award-winning nonfiction and historical fiction authors Jim TEACHERS ORGANIZING FOR CHANGE Murphy, Kirby Larson, and Deborah Hopkinson will share (G) techniques for classroom teachers and students interested Palmer House/Indiana Room, Third Floor in linking history, research, and writing. This session will “If you have a conviction, you have a responsibility to act on include presentations with specific ideas for application in that conviction where you can, and if you’re doing edu- the classroom. cation, you act on it in an educational context.”—Miles Presenters: Deanna Day, Washington State University, Horton Vancouver Our work emerges from ongoing conversations in the field Deborah Hopkinson, author, West Linn, Oregon about how teachers enact their beliefs about and commit- Kirby Larson, author, Random House Children’s Books, ments to teaching for social justice. New York, New York Chair: Brian Charest, University of Illinois, Chicago Jim Murphy, author, Maplewood, New Jersey Presenters: Karen Mariscal, University of Illinois, Chicago, “Making Sense of Social Justice: An Evolving Definition” A.11 COMMON CORE STANDARDS AND THE Raquel Martinez, University of Illinois, Chicago, “Challeng- DILEMMA OF WRITING DISTRICTWIDE ing Our Ideas: Lessons Learned from an Urban Writing CURRICULUM (G) Center” Palmer House/Monroe Room, Sixth Floor Barbara San-Roman, University of Illinois, Chicago, “Building This session will draw on one year of curriculum work a Community of Teachers: Setting Up an Urban Writing by an English Language Arts Committee comprised of a Center” dozen 6–12th grade English teachers as they analyzed the affordances and limitations of adopting the Common Core Standards. Presenters: Molly Bestge, STEM Center, West Fargo, North Dakota Alissa Helm, North Dakota State University, Fargo Kelly Sassi, North Dakota State University, Fargo Discussant: Anne Ruggles Gere, University of Michigan, Ann Arbor

52 Friday Morning, 9:30–10:45 a.m.

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Continued on following page Continued on following Kevin Coval Kevin Friday Morning, 9:30–10:45 a.m. Morning, Friday Illinois Showcase Illinois OBA WILLIAM KING AND KEVIN AND KING WILLIAM OBA (G) COVAL B, Room Hilton/Boulevard Chicago Second Floor LITERACY AND LIVED EXPERIENCE: AND LIVED EXPERIENCE: LITERACY IDENTITY AND TESTIMONIOS WRITING (E) CLASSROOMS TEXTS IN BILINGUAL Floor Third Hilton/PDR 4, Chicago work thrives on old-fashioned delivery, style, timing, timing, style, on old-fashioned delivery, thrives work William King (The Poetic Oba and audience rapport. of (Poet/Co-founder Coval Storyteller) and Kevin Poetry Festival) Teen The Chicago Louder than a Bomb: sagacity to carry back to our will use lyrical us happily King awards, of numerous Recipients storytelling roots. excit- through youth and empower inspire and Coval between gap bridging the ing and engaging programs, communities. and classrooms diverse Chicago University, Illinois Chicago, A.15 William King Oba a social net- English/language arts most For educators, Northeastern Illinois Duggan, Co-chairs: Timothy Illinois Ridge, Park Main South High School, Knight, Teri Storyteller, The Poetic William King, Presenters: Oba Illinois Chicago, activist, educator, poet, Coval, Kevin dressed how the reading and writing of personal narra- reading the how dressed led to insight about students’ in bilingual classrooms tives and educational equity, knowledge, individual and collective on the instructional practices and Resources bilingualism. for used in the study will be available literature children’s participants. Champaign in the Bilingual Community Creating Texts: “Identity Classroom” What It Means to Be Bilingual Exploring “Ser Bilingüe: Testimonios” Writing of the through A.16 which ad- study will describe a research These presenters Urbana- of Illinois, University Chair: Christina DeNicolo, Austin, Texas, of The University Presenters: Maria Fránquiz, Urbana-Champaign, of Illinois, University Monica Gónzalez, “REAL CHANGE”: CRITICAL “REAL CHANGE”: AND TEACHING MOMENTS OF A DECADE OF IN ADVOCACY AND MANDATES FEDERAL POLICY (G) will share their experiences of pushing back against their experiences will share and state policies and practices to construct federal that help students learning and literacy environments to become literate beings. Georgia Texas Georgia Georgia Georgia Amy Seely Flint Seely Amy 9:30–10:45 a.m. Floor Third House/Salon 2, Palmer Umbrella Whole Language the by Sponsored open to all Conference, Whole Language Language Whole Opening Strand Session General 9:45–10:30 a.m. A.14 (K–12) grade levels teachers in diverse In this session, Atlanta State University, Georgia Flint, Chair: Seely Amy Dalton, School, Park Creek Allen, Presenters: Eliza Austin Independent School District, Anderson, Nicole D. Douglasville, School, Middle Fairplay Campbell, Tara Atlanta Georgia State University, Flint, Seely Amy Georgia Decatur, Academy, Glennwood India Fraser, Gwinnett, Benefield Elementary School, Danielle Hilaski, Douglasville, ElementaryCarmel School, Mt. James, Linda Atlanta Georgia State University, Sanjuana Rodriguez, Atlanta Georgia State University, Thornton, A. Natasha f_43-122_2011.indd 53 Socorro Morales, University of Illinois, Urbana-Champaign, Merlina McCullough, Mountain Home School District, “‘E’chale ganas! Give It Your All!’ Bringing All Linguistic Arkansas, “Integrating Literacy Across the Curriculum” Resources into the Language Arts Classroom” Stella Nowell, University of Wyoming Lab School, Laramie, Laura Romaní, University of Illinois, Urbana-Champaign, “Un- “Believing that Together, We Can Do Great Things” derstanding the Role of Testimonio within a Third Grade Jennifer Strachen, Montgomery County Public Schools, Bilingual Language Arts Curriculum: Addressing Cultural Rockville, Maryland, “Putting the Pieces Together: It’s a Exclusion and Language Suppression” Cyclical Process!” Reactor/Respondent: Violet Harris, University of Illinois, Sandra Wells, Central Vermont Catholic Schools, Plainfield, Urbana-Champaign “Going Deeper: The Effects of Reflection on the Teacher and the Learning Community” A.17 VISIONS AND DECISIONS: CREATING RELEVANT WRITING CURRICULUM (E) A.19 EXPLORING THE INTERSECTIONS Palmer House/Price Room, Fifth Floor OF RACE, PLACE, AND POWER IN ] CHILDREN’S LITERATURE (E–T) In this session, five teachers will demonstrate how their Chicago Hilton/Conference Room 4M, vision of student writers as problem posers, problem solv- Fourth Floor ers, flexible thinkers, and collaborative composers came to Children’s attitudes are affected by cultural diversity, social life in their classrooms. See how their intentional decisions justice, and caring issues, so the literature used in class- created spaces for writers to (re)claim writing as a tool for rooms should reflect these issues. These presenters will understanding and shaping social worlds. show, in a variety of ways, how their students explore the Chair: Katie Van Sluys, DePaul University, Chicago, Illinois intersections of race, identity, and place in the literature Presenters: Sarah Bentley, Dr. Jorge Prieto Math and Science they experience in the classroom. Academy, Chicago, Illinois, “Looking Like Me: Using Litera- Chair: Jennifer Graff, The University of Georgia, Athens ture to Launch Inquiry into Language, Meaning-Making, and Presenters: Jennifer Graff, The University of Georgia, Athens, Self” and Sharon Smith, Brookwood Elementary School, Snell- Katie Mott, Alphonsus Academy and Center for the Arts, ville, Georgia, “Sharing Stories: Immigrant Children’s Litera- Chicago, Illinois, “It All Began with The Dreamer: From ture as Literary Gateways to Social Change” Read-Aloud to Biographic Explorations” Annie Grugel, Augsburg College, Minneapolis, Minnesota, Natalie Neris-Guereca, Dr. Jorge Prieto Math and Science “Why Is the Black Kid Planting Carrots? Children Exploring Academy, Chicago, Illinois, “Putting Students’ Lives at the the Intersections of Race, Place, and Power in Environmen- Center: Using Writers’ Resources in the Middle Grades tal Children’s Literature” Writing Works” Margaret Pyterek, National-Louis University and Univer- Hadley Smillie, Lycee Francais, Chicago, Illinois, “‘Sharing sity of Illinois, Chicago, “Helping Young Children Discern Kids’: Connecting Writing Practices across Student Lives” Authentic Cultural Understandings through Children’s Discussant: Cathy Fleischer, Eastern Michigan University, Literature” Ypsilanti A.20 PERSPECTIVES ON ENGLISH LANGUAGE A.18 LEARNING FROM THE PAST AND WRIT- LEARNERS IN THE ELEMENTARY ING FOR THE FUTURE (E) SETTING (E) Palmer House/Salon 6, Third Floor Chicago Hilton/Conference Room 4K, Members of the writing committee of the National Board Fourth Floor of Professional Teaching Standards for Early and Middle This session will take an in-depth look at the influences of Literacy/Reading Language Arts will discuss how they classroom learning environments on ELLs’ identities as well distilled research and theory to coauthor the standards for as explore how poetry and writing bilingual literature can this area of certification. This session will be of interest to enhance language acquisition. K–5 teachers, interventionists, literacy coaches, and reading Chair: Arthi Rao, DePaul University, Chicago, Illinois specialists. Presenters: Filiz Shine Edizer and Hatice Topal, Zirve Uni- Chair: Becky McCraw, Goucher Elementary School, Gaffney, versity, Gaziantep, Turkey, “The Creation of Bilingual Picture South Carolina Books in Promoting Language and Literacy Acquisition in Presenters: Jonathan Gillentine, Reverend Benjamin Parker Turkey” School, Kaneohe, Hawaii, “Reflecting on Our Growth Nancy Hadaway, The University of Texas, Arlington, “Selecting through the Revision Process” and Using Poetry for English Language Learners in Grades Donna Mahar, State University of New York–Empire College, K–6” Syracuse, “Can the Standards Dance?”

54 Friday Morning, 9:30–10:45 a.m.

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Friday Morning, 9:30–10:45 a.m. Morning, Friday CULTURAL STUDIES APPROACHES TO TO APPROACHES STUDIES CULTURAL ADDRESS- TEACHING: ELA SECONDARY THE COMMON AND EXCEEDING ING (S) CORE STANDARDS Room B, Hilton/Williford Chicago Floor Third ing philosophy of the Folger Shakespeare Library then and Shakespeare Folger of the ing philosophy activities. prereading a variety of dynamic demonstrate Shake- Teaching this panel is partAlthough of a five-session led by alone and will be each session stands strand, speare staff and past participants Folger members of the different wel- are Teachers Institute. Shakespeare Teaching of the sessions. or all five some, come to attend one, DC Washington, Acting Using Simple First: Feet “Iambic Pennsylvania, Students in Language and Story”Strategies to Engage Shakespeare” Prereading All: “The Readiness Is that when teachers adopt a cultural studies and evidence Stan- Common Core in the new is much there approach, the high quality curriculum precisely can foster that dards for. that ELA teachers strive Contemporary America’s “The Jungle and Colorado, Immigration Crisis” White and Impoverished Trials, Lynching, “Single Fathers, ” Kill a Mockingbird Cultural Studies in To America: Glory and Reality” “War: Composi- Teaching in Culture “Digital Media and Popular Approach” A Cultural Studies tion: Exceed and Address You Help Can It How and Studies tural Standards” Common Core City Iowa Shakespeare Set Free–Act 1 will briefly introduce the teach- the briefly introduce 1 will Set Free–Act Shakespeare Library, Shakespeare Folger Co-chairs: Michael LoMonico, Massachusetts High School, Revere Christina Porter, Carlisle High School, Presenters: Sue Biondo-Hench, Maryland, Owings Mills, School, McDonogh Costa, Kevin A.24 argument persuasive powerful, will provide These presenters Minneapolis of Minnesota, University Chair:Beach, Richard Greeley, School, University Boyd, Presenters: Justin Michigan, Jackson, Co-op, Tutorial PIONEERS Maher, Steffany Michigan, Schools, Oak Community Burr Pippenger, Jonathan Kalamazoo, Michigan University, Western Kristin Sovis, “Cul- Kalamazoo, Michigan University, Western Webb, Allen of Iowa, University Thein, Respondent: Amanda Haertling MOTIVATING ALL STUDENTS TO TO ALL STUDENTS MOTIVATING STUDENT FOCUSING ON WRITE BY QUALITY USING STRENGTHS, A AND IMPLEMENTING LITERATURE, COLLABORATIVE SCHOOLWIDE (E–T) APPROACH Floor Third House/Salon 12, Palmer HOW STORYTELLING LEARNING FROM CONTENT 21ST CENTURY TEACH TO (E–M–T) LITERACY Floor Third House/Wilson Room, Palmer 1: SHAKESPEARE SET FREE—ACT PREREADING STRATEGIES HOW FOCUS ON THAT ACTIVITIES AND STUDENTS YOUR WILL EASE LANGUAGE SHAKESPEARE (G) INTO Fourth Laquer Ballroom, House/Red Palmer Floor Library, Shakespeare the Folger by Sponsored open to all Language Program Model: The ImportanceThe Student Iden- of Model: Program Language Learner” the English Language tity for as multi- as well using their strengths, dents’ writing by to implement a schoolwide how and cultural literature, based on teacher collaboration. writing focus California Newport Beach, of Read-Alouds to “The Power California, Newport Beach, Their Own Stories” Write Motivate ELLs to Writing Confer- “One on One Massachusetts, Cambridge, on Student Strengths” Focusing ences: in a Teachers and Lead Motivate, to Focus, “How California, Writing” to Improve Approach Schoolwide to way effective confirms that it is the most neuroscience social science, arts, can integrate language Teachers learn. using storytelling by as and other content areas studies, to write and tell teaching their students how a bridge by “content” stories to their classmates. Literacy” Performance “Teaching Alaska, Juneau, Content Literacy” Teach “Using Storytelling to Content Literacy” Teach Storytellinging from to Arthi Rao, DePaul University, Chicago, Illinois, “Beyond the “Beyond Illinois, Chicago, DePaul University, ArthiRao, A.21 stu- to encourage how show will presenters These three educational consultant/author, Chair: Mary Cappellini, educational consultant/author, Presenters: Mary Cappellini, Harvard Graduate School of Education, Elizabeth Hale, Newport Beach, Newport Elementary School, Nagy, Amy A.22 Storytelling of teaching and modern form is the oldest Literacy Institute, Performance Dillingham, Presenters: Brett Alaska, Kaktovik, School, Kaveolook Harold Aeriale Johnson, “Learn- Jacksonville, of North University Florida, Nile Stanley, Alaska Chugiak, Waisanen, Jennifer A.23 f_43-122_2011.indd 55 A.25 OUR STORIES IN PICTURES AND IN Barbara Greybeck and Mary Petron, Sam Houston State WORDS: TREATING WORDS AND University, Huntsville, Texas, “Rediscovering the Child in PICTURES AS EQUAL LANGUAGES Second Language Literacy” FOR LEARNING (E–C) Mabel Khawaja, Hampton University, Virginia, “Adult Literacy Palmer House/Salon 10, Third Floor and Cross-Cultural Parallels” By placing the study of quality picture books at the center of Virna Velazquez, Universidad Autonoma del Estado de writing workshop, and treating words and pictures as equal Mexico, Mexico City, “Two Examples of Indigenous languages for learning, Artists/Writers Workshop trans- Language Shift in the State of Mexico” forms literacy learning and teacher practice. Learn about documented success with Title I and SPED students, and witness the compelling work of English language learners. Chair: Beth Olshansky, University of New Hampshire, Durham Presenters: Susan O’Byrne, Moharimet Elementary School, A.27 Author Strand Madbury, New Hampshire, “Finding Common Ground among Two Very Diverse Groups of Students” Susan O’Connor, Main Street School, Exeter, New Hamp- TOM ANGLEBERGER, MICHAEL shire, “Leave No Child Behind: Transforming Literacy BUCKLEY, AND JACK D. FERRAIOLO Practice and Standardized Test Scores by Treating Words It’s a Mysterious Mystery Why Middle Grade and Pictures as Equal Languages for Learning” Readers Marvel at Mystery Novels, or Is It? (M) Beth Olshansky, University of New Hampshire, Durham, “Our Stories in Pictures and Words as Told by Immigrant Chicago Hilton/Grand Tradition Room, Lobby and Refugee Children” Level

A.26 GLOBALIZATION AND SECOND LANGUAGE LEARNING (E–C–T) Palmer House/Marshfield Room, Third Floor Sponsored by the Standing Committee on International Concerns, open to all In acknowledging the theme, “Reading the Past, Writing the Future,” teachers must be aware that whereas the past has been defined by the nation-state, the future will be increas- ingly defined by globalization. Researchers from Mexico Michael Buckley Tom Angleberger Jack D. Ferraiolo and the US will address this issue within the context of second language learning. New York Times bestselling author Michael Buckley (Nerds, Co-chairs: Barbara Greybeck, Sam Houston State University, The Sisters Grimm) will join bestselling author Tom Huntsville, Texas Angleberger (The Strange Case of Origami Yoda, Hor- Mary Petron, Sam Houston State University, Huntsville, Texas ton Halfpott) and Emmy Award winner Jack Ferraiolo Presenters: Helen Berg, Sam Houston State University, (Sidekicks, The Big Splash) to talk about the inspirations Huntsville, Texas, “Hearing the Bilingual/Bicultural Voices in behind their mystery novels, how humor can heighten Child Writers” a storyline, and why this genre appeals to struggling Martha Armida Fabela-Cardenas, Universidad Autonoma de readers. Nuevo Leon Monterrey, Mexico, and Ma. Guadalupe Chair: Ken Holmes, Webster University, St. Louis, Martinez-Ortiz, Normal Superior, Moises Saez Garza, Missouri Monterrey, Mexico, “English Teachers in the Primary School Presenters: Tom Angleberger, Amulet Books, an imprint in Nuevo Leon: Surveying Their Profiles and Training of Abrams, New York, New York Needs” Michael Buckley, Amulet Books, an imprint of Abrams, Angelica Fuentes, The University of Texas, Brownsville, New York, New York “Examining Language in Academic and Social Spaces on the Jack D. Ferraiolo, Amulet Books, an imprint of Abrams, US-Mexico Border” New York, New York

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Friday Morning, 9:30–10:45 a.m. Morning, Friday READING THE PAST, WRITING THE THE WRITING THE PAST, READING YOUNG IN VOICES WITH NEW FUTURE (M–S–T) LITERATURE ADULT Floor Third 2, Hilton/PDR Chicago A BRIGHTER FUTURE: READING FOR TO USING GRAPHIC NOVELS (M–S–T) APATHY TRANSCEND Michigan Room, Hilton/Lake Chicago Eighth Floor Colorado Colorado a publish- possible futures, in creating their personal pasts young will describe the nurturing of new ing representative world, in our digitally-connected especially adult authors, titles can be new how will address and teacher educators ‘I’?” ‘I’ Is “Which determine as they used with students City Literature” YA in Voices “Nurturing New York, New Adolescents” Today’s Write for “Reading the Past to Authors to YA Using New in the Classroom: Voices “New Their Own Futures” Write Help Students Fantasy” through “Writing the Future ” (via video) “Out of the Shadows Will I Become? Using Story Self- to Explore Who am I? Knowledge” prepared Attendees will leave novels. and teaching graphic into their cur- novels incorporate graphic to meaningfully to teach literary novels analysis. riculum and use graphic lesson plans and handouts will be Classroom-tested provided. Fullerton to How Apathy: “Transcending Massachusetts, Haverhill, in the Classroom” Novels Use Graphic Nathan Ubowski, Highlands Ranch, Colorado Ranch, Highlands Nathan Ubowski, College of Denver, State Metropolitan Zablocki, Johanna A.30 read they authors will discuss how new three In this session, Mary’s St. College of Maryland, Mary’s St. Chair: Lois Stover, York, New House, Holiday editor, Amper, Presenters: Julie York, New York, New House, Holiday author, Axelrod, Amy City, Mary’s St. College of Maryland, Mary’s St. Lois Stover, York, New York, New House, Holiday author, Wagner, Hilary York, New York, New House, Holiday author, Wallace, Jason “Who Delaware, University, Wesleyan Ohio Connie Zitlow, A.31 hands-on experience with reading This panel will provide State University, California Presenters: April Brannon, Kansas Wichita State University, Katherine Mason, Tempe Arizona State University, Pegram, David Northern College, Essex Community Wolterbeek, Elle “ARE WE DOING ANYTHING FUN ANYTHING DOING WE “ARE TO WAYS FUN CREATIVE, TODAY?” SCHOOL STUDENTS MIDDLE ENGAGE (M) WRITING AND IN READING Room 4D, Hilton/Conference Chicago Floor Fourth WITH DO TO CRANK GOT WHAT’S TO POETIC NOVELS YA IT? UTILIZING AND ADOLESCENT READERS ENGAGE TERMS (M–S–T) LITERARY TEACH Sixth Floor House/Adams Room, Palmer pants in activities for using music, art, drama, and creativity and creativity drama, art, using music, pants in activities for and with ideas Participants leave will with their students. implement into their own and easily lessons to readily engaged in can become actively so students classrooms 21st and incorporating poetry, analyzing writing scripts, century skills. Writing to and Reading “Differentiating Ohio, Germantown, All Students” Include All Writing to Include Reading and “Differentiating Ohio, Students” All Writing to Include Reading and “Differentiating Ohio, Students” Adult Literature Young and infusing to students, relevant simple either. into the secondary is not always classroom but not what to teach, often controls Mandated curriculum in this session The presenters it. to teach how necessarily YAL of minilessons which include the use how will show to teach literary devices, is an engaging way poetic novels and en- into the classroom YAL and also brings current as well. courages teens to read Colorado Colorado Colorado Denver, Colorado Colorado Colorado A.28 partici- school teachers will engage middle In this session, South Carolina School, Belton Middle Chair: Smith, Jennifer School District, View Valley Presenters: Marylou Braun, Germantown, School District, View Valley Daugherty, Kelli Germantown, School District, View Valley Green, Penny A.29 make to easy been literarypoetic never has devices Teaching State College of Denver, Metropolitan Adams, Co-chairs: Jill State College of Denver, Metropolitan Gloria Eastman, State College of Metropolitan Presenters: Katelin Brand, State College of Denver, Metropolitan Nichole Bushman, State College of Denver, Metropolitan Ronni Monster, of Denver, State College Metropolitan Peterson, Matthew f_43-122_2011.indd 57 A.32 LANGUAGE LEARNERS IN THE A.35 POWER OF AUDIENCE: A COLLABORA- ENGLISH CLASSROOM: ACCESSING TION IN 21ST CENTURY LITERACY (M–S) AND ENGAGING ALL ASPECTS OF THE Chicago Hilton/Continental Ballroom, LANGUAGE ARTS (M–S) Salon A, Lobby Level Chicago Hilton/Conference Room 4A, Collaboration and student writing are terms that gener- Fourth Floor ally don’t occur in the same sentence. But, if we want These presenters will interactively demonstrate strate- to improve student writing, collaboration is the key to gies for engaging English language learners in secondary success. Learn how to use Web 2.0 technologies—Google English classrooms. These research-based activities are best Docs—to create authentic author/audience relationships practices for improving the reading, writing, grammar, and in secondary classrooms. vocabulary development of ELLs and native speakers. Presenters: Perri Sherrill, Bozeman High School, Montana Presenters: Angela Hansen, Northern Arizona University, Tom Zuzulock, Bozeman High School, Montana Flagstaff Anete Vasquez, Kennesaw State University, Georgia A.36 “THEN THE POWDER KEG EXPLODED”: EXAMINING STUDENT RESISTANCE A.33 HOW CLASSROOM TEACHERS CAN TO CRITICAL LITERACY IN ENGLISH LEAD ALL STUDENTS IN READING EDUCATION (M–S–C) THE PAST AND DIFFERENTIATE Palmer House/Burnham Room 4, INSTRUCTION FOR WRITING THE Seventh Floor FUTURE! (M–S) In this session, secondary teachers and literacy researchers Chicago Hilton/Continental Ballroom, will discuss how and why students resist “critical literacy” Salon B, Lobby Level in secondary English classrooms, and provide concrete The presenters in this session will demonstrate a classroom strategies for handling student resistance in your own activity where all students read the same piece of literature critical classrooms. from the past, and use a variety of writing techniques to Presenters: Lisa Bullard, Montana State University, Bozeman, respond to the same piece of literature, including descrip- “Reading the Past to Rethink the Future: An Analysis of tive, persuasive, narrative, and expository writing. Partici- Critical Approaches in Secondary English” pants will gain new insights into differentiated instruction. Robert Petrone, Montana State University, Bozeman, “‘Who Chair: Pam B. Cole, Kennesaw State University, Georgia Cares?’ Psychic Loss, Grief, and Student Resistance to Presenters: Angela Crider, Knox County School System, Critical Literacy” Knoxville, Tennessee Discussant: Carlin Borsheim-Black, Michigan State University, Jamie Eskow, Knox County School System, Knoxville, East Lansing Tennessee Lynnsey Metcalf, Knox County School System, Knoxville, A.37 ART AND FILM: READING VISUAL Tennessee LITERACY MODELS (M–S–C) Tina Shelton, Knox County School System, Knoxville, Chicago Hilton/Joliet Room, Third Floor Tennessee Presenters in this session will provide a critical analysis of art, pictures, and nonfiction film in secondary classrooms, A.34 WRITERS WEEK: A PLATFORM FOR and discuss their pedagogy, mentor texts, and students’ BUILDING COMMUNITY (M–S) narrative projects. Chicago Hilton/Lake Ontario Room, Eighth Chair: Connie Booth, Mt. Lebanon High School, Pittsburgh, Floor Pennsylvania In this session, students, faculty, and authors will share their Presenters: Connie Booth, Mt. Lebanon High School, inspiring stories about how Writers Week helped trans- Pittsburgh, Pennsylvania, “How to Enhance the Study of form two schools into writing communities that model American Literature through Art” tolerance and equity. Learn how your school can develop a Jennifer Collison, Bullock Creek High School, Midland, similar program to generate widespread interest in writing Michigan, “Reel Lives: Nonfiction Film and Critical Literacy on your campus by featuring writers from your school and Merge Past and Present” hosting author visits. Nick Kremer, University of Missouri, Columbia, “Writing Chair: Tony Romano, William Fremd High School, Palatine, with Pictures: Creating Comics in the Classroom” Illinois Presenters: Jodi Douglas, Hazelwood West High School, Missouri Douglas Jameson, Hazelwood West High School, Missouri Reactor/Respondent: Gary Anderson, William Fremd High School, Palatine, Illinois

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Friday Morning, 9:30–10:45 a.m. Morning, Friday Tim Engles, Eastern Illinois University, Charleston Charleston University, Illinois Eastern Engles, Tim T*S& PR@P DOESN’T HAVE TO BE TO T*S& PR@P DOESN’T HAVE TAKING WORDS: FOUR-LETTER TWO TO TEST PREP OVER OWNERSHIP (S) BENEFIT STUDENT LITERACY Floor Third House/CrystalPalmer Room, YOUNG VISIBLE IN WHITENESS MAKING VIEW FROM THE LITERATURE: ADULT SIDE (S–T) THE OTHER Room C, Hilton/Williford Chicago Floor Third this session, the presenters will show how to combat this to combat how will show presenters the this session, than a few published more literature read to reluctance les- classroom-ready hands-on, practical, using by ago years of cutting-edge technology advantage that take sons which the literary of themes students to correlate encourages future. and the the present the past with Teach Media to “Using Integrated Kansas, Park, Overland Holocaust Literature” the Modern” The Myth and Americans: “Native Kansas, American Litera- Traditional to “Alternatives Kansas, Park, and Music” Film, Novels, Graphic ture: to the Ancient Greece from “An Odyssey Kansas, Park, Wave” Digital New Reading ACT the for Prep Test of into the world journey in creating and discuss their struggles and successes Test to how teaches students not only course that a yearlong in a way ACT the to take but how become better readers, which maximizes potential and success. Strategy to Skill” “From Illinois, Fields, Olympia School, Readers” Independent “Creating Illinois, Part 2” Strategy to Skill, “From Illinois, in Adult Literature Young contemporary award-winning “multicultural” the which non-White writers reverse first-person with an outsider’s readers and provide lens, cul- that challenges on white (majority) culture perspective and sparks field, playing the classroom levels tural norms, American cultural diversity. critical thinking about Lisa Bauman, St. Thomas Aquinas High School, Aquinas High School, Thomas St. Presenters: Lisa Bauman, Park, Overland School, High Aquinas Thomas St. Bauman, Boyd Overland Aquinas High School, Thomas St. Nate Burstein, Overland School, Aquinas High Thomas St. Paula McCarthy, A.41 teachers will describe their English three In this session, Rich Central High Gregor-Whitmire, Presenters: Kylie Fields, Olympia Rich Central High School, Helgeson, Marc Fields, Olympia Rich Central High School, Susan Szafranski, A.42 of some illuminating passages from a discussion us for Join Georgia State University, Kennesaw Dail, Chair: S. Jennifer Presenters: Charleston Eastern Illinois University, Kory, Fern Barbara Joyce, New Trier High School, Winnetka, Winnetka, School, High Trier New Joyce, Barbara READING, WRITING, AND RESEARCHING: AND RESEARCHING: WRITING, READING, TO MODEL A COLLABORATIVE USING AND TEACHERS THE NEEDS OF MEET STUDENTS (S) Ballroom, House/Honore Palmer Level Lobby MODERN MEDIA MEETS MASTERPIECES: HOLOCAUST, GREEK MYTHOLOGY, (S) AMERICAN LITERATURE AND Floor Third Room, Hilton/Waldorf Chicago NCTE AUTHOR STRAND—THIS TIME TIME STRAND—THIS AUTHOR NCTE CREATIVE TEACHING IT’S PERSONAL: (M–S–C) NONFICTION Room, Huron Hilton/Lake Chicago Eighth Floor students to understand their own identities and the larger students to understand their own creative how will show They outside themselves. world and literary today genre nonfiction is the fastest growing teaching it in the classroom. strategies for will provide Illinois fears. paper teachers and students to assuage research specific partnerships describe three and explain will They and supported the by is reinforced work classroom how Handouts and writing center. specialist, reading librarians, project for heuristic a as well as adaptation for samples and will be included. revision Illinois Northbrook, Illinois Northbrook, Illinois Illinois During and irrelevant. literature 2005 is ancient before These presenters will discuss how personal writing helps will discuss how These presenters Presenters: Illinois Winnetka, High School, Trier New Dan Lawler, Illinois Winnetka, High School, Trier New O’Connor, S. John A.39 model helps a collaborative how will show These presenters North High School, Glenbrook Chair: Jordan, Jeanette North High School, Glenbrook Presenters: Hannah Kang, Northbrook, School, NorthHigh Glenbrook Koeppen, Sherri Northbrook, North High School, Glenbrook Amanda Scholz, A.40 published teenagers assume that anything Forward-looking A.38 f_43-122_2011.indd 59 A.43 YIDDISH LITERATURE FOR CHILDREN Justine Neiderhiser, University of Michigan, Ann Arbor, AND YOUNG ADULTS (T–G) “Teaching against Anthologies: Negotiating Present Values in Chicago Hilton/Conference Room 4C, Reiterations of the Literary Past” Fourth Floor Sponsored by the NCTE Jewish Caucus and the Chicago A.46 CREATIVE NONFICTION MEETS Branch of the Yiddish Institute for Scientific Studies, LITERATURE RELATIONSHIPS (S–C–T) open to all Chicago Hilton/Boulevard Room A, These presenters will provide an overview of Yiddish litera- Second Floor ture for children and young adults, emphasizing literature These presenters will show that students choose literature that has been translated into English. They will also include that is meaningful to them and write about relationships in background information about specific literary works and creative nonfiction which employs strategies used by imagi- show how Yiddish literature in translation can be incorpo- native writers, to dramatize the autobiographical nature rated into the classroom. of their reading and analyze why the relationships are so Chair: Roxanne Henkin, The University of Texas, San Antonio meaningful to them. Keynote Speaker: Jacob Morowitz, YIVO, Chicago, Illinois Chair: Stephanie Haker, Miami University, Oxford, Ohio Discussants: Evelyn Freeman, The Ohio State University, Presenters: Sarah Blakeley, Miami University, Oxford, Ohio, Mansfield “Using Creative Nonfiction to Write about My Memories Lynn Gatto, University of Rochester, New York and Emotional Attachment to a Book from My Childhood” Jennifer Collins, Lakota Ridge Junior School, West Chester, A.44 POWERFUL ENGLISH EDUCATION FOR Ohio THE 21ST CENTURY (S–C–T) Tom Romano, Miami University, Oxford, Ohio, “Literature Palmer House/Salon 8/9, Third Floor Relationship Paper” Reactor/Respondent: Stacey Runion, Miami University, Presenters on this panel, including educators, researchers, Oxford, Ohio and high school students, will challenge practitioners to uti- lize students’ connections to communities, popular culture, A.47 SAY WHAT? ONE HUNDRED YEARS OF and media technologies in developing powerful English PEDAGOGICAL STRUGGLES WITH curricula that foster civic engagement, critical literacy, and COMPOSITION HANDBOOKS (S–C–T) academic achievement in the diverse classrooms of the Palmer House/Madison Room, Third Floor 21st century. Over the past one hundred years, composition handbooks Chair: Ernest Morrell, Teachers College, Columbia University, have controlled how writing is taught. Presenters on this New York, New York panel will describe research on the prejudices/missteps Presenters: Jamal Cooks, San Francisco State University, imbedded in composition handbooks, discuss their own California experiences with composition handbooks, and lead partici- Antero Garcia, Manual Arts High School, Los Angeles, pants in an evaluation of current handbooks. California Chair: Andrew Blake, Delaware State University, Dover Korina Jocson, Washington University, St. Louis, Missouri Presenters: Sue Beebe, Texas State University, San Marcos, Nicole Mirra, University of California, Los Angeles, “Getting “Composition Handbooks as Primary Texts in the TA the News from Poems: Critical Civic Pedagogy in Urban Practicum” High School English Classrooms” Lisa Bovee, Texas State University, San Marcos Reactor/Respondent: Patrick Camangian, University of San Stephanie Noll, Texas State University, San Marcos Francisco, California Terri Pantuso, Governors State University, University Park, Illinois, “Restraints and/or Possibilities of Composition A.45 DECONSTRUCTING AND DEMYSTIFYING: Handbooks in English Education: Common Core Scenarios” WAYS INTO COLLEGE LITERATURE Nancy Wilson, Texas State University, San Marcos, “Dialects (S–C–T) and Denigration: An Unfortunate Coupling in Composition Palmer House/Salon 4/5, Third Floor Handbooks” The speakers in this session will discuss the impact of the genre of anthologies on the college literature classroom, A.48 CEE OPENING SESSION ROUNDTABLES and offer practical strategies for discussing myth-based (C) literature. Palmer House/Empire Room, Lobby Level Presenters: Jerry Bingham, Heartland Community College, This session will kick off a full day of CEE-sponsored ses- Normal, Illinois, “Myth and Mystification: Demystifying Myth sions. The roundtables will explore the challenges and in the College Literature Course” possibilities of teacher education. Join aspiring, new, and ex- perienced teacher educators in this wide-ranging session.

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Friday Morning, 9:30–10:45 a.m. Morning, Friday Pennsylvania, Bloomsburg, “Preservice Bloomsburg, Pennsylvania, in Cam- Experiences Practicum Teacher Ethiopia” and eroon in Na- “Motivating Dialogue Durham, the Case from Working tional Debate: Standards–NCTE of the Common Core Exchange (2009)” David Walker, Bloomsburg University of University Bloomsburg Walker, David Hampshire, of New University Webber, Jim TRADITIONAL TEXTS VS. E-BOOKS: E-BOOKS: VS. TEXTS TRADITIONAL OF THE FUTURE RECONSIDERING (C) ENGLISH INSTRUCTION Floor Third House/Kimball Room, Palmer 12 13 Indiana Berkeley Indiana use of e-books in study on student and instructor search urban college in a four-year courses writing and literature discussion about the interactive an the basis for will form for print resources and limits and possibilities of electronic of English. and researching teaching, the writing, Brooklyn York, of New Brooklyn York, of New University Brooklyn York, New Brooklyn York, New Brooklyn York, New Brooklyn York, New Lafayette, West University, Purdue Alsup, Respondents: Janet Michigan Detroit, State University, Wayne Gina DeBlase, of California, University Freedman, Warshauer Sarah York New York, New University, Fordham Marshall George, Lafayette, West University, Purdue Star Johnson, Tara Georgia State University, Kennesaw Latta Kirby, Dawn Illinois Columbia College Chicago, Kilian McCurrie, Tempe Arizona State University, Alleen Pace Nilsen, Fort Collins Colorado State University, Louann Reid, Laramie Wyoming, of University Rush, Leslie S. Tallahassee Florida State University, Lisa Scherff, Ames State University, Iowa Tremmel, Robert A.49 a re- from recommendations and results In this session, City University College, Medgar Evers Chair: Cox, Margaret City College, Medgar Evers Anderson, Presenters: Vashti of City University College, Medgar Evers Andrews, Carl R. of City University College, Medgar Evers Damele Collier, of City University College, Medgar Evers Cox, Margaret of City University College, Medgar Evers Michael Needle, at Albany, State University of New York, York, of New State University Albany, at and Multi- Literature Teach “Learning to Learners” to Diverse Texts modal “Assessing Our Connecticut, University, English Evaluating Prospective Future: Accountability” of Age in an Teachers Liz and Nevada, Vegas, Las Academy, cal Vegas, Las of Nevada, University Spalding, A Model “The Hybrid English Educator: Time Has Come?” Whose How of Response: “Apprenticeship see, Attitudes and Beliefs of Preservice the Spill onto the Page” Teachers “What Does It Mean? Chicago, University, Consciousness Interpretive Developing Teachers” in Preservice Want They Do “Why Michigan, Allendale, on Students’ Action Research a Dictator? Resistance to Democratic Pedagogy” and Linda Nor- Pennsylvania, School, Pennsylvania, of Indiana University ris, Culture “Combating the Bullying Indiana, an English Education in School through Inquiry Project” Dispositions in Reflective “Promoting Candidates” Teacher the Devel- “Fostering Indiana, sylvania, An opment of Essential Habits of Mind: Disposi- of Professional View Expanded tions” “Upsetting Binary Constructions Boulder, The Conversations: Teachers’ in New Thinking to Fuse of Dilemmatic Power Contradictory Stories” with “Teaching South Carolina, versity, What Preservice Readers: Electronic Think about Using Electronic Teachers Readers” Roundtable Leaders and Topics LeadersRoundtable and University and Christina Nash, Agee Jane Fairfield Smith, and Emily Betsy Bowen Techni- and Career West Canady, Fawn Tallahas- Florida State University, Cox, J.T. Northeastern Illinois Duggan, Timothy State University, Valley Grand Ellis, Lindsay Somerset High Herrmann-Smith, Dorri York, New College, Brooklyn Meral Kaya, of Penn- Indiana University Kerr, Jo-Anne of Colorado, University Selland, Makenzie Charleston Southern Uni- Kari Lee Siko, 1 2 3 4 5 6 7 8 9 10 11 New York New Marshall George, Fordham University, New York, York, New University, Fordham Chair: Marshall George, Number Table f_43-122_2011.indd 61 A.50 GETTING THE STORY RIGHT: LOOKING A.51 BUILDING INTERCULTURAL UNDER- BACK, MOVING FORWARD (C) STANDINGS THROUGH GLOBAL Palmer House/Logan Room, Third Floor LITERATURE IN GRADES 1 AND 2 (E) These presenters will discuss the role that storytelling plays Palmer House/Burnham Room 1, when writing teachers ask their students to record their Seventh Floor memories of learning to read and write, show research Presenters in this session will describe how first and second photographs and historical information about families graders’ intercultural understandings grew through experi- caught up in the Holocaust, and describe how to preserve ences with reading and responding to global literature. The the oral histories of recipients of the Distinguished Flying children’s understandings of themselves and others as cul- Cross. tural beings and their need to work together with others Chair: Huey Crisp, University of Arkansas, Little Rock to make the world a better place will be highlighted. Presenters: Sally Crisp, University of Arkansas, Little Rock, Chair: Ray Martens, Towson University, Maryland “Storytelling and Learning to Read and Write” Presenters: Jenna Loomis, Pot Spring Elementary School, Cheryl Harris, University of Arkansas, Little Rock, “Storytelling Timonium, Maryland and Understanding One’s Position in the World Community” Prisca Martens, Towson University, Maryland Allison Holland, University of Arkansas, Little Rock, “Story- Rachel Roesler, Pot Spring Elementary School, Timonium, telling and Serving the Community” Maryland Margot Clarke-Williams, Pot Spring Elementary School, Timonium, Maryland Reactor/Respondent: Michelle Doyle, Pot Spring Elementary School, Timonium, Maryland

Did you know that until 1929, NCTE conventions were always held east of the Mississippi River? Only after 1,000 teachers signed pledges to attend a convention located west of the Mississippi was Kansas City, Missouri, selected as the 1929 site.

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Hurt: Acknowledging the Impact of the Impact Acknowledging Hurt: Language” Ohio of “The Literature York, New York, New Bullying” Honoring the “Out at School: Seattle, Our of LGBT Identity for Relevance Writing Lives” Reading and to Help Stop Bullying” “Resources Tampa, Pennsylvania Philadelphia, Equality Forum, York New York, New School, Janesville County, School, Middle Durham and Oyster River Hampshire New Durham, Roundtable Leaders and Topics LeadersRoundtable and Do “Words Florida, Sanibel, Allen, Janet Blacksburg Tech, Virginia Augustowski, Jason Solon, consultant, educational CJ Bott, Simon and Schuster, author, Michael Cart, Washington, of University Dial, Joseph Blacksburg Tech, Virginia Sara Kajder, of South Florida, University Kaywell, Joan of Director Executive Malcolm Lazin, The Patria Mirabel MS 324 Ochoa, Jennifer Wisconsin–Rock of University Pruitt, John Hampshire, New of University Linda Rief, Idaho University, Boise State Wilhelm, Jeff Friday Morning, 9:30 a.m.–12:15 p.m. Morning, Friday 1 2 3 4 5 6 7 8 9 10 11 12 Table Number Table STOP THE BULLYING (G) THE BULLYING STOP Ballroom, Hilton/Continental Chicago Level Lobby Salon C, stop the bullying. The growing number of teens bullied number The growing stop the bullying. 13), (age Walsh Seth (age 18), Clementi to death—Tyler (age 15) to name only Aaberg Justin (age 13), Asher Brown the importance of this discussion. a few—underscores will leave information—you than with more will leave You and inspiration needed to stop the with the determination bullying. York New York, New College, Teachers York New York, New College, Teachers Project, DC Washington, Schools, and Drug-Free Office of Safe emeritus Colorado Denver, In this special session we will examine how we can, together, together, can, we will examine how we In this special session Writing Project, and Reading Beers, Co-chairs: Kylene Seattle Washington, of University Dial, Joseph Writing Reading and Beers, Speakers: Kylene Keynote York New York, New GLSEN, director, executive Eliza Byard, Deputy Secretary Education, Assistant for Jennings, Kevin Texas Huntsville, Sam Houston State University, Lesesne, Teri professor Atlanta, Georgia State University, Robert Probst, Foundation, Shepard of the Matthew Founder Shepard, Judy AB.01 AB Session AB p.m. a.m.–12:15 9:30 f_43-122_2011.indd 63 B Sessions are located as below:

Chicago Hilton Palmer House

2 1 3 12 4 13 5 14 6 15 7 16 8 17 9 19 10 20 11 21 18 22 25 23 26 24 27 31 28 32 29 35 30 36 33 37 34 38 40 39 41 42 44 43 45 49 46 50 47 48

Have you picked up your ribbon to show the decade when you attended the NCTE Convention for the first time? They are in NCTE Central.

64 B Session Locations

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Continued on following page Continued on following Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday WHERE WOULD WE BE TODAY WITH- TODAY WE BE WOULD WHERE FREIRE? (G) OUT PAULO Salon Ballroom, Hilton/Continental Chicago Level Lobby B, WRITER’S LIFE IN THE LEADING 2011 (G) CHICAGO Floor Third Hilton/Astoria Room, Chicago OF REVISIONS OF STORIES: STORIES AUTHORS’ AT LOOKING CLOSELY TEXTS THEIR TO VISIBLE CHANGES WRITERS’ THE LESSONS OF LEARN TO CRAFT (G) Eighth Erie Room, Hilton/Lake Chicago Floor K–12 teaching practices, teaching and personal identities, teaching and personal identities, K–12 teaching practices, will celebrate The presenters and service and scholarship. his work how and show teachings transformational Freire’s change. has left a legacy of critical California “Critical Inquiry Rights of the Child” into the to a Fallen Tribute and Discourse—‘A Artifact, As Identity, Hero’” 21st in Diverse Uses of Paulo Freire “The York, New York, Century English Classrooms” Legacy and Future” Reflections on Freire’s than Ever: More Teaching: Kind of “A Different York, New York, New versity, as Spaces of Hope and Possibility” Circles Culture Freirean and what it means to will talk about their work one genre, will include a in a session which write in the City in 2011, mix of presentations. wide and lively Illinois at the looking closely by revisions sense of authors’ make Participantsexamine will changes in their manuscripts. B.02 our has impacted work Freire’s how This panel will show Orange, College, Chapman Anaida Colon-Muñiz, Chair: Athens, of Georgia, The University Allen, Presenters: JoBeth “SLAM: Indiana, of Pennsylvania, Indiana University sj Miller, New Columbia University, College, Teachers Ernest Morrell, “Now Amherst, of Massachusetts, University Sonia Nieto, Uni- Columbia College, Teachers Mariana Souto-Manning, B.03 than in more each of whom works writers, Chicago Three Naperville, Literacy Perspectives, Hollman, Chair: J. Marilyn Illinois Chicago, Fitzpatrick, Tony Presenters: Illinois Sun-Times, Chicago Hoekstra, Dave Illinois Chicago, www.theteachersway.com, Moynahan, Molly B.04 can students how will show presenters In this session, No photo available Social Justice and Student Social Justice Authentic Crafting Voice: Real-World Responses to Concerns (M–S–T) to confront challenges in their communities and the challenges in their communities to confront session—a high in this interactive The presenters world. educator—will describe school teacher and a refugee and re- that engage students in researching projects writing, art, sponding to social justice concerns through and film. California California Atherton, tory, Diana Combs Neebe Namir Yedid Diana Combs Neebe Namir empowered are Literacy flourishes when adolescents of San Diego, University Chair: Heather Lattimer, Heart Sacred Prepara- Presenters: Diana Combs Neebe, California Carlsbad, Ridge School, Pacific Yedid, Namir B.01 Neebe and Diana Combs Yedid Namir Room, House/Wabash Palmer Floor Third Featured Session Featured B Sessions B p.m. a.m.–12:15 11:00 f_43-122_2011.indd 65 manuscripts, including those of award-winning author Kar- Kyle Mays, doctoral student, University of Illinois, Urbana- en Cushman, and learn how to use these visible changes in Champaign authors’ drafts to teach writers’ craft. Albert M. Rice II, Michigan State University, East Lansing Chair: Randy Bomer, The University of Texas, Austin Bonnie Williams, doctoral candidate, Michigan State University, Presenters: Randy Bomer, The University of Texas, Austin, East Lansing “Living Writing Processes on Dusty Old Pages: What We Can Learn and Teach from Looking at Authors’ Papers” B.07 NEW MEDIA GALLERY: STRATEGIES FOR Nancy Roser and Michelle Fowler-Amato, The University of TEACHING WITH MOVIES: MEANINGFUL Texas, Austin, “Talking Over an Author’s Decision-Making: ENGAGEMENT, CLOSE READINGS, AND How Students Make Sense of Manuscript Revisions” RICH RESOURCES (G) Tradebook Author: Karen Cushman, author of Alchemy and Chicago Hilton/Boulevard Room C, Second Meggy Swann, Clarion Books, New York, New York, “When Floor My Readers Read Like Writers” Sponsored by the Media and Digital Literacies Reactor/Respondent: Katherine Bomer, Literacy Consultant Collaborative, open to all K–12, Austin, Texas How can English teachers teach film in engaging and mean- ingful ways? Three founding members of NCTE’s Media and B.05 AUTHORS AS MENTORS FOR PEER Digital Literacies Collaborative will explain how students’ CRITIQUE GROUPS (G) “fannish” interests can spark critical thinking, demonstrate Chicago Hilton/International Ballroom a close reading of a film “text,” and show how DVD extras South, Second Floor can teach the language of film. What does revision look like in the real world? How can Chair: Jennifer Powers, Green Mountain College, Poultney, students learn from mentor authors? Join us for a lively Vermont conversation with a panel of award-winning writers on Presenters: Frank Baker, The Media Literacy Clearinghouse, how they revise through collaborative critique groups. Columbia, South Carolina, “Using DVD Extras to Teach the Learn how peer critique can be a magical way to get kids Language of Film” motivated to revise. Peter Gutierrez, Screen Education, St. Kilda, Victoria, Austra- Chair: Denise Johnson, The College of William & Mary, lia, “Leveraging Movie Fandom to Spark Critical Thinking” Williamsburg, Virginia Alan B. Teasley, Duke University, Durham, North Carolina, Tradebook Authors: Matthew Kirby, Scholastic, Inc., New “Close Reading of a Film Text: What? Why? How?” York, New York Eric Luper, Balzer+Bray/HarperCollins Children’s Books, B.08 BRANCHING OUT: PLANTING THE New York, New York, “Real Revision: Authors’ Strategies to SEEDS OF CHANGE (G) Share with Student Writers” Chicago Hilton/Grand Tradition Room, Kate Messner, Walker and Company, New York, New York, Lobby Level “Real Revision: Authors’ Strategies to Share with Student Educators in one Michigan district are writing the future of Writers” professional development by using an organic, teacher- Linda Urban, Houghton Mifflin Harcourt, New York, New research model in place of a traditional, top-down ap- York proach. In this session, participants will learn how class- room inquiry has helped these teachers and administrators B.06 (E)RACING THE PAST, RIGHTING THE to foster meaningful discourse, improve writing instruction, FUTURE: EXAMINING THE INTERSEC- and create an annual K–12 Celebration of Writing. TION OF RACE AND GENDER IN NEW Presenters: Pamela Carter, Renton Junior High School, ENGLISH EDUCATION (G) New Boston, Michigan Chicago Hilton/Conference Room 4A, Brandy Falkenberg, Miller Elementary School, New Boston, Fourth Floor Michigan In this session, panelists will discuss research and pedagogical Molly Fichtner, Huron High School, New Boston, Michigan approaches that examine the intersection of race and gen- Debra Krauss, Huron Public Schools, New Boston, Michigan der in what Kirkland calls “New English Education.” They Carolyn Melnychenko, Huron High School, New Boston, will use narratives of young Black men to explore how Michigan 21st century English Studies can be (re)positioned along Denise Miller-Spicer, Miller Elementary School, New Boston, the promising lines of social relevance. Michigan Chair: David E. Kirkland, Michigan State University, East Cory Pengelly, Miller Elementary School, New Boston, Lansing Michigan Presenters: Austin Jackson, Michigan State University, East Lansing

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Socialization in the Language Arts in the Language Socialization Cortez Danny Martinez, Classroom,” Angeles Los California, of University South,” Students in the US American of South University Michele Myers, Columbia Carolina, Them into Lifelong Turn to about How of University Parker, Kimberly Readers,” Urbana-Champaign Illinois, of Ser Bien Perspectives Teacher Diaspora University Sandra Quinones, Educado,” York New of Rochester, School Students,” American High Native Arizona State San Pedro, Timothy Tempe University, Black Critical English Education for College Community and Latina Female Teachers Sealey-Ruiz, Yolanda Students,” York, New Columbia University, College, York New Genres: and Persuasive Procedural A Multiple Case Study of Culturally Students,” Diverse and Linguistically Boston College, Margarita Zisselsberger, Massachusetts An Ethnographic Response to Reform: Study of an Urban Elementary School The Melody Zoch, Times of Change,” in Austin Texas, of University “Studying the Education of African African the Education of “Studying Us Tell Black Men Can Young “What Puerto Rican “Educated Entremundos: among Culture and Writing, “Reading, of The Relevance “Critical Possibilities: of Writing Development “The Teachers’ Practices and Teaching “Literacy Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday EVALUATING AND ADDRESSING LGBT AND EVALUATING - IN CHILDREN’S LITERA STEREOTYPES (G) THE CLASSROOM AND IN TURE Floor Third Hilton/PDR 4, Chicago 6 7 8 9 10 11 12 and young adult literature which can be used to address address which can be used to adult literature and young impact on classroom a positive and have LGBT stereotypes behavior. herst of Children’s Analysis “A Critical Multicultural Amherst, Families with That Features Adult Literature Young and (LGBT) Parents” Transgender or Bisexual, Gay, Lesbian, the Fu- to Strategies for Way “Silence of the Past Gives ture” B.11 children’s in this session will discuss realistic Presenters Am- of Massachusetts, University Chair: Kirsten Helmer, of Massachusetts, University Presenters: Kirsten Helmer, York, New City, Garden Adelphi University, Nicole Sieben, Learners, Literacy, and Bilingualism,” and Bilingualism,” Literacy, Learners, University, Stanford Maneka Brooks, California the Multiple Identities, in-Practice: and the Figured Enacted Curriculum, in a Middle Achievement of World Limarys School English Classroom,” Columbia College, Teachers Caraballo, York New York, New University, Sybil Durand, E. Literature,” Postcolonial Baton Rouge Louisiana State University, and Literacy, Youth, American Male Emory Latrise Johnson, Schooling,” Georgia Atlanta, University, Language Youth Black and Brown Titles and Presenters English Long-Term “‘I English!’: Know Identities- “Constructing and Negotiating Education through Teacher “Rethinking US African Identity: “Redefining a Literature the Linguistic Margins: “Learning from Poster Session Poster CULTIVATING NEW VOICES POSTER VOICES NEW CULTIVATING SESSION (G) Hilton/HistoryChicago of the Council Hall, Level Lower MULTIPLE PERSPECTIVES ON PERSPECTIVES MULTIPLE LITERACY, GLOBALIZATION, (G) AND PEDAGOGY Floor Third Hilton/PDR 1, Chicago on Research, the Standing Committee by Sponsored open to all 1 2 3 4 5 lows in the 2010–2012 cohort lows of the Cultivating New which is (CNV), among Scholars of Color Program Voices will They of NCTE. Foundation the Research by sponsored partici- questions from and address their research present pants. of globalization: theories from draws literacy research global- and relocalization, globalization as homogenization as navigational and globalization ization as colonial power, using research will be illustrated frameworks These capital. contexts. examples in transnational El Paso - the fel from This poster session will include research Poster Number B.10 B.09 in which ways will describe three presenters In this session, Minneapolis of Minnesota, University Chair: Cynthia Lewis, Texas, of The University Ceballos, Brochin Presenters: Carol Illinois Evanston, University, Northwestern Eva Lam, Bloomington Indiana University, Carmen Medina, f_43-122_2011.indd 67 B.12 SUPPORTING STUDENTS IN THE TIME Robert King, Colorado Poets Center, Greeley, “Using OF CORE STANDARDS (K–2) (E) Multicultural Poetry to Teach Written Language to English Palmer House/Adams Room, Sixth Floor Language Learners” Knowing that the Common Core Standards will figure prominently in the curricula of most schools, NCTE con- B.15 BEYOND A COLLECTION OF ARTIFACTS: tinues its mission to support teachers and their students E-PORTFOLIOS AS A TOOL FOR REFLEC- with a new series of books. The presenters will outline TION, INTEGRATION, AND ACTION (E–T) challenges posed by the Core Standards, offer strategies Palmer House/Salon 4/5, Third Floor drawn from teaching practice, and explain how teachers This faculty/student panel will explore the use of Integra- and instructional leaders can design curricula and instruc- tive Knowledge E-Portfolios as tools for ongoing, lifelong, tion to address the standards without compromising the best life-wide learning and self-reflection to shape professional practices that guide their teaching. educators’ personal and professional identities. They will Chair: Anne Ruggles Gere, University of Michigan, Ann Arbor discuss the meaning and role of reflection and the demands Presenters: Susi Long, University of South Carolina, and possibilities of the e-portfolio as a new genre. Columbia Chair: Katie Van Sluys, DePaul University, Chicago, Illinois Carmen Tisdale, Carver Lyon Elementary School, Columbia, Presenters: Sarah Brown and Calley O’Neil, DePaul Uni- South Carolina versity, Chicago, Illinois, “Making the Most of Technology: Respondent: Justine Neiderhiser, University of Michigan, Exploring Tools for Thinking and Communication” Ann Arbor Kathie Kapustka, DePaul University, Chicago, Illinois, “What Are Integrative Knowledge E-Portfolios? Becoming a B.13 21ST CENTURY LITERACIES IN EARLY Community of Learners” CHILDHOOD CLASSROOMS (E) Liliana Zecker, DePaul University, Chicago, Illinois, “Revising, Palmer House/Logan Room, Third Floor Writing, and Thinking Practices: New Genres, New Pos- Young children readily embrace the advances of technology sibilities” in their play, means of communication, and modes of learn- Discussant: Kathleen Blake Yancey, Florida State University, ing. This panel of preservice, current, and former teachers Tallahassee will discuss the ways in which they have used the advan- tages of technology in expanding the literacy practices in B.16 LEARNING TO BE CRITICS: their early childhood classrooms. INVESTIGATING CHILDREN’S Chair: Carol Felderman, American University, Washington, TELEVISION ADVERTISING (E) DC Palmer House/Salon 12, Third Floor Presenters: Laura Herring, Sheridan School, Washington, DC Critical literacy is incomplete without attention to criti- Ayana Jackson, Horace Mann Elementary School, Washington, cal numeracy. In this interactive session, participants will DC examine aspects of this critical integration and analyze the Logan Kapinus, Toronto, Ontario, Canada work of fifth grade students as they investigated television Kristen Luppino, American University, Washington, DC advertising. Their work empowered them to participate in Susan Meshberger, Janney Elementary School, Washington, a multimodal discourse of critique. DC Chair: Phyllis Whitin, Wayne State University, Detroit, LeeAnn Parker, American University, Washington, DC Michigan Reactor/Respondent: Vivian Vasquez, American University, Presenters: David Whitin, Wayne State University, Detroit, Washington, DC Michigan, “Interrogating the Sociopolitical Dimensions of Data-Related Texts” B.14 THE MODEL POEM: A MULTICULTURAL Phyllis Whitin, Wayne State University, Detroit, Michigan, “Cri- APPROACH TO WRITING (E) tique and Social Action in a Critical Inquiry Investigation” Palmer House/Salon 10, Third Floor This session will illustrate a method of teaching poetry to B.17 THERE IS ENOUGH TIME IN THE DAY! K–5 English language learners, using models of multicul- HOW “ART-FUL” EDUCATORS MAXIMIZE tural poems. The presenters will share multicultural poems, MEANING-MAKING ACROSS THE student work based on the models, techniques for teaching CURRICULUM (E–M) poetry, and research about the effectiveness of this ap- Palmer House/Salon 3, Third Floor proach for written language development. These presenters will show how educators can successfully Chair: Deborah W. Allen, Kean University, Union, New encourage students to connect “artfully” to cross-curric- Jersey ular outcomes so that teaching literacy is not a separate Presenters: Elizabeth Franklin, University of Northern experience, but rather an assemblage which is taught using Colorado, Greeley, “Using Multicultural Poetry to Teach all subject areas. Quick and easy visual art, drama, dance, Written Language to English Language Learners”

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Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday WHEN DO THEY WRITE? WHERE DO DO WHERE WRITE? THEY WHEN DO WRITE? THEY DO WHAT WRITE? THEY PARTNERSHIP A COLLABORATIVE AMONG INSTRUCTION WRITING OF A UNIVER- AND A DISTRICT, SCHOOLS, SITY (E–M–C–T) Floor Third House/Madison Room, Palmer HOW 2: SHAKESPEARE SET FREE—ACT FEET THEIR GETTING STUDENTS ON WITH SHAKESPEARE’S WORKING AND THAN IT SOUNDS IS EASIER LANGUAGE (G) House/Red Laquer Ballroom, Palmer Floor Fourth all to open Library, Shakespeare Folger the by Sponsored schools) efforts to improve writing practice using a unique writing practice schools) efforts to improve faculty and an inquirypartnership with local university ap- their will discuss They development. to professional proach existing writing within beginning with partnership, yearlong of a the development through K–8, district classrooms district framework. Baton Rouge Louisiana Louisiana Louisiana Relationships” Reciprocal “University–District Rouge, Baton will These presenters texts. ing them with Shakespeare’s the transition from demonstrate activities which can ease Al- learning. seat-based learning to performance-based Teaching Shake- though this panel is part of a five-session each session stands alone and will be led by strand, speare staff and past participants of the Folger members different wel- are Teachers Institute. Shakespeare Teaching of the sessions. or all five some, come to attend one, DC Washington, Engaging Students with Close Reading SCENE: . . “And . Their Feet” on Their Engaging Students with Close Reading on SCENE: Feet” Engaging Students with SCENE: . . “And . Massachusetts, Their Feet” Close Reading on B.20 (60 urban district’s large, on one will focus These presenters Louisiana State University, Bickmore, Presenters: Steven Baton Rouge Louisiana State University, Dana Bickmore, Rouge Parish School System, East Baton Brister, Jessica Parish School System, East Baton Rouge Nakia Dangerfield, School System, East Baton Rouge Parish Ann Dorgan, Margaret-Mary Sulentic Dowell, Louisiana State University, B.21 engag- is essential for Getting students up and on their feet Library, Shakespeare Folger Chair: Michael LoMonico, Illinois, Academy, Elgin Presenters: Geoff Stanbury, . . “And . Washington, High School, Tumwater Ulen, Amy Sudbury, Lincoln-Sudbury Regional High School, Wong, Jaime WE’RE ON THE CASE: LATINO WRITERS WRITERS LATINO CASE: THE WE’RE ON (E–M–S) MYSTERIES YA OF 4C, Room Hilton/Conference Chicago Floor Fourth TEACHING: THROUGH LEARNING THINKING WRITING, A READING, A MODEL FOR AS WORKSHOP DEVELOPMENT PROFESSIONAL (E–M–S–T) Floor Third Room, House/Indiana Palmer and music activities will show how an “art-full” day can “art-full” day an how show activities will and music literate classroom. build a more Canada Columbia, British Vancouver, Children, Canada British Columbia, Vancouver, Canada and Columbia, British Richmond, Troupe, Literacy Vancouver, Arts, the through Learning Conservatory, Royal Canada British Columbia, Canada Teachers acclaimed Latino writers. several by old mysteries the adults will recognize young with Latino/Latina working texts coupled with the relevant benefits of using culturally otherwise be Readers who may genre. exciting mystery reasons two have will now pleasure for disinclined to read to pick up a book. Respond to Writers Latino “On the Beat: Texas, Houston, the Challenge” Writing Genre “Tinting Fiction: City, Jersey City University, Age and Ethnicity” toward Fiction Geared Latino Readers” Young of Mysteries for In Search Case: The Mystery Readers: Voracious to Become Teens Latino of Reading” Wonder and Reader” YA the Latino Mysteries for Them Guessing: de- professional effective for model a as used be can it how looks like of the workshop and what the future velopment, consider their students of the 21st century. as they Durham kc dyer, mentor, artist, Creative Writing for for Writing Creative artist, mentor, Presenters: kc dyer, Children, for Writing Creative artist, mentor, author, Fodi, Lee for Theatre Players Trunk Tickle The Lori Sherritt-Fleming, Ontario, Catharines, St. University, Brock Winters, Kari-Lynn B.18 and familiar with new educators will become In this session, editor, writer and freelance Presenters: Sarah Cortez, Jersey and New York New York, New writer, Richie Narvaez, “On the Lubbock, University, Tech Texas René Saldaña Jr., “Encouraging York, New York, New writer, Troncoso, Sergio “Keep Texas, Dallas Independent School District, Villareal, Ray B.19 will look back at the historyPresenters workshop, of the Hampshire, New of University Carey, M. Tomasen Presenters: Durham Hampshire, of New University Ellie Papazoglou, Durham Hampshire, of New University Wrobleski, Louise f_43-122_2011.indd 69 B.22 SEEKING RECIPROCITY IN FAMILY– B.23 IT’S ABOUT RELATIONSHIPS (E–C–T) SCHOOL PARTNERSHIPS: READING Palmer House/Marshfield Room, Third Floor PAST EFFORTS TO WRITE AN EFFECTIVE These presenters will explore how to build relationships FUTURE (E–C–T) with families in a variety of new and exciting ways. Palmer House/Kimball Room, Third Floor Chair: Kathryn Roberts, Wayne State University, Detroit, Sponsored by the Center for Expansion of Language Michigan and Thinking, open to all Presenters: Rosene Johnson, Spartan Child Development All students need teachers who understand the power of Center, East Lansing, Michigan, and Kathryn Roberts, Wayne mutually respectful partnerships between families and State University, Detroit, Michigan, “Embracing Diversity schools. These roundtable discussions will explore past and Engaging Parents in an Early Childhood Setting” and current complexities and outline specific engagements Amy Kay, The University of Georgia, Athens, “Building Rela- for teachers who wish to build relationships utilizing both tionships with Families in Third Space of Dialogue Journals” home and school funds of knowledge. Joanne Robertson-Eletto, St. John’s University, Jamaica, New Chair: Charlene Klassen-Endrizzi, Westminster College, York, “Preserving the Legacy: In Her Own Words” New Wilmington, Pennsylvania B.24 READING THE SETTING: SECOND Table Number Roundtable Leaders and Topics GRADERS’ CONCEPTS OF TIME AND PLACE AS REVEALED IN RETELLINGS 1 Jane Baskwill, Mount St. Vincent University, (E–C–T) Halifax, Nova Scotia, Canada, “Creat- Palmer House/Price Room, Fifth Floor ing Home–School Literacy Partnerships Identifying how children express time and place in retellings through Children’s Books” seems straightforward, but in a study by these presenters 2 Deborah Ann Jensen, Hunter College, of retellings of three stories by 13 second graders, they City University of New York, New York, identified over 10 ways in which children used time and “Examining Teachers’ Comfort Level of place concepts. In this session, they will share what they Parental Involvement” learned and discuss the implications with participants. 3 Charlene Klassen-Endrizzi, Westminster Chair: Prisca Martens, Towson University, Maryland College, New Wilmington, Pennsylvania, Presenters: Poonam Arya, Wayne State University, Detroit, “Exploring New Paradigms with Families” Michigan, “Writing Concepts of Time and Place: What 4 Lori Norton-Meier, University of Louisville, Retellings Reveal about Children’s Constructions of Time” Kentucky, “‘That Won’t Work Here!’ Re- G. Pat Wilson, University of South Florida/Sarasota–Manatee, thinking the Parent-Kid-Teacher Investi- Sarasota, “Reading the When and Where: Culturally-Based gators in New Contexts” Concepts of Time and Place” 5 Jean Schroeder, Schumaker Elementary School, Tucson, Arizona, “Community Watching: A Window into Parent-Teacher Conversations” 6 Melissa Schulz, Miami University, Oxford, Ohio, “Building Connections between Home and School for English Language Learners” 7 Jenny Tuten, Hunter College, City Uni- versity of New York, New York, “Making Sense of Assessment: Exploring Fami- lies’ Perspectives on Report Cards and Achievement” 8 Elisa Waingort, Dalhousie Elementary School, Calgary, Alberta, Canada, “Family Literacy Conversations through Ellumi- nate”

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cancelled Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday HOW TO HOOK AND REEL IN YOUR YOUR IN REEL AND HOOK TO HOW (M) STUDENTS Room, Michigan Hilton/Lake Chicago Eighth Floor CREATING THE FIRE: LIGHTING MIDDLE SCHOOL PASSIONATE WRITERS (M) A, Room Hilton/Boulevard Chicago Second Floor THE PAST: ON BULLYING—REFLECTING THE FUTURE (M–S) CHANGING Room 4K, Hilton/Conference Chicago Floor Fourth students upon entering the classroom using a variety of using a variety entering the classroom students upon tips to engage provide manipulatives, common objects and the period, throughout their interest students and maintain will to use at the end of the class that strategies and offer a lasting impression. make Louisiana Denham Springs, School, Louisiana Baton Rouge, Louisiana Springs, Louisiana Baton Rouge, School, Louisiana Baton Rouge, School, the energy and harness of the adolescent ignite the desire teach- purpose, including the strategies of authentic writer, publication of student work, student choice, er modeling, with practi- will leave Teachers and use of digital resources. to back cal ideas that will enable them to carry the torch and students, spark the passion in their their classrooms, the pages of tomorrow. create In this ses- against bullying. themselves to protect sources incorporate unit plan which teachers may a five-day sion, pro- into the language arts will be reviewed, curriculum and popular bullies will be described, for gram resources Lit authors will discuss their personal experiences with YA bullying. York New York, New B.26 to engage describe how in this session will The presenters High Southside Junior Presenters: Danielle Blackwell, Magnet School, Academic Middle Sherwood Hebert, Claire Denham School, High Park Junior Juban LaPlace, Kathy Academic Magnet Middle Sherwood Anna MacMorran, Academic Magnet Middle Sherwood Simone Quackenbos, B.27 successful practices that will share in this session Presenters Michigan School, Middle Olivet Presenters: Nicole Brewer, Michigan School, Middle Olivet Gehrig, John Michigan School, Middle Olivet Suzie Kramer, Michigan School, Middle Olivet Christa McLane, B.28 students with skills and re- to provide It is essential today HarperCollins, author/editor, Hall, Presenters: Megan Kelley York New York, New HarperCollins, editor, Jones, Carrie Tampa of South Florida, University Cari Sadler, Illinois schools in Chicago, Students from

G.B. Tran G.B. Photo credit: Shurel Lifton Shurel credit: Photo Neufeld Josh AND G.B. TRAN TRAN AND G.B. Graphic Literature (G) Literature Graphic SID JACOBSON, JOSH NEUFELD, JOSH NEUFELD, SID JACOBSON, B.25 Author Strand Author B.25 Narrating Lives: The Power and Possibilities of and Possibilities The Power Lives: Narrating related topics, such as: why they chose the genre of chose the genre they why such as: topics, related memoir, of fiction, their work for literature graphic and behind the creative the experience or biography; teacher and student readers how publishing processes; in which graphic and the ways engaged their work; have and indepen- existing classroom can enhance literature dent study. Missouri House Anne Frank The author of Anne Frank: York, New Biography Authorized Graphic After the Deluge Orleans author of New Journey A Family’s author of Vietnamerica: Sid Jacobson and explore their work authors will discuss Three Louis, St. University, Webster Chair: George Shea, York, New Macmillan, Authors: Sid Jacobson, Tradebook York, New York, New Inc., Random House, Neufeld, Josh York, New York, New Inc., Random House, G.B.Tran, Chicago Hilton/PDR 2, Third Floor Third 2, Hilton/PDR Chicago f_43-122_2011.indd 71 B.29 UPDATES FROM THE NATIONAL STUDY Mary Fahrenbruck, Grand Valley State University, Grand OF WRITING INSTRUCTION (M–S) Rapids, Michigan Chicago Hilton/Conference Room 4M, Pamela Page, Grand Valley State University, Grand Rapids, Fourth Floor Michigan Sponsored by the Center on English Learning and Nancy Patterson, Grand Valley State University, Grand Rapids, Achievement, open to all Michigan This session will continue a series of annual updates on Elizabeth Storey, Grand Valley State University, Grand Rapids, results from the National Study of Writing Instruction. The Michigan study is examining changes in instruction since 1981, as well as the impact of high-stakes tests and new technolo- B.32 BREAKING STEREOTYPES: READING HER gies on English and other core subjects. PAST, WRITING HER FUTURE (M–S–T) Chair: Arthur N. Applebee, University at Albany, State Palmer House/Salon 8/9, Third Floor University of New York This classroom demonstration will assist educators in Presenters: Arthur N. Applebee, University at Albany, State designing rigorous, relevant, and engaging lessons that University of New York incorporate differentiation, writing, and Common Core Judith A. Langer, University at Albany, State University of Standards. Using themes, multigenre examples, and text- New York to-text analysis, participants will experience a collaborative Marc Nachowitz, University at Albany, State University of lesson as their students would, and then debrief the lesson New York design as a professional learning community (PLC). Kristen Wilcox, University at Albany, State University of New Presenters: Roxanne Friday, Charlotte-Mecklenburg Schools, York Charlotte, North Carolina Jami Rodgers, Charlotte-Mecklenburg Schools, Charlotte, B.30 WRITING WITH AUDIENCE, PURPOSE, North Carolina AND CONTEXT IN MIND (M–S) Chicago Hilton/Marquette Room, Third Floor B.33 CREATING WAC-INTENSIVE FACULTY Join this strategy-driven discussion about student writing. DEVELOPMENT: A HIGH-SCHOOL After soliciting input from participants about expectations INITIATED COLLEGE COLLABORATION and challenges in middle and high school student writing, FOR WRITING AND RHETORIC the presenters will explore the genesis of writing topics (M–S–C–T) and prompts related to literature, the benefits for students Chicago Hilton/Joliet Room, Third Floor of discussing discipline-based writing expectations, and Many high school–college WAC collaborations begin with practical methods for encouraging revision. higher education, but this time a secondary teacher sug- Presenters: Barry Gilmore, Hutchison School, Memphis, Ten- gested an idea which her administration also valued. Thus nessee, “Revision Lessons: Writing beyond the First Draft” began an extensive collaboration over several years. Teach- Sue Gilmore, Martin Luther King Magnet School, Nashville, ers and others involved will share what they have learned Tennessee, “Convergence of the Twain: Writing for Social that others may apply to their own teaching environments. Studies and English Classes” Chair: Pamela Childers, Windward School, Los Angeles, Brenda Robinette, Lausanne Collegiate School, Memphis, California Tennessee, “The Past Is Present: Using Socratic Seminars as Presenters: David Boxer and Peggy Procter, Windward Discussion Vehicles and Foundations for Writing” School, Los Angeles, California, “Administrative Response: Listening to Teachers and Students” B.31 USING TEXT-SETS AND RECENT YA Laura Clark, Windward School, Los Angeles, California, NOVELS TO ENGAGE MIDDLE LEVEL “Writing Fellows and Changing My Teaching through the STUDENTS (M) Process” Palmer House/Salon 2, Third Floor Daniel Gutierrez, Windward School, Los Angeles, California, Engagement is the key in middle level language arts class- “Concerns That Led to Action: A History Teacher Ques- rooms. These presenters will demonstrate how teach- tions the Teaching of Writing” ers can engage students through text-sets and recent YA Chris Thaiss, University of California, Davis, “Joining the books, and suggest sets of texts that can accompany novels. Collaboration Midstream: A University Perspective on They will also provide lessons that will scaffold teachers Student Development in Writing across Disciplines” and students using engaging literacy experiences. Chair: Elizabeth Pegroelje Stolle, Grand Valley State University, Grand Rapids, Michigan Presenters: Nancy DeFrance, Grand Valley State University, Grand Rapids, Michigan

72 Friday Morning, 11:00 a.m.–12:15 p.m.

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emy, San Antonio, Texas, “Tapping Inner Inner “Tapping Texas, Antonio, San emy, Essays Quick Lists and Kernel Streams: Writing” Academic for Bozeman Field “Community-Based Lawrence, Education: Teacher Experiences in English with Home- Work Teachers’ Preservice Youth” less Bozeman Indiana Lafayette, Roundtable Leaders and Topics Roundtable Leaders and Acad- Eleanor Kolitz Bernabei, S. Gretchen Montana State University, Lisa Eckert, of Kansas, University Heidi Hallman, Montana State University, Robert Petrone, West University, Purdue Melanie Shoffner, Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday CONNECTING PRACTICE TO RESEARCH: RESEARCH: TO CONNECTING PRACTICE OF SCHOOL–UNIVERSITY THE PROMISE (T) COLLABORATION Floor Third House/Salon 1, Palmer 1 2 3 4 5 CEE Research Grants foster research in English teacher in English research Grants foster CEE Research pres- winners will award the In this session, education. twice so that participants two can attend ent their work discussions. roundtable school- and university- benefits of collaborations involving of three members by Presentations based researchers. audience discussion by be followed teams will collaborative in enhancing teachers’ of such ventures of the promise and authority. development professional a University–District through Model of RTI/Intervention Collaboration” Partnerships“University–Schools in an Urban District” Commitments Shared “On Common Ground: Collins, and Learning Contexts” Research across A University–Schools Teachers: Empowering “Toward and Projects” Programs Collaboration across Partnerships“University–School in a Small Urban District” Berkeley of California, Janet Alsup, Purdue University, West Lafayette, Indiana Lafayette, West University, Purdue Alsup, Chair: Janet Number Table B.37 the challenges and will explore in this session Presenters Boulder of Colorado, University Anne DiPardo, Chair: a “Creating Carolina, South Irmo, Presenters: Robin Cox, Fort Collins Colorado State University, Rebecca Garrett, Urbana-Champaign of Illinois, University Sonia Kline, Fort Collins Colorado State University, Elizabeth Lewis, Urbana-Champaign, of Illinois, University Sarah McCarthey, Fort Colorado State University, Cindy O’Donnell-Allen, Columbia, of South Carolina, University Diane Stephens, Urbana-Champaign, of Illinois, University Woodard, Becca Urbana-Champaign of Illinois, University Yoon, Haeny University Freedman, Warshauer Discussion Leader: Sarah “READING” THE PAST, “RESPONDING” “RESPONDING” THE PAST, “READING” FUTURE IS THE TOOLS: 2.0 WEB WITH (M–S–C) NOW! Salon Ballroom, Hilton/Continental Chicago Level Lobby A, THE IN USING POPULAR CULTURE RAPPING, BLOGGING, CLASSROOM: THE 21ST WIKI-ING IN AND ANIMATING, (M–S–C) CLASSROOM CENTURY Sixth Floor Room, House/Monroe Palmer ROUNDTABLES: AWARD CEE RESEARCH AND CEE RESEARCH JAMES MOFFETT WINNERS (T) GRANT Floor Third 7, House/Salon Palmer on English Education, the Conference by Sponsored open to all tools that we use to help students engage in those great in those great use to help students engage tools that we student interac- greater for allowing changing, are works literarytion with traditional their fellow texts and with lessons on Macbeth, will offer These presenters readers. 2.0 tools such as Web using Emma, and The Fifth Child to stimulate boards and discussion Twitter, ActivBoard, enhance understanding. engagement and to Illinois Lincolnshire, Macbeth Murder the “Unraveling Illinois, Lincolnshire, Language Challenges” Mystery Shakespeare’s to Solve about The Fifth Child Using Discussion Talking Them “Keep Boards” Pastiche and Literary for Tools 2.0 Web Using Me: Tweet Imitation” Illinois Lincolnshire, High School, and inte- bring to the school, literacies that students many the present- session, In this grate them into the classroom. using these hidden ers will discuss practical strategies for students’ for as springboards literacies popular culture deep thinking and learning. Alabama Birmingham supports Award The James Moffett to support research. The the scholarship of James Moffett. by inspired projects B.34 The of date or out of style. out never is literature Great High School, Stevenson Adlai E. Noskin, David Chair: High School, Stevenson Adlai E. Presenters: Laura Brown, Illinois, Skokie, Niles North High School, Heather Ingraham, “Just Illinois, Urbana, High School, University Suzanne Linder, Stevenson Adlai E. Reactor/Respondent: Mary Christel, B.35 the to appreciate and teacher educators can learn Teachers California University, State Francisco San Cooks, Chair:Jamal Alabama Hills High School, Vestavia Presenters: Ben Davis, Birmingham Alabama, of The University Natasha Flowers, Birmingham, Academy, Phillips J.H. Rhodes Simmons, Veronica Alabama, of University The Perry, Tonya Facilitator: B.36 grants annual on English Education offers The Conference f_43-122_2011.indd 73 B.38 CONNECTING POWERFUL IMAGES TO B.41 NEW TRICKS FOR DIGITAL DAWGS: AMERICAN LITERATURE (S–T) USING NEW TECHNOLOGIES TO ELICIT Palmer House/Honore Ballroom, Lobby QUALITY WRITING AND ANALYSIS Level FROM PLUGGED-IN STUDENTS (S) Chicago Hilton/Waldorf Room, Third Floor New technologies provide an opportunity to demand quality work from our students, while easing the grading burden Visual literacy fills teenagers’ lives. Presenters in this session for teachers. These presenters will demonstrate how to will show how American art, time period music, and food use wikis, glogs, and digital portfolios to energize your can be used in American Literature and United States His- teaching and build exciting virtual learning environments tory classes to encourage students to use critical thinking where students can work, discuss, learn, and write collab- skills to bridge the time periods and truly “read the past.” oratively. Ample resources will be provided for incorporating this Chair: Stan Yanchus, Centennial High School, Champaign, strategy into your classes. Illinois, retired Presenters: Melanie Buckley, Heritage High School, Leesburg, Presenters: Scott Austin, Fayetteville-Manlius High School, Virginia Manlius, New York Elizabeth Glynn, Loudoun County Public School, Ashburn, Tim Burns, Fayetteville-Manlius High School, Manlius, New Virginia York Kathleen Graf Deeb, Fayetteville-Manlius High School, B.39 LGBT LITERATURE IN THE HIGH Manlius, New York SCHOOL CLASSROOM (S) Mary Patroulis, Fayetteville-Manlius High School, Manlius, Palmer House/Burnham Room 1, New York Seventh Floor Literature can be beneficial as a tool for discussing sexual B.42 READING THE PAST: THE POWER OF identity and orientation. These presenters will explore the CROSS-CURRICULAR TEACHING IN use of LGBT literature in the high school classroom. ENGLISH/LANGUAGE ARTS AND SOCIAL Chair: Jessica De Young Kander, Eastern Michigan University, STUDIES (S) Ypsilanti Palmer House/Chicago Room, Fifth Floor Presenters: Danielle Hughes and Paula Taylor-Greathouse, This panel will examine some specific content-area litera- University of South Florida, Tampa, “Using LGBTQ cies across the English/language arts and social studies Literature in a Secondary English Classroom” curriculum. Specifically, presenters will discuss how the Jessica De Young Kander, Eastern Michigan University, combination of English/language arts and US History helps Ypsilanti, “Bringing English Education out of the Closet: students become more critical viewers of their culture and LGBT Literature in the High School English Class” themselves. Presenters: Daniel Bruno, North Stafford High School, B.40 THE GRAMMAR PROJECT: HOW DO WE Stafford, Virginia, “Multimodal Literacies and Technology in HELP STUDENTS GET IT RIGHT? (S–T) Cross-Curricular Teaching” Chicago Hilton/International Ballroom W. David Hooten, North Stafford High School, Stafford, North, Second Floor Virginia, “Building Historical Thinking Skills through the Use How do I teach grammar? This question is asked by of Literacy Strategies” English teachers in every classroom, every year. This panel Christopher Spencer, North Stafford High School, Stafford, of teachers organized a study group to explore this ques- Virginia, “Using Historical Texts as a Mentor for Writing” tion, and they will present specific strategies that they have found successful in their urban classrooms. B.43 A MARRIAGE OF READING AND MATH (S) Chair: Kristen Turner, Fordham University, New York, New Palmer House/Crystal Room, Third Floor York In this session, husband/wife researcher teams will share Presenters: Hanna Jones, The Urban Assembly School for their experiences working together as math and English Design and Construction, New York, New York teachers to solve the problems and address the demands Rebekah Shoaf, The Urban Assembly School for Design and of implementing content-area reading in the math class- Construction, New York, New York room. Presenters will include how to encourage math Nina Silva, The Urban Assembly School for Design and teacher buy-in, which literacy strategies fit best, and stu- Construction, New York, New York dent reactions to these classroom changes. Reactor/Respondent: Michael W. Smith, Temple University, Presenters: Danielle Johnson, University of Missouri, Philadelphia, Pennsylvania Columbia, “What Does This Mean for Reading in the Content Area?”

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Friday Morning, 11:00 a.m.–12:15 p.m. Morning, Friday VIDEO GAMING AND SUSTAINABLE AND SUSTAINABLE VIDEO GAMING THE FUTURE: LEARNING FOR AND UNDERSTAND- WRITING, READING, EXPERIENCES VIRTUAL THROUGH ING (S–C–T) Room C, Hilton/Williford Chicago Floor Third OF THEORIES TRADITIONAL WHEN FACE AND RHETORIC COMPOSITION WRITING (S–C) NEW INTERNET A, Room Hilton/Williford Chicago Floor Third historical, biographical, political, psychological, archetypal, archetypal, psychological, political, biographical, historical, presenters as the postmodern—much formalist, feminist, students gain is to help The goal classrooms. do in their works. in tackling challenging confidence Oregon to and digital literacies for popular culture students’ affinity practice and authentic learn- rich classroom for provide video games will discuss The presenters ing opportunities. 1) writing in multiple for and digital literacies as platforms 2) supporting of identity and students’ exploration genres, personal and rel- and 3) helping students establish culture, cross-disciplinarytexts. to content area, connections evant Lessons and Strat- Practical and Gaming: Writing, “Reading, the Classroom” egies for Video Games” through “Writing MY Future Texas, and Differences “Understanding Digital Cross-Cultural ESL Students” Education for in Culture Possibilities public multimodal tions do and do not help us to analyze writing. Participatory“Containing and the Culture Charlotte, Shrinking of Public Space” Plagiarism” and (Dis)Connected Audience, and Negative” . . . Positive “Establishing Proof ‘Opining’ as a Genre” Teach and Analyze Daniella Bonanno, Clackamas High School, High School, Clackamas Presenters: Daniella Bonanno, retired Oregon, High School, Oswego Lake Tim Gillespie, Oregon High School, Oswego Lake Lisa Mitchell, Oregon High School, Oswego Lake Jason Parris, B.47 on educators can capitalize how This session will explore York, New University, John’s St. Abrams, Presenters: Sandra Huntsville, Sam Houston State University, Hannah Gerber, Park, University State University, Pennsylvania Jason Lee, B.48 tradi- in which past rhetorical This panel will consider ways Charlotte of North University Carolina, Chair: Lil Brannon, of North University Carolina, Presenters: Lil Brannon, “Access, Bloomington, Indiana University, Christine Farris, Illinois, Chicago, University Loyola Janangelo, Joseph to “How Bloomington, University, Indiana Schilb, John Pennsylvania Maryland Pennsylvania Roundtable Leaders Suburban High School, York Betsy Bedell, Baltimore, Essex, CCBC Chiarini, Annmarie Suburban High School, York Beth Landau, TEACHERS SPEAKING UP AND OUT: AND OUT: UP SPEAKING TEACHERS ENGAGE TEACHERS WAYS THE MANY (S) ACTION IN POLITICAL Ontario Room, Hilton/Lake Chicago Eighth Floor THEY COME: GET READY—HERE HIGH THE GAP BETWEEN CLOSING AND COMMUNITY COLLEGE SCHOOL WRITING (S–C) LEVEL Room, Huron Hilton/Lake Chicago Eighth Floor TEXTS TACKLING CRITICISM: LITERARY ANGLES (S–C–T) MULTIPLE FROM Floor Third B, Room Hilton/Williford Chicago 1 2 3 Missouri, “Reading in the Content Area and Honors Math” and Honors Area in the Content “Reading Missouri, and Math” Strategies “Literacy Missouri, Math Intervention” and Area in the Content “Reading in this session will Presenters changes in education. around used have in which they ask participants the ways to share districts, schools, political action to enact changes in their By sharing and soliciting examples and communities. unions, partici- hope to inspire the presenters of political advocacy, up and out. pants to encourage one another to speak Athens Georgia, about discussions English teachers will lead roundtable students writing instruction and other issues regarding high school to community from making a leap who are insights attendees will share In these conversations, college. immediate use in the class- and exchange strategies for room. critical perspectives— with a literary multiple text from Josephus Johnson, West Junior High School, Columbia, Columbia, School, High Junior West Johnson, Josephus Columbia, High School, Oakland Junior Pingrey, Jayme Missouri, Columbia, High School, Hickman Ryan Pingrey, Columbia of Missouri, University Gilles, Consultants: Carol Columbia of Missouri, University Lannin, Amy Columbia of Missouri, University Lannin, John B.44 conversations often missing from of teachers are The voices of The University Abraham Baker, Presenters: Stephanie Arbor Ann of Michigan, University Elizabeth Homan, Athens of Georgia, The University Lindy Louise Johnson, B.45 college writing instructors and high school Community Number Table B.46 participants This demonstration will offer to work a chance f_43-122_2011.indd 75 B.49 RHETORICS OF HEALING: AFRICAN AMERICAN AND NATIVE AMERICAN PERSPECTIVES (C) Palmer House/Burnham Room 4, Seventh Floor Members of this panel will address healing, in a wide range of forms, through rhetorical, cultural, and critical lenses. The presenters will offer insights into the uses of cultur- ally-based strategies for enacting educational and social change. Chair: Ella Jean Davis, Wayne County Community College District, Detroit, Michigan Presenters: Tamika L. Carey, University of North Carolina, Pembroke, “I’ll Teach You to See Again: Healing and Literacy Instruction in African American Self-Help Books” Amanda LeClair, University of Wyoming, Laramie, and Christine Rogers Stanton, Montana State University, Boze- man, “Indigenous Community-Centered Literacy for Social Justice” Tiffany Pogue, Emory University, Atlanta, Georgia, “From Working Conjuring to Living Decoded: Understanding Changing Literacies and How to Create Them”

B.50 EXPLORING PROFESSIONAL IDENTITY IN TODAY’S HIGHER-EDUCATION LANDSCAPE: CONTINGENT FACULTY, TEACHING ASSISTANTS, SECOND- CAREER STUDENTS (C) Palmer House/Salon 6, Third Floor The changing landscape in higher education complicates the nature of community membership and the formation of professional identities. This panel will examine profes- sional identity in three “transitional” academic populations: composition faculty on contingent appointments, graduate teaching assistants just entering the profession, and adult students changing careers. Chair: Roy Stamper, North Carolina State University, Raleigh Presenters: Jennifer Cover, Ball State University, Muncie, Indiana, “How Teaching Shapes Academic Identity: The Case of the Composition GTA” Cathy Leaker, State University of New York, Empire State College, New York, “Blowing in the Winds of Change: Adult Students, Lifelong Learning, and the New Working Academy” Ann Penrose, North Carolina State University, Raleigh, “Contingent Jobs, Contingent Selves? Exploring Profes- sional Identity in Composition Teaching”

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Friday Afternoon, Noon–6:00 p.m. Afternoon, Friday Noon–6:00 p.m. Noon–6:00 Hall Exhibit Level Hilton/Lower Chicago including 200 exhibit booths, in nearly featured materials are instructional in professional The latest developments the Council. publications from professional newest NCTE Publications—the booths offering Council-sponsored are there materials, instructional and professional booths displaying to In addition or concern. special services of interest on special areas or concentrating Exhibit Hall Level NCTE Central–Lower Vegas–1304 in Las 2012 Convention Exhibitor Services–216 Association–1209 Education of Student Publications/Journalism Advisers for Assembly Alliance (GSEA)–1302 Educators’ Gay/Straight Association–806 Writing Centers International Advisory Literary to Recognize Excellence in Student Committee Program Maga- and the Assemblies, Affiliates, NCTE zines–700 American Read-In–615 African National Association–713 College English Two-Year Whole Language Umbrella–613 Bookshop–1410 Anderson’s Exposition of Professional and and of Professional Exposition Materials Instructional f_43-122_2011.indd 77 C Sessions are located as below:

Chicago Hilton Palmer House

1 2 4 3 7 5 8 6 9 11 10 13 12 15 14 16 17 18 20 19 21 22 24 23 25 29 26 31 27 36 28 37 30 39 32 41 33 44 34 46 35 47 38 48 40 49 42 50 43 51 45

The now widely accepted term “language arts” was once controversial. It was first proposed by NCTE Past President Dora V. Smith at the 1946 NCTE convention, but almost all members of the Council, including elementary teach- ers, soundly rejected it. Almost 30 years later, the term had become widespread, and in 1975, the NCTE elementary journal was renamed Language Arts.

78 C Session Locations

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. 12:30–1:45 p.m Afternoon, Friday CRITICAL PERSPECTIVES ON LAN- CRITICAL PERSPECTIVES AND COMMuNITY LEARNING, GUAGE, COLOR (CNV) (G) SCHOLARS OF FROM Floor Third House/Indiana Room, Palmer the Research of NCTE, by Foundation Sponsored open to all EDUCATION AND LITERACY, LANGUAGE, AMERICAN STUDENTS (G) AFRICAN FOR Floor Third 1, House/Salon Palmer by which is sponsored Program, among Scholars of Color theoreti- will present NCTE, of Foundation the Research action on critical pedagogy, cal and practical arguments responsive culturally social justice, language, research, and literacy-rich digital and embodied spaces. pedagogies, comments closing reflective the presentations, Following into and audience members will be invited will be offered, and the a larger discussion on critical literacy research CNV program. Michigan Detroit, Critical Depend on It: Our Lives Like “Teaching California, Action Research” and Pedagogy in Pedagogy Responsive “Learning and Living Culturally Education” Teacher Vernacular Understanding Artist’: Verbal sciousness of the Literacies in Digital and Embodied Spaces” as Language for Theatre the Die: the Ride but Not for for Girls” Incarcerated Columbus in order and intergenerational beliefs, linguistic variation, American students? African to best serve American African the Choice: “Weighing York, New York, Students’ Language Ideologies of Code-Switching” of Mary- University and Christine Mallinson, Virginia, burg, “Using Educator Insight to Design County, Baltimore land, Teaching” Responsive Linguistically The Persis- in Literacy: “Historical Continuities Columbia, tence of Intergenerational Beliefs on Literacy and Educa- American Rural Community” African tion in an C.02 Voices Cultivating New of the fellows former In this session, State University, Wayne Thomas, Chair: Elizabeth Ebony of San Francisco, University Presenters: Patrick Camangian, Columbia, of South Carolina, University Jackson, O. Tambra “‘The Con- Tempe, Arizona State University, Paris, Django “Down Georgia, Atlanta, Emory University, Winn, Maisha The Ohio State University, Kinloch, Valerie Discussant: C.03 about code-switching, What do teachers need to know New University, Fordham Donovan, Presenters: Meredith Williams- William & Mary, College of Anne Charity Hudley, of South Carolina, University Lachuk, Suzanne Johnson Amy Renee Moreno Multicultural American American Multicultural Local and in Literature (G) Global Contexts diverse and dynamic US writers who influence the and dynamic US diverse and engage cultural worldwide of culture development studies as a primary con- the analyzing critical tool for American literature. texts of Northridge California of the Barrio” Xicanindio Bard “raúlrsalinas: Houtchens participants to the corpus of This panel will introduce State University, California Chair: Renee Moreno, Marina del Rey, Presenters: Bobbi Ciriza Houtchens, Pennsylvania, Slippery Rock University, Itzi Meztli, Northridge State University, California Renee Moreno, Bobbi Ciriza Itzi Meztli C.01 Itzi Meztli, Houtchens, Ciriza Bobbi and Renee Moreno Tradition Hilton/Grand Chicago Level Lobby Room, open to all the Latino Caucus, by Sponsored Featured Session Featured C Sessions p.m. 12:30–1:45 f_43-122_2011.indd 79 C.04 SLOW READING: DWELLING IN TEXTS C.07 PAST DRAFTS, FUTURE REVISIONS: AND COMPREHENDING DEEPLY (G) NEGOTIATING PUBLIC REPRESENTA- Chicago Hilton/Conference Room 4K, TIONS OF YOUTH SPOKEN WORD Fourth Floor POETRY (G) Reading should not be a race—though it is often treated Chicago Hilton/Boulevard Room B, that way. Presenters in this session will argue for a deliber- Second Floor ate, thoughtful, responsible, attentive approach to reading Four presenters—a filmmaker, a poet educator, a youth spo- that is not only pleasurable but that allows for depth of ken word poetry administrator turned graduate student, comprehension. and a youth spoken word poetry researcher—will debate Chair: Ulrich H. Hardt, Portland State University, Oregon the benefits of public/commercial representations of young Presenters: Ellin Keene, Denver, Colorado, “The Outcomes people’s writing and performance, in a panel relevant to all of Understanding” educators who seek authentic audiences for their students’ Thomas Newkirk, University of New Hampshire, Durham, work. “‘Hold Your Tongue’—Slow Reading and the Pleasure of Presenters: Kevin Coval, Louder Than A Bomb: The Chicago Sound” Youth Poetry Festival, Illinois Greg Jacobs, Siskel/Jacobs Productions, Chicago, Illinois C.05 ASSESSING ASSESSMENT (G) Susan Weinstein, Louisiana State University, Baton Rouge Palmer House/Burnham Room 1, Anna West, Harvard Graduate School of Education, Seventh Floor Cambridge, Massachusetts High-stakes writing assessments limit access to academic success for English learners and other students. How can C.08 TEACHER CONVERSATIONS ABOUT teachers analyze, negotiate, and perhaps change the impact WRITING ASSESSMENT AND STUDENT of assessments for students in their classrooms? WRITING (G) Presenters: Paula M. Carbone, University of Southern Chicago Hilton/Williford Room C, California, Los Angeles, “Competency Assessment to Third Floor Engage Underserved Secondary Writers” Following an overview of two writing assessment initiatives, Ya Mo, Michigan State University, East Lansing, “The Con- session attendees will participate in a protocol for discuss- straints of State Writing Prompts in California, New York, ing student writing and consider how a protocol such and Florida on the Writing Performance of English as a as this can inform the future of writing instruction. This Second Language (ESL) Students” dynamic and interactive session will emphasize strength- Jessica Zacher Pandya, California State University, Long based writing assessment. Beach, “Testing for Testing’s Sake: Effects of High-Stakes Presenters: Melanie Boecking, Texas State University, San Assessment and Structured Language Arts Curricula on Marcos English Language Learners” Jan Schaefer, Texas State University, San Marcos Cynthia Vetter, Texas State University, San Marcos and Texas C.06 THE BATTLE OF BEHAVIORISM: A&M University, College Station THE TENUOUS VICTORY OF “A PARTICULAR PERSON AT A PARTICULAR C.09 REFRAMING RESISTANCE: REPOSITION- TIME AND PLACE” IN PETER ELBOW ING THE RESISTANT STUDENT (S) AND LOUISE ROSENBLATT’S THEORY Chicago Hilton/Conference Room 4C, AND PEDAGOGY (G) Fourth Floor Palmer House/Price Room, Fifth Floor Understanding why students resist and figuring out how This panel will place two prominent figures, Peter Elbow and to deal with student opposition is difficult for teachers, Louise Rosenblatt, in a contemporary context to explore especially for those in the first few years of teaching. In this how teachers might push back against the current push for panel, three high school English teachers will discuss how standards and standardized testing by using Elbow’s writing they reframed the way they thought about resistance and process and Rosenblatt’s reader-response theory. as a result, repositioned resistant students as capable and Chair: Maja Wilson, University of Maine, Orono valuable readers and writers. Presenter: Mark Childs, Madison Country Day School, Chair: Amy Vetter, University of North Carolina, Greensboro Wisconsin, “Rosenblatt Revisited” Presenters: Heather Beane, East Montgomery High School, Discussion Leader: Nancy Patterson, Grand Valley State Biscoe, North Carolina University, Grand Rapids, Michigan Katie Roquemore, Weaver High School, Greensboro, North Carolina Katie Shepherd-Allred, Smith High School, Greensboro, North Carolina

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Continued on following page Continued on following Friday Afternoon, 12:30–1:45 p.m. Afternoon, Friday SHAKESPEARE SET FREE—ACT 3: HOW HOW 3: SET FREE—ACT SHAKESPEARE CAN TOOLS WEB 2.0 INTERNET-BASED TO CLOSER STUDENTS YOUR GET (G) TEXTS SHAKESPEARE’S Ballroom, House/Red Laquer Palmer Floor Fourth all to open Library, Shakespeare Folger the by Sponsored OF THE INFLUENCE WRITING UNDER (E) LITERATURE Room 4D, Hilton/Conference Chicago Floor Fourth AS DEVELOPMENT PROFESSIONAL DO TO HAVE WE REALLY DO INQUIRY: THIS? (E) Floor Third 6, House/Salon Palmer be used to teach Shakespeare with a production-based with a production-based be used to teach Shakespeare performance integrate tools seamlessly These approach. and Smartboards. audio, as video, with technologies such Teaching is partAlthough this panel of a five-session each session stands alone and will be strand, Shakespeare staff and past par- the Folger members of different led by Teachers Institute. Shakespeare Teaching ticipants of the sessions. or all five some, to attend one, welcome are DC Washington, “21st Century Shakespeare” 2.0” Atoms” in Bytes and “Shakespeare City, and teacher educator as elementary teacher, book author, the through authors become mentors how discuss they support as can we children and how write, books that they under the influence of literature. write they Writing and Reading “Strategies to Braid Informal Responses” Writing” and “Linking Literature Washington, York New York, New Books, House Children’s classroom for development and district-based professional in teachers and instructional coaches which is grounded in a work- and structured inquiry and teacher research and their process will share The presenters shop format. their collected from the data they series of minilessons,

C.11 2.0 technology can Web how will show These presenters Library, Shakespeare Folger Chair: Michael LoMonico, Wisconsin, Mauston High School, Presenters: Chris Lavold, “Bard Illinois, Roselle, Park High School, Lake Long, Gregg Jersey University, City Jersey New Christopher Shamburg, C.12 of a children’s This panel will braid together the experiences Vegas Las of Nevada, University Chair: Cyndi Giorgis, Vegas, Las of Nevada, University Presenters: Cyndi Giorgis, Snohomish, Cathcart Elementary School, Megan Sloan, Random author, Discussion Leader: Candace Fleming, C.13 of school- a model in this session will explore Presenters Photo credit: Chloe Crespi Chloe credit: Photo

Eric Greitens Eric Greitens Photo credit: Meredith OBrien Meredith credit: Photo The Literature of War (G) War of The Literature AND ERIC GREITENS AND ERIC TIM O’BRIEN, NATHANIEL FICK, FICK, NATHANIEL TIM O’BRIEN, C.10 Author Strand Author C.10 been soldiers whose military them experience inspired and meaning, to write books about the experience, O’Brien has written several Tim of war. repercussions on what he witnessed in of fiction that draw works first published They Carried, Things including The Vietnam, a classic in its 20th anniversary edi- in 1990 and now Officer Chief Executive currently Nathaniel Fick, tion. the wrote American Security, a New of the Center for The Making of a Marine Officer Away: memoir One Bullet and disillu- contradictions, to describe the challenges, firsthand while which he felt in war, sionment inherent wrote Eric Greitens Iraq. Afghanistan and serving in The Education of a Humanitarian, The Heart and the Fist: soldiers can how the Making of a Navy Seal to show humanitarians—which be among the most effective and Iraq, Thailand, in Kenya, he learned while deployed which Continues, Mission The runs now He Afghanistan. to serve continue their countryhelps disabled warriors authors can All three at home. as citizen leaders here and the redemptive imagination, memory, discuss war, of storytelling. power Massachusetts Boston, Massachusetts Massachusetts Tim O’Brien, Nathaniel Fick, and Eric Greitens have all have and Eric Greitens Nathaniel Fick, Tim O’Brien, Illinois District 211, Chair: Eric Schaefer, Houghton Mifflin Harcourt, Tim O’Brien, Presenters: Boston, Houghton Mifflin Harcourt, Nathaniel Fick, Boston, Houghton Mifflin Harcourt, Eric Greitens, Tim O’Brien Nathaniel Fick Chicago Hilton/International Ballroom North, North, Ballroom Hilton/International Chicago Second Floor f_43-122_2011.indd 81 own inquiries and observations, as well as data from the *Elaine Wang, University of Pittsburgh, Pennsylvania, “Teacher teachers and other coaches with whom they engaged, and Understanding and Facilitation of High-Level Thinking as the results of their experience enacting schoolwide profes- Components of Instructional Quality: Reaching for High- sional development this way. Level Cognitive Demands in Text Discussions” Presenters: Karen Goldstein, Central Elementary School, *CEE Cultural Diversity Grant Winner Indianapolis, Indiana Katherine Reed, Central Elementary School, Indianapolis, C.17 CELEBRATING 2011 NCTE POETRY Indiana AWARD RECIPIENT J. PATRICK LEWIS Jennifer Wheat, MSD Pike Township, Indianapolis, Indiana (E–M–S–T) Chicago Hilton/Boulevard Room A, C.14 CONTENT COMPREHENSION IN THE Second Floor ACTIVE LITERACY CLASSROOM (E) Sponsored by the NCTE Award for Excellence in Poetry Chicago Hilton/Conference Room 4M, for Children Committee, open to all Fourth Floor This session will showcase the 2011 recipient of the Na- These presenters will explore ways in which to teach tional Council of Teachers of English Award for Excellence comprehension and active literacy across the disciplines in Poetry for Children: J. Patrick Lewis. Committee mem- in culturally and linguistically diverse classrooms. They will bers will read a selection of their favorite Lewis poems share practices that encourage deep thinking by immers- and Lewis himself will read from his forthcoming titles. A ing children in topics they can explore over time, honoring PowerPoint tribute to Lewis and his poetry will celebrate their questions, curiosities and interests, and promoting the his life, work, and poetry. The audience will also be invited active use of knowledge. to participate in readings from his poetry collections. Chair: Diane Parker, author/NCTE consultant, Wahiawa, Chair: Barbara Ward, Washington State University, Pullman Hawaii Keynote Speaker: J. Patrick Lewis, poet, Westerville, Ohio Presenters: Joanne Durham, Prince George’s County Public Presenters: Rebecca Kai Dotlich, poet, Carmel, Indiana Schools, Capitol Heights, Maryland Elaine Magliaro, Beverly, Massachusetts, retired Anne Goudvis, Public Education and Business Coalition, Denver, Colorado C.18 RESEARCH THE PAST, WRITE FOR THE Stephanie Harvey, Public Education and Business Coalition, FUTURE: AUTHENTIC WRITING THAT Denver, Colorado MAKES A DIFFERENCE (E–C–T) Palmer House/Burnham Room 4, C.15 MAKE IT HAPPEN! CELEBRATING Seventh Floor THE WHOLE CHILD AND VALUING This panel will discuss the importance of encouraging pri- COMMUNITY DIFFERENCES WHILE mary children as they experiment with writing for authen- IMPLEMENTING STANDARDS OR tic real-world reasons. Believing that writing is thinking and SCRIPTED ASSESSMENTS (E–M) supports new knowledge, these educators will share excit- Palmer House/Salon 7, Third Floor ing strategies that have proven to be successful and can be Teachers of ELA have the challenge of maintaining a commu- immediately integrated into the classroom. nity of learners while facing strict standard and curriculum Presenters: Sandra Doering, Concordia University Chicago, mandates. The early career teachers in this session will River Forest, Illinois, “Research the Past, Write for the share easy-to-implement strategies and lessons that are Future: Authentic Writing by Primary Children That Makes rooted in developmentally appropriate practices designed a Difference” for early childhood through secondary grades. Carol Gaul, Concordia University Chicago, River Forest, Chair: Anna J. Small Roseboro, Grand Rapids, Michigan Illinois, “Research the Past, Write for the Future: Authentic Presenters: Jonathan Jamal McMullen, Bowman Elementary Writing by Primary Children That Makes a Difference” School, Lexington, Massachusetts Carol Schefelbein, Concordia University Chicago, River Alicia Ordaz, Eisenhower Middle School, Gibsonton, Florida Forest, Illinois, “Research the Past, Write for the Future: Authentic Writing by Primary Children That Makes a C.16 USING TALK TO SUPPORT STUDENT Difference” LEARNING (M–S–T) Palmer House/Logan Room, Third Floor C.19 TODAY’S MULTILITERATE STUDENTS: How can teacher educators and secondary teachers EXPLORING THE COMMUNICATION facilitate text-based discussions of literature in order to AND ASSESSMENT POSSIBILITIES IN A develop higher-level thinking? CRITICAL MULTILITERACIES PRIMARY Presenters: Lauren Gatti, University of Wisconsin, Madison, CLASSROOM (E–T) “Learning to Teach English and Facilitate Discussion in Palmer House/Salon 12, Third Floor Urban Contexts”

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Continued on following page Continued on following Friday Afternoon, 12:30–1:45 p.m. Afternoon, Friday CONSTRUCTING READER IDENTITIES READER IDENTITIES CONSTRUCTING EMPOWERMENT STUDENT THROUGH DISCOURSE (E–M–C) AND REFLECTIVE Floor Third Room, Hilton/Joliet Chicago FULCRUM: THE AT ANTHOLOGY A COMMUNITY’S BALANCING A MIDDLE SCHOOL’S WITH TRADITION FUTURE (M) Floor Third House/Salon 2, Palmer ONE BOOK–ONE SCHOOL (M) INITIATIVE ANTI-BULLYING Floor Third Room, House/Kimball Palmer Illinois, “Writer’s Workshop: Digital Connections and Criti- Connections and Digital Workshop: “Writer’s Illinois, Voices” cal Multiliteracies” Assessing Model for experiences of the through process exploring the reading support readers. for positive while providing the reader South Carolina South Irmo, Ballentine Elementary School, Stanley, Triangulation Falter: Won’t Stool Three-Legged “A Carolina, and Confidence in Risk Supports Students’ Empowerment Taking” of South Carolina, University Deborah MacPhee, Carolina, Nursery Road Elementary Whitecotton, and Emily Aiken, Supporting“Readers South Carolina, Columbia, School, through Together Readers in Constructing Identities Discourse” Reflective Nacogdoches, Austin University, Stephen F. Victoria Seeger, the Implications for Reading Interview: “The Burke Texas, Classroom” Area Content is enacting an ambi- August 2011, which opened in School, including the balanced literacy plan, tious and strategically collaborating with significant local community historically a to create the curriculum writing across students who are poetryschoolwide anthology commemorating the school’s year. first Kentucky each where initiative took on an anti-bullying consin, that of a novel a copy staff member and student received

Mary Shorey, Pritchett Elementary School, Buffalo Grove, Grove, Buffalo Elementary Pritchett School, Mary Shorey, “A Illinois, Forest, River University, Dominican Silvers, Penny C.21 techniques for in this session will discuss The presenters Irmo, Ballentine Elementary School, Chair: Goforth, Jennie Tiffany and Goforth, Jennie Boling, Anne Presenters: Perri South Irmo, Ballentine Elementary School, Donald, Kendall and Oregon, Salem, Willamette University, Rita Moore, C.22 Middle Farristown how will demonstrate These presenters Berea, School, Middle Farristown Presenters: Glenna Carter, Richmond University, Eastern Kentucky Gill Hunter, Kentucky Berea, School, Middle Farristown Wilson, Douglas C.23 Wis- school in the largest middle School, Hudson Middle

Continued at top right Darling Jim credit: Photo Photo credit: Marc Andrew Stephens Andrew Marc credit: Photo in Picture Books (G) in Picture TOM LICHTENHELD AND LICHTENHELD TOM Exploring Language and Wordplay Wordplay and Exploring Language AMY KROUSE ROSENTHAL AMY KROUSE C.20 Author Strand Author C.20 Krouse Rosenthal and Tom Lichtenheld will team up Lichtenheld Tom Rosenthal and Krouse the artto showcase and importance of language and , In Wordles books. picture in their newest wordplay and explores to another level homonyms takes Amy dif- completely sentences that sound the same but have asks Tom book E-Mergency, In his new meanings. ferent importantthe question—just how letter of is one little with visual the alphabet? He demonstrates the answer E gets when what happens puns that show and verbal hurtfor her! the other letters has to fill in and one of will discuss their writing and illustrating Amy and Tom and the books, for applications classroom processes, books to teach language using picture suggestions for and wordplay. retired Colorado, Denver, California cisco, California elementary students, two university professors) will pres- will professors) university two elementary students, media exploring critical are children in which ent ways and blogs), using technology (wikis, writing for literacy, leading to learning experiences multimodal engaging in student-focused will include Presentations social action. and multiliteracies models, curricular artifacts, assessments, teachers. tools for Illinois Literacy and Critical Media Literacy “Implementing Critical in Elementary Grades” , Amy Amy of Duck!Times bestselling creators Rabbit!, York New State College of Metropolitan Chair: Jackie Swensson, San Fran- Books, Chronicle Lichtenheld, Tom Presenters: San Francisco, Books, Chronicle Rosenthal, Krouse Amy Tom Lichtenheld Amy Krouse Rosenthal Krouse Amy Lichtenheld Tom Chicago Hilton/Conference Room 4A, Fourth Floor Fourth 4A, Room Hilton/Conference Chicago A collaborative research/teaching team (classroom teacher, teacher, (classroom team research/teaching A collaborative Forest, River Dominican University, Silvers, Chair: Penny Parkside, Wisconsin, of University Presenters: Linda Crafton, f_43-122_2011.indd 83 addresses the issue of middle school bullying. During this Peggy Harkins, The Ohio State University, Marion, “The five-week initiative, the curriculum focused on literacy Power of Nonfiction: Engaging Middle School Learners” and the impact of the novel on behavior at the middle David L. Harrison, Drury University, Springfield, Missouri, school. Come to find out how this one book–one school “Stepping behind the Scenes: Joining in the Writer’s Craft” large-scale initiative was implemented successfully and did change behavior. C.27 NCTE AUTHORS—ENGAGING Presenters: Kristin Conrad, Hudson School District, AMERICAN NOVELS (M–S) Wisconsin Chicago Hilton/Continental Ballroom, Kari Halstead, Hudson School District, Wisconsin Salon C, Lobby Level Michelle Miller, Hudson School District, Wisconsin Sponsored by the Assembly on American Literature, open to all C.24 USING THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN TO LEARN ABOUT THE PAST AND THINK ABOUT THE FUTURE (M–T) Chicago Hilton/Lake Erie Room, Eighth Floor In this session, participants will receive a complete unit and materials for Sherman Alexie’s novel The Absolutely True Diary of a Part-Time Indian that will be enticing and informa- tive to both middle school students and teachers. Presenters: Melissa Arof, Elm Place Middle School, Highland Park, Illinois Jan Foughner, Elm Place Middle School, Highland Park, Illinois Leslie Jaffe, Elm Place Middle School, Highland Park, Illinois This roundtable will open with keynote statements from Deborah Miller, Elm Place Middle School, Highland Park, five authors of NCTE’s forthcoming text Engaging Ameri- Illinois can Novels who will address the challenge of unlocking the riches of great American novels for our students. The C.25 FROM PAIN TO POETRY: USING POETRY presentations will be followed by interactive discussions at TO SPEAK OUT AGAINST INJUSTICE (M) ten tables about how participants engage their students in Chicago Hilton/PDR 4, Third Floor these novels. Participants will explore how poets have responded to Co-chairs: Joan Mitchell, The University of Alabama, injustice through their writing and will discuss how poetry Tuscaloosa can give voice to the silenced. Hands-on activities and a Carol Pope, North Carolina State University, Raleigh resource packet will give participants tools to use in the Keynote Speakers: Sheridan Blau, Teachers College, classroom for motivating students to write poetry. Columbia University, New York, New York, “Learning and Presenters: Ellen Hagan, DreamYard Project, Bronx, New Pseudo-Learning in the Literature Class” York Carol Jago, California Reading and Literature Project, Renee Watson, DreamYard Project, New York University of California, Los Angeles Dyan Watson, Lewis & Clark College, Portland, Oregon John Noell Moore, The College of William & Mary, Williamsburg, Virginia C.26 LEARNING WITH NONFICTION Robert Probst, Georgia State University, Atlanta, professor LITERATURE: WRITING IT, READING IT, emeritus LOVING IT (M–T) Jeff Wilhelm, Boise State University, Idaho Chicago Hilton/PDR 2, Third Floor In this session, participants will (1) learn the nonfiction Table Number Roundtable Leaders and Topics writer’s craft from an award-winning children’s author, (2) experience ways to guide students to write nonfiction, (3) 1 Mary Adler and Bonnie Ericson, California receive hands-on experience with research-based strate- State University, Channel Islands, Of Mice gies that use nonfiction literature to differentiate content and Men area reading from writing instruction, and (4) learn how 2 Alan Brown and Joan Mitchell, The to engage all students with cross-curricular lessons using University of Alabama, Tuscaloosa, and middle level nonfiction picture books. Lisa Scherff, Florida State University, Presenters: Mary Jo Fresch, The Ohio State University, Tallahassee, The Chocolate War Marion, “Leveling the Playing Field: Nonfiction Picture 3 Elizabeth Callahan, Chapel Hill High Books for All Readers and Writers” School, North Carolina, and Tiffany Jones,

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Continued on following page Continued on following Friday Afternoon, 12:30–1:45 p.m. Afternoon, Friday I’M THE NEW ADVISER TO WHAT??? WHAT??? TO ADVISER THE NEW I’M (M–S–C) Ontario Room, Hilton/Lake Chicago Eighth Floor Advisers of Student Assembly for the by Sponsored Association, Education Publications/Journalism open to all OF ROOTS” “KNOT THE UNTANGLING (M–S–C–T) Sixth Floor House/Adams Room, Palmer WRITING THE HOLOCAUST, READING AND MEMOIR DIARY USING IDENTITY: TO WAR WORLD THE SECOND OF IDENTITY IN PERSONAL CELEBRATE WRITING (M–S–C) Floor Third Room, Hilton/Waldorf Chicago Tallahassee Georgia Black Young of Entry Engaging as a Point “Book Clubs for Men in Reading” experi- journalism only your though even magazine duty, These presenters paper. the Sunday be reading ence may can issues you will list the common legal and diplomatic (or risk of to minimize your expect to encounter and how out of) a controversy. your way finesse of Publishing in Print and “Legal FAQ’s Virginia, Arlington, and More” Censorship, Libel, Copyright, Online: Skills” Political “Diplomatic and Manhattan, University, teachers Led by incredible. student learning outcomes are on will focus this session practicing integrated instruction, teachers English teachers can pair with content area how draws meaningful instruction that more deeper, to develop together. the strands of education and other disciplines North Carolina Morganton, School, North Carolina Morganton, United three In this session, future. the for their voice will Fellows Teacher States Holocaust Memorial Museum experience to guide bring together public and parochial a literacy-based hands-on strategies for teachers through video and memoir, diary, using writing personal to approach the Holocaust. from testimony Annamaria Deidesheimer, Florida State University, State University, Florida Deidesheimer, Annamaria Chair: Atlanta, Emory University, Presenters: Latrise Johnson, Massachusetts, NorthNewton High School, Parker, Kimberly C.30 or yearbook, been assigned to newspaper, have you So, Center, Law Student Press Presenters: Frank LoMonte, Kansas State Association, Education Journalism Wilson, Brian C.31 but the work, instruction is hard cross-curricular Integrated, Robert Logan Patton High Presenters: Glenda Stephens, Robert Logan Patton High School, Zimmerman, John C.32 teachers can help students find of the past, With literature Creekside High School, Fairburn, Georgia Fairburn, High School, Creekside Kaywell, Joan and Tallahassee, University, Their Tampa, South Florida, of University God Watching Were Eyes Arizona District, Kill a Mockingbird To Raleigh, University, and Darlene Virginia, Norfolk, University, University, William Paterson Russell, The Bluest Eye Jersey, New Wayne, Illinois Hoffman Estates, School, Lois Stover, North Carolina, freesboro, Mary’s St. College of Maryland, Mary’s St. North Garner, Bowen, and Kimberly City, Out of the Dust Carolina, Raleigh Pamela “Sissi” Carroll, Florida State Carroll, “Sissi” Pamela Unified School Tucson MaryCarmenCruz, State North Carolina Delaney, Margaret Old Dominion Hinton-Johnson, KaaVonia Conant High B. James Elizabeth Kahn, Mur- University, Chowan Sheryl Long, University, State Carolina North Young, Carl REACHING RELUCTANT READERS WITH READERS RELUCTANT REACHING LITERATURE ADULT YOUNG LATINO (M–S) Floor Third Hilton/Astoria Room, Chicago International the Standing Committee on by Sponsored open to all Concerns, SUCCESSFUL MIDDLE SCHOOL YOUNG FOR PRACTICES LITERACY MEN (M–S) BLACK Floor Third 3, House/Salon Palmer 4 5 6 7 8 9 10 of Death, will discuss how Angel the Stories and My Father, own engage students in questions about their their novels she used these discuss how The last panelist will lives. in her middle readers reluctant to reach authors’ works school classroom. Brownsville Southmost College, Texas and Dealt” We’re the Hands Playing “Fathers: School Male Reluctant Reader” “Hooking the Middle Write to Read the Past and Adult Novels Young ing Latino the Future” American and Carib- African with working ing practices for They school contexts. men in middle American young bean sense of in which this population makes will list the ways and narratives texts, these lives, and how their literate lives function within the context of school. C.28 Way: Finding Our acclaimed novels, Hispanic authors of Two Brownsville Texas, of The University Angelica Fuentes, Chair: Lubbock, University, Tech Texas Presenters: René Saldaña Jr., Texas, Dallas Independent School District, Villareal, Ray “Us- Ohio, Kettering, School, Middle Buren Van Locke, Karen C.29 and promis- in this session will describe research Presenters f_43-122_2011.indd 85 Presenters: Rene MacVay, San Diego, California C.35 REVISION STRATEGIES FOR 6 THRU 12: Lynne Rosenbaum Ravas, Lower Dauphin School District, MOVING IN THE WRITE DIRECTION Hummelstown, Pennsylvania (M–S–C–T) Tina Solomon, Alvin Community College, Texas Chicago Hilton/Continental Ballroom, Salon B, Lobby Level C.33 TRANSFORMING 21ST CENTURY AND This interactive workshop will lead educators through PRESENT-DAY GRAPHIC NOVEL revision strategies and equip them to transfer these to READERS INTO FUTURE GRAPHIC students. Participants will be thinking, writing, revising, NOVEL WRITERS (M–S–C–T) and reflecting on the writing process and various revision Chicago Hilton/Marquette Room, Third Floor strategies. New revision techniques and traditional strate- These presenters will focus on how teachers can build upon gies to move student texts in the “write” direction will be the popularity of graphic novels and transform present-day the heart of this session. readers of graphic novels into future writers of graphic Presenters: Jolene Borgese, educational literacy consultant, novels. Participants will receive three handouts: theoretical Chester Springs, Pennsylvania insight on why this transition is crucial, lessons for helping Dick Heyler, Athens Area School District, Pennsylvania students to make it, and classroom-friendly graphic novel Stephanie Romano, East Stroudsburg University, Pennsylvania, assessments. retired Chair: Todd Ide, Michigan State University, East Lansing Presenters: Corey Blake, Round Table Companies, Writers C.36 BRIDGING THE GAP BETWEEN ENGLISH of the Round Table Press, Mundelein, Illinois EDUCATION PROGRAMS AND CLASS- James Bucky Carter, The University of Texas, El Paso ROOM TEACHING: THE IMPORTANCE OF David Cohen, Roundtable/Nederlander, Jacksonville, Florida PRESERVICE ENGLISH TEACHER Jennifer Holm, author, Random House Children’s Books, RESEARCH (M–S–C–T) New York, New York Palmer House/Salon 10, Third Floor Katie Monnin, University of North Florida, Jacksonville The gap between literacy learning theory and teaching Josh Neufeld, graphic novelist, Pantheon, Brooklyn, New York and learning taking place in many English classrooms is Eric Wight, author, Frankie Pickle series, Chalfont, Pennsylva- troubling. This panel will present research conducted by nia preservice teachers using theories of literacy learning to Sari Wilson, graphic novelist and educator, Scholastic, better understand these successes and failures of teaching Brooklyn, New York and learning. Chair: James Cercone, University at Buffalo, State University C.34 FLY ME TO THE MOON: MAKING THAT of New York GIANT LEAP INTO DIGITAL PEDAGOGY Presenters: Brooke Cotton, University at Buffalo, State (M–S–C–T) University of New York, “Talk the Talk: Encouraging Chicago Hilton/Continental Ballroom, Authentic Discussion in the ELA Classroom” Salon A, Lobby Level Christina McGee, University at Buffalo, State University of The Internet has rocketed us to new ways of living. Now we New York, “Encouraging Students to Develop Voice beyond can use it to transform our teaching—and our students’ the ELA Classroom” learning. Presenters in this session will demonstrate ways Hannah Welch, University at Buffalo, State University of in which to shape the possibilities of online tools and social New York, “Creating Contexts for Self-Text-World networks to the dynamic needs of the English classroom, Connections” from philosophy to daily practices. Chair: Jennifer Roberts, Point Loma High School, San Diego, C.37 COLLABORATING WITH CONTENT California TEACHERS TO WRITE OUR FUTURE Presenters: Sarah Fidelibus, San Francisco State University, (M–S–C) California, “Changes in Pedagogy: College Students” Palmer House/Monroe Room, Sixth Floor Jeana M. Kumar, Teachers College, Columbia University, New English and content area teachers must understand each York, New York, “Changes in Pedagogy: Middle School” other to effectively address literacy standards. According Karen A. LaBonte, Teachers College, Columbia University, to research that found teaching text structures effective New York, New York, “Changes in Pedagogy: Preservice for improving literacy and learning, these presenters used Teachers” content area texts as mentors. They will show how teach- Jennifer Roberts, Point Loma High School, San Diego, ers learned to analyze text structures, and students wrote California, “Changes in Pedagogy: High School” and learned social studies, science, and math. Chair: Sarah Martin, Eastern Kentucky University, Richmond

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Friday Afternoon, 12:30–1:45 p.m. Afternoon, Friday NAVIGATING THE PAST AND PRESENT PRESENT AND THE PAST NAVIGATING WHY OF ELA STANDARDS: LANDSCAPE ARE CORE STANDARDS THE COMMON (S) “JUST STANDARDS” NOT Floor Third A, Room Hilton/Williford Chicago INTRANSITIVE MONSTERS/USAGE SENSE TEACHING MAKING DEMONS: IN AND USAGE OF CONVENTIONS (S) WORKSHOP WRITING Ballroom, House/Honore Palmer Level Lobby ADOLESCENT ON ACTION TAKING SOLV- PROBLEM THROUGH LITERACY (S) INTERVENTION TO ING/RESPONSE Michigan Room, Hilton/Lake Chicago Eighth Floor dards movement in English language arts, five Georgia five in English language arts, movement dards par- movement, the standards how educators will discuss State Common Core adoption of the recent the ticularly students, work with high school influences their Standards, and high school students, technical preservice teachers, school language arts teachers. to Preservice Challenge CCSS’s “The Georgia, Macon, Teachers” Area Content Student “Constructing the Career-Ready Milledgeville, and CCSS” and the CCSS” Adult Literature “Young Context of CCSS” Political Current of ELA Standards” Historical Background and conventions supportingfor students’ using and revising usage. Age and “Teaching Mechanics—Part of the Product—with Process” Revising Writer and Editor: “Becoming a Self-Conscious Sissies!” and Editing Is Not for literacy and its impact on student Presenters achievement. will share their experiences literacy working effective with to low-performing barriers common address to schools high using initiatives literacy schoolwide develop to and instruction Solving/Response to Intervention Framework. the Problem Adolescent Literacy” Action on “Taking Tampa, Intervention” to Solving/Response Problem of plementation C.40 of the stan- landscape on the past and present Reflecting University, Mercer Augustine, Murphy Presenters: Sharon College, Technical Central Georgia Claxton, Jennifer Georgia, Gray, County High School, Jones Kirstie Knighton, “The Arkansas, Bryant High School, Conn Mitcham, Karen “The Athens, of Georgia, University The Sanford, Davis Amy C.41 ideas classroom-friendly will demonstrate These presenters Indiana, Indianapolis, of University MaryPresenters: McGann, Indiana, Carmel, High School, Carmel Clay Williams, Jennifer C.42 This session will address key issues surrounding adolescent Florida Department of Education, Presenters: Pamela Craig, Im- “Effective Tampa, Florida, South of University Sarlo, Rebecca NEW MEDIA GALLERY: FROM DEAD FROM GALLERY: NEW MEDIA USING NEW MEDIA BFF: TO WHITE MEN (S) READING DIVIDES CROSS TO Room C, Hilton/Boulevard Chicago Second Floor AND HUMAN LITERATURE, WORLD ART, A HUMANITIES JOURNEY (S) RIGHTS: Floor Third House/CrystalPalmer Room, Danville, Kentucky Kentucky Danville, into their sources and multimodal adult literature young will summarize a yearlong They teaching of literature. school with little technology set in an urban high effort, to link the literary canon with selected young resources, in the context of multiliteracies. adult literature Ohio activities for your These course? participants will describe their contemporary world literature course and how it is human rights, essential questions of ethics, around arranged the components: three will also share They and imagination. edu- the and circles, literature rights human the sketchbook, Handouts will be included. cation seminar. Illinois Chicago, ratory High School, Illinois Northbrook, School, Illinois Illinois Margaret Brewer, Boyle County High School, School, High County Boyle Brewer, Presenters: Margaret Kentucky Richmond, Laboratory Model School, Buffin, Ashley Richmond University, Eastern Kentucky Sarah Martin, C.38 teachers can integrate will describe how These presenters University, State Kent student, Bowers, Roseanna Presenters: Ohio State University, Kent student, Kathleen Christo, Ohio State University, Kent student, Marissa Covelli, Ohio State University, Kent student, Sarah Drake, Ohio State University, Kent student, Graning, Jessica Ohio State University, Kent student, Nicole Gwyn, Ohio State University, Kent student, Allison Heffernan, Ohio State University, Kent student, Holecko, Julie Ohio State University, Kent student, Colleen Jackson, Ohio State University, Kent student, Sarah Jackson, Ohio State University, Kent William Kist, Ohio State University, Kent student, Katie May, Ohio State University, Kent student, Sarah Nedbalski, Ohio State University, Kent Kristine Pytash, Ohio State University, Kent student, Bo Rhinehardt, Ohio State University, Kent student, Cynthia Robinson, Ohio State University, Kent student, Rocco, Jared Ohio State University, Kent student, Amanda Sydnor, Ohio State University, Kent student, Willis, Angel Ohio State University, Kent student, Wintrow, Jen C.39 student-centered or structure theoretical for looking you Are College Prepa- Payton Walter Chair: Maryann Marchiafava, North High Glenbrook Cunningham, Presenters: Karen Northbrook, North High School, Glenbrook Galson, Kerry Northbrook, School, High North Glenbrook Timmer, Nicholas f_43-122_2011.indd 87 C.43 WHAT’S YOUR POSITION? DEFINING, 2 Melanie Shoffner, Purdue University, West FINDING, AND CREATING COMPLEXITY Lafayette, Indiana IN ARGUMENT (S) 3 Sarah M. Zerwin, Fairview High School, Chicago Hilton/Williford Room B, Boulder, Colorado Third Floor Sponsored by The College Board AP English Language C.46 ASSESSING WRITING IN THE PRESENT and Composition Development Committee, open to all TO INFORM THE FUTURE: RESEARCH- Members of the AP English Language and Composition ING PROFESSIONAL DEVELOPMENT Development Committee will examine how students AND STUDENT WRITING IN AN URBAN understand complexity in reading and writing original argu- DISTRICT (S–C) ment. This session will help participants to design lessons Palmer House/Salon 8/9, Third Floor that allow students to develop complexity in argument by This interactive panel will focus on a professional devel- entertaining counterargument, examining multiple perspec- opment program centered on writing assessment and tives, or considering the implications of one’s position. the scoring of student writing using holistic and analytic Chair: Akua Duku Anokye, Arizona State University, Mesa scoring. Panelists will demonstrate classroom practices Presenters: Stephen Heller, Adlai E. Stevenson High School, related to writing assessment used in the professional Lincolnshire, Illinois, “Evaluation in Original Argument” development, present information on developing school- Teri Marshall, Saint Mary’s Hall, San Antonio, Texas, “Different based partnerships, and share tentative results on how the Dimensions of Complexity” professional development affected student outcomes. Chair: Keri Franklin, Missouri State University, Springfield C.44 AUSTEN AT PLAY: EXPLORING AUSTEN Presenters: Amy Lannin, University of Missouri, Columbia NOVELS THROUGH GAME THEORY AND Julie Sheerman, Marceline High School, Missouri SOCIAL NETWORKING TO FOSTER Discussion Leader: Allison Armstrong, Missouri State CRITICAL THINKING AND ETHICAL University, Springfield BEHAVIOR (S) Palmer House/Wabash Room, Third Floor C.47 DISRUPTING STEREOTYPES AND Rarely does today’s reader look to literature for moral PROMOTING MULTIPLE PERSPECTIVES instruction, and yet Austen’s novels are both popular and THROUGH LITERATURE PEDAGOGY focused on concerns of self-knowledge and moral develop- (S–C) ment. By exploring Austen’s novels through game theory Palmer House/Wilson Room, Third Floor and social networking, students can improve both their Four teacher educators will show how they have helped critical thinking and their understanding of right and wrong. teacher candidates to modify their low expectations of Chair: Jenna Gardner, Meadowcreek High School, Norcross, adolescents’ literacy abilities; challenge their beliefs and Georgia attitudes about race, culture, and language; and engage with Presenters: Jenna Gardner, Meadowcreek High School, literature at multiple critical levels. Norcross, Georgia Chair: Sophia Sarigianides, Westfield State University, Cicely Lewis, Meadowcreek High School, Norcross, Georgia Massachusetts Marietta Malone, Meadowcreek High School, Norcross, Presenters: Karen Gibson, University of Wisconsin, Georgia Oshkosh, “Literature to Promote Multiple Perspectives” Rebecca Hessong and Sarah Morris, University of Maryland, C.45 REFLECTING ON TEACHER IDENTITY IN College Park, “Teaching and Learning in an Adolescent ONLINE SPACES (S–C–T) Literature Classroom: An Investigation of the Attitudes of Chicago Hilton/Lake Huron Room, Eighth Preservice English Teachers toward Literature and Floor Pedagogy” In this roundtable, participants will explore the intersections Sophia Sarigianides, Westfield State University, Massachusetts, of teacher identity and reflective practice as formed in on- “Greater Expectations: Teacher Education, Reconceptions line spaces. Using an English teacher’s reflective weblog as a of Youth, and Young Adult Literature” case study, participants will consider how online reflection can inform teacher practice and how such research can inform teacher education.

Table Number Roundtable Leaders

1 Elizabeth Homan, University of Michigan, Ann Arbor

88 Friday Afternoon, 12:30–1:45 p.m.

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Friday Afternoon, 12:30–1:45 p.m. Afternoon, Friday WHO IS THE TEXT IN THIS CLASS? CLASS? THIS IN TEXT THE WHO IS MENTORS AND STUDENTS GRADUATE PROFESSIONAL CO-CONSTRUCTING (C) IDENTITIES Floor Third Room, House/Marshfield Palmer TEACHING: REFLECTING ON COLLEGE DEVELOPMENT FOR PROFESSIONAL (C–T) WRITING INSTRUCTORS NEW Floor Third House/Madison Room, Palmer explore how TA “trainers” are read as texts in courses as texts read “trainers” are TA how explore will focus They pedagogy design. on and curriculum focused “texts,” these reading from on complex issues resulting collaborative identity construction, including professional read of being and the effects scholarship of administration, and rewritten. practice. classroom their improve on and teachers reflect including the use of strategies, will discuss Presenters practice, notebooks and reflective teacher-ethnographer enhancing learning and teaching. for Illinois Des Plaines/Skokie, Responsive and Linguistically Culturally “Promoting Ohio, Programs: Preparation Teacher in Postsecondary Teaching Notebook” Teacher-Ethnographer’s The Future: My Past to Change Students’ “Learning from of Teaching Changes in the Measuring Pedagogical Composition II” C.50 students will graduate and three Educators TA Three Tempe Arizona State University, Chair: Rose, Shirley Tempe Arizona State University, Presenters: Hooper, Emily Tempe Arizona State University, Lazcano-Pry, Yazmin Tempe University, Arizona State Camille Newton, Tempe University, Arizona State Rose, Shirley Tempe Arizona State University, Tekobbe, Cindy Tempe State University, Arizona Waggoner, Zach C.51 helping college writing This panel will consider strategies for College, Oakton Community Chair: Stephen McNamara, of Cincinnati, University Theado, Presenters: Connie Kendall York, New College, Community Jamestown Tober, Valerie EMPOWERING STUDENT WRITERS: WRITERS: STUDENT EMPOWERING IN WRITING CURRICULA GROUNDING (S–C–T) PLACES FAMILIAR Fifth Floor Room, House/Chicago Palmer HIGH TRANSITIONS—FROM SMOOTH UNDERGRADUATE TO SCHOOL WRITING (S–C–T) Floor Third House/Salon 4/5, Palmer curricula and writing activities, and argue for the beneficial the beneficial for and argue activities, and writing curricula in familiar practices and student work of grounding effects for the foundation to provide then using those practices of the role will address They of writing. less familiar forms narrative from and consider genres craft in writing courses to storytelling history to family essays. to multimodal Generations” History Future ing Family It for to Preserve Composition Craft in University Author’s “Missing Link: Courses” and Multigenre Storytelling, Memory, Borders: “Beyond Writing Practices” Virginia University, students bring in college—what skills and experiences available what composition class, with them to first-year enter and progress serve them as they language resources as students and what obstacles confront college, through as undergraduate writers. develop they of Teachers Council of Jersey New York; New York, New Jersey; New High School, Ridgewood Ridgewood; English, Jersey New College, and Bergen Community ‘Write’ “‘Reading’ School English to Better High Crosse, Composition” First-Year Writing of Obstacles to Student Anatomy an “Toward Performance” Transitions Pasts and Futures: “Constructing Possible Academy” the into and through C.48 course designing of strategies for a range offer Panelists will “Writ- Virginia, University, Radford Presenters:Derrick, Ruth Indiana, of Pennsylvania, University Indiana Helen Sitler, Lawrenceville, Georgia Gwinnett College, Varga-Dobai, Kinga Radford Edwards, Toney Reactor/Respondent: Grace C.49 what it means to write will explore These presenters Columbia University, College, Teachers Chair: Patricia Hans, La Wisconsin, of University Virginia Crank, Presenters: Wisconsin, College Sheboygan, Lakeland Kutney, P. Joshua Kentucky, of Louisville, University Brice Nordquist, f_43-122_2011.indd 89 Friday Luncheons 12:30–2:15 p.m. Middle Level Conference on English Chicago Hilton/Grand Ballroom, Education Second Floor Palmer House/Empire Room, Lobby Level Photo credit: Manda Townsend Manda Photo credit: Photo credit: Steven Kovich Steven Photo credit: Billy Collins Rebecca Skloot

Presiding: Jeffrey N. Golub, teacher/author/consultant, Presiding: Marshall George, Fordham University, New York, Seattle, Washington New York Introducing and Presenting Edwin A. Hoey Award: Terry Introducing Speaker: Louann Reid, Colorado State Univer- Bigelow, Rampello Downtown Partnership School K–8, sity, Fort Collins Tampa, Florida Speaking: Rebecca Skloot is an award-winning science Winner of the Edwin A. Hoey Award: Susan Houser, writer whose work has appeared in The New York Times Thurgood Marshall Fundamental Middle School, St. Peters- Magazine, O, the Oprah Magazine, Discover, and many others. burg, Florida She is coeditor of The Best American Science Writing 2011 Introducing Speaker: Lori Goodson, Wamego High School, and has worked as a correspondent for NPR’s Radiolab and Kansas PBS’s NovaScienceNOW. She was named one of five surpris- Speaking: Billy Collins is an American phenomenon. No poet ing leaders of 2010 by the Washington Post. Skloot’s debut since Robert Frost has managed to combine high critical ac- book, The Immortal Life of Henrietta Lacks, took more than a claim with such broad popular appeal. His work has appeared decade to research and write, and instantly became a New in a variety of periodicals including The New Yorker, The Paris York Times bestseller. It was chosen as a best book of 2010 Review, and The American Scholar, and he is a Guggenheim fel- by more than sixty media outlets, including Entertainment low and a New York Public Library “Literary Lion.” Collins Weekly, People, and The New York Times. It is being trans- has published nine collections of poetry, including Questions lated into more than twenty-five languages, adapted into a about Angels, The Art of Drowning, Picnic, Lightning, Taking Off younger reader edition, and being made into an HBO film Emily Dickinson’s Clothes, Sailing Alone Around the Room: New and produced by Oprah Winfrey and Alan Ball. Skloot is the Selected Poems, Nine Horses, The Trouble with Poetry and Other founder and president of The Henrietta Lacks Foundation. Poems, and Ballistics. A collection of his haiku, titled She Was Just She has a B.S. in biological sciences and an MFA in cre- Seventeen, was published by Modern Haiku Press in fall 2006. ative nonfiction. She has taught creative writing and social He also edited two anthologies of contemporary poetry: journalism at the University of Memphis, the University of Poetry 180: A Turning Back to Poetry and 180 More: Extraordinary Pittsburgh, and New York University. For more information, Poems for Everyday, was the guest editor of The Best American visit her website at RebeccaSkloot.com, where you will find Poetry 2006, and edited Bright Wings: An Illustrated Anthology links to follow her on Twitter and Facebook. of Poems about Birds, with paintings by David Allen Sibley. His newest book, a collection of poems entitled Horoscopes for the Dead, was published in spring 2011. Collins was appointed United States Poet Laureate 2001–2003 and was named New Those without meal tickets who wish to hear the luncheon York State Poet Laureate 2004–2006. He is a Distinguished speakers will find limited seating at the rear of the room. Professor of English at Lehman College of the City University The speakers are not likely to begin their remarks until of New York, as well as a Senior Distinguished Fellow of the 40–60 minutes after the beginning of the meal, so auditors Winter Park Institute at Rollins College. need not be present at the beginning of the function.

90 Friday Luncheons

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. 12:30–4:30 p.m Afternoon, Friday Have you been to NCTE Central you Have books on how to see the new to supportstudents in a time of State Standards? Common Core CCCC New Executive Committee Member Committee Executive CCCC New Orientation p.m. 12:30–4:30 Floor Third 6, Hilton/PDR Chicago York New Syracuse University, Chair: Pough, Gwendolyn of English Editorial Board Teaching Research in the Meeting 1:00–2:00 p.m. Fourth Floor Room, Hilton/McCormick Chicago Meetings f_43-122_2011.indd 91 D and DE Sessions are located as below:

Chicago Hilton Palmer House

1 2 7 3 12 4 13 5 14 6 18 8 19 9 21 10 23 11 25 15 27 16 28 17 29 20 31 22 33 24 34 26 35 30 36 32 39 37 40 38 41 43 42 46 44 47 45 49 48 50 51 DE.01 DE.02

92 D and DE Session Locations

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Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday TRANSFORMING URBAN CLASSROOMS TRANSFORMING URBAN CLASSROOMS OF THE PEDAGOGY THROUGH CONFIDENCE (G) Floor Third House/Salon 3, Palmer AND ASSESSMENT LINKING (G) INSTRUCTION Floor Third 8/9, House/Salon Palmer experiences with building coalitions within and across coalitions within and across experiences with building in which these partnerships and the ways communities in diverse advanced the literacy and learning have settings. Partnerships” to Boys’ “Men’s Minneapolis, Partnerships“Read-Ins Extended Dallas” in Partnerships“Read-In with NAACP” Kansas, land Park, Jerrie Scott, The University of Memphis, Tennessee of Memphis, The University Chair: Scott, Jerrie of Minnesota, University Presenters: Ezra Hyland, Texas, College, County Community Dallas Carla Ranger, Over- NAACP, County C. The Johnson Gloria Snowden, strength in mind? This session will demonstrate how to to will demonstrate how This session in mind? strength reflec- skills, cognitive students’ develop systematically using the performance and high intellectual thinking, tive under- reverse to Find out how of Confidence. Pedagogy learning and teaching to your and transform achievement students smart again. make York New Syosset, Education, Effective York New Syosset, Education, instruc- Students also need feed-forward ment system. This learn well. to really based on their performance, tion, to feedback providing for session will examine a process students while planning the next steps of instruction. Assess- “Formative California, Health Sciences High School, ment and Reading Instruction” Vocabu- Assessment and “Formative California, High School, lary Instruction” Writing Assessment and “Formative California, High School, Instruction” D.02 when teachers startWhat happens with the students’ Alliance for Urban National Jackson, Presenters: Yvette Effective Alliance for National Urban Stefanie Rome, D.03 assess- part only of a formative is not enough! It’s Feedback and State University San Diego Presenters: Douglas Fisher, and Health Sciences State University San Diego Nancy Frey, and Health Sciences State University San Diego Diane Lapp, Ezra Hyland No Past and Future Partnerships: Partnerships: and Future Past Read-In American African The Chain (G) photo available tum from its past that will carry it into the future. This its past that will carry it into the future. tum from partnerships in on past and evolving session will focus their will share Speakers this national literacy campaign. Carla Ranger Gloria Snowden American Read-In Chain has gained momen- African The Jerrie Scott Jerrie D.01 Carla Ezra Hyland, Scott, Jerrie Snowden and Gloria Ranger, Tradition Hilton/Grand Chicago Level Lobby Room, open to all the Black by Caucus, Sponsored Featured Session Featured 2:30–3:45 p.m. 2:30–3:45 D Sessions D f_43-122_2011.indd 93 D.04 CONTAGIOUS MAGIC: A DEEP LOOK AT D.07 LANGUAGE AND ASSESSMENT: HOW MENTOR TEXTS LIFT STUDENT A LINGUISTICS PERSPECTIVE (G) WRITING (T–G) Chicago Hilton/Astoria Room, Third Floor Palmer House/Salon 4/5, Third Floor Sponsored by the Linguistic Society of America, What is the mysterious process by which powerful texts open to all impart their magic, and somehow strengthen and enrich This panel will examine multiple ways in which language student writing? How can we help students to understand plays a key role in assessment. Presenters will look at (the word literally means “stand under”) potent poems and different facets where language, instruction, and assess- books so their own writing can be transformed? ment intersect, and show that language plays an often- Presenters: Dan Feigelson, New York City Department of overlooked role in classrooms from how assessments are Education, New York, “Teaching Students to Notice” developed, to how student writing is graded and judged. Ralph Fletcher, author, Lee, New Hampshire, “A Writer Chair: John Boyle, Northeastern Illinois University, Chicago Traces the Roots of His Inspiration” Presenters: James Bauman, Center for Applied Linguistics, Kate Norem Morris, The Bush School, Seattle, Washington, Washington, DC, “Teacher Designed English Language Arts “Classroom Encounters with Mentor Texts” Tests for English Language Learners: How Linguistic Notions Are Tested” D.05 BRINGING ENGLISH LANGUAGE John Boyle and Judith Kaplan-Weinger, Northeastern Illinois LEARNERS INTO READING AND University, Chicago, “Sociolinguistic Aspects of Writing WRITING DISCUSSIONS (G) Assessment” Palmer House/Price Room, Fifth Floor Daniel Ginsberg, Georgetown University/Center for Presenters in this session will show how to help English Applied Linguistics, Washington, DC, “Spoken Language in language learners to feel valued in the English language the Classroom: Testing and Teaching” arts classroom. They will discuss changes in the teaching Jill Hallett, University of Illinois, Urbana-Champaign, “A Case of English language learners, provide helpful young adult Study of Dialect Contact in a Chicago Classroom” literature, give ideas for writing projects, and describe tech- niques for helping all students to appreciate their peers. D.08 THE DYNAMICS AND AESTHETICS OF Chair: Donna Niday, Iowa State University, Ames READING INFORMATIONAL TEXT (G) Presenters: Jean Boreen, Northern Arizona University, Palmer House/Salon 2, Third Floor Flagstaff, and Jennifer Wermes, PV Schools, Phoenix, Engaging adolescents in reading informational text is often Arizona, “Young Adult Novels: Good Reads for English challenging. This session will involve participants in a discus- Language Learners and All Students” sion of teacher language and behaviors that facilitate the Donna Niday, Iowa State University, Ames, “Changes in use of prior knowledge, student interest, and conversations Teaching English Language Learners: Teaching Methods that engage students and facilitate deep understanding and and Young Adult Novels” reflection. Conversations that enhance understanding and Barbara Turnwall, Northwestern College, Orange City, Iowa, conceptual change will be modeled. “Project to Highlight Cultural Experience of English Chair: W. Dorsey Hammond, Salisbury University, Maryland Language Learners” Presenters: Julie Bucknam, National Urban Alliance for Effective Education, Syosset, New York D.06 LOOKING TO WRITE, WRITING TO LOOK W. Dorsey Hammond, Salisbury University, Maryland (G) Denise Nessel, National Urban Alliance for Effective Educa- Palmer House/Chicago Room, Fifth Floor tion, Syosset, New York How can looking at art encourage great writing? Discover the Philadelphia Museum of Art’s newest teaching re- D.09 HOW ENGLISH LEARNERS ARE WRITING source, “Looking to Write, Writing to Look,” which uses 25 THE FUTURE THROUGH PROJECT-BASED remarkable works of art to inspire narrative, descriptive, LEARNING (T–G) expository, and persuasive writing, as well as poetry. This Palmer House/Kimball Room, Third Floor resource is available online and in print. Sponsored by the CEL/CEE Joint Commission on Fair Chair: Phyllis Whitin, Wayne State University, Detroit, and Responsible Assessment, open to all Michigan Project-based learning has emerged as an effective curricu- Presenters: Barbara Bassett, Philadelphia Museum of Art, lum reform movement wherein students collaboratively Pennsylvania, “Long Looking, Reflective Writing” explore the real-world challenges of the 21st century. Pre- Rebecca Mitchell, Philadelphia Museum of Art, Pennsylvania, senters will offer research-based justification for providing “Working as a Group: Collaborative Responses to Works English learners with opportunities to engage in project- of Art” based learning, meaningful PBL units designed for ENL Reactor/Respondent: David Whitin, Wayne State University, classes, and convincing literacy data from classrooms. Detroit, Michigan

94 Friday Afternoon, 2:30–3:45 p.m.

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Continued on following page Continued on following Grade Readers,” Howard Atkinson and Atkinson and Howard Grade Readers,” A&M University, Texas Merry Boggs, Commerce Combat Bullying to Literature Children’s Rose in the Elementary Classroom,” Flint Michigan, of University Casement, in an and Development Knowledge Janine Certo and Lisa Urban Setting,” Michigan State University, Hawkins, and Pat Christensen and East Lansing, Elementary School, Averill Stokes, Jenny Michigan Lansing, in the Blogs as a Literacy Resource Emily Cook, Justine Classroom,” and Evanne Meryl Sweeney, Giuliani, Nashville, University, Vanderbilt Ushman, Tennessee Missouri State University, Shae Johnson, Springfield Meeting the Instruction: Differentiated All Students in the Language Needs of Darryn Diuguid and Arts Classroom,” University, McKendree Tate, Karen Illinois Lebanon, Cedars Garza, Tanya de los Muertos,” Texas Austin, Academy, International Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday Titles and Presenters with Struggling 3rd “Using Graphica Using Beginning: Very Start at the “Let’s Poetry Genre Boys’ “Preadolescent Using “Books and the Blogosphere: and Rebecca Crowder Am I?”, “Who about Teachers with Classroom “Talking and Dia Biography Alive: the Past “Keeping Poster Session Poster ELEMENTARY LEVEL GALLERY OF OF LEVEL GALLERY ELEMENTARY POSTERS (E) Hilton/HistoryChicago Hall, of the Council Level Lower 1 2 3 4 5 6 7 Anne Ruggles Gere, University of Michigan, Ann Arbor Ann Michigan, of University Gere, Ruggles Anne ence format. Please browse through this area, examine this area, through Please browse ence format. with the one-on-one discussions and enjoy the posters, ideas to classroom everything from will find You creators. theory and research. without compromising the best the best compromising without the standards tion to address their teaching that guide . practices Poster Number Chair: Ohio Solon City Schools, Presenters: Katie Plesec, Ohio Solon City Schools, Williams, Jeff D.13 sought poster sessions as a confer NCTE actively This year - ING PROJECT FOR THIRD AND FOURTH AND FOURTH THIRD FOR ING PROJECT FAMILIES THEIR AND GRADE STUDENTS (E) Floor Third House/Salon 10, Palmer open to all the Latino Caucus, by Sponsored TIME THE STUDENTS IN SUPPORTING (3–5) (E) OF CORE STANDARDS Room B, Hilton/Boulevard Chicago Second Floor WE CAN WRITE TOO: GROWING GROWING TOO: WRITE WE CAN IN PREK–1 (E) WRITERS CONFIDENT Floor Third House/Salon 1, Palmer LIVES: THREADS OF OUR THE WRITING WRIT FAMILY A MULTIGENERATIONAL project in which first-generation English language learners in which first-generation English project media to write and their families used artwork and digital to honor was created This project their stories. and share a and also to provide and traditions, culture, language, space in which authentic writing can occur. Arizona NCTE con- of most schools, in the curricula prominently its mission to supporttinues students teachers and their will outline The presenters series of books. with a new strategies offer Standards, the Core challenges posed by teachers and explain how teaching practice, from drawn and instruc- and instructional leaders can design curricula Indianapolis, Indiana Indianapolis, Indiana of our youngest the journeys share will Team Research confident writers and their teachers’ students to become will They to supportinstructional decisions growth. this youngest to engage our ideas on how practical provide and mathematics. reading, integrating writing, writers by Virginia burg, Writers and Growing “Changing Instruction, Virginia, ville, Readers” Girl Becomes a One First Grade Entrance to Departure: Writer” Confident writing their after-school will describe These presenters Tempe Arizona State University, Chair: Early, Jessica Glendale, Landmark School, Flores, Presenters: Tracey Tempe Arizona State University, Debra LaPlante, D.12 will figure Standards that the Common Core Knowing Kenan Metzger, Ball State University, Muncie, Indiana Indiana Muncie, University, Ball State Metzger, Chair: Kenan High School, Ben Davis Presenters: Amanda Clayton, Indiana Indianapolis, High School, Ben Davis Martha Sacks, Indiana Carmel, Schools, Clay Carmel Rachel Sever, Indiana Carmel, School, Middle Creekside Brad Sever, Muncie, Ball State University, Metzger, Respondent: Kenan D.10 the Curriculum Across Writing members of a Three - Harrison James Madison University, Thunder, Chair: Kateri Charlottes- School, The Covenant Presenters: Mo Gaffney, “From Charlottesville, Virginia, of University Jane Hansen, D.11 f_43-122_2011.indd 95 8 “A Second Grade Teacher’s Enactment of Book Clubs in a High Achieving, High Poverty Urban Primary School,” K. Dara Illinois Showcase Hill, University of Michigan, Dearborn 9 “Pippi, Pan, and Moominpappa: Comparing D.16 KEEPING THE WOLF FROM THE Love, Loss, and Fear in Children’s DOOR: TEACHING CREATIVE Literature Worldwide,” Lea Rackley, The WRITING IN THE HIGH SCHOOL University of Georgia, Athens CLASSROOM (S) 10 “Classroom Museums: A Context for Palmer House/Salon 12, Third Floor Teacher and Student Inquiry,” Kathleen Shannon, Pennsylvania State University, University Park 11 “Helping ELL Students and Their Families Grow as Readers and Writers!”, Stella Villalba, Whitehall City Schools, Ohio 12 “Students’ Votes Are In! What Students Are Attracted to in Poetry Using the 2009 Poetry Anthology, Another Jar of Tiny Stars,” Deborah Wooten, University Bryan Dunn Emily Hayes of Tennessee, Knoxville, and Katelyn Wooten, National-Louis University, Skokie, Illinois

D.14 THE POWER OF DIGITAL STORYTELLING: DUAL LANGUAGE STUDENTS TELL THEIR STORIES (E) Chicago Hilton/Joliet Room, Third Floor This session will feature the voices of dual language el- Cheryl Staley Danny Wilson ementary students talking about their experiences with digital storytelling, specifically how the use of technology Saul Bellow once said, “Everyone needs [his or her] supports their writing processes. The relationship be- memories. They keep the wolf of insignificance tween digital storytelling and multiliteracy learning will be from the door.” In this session, four teachers will highlighted through video clips of student interviews and reveal what happens when students are encour- samples of students’ multimedia compositions. aged to explore their own lives as the raw material Presenters: Joanne Falinski, educational consultant, Peekskill, for creative writing. Mark Twain’s Book for Bad Boys New York and Girls, Chris Crutcher’s King of the Mild Frontier, Lizabeth Fogel, The Walt Disney Company, Burbank, California Truman Capote’s short stories, and various modern poetry selections all serve as jumping-off points for D.15 MULTICULTURAL AND MULTIDISCI- the effective teaching of creative writing in the 21st PLINARY APPROACHES TO LITERACY century classroom. LEARNING (E) Chair: Emily Hayes, Carbondale Community High Palmer House/Logan Room, Third Floor School, Illinois, and Morthland College, West Presenters in this session will explore global literature as Frankfort, Illinois well as culturally responsive learning across many contexts Presenters: Bryan Dunn, Carbondale Community including school/business partnerships. High School, Illinois Chair: Parsa Choudhury, Evanston, Illinois Emily Hayes, Carbondale Community High School, Presenters: Heather Burley, The Phoenix Theatre for Illinois and Morthland College, West Frankfort, Children, Columbus, Ohio, Johari Mitchell and Nikki Myers, Illinois Columbus City Schools, Ohio, and Judy Shafer, Jazz Group Cheryl Staley, Carbondale Community High School, of Columbus, Ohio, “Then, Now, and Next: The Art of Jazz Illinois as a Model for Developing Comprehension through Danny Wilson, Carbondale Community High School, Research, Writing, Community, and Arts Integration” Illinois Tasha Laman and Karen Heid, University of South Carolina, Columbia, and Ashley Robles, Springdale Elementary School, West Columbia, South Carolina, “Looking Forward: Literacy Learning through Mosaics, Photos, and Words”

96 Friday Afternoon, 2:30–3:45 p.m.

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Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday WRITING WITH MENTOR TEXTS TO TO TEXTS MENTOR WITH WRITING (E–M) POSSIBILITIES THE IMAGINE Room 4D, Hilton/Conference Chicago Floor Fourth TOGETHER: WRITE AND READ TO BOOK INTERGENERATIONAL HELP INTERRO- THAT DISCUSSIONS THE AND REWRITE THE PAST GATE FUTURE (E–C–T) Floor Third House/Madison Room, Palmer Erika Halstead, New York Council for the Humanities, Humanities, the for Council York New Halstead, Erika mational writing. They can also help writers establish their writers establish their can also help They mational writing. this session will ask in Presenters identities. writing own participants learn texts as they to interact with mentor independence greater toward their writers to move how crafting writing. possibilities for imagining by Pennsylvania Hatboro, School, to Move Text “Using a Mentor Pennsylvania, Chester, West Writing” in Narrative Students Forward Writing a Shape Texts “Mentor Pennsylvania, Hatboro, Identity” Students Forward to Move Texts “Using Mentor Colorado, Writing” in Informational of historical and bilingual intergenerational discussions books with urban and rural and chapter fiction picture responses that written and visual settings and the reflective about a model Educators will learn them. emerged from conversations critical multimodal spaces for that creates and their parents. children between York New York New Newburgh, York New D.19 and infor- narrative can serveMentor texts as models for Intermediate Upper Moreland Chair: Dorfman, Lynne Hill Elementary Fern School, Presenters: Rose Cappelli, Intermediate School, Upper Moreland Dorfman, Lynne Denver, Cherry Public Schools, Creek Mark Overmeyer, D.20 detailed portraits of monolingual These panelists will share Chair: Mount Saint Mary College, Bixler, Presenters: Janine K. York New Hempstead, Hofstra University, Smith, Sally Hempstead, Hofstra University, Garcia, Discussant: Andrea HARNESSING THE POWER OF THE OF THE POWER HARNESSING STANDARDS CORE STATE COMMON OF READING THE ENGINE ALONGSIDE THE ACROSS WORKSHOP WRITING AND 3–9 (E–M) GRADES CURRICULUM, Sixth Floor Room, House/Adams Palmer TO PORTALS AND LITERACY: CULTURE (E–M–T) OUR HISTORY Room 4K, Hilton/Conference Chicago Floor Fourth skills described in the CCS to plan increasingly complex CCS to plan increasingly skills described in the to help curriculum grades, across teaching of writing of independence in the highest levels students achieve literacy goals using the CCS’s and interpretation, reading reading and writing across students’ nonfiction to improve the curriculum. York New York, New University, York New York, New who we history: and our our culture choose mirrors we Come want to become. and who we are, who we were, to choose wisely. see how Wisconsin, of University Hawkins, Jeffrey and Springfield, Sharing Our WHOLE History, “Facing Our Milwaukee, Literature” Children’s with Multicultural Future Warner, and Margaret South Carolina, Westminster, Implications “Cultural South Carolina, Clemson University, K–5” of Self-Selected Reading, for Literature Latino/Latina-Themed to Our Future: 2001–2010” Adolescents, and Children D.17 using the In this session participants on: a focus can expect Columbia College, Teachers Presenters: Lucy Calkins, University, Columbia College, Teachers Mary Ehrenworth, D.18 the literature will consider how in this session Presenters Springfield Missouri State University, Chair: Sabrina Brinson, Missouri State University, Presenters: Sabrina Brinson, County, School District of Oconee Rebecca Moore, “Portals Illinois, Lisle, National-Louis University, Ruth Quiroa, f_43-122_2011.indd 97 D.22 COMPLEXITIES OF TEACHER D.21 Author Strand DEVELOPMENT: USING INQUIRY-BASED Rainbow REFLECTION TO ENCOURAGE PROFES- MARC ARONSON, WALTER DEAN SIONAL GROWTH AND THEORY-BASED PRACTICE (E–M–S–T) MYERS, ANDREA DAVIS PINKNEY, Palmer House/Wilson Room, Third Floor AND ERIC VELASQUEZ These presenters will encourage dialogue between teachers Reading the Past, Writing the Future: and teacher educators about the ways in which inquiry and Authors Whose Books Help Students meta-reflection can be used to prepare teachers to meet Access, Comprehend, and Reflect on the changing demands of teaching writing and reading. They History and Culture (G) will address the complexities of teacher development and the role of inquiry-based reflection in creating professional Chicago Hilton/Continental Ballroom, Salon B, teaching identities. Lobby Level Presenters: Christine Gaul, University of California, Santa Barbara, “The Role of Meta-Reflection in Performance Assessment and the Development of a Teaching Identity” Damien Koshnick, University of California, Santa Barbara, “Using Inquiry and Meta-Reflection to Promote Teacher Development: An Interactive Discussion” Kelly Simon, University of California, Santa Barbara, “Tracing the Development of Preservice English Teacher’s Beliefs Marc Aronson Walter Dean Myers about the Teaching and Learning of Literacy”

D.23 THE POWER OF LISTENING AND STORYTELLING: PROVIDING A PLACE FOR AUTHENTIC VOICES IN STUDENTS’ WRITING (E) Chicago Hilton/Conference Room 4K, Fourth Floor Children are full of exciting ideas and stories that they can’t Andrea Davis Pinkney Eric Velasquez wait to share! How can teachers channel this enthusiastic verbal sharing into a finished written piece without losing This panel of award-winning authors will discuss the ways the essence of their voices? In this session, the presenters in which they use language to engage readers. They will will share how honoring students by carefully listening to discuss their research, ideas, and the techniques they them and modeling of storytelling can positively impact the use as they craft stories of culture and history, and writing process. share rich tools and insights into how to engage read- Chair: Yvonne Siu-Runyan, President, National Council of ers and develop proficient, lifelong learners. Teachers of English and University of Northern Colorado, Chair: Donna Knoell, educational consultant/author, Greeley Shawnee Mission, Kansas Presenters: Kehau Akiona, Kamehameha Elementary School, Presenters: Marc Aronson, Simon and Schuster Chil- Honolulu, Hawaii, “Honoring Student Voices and Their Lives dren’s Books, New York, New York, author of Robert F. as Authors in the Classroom” Kennedy: Crusader, “Examining the Clues History Leaves Winona Farias, Kamehameha Elementary School, Honolulu, Behind as a Reader, and Telling the Truth as a Writer” Hawaii, “Incorporating Strategies and Crafting Devices Walter Dean Myers, HarperCollins Children’s Books, within Writers Workshop” New York, New York, author of Dope Sick and Armir and Anna Lee Lum, Kamehameha Elementary School, Honolulu, Odelle, “Helping Readers Understand Their Relation- Hawaii, “Philosophy and Integration of Hawaiian Values in ships with the World and Each Other” the Writing Curriculum” Andrea Davis Pinkney, Scholastic, Inc., New York, New Reactor/Respondent: Yvonne Siu-Runyan, President, York, author of With the Might of Angels and Bird in a Box, National Council of Teachers of English and University of “Relating History to the Reader’s Life Today and the Northern Colorado, Greeley More Recent Past” Eric Velasquez, Walker Books for Young Readers, New York, New York, author of Jesse Owens: Fastest Man Alive and I, Matthew Hanson, “Capturing Your Memories and Developing Your Personal Heritage”

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Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday ZAPPING APATHY: CREATING A SENSE SENSE A CREATING APATHY: ZAPPING CLASSES IN ENGLISH OF COMMUNITY (M–S–T) Room B, Hilton/Williford Chicago Floor Third READING SHAKESPEARE FILM-FIRST (M–S–T) Floor Third Room, Hilton/Marquette Chicago LITERARY/ART A STRONG GROWING (M–S–C) MAGAZINE Room 4M, Hilton/Conference Chicago Floor Fourth Advisors to Student Assembly of the by Sponsored Association, Publications/Journalism Education open to all ably never been a high school English teacher! We love love We been a high school English teacher! never ably love do our students not so why writing and literature, students, on engaging about research them too? Find out English in any the apathy to zap and strategies guaranteed class. Illinois Frankfort, West Illinois and Morthland College, Illinois Palatine, Florida teachers will In this session, and as film. theatrical script, faces of Shake- these three reading strategies for acquire with all our students. speare Massachusetts literary magazine In this session, school can be a challenge. publica- a strong the basics of growing judges will cover of student artists the best work and tion which showcases these evaluating and describe their criteria for writers, publications. Manhattan Kansas State University, Process Critique “CSPA York, New York, New Association, Use” We Lit Mags and the Criteria for Recognize Excellence in Student Literary Magazines York New Brooklyn, (PRESLM), D.27 prob- that line has heard who hasn’t Anyone This is boring! High School, Carbondale Community Chair: Hayes, Emily High School, William Fremd Anderson, Presenters: Gary Illinois Palatine, High School, Fremd William Romano, Tony Orlando, High School, Creek Cypress Ann Spillane, Lee D.28 as as literary text, in triplicate: can be read Shakespeare Massachusetts High School, Revere Chair: Mary Ellen Dakin, High School, Revere Casper, Presenters: Allison Giordano Massachusetts High School, Revere Mary Ellen Dakin, Massachusetts Public Schools, Revere Mitchell, Jonathan Massachusetts High School, Revere Christina Porter, D.29 a literary Starting magazine at your up or resurrecting Association, Education Journalism Wilson, Chair: Brian Columbia Scholastic Press Presenter: Kathleen Zwiebel, to NCTE Program Feigelson, Discussion Leader: Tom “TIME” TO DIFFERENTIATE: A GUIDED GUIDED A DIFFERENTIATE: TO “TIME” THE POSSIBILITIES FOR WORKSHOP OF DIFFERENTIATION AND PROCESS (M) Floor Third House/Salon 6, Palmer TAKES FRESH HUNDRED FIRES: A SPARK FUEL THAT METHODS WORKSHOP ON (M) WRITER ADOLESCENT EVERY A, Room Hilton/Boulevard Chicago Second Floor TEACHERS, LESSONS, PREPARING AND STUDENTS FOR COLLABORATIVE A GLOBAL SOCIETY IN LITERACIES (M–S) Floor Third House/CrystalPalmer Room, Thomas McCann, Northern Illinois University, DeKalb University, Illinois Northern McCann, Thomas DeKalb, “Introduction to Collaborative Teaching Models” Teaching to Collaborative “Introduction DeKalb, Part II” Experience, as a Collaborative Satire Argument with Student-Constructed Knowledge” ing Part I” Experience, as a Collaborative Satire “Teaching Illinois Elmhurst, School, they be? Yes. Through differentiated instruction, students students instruction, differentiated Through Yes. be? they This levels. appropriate individually can be challenged on participants with models of differenti- session will present presenters time during which ated materials and workshop resources. their own will assist participants in developing Connecticut Westport, Connecticut challenged more our completion; to quickly write strongest with tons of kindle We find ourselves to fill a page. stretch classroom-proven This panel will discuss new but no spark. igniting adolescent passions while surpassing methods for content standards. York New York, New Columbia University, York New York, New York New York, experience of planning and implementing a unit laborative the benefits of cooperative and also show of instruction, writ- of piece essential an is Collaboration learning. student constant that depends on in a global world ing the future solutions. and cooperative communication Margaret Burgdorf, Northern Illinois University, Northern Illinois University, Burgdorf, Presenters: Margaret “Teaching DeKalb, Northern Illinois University, Nicole Cox, “Teach- DeKalb, University, Illinois Northern Kleimola, Melanie Illinois, Park, Machesney Harlem High School, Laura Pfau, High Community York Forde, Reactor/Respondent: Dawn D.24 but can assignment, every successful on are Not all students School, Middle Bedford Presenters: Alison Laturnau, Westport, School, Middle Bedford Rebecca Marsick, D.25 Our autopilot: like can feel School writing workshop Middle College, Teachers Presenters: Anna Gratz Cockerille, Columbia University, College, Teachers Christopher Lehman, New Columbia University, College, Teachers Audra Robb, D.26 activity-based session will describe the col- This interactive, Chair: f_43-122_2011.indd 99 D.30 ONE PAGE WONDERS: EXCEEDING THE Presenters: Pierre Maisel de st Croix, Wake County Public STANDARDS WITH NONFICTION TEXT Schools, Raleigh, North Carolina SETS (M–S–C) Yvonne Maisel de st Croix, Wake County Public Schools, Palmer House/Wabash Room, Third Floor Raleigh, North Carolina In this session, participants will read, write, and collabo- rate as they explore how lively nonfiction can engage all D.33 WRITING MEMOIR: REFLECTING ON students and build valuable knowledge, while also refining AND LEARNING FROM OUR PASTS (M–S) kids’ comprehension skills. Short, real-world nonfiction Chicago Hilton/Waldorf Room, Third Floor articles combined with collaborative writing strategies Writing memoir engages learners in creative, reflective strengthen students’ “test-taking skills,” as well as evoke thinking. This writing/reading workshop will show how kids’ curiosity and engagement. teachers can 1)explore the significance of place in memoir, Chair: Nancy Steineke, Victor J. Andrew High School, Tinley 2)use a “framed” story structure to focus, develop, and Park, Illinois organize ideas for writing memoir, and 3) employ tech- Presenters: Harvey Daniels, University of New Mexico, nology and digital media in memoir writing. Albuquerque, “How to Create and Use Nonfiction Text Chair: Annie Fort, Choteau High School, Montana Sets” Presenters: Beverly Ann Chin, University of Montana, Nancy Steineke, Victor J. Andrew High School, Tinley Park, Missoula, “Using a ‘Framed’ Story Structure to Write Illinois, “Arguing Both Sides” Memoir” Jim Vopat, Milwaukee Writing Project, Wisconsin, “Writing Hilve Firek, Virginia Wesleyan College, Norfolk, “Using Circles with Nonfiction: A Low-Risk Model for Successful Technology to Engage Students in Writing Memoir” Student Conferencing Groups” Respondent: Stacey Wollerton, Virginia Wesleyan College, Reactor/Respondent: Elise Riepenhoff, Carroll College, Norfolk Waukesha, Wisconsin D.34 TEACHER INQUIRY AND ACTION D.31 TEACHING LITERATURE IN HISTORICAL RESEARCH (M–S–T) CONTEXT: PAST, PRESENT, POSSIBLE Chicago Hilton/PDR 4, Third Floor FUTURES (M–S) What do preservice and inservice teachers need to know Chicago Hilton/Williford Room C, about content area literacy, pedagogy, and themselves in Third Floor order to become strong English language arts teachers? The presenters in this session will describe innovative strat- This session will show how teacher inquiry and action egies for teaching literature that motivate students to open research can provide support to new teachers. a book and read, and promote deep thinking about self, art, Presenters: Steven Athanases, Lisa Bennett, and Juliet time, and what it means to be human. Michelsen Wahleithner, University of California, Davis, Chair: Lawrence Baines, University of Oklahoma, Norman “Preservice Teacher Inquiry and Its Role in Developing Presenters: Lawrence Baines, University of Oklahoma, Content Knowledge for Teaching English Language Arts” Norman, “The Future Project” Charlotte Frambaugh-Kritzer, Arizona State University, Edmund Farrell, The University of Texas, Austin, “It’s about Tempe, and Elizabeth Petrolje Stolle, Grand Valley State Time: Revitalizing the Literary Past” University, Grand Rapids, Michigan, “(Re)conceptualizing Anthony Kunkel, Saint Francis High School, Mountain View, Content Area Literacy: Drawing on the Past to Impact the California, “Contemporary Literature through a Contem- Future” porary Lens” Susan Warren, Azusa Pacific University, California, “Criti- cal Transformations of English/Language Arts Teachers in D.32 SWEET HOME, CHICAGO: USING THE Urban Schools through Action Research” RHYTHMS AND BLUES OF CHI-TOWN TO EXPLORE LITERACY, NUMERACY, D.35 CREATING SPACE TODAY FOR ALL AND GEOGRAPHY (M–S–T) STUDENTS TO READ THE PAST AND Palmer House/Red Laquer Ballroom, Fourth WRITE THE FUTURE (M–S–C–T) Floor Chicago Hilton/Conference Room 4C, We’re puttin’ the band back together, “Blues Brothers” style, Fourth Floor in an effort to bridge literacy, numeracy, and geography Three educators, who represent middle school, high school, using song lyrics and their lyricists. “Chi-town” has cultural and university perspectives, will address the use of reading relevance built by its blues men and women. Through the and writing to create safe spaces in which all students— exploration of songs, this workshop will focus on tying mu- specifically LGBTQ students—are able to express their sic to math, language, science, and cultural understanding. self-identities. Participants will receive handouts of writing activities and an annotated book list with contributions from fellow participants.

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Katie Wood, West Chicago Community Community Chicago West Wood, Katie

Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday MULTIMODAL APPROACHES TO TO APPROACHES MULTIMODAL THE 21ST IN ENGLISH TEACHING BY THE PAST READING CENTURY: THE OF BEST PRACTICE EMBRACING FUTURE (S) Sixth Floor Room, House/Monroe Palmer THE CURTAIN: PULLING BACK LIVED ON PARENTS’ DRAWING THEM HELP HELP TO EXPERIENCES TEENS (S) THEIR Floor Third Hilton/PDR 1, Chicago Kingston, Jamaica Kingston, Chicago participants will session, In this collaborative best practice. to teaching approaches engage in research-based actively will Presenters of knowing.” ways “multiple English through music, art, learning, demonstrate the use of problem-based and digital technology designed to teach the literacy film, skills of the future. Illinois School, Illinois High School, Illinois Illinois Chicago, Charter High School, Illinois High School, teen literacy and learn strategies to supporttions for their teachers and writers? Learn from teens as readers own just doing are projects outreach two how and a parent outreach. parent too might create you that—and how Michigan Arbor, Ann Aja Y. Martinez, University of Arizona, Tucson Arizona, of University Martinez, Y. Co-chairs: Aja Lexington of Kentucky, University Young, Ashanti Vershawn Fresno State University, California Presenters: Asao Inoue, Mona, Indies, West of The University Milson-Whyte, Vivette Kentucky Pikeville, Sohn, K. Katherine City Iowa of Iowa, University Vasquez, Vaquera Santiago of Illinois, University Gerald Graff, Reactor/Respondent: D.38 to when linked integration is most effective Technology High Community Chicago West Chair: Cobbett, Andrea Community Chicago West Cobbett, Presenters: Andrea High School, Community Chicago West Nicholas Kempski, College Preparatory North Lawndale Patricia Santella, Reactor/Respondent: D.39 understand fast-changing expecta- parents help can we How Ypsilanti Eastern Michigan University, Chair: Fleischer, Cathy High School, Huron Andrew-Vaughan, Presenters: Sarah parent Michigan, Arbor, Ann High School, Huron Jane Miller, Ypsilanti Eastern Michigan University, Pavlock, Kimberly RESHAPING COURSE CURRICULA RESHAPING COURSE RESPONSES AND CAMPUS CULTURE: FUNDING AND MANDATES STATE TO REDUCTIONS (M–S–C–T) Floor Third 2, Hilton/PDR Chicago AS AUTHORS—CODE-MESHING NCTE POLICY, PEDAGOGY, ENGLISH: WORLD PERFORMANCE (M–C) House/Burnham Room 4, Palmer Floor Seventh tized dialects and world Englishes with Standard English—is Standard with Englishes world and dialects tized to code-switching— the better educational alternative to con- choosing specific languages and dialects according to learners how teaching diverse text—as a technique for visual representations. and create speak, listen, write, read, Middle School, Florida School, Middle Florida Seminole, to the higher education funding crisis, response program’s of a self-place system in development another program’s college composi- to state mandates regarding response decade-long effort to program’s and a third tion curricula, writing-across-the- campuswide a transformative, develop initiative. curriculum Bronx, York, of New City University College, Community and the Evolu- Literacy, WAC, “’The Design of a Decade’: Writing” tion of Responding Open the Door: “When Opportunity Knocks, StartingWriting by Eliminating Basic to State Mandates for Program” Self-Placement a Directed Composition” Redesigning Delivery of First-Year This panel will show why code-meshing—blending minori- why This panel will show Sarah Maria Rutter, University of Illinois, Chicago Illinois, of University Chair: Rutter, Sarah Maria Beach Fundamental Madeira Atkins, Presenters: Holly High School, Osceola Fundamental Betty Herzhauser, Tampa of South Florida, University Pat Jones, D.36 a writing on this panel will report on The presenters Hostos Hirsch, Fabrizio and Linda Presenters: Andrea Chattanooga, Tennessee, of University Ingraham, Lauren toward “Notes Tempe, Arizona State University, Duane Roen, D.37 f_43-122_2011.indd 101 D.40 THE MULTIGENRE APPROACH TO Reactor/Respondent: Dale Allender, Director, National RESEARCH AND COMPOSITION (S) Council of Teachers of English–West and University of Chicago Hilton/Lake Huron Room, California, Berkeley Eighth Floor These presenters will describe experiences with designing, D.43 GROWING ACADEMIC CULTURE AT TWO implementing, and assessing composition assignments using URBAN HIGH SCHOOLS THROUGH the multigenre approach as developed by Tom Romano and WRITING CENTERS AND PROFESSIONAL other pioneers in the field. They will address the challenges DEVELOPMENT (S–C) and rewards of this multigenre approach, and provide Palmer House/Burnham Room 1, practical resources for teachers who wish to design similar Seventh Floor projects for their own classes. To improve student expository writing and its instruction in Presenters: Tanya Sepela, Steelton-Highspire School District, two Boston high schools, the University of Massachusetts, Steelton, Pennsylvania Boston in partnership with the Calderwood Writing Initia- Kate Shanklin, George Washington Carver Center for Arts tive introduced Writing Centers, staffed by teacher coordi- and Technology, Towson, Maryland nators and trained University of Massachusetts preservice tutors, and offered teachers from all disciplines courses to D.41 DE-CENTERING THE TEACHER AND examine and increase their use of writing. BUILDING A WRITING COMMUNITY Presenters: Benjamin Boegehold, Another Course to WITH AT-RISK STUDENTS (S) College High School, Boston, Massachusetts Chicago Hilton/Lake Ontario Room, Stephen Gordon, University of Massachusetts, Boston Eighth Floor Kate Gubata, Another Course to College High School, Three teachers, who represent two alternative high schools, Boston, Massachusetts will describe a framework for engaging at-risk students in Denise Patmon, University of Massachusetts, Boston the writing process by creating a writing community that Christian Scott, Charlestown High School, Roslindale, acknowledges and embraces the emotional needs of stu- Massachusetts dents in this population in order to build their confidence for increasingly complex academic work. D.44 TEACHING TEACHERS TO TEACH Presenters: Jane Hunyor, Southgate Adult and Community GRAPHIC NOVELS (S–C–T) Education, Michigan, “Building Social Climate: A Classroom Chicago Hilton/Williford Room A, Community Approach” Third Floor Dawn Izzi, Southgate Adult and Community Education, Three English educators will describe their work with Michigan, “A Teacher Becomes a Student through Use of preservice and practicing teachers who are learning to the Writer’s Notebook” teach graphic novels. Drawing on approaches from literary Val Tomich, Allen Park Community Education, Michigan, “Pro- criticism and effective practices for teaching reading, the cess Writing with Mentor Texts, Remodeling and Publica- presenters will offer a rationale for using graphic novels in tion” secondary schools, recommendations for classroom texts, and sample plans. D.42 USING HOLOCAUST SURVIVOR VIDEO Chair: Elinor L. Michel, University of Idaho, Moscow, emerita TESTIMONY TO MAKE MEANING AND professor SHARE MESSAGES IN A 21ST CENTURY Presenters: Crag Hill, Washington State University, Pullman, LEARNING ENVIRONMENT (S–T) “Bolstering the Rationale: What Literary Critics Are Saying” Chicago Hilton/Continental Ballroom A, Jeraldine Kraver, University of Northern Colorado, Greeley, Lobby Level “’I See It, and I Do Get It’: Comics and a New Kind of Text Using 21st century literacy as the conceptual framework, Set” the University of Southern California Shoah Foundation Louann Reid, Colorado State University, Fort Collins, “’What Institute has developed IWitness, an online application Do I Do with This Thing?’ Reading Graphic Novels Strategi- featuring 1000+ Holocaust survivors’ video testimonies. In cally” this session, the presenters will demonstrate and discuss the search tool and the activity architecture, including D.45 THE FUTURE IS NOW: THE PRACTICE built-in features such as an asset grabber, video editor, and AND PROMISE OF EDUCATIONAL individual classroom spaces. LEADERSHIP IN HIGH SCHOOL WRITING Presenters: Sherry Bard, University of Southern California CENTERS (S–C) Shoah Foundation Institute, Los Angeles Chicago Hilton/Lake Michigan Room, Sheila Hansen, Spearfish Middle School, South Dakota and Eighth Floor University of Southern California Shoah Foundation Insti- This panel discussion, led by founder-directors of four tute, Los Angeles student-staffed high school writing centers, will address

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Continued on following page Continued on following Friday Afternoon, 2:30–3:45 p.m. Afternoon, Friday READING THE PAST, WRITING THE WRITING PAST, THE READING LITERATURE ADULT YOUNG OF FUTURE (T) EDUCATION TEACHER IN Ballroom, Hilton/Continental Chicago Level Lobby Salon C, CEE COMMISSION MEETINGS (C–T) Ballroom, House/Honore Palmer Level Lobby introduce questions to audience members for small-group small-group to audience members for questions introduce ad- YAL prominent be facilitated by discussion which will teach, do you What novels Questions will include: vocates. bal- do you How model? strategies do you What and why? testing context? with the current ance best practices of Writing the Future the Past, “Reading Tampa, Florida, Education” Teacher in Adult Literature Young Baton Rouge University, Carolina the Commissions of their choice. York New Edmond Oklahoma, Raleigh Texas D.48 will who Kaywell, Joan keynote feature will conversation This Knoxville Tennessee, of University Chair: Susan Groenke, of South University Speaker: Kaywell, Joan Keynote State Louisiana Discussion Leaders: Jacqueline Bach, Baton Rouge Louisiana State University, Bickmore, Steve Knoxville Tennessee, of University Susan Groenke, Little Rock Arkansas, of University Hayn, Judith Vermillion of South Dakota, University Lisa Hazlett, Tennessee Nashville, University, Vanderbilt Melanie Hundley, Orlando of Central Florida, University Kaplan, Jeffrey Texas Huntsville, Sam Houston State University, Lesesne, Teri South Rock Hill, University, Winthrop Robert Prickett, D.49 attend to invited are members NCTE and CEE interested All York, New University, Fordham Chair: Marshall George, Education Teacher in Commission on Social Justice Programs 1 Table of Central University Co-chairs: Laura Bolf Beliveau, Indiana Lafayette, West University, Purdue Star Johnson, Tara Education Teacher and Technology Commission on 2 Table State University, North Carolina Young, Co-chairs: Carl Huntsville, Sam Houston State University, Hannah Gerber, York New at Buffalo, University Stephen Goss, Adolescent of Teaching and Study the on Commission Literature 3 Table Little Rock Arkansas, of University Chair: Hayn, Judith WORKING WITH ADULT ENGLISH ADULT WITH WORKING PERCEPTIONS LEARNERS: LANGUAGE (S–C–T) AND STRATEGIES Floor Third House/Marshfield Room, Palmer REVISIONARY FUTURE: PRESENT, PAST, TEACHER’S THE AND PEDAGOGY JOURNEY (S–C–T) Floor Third 7, House/Salon Palmer this essential question: In what ways can writing centers centers can writing what ways In question: this essential whom writing and by ideas about how restrictive challenge com- school and promote taught in high schools, should be and dialogue? rich in collaboration that are munities Virginia Mineral, Virginia Virginia They of ELLs. of self and teachers’ perceptions perceptions activi- as classroom will discuss a range of methods—such studies, qualitative ties and examples of student writing, consider the implications of their find- and surveys—and practice. classroom ings for “Teacher Indiana, of Pennsylvania, University Indiana Reilly, Writing in the in Writers of Second Language Perceptions Disciplines Courses” in the and Diversity Appropriateness, Frequency, Metadiscourse Resources of Interactive Development A Process-Based Writings of Iranian EFL Learners: in the Writing” to Approach and Viewing, Adult ELLs Reading, Self in the Borderlands: Transformation” of Writing Narratives and nationality emerging class, issues of race, will explore college com- with preservice teachers, their work from This discus- and high school students. position students, institutional or sion will include both collective—through attending to individual calls for involvement—and program of teaching. nature the revisionary High School, Waverly Spain and Cantabria, Torrelavega, Nebraka in the Service-Learning and Community Moment” Culture, on Views Rose’s Mike from Conversations ing Curricular Writers’” ‘Remedial Hannah Baran, Louisa County High School, High School, Louisa County Presenters: Hannah Baran, Virginia Vienna, Oakton High School, Beth Blankenship, Springfield, High School, Springfield West Goransson, Jenny Alexandria, Edison High School, A. Thomas Amber Jensen, D.46 on adult ELLs’ varied perspectives offer These panelists will John and Bee Chamcharatsri, Amicucci, Presenters: Ann “Investigating Iran, of Isfahan, University Leila Bahrami, “Navigating City, Iowa of Iowa, University Benesh, Darek D.47 teacher-scholars three a participatoryThrough discussion, Colegio Sagrados Corazones, Presenters: Alicia Dallman, “Collaboration, Lincoln, of Nebraska, University Meyer, Kelly “Imagin- Lincoln, of Nebraska, University Rivera, Jessica f_43-122_2011.indd 103 Commission on the Teaching of Poetry D.50 REMAINING RELEVANT: THE FUTURE OF Table 4 WRITING CENTERS IN THE ERA OF NEW Co-chairs: Bonner Slayton, Alcott Middle School, Oklahoma LITERACY STUDIES (C) Danny Wade, Washburn University, Topeka, Kansas Palmer House/Indiana Room, Third Floor As writing centers strive to remain relevant in a digital world, CEE/CEL Joint Commission for Fair and Responsible innovative programming and expanding services becomes Assessment an imperative. While honoring the past, this panel will Table 5 consider the theories and practices found in New Literacy Co-chairs: Kenan Metzger, Ball State University, Muncie, Studies, which prepare staff and create programs to help Indiana students succeed in the 21st century. Scott Eggerding, Lyons Township High School, LaGrange, Presenters: Maureen Giblin, University of Wisconsin, Stevens Illinois (CEL) Point, “The Future of Writing Centers in the Era of New Literacy Studies: A Sociocultural Approach” Commission on Creating and Sustaining NCTE Paul Kratwell, University of Wisconsin, Stevens Point, “The Student Affiliates Role of Collaboration in a Peer Tutorial Center” Table 6 Amanda Meidl-Grundman, University of Wisconsin, Stevens Chair: Rebecca Kaminski, Clemson University, South Carolina Point, “Reading in the Writing Center” Michelle Wolfe, University of Wisconsin, Stevens Point, Commission on English Methods Teaching and “Writing Center Training and Practice as a Transformational Learning Experience” Table 7 Co-chairs: Connie Mietlicki, Governors State University, D.51 NEW MEDIA GALLERY: MEDIA CIRCLES: University Park, Illinois COOPERATIVE LEARNING FOR Laura Renzi, West Chester University, Pennsylvania MEDIA-SAVVY TEACHERS (T–G) Chicago Hilton/Boulevard Room C, Commission on Writing Teacher Education Second Floor Table 8 These presenters will take the rich tradition of literature Co-chairs: Mark Letcher, Purdue University–Calumet, circles and remix, recreate, and reinvent this approach for Hammond, Indiana teachers interested in mindfully exploring nonprint texts Kristen Turner, Fordham University, New York, New York (TV, film, radio, still images, websites, fashion, and video games) collaboratively with students. Commission on Arts and Literacies Presenters: Pam Goble, Jay Stream Middle School, Carol Table 9 Stream, Illinois Co-chairs: Peggy Albers, Georgia State University, Atlanta Ryan Goble, Teachers College, Columbia University, New Michelle Zoss, Georgia State University, Atlanta York, New York

Commission on In-Service Graduate Programs and Professional Development Table 10 Chair: Lisa Eckert, Montana State University, Bozeman

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Continued on following page Continued on following Quarryville, Pennsylvania, “Social Pennsylvania, Quarryville, Publication” A Path for Networking: Bryant Seale, Tara and Virginia, Schools, on “Reflecting Arkansas, School District, Using Blogs and Other Fun Practice Your Stuff” Type- “Hemingway’s Wisconsin, School, Writing Student to Improve How writer: Imitation Exercises” through of The Future “iPads: Charlotte, Carolina, Arts Classrooms?” the English Language “Writing Illinois, Flossmoor, School, Speeches: Authentic Persuasive the Needs of an Ever- Addressing Audience” Changing New University, Brook Stony Lindblom, EJ” “Writing for York, Fort writer, educator and freelance “Reclaiming Our Right Indiana, Wayne, of World Today’s Censorship in to Read: Computer” Personal Your PC—Not Lincolnshire, High School, Stevenson Reading “Against the Current: Illinois, the of the Past to Explore Literature of the Future” World A Relatable Life: “Boy’s Texas, School, Seniors to Allows That Summer Reading Use the Past to Find the Future” Roundtable Leaders and Topics Roundtable Leaders and Solanco High School, Arnold, Leslie County Public Stafford Daniel Bruno, Madison Country Day Mark Childs, of North University Heather Coffey, High Homewood-Flossmoor Alana Drude, and Ken Nicole Galante, Esposito, Lauren independent Garvin, Madeline Marcelia Adlai E. Wells, Geocaris and Carly Joseph McAllen Memorial High Rachelle Grace, Friday Afternoon, 2:30–5:15 p.m. Afternoon, Friday 1 2 3 4 5 6 7 8 9 Anaheim, California, “Write Like This: How Modeling Builds Modeling How This: “Write Like California, Anaheim, Writers” Young An Ensemble CPS Shakespeare! Presents: Shakespeare cago Teach- Their English School Students and Public of Chicago ers” Taking “The Resilient Reader: Angeles, Los sity of California, Risk” While Managing Chances Marilyn Halperin, Chicago Shakespeare Theater, Illinois, “Chi- Illinois, Theater, Shakespeare Chicago Halperin, Marilyn Univer- Project, Reading and Literature California Jago, Carol Number Table LANGUAGE, LITERACIES, EDUCATIONAL EDUCATIONAL LITERACIES, LANGUAGE, K–12 CURRICULUM (E–M– AND POLICIES, S) Eighth Erie Room, Hilton/Lake Chicago Floor open to all Hall of Fame, the Reading by Sponsored (S) HIGH SCHOOL MATTERS Hilton/International Ballroom Chicago Second Floor South, will address shifts in federal and state policies on elemen- shifts in federal will address tary and secondary arts English/language the concerning composition, literature, of language, teaching and learning organization of schol- RHF is an and curriculum. reading, made major contributions to language and ars who have than 25 years. more literacy for Misconstruing the “Construing and York, of New University Writing Development” of Nature What Does It Matter in Literature: in Children’s “Diversity Educational Climate?” Today’s of ‘Impact’ of Changing Conceptions “The Columbus, sity, and Instruction of Literacy and Language on Curriculum Arts in the 1980s and 1990s” the Language Writing Instruction” and Re-Entrance of Exit, Entrance, Literary and “The Role of Literature Reasoning York, New in ELA and English Classrooms” Need to Succeed in What Children Content: Literature, Literacy—and Beyond” Early Tucson mini- three This fast-paced session will feature Matters! on a discussions and 24 roundtable presenters keynote Participants different will choose two variety of topics. and needs, that meet their specific interests roundtables with valu- and leave to the conversation, their voices add will This mini-workshop immediate use. able materials for and filled with cutting-edge informa- vibrant, be interactive, tion. of the Reading Hall of Fame (RHF) members In this session, Tucson Arizona, of University Goodman, M. Chair: Yetta State Albany, at University Applebee, Presenters: Arthur N. Columbus, The Ohio State University, Rudine Sims Bishop, The Ohio State Univer- Wilson, Bloome and Melissa David “The Charlottesville, Virginia, of University Jane Hansen, of State University Albany, at University Langer, A. Judith “Skills, Chicago, of Illinois, University Teale, William H. Arizona, of University Goodman, M. Respondent: Yetta DE.02 do all the high school teachers meet? High School Where Kansas Olathe District Schools, Chair: Parks Haas, Kay Magnolia High School, Gallagher, Speakers: Kelly Keynote DE.01 DE Sessions DE p.m. 2:30–5:15 f_43-122_2011.indd 105 10 Margaret Grigorenko, Cedarville University, 17 Katherine Mason, Wichita State University, Ohio, and Andie Hanna, Cesar Chavez Kansas, and Elle Yarborough, Northern Public Charter School for Public Policy, Essex Community College, Belmont, Falls Church, Virginia and George Mason Massachusetts, “More than Sexual University, Fairfax, Virginia, “Keats and Orientation and Gender Identity: Bring- Kids: Using Collective Memories to Inspire ing YAL with LGBTQ Content into the Literature Connections in an Urban High 21st Century” School Classroom” 18 David McCann, Harvard University, 11 Nora Gross, New York University, New Cambridge, Massachusetts, “The Sijo: York, “The Potential for Urban Second- Poetry as a Window to Culture” ary Writing Centers to Build Positive 19 Anna J. Small Roseboro, Grand Rapids, Student Identity” Michigan, “Department Chairs: Optimiz- 12 Beth Gulley, Johnson County Community ing Orientation and Maintaining Morale” College, Overland Park, Kansas, and 20 Sheryl Scales, Washburn University, Topeka, Jeremy Gulley, Fort Scott Community Kansas, “There’s No Place Like Home: College, Kansas, “The Transition from Literature That Captures and Compli- High School to College: Not as Hard as cates the Immigration Debate” You Think” 21 Mary Ann Tighe, Troy University, Alabama, 13 LaVonne Holmgren, University of Kansas, professor emeritus, “Edgar Sawtelle Lawrence, “Ignited: Strategies to Re- Meets Hamlet: Using the Present to Engage the Adolescent Striving Reader” Understand the Past and to Prepare 14 Josh Krall and Joe O’Brien, Pennbrook Students for the Future” Middle School, North Wales, Pennsyl- 22 Jeanette Toomer, School for Community vania, “The Comedy of Benvolio and Research and Learning, Bronx, New York Rosaline: Writing Like Shakespeare and and DDL, LLC, New York, New York, Exploring Fate in Romeo and Juliet Using “Reading and Role Play: How Teachers His Minor Characters” Can Use Educational Theater Strategies 15 Sharon Lindell, State University of New to Improve Reading Comprehension” York, Stony Brook, “Manga vs. Anime: 23 Victoria Whitfield, The University of What’s the Difference and Which Ones Alabama, Tuscaloosa, “After the Little to Teach” Rock Nine: Using Historical Fiction to 16 Amy Magnafichi Lucas, Illinois State Uni- Promote Critical Consciousness” versity, Normal, “Is It Working? Using 24 Gary Wiener, Pittsford Schools, New Action Research to Explore Your Class- York, “The Yorick Project: Responding to room Practice” Death in Hamlet”

Bedford/St. Martin’s has graciously agreed to sponsor the beverages for this session.

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E Session Locations Palmer House Palmer 2 5 7 9 11 12 13 15 16 19 22 25 27 28 38 41 44 45 46 47 48 49

E Sessions are located as below: located are E Sessions 1 3 4 6 8 10 17 18 20 21 23 24 26 29 30 31 32 33 34 35 36 37 39 40 42 43 50 51 of the Muse Fountain Ground The Swapping Hilton Chicago f_43-122_2011.indd 107 E Sessions 4:00–5:15 p.m.

Chair: Chris Crowe, Brigham Young University, Provo, Featured Session Utah Presenters: Chris Crowe, Brigham Young University, Provo, Utah, “Nothing Is as Constant as No Change: Juvenile/YA Literature through the Years” E.01 English Journal: What Its Past Deborah Dean, Brigham Young University, Provo, Utah, Says about Our Future “Writing from the Past into the Future” Jonathan Ostenson, Brigham Young University, Provo, (M–S–T) Utah, “Grammar through the Decades” Chris Crowe, Deborah Dean,

and Jonathan Ostenson E.02 USING WRITING CENTERS TO SUPPORT LITERACY (G) Chicago Hilton/Grand Tradition Palmer House/Salon 7, Third Floor Room, Lobby Level Sponsored by the International Writing Centers Association, open to all Using a “knowledge café,” roundtable format, experienced secondary and university writing center directors will pres- ent models and strategies for initiating and/or sustaining writing centers in today’s modern secondary and middle schools. Co-chairs: Nathalie Singh-Corcoran, West Virginia University, Morgantown Jennifer Wells, Mercy High School, Burlingame, California

Table Number Roundtable Leaders Chris Crowe Deborah Dean 1 Dawn Fels, George Mason University, Fairfax, Virginia 2 Andrew Jeter, Chicagoland Organization of Writing, Literacy, and Learning Centers (COWLLC), Illinois 3 Jeanette Jordan, Glenbrook North High School, Northbrook, Illinois 4 Roberta Kjesrud, Western Washington University, Bellingham 5 Nathalie Singh-Corcoran, West Virginia University, Morgantown Jon Ostenson E.03 NATIONAL LITERATURE PROJECT What have we learned from a century of the best think- SESSION—WHO NEEDS LITERATURE? ing in our field? Three teachers will review the English WHY AND HOW SHOULD WE TEACH IT? Journal archive (1912–present) to discover trends about (G) grammar, composition, and literature. The surprising Chicago Hilton/PDR 2, Third Floor results offer insights into the present—and future— Sponsored by the National Literature Project, open to all of English teaching. This panel will consider the value of literature in an educa- tional culture where it appears to be devalued and dis- missed except insofar as informational knowledge about

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Friday Afternoon, 4:00–5:15 p.m. Afternoon, Friday WHAT’S GOOD? RESEARCH ON ON RESEARCH GOOD? WHAT’S DIVERSE EDUCATIONAL IN LITERACY (T–G) CONTEXTS Floor Third Hilton/PDR 4, Chicago OF COLLABORATION: THE POWER LITERACY MEANINGFUL CREATING THE COMMON TEACH TO EXPERIENCES (G) CORE STANDARDS Floor Third House/Salon 8/9, Palmer REPRESENTATIVES AFFILIATE NCTE MEETING (G) Floor Third Hilton/Astoria Room, Chicago notions that children, youth, and/or adults of color are adults of color are and/or youth, children, notions that will discuss These presenters in learning? disinterested as they this question considered they the studies in which as tensions as well the various meanings of, investigated educational in diverse research conducting literacy with, contexts. Literate Identities the Hybrid “Researching San Francisco, Teachers” Preserviceof Black and Latina the Hybrid Literate Identities Researching on the Margins: Teachers” of Black and Latina Tool” “Spanglish as Literacy Columbus York New York, New University, to teach them and meet the demands of 21st cen- going a district ELA special- teacher, A classroom tury learning? professor and a university a state literacy consultant, ist, of collaboration in the power case for a strong will make teaching to meet students’ this demonstration of effective needs. Frankfort Kentucky together on critical issues and topics of interest will work learn about new To to all English language arts educators. affiliate is your sure make of importance, NCTE initiatives represented! Colorado Lakewood, Affiliates, Minnesota School, E.06 unfounded literacy challenge can studies in critical How Austin Texas, of University The Chair: Maria Franquiz, of California, University Presenters: Patrick Camangian, “No Longer York, New Syracuse University, Haddix, Marcelle Austin, Texas, of The University Antonio Martinez, Ramon The Ohio State University, Kinloch, Valerie Discussants: Columbia College, Teachers Mariana Souto-Manning, E.07 we are how Standards, Common Core have that we Now Lexington of Kentucky, University Chair: Burns, Leslie David DepartmentEducation, of Kentucky Boss, Presenters:Renee Lexington, County Public Schools, Fayette Marty Dixon, Kentucky Lexington, High School, Lafayette Howard, Bobby E.08 and NCTE leaders representatives affiliate In this session, Standing Committee on Chair, Wendelin, Co-chairs: Dave Middle and Becker Vice President NCTE Sandy Hayes, TEACHING ABOUT NAZI PROPAGANDA: PROPAGANDA: ABOUT NAZI TEACHING TODAY FOR YESTERDAY LESSONS FROM (G) TOMORROW AND Ballroom, Hilton/Continental Chicago Level Lobby A, Salon THE TEXT SETS INTO “MOVING” (G) CLASSROOM Floor Third 2, House/Salon Palmer literature can be measured. What can be done to rescue done to rescue can be What be measured. can literature to cultivate meaningful its detractors and from literature literary in students? and competency knowledge York New York, New California Angeles Los of California, University and persecute of indifference, an atmosphere create media, “street viral marketing, causes, celebrity today’s the other, challenge our students to and advertising apps teams,” our panel to think Join propaganda. and confront recognize in a digital age. about teaching propaganda DC Washington, Museum, Mary- Spring, Silver States Holocaust Memorial Museum, of Nazi Propaganda” The Power “State of Deception: land, Study Propaganda” “Why DC, Washington, “Meeting the Challenges of 21st Century Propaganda” North Carolina, Tobaccoville, Holocaust Memorial Museum, Virtual Classroom” in the Propaganda “Confronting California Burlingame, http://englishcompanion.ning.com/, and at the college school, middle/high sets in elementary, to integrate text The discussion will include how level. text sets accommodate and how sets into the curriculum partici- During the session, levels. a wide range of reading an opportunity to engage with a text set. pants will have Minnesota Minnesota Sheridan Blau, Teachers College, Columbia University, Columbia University, College, Teachers Chair:Blau, Sheridan Orange, University, Chapman Presenters: Bruns, Christina Project, and Reading Literature California Jago, Carol Indiana Pennsylvania, of Indiana University Bruce Novak, Idaho Boise State University, Wilhelm, Jeff E.04 manipulate the leaders, to create as the Nazis sought Just United States Holocaust Memorial Chair: Fredlake, Peter United Regional Education Corps, Danks, Presenters: Carol United States Holocaust Memorial Museum, Fredlake, Peter Pennsylvania, Philadelphia, University, Temple Renee Hobbs, United States Regional Education Corps, Laurie Schaefer, English Companion Ning, Reactor/Respondent: Jim Burke, E.05 examples of using text This panel discussion will provide Cloud State University, St. Presenters: Ilene Christian, Minnesota Cloud State University, St. Larson, Joanne College–Hutchinson Campus, Ridgewater Steffen, Kathy f_43-122_2011.indd 109 E.09 PRESERVICE TEACHERS’ GROWTH AS Presenters: Jackie Allen Joseph, PS 261, Brooklyn, New York WRITERS AND WRITING TEACHERS IN A Dorothy Barnhouse, self-employed literacy consultant, BLENDED LEARNING ENVIRONMENT (G) Brooklyn, New York Palmer House/Salon 10, Third Floor Sharon Fiden, PS 230, Brooklyn, New York These panelists will discuss a weekly writing workshop Freya Grice, PS 230, Brooklyn, New York where both face-to-face and online peer-review strategies Zipporiah Mills, PS 261, Brooklyn, New York were adopted to improve students’ writing skills. Presenters: Hsiao-Yu Chang, University of Florida, E.12 AT THE INTERSECTIONS OF DRAMATIC Gainesville PLAY, CRITICAL INQUIRY, AND PERFOR- Juan Du, University of Florida, Gainesville MANCE IN THIRD GRADE READING Shih-Fen Yeh, University of Florida, Gainesville INSTRUCTION: IMAGINING NEW POSSIBILITIES FOR ENGLISH LANGUAGE E.10 TELLING THE (HI)STORIES: PAST AND LEARNERS PERFORMING LITERACY (E) PRESENT LATINO CAUCUS CO-CHAIRS Palmer House/Price Room, Fifth Floor REFLECT ON THE “PAST 100 YEARS” (G) In this interactive session, a PhD Candidate and a classroom Chicago Hilton/PDR 1, Third Floor teacher will illustrate their use of active, dramatic, and Sponsored by the Latino Caucus, open to all critical inquiry approaches to exploring Shakespeare texts This roundtable session will include discussions that focus in a diverse third grade classroom. They will describe the on the past and present histories of the NCTE/CCCCs impact that this approach has had on the literacy learning Latino Caucus. of a small group of English language learners (ELLs) and Chair: Renee Moreno, California State University, Northridge open up a discussion on the possibilities and limitations of arts-based critical inquiry for historically marginalized Table Number Roundtable Leaders and Topics students. Chair: Camille Cushman, The Ohio State University, 1 MaryCarmen Cruz, Tucson Unified School Columbus District, Arizona, “Mentoring Con Gusto” Presenters: Camille Cushman, The Ohio State University, 2 Bobbi Ciriza Houtchens, Marina del Rey, Columbus California, “Transitions: From Having an Lorraine Gaughenbaugh, French Run Elementary School, Advocate to Self-Advocacy” Pickerington, Ohio 3 Cristina Kirklighter, Texas A&M University, Discussant: Brian Edmiston, The Ohio State University, Corpus Christi, “Restructuring Caucus Columbus and Cross-Caucus Networking and Communication with NCTE after Sandra E.13 CRITICAL LITERACY THROUGH Gibbs” MULTIPLE MODALITIES: NATURE, 4 Cecilia Rodriguez Milanés, University of ADVERTISING, AND MEDIA (E) Central Florida, Orlando, “Of Raza, Unity, Palmer House/Madison Room, Third Floor and Love: Pan-Ethnic, Pan-Hispanic Bonds The presenters in this session will explore the power of in the Latino/Latina Caucus” critical literacy strategies that are grounded in multiple 5 Renee Moreno, California State University, modalities, and address the connections that learners make Northridge, “Coalitions across Differ- to communication technologies, as well as the impact of ences” these experiences on their lives. Presenters: Beth Buchholz, Albemarle County Public E.11 MAKING THE INVISIBLE VISIBLE: BUILD- Schools, Virginia and Indiana University, Bloomington, and ING ABILITY BY NOTICING AND NAM- Mindy Laubscher, Stony Point Elementary School, Virginia, ING HOW READERS DRAFT AND REVISE “Accessing the ‘Wider World’ through Nature and AS THEY MAKE MEANING (E) Technology” Palmer House/Kimball Room, Third Floor Lucy Spence, University of South Carolina, Columbia, and We talk about drafting and revising in writing but rarely in Vanessa Burgos-Kelly, George I. Pair Elementary School, reading, yet this process is essential for making meaning. Columbia, South Carolina, “Digital Media in a Fifth Grade The presenters in this session will demonstrate tech- Language Arts Classroom” niques—from read-aloud to conferring—that make this invisible thinking process visible to students so they can deepen their comprehension and read increasingly difficult texts.

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Friday Afternoon, 4:00–5:15 p.m. Afternoon, Friday FROM GLASS SLIPPERS TO RUNNING RUNNING TO GLASS SLIPPERS FROM WORLD— THE EXPLORING SHOES: AND FUTURE (M) PRESENT, PAST, Fifth Floor Room, House/Chicago Palmer ARTS THE WRITING ARTS, THE READING (M) Room, Huron Hilton/Lake Chicago Eighth Floor will offer insights on how he infuses nonfiction craft ele- nonfiction craft he infuses insights on how will offer readers. content accessible for complex make ments to from writers can learn K–8 how will show panelists Then, understanding—integrat- on reader focusing by the master construct nonfic- as they craft elements ing sophisticated tion writing. and consultant, Maine Portland, Stenhouse Publishers, Apprentice “From Maine, Studies Center, Developmental Author” to Foundations” Modeling Equal Strong Work” “Crafting My York, New our preparing successful methods for stration will show authentic exciting, Offering students to be global citizens. and will inspire these presenters choices, student project motivate teachers in their efforts to guide students in their and tomorrow. today, explorations of yesterday, Florida Florida the study of artists’ can be used a discussion of how lives and research- writing, to enhance competency in reading, a conversation by Short will be followed presentations ing. with the audience about arts in the language arts class- room. York York New of The Biography Art of Biography: “The York, New York, Art” Inspiring Our Students” Change, Creating Arts: ists and the Reading the Future” the Past, Seymour Simon, acclaimed author of 250 nonfiction titles, titles, nonfiction of 250 author acclaimed Simon, Seymour Colorado Denver, author, Chair: Ellin Keene, author, teacher, classroom Ann Marie Corgill, Presenters: “Mentors Plus Oregon, Pacific City, author, Linda Hoyt, Neck, Great Author: Simon, Seymour Tradebook Colorado Denver, author, Respondent: Ellin Keene, E.19 demon- this interactive fairyFrom fiction, tales to science Tallahassee, School, Middle Montford Chair: Jan Graham, Tallahassee, School, Middle Montford Graham, Jan Presenters: Florida Tallahassee, School, Cobb Middle Susan Harris, E.20 authors will engage teachers in A panel of award-winning New York, New The Dalton School, Chair: Monica Edinger, York, New Little Brown, Authors: Gary Golio, Tradebook New Publishing Group, Macmillan Children’s Jan Greenberg, “Art- York, New York, New Viking Books, Elizabeth Partridge, “Writing York, New York, New Clarion Books, Susanna Reich, HISTORY THROUGH A LITERACY LENS LENS A LITERACY THROUGH HISTORY (E–M–T) Floor Third House/Salon 1, Palmer FOR STORYTELLING DIGITAL LITERACIES DEVELOPING CRITICAL IN 21ST CENTURY WRITING AND (E–M) CLASSROOMS PRIMARY Floor Third House/Salon 4/5, Palmer AND LEARNING FLUENCY, THE POETRY, WRITING, READING, CONNECTION: THE CLASSROOM AND RECITING IN (E–M–S–T) A, Room Hilton/Boulevard Chicago Second Floor ELEVATING A MASTER: LEARNING FROM HIGH THROUGH WRITING NONFICTION FOR CRAFT (E–M) EXPECTATIONS Room 4M, Hilton/Conference Chicago Floor Fourth which social studies content may be integrated with lan- be may studies content which social Participants will examine primary docu- source guage arts. activities that support engage in hands-on content ments, examine historical fiction and and writing, reading area questions. posing using problem Britain New University, Britain New to incorporating digital storytelling teaching, into your the critical literacy skills of your enhance and develop elementary students. the 21st Writers for Preparing “Digital Storytelling: Lincoln, Century” Young What Audience: Role of the Transactional “The Us about Sharing Tell Digital Storytelling Has to Children’s Time and Beyond” proficiency greater can lead students to develop classroom learn vocabulary, improve fluency, in phonics and reading writing poems. and gain internal models for content, Williamston of English, Teachers Using Poetry on an Old Literacy: Twist New “A York, New Literacy Skills in the Elementary Recitation to Improve Classroom” Ohio University, E.15 in ways the will address demonstration This classroom State Central Connecticut Presenters: Cara Mulcahy, Central Connecticut State University, Valerie, Lynda E.16 on methods of will focus in this session The presenters Georgia State University, Kennesaw Chair: Scott Ritchie, of Nebraska, University Presenters: Laurie Friedrich, Texas, Angelo, San State University, Angelo Marva Solomon, E.17 using poetry how This session will show elementary in the of Council Michigan president, past Kruch, Anna Chair:Mary Skaneateles Central School District, Presenters: Janet Fagal, State Kent Zimmerman, Rasinski and Belinda S. Timothy E.18 f_43-122_2011.indd 111 E.21 GRAMMAR AFFECTS WRITING: GAINING E.24 GWENDOLYN BROOKS, THIRD WORLD SENTENCE VARIETY, COHERENCE, AND PRESS, AND BLACK LITERARY CHICAGO CLARITY (M–S–T) (G) Chicago Hilton/International Ballroom Chicago Hilton/Conference Room 4L, North, Second Floor Fourth Floor Sponsored by the Assembly on Teaching English This panel, envisioned as a free-flowing exchange between Grammar, open to all the presenters and the audience, will assess the literary Stop the madness of “drill and kill” worksheets. Learn how and activist legacy of Gwendolyn Brooks in relation to to integrate grammar into the writing process. Help stu- both the advent of the Black Arts era in Chicago and the dents create sentence variety and improved punctuation. entire career of prominent writer, publisher, and educator See how classroom teachers enhance existing curriculum Haki Madhubuti. New work about Brooks and by Mad- by using strategies that introduce clauses and phrases hubuti will be examined. gradually but effectively without worksheets. Presenters: Lena Ampadu, Towson University, Baltimore, Chair: Amy Benjamin, Assembly for the Teaching of English Maryland Grammar–NCTE, Fishkill, New York Haki Madhubuti, DePaul University, Chicago, Illinois and Presenters: Amy Benjamin, Assembly for the Teaching of Third World Press, Chicago, Illinois English Grammar–NCTE, Fishkill, New York Joan Berger, Assembly for the Teaching of English Grammar– E.25 SUPPORTING LITERACY FOR ENGLISH NCTE, Chicago, Illinois LEARNERS (M–S) Lynn Gilbertsen, Oak Park and River Forest High School, Palmer House/Marshfield Room, Third Floor Oak Park, Illinois English learners face numerous challenges in developing Kaitlin Wylder, Lindblom Math and Science Academy, Chicago, academic literacy. These presenters will explore how teach- Illinois ers can use different forms of texts to support developing readers and writers. E.22 CAN LADY GAGA AND HAMLET Presenters: Sharon Besser, Hong Kong Polytechnic University, COEXIST IN THE SAME CLASSROOM? Hong Kong, “What a Functional Linguistics Approach Can (M–S) Teach Us about ELL Writing Development” Palmer House/Adams Room, Sixth Floor Keri-Anne Croce, Towson University, Maryland, “How Can a Can we utilize the literacies that students grapple with out School Support Its English Language Learners as Develop- of the classroom to help them wrestle with academic liter- ing Readers?” acy which they are asked to tackle in the classroom? In this session, three high school English teachers from a variety of levels will share their ideas, lessons, and resources that help incorporate out-of-school literacies, while addressing state reading standards. Chair: Kristine Gritter, Seattle Pacific University, Washington Presenters: Rana Houshmand, Centennial High School, Gresham, Oregon Nicole Johnston, Centennial High School, Gresham, Oregon Elias Nolde, Centennial High School, Gresham, Oregon

E.23 THE NEGLECTED RHETORIC: DISCOVERING AND DEVELOPING HUMOR IN WRITING (M–S) Chicago Hilton/Marquette Room, Third Floor The strands of conversation begun by Aristotle and Cicero slip into the framework of this session, which will examine the often conspicuous absence of the rhetoric of humor in school curriculum, classroom libraries, and persuasive writ- ing strategies. The presenters will discuss the components of humor, engaging reading resources, and humor’s devel- opment through writing. Presenters: Kaye Hagler, J. R. Arnold High School, Panama City Beach, Florida Terry Hagler, J.R. Arnold High School, Panama City Beach, Florida

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Friday Afternoon, 4:00–5:15 p.m. Afternoon, Friday BUILDING BETTER WRITERS: WRITERS: BETTER BUILDING INCREASE TO TECHNOLOGY USING TEACHER AND MOTIVATION STUDENT URBAN SETTING AN IN EFFECTIVENESS (M–S–C) Sixth Floor Room, House/Monroe Palmer FOR PRACTICE LITERACY PROGRESSIVE (G) AND COLLEGE CLASSROOMS K–12 Ontario Room, Hilton/Lake Chicago Eighth Floor THE YEARS OF HEROES: 100 INTERSECTION OF HEGEMONY ARCHETYPES IN POPULAR AND HEROIC (M–S–C) CULTURE Hilton/Continental Ballroom, Chicago Level Lobby Salon B, rigorous process does not have to be a terrible experience experience to be a terrible does not have process rigorous This session will intro- longer: or students any teachers for col- and including revising duce teachers to technologies a unique, which create Mead Builder, laboration tools and and writing the teaching for technology-rich environment in the English classroom. paper research Tennessee Knoxville, School, Tennessee writing in college and high school and of teaching reading literacy practices progressive will explore They classrooms. and confirmation, identity learning, such as project-based unpacking the ambiguities of language. Meresman, and Jennifer Illinois, Heights, Chicago College, “Rewarding Illinois, Chicago, College, Washington Harold Basic Teaching to Approach A Counterintuitive Complexity: Writing to College Students” Skills Reading and Look Back on Writing Matter? 11th/12th Graders Our 5th/6th Grade Composing” and canonical literature making connections between video games, and television, popular mediums such as film, Pro- tragic, such as traditional, archetypes using heroic The influence of and anti-heroes. code, Byronic, methean, of these archetypes on the formation cultural hegemony will also be discussed. Miami Florida Miami, Schools, Florida Miami, and Miami Dade County Public Schools, E.28 and a analysis while demanding deeper research Teaching Austin East Magnet High Andrews, Presenters: Duane Knoxville, East Magnet High School, Austin Stephanie Kirk, E.29 insight into the complex process will offer These presenters Prairie State Lee-Schott, Presenters: Jason Evans and Sarena “Did Albuquerque, Mexico, of New University Meyer, Richard E.30 in this session will describe methods for The presenters Florida International University, Chair: Linda Spears-Bunton, Miami Dade County Public Adam Koivisto, Presenters: Miami Florida International University, Victor Malo-Juvera, Chris Van Allsburg Van Chris (G) Jon Scieszka Jon AND CHRIS VAN ALLSBURG VAN AND CHRIS M.T. ANDERSON, JON SCIESZKA, SCIESZKA, JON ANDERSON, M.T. E-LITERATURE AND ONLINE READING E-LITERATURE (M–S–C–T) Floor Third 12, House/Salon Palmer Chronicles of Imagination: Using Chris Van Van Using Chris of Imagination: Chronicles E.26 Author Strand Author E.26 Van Allsburg’s The Mysteries of Harris Burdick to inspire Allsburg’s Van can do you Learn how stories. people to write young Allsburg and some Van Chris the same and hear from contributed authors who have of the award-winning Burdick. of Harris The Chronicles stories to Chicago author Massachusetts, Boston, Book Group, Children’s of Gut and Bone and Zombie Mommy of The Empire author of Robot Zot Massachusetts, Boston, Group, Massachusetts Boston, Book Group, texts online. texts online. and Dorothy Illinois, Glen Ellyn, High School District 87, “Reading Online: Illinois, Oak Brook, ePen&Inc., Mikuska, Should?” You Does It Mean Can, You Because Just Jamesville DeWitt High School, Hansen, and Joyce York, Relevancy, Literature: “Electronic York, New Fayetteville, and Learning” Literacy, Allsburg’s Harris Burdick to Inspire Story Writing Story to Inspire Burdick Harris Allsburg’s Chicago Hilton/Waldorf Room, Third Floor Third Room, Hilton/Waldorf Chicago For years teachers have used the illustrations in Chris teachers have years For Northeastern Illinois University, Chair: Duggan, Timothy Houghton Mifflin Harcourt Anderson, Presenters: M.T. Book Children’s Mifflin Harcourt Houghton Scieszka, Jon Children’s Houghton Mifflin Harcourt Allsburg, Van Chris M.T. Anderson M.T. E.27 reading and efficacy of the relevance This panel will explore Illinois Oak Brook, ePen&Inc., Mikuska, Chair: Dorothy Glenbard and MartiPresenters: Seaton, Laura Broderick New Syracuse, School, High Minoa Syracuse East Ward, Keith f_43-122_2011.indd 113 E.31 RETHINKING PROFESSIONAL development of critical literacy, social activism, and social DEVELOPMENT IN WRITING: reform. LEARNING FROM THE PAST TO Presenters: Charlotte Bell, The Ohio State University, INFORM THE FUTURE (M–S–C–T) Columbus, “Young Black Womanhood and Critical Litera- Chicago Hilton/Conference Room 4A, cies in an After-School Program” Fourth Floor David E. Kirkland, Michigan State University, East Lansing, “A This panel will offer new ways to think about, plan for, and Search Past Silence: Organic ‘Pheminism’ and the Issue of provide professional development in writing. It will also Black Men” describe new ways of thinking about how teachers come Elaine Richardson, The Ohio State University, Columbus, to know about their practice and make principled choices “Teaching Critical Reading to Young Black Women in an about the directions they might go as teachers. After-School Program Using Commercial Rap Videos” Chair: Lynn Masterson, Texas State University, San Marcos Jamila Smith, The Ohio State University, Columbus, “’Aren’t Presenters: Colleen Fairbanks, University of North Carolina, We Equally as Precious?’ A Critical Examination and Narra- Greensboro tive Analysis of Black Girls in Crisis” Lynn Masterson, Texas State University, San Marcos Amy Vetter, University of North Carolina, Greensboro E.34 BISEXUALITY AND THE IDENTIFIABLE CHARACTER IN YOUNG ADULT E.32 NCTE AUTHORS—EXPLORING THE LITERATURE (S–T) USE OF TEMPLATES IN CREATIVE AND Chicago Hilton/Conference Room 4C, ACADEMIC WRITING (M–S–C) Fourth Floor Chicago Hilton/Lake Michigan Room, The presenters in this session will look at the history of Eighth Floor bisexual characters in young adult literature, and ask the audience why we, as a society, feel the need to categorize and label sexuality. Chair: Laura Renzi, West Chester University, Pennsylvania Presenters: Kris Miraglia, West Chester University, Pennsylvania Laura Renzi, West Chester University, Pennsylvania

E.35 FROM TEACHERS TEACHING TEACHERS TO TUTORS TUTORING TUTORS: NATIONAL WRITING PROJECT PRINCIPLES IN HIGH SCHOOL Join authors Eileen Murphy, Gerald Graff, Cathy Birkenstein WRITING CENTERS (S) Graff, and Cecelia Pinto to discuss the use of templates in Chicago Hilton/Williford Room B, inspiring critical and creative reading, writing, thinking, and Third Floor speaking. Learn how templates can be used as an invitation This panel, comprised of high school writing center direc- to creative, sophisticated, and accountable discourse while tors from across the country, will explore the potential of promoting both artistic and academic achievement. National Writing Project (NWP) principles for guiding the Chair: Eileen Murphy, Chicago Public Schools, Illinois development of writing centers. Presenters will share con- Presenters: Cathy Birkenstein Graff, University of Illinois, crete strategies for launching centers, recruiting and train- Chicago ing mentors, and creating a schoolwide culture of writing. Gerald Graff, University of Illinois, Chicago Chair: Kyle Krol, Mattawan High School, Michigan Cecilia Pinto, Poetry Center of Chicago, Illinois Presenters: Stacey Carlough, Freire Charter School, Phila- delphia, Pennsylvania, “(Re)Write the World: The Evolution E.33 “I DON’T READ SUCH SMALL STUFF AS of a High School Writing Center” LETTERS, I READ MEN AND NATIONS”: Cindy Dean, University of Maine, Orono and Erskine Acad- DEVELOPING CRITICAL LITERACIES emy, Orono, Maine, “Building Relationships: NWP Principles AMONG BLACK WOMEN (M–C) in a Maine Writing Center” Chicago Hilton/Conference Room 4K, Laurel Taylor, T.C. Williams High School, Alexandria, Virginia, Fourth Floor “Tutor-Centered: Using Tutor Training to Equip and Em- Grounded in narrative inquiry and tools of critical discourse power Tutors” studies, these presentations will explore narrative and Rachael Wendler, University of Arizona, Tucson and Desert discourse practices of Black women in informal settings View High School, Tucson, Arizona, “Tutors as Agents of focused on representations of Black women. Research Reform: Using NWP Concepts to Build a High School suggests that providing such social contexts supports the Writing Center”

114 Friday Afternoon, 4:00–5:15 p.m.

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Friday Afternoon, 4:00–5:15 p.m. Afternoon, Friday BEHIND THE FORENSIC CURTAIN: CURTAIN: THE FORENSIC BEHIND WHY AND SCIENCE, THE THE MYTHS, READERS (S) YOUNG TO THEY MATTER Room C, Hilton/Williford Chicago Floor Third IN LANGUAGE TO ATTENTION PAYING POWER, ELA CLASSROOMS: SECONDARY (S) VARIETY AND STYLE, Room 4D, Hilton/Conference Chicago Floor Fourth Tim Shortis, Kings College, London, England, “Re-Resourc- England, London, Kings College, Tim Shortis, Age” the Digital and Coleridge for ing Blake with Poetry Possibilities” and Technology” with “Tripping Pennsylvania, Midland, through and writing to students in grades 9–12 reading investiga- forensic built around novels exploring with them or mislead- what is myth What is real, tions and methods. ing? Part of the session will include audience participation solving. in problem United States Board of English and the Teachers Council of Mexico New Santa Fe, People, Young on Books for New (USA) Inc., Group Penguin of Death, Angel and The The Myths, Curtain: the Forensic “Behind York, New York, Readers” Young Matter to They Why and Science, on States Board of English and the United Teachers cil of “The Fierce Mexico, New Santa Fe, People, Young Books for Forensics” of World read, as they students’ metalinguistic awareness fostering Presenters secondary and talk in ELA classrooms. write, heightening for teaching style, will discuss possibilities for and concerning language and power, of issues awareness the study of liter- exploring linguistic variation through for ary works. ‘Voice’” “Developing Hate Language in Avoiding Defining and and Protected: Classrooms” Today’s Different Authors Use How in Literature: Variation guistic Art” Their ‘Codes’ to Further Julie Blake, University of Bristol, England, and and England, Bristol, of University Blake, Presenters: Julie “Playing Virginia, McLean, School, The Langley Perkins, Marena Arts Charter School, Lincoln Park Performing Melissa Potts, E.39 on teaching critical in this session will focus The presenters the National of Past President Chair:Haley-James, Shirley author of The Christopher Killer Alane Ferguson, Presenters: National Coun- of the Past President Haley-James, Shirley E.40 ideas for teachers will present career early In this session, Boulder of Colorado, University Anne DiPardo, Chair: Boulder, of Colorado, University Presenters: Dillon, Kaitlyn “Respected Boulder, of Colorado, University Romero, Jessica “Lin- Boulder, of Colorado, University Volkmar, Katie Zug THE MAGAZINE AND THE WORLD: WORLD: THE AND THE MAGAZINE IN PRACTICES” “BEST EXPANDING STUDENT LITERARY/ AWARD-WINNING (S) MAGAZINES ART Floor Third Room, Hilton/Joliet Chicago ADOLESCENTS READING REFRESH: READ BETTER TO AND FAMILY SELF (S) WORLD THE AND WORD THE Room B, Hilton/Boulevard Chicago Second Floor CONNECT- THE ROMANTICS: REVIVING WITH READERS THE PAST TEXTS OF ING THE FUTURE (S) OF Lacquer Ballroom, House/Red Palmer Fifth Floor student literary magazines from across the country. First, in First, country. the student literary across magazines from remarkable will sample they slideshow, a richly-illustrated all 50 magazines that and design from art, student writing, to “Program 2010 in NCTE’s Award” “Highest earned the in Student LiteraryRecognize Excellence Magazines” win- remarkable several from Faculty advisors (PRESLM). are their magazines then discuss how ning magazines will The panel discussion evolved. have they and how produced demonstration of technical innova- will conclude with a music embedded publishing software, tions (basic desktop are collaborations) that video-teleconference and video, of the 21st centurychanging the landscape literary maga- zine. Advisory lence in Student Literary Magazines (PRESLM) York New Brooklyn, Committee, Montana Missoula, Advisory Student Literary (PRESLM) Magazines York New Brooklyn, Committee, that simulation teachers will demonstrate a hands-on Voicethread a dialogue journals shaped family how shows stu- inspired novels the use of graphic and how project history. family’s dents to tell their own Georgia for educa- specifically ish library developed pilot website with sample digitized attendees to work and invite tors, and the site, and video from audio, illustrations, texts, the challenges of meaning- discuss their ideas and explore literacies into our classrooms. integrating new fully Pennsylvania E.36 exemplary showcase in this session will The presenters to Recognize Excel- NCTE Program Feigelson, Tom Chair: Big Sky High School, Presenters: Lorilee Evans-Lynn, to Recognize Excellence in NCTE Program Feigelson, Tom E.37 school language arts high and history two In this session, Winder, High School, Apalachee Presenters: Paige Cole, Georgia Suwanee, Collins Hill High School, Angela Dean, E.38 Brit- session will demonstrate an innovative This interactive Coraopolis, Robert University, Morris Chair: Connie Ruzich, f_43-122_2011.indd 115 E.41 PROMOTING LITERACY LEARNING IN Presenters: Caroline B. Hopenwasser, State University of AN URBAN HIGH SCHOOL: LESSONS New York, New Paltz, “Self-Mutilation, Dirty Photos, and BUILDING ACADEMIC LANGUAGE Other Controversial Issues: Facing Your Fear of Teen Lit” (S–C–T) Alyssa Niccolini, Teachers College, Columbia University, New Palmer House/Wabash Room, Third Floor York, New York, “Unsavory Curriculum: What Might African This session will focus on literacy lessons that encourage American Erotica Be Offering Our African American and adolescents’ development of academic language. Presenters Latina Students” from high school and university levels will share specific activities, analyze samples of high school students’ work, E.44 MULTIMODAL INTERTEXTUALITY: reflect on challenges and successes, and invite the audience CONNECTING SHAKESPEARE TO to participate in making connections with their own teach- TODAY’S TECH-SAVVY STUDENTS ing situations. (S–C) Presenters: Kent Baxter, California State University, North- Palmer House/Crystal Room, Third Floor ridge, “Building Academic Language in a School–University Finding ways to connect Shakespeare to the millennial Project” generation can be problematic. In addition to linguistic Sandra Okura DaLie, Northridge Academy High School, impediments, students must contextualize the culture and California, “Promoting Academic Language in a High School history of Elizabethan England with a genre which they do Internship” not frequently read. In this session, presenters will provide Bonnie Ericson, California State University, Northridge, unit plans and ready-to-use class activities. “Addressing Academic Language” Chair: Sean Connors, University of Arkansas, Fayetteville Michael Gross, Northridge Academy High School, California, Presenters: Christian Goering, University of Arkansas, “Determining and Addressing Urban Students’ Academic Fayetteville, “Much Ado about Connectivity: Shakespeare Language Needs” Paired with Popular Tunes” Mira Pak, California State University, Northridge, “A Com- Beth Landau, York Suburban School District, Pennsylvania, pletely Different Angle: Student Teachers Document Their “Communication Breakdown: Using Social Networking Students’ Academic Language Learning” Sites to Heighten the Relevancy of Romeo and Juliet” William Sewell, University of Central Missouri, Warrensburg, E.42 TOOLS FOR INSIGHT: INVITING OTHER “All the World’s a Text: Using Multimodal Intertextuality to VOICES (S–C) Teach Today’s Tech-Savvy Students” Chicago Hilton/Williford Room A, Third Floor E.45 PREPARING 21ST CENTURY TEACHERS During this demonstration, participants will engage in a web- FOR WRITING INSTRUCTION (S–C–T) bing and template activity (from Graff and Birkenstein) to Palmer House/Salon 3, Third Floor model how to introduce an internalized interlocutor into This session will show how teacher educators can prepare the invention stage of the writing process. The presenters teachers for teaching writing to Generation 2.0. The pre- will discuss how this “other voice” can support the discov- senters will discuss the relationship between the theories ery and development of a topic. of 21st century literacies and the practice of teaching writ- Presenters: Michelle Crocker, Westlake High School, Austin, ing, and present several methods taught in a graduate level Texas adolescent literacy course. Bill Martin, Austin Community College, Texas Presenters: Gloria Jacobs, Rochester, New York Chris Proctor, Westlake High School, Austin, Texas Cheryl Kreutter, State University of New York, Geneseo Valerie Taylor, Westlake High School, Austin, Texas E.46 INNOVATION IN THE FACE OF E.43 GUIDING ELA TEACHERS IN SELECTION, ADVERSITY: USING TECHNOLOGY PEDAGOGY, AND ANALYSIS OF CONTRO- AT A HBCU FOR COLLABORATION VERSIAL YA LITERATURE (S–C) AND THE PERSONAL TOUCH (S–C–T) Chicago Hilton/Continental Ballroom, Palmer House/Wilson Room, Third Floor Salon C, Lobby Level Understanding the growing need for information literacy Current literature for teens is exciting, cutting edge, and during the Web 2.0 explosion, old allies in composition and often controversial. These presenters will focus on the the university library are finding new ways to solidify their importance of incorporating controversial texts into the partnership and personalize the education of their at-risk classroom and provide educators with the tools necessary students. to support their decision to do so. Chair: Samantha Morgan-Curtis, Tennessee State University, Chair: Caroline B. Hopenwasser, State University of New Nashville York, New Paltz

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Friday Afternoon, 4:00–5:15 p.m. Afternoon, Friday NCTE JEWISH CAUCUS BUSINESS BUSINESS NCTE JEWISH CAUCUS MEETING (G) Floor Third 3, Hilton/PDR Chicago open to all Caucus, Jewish the NCTE by Sponsored BEYOND NEW MEDIA GALLERY: AND BETTER DOING MORE DESSERT: (S) THE CLASSROOM WITH FILM IN Room C, Hilton/Boulevard Chicago Second Floor Ohio finances, projects, reporting on ongoing to In addition any be raised regarding issues may etc., organization, topic. relevant Columbus enriching strategies for will offer These presenters room. films, companion film adaptations, study through literature tools to pro- along with practical and international films, for tips basic film terms, tutorials for viewing: mote active writing about for and templates taking notes in the dark, film. Illinois Zion, School, Using Interna- Hollywood: “Beyond Illinois, Lincolnshire, American Students” tional Film with Using Companion Films” Adaptation: “Beyond Illinois, shire, Tennessee Illinois Lincolnshire, High School, Marjorie Keil, University of Akron, Ohio Ohio Akron, of University Chair: Keil, Marjorie Ohio Akron, of University Presenters:Keil, Marjorie Ohio Akron, of University Becky McDonald, Ohio Akron, of University Mindy Morse, Akron, of University Miller, Michelle Reactor/Respondent: E.50 Caucus. meeting of the NCTE Jewish This is the business State University, The Ohio Bloome, Co-chairs: David Antonio San Texas, of The University Henkin, Roxanne E.51 and better with film in the class- to do more Learn how High at Zion-Benton East High Tech New Chair: Eric Levy, High School, Stevenson Adlai E. Aronoff, Presenters: Ryan Lincoln- High School, Stevenson Adlai E. Elizabeth Kenney, M. Nashville, University, Vanderbilt Consultant: Nathan Phillips, Stevenson Adlai E. Noskin, David Reactor/Respondent: CEE GENERAL MEMBERSHIP REUNION CEE GENERAL MEMBERSHIP (C–T) AND SOCIAL HOUR Ballroom, House/Honore Palmer Level Lobby IMPLICATIONS AND IDENTITY: ERROR AND FOR GRAMMAR INSTRUCTION THEIR OWN STUDENTS’ USE OF (C) LANGUAGE Floor Third House/Indiana Room, Palmer THE FUTURE: PROMPTING THE PAST ESSAYS STUDENT-AUTHORED HOW (C) THE NEXT COHORT INSPIRE Floor Third Room, House/Logan Palmer Nashville, “A Medievalist Teaches Writing” Teaches “A Medievalist Nashville, the HBCU” WID at Course: “WRITE-ing the Nashville, at a HBCU” Program Writing a First-Year “Directing of the 2011–2012 CEE research ognition of the winners meeting will include announce- The grant competition. education position openings and ments about ELA teacher as well candidates, with prospective conversation informal educators from as time to meet and mingle with English the countryaround the world. and York New varying will offer these presenters per- English, “Standard” language their own of students conceive on how spectives traditional grammar instruc- to best address use and how tion in the college classroom. Written Com- in a Reconceptualization of Error “Toward position” Appalachian in an Self-Loathing Am He’: I Tom; Am Jim “’I Grammar Class” Issues of Revisiting and the Nontraditional: Traditional “The College” Tribal Grammar Instruction and Identity in a student- through the past, read writing students literally to stimu- in a custom-published textbook, essays authored publication in the and foresee late writing in the present essays student-authored panelists will show Four future. and their students with current and describe their effects Audience participation will be encour- written products. aged and handouts will be provided. M. Wendy Hennequin, Tennessee State University, University, State Tennessee Hennequin, Wendy M. Presenters: State University, Tennessee Morgan-Curtis, Samantha Nashville, University, State Tennessee Smith, Elizabeth Nashville State University, Tennessee VanHooser, Barbara E.47 the rec- and social hour will include reunion This year’s York, New University, Fordham Chair: Marshall George, E.48 or ethnic dialects and regional Noting the tension between Arbor, Ann of Michigan, University Presenters: Denise Gray, Ohio, Portsmouth, State University, Shawnee Debra Knutson, Michigan, Brimley, College, Mills Community Bay Melis, Ildiko E.49 basic current will describe how presenters In this session, f_43-122_2011.indd 117 Meetings

Annual Business AA Meeting 6:30–7:30 p.m. Meeting for the Chicago Hilton/Conference Room 4K, Fourth Floor

Board of Directors Alanon Meeting 6:30–7:30 p.m. and Other Chicago Hilton/Conference Room 4M, Fourth Floor Members of the Council 5:30–7:00 p.m. Chicago Hilton/Grand Ballroom, Second Floor

Presiding: Yvonne Siu-Runyan, NCTE President and University of Northern Colorado, Greeley Parliamentarian: Erika Lindemann, University of North Carolina, Chapel Hill Presentation of the 2011 Distinguished Service Award: Keith Gilyard, NCTE President-Elect and Pennsylvania State University, University Park, to Erika Lindemann, University of North Carolina, Chapel Hill Presentation of the 2011 James R. Squire Award: Kylene Beers, Chair, James R. Squire Award Selection Committee, Reading and Writing Project, Teachers College, New York, New York, to George Hillocks Jr., University of Chicago, Illinois Presentation of Resolutions: Kevin Browne, Resolu- tions Committee Chair, Syracuse University, New York NCTE, CEE, and NCTE Section nominating com- mittees will be on hand to accept nominations for candidates for the 2012 elections. The agenda for the meeting will be available at the door. Only NCTE voting members may participate in the discussions and vote at the meeting. Name badges must be worn by all attendees. The rules of conduct for the meeting are included in this program book on pages 12–13.

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Friday Evening Friday Fort Collins York New Emeritus of English at the and Professor Teacher/Scholar she is where Urbana-Champaign, of Illinois, University Writing Studies and of the Center for director founding Her Writing Project. National of Illinois the University literate activ- connections between the many probes work in her books with Cynthia ity and digital media as reflected Passions, (2004); Age Lives in the Information Literate Selfe, Global (1999); Technologies and 21st Century Pedagogies, and Gaming Lives (2000); Web Wide World and the Literacies She has also been among them. in the 21st Century (2007), Martin M. the Lynn her university from to receive honored Faculty and the Cam- Women Distinguished for Award Teaching. Excellence in Undergraduate for Award puswide include the 2010 coauthored publications Her most recent World” “Globalism and Multimodality in a Digitized essays: Guanxi, “Globalization, in the anniversary issue of Pedagogy, Im- “Moving and Relations, Agency” in Cross-Language and C&C Online. in World” Transnational ages of Literacy in a in involved currently are she and Selfe With Patrick Berry, Lives in Literate the writing and publication of Transnational across from people how of study multimodal a Times, Digital With the im- up literacy and digital media. take the world also are she and Selfe Press, print of Utah State University Computers editors of the new and Composition founding online book peer-reviewed, an open-access, Digital Press, series. College Celebration Celebration College Reception and p.m. 7:30–10:00 Hilton/Continental Chicago Level Lobby C, Salon Ballroom, Hawisher Gail E. Colorado State University, Palmquist, Mike Presiding: University, Brook Stony Dunn, Speaker:Patricia Introducing Distinguished is University Hawisher Speaking: Gail E. Professor Madhubuti is Professor Haki R. Madhubuti Haki R. 2011 Cultural Event Cultural 2011 the 2010–2011 Ida B. Wells-Barnett University Professor Professor University Wells-Barnett the 2010–2011 Ida B. at DePaul University. Maryland Milwaukee Illinois Chicago, Press, World Third State University, Pennsylvania by ing will be sponsored Park University presenters: Brenda Cárdenas and Haki R. Madhubuti. and Haki R. Cárdenas Brenda presenters: of Brick and Stone . Tongues the and From Boomerang etry: Latina She also coedited Between the Heart and the Land: in a has appeared work Cárdenas’s in the Midwest. Poets The New Wind Shifts: including The range of publications, Poetry the New Chicago for Visible: The City Latino Poetry, in the and most recently , RATTLE Achiote Seeds, Century, as well and Pilgrimage, literary City Review journals Cream Poetry, Urban Nature as the anthology Brute Neighbors: serving as Milwau- She is currently . and Photography Prose in the Associate Professor and is an Laureate Poet kee’s of at the University Writing doctoral program Creative Milwaukee. Wisconsin, He founded than 28 books. has published more tor, of the a founder in 1967 and is also Press World Third Concept School, Education/New Institute of Positive of Betty Shabazz International Charterco-founder and DuSable School, Middle Sizemore A. Barbara School, poet and He is an award-winning Academy. Leadership Arts and the for of the National Endowment recipient the Humanities fellowships, for National Endowment Madhubuti In 2010, and others. Award, American Book the Hurston/Wright Legacy Poetry Prize was awarded . Narratives Liberation his book, for Lena Ampadu, Towson University, Baltimore, Baltimore, University, Towson Ampadu, Co-chairs: Lena California Marina del Rey, Bobbi Ciriza Houtchens, Wisconsin, of University Cárdenas, Presenters: Brenda Illinois and Chicago, DePaul University, Madhubuti, Haki R. all those attend- for a reception the program, Following Cárdenas Brenda outstanding two will feature Cultural Event This year’s collections of po- is the author of two Cárdenas Brenda and educa- editor publisher, poet, Madhubuti, Haki R. 7:00–8:30 p.m. 7:00–8:30 Floor Third Room, Hilton/Waldorf Chicago f_43-122_2011.indd 119 Fountain of the Muse (G) The Swapping Ground: An Evening 8:00–10:00 p.m. Chicago Hilton/Grand Tradition Room, of Storytelling (G) Lobby Level 8:00–10:00 p.m. Chicago Hilton/PDR 2, Third Floor The 32nd Annual Fountain of the Muse roundtable work- shop and open mike poetry and short prose readings of original work will take place on Friday, 8:00–10:00 p.m. The session invites first-time readers as well as estab- lished writers to participate together in totally relaxed, small group workshops and open mike readings. Those who wish to listen and enjoy the company of confer- ence poets and prose writers are also welcome to join the gathering. Roundtable workshopping will begin at 8:00 p.m. with open mike readings beginning at 9:00 p.m. Anndrena Belcher Writers who wish a careful look at their original work should bring eight copies of no more than two pages of A special evening of storytelling. Participants will dem- poetry or prose for small group response. Preregistra- onstrate the art and then invite audience members to tion for open mike is not necessary, and there is a 40-line tell tales of their own. Special guest artist: well-known or two-page maximum for open mike reads. Short verse, storyteller Anndrena Belcher. prose poems, fiction, and creative nonfiction excerpts are welcome. Chair: Kevin Cordi, Ohio Dominican University, Columbus Co-chairs: Michael Angelotti, University of Oklahoma, Associate Chair: John Beach, St. John’s University, Norman Jamaica, New York Danny Wade, Washburn University, Topeka, Kansas Presenter: Anndrena Belcher, storyteller, Gate City, Virginia

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NCTE president Stella Center initiated the Council’s publi- the Council’s Stella Center initiated NCTE president 1,500 friends, wrote personally In 1932 she cation program. those and with each, to contribute a dollar asking them Appleton- with publisher a long-term agreement funds (plus the publication program NCTE began its Centure-Crofts), English Usage. Current Sterling Leonard’s debuting next year, Stella Center, 1932 President Stella Center, f_43-122_2011.indd 121 One of NCTE’s founders, Edwin M. Hopkins, answered with an emphatic “No” to the question posed by the title of his lead article, “Can Good Composition Teaching Be Done un- der Present Conditions?” Hopkins was writing for the first issue of the English Journal, January 1912, and in another ar- ticle in the journal he also identified four problems that the newly formed NCTE needed to address: revision of college entrance requirements, an adequate number of composition teachers, “thinking for memorizing,” and an end to teaching grammar using separate textbooks.

Edwin M. Hopkins, president in 1916

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