sunday november 24 - nctesunday sunday morning/afternoon 197 sunday november 24 registration and...

Sunday

Sunday Morning/Afternoon 197

Sunday November 24Registration and Information8:00 a.m.–3:00 p.m.Hynes Convention Center/Halls C/D, Level Two

Exposition of Professional and Instructional Materials9:00 a.m.–1:00 p.m.Hynes Convention Center/Halls C/D, Level Two

Today’s Timetable: An Overview7:30 a.m.–9:15 a.m. Affiliate Roundtable Breakfast7:30 a.m.–9:45 a.m. Children’s Literature Assembly

Breakfast8:30 a.m.–9:45 a.m. L Sessions10:00 a.m.–11:15 a.m. Sunday General Session11:30 a.m.–12:45 p.m. M Sessions11:30 a.m.–1:00 p.m. Luncheon1:00 p.m.–2:45 p.m. N Sessions1:30 p.m.–5:00 p.m. CEL Convention

NCTE’s 21st Century Literary Map Project9:00 a.m.–1:00 p.m.Hynes Convention Center/Halls C/D, Level Two

In 1957 NCTE encouraged its affiliates to produce literary maps and at that time 20 states did. Since then affiliates have continued to create literary maps, alone and with partners such as tourism boards, humanities councils, and library as-sociations. Often affiliates also created supplemental materi-als to accompany the maps, materials ranging from postcards to booklists to anthologies.

The NCTE affiliate literary map display has been a feature of the NCTE Convention since the 1990s. Hundreds of convention-goers have spent time scanning the fabric walls now featuring 35+ maps. Others have enjoyed perusing the supplemental map materials displayed at the Affiliates Booth in the Exhibit Hall.

In 1993, the Library of Congress assembled a collection of literary maps displayed both at the main library and in librar-ies around the nation. Numerous NCTE affiliate maps were included in this exhibit and then reprinted in Language of the Land: The Library of Congress Book of Literary Maps.

In 2007, a new map project was begun—the NCTE 21st Century Literacies and the 21st Century Literary Map Proj-ect. The 20 new literary and literacy maps, created for this project with various materials—paper, pencil, ink, computer Internet, and printer—are the result of collaborative work with students as well as educators.

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198 Sunday Breakfasts

Sunday Breakfasts7:15–9:45 a.m.

Children’s Literature Assembly(Session L.01)7:30–9:45 a.m.Hynes Convention Center/Room 312, Level Three

Nic Bishop and Sy Montgomery

Co-chairs: Diana Porter, Eastern Kentucky University, RichmondSeemi Azia, University of Arizona, TucsonSpeaking: Nic Bishop started taking photographs at age nine when he borrowed his sister’s

box brownie camera—his family lived in Khartoum in the Sudan at the time. Ever since, Bishop has not only captured some of the most revealing and stunning photographs in our natural world, but he continues to capture an audience that transcends age. He holds a doctorate in the biological sciences, and is the photographer of many acclaimed books for children on subjects ranging from snow leopards to black holes. Nic was home-schooled in the highlands of Papua, New Guinea when he was a teenager and often hiked into the

Affiliate Roundtable(Session L.02)7:15–9:15 a.m.Hynes Convention Center/Room 311, Level ThreeTheme: (Re)Inventing Your Affiliate for the Future

Kathy Short

Co-chairs: Glenda Daulerio, Germantown Academy, Fort Washington, PennsylvaniaTeri Knight, Maine South High School, Park Ridge, IllinoisSpeaking: Kathy Short, University of Arizona, Tucson, “Creating a Culture of Collaborative Inquiry”

The Affiliate Roundtable gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leader-ship development, membership growth, recruitment of teachers of color, intellectual freedom, multicul-tural programs, and publications, including journals, newsletters, and websites.

mountains in search of adventure. Mr. Bishop has published numerous nonfiction titles with Houghton Mifflin—includ-ing The Snake Scientist with Sy Montgomery, the first entry in the Scientists in the Field series, and his most recent title, the winner of the Sibert medal, Kakapo Rescue: Saving the World’s Strangest Parrot, with Sy Montgomery. His next book for Houghton Mifflin is about tapirs. He lives in Kalamazoo, Michigan.

Sibert Medalist Sy Montgomery has studied pink dolphins of the Amazon; she has been chased by an angry silverback gorilla in Zaire; bitten by a vampire bat in Costa Rica; undressed by an orangutan in Borneo; and hunted by a tiger in India. She also worked in a pit crawling with eighteen thousand snakes in Manitoba; handled a wild tarantula in French Guiana; and mingled with the world’s largest and most unusual parrots in New Zealand. Along with photographer Nic Bishop, she cre-ated the first book published in the Scientists in the Field series: The Snake Scientist. Since then she has written The Taran-tula Scientist, Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea, Saving the Ghost of the Mountain: An Expedition Among Snow Leopards in Mongolia, and Kakapo Rescue: Saving the World’s Strangest Parrot, all with photographs by Nic Bishop. In 2011, Kakapo Rescue: Saving the World’s Strangest Parrot was the Sibert Medal winner for most distinguished informational book. She next writes about tapirs.

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Sunday

MeetingsNCTE Editorial Board9:00 a.m.–3:00 p.m.Sheraton Boston/Beacon H, 3rd FloorChair: Kurt Austin, National Council of Teachers of English,

Urbana, Illinois

CEL State Liaisons Meeting9:00 a.m.–NoonSheraton Boston/Beacon G, 3rd FloorChair: Tom Scott, University of Wisconsin, Milwaukee

Sunday, 9:00 a.m.–3:00 p.m. 199

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200 Sunday Morning, 8:00–10:15 a.m.

Meetings of the Nominating Committees8:00–9:00 a.m., Open Session; 9:00–10:15 a.m., Closed SessionSheraton Boston/Back Bay D, 2nd Floor

Play a role in NCTE’s future by nominating yourself or a colleague for consideration as a candidate in the 2014 elections. Members of the nominating committees listed below will accept nominations and answer questions during the “Open Session” times.

Nominations are needed for the following offices:

Vice President (from the Middle Section) Secondary Representative-at-Large Research Foundation Trustees Nominating Committee Section Steering and Nominating Committees CEE Executive and Nominating Committees TYCA Secretary

NCTE Nominating CommitteeChair: Robert Petrone, Montana State University, Bozeman

NCTE Elementary Section Nominating CommitteeChair: Thomas Marshall, Stony Lane Elementary School, Paramus, New Jersey

NCTE Middle Level Section Nominating CommitteeChair: Justin Stygles, Rome Elementary School, Maine

NCTE Secondary Section Nominating CommitteeChair: Bonnee Breeze, Overbrook High School, Philadelphia, Pennsylvania

NCTE College Section Nominating CommitteeChair: Amy J. Wan, Queens College, City University of New York, Flushing

CEE (Conference on English Education) Nominating CommitteeChair: Susan L. Groenke, University of Tennessee, Knoxville

TYCA (Two-Year College English Association) Nominating CommitteeChair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Washington

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Sunday

Sunday Morning, 8:30–9:45 a.m. 201

L Sessions8:30–9:45 a.m.

L.01 CHILDREN’S LITERATURE ASSEMBLY (CLA) BREAKFAST (E)Hynes Convention Center/Room 312, Level Three

Sponsored by the Children’s Literature Assembly, open to all

The Children’s Literature Assembly (CLA) breakfast will feature dynamic writer/photographer duo Sy Montgomery and Nic Bishop, who launched Houghton Mifflin’s Scientists in the Field series. Experience their exciting collaborative adventures and hear their fascinating stories as you ex-plore remote locations and rare animals in rarely recorded intimate encounters.

Co-chairs: Diana Porter, Eastern Kentucky University, Richmond

Seemi Azia, Oklahoma State University, Stillwater

L.02 AFFILIATE ROUNDTABLE BREAKFAST (G)Hynes Convention Center/Room 311, Level Three

This breakfast will begin at 7:15 a.m. and be followed by a session from 8:30–9:15 a.m. The breakfast gives affiliate leaders and other NCTE members the opportunity to dis-cuss issues of mutual concern. The breakfast also serves as a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leadership development, mem-bership growth, recruitment of teachers of color, intel-lectual freedom, multicultural programs, and publications, including journals, newsletters, and websites.

Co-chairs: Glenda Daulerio, Germantown Academy, Fort Washington, Pennsylvania

Teri Knight, Maine South High School, Park Ridge, Illinois

Table Number Roundtable Leaders

1 Jean Boreen, Northern Arizona University, Flagstaff

2 Glenda Daulerio, Germantown Academy, Fort Washington, Pennsylvania

3 Steve Hubbard, Region 3 Representative, Andalusia, Alabama

4 Claire Lamonica, Illinois State University, Normal

5 Julie Rucker, Georgia Council of Teachers of English, Tifton

6 Katie Jane Shytle, Discovery Academy, Winter Haven, Florida

7 Suzanne Skipper, Seminole County Public Schools, Florida

8 Barbara Wahlberg, Region 1 Representative, Cumberland, Rhode Island

L.03 CRITICAL MEDIA PEDAGOGIES: ACHIEVEMENT, PRODUCTION, AND JUSTICE IN URBAN SCHOOLS (G)Hynes Convention Center/Room 203, Level Two

Sponsored by the Black Caucus and the Latino Caucus, open to all

This session will address the power of new media literacies in the lives of urban adolescents and how a critical media education can be implemented in a K–12 standards-based curriculum to raise achievement and social responsibility. Presenters will share innovative lessons and units as well as samples of student work.

Presenters: Jorge Lopez, CNMT, Roosevelt High School, Los Angeles, California, “Critical Media Education in Secondary Social Studies and Elective Courses”

Veronica Garcia, University of Southern California, Los Angeles and Los Angeles Unified School District, Califor-nia, Rudolfo Duenas, Los Angeles Unified School District, California, and Ernest Morrell, Teachers College, Columbia University, New York, New York, “Critical Media Education in the Secondary English Classroom”

L.04 LETTING GO: A DEMONSTRATION OF THE INQUIRY LEARNING PLAN (S)Hynes Convention Center/Room 210, Level Two

Experience an inquiry-based learning plan that allows students to have control over their learning. Just as our students design their own curriculum, participants will navigate the Inquiry Learning Plan by developing essential questions, selecting CCSS, choosing texts, constructing activities, reflecting, and creating a “So What?” to extend learning beyond the classroom.

Presenters: Meg Donhauser, Hunterdon Central Regional High School, New York

Cathy Stutzman, Hunterdon Central Regional High School, New Jersey

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L.05 YA AUTHORS, CENSORSHIP, AND GOOD ADVICE (G)Hynes Convention Center/Room 207, Level Two

Sponsored by the Standing Committee Against Censorship, open to all

Join young adult authors Lauren Myracle, Chris Crutcher, Nancy Garden, and Ellen Hopkins as they discuss specific censorship incidents in response to their most popular books. They will then discuss, along with a censorship ex-pert, the most egregious aspects of censorship and how to deal with a challenge when it occurs.

Co-chairs: ReLeah Lent, author/consultant, Morganton, Georgia

Joan Kaywell, University of South Florida, TampaTradebook Authors: Lauren Myracle, Abrams Books, New

York, New YorkNancy Garden, Macmillan Children’s Publishing New York,

New YorkEllen Hopkins, Simon and Schuster, New York, New YorkChris Crutcher, HarperCollins/Greenwillow, New York, New

YorkBette Greene, Penguin Young Readers Group and Open

Road, New York, New YorkPresenters: ReLeah Lent, author/consultant, Morganton,

GeorgiaJoan Kaywell, University of South Florida, Tampa

L.06 PICTURE THIS: ENGAGING ALL LEARNERS WHILE ADDRESSING THE ELA COMMON CORE (E–TE)Hynes Convention Center/Room 103, Level One

Witness firsthand how treating words and pictures as paral-lel, equal languages transforms teacher practice and literacy learning. Experience how studying and creating quality picture books (text and image) draws students into deep study while it addresses ELA Common Core Standards. Learn about documented success with Title I and SPED students, ELLs, and boys.

Presenter: Beth Olshansky, University of New Hampshire, Durham, “A Dynamic Shift in Paradigm: How Treating Words and Pictures as Parallel, Complementary, Equal Lan-guages for Learning Facilitates Deep Study and Engagement While Addressing the ELA Common Core”

L.07 PREPARING PRESERVICE TEACHERS TO TEACH DIVERSE LEARNERS (S–C–TE)Hynes Convention Center/Room 209, Level Two

In this session, the presenters will discuss a pilot study (with 376 participants) which was designed to prepare preser-vice ELA teachers to engage diverse learners using asset-based methods and materials. Would the self-efficacy of the preservice teachers and instructors be positively impacted

by a pedagogical innovation and curricular revision? The results are promising, though mixed.

Presenters: Yun Choi, Michigan State University, East LansingEllen Cushman, Michigan State University, East LansingJoyce Meier, Michigan State University, East Lansing

L.08 MULTILINGUAL CLASSROOMS IN THE US AND BEYOND (G)Sheraton Boston/Beacon A, 3rd Floor

Sponsored by the Standing Committee on International Concerns, open to all

In keeping with the NCTE 2013 conference theme, (Re)In-venting the Future of English, these presenters will discuss how multilingual students are challenging and transforming literacy instruction in the 21st century. In particular, the presenters will focus on multilingual classrooms in a broad sense and the building of bridges across cultures.

Presenters: Damian Baca, University of Arizona, Tucson, “Gloria Anzaldúa and Translingual Writing”

Barbara Greybeck, Mary Petron, and Helen Berg, Sam Hous-ton State University, Huntsville, Texas, “Beyond the Label: Linking Latino Diversity to the Needs of English Language Learners”

L.09 LIGHTS, CAMERA, BOOKS! CREATING AND SHARING VIDEO BOOKTALKS TO ENCOURAGE LITERACY IN A DIGITAL WORLD (E–M)Hynes Convention Center/Room 109, Level One

The Reading Promise author Alice Ozma will discuss her work recording and sharing video booktalks in Philadel-phia schools. Ozma will present some of these videos as inspiration and conversation starters. Participants will then learn the basics behind constructing a booktalk, recording it, and showcasing it online.

Presenter: Alice Ozma, author, Scholastic, Inc., New York, New York, “Video Killed the Podium Star: Creating and Sharing Video Booktalks to Encourage Literacy in a Digital World”

L.10 COMPETING LITERACIES IN THE ENGLISH CLASSROOM: INTEGRATING NEW STANDARDS INTO PLANNING AND PRACTICE (G)Sheraton Boston/Liberty Ballroom B, 2nd Floor

This panel will feature three interactive presentations on best practice strategies for integrating Common Core standards for academic language literacy, oral language proficiency, media and visual literacies, and critical thinking skills into our current practices, for our students’ benefit. Creative strategy sheets, content exemplars, and rubrics will be provided.

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Sunday


Presenters: Jeane Copenhaver-Johnson, Ithaca College, New York, “Planning for Academic Literacies in the Content Areas”

Elizabeth Bleicher, Ithaca College, New York, “Using Criti-cal Thinking and Media Literacy to Teach Transferable ELA Skills”

Linda Hanrahan, Ithaca College, New York, “Building and As-sessing Oral Proficiency in the English Classroom”

L.11 MAXIMIZING AND DIFFERENTIATING GRAMMAR INSTRUCTION THROUGH THE USE OF MULTIPLE RESOURCES IN A BLENDED CLASSROOM (M)Hynes Convention Center/Room 304, Level Three

Traditional grammar approaches are a thing of the past. Meet your tech-savvy students with challenging and engaging writing and grammar instruction in a blended classroom approach utilizing NoRedInk, Web 2.0 tools, and flipped learning experiences.

Presenters: Brandy Lockwood, Wendel, PennsylvaniaKatherine Kelly-Garris, Penn Trafford High School, Harrison

City, PennsylvaniaJeff Scheur, NoRedInk, San Francisco, California

L.12 USING TECHNOLOGY AND PROJECT-BASED LEARNING TO IMPROVE CLASSROOM TALK AND ARGUMENTATIVE WRITING (M)Sheraton Boston/Commonwealth Room, 3rd Floor

As the world changes to become more interconnected and technology dependent, students need to be better com-municators and more efficient and critical users of new media technologies. To facilitate these changes, teachers must move from traditional teacher-centered practices to student-centered instruction, including Socratic seminars, collaborative projects, formal presentations, and online discussions.

Presenters: Tera Phipps, Orange Preparatory Academy, New Jersey

Vanessa Astore, Orange Preparatory Academy, New Jersey

L.13 SO MUCH DEPENDS UPON THE FUTURE: THE READING AND WRITING OF POETRY NOW! (G)Hynes Convention Center/Ballroom A, Level Three

Sponsored by the CEE Commission on the Teaching of Poetry, open to all

During this roundtable session, presenters will demonstrate poetry’s power to foster empathy, tolerance, inspiration, and sound and humane decision making. Despite the in-tense focus on workplace skills in our schools today, these presenters still believe these things matter most for the

future. Through interactive lessons, they will show how the reading and writing of poetry now can make the workplace and the world a better place in the future.

Chair: Danny Wade, Washburn University, Topeka, Kansas


1 Maggie Peterson, University of Maryland, College Park

2 Bonner Slayton, Moore Norman Technology Center, Norman, Oklahoma

3 Michael Angelotti, University of Oklahoma, Norman

4 Danny Wade, Washburn University, Topeka, Kansas

5 Michael Moore, Georgia Southern University, Statesboro

6 Julie Blake, The Poetry Archive, Bristol, United Kingdom

7 Nicole Trackman, Illinois Mathematics and Science Academy, Aurora

L.14 WRITING LIKE A TEACHER: NEW DIRECTIONS FOR TEACHING COMPOSITION TO PRESERVICE EDUCATORS (C–TE)Hynes Convention Center/Room 102, Level One

This panel will explore critical questions about how to train preservice educators to write for/in their teaching, as well as the pedagogical implications of defining writing like a teacher in ways that support assumptions that all teachers are writers and all teachers are teachers of writing.

Presenters: Meredith Love, Francis Marion University, Flor-ence, South Carolina, “Exploring Genre and Professional Identity with Preservice Teachers”

William Duffy, Francis Marion University, Florence, South Carolina, “Writing, Learning, and the Limits of Failure”

Matthew Nelson, Francis Marion University, Florence, South Carolina, “Teachers as Writers: Using Professional Develop-ment Models with Preservice Teachers”

L.15 FRAMING FACTS: HOW NONFICTION WRITERS ARE (RE)INVENTING STRUCTURE (G)Hynes Convention Center/Room 105, Level One

Award-winning children’s nonfiction authors Leslie Bulion, Cynthia Levinson, Susan E. Goodman, Steve Sheinkin, and Melissa Stewart will discuss the critical role of structure in their own writing across nonfiction genres, and its applica-tion to Common Core and NCTE/IRA standards. Ques-tions and dialogue with the audience will be included.

Continued on following page

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Tradebook Authors: Leslie Bulion, Durham, North CarolinaMelissa Stewart, Acton, MassachusettsSusan E. Goodman, Boston, MassachusettsCynthia Levinson, Austin, TexasSteve Sheinkin, Macmillan Children’s Publishing Group, New

York, New York

L.16 DIALOGIC PATHS TO COMMON CORE STANDARDS (M–S)Hynes Convention Center/Room 206, Level Two

Three presenters will involve the audience in demonstrating that purposeful conversations in the English classroom are not just practice to help students be good conversational-ists: they are essential elements in the process of learning the procedures for writing and in the need to think criti-cally about texts and the issues that they reveal.

Chair: Jeffrey N. Golub, teacher/author/consultant, Seattle, Washington

Presenters: Thomas M. McCann, Northern Illinois University, DeKalb, “Learning to Write by Talking”

Elizabeth Kahn, James B. Conant High School, Hoffman Estates, Illinois, “Inquiry, Dialogue, and Argument”

Carolyn Calhoun Walter, University High School, University of Chicago Laboratory Schools, Illinois, “Dialogue and Critical Reading”

Reactor/Respondent: Joe Flanagan, Adlai E. Stevenson High School, Lincolnshire, Illinois

L.17 DISSOLVING BOUNDARIES: TRANS- ACTIONS BETWEEN TIME, TEACHERS, AND TEXTS (S–TE)Hynes Convention Center/Room 108, Level One

To answer Ernest Morrell’s call for “powerful English that must exist as a transaction between our students and the worlds of the past and present as represented through a myriad of texts and genres,” the presenters in this ses-sion will illustrate how the creation of such transactional spaces (re)invents the future of English. Three teachers–-a classroom teacher, a university professor, and a graduate student researcher—will describe a powerful univer-sity–school partnership based on a unit about the social construction of identity and race through time and texts. Copies of the unit plan with supplemental lesson plans and partnership materials will be provided.

Chair: Amy Stoltenberg, University of Iowa/Highland School District, Iowa City

Presenters: Amy Stoltenberg, University of Iowa/Highland School District, Iowa City, “Liminal Spaces: Exploring the Social Construction of Race and Identity”

Amie Ohlmann, University of Iowa, Iowa City, “Transforma-tive Teaching: Texts and Transmediation Lead to Critical Conversations”

Carolyn Colvin, University of Iowa, “Closing the Gaps: Why University–School Partnerships Matter”

L.18 COMPLETING WRITING WORKSHOP: RESUSCITATING LITERARY ANALYSIS IN THE SECONDARY CLASSROOM (S)Hynes Convention Center/Room 208, Level Two

Writing Workshop works—hallelujah! But too often literary analysis—dubbed “school writing”—gets left behind in fa-vor of “life writing.” Are the two mutually exclusive? These presenters will argue for the inclusion of literary analysis and demonstrate that it can be dynamic and playful and relevant in a Kittle-style workshop!

Presenters: Rebekah O’Dell, Trinity Episcopal School, Richmond, Virginia

Allison Marchetti, Trinity Episcopal School, Richmond, Virginia

L.19 CORE STANDARDS: MINDING THE GAPS (AN IGNITE SESSION) (G) Sheraton Boston/Republic Ballroom B, 2nd Floor

The standards may be common, but students deserve uncommon learning. There are spaces in the standards for the additional skills, topics, and passions that teachers want their students to have. Each of these presenters will give a fast-paced, five-minute Ignite presentation with ideas on where these spaces are and what teachers can do with them. There will also be time for audience interaction.

Chair: Sandy Hayes, Becker Middle School, MinnesotaPresenters: David Finkle, Deland, Florida, “Igniting Insight

and Interest”Penny Kittle, Kennett High School, North Conway, New

Hampshire, “Book Love: Building Reading Lives That Last”Sandy Hayes, Becker Middle School, Minnesota, “Where Are

the Gaps?”Kevin Hodgson, Western Massachusetts Writing Project,

Leeds, “More than a Game”Troy Hicks, Central Michigan University, Mount Pleasant,

“To Produce and Publish Writing: Infusing Digital Writing through the Common Core”

Andrea Finkle, Southwestern Middle School, Deland, Florida, “It Could Be Verse: The Lack of Poetry in the CCSS”

Scott Filkins, Unit 4 Schools, Champaign, Illinois, “Perfor-mance Assessment: Making the Reading Process Visible”

Zanetta Robinson, Thurgood Marshall Fundamental Middle School, St. Petersburg, Florida, “Make It Pop!”

Sara Kajder, Shady Side Academy Middle School, Fox Chapel, Pennsylvania, “Pedagogies of the Possible”

Sarah Brown Wessling, Johnston High School, Iowa, “Reading in Liminal Spaces”

Donalyn Miller, Trinity Meadows Intermediate School, Keller, Texas, “Dead Presidents and Whales: Engaging Students with Nonfiction Texts”

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Sunday


L.20 SHAPING THE FUTURE OF WRITING STUDIES: USING INSTRUCTOR PREPARATION TO ADDRESS TODAY’S ISSUES (C)Hynes Convention Center/Room 303, Level Three

The presenters on this panel will use the data from their respective studies to show how instructor preparation can inspire the best practices for designing documents for students, developing a culturally diverse curriculum, and reading and assessing texts with nonstandard linguistic features.

Chair: Kevin Eric DePew, Old Dominion University, Norfolk, Virginia

Presenters: Kevin Eric DePew, Old Dominion University, Norfolk, Virginia, “Linguistic Realities and Societal Expecta-tions: Teaching Instructors How to Teach Writing to Their Linguistically Diverse Students”

Sherie Mungo and Erin Pastore, Old Dominion University, Norfolk, Virginia, “From Awareness to Advocacy: Teaching Instructors How to Design a Critical Multicultural Curriculum”

L.21 THE K–1 TEACHER-WRITER: HOW OUR PERSONAL WRITING IN THE CLASS-ROOM ALLOWS THE COMMON CORE TO SERVE US RATHER THAN US TO SERVE IT (E)Hynes Convention Center/Room 306, Level Three

This session, which draws on the workshops of exemplary teachers, will offer practical strategies for using personal writing to enhance students’ writing skills, understandings, and motivation in ways that both address Common Core State Standards and put them in their proper place.

Presenters: Douglas Kaufman, University of Connecticut, Storrs

Janet Pagoni, Goodwin Elementary School, Storrs, Connecticut

L.22 (RE)INVENTING THE WRITING PROCESS THROUGH DIGITAL STRATEGIES (M–S)Hynes Convention Center/Room 309, Level Three

The presenters in this session will explore engaging and ef-fective digital resources that aid students in writing.

Presenters: Carrie Ann Gehringer, Fort Bragg Middle School, California, and Sam Patterson, private school teacher, Yucca Valley, California, “Best Digital Practice in Writer’s Workshop”

Mark Maranto and Afrodite Skaouris, Glenbrook South High School, Glenview, Illinois, “What’s Up Google Doc? Driving the Future of Feedback on Student Writing”

L.23 THE FUTURE IS NOW: EXPLORING 21ST CENTURY TEACHING IDEAS WITH THE NEXT GENERATION OF ENGLISH TEACHERS (M–S–TE)Sheraton Boston/Independence Ballroom West, 2nd Floor

Sponsored by the CEE Graduate Strand, open to allIn this wide-ranging session, undergraduate and master’s

level preservice English teachers from across the nation will lead roundtables exploring 21st century teaching ideas and best practices. NCTE participants are encouraged to attend in support of these exceptional future English teachers.

Co-chairs: Alan Brown, Wake Forest University, Winston-Salem, North Carolina

Luke Rodesiler, University of South Florida, Tampa

Table Number Roundtable Leaders and Topics

1 Megan Hubbard, The University of Ala-bama, Tuscaloosa, “Critical Engagement across Multiple Texts of The Great Gatsby”

2 Cristin L. Richards and Ashley Hall, Francis Marion University, Florence, South Caro-lina

3 Lane Vanderhule and Megan Brown, The Ohio State University, Columbus, “LGBTQ Visibility and Teacher Education”

4 Kim Foster, Kennesaw State University, Georgia, “Using Funds of Knowledge to Support Student Writing Development”

5 James Herman, Purdue University, West Lafayette, Indiana

6 Elizabeth Smith and Amanda M. Graham, Francis Marion University, Florence, South Carolina

7 Kameo Miller and Ashley Jones, University of Missouri, Columbia

8 Casey Earl, Ball State University, Muncie, Indiana

9 Jamie Lynn Joyner and Jessica Jacob, Uni-versity of North Carolina, Wilmington, “Deconstructing the Disney Delusion: Exploring Rerendered Representations of Grimm’s Fairy Tales in Secondary English/Language Arts Classrooms”

10 Kate Youngblood, Wake Forest University, Winston-Salem, North Carolina

11 Jordan R. Daniels, Wake Forest University, Winston-Salem, North Carolina

12 Erika Bunpermkoon, Wake Forest Univer-sity, Winston-Salem, North Carolina


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13 Matthew Koval, Wake Forest University, Winston-Salem, North Carolina

14 Andrew Waszkowski, Wake Forest Univer-sity, Winston-Salem, North Carolina

15 Deborah Aughey, Kennesaw State Univer-sity, Georgia, “Using Digital Multimodal Compositions to Develop Synthesis Writing”

16 Clare Hearn and Leunika Huguley Pogue, Jacksonville State University, Alabama

17 Rachel Johnson, Ball State University, Muncie, Indiana

18 Lauren Catts, Loyola University, Baltimore, Maryland

Reactor/Respondents: Lindy Johnson, The University of Georgia, Athens

Susanna Benko, Ball State University, Muncie, IndianaVictor Malo-Juvera, University of North Carolina, WilmingtonNigel Waterton, Montana State University, BozemanPatricia Waters, Troy University, AlabamaNicole Sieben, Adelphi University, Garden City, New York

and Hofstra University, Hempstead, New YorkAlan Brown, Wake Forest University, Winston-Salem, North

CarolinaMollie Blackburn, The Ohio State University, ColumbusMargarita Zisselsberger, Loyola University, Baltimore,

MarylandMelanie Shoffner, Purdue University, West Lafayette, IndianaThomas C. Crochunis, Shippensburg University, PennsylvaniaEmily Sims, Jacksonville State University, AlabamaCaroline T. Clark, The Ohio State University, ColumbusJennifer Clifton, University of Missouri, ColumbiaMatthew Nelson, Francis Marion University, Florence, South

CarolinaRespondents: Stephanie Jones, doctoral student, The Uni-

versity of Georgia, AthensAmanda Stearns-Pfeiffer, Oakland University, Rochester,

MichiganKelli Sowerbrower, Georgia State University, AtlantaMakenzie Selland, Utah State University, OremMark A. Lewis, Loyola University of Maryland, BaltimoreJennifer VanDerHeide, The Ohio State University, ColumbusKaren Spector, The University of Alabama, TuscaloosaLarkin Weyand, The Ohio State University, ColumbusBrent Goff, The Ohio State University, ColumbusJill Smith, The Ohio State University, ColumbusEmily Nemeth, The Ohio State University, ColumbusPaula Taylor-Greathouse, Riverview High School, Sarasota,

FloridaRyan Rish, Kennesaw State University, GeorgiaMarshall George, Fordham University, New York, New YorkVictoria M. Whitfield, Autauga County School System,

Prattville, AlabamaAllison Wynhoff Olsen, The Ohio State University, Columbus

Dawn Finley, doctoral student, University of Missouri, St. Louis

Joan F. Mitchell, Wake Forest University, Winston-Salem, North Carolina

Lisa Scherff, Estero High School, FloridaLuke Rodesiler, University of South Florida, TampaDesi Kroll, University of Florida, Gainesville

L.24 EXPERIENTIAL TEACHER RESEARCH: NARRATIVES OF EMPATHIC INSTRUCTION (TE)Hynes Convention Center/Room 202, Level Two

Teacher research maintains that it provides resources for teachers and creates reform movements that will allow teacher knowledge to take precedence in educational research. Practicing English teachers on this panel will pres-ent narratives which illustrate empathic classroom prac-tices which support student learning.

Chair: Janet Alsup, Purdue University, West Lafayette, IndianaPresenters: Taylor Norman, Purdue University, West

Lafayette, Indiana, “Society-Based Learning: An Empathetic Practice”

Laura Whitcombe, Tippecanoe School Corporation, “Dem-onstrating Empathy: What Empathic Listening Looks Like”

Katelyn Reese, McCutcheon High School, Lafayette, Indiana, “Empathy in Literature: Character Identification”

Linda Bodine, McCutcheon High School, Lafayette, Indiana, “Empathic Research: A Gateway of Understanding”

Cindy Aubuchon, McCutcheon High School, Lafayette, Indiana, “Project Empathy: Students Search for Change”

L.25 TEACHING LIKE A VIRUS: MAKING MEANINGFUL CHANGE CONTAGIOUS (S)Hynes Convention Center/Room 107, Level One

Meaningful change is spreading through our large, compre-hensive high school: students are beginning to demonstrate more authentic engagement as readers and writers. We are evolving into a department that practices pedagogy based on innovation and experimentation. With our school administrator, we will discuss in this session what we have learned about how to support this change.

Presenters: Sarah Digiacomo, Fairview High School, Boulder, Colorado

Jay Stott, Fairview High School, Boulder, ColoradoPaul Bursiek, Boulder, ColoradoSarah Zerwin, Fairview High School, Boulder, ColoradoAngela Hunt, Fairview High School, Boulder, ColoradoJim Hensley, Fairview High School, Boulder, ColoradoChrista Adkisson, Fairview High School, Boulder, ColoradoTracy Brennan, Colorado Language Arts Society, Boulder

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L.26 AUTHOR STRAND: (RE)INVENTING THE FUTURE BY EXAMINING THE PAST: HISTORICAL FICTION AND INFORMA-TIONAL TEXTS IN THE CLASSROOM (E–M–S)Hynes Convention Center/Room 110, Level One

The presenters in this session will examine how genre and author studies build connections between reading, writing, history, and Common Core standards, particularly with historical and nonfiction texts. Two award-winning authors, Deborah Hopkinson and Kirby Larson, will share aspects of their writing and research process and show examples from classroom practice.

Chair: Marie LeJeune, Western Oregon University, Monmouth

Tradebook Authors: Kirby Larson, Scholastic, Inc., New York, New York

Deborah Hopkinson, Random House, New York, New YorkPresenter: Tracy Smiles, Western Oregon University,

Monmouth

L.27 RETHINKING COMPLEX TEXTS: CLASSROOMS POWERED BY CONFUSION, QUESTIONING, AND WONDER (S)Sheraton Boston/Constitution Ballroom A, 2nd Floor

These presenters will demonstrate the power of teaching students to value curiosity, confusion, and collaboration as they read and write about complex texts. They will present a literature curriculum and classroom models that heighten metacognitive awareness, cultivate self-trust, and provide opportunities for student-directed inquiry.

Chair: Sheridan Blau, Teachers College, Columbia University, New York, New York

Presenters: Andrew Rejan, Darien High School, ConnecticutNoah Gordon, New Heights Academy, New York, New York

L.28 CONTEMPORARY AUTHORS AND THE CCSS: CREATING CURRENT AND COMPLEX TEXTS FOR 6–8 READERS (M–TE)Hynes Convention Center/Room 101, Level One

Current standards force teachers/learners to (re)invent their classroom literacy practices, and many YA authors have accepted the call to create increasingly complex texts. In this session, three nationally acclaimed authors, including a National Book Award winner, will discuss how they blend fact with fiction to create quality middle grade literature.

Tradebook Authors: Kathryn Erskine, Scholastic Inc., New York, New York

Megan Frazer Blakemore, Bloomsbury Publishing, New York, New York

Wendy Mass, Little, Brown and Company, New York, New York

Presenter: Shannon Collins, Cornerstone Middle School, Baxter, Tennessee

L.29 TEACHING NARRATIVES OF PASSING (C–TE)Hynes Convention Center/Room 111, Level One

This session will focus on teaching narratives of passing—narratives in which characters challenge identity categories by performing identities that ostensibly deny or mask what others “see” as “true.” Presenters will show how to engage students in reading literature and how to align this reading with students’ experiences of passing in their own lives.

Presenters: Thomas Akbari, Northeastern University, Boston, Massachusetts

Hanna Musiol, Northeastern University and University of Massachusetts, Boston

Bret Keeling, Northeastern University, Boston, Massachusetts

L.30 WORLD LITERATURE, CULTURAL LITERACY, AND THE ROLE OF THE LIBERAL ARTS (C)Sheraton Boston/Liberty Ballroom C, 2nd Floor

These presenters will consider the future of the liberal arts in the face of increasing demands that institutions of higher education provide economic returns on students’ investments by streamlining curricula and reducing general education requirements. They will show how this climate impacts the teaching of literature and writing at the college level.

Presenters: Jessica Bannon, University of Indianapolis, Indiana, “Redeeming Capital: The Future of the Liberal Arts and the Demand for Productivity”

Emily Wender, Austin Community College, Texas, “An Intro-duction to Reading Literature for the Rest of Your Life: Making Texts Relevant in the Survey Course”

Lahcen Ezzaher, University of Northern Colorado, Greeley, “What World Literature Can Teach Us about Ourselves and the Other”

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L.31 THE TEENS FOR LITERACY PROGRAM: STUDENTS GENERATING IDEAS TO PROMOTE LITERACY AMONG THEIR PEERS (M)Sheraton Boston/Gardner Room, 3rd Floor

Over the past two years, the Teens for Literacy program in Savannah-Chatham-County Public Schools has encour-aged middle school student leaders to promote literacy among their peers. Participants in this unique program have successfully created and implemented a range of literacy activities, including school newspapers, videos, and plays.


1 Jaime Berry, Sam Houston State University, Huntsville, Texas

2 Allen Berger, Armstrong Atlantic State University, Savannah, Georgia

3 Anne Katz, Armstrong Atlantic State University, Savannah, Georgia

4 John Hobe, Armstrong Atlantic State University, Savannah, Georgia

L.32 TEACHERS WRITE! HOW TEACHERS WRITING NOW CAN BUILD STUDENT WRITERS OF THE FUTURE (G)Sheraton Boston/Beacon E, 3rd Floor

By actively writing, teachers gain insight into how to sup-port students in developing characters, building plot lines, and progressing through writer’s block, muddy middles, and multiple revisions, and then “gasp” while sharing their writing. Discover writing communities and resources for experiencing firsthand the true process of writing.

Chair: Jennifer Vincent, School District U-46, Elgin, IllinoisPresenter: Brian Wyzlic, St. Francis of Assisi School, Ann

Arbor, MichiganTradebook Authors: Kate Messner, Scholastic Press, New

York, New YorkJo Knowles, Candlewick Press, Somerville, MassachusettsGae Polisner, ALAN, Greenlawn, New York

L.33 THE DILEMMA OF DESIRE: A CONVERSA-TION ABOUT SEX, TEXTS, AND DESIRE IN MIDDLE SCHOOL ENGLISH CLASS-ROOMS (M–S)Sheraton Boston/Liberty Ballroom A, 2nd Floor

How can English teachers best meet their students’ intellec-tual needs while also respecting and attending to their de-velopmental needs? The goal of this session is to facilitate a conversation, grounded in an examination of four specific student cases, about the possibilities and challenges that middle school students and their English teachers face as students negotiate emerging gendered and sexual identities.

Presenters: Cara Crandall, University of Massachusetts, Amherst

Denise Ives, University of Massachusetts, Amherst

L.34 GETTING CONNECTED: HELPING STUDENTS TO CONNECT WITH THE TEXT, EACH OTHER, AND THEIR COMMUNITIES (M–S)Hynes Convention Center/Room 301, Level Three

These presenters will offer lesson plans that encourage students to connect actively with a text using a variety of writing and media, connect with each other using online discussion boards, Voice Thread, and Twitter, and connect with their communities as they undertake a three-part social justice project. Handouts will be provided.

Presenters: Tom Beach, St. Ignatius High School, OhioElizabeth Colborn, North Olmsted, OhioCindy Hruby, St. Ignatius High School, OhioMichael Strauss, St. Ignatius High School, Ohio

L.35 WHEN ACCOUNTABLE TALK PROMPTS ARE NOT ENOUGH: USING PREPARED TALK AS A SCAFFOLD TO LIFT THE LEVEL OF CLASSROOM CONVERSATION (E)Hynes Convention Center/Room 313, Level Three

Many of us use talk to help students reach higher-level comprehension. But too often these efforts result in rote, inauthentic, prompt-dominated conversations. In this ses-sion the presenters will explore a variety of ways in which to prepare for talk so that students’ thinking around the topic is deeper and their conversations are richer.

Presenters: Jamie Mendelsohn, P.S. 59, Beekman Hill Interna-tional School, New York, New York

Alison Porcelli, P.S. 59, Beekman Hill International School, New York, New York

Valerie Geschwind, P.S. 59, Beekman Hill International School, New York, New York

L.36 EMPOWERING LATINO YOUTH BY EMPLOYING PAT MORA’S WORK TO GUIDE INSTRUCTION (M–S)Sheraton Boston/Republic Ballroom A, 2nd Floor

This panel will show how to expose students to a variety of literature including works by Pat Mora, as a tool to bridge the gap of inequalities among Latino youth. State standards are a crucial component of instruction and Latino litera-ture provides the language and content that is relevant to students.

Chair: Carol J. Brochin Ceballos, The University of Texas, El Paso

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Presenters: Emily Masterson, El Paso, Texas, and Rebecca Nassi, Frania Cabrera, and Diana Frausto, The University of Texas, El Paso, “Bridging the Cultural Gaps in the English Classroom: A Look at Pat Mora’s Literature for Young Readers”

Carissa Delgado, The University of Texas, El Paso, “From ESL to AP: Using Pat Mora’s Writings across the English Lan-guage Arts Curriculum”

Reactor/Respondent: Pat Mora, author, Random House, New York, New York

L.37 CO-CONSTRUCTING AN ALTERNATE FUTURE: A MULTILAYERED APPROACH TO CROSS-DISCIPLINARY LITERACY LEARNING (S)Sheraton Boston/Fairfax A, 3rd Floor

Teachers who work in under-performing high schools ex-perience unique high-stakes pressure to improve student achievement. In this session an urban high school teacher team will share interactive, multimodal data to describe how they initiated layered cross-disciplinary literacy teach-ing and learning efforts that improved students’ thinking and standardized performance over a three-year period.

Chair: Danielle Lillge, University of Michigan, Ann ArborPresenters: Tannille Cunningham, Oak Park Schools,

MichiganKathryn Locano, Oak Park High School, MichiganCarrisa Peterson, Oak Park High School, Michigan

L.38 CULTURALLY RELEVANT APPROACHES TO SHAKESPEARE AND OTHER COMPLEX TEXTS (S)Hynes Convention Center/Room 201, Level Two

Teaching middle schoolers to love Shakespeare can be a great challenge. These presenters will share their experi-ences in teaching Shakespeare and other texts written in non-standard English, and show how collaborating with teachers from different schools and students from different backgrounds can help meet this challenge.

Presenters: Esther Schupak, Bar Ilan University, Ramat Gan, Israel, “Performance Pedagogy: Advantages and Limitations”

Martha Douglas-Osmundson, Lincoln School, Providence, Rhode Island, “Shakespeare in the City”

Erica Newhouse, Mercy College, New York, “Uncommon Texts and Text Complexity in the Common Core”

L.39 3 C’S OF REIMAGINING OUR CLASS-ROOMS FOR A COMPASSIONATE WORLD: CULTURE, COLLABORATION, AND COMMUNITY (E)Sheraton Boston/Beacon D, 3rd Floor

Navigating the 21st century requires adaptation to the ever-changing needs of students through multiple literacy experiences. Students are immersed in visual and auditory-rich digital lives and sometimes do not make connections between their world and global issues. How can teachers guide students from being third person observers to be-coming compassionate local and global community contrib-utors, while still addressing reading and writing objectives which can seem disconnected from children’s interests? In this session, the teachers will share how to help students grow into their roles as interdependent global learners and contributors by creating meaningful literacy experiences.

Presenters: Winona Farias, Kamehameha Elementary School, Honolulu, Hawaii

Anna Lee Lum, Kamehameha Elementary School, Honolulu, Hawaii

L.40 DYSTOPIAN YA LIT: AN INVITATION BEYOND THE CLASSROOM (M–S–TE)Hynes Convention Center/Room 310, Level Three

Dystopian fiction franchises such as The Hunger Games and Divergent resonate with all ages. This session will explore the roots of dystopian fiction and its continuing popular-ity, and show how to create meaningful connections to classroom instruction. Learn how to triumph in the arena of schoolwide reading adventures. Invest in dystopias.

Presenters: Lee Ann Spillane, Orange County Public Schools, Orlando, Florida, “Responses to Reading: Connection and Collaboration”

Jennifer Ansbach, Manchester Township High School, New Jersey, “Beyond the Literature Classroom: Using Dystopian Literature to Connect with Other Content Areas”

Laura Nicosia, Montclair State University, New Jersey, “The Rise of Dystopian Fiction”

L.41 CRITICAL LITERACY IN K–5 CLASSROOMS: LITERACY, ACTION, REFLECTION (E)Sheraton Boston/Beacon F, 3rd Floor

Sponsored by the Latino Caucus, open to allCritical literacy makes a difference in children’s literacy en-

gagement, especially with English learners in all English and dual language K–5 classrooms. In this session the presenter will discuss the results of a critical literacy project—the lessons, bilingual literature books, social justice themes, writing that engaged the students, and their action plans.

Chair: Jose Montelongo, New Mexico State University, Las Cruces

Presenter: Marisol Ruiz, New Mexico State University, Las Cruces

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L.42 ENGLISH LANGUAGE LEARNERS AND TEACHERS: PERCEPTIONS, (MIS)CONCEPTIONS, AND ENHANCED LEARNING (G)Hynes Convention Center/Room 205, Level Two

Presenters in this session will explore common percep-tions and misunderstandings that inservice and preservice teachers may have about English language learners and their teachers. The presenters will share their successful experience using dialogue journals and inservice profes-sional development to better prepare teachers to work with language learners.

Presenters: Maria Coady, University of Florida, Gainesville, “Enhanced Teacher Training for Language Development of Latino English Learners (ELs): One District’s Needs and Approaches”

Burcu Ates, Sam Houston State University, Huntsville, Texas, “The Non-Native English Speaking Teacher: Perceptions of Preservice Teachers”

L.43 TEACHERS’ CULTURAL AND LINGUISTIC KNOWLEDGE (TE)HynesConvention Center/Room 308, Level Three

Literacy educators utilize diverse approaches to teaching students who are from marginalized ethnic and socio-economic communities. These presenters will argue that culturally-relevant instruction allows educators to not only understand the cultural, historical, and sociopolitical his-tories of their students, but also to acknowledge, nurture, and support their understanding of themselves.

Chair: Ranita Cheruvu, Teachers College, Columbia Univer-sity, New York, New York

Presenters: Deoksoon Kim, University of South Florida, Tampa, and Patriann Smith, University of Illinois, Urbana-Champaign “Examining Six Multilingual Educators’ Linguistic and Intercultural Experiences: A Phenomenological Inter-view Study”

Alison Dover, Northeastern Illinois University, DeKalb, “Reinventing Accountability: Teaching for Social Justice in Contemporary Classrooms”

Heidi Jones, University of Wisconsin, La Crosse, “Working-Class English Teachers Constructing Figured Worlds”

Heather Hill, The Ohio State University, Columbus, “Explor-ing Culturally Relevant Pedagogy as Dialogical Process: A Case Study of Five Literacy Instructors’ Narratives on Culturally-Relevant Instruction in a Children’s Defense Fund Freedom School”

L.44 CLASSICS TODAY: DIGITAL STRATEGIES FOR DEEPENING STUDENT LEARNING (S)Sheraton Boston/Beacon G, 3rd Floor

From Sophocles to Shakespeare to Hunger Games and Kite Runner, our challenge is to help students find meaning and substance in literature, and to transfer complex under-standing to other realms of knowledge. This session will not only help teachers build these connections, but also help students use portfolios as a means to document and reflect upon their own learning.

Presenters: Julie Hagerty, Mount Notre Dame High School, Cincinnati, Ohio, “Discovering What’s New with Old Lit-erature: Pairing the Classics with Contemporary Texts to Reveal the Relevant”

Jennifer Engle, Eldorado High School, Albuquerque, New Mexico, “Digitizing the English Classroom of Yesterday for Tomorrow”

Sari Schulman, Port Washington Schools, New York, “From Sophocles to Shakespeare: Reimagining the Classics in the 21st Century Classroom”

L.45 DIALOGIC DISCOURSE, CRITICAL AWARENESS, AND IDENTITY: (RE)INVENTING APPROACHES TO SOCIAL JUSTICE AND THE ELA CLASSROOM (M–S)Sheraton Boston/Beacon B, 3rd Floor

Teaching with our students’ sociopolitical identities at the center and also preparing them to be academically success-ful is not contradictory—it is necessary. In this interactive session the presenters will demonstrate how students’ identities are leveraged in a CCSS-aligned curriculum through text selection, reading strategies, and writing assignments.

Presenters: Audra Slocum, West Virginia University, Morgantown, “Teaching with Students’ Identities at the (un)Common Core”

Carissa Morrison, Seligman High School, Arizona and Arizona State University, Tempe, “Listening to Student Voices: De-mocracy’s Need for Dialogic Discourse in the Classroom”

Larissa Pahomov, Science Leadership Academy, Philadel-phia, Pennsylvania, “Building a Collective Understanding of Prisons”

L.46 EVERY GHETTO, EVERY CITY: (RE)CON-SIDERING PLACE-BASED URBAN LITERA-CIES IN SCHOOLS, COMMUNITIES, AND SOCIETY (G)Hynes Convention Center/Room 204, Level Two

These presenters will consider the role of place and urban public space in literacy research. They will describe their studies in cities across the United States with diverse


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populations and a specific focus on location, and examine the ways in which participants and co-researchers are posi-tioned within the larger space of the metropolis.

Presenters: Maria Paula Ghiso, Teachers College, Columbia University, New York, New York

Marcelle Haddix, Syracuse University, New YorkRamon Martinez, The University of Texas, AustinEnid Rosario-Ramos, University of Michigan, Ann ArborEbony Elizabeth Thomas, University of Pennsylvania,

Philadelphia

L.48 OH BRAVE NEW WORLD: TRANS- MEDIATING SHAKESPEARE IN THE 21ST CENTURY (S)Hynes Convention Center/Room 307, Level Three

The presenters in this session will argue that if you teach students to read Shakespeare in triplicate, as transforma-tive literature, theater, and film, the literacy skills required to comprehend media texts will transfer to and transform students’ understanding of literary texts. Strategies will be described for transmediating Shakespeare in the 21st century classroom.

Chair: Mary Ellen Dakin, Revere Public Schools, Massachusetts

Presenters: Allison Giordano Casper, Revere Public Schools, Massachusetts

Althea Terezni, Revere High School, Massachusetts

L.49 WHEN IT COMES TO MAKING A DIFFERENCE, NOTHING BEATS A GOOD THEORY (G)Sheraton Boston/Back Bay B, 2nd Floor

Sponsored by the Reading HallTeachers theorize their practices—even when they are not

aware of doing so. Kurt Lewin suggested that “there is nothing so practical as a good theory.” This may be truer now than ever before, because in the face of policy deci-sions, standards that cross borders, new and finer-toothed assessments, school boards with mixed agendas, and classrooms under closer scrutiny, teachers and research-ers must speak up with evidence . . . and theory. Presenters in this session represent the International Reading Hall of Fame and will offer support for theorizing by sharing some of their theories and research.

Co-chairs: Nancy Roser, The University of Texas, AustinDiane Lapp, San Diego State University, CaliforniaPresenters: Jeanne Paratore, Boston University, Massachu-

setts, “Early Literacy and Screen Time: What Should Teach-ers Know and Do?”

Elfrieda (Freddy) H. Hiebert, Text Project and University of California, Santa Cruz, “Scholarship and Policy Initiatives: The Case of the Common Core State Standards”

P. David Pearson, University of California, Berkeley, “Nothing Is as Theoretical as Good Practice”

JoBeth Allen, The University of Georgia, Athens, “What’s Critical for Engaging Families?”

Yetta Goodman, University of Arizona, Tucson, “Constructiv-ism and Authenticity: How Theory Informs My Research and Pedagogy”

Arthur Applebee, University at Albany, New York, “What Does ‘Willing’ Mean to You? How Theories of Writing Development Shape Curriculum and Assessment”

Judith A. Langer, University at Albany, New York, “Why Literature?”

Respondents: Diane Lapp, San Diego State University, California

Nancy Roser, The University of Texas, Austin

L.50 CLASSROOM PUBLISHING: A PANEL DISCUSSION ON INQUIRY- AND GENRE-BASED LITERACY PROJECTS IN THREE NEW YORK CITY PUBLIC SCHOOLS (E–M–S–TE)Hynes Convention Center/Room 104, Level One

There are few things as motivating to a writer as knowing you will be published. Classroom publishing projects can be difficult to plan, but among the most rewarding. This panel, co-chaired by representatives of Teachers College’s Student Press Initiative, will present projects from three schools and discuss pedagogy, motivation, and community.

Presenters: Cristina Romeo, Teachers College, Columbia Uni-versity, New York, New York, “Classroom Publishing: Project Overview at an Elementary, Middle, and High School”

Brice Particelli, Teachers College, Columbia University, New York, New York, “Classroom Publishing: Process and Pedagogy”

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Presiding: Ernest Morrell, NCTE President-Elect, Teachers College, Columbia University, New York, New York

Awards:

Announcement of the Richard Ohmann Award for an Outstanding Article in College English: Patricia Dunn, College Section Chair, Stony Brook University, New York

Announcement of the NCTE Orwell Award for Distinguished Contribution to Honesty and Clarity and the NCTE Public Doublespeak Award: Matthew Skillen, Member, NCTE Public Language Committee, Elizabethtown College, Pennsylvania

David H. Russell Award: Presented by Kenneth S. Goodman, Chair, David H. Russell Award Selection Committee, University of Arizona, Tucson, to Peter Smagorinsky, The University of Georgia, Athens, for “Vygotsky and Literacy Research: A Methodological Framework,” published in 2011 by Sense Publishers

NCTE Media Literacy Award: Presented by Bill Kist, Chair, Media Literacy Award Selection Committee, Kent State University, Ohio, to Laura Brown, Adlai E. Stevenson High School, Lincolnshire, Illinois

Presentation of the Barksdale Turner Scholarship Award in African American/Black Literature, Black Caucus: Presented by Tonya Perry, The University of Alabama, Birmingham, to Courtney Walton, Eastern Illinois University, Charleston

Introducing Sandy Hayes: Sara Kajder, Shady Side Academy Middle School, Fox Chapel, Pennsylvania

Presidential Address: Sandy Hayes, NCTE President, Becker Middle School, Minnesota, “Standards, Students, and the Meaning of Life”

SundayGeneral Session10:00–11:15 a.m.Hynes Convention Center/Ballroom B, Level Three

Sandy Hayes

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Sunday Luncheon 213

Sunday Luncheon 11:30 a.m.–1:00 p.m.

Robert Pinsky

Presiding: Wanda Porter, Kalehi, HawaiiIntroducing Speaker: Heather Rocco, School District of the Chathams, Chatham, New JerseySpeaking: Robert Pinsky served an unprecedented three terms as the United States Poet Laureate from 1997 to 2000.

He founded the Favorite Poem Project shortly after he was nominated in 1997. The project documents the presence of poetry in Americans’ lives. Pinsky’s poems have earned praise for their wild musical energy and ambitious range. His The Figured Wheel: New and Collected Poems 1966–1996 was a Pulitzer Prize nominee and received the Lenore Marshall Award and the Ambassador Book Award of the English Speaking Union. Robert Pinsky’s landmark, best-selling translation of The Inferno of Dante received the Los Angeles Times Book Award in poetry and the Howard Morton Landon Prize for transla-tion.

Those without meal tickets who wish to hear the speaker will find limited seating at the rear of the room. Mr. Pinsky will likely begin his remarks 30–40 minutes after the beginning of the meal, so auditors need not be present at the beginning of the function.

Conference on English LeadershipHynes Convention Center/Room 311, Level Three

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214 Sunday, 11:30 a.m.–12:45 p.m.

M Sessions11:30 a.m.–12:45 p.m.

M.01 LGBTQ LITERATURE IN ELA CLASS-ROOMS: WHY AND HOW (M–S)Sheraton Boston/Fairfax A, 3rd Floor

More than a decade has passed since NCTE released a position statement calling for all educators to include LGBTQ literature in English classrooms and still LGBTQ literature is virtually absent. Three notable authors and two educators will explain why and demonstrate how LGBTQ literature can be included in English class.

Chair: Paula Taylor-Greathouse, Riverview High School, Sarasota, Florida

Presenters: Debra Torine Bryan, Riverview High School, Sarasota, Florida

Paula Taylor-Greathouse, Riverview High School, Sarasota, Florida

Joan Kaywell, University of South Florida, TampaTradebook Authors: Lauren Myracle, Abrams Books, New

York, New York, “Shine”Bette Greene, Penguin and Open Road, New York, New York,

“Drowning of Stephan Jones”Nancy Garden, Macmillan Children’s Publishing, New York,

New York, “Annie on My Mind”

M.02 LITERACY DEVELOPMENT AMONG HYBRID SPACES: EXPLORING THE LITERACIES AND IDENTITIES OF YOUNG BLACK WOMEN (M–S–C)Hynes Convention Center/Room 308, Level Three

This panel will lead a critical discussion about how identity is intricately linked to the literacies of young Black women and how their interactions with digital literacies and writ-ing advance their literacy development.

Chair: Detra Price-Dennis, Teachers College, Columbia University, New York, New York

Presenters: Marcelle Haddix, Syracuse University, New YorkFahima Ife, University of Wisconsin, Madison, “The Personal

and the Political: Identity Exploration among Young Black Women”

Erica Womack, The Ohio State University, Columbus, “Exploring Race, Literacy, and Multimodality in the Lives of Black Female Youth”

Gholnecsar Muhammad, University of Illinois, Chicago, “In Search of a Full Vision: Writing Representations of Black Adolescent Girls”

M.03 PEDAGOGIES OF INVENTION: DESIGN THINKING IN PROJECT-BASED LEARNING (G)Hynes Convention Center/Room 107, Level One

What conditions nurture inventive thinking? What processes do inventors engage in that might inform how teachers foster students’ creative thinking? Using “design thinking” methodologies to foster processes of innovation, these presenters will provide a framework for inventive think-ing, offer classroom examples, and engage participants as problem-solving inventors.

Presenters: Erick Gordon, Lehman College, The City University of New York, Bronx

Juliette LaMontagne, Teachers College, Columbia University, New York, New York

M.04 USING TECHNOLOGY TO EXPAND STUDENT LEARNING AND INVOLVE-MENT WITH LITERATURE (S)Hynes Convention Center/Room 208, Level Two

In today’s classrooms, incorporating technology is a must for our “multiliterate” students. However, all apps are not cre-ated equal. In this session, four teachers will describe their use of various technologies—such as Schoology, social networks, and more—to (re)invent existing lessons and enhance their students’ learning and engagement.

Presenters: Threvia Williams, Madison Academic Magnet High School, Jackson, Tennessee

Melissa LaDuc, Murfreesboro, TennesseeG. Matthew Marlatt, Stewart’s Creek High School,

Murfreesboro, TennesseeMolly Coffman, Madison Academic Magnet High School,

Jackson, Tennessee

M.05 (RE)INVENTING DIGITAL COLLABO-RATION: THREE CLASSROOMS, THREE TOOLS, THREE STRATEGIES FOR 21ST CENTURY LITERACIES (S)Hynes Convention Center/Room 210, Level Two

English teachers from Michigan, South Dakota, and Wis-consin high schools are using technology to collaborate within and among their classrooms. In this session, they will discuss, demonstrate, and provide hands-on activities using Google Docs, Tumblr, and Edmodo for authentic collabora-tion in the language arts classroom.

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Sunday, 11:30 a.m.–12:45 p.m. 215

Presenters: Claudia Felske, East Troy Community Schools, Wisconsin

Richard Kreinbring, Avondale School District, Auburn Hills, Michigan

Marissa Kleinhans, Baltic High School, South Dakota

M.06 THE INCLUSION CLASSROOM OF THE FUTURE: CLASSROOM STRATEGIES FOR A CO-TEACHING MODEL (M–S)Hynes Convention Center/Room 203, Level Two

In this interactive session, a general education ELA teacher and a special education ELA teacher will provide strategies for handling a special education population in a general education 21st century English language arts classroom. They will also answer questions and discuss research related to the creation of a successful and engaging co-teaching classroom.

Presenters: Kelly Romirowsky, DVUSD and MCCCD, Phoenix, Arizona

Michele Markham, DVUSD, Phoenix, ArizonaRespondent: Annie Williams, DVUSD, Phoenix, Arizona

M.07 TRUE STORIES: TEACHING THE CRAFT OF NONFICTION THROUGH THE WORK OF SUSAN ORLEAN AND RICK BRAGG (S)Hynes Convention Center/Room 302, Level Three

Sponsored by the Assembly for Advisers of Student Publications/Journalism Education Association, open to all

This presenter will show how the works of two of America’s nonfiction masters can be used to create nonfiction writ-ing assignments for students in a high school English class.

Chair: Brian Wilson, Assembly for Advisers of Student Publications/Journalism Education Association, Holly, Michigan

Presenter: Brian Baron, Newton South High School, Newton Centre, Massachusetts

M.08 THE ENGLISH CLASSROOM TEACHES GLOBAL AWARENESS (G)Hynes Convention Center/Room 307, Level Three

The information age allows instant access to global issues. In this session, three Holocaust Education Network Fellows from across the country, one a USHMM Teacher Fellow, will show how to use high-interest YA novels, classics, Ho-locaust literature, and technology to prepare students for actively participating in a global community.

Chair: Rene MacVay, Saint Augustine High School, San Diego, California

Presenters: Lori Menning, New London High School, Wisconsin, “Inquiry Projects Teach Students to Become Change Agents”

Rene MacVay, Saint Augustine High School, San Diego, California, “The Power of Words to Convey Meaning Rather than Contempt”

Carol Revelle, University of North Texas, Denton, “(Re)Invent a Future through Social Action”

M.09 THE POWER OF NOW IN OUR TEACHING: IF WE ATTEND TO WHAT STUDENTS ARE ACTUALLY DOING, RATHER THAN ONLY WORRYING ABOUT WHAT THEY MIGHT NOT BE DOING, WE CAN TEACH THEM TO WRITE WITH MORE INTENTION, READ WITH MORE INVESTMENT, AND THINK WITH MORE INGENUITY (E–M)Hynes Convention Center/Room 110, Level One

Presenters in this session will discuss conferring adjustments which can help students genuinely engage in their work as readers and writers and thinkers, and demonstrate how a conferring stance that is in the moment and supports the learning process, instead of only teaching toward the product, can help children grow as learners.

Presenters: Kathy Collins, consultant/author, Durham, New Hampshire

Jeff Anderson, San Antonio, TexasMatt Glover, independent consultant/author, Cincinnati,

Ohio

M.10 OWN THE WORDS: TEACHING AND WRITING OUTSIDE THE CLASSROOM (G)Sheraton Boston/Beacon E, 3rd Floor

Why do students choose to write outside the classroom and what can we learn from their work? Are students, like all artists and writers, looking for a supportive community where they can develop their ideas and share them with people who are willing to listen?

Presenters: Dixie Goswami, Bread Loaf Teacher Network, Clemson, South Carolina

Mary Guerrero, Lawrence Teacher Network, MassachusettsRespondent: Richard Gorham, Lawrence Public Schools,

Massachusetts

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M.11 ALWAYS REMEMBER: THE TRANSFOR-MATIVE POWER OF A WRITING WORKSHOP WITH HOLOCAUST SURVIVORS (M–S–TE)Hynes Convention Center/Room 102, Level One

In this session, middle and high school English language arts teachers will describe what they learned from partnering with Holocaust survivors to help them write about their life experiences.

Chair: Liz Spalding, University of Nevada, Las VegasPresenters: Matthew Angelo, University of Nevada, Las VegasVictoria Norby, Advanced Technologies Academy, Las Vegas,

Nevada

M.12 A COMMON CORE: BREAD LOAF TEACHER NETWORK, ENGLISH, AND ETHICS IN THE CLASSROOM (M–C)Hynes Convention Center/Room 205, Level Two

These presenters will describe the Bread Loaf Teacher Network, which brings together high school English teach-ers, an English professor, and a medical school professor of medical ethics to develop a “common core” of under-standing through ethics and literature, and show how this integration of ethics and literature supports inquiry, critical thinking, and Common Core standards in the English classroom.

Chair: Emily Bartels, Rutgers University, The State University of New Jersey, New Brunswick and Bread Loaf School of English, Middlebury, Vermont

Presenters: Charlene Ortuno, Bread Loaf Teacher Network, iPrep Academy, Miami Beach, Florida

Susannah Kilbourne, Lafayette High School, Lexington, Kentucky

Cecilia Lewis, Cochise College, Sierra Valley, ArizonaJames Sabin, Harvard Medical School, Boston, Massachusetts

M.13 HONOR YOUR PROCESS: BRINGING THE WORKING METHODS AND STYLE OF PUBLISHED WRITERS TO YOUR CLASSROOM (E–M–S)Hynes Convention Center/Room 105, Level One

Five award-winning writers with very different processes will share the tools and strategies that have brought their work to life—from thumbnail drawings to field trips to progress journals—tools that you can easily bring back to your classroom writing workshops.

Tradebook Authors: Linda Urban, Houghton Mifflin Harcourt, Boston, Massachusetts

Loree Griffin Burns, Houghton Mifflin Harcourt, Boston, Massachusetts

Marla Frazee, Beach Lane Books and Simon and Schuster, New York, New York

Kate Messner, Scholastic Press, New York, New YorkMatt Phelan, Candlewick Press, Somerville, New Jersey

M.14 THINK WRITING! CLOSE READING WITH OVERVIEW AND INVENTORY (G)Hynes Convention Center/Room 108, Level One

These presenters will describe a simple, effective approach to analysis. Thinking with their pens, students learn to write a close reading while exploring how inference leads to interpretation. No matter their age, preparation or culture, students who explore their personal responses learn to think and write more powerfully.

Presenters: Abigail Laber, Concord Academy, Bard IWT, Somerville, Massachusetts

Nicholas Hiebert, Greenwich Academy, New Haven, Connecticut

M.15 BIG 5 WRITING STRATEGIES (S)Hynes Convention Center/Room 109, Level One

The presenter in this session will examine the value of honoring students as writers. The approach creates a com-munity of writers using five specific research-based writing strategies, including daily writing and ongoing writing groups.

Presenter: Lisa Waner, Big Bear Lake, California

M.16 LITERACY TEACHER PREPARATION: (RE)INVENTING LITERACY EDUCATION FOR A CHANGING WORLD (TE)Hynes Convention Center/Room 104, Level One

Literacy teacher educators must strive to keep pace with evolving understandings about what students need to know and do to acquire the literacy skills that are the cur-rency of our new knowledge-based economy. These pre-senters will explore the practices and research of literacy teacher educators who are working to meet this challenge.

Presenters: Cheryl McLean, Rutgers University, The State University of New Jersey, New Brunswick, and Jennifer Roswell, Brock University, St. Catherine’s, Ontario, Canada, “Design Literacies in Teacher Education”

Peter Williamson, University of San Francisco, California, “Lit-eracy Teacher Preparation: (Re)Inventing Literacy Education for a Changing World”

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Sunday, 11:30 a.m.–12:45 p.m. 217

M.17 THE POWER OF QUESTIONS: PICTURE BOOKS AND RESPONDING ABOUT THE WORLD (E–TE)Hynes Convention Center/Room 103, Level One

In this session, presenters will describe the foundation of critical literacy and social justice and its applicability in the elementary classroom. They will provide a list of picture books that can be used to promote literature discussion, questioning, and responding, and share and discuss effective classroom strategies.

Presenters: Jennifer Crosthwaite, University of Nevada, Las Vegas

Rebekah Piper, University of Nevada, Las Vegas

M.18 WILL IN THEIR WORLD: MAKING SHAKESPEARE RELEVANT (S)Sheraton Boston/Back Bay B, 2nd Floor

Is Macbeth’s porter Stephen Colbert or Jeff Dunham’s Walter? Can a ‘tattoo’ “pluck out the heart of [Hamlet’s] mystery”? You might be surprised. These presenters will fo-cus on student-friendly ways to teach Macbeth and Hamlet. Teachers will receive video links, PowerPoint lectures, and much more.

Chair: Cheryl Staley, Carbondale Community High School, Illinois

Presenters: Joanna Christopher, John A. Logan College, Carterville, Illinois

Emily Hayes, Morthland College, West Frankfort, IllinoisMichele Howerton-Vargas, John A. Logan College, Carter-

ville, Illinois

M.19 MULTICULTURAL LITERATURE FOR A COMMON FUTURE: CHOICES, QUESTIONS, AND METHODS (G)Sheraton Boston/Beacon F, 3rd Floor

Multicultural literature must be selected by thoughtful, informed adults. In this session presenters will explain how teachers and teacher educators choose multicultural literature that can be used to interpret and support stu-dents’ references to their own lives and their experiences with literary reading, so authors’ and students’ worlds can become visible and available for interpretation.

Presenters: Patricia Enciso, The Ohio State University, Columbus

Denise Davila, The University of Georgia, AthensAllison Volz, Hilltonia Middle School, Columbus, Ohio

M.20 RIGHT FROM THE START: PROFESSIONAL LEARNING COMMUNITIES FOR EARLY CAREER TEACHERS (G)Hynes Convention Center/Room 303, Level Three

In this session three early career teachers will describe pro-fessional learning communities in which they participated that focused on teacher-selected topics in literacy instruc-tion. They will share strategies and perspectives, especially regarding the selection of high-quality children’s literature and the implementation of writing workshop strategies that have “re-invented” their classrooms.

Presenters: Amy McDonald, Holy Angels Elementary School, Dayton, Ohio

Mary-Kate Sableski, University of Dayton, OhioJackie Arnold, University of Dayton, Ohio

M.21 THE NEOLIBERAL CONTEXT OF TEACHER EDUCATION: REINFORCING SEPARATE AND UNEQUAL EDUCATION-AL EXPERIENCES (C–TE)Hynes Convention Center/Room 310, Level Three

Sponsored by the Standing Committee on Research, open to all

Many people are concerned about how the work of public school teachers has been impacted by high-stakes test-ing, Common Core standards, and teacher performance reviews. Less examined and understood is what neoliberal policies and practices have meant for preservice teachers, teacher educators, and teacher education programs. In this invited session, leading scholars of literacy and teacher education will explore teacher education in today’s neoliberal context.

Chair: Audrey Lensmire, Augsburg College, MinnesotaPresenters: Arlette Ingram Willis, University of Illinois,

Champaign-Urbana, “In the Eye of the Storm”Marcelle Haddix, Syracuse University, New York, “Moving

Targets: Teacher Candidates of Color Facing Contradic-tions in Teacher Preparation”

Patrick Camangian, University of San Francisco, California, “The People Are Our Policy: Teacher Education, Self-Deter-mination, and Neoliberal Educational Reform”

Nikola Hobbel, Humboldt State University, Arcata, California, “Professional Teachers and the Practice of Freedom: The Paradox of Teacher Education Policy in the Neoliberal Era”

Nurilys Cintron, student, Bread Loaf Teacher Network, Lawrence, Massachusetts

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218 Sunday, 11:30 a.m.–12:45 p.m.

M.22 CAN YOU ELABORATE ON THAT? TOOLS FOR SUPPORTING STUDENT LITERARY THINKING (M)Hynes Convention Center/Room 111, Level One

Literacy consultant Donna Santman, along with Central Falls, Rhode Island-based teacher Michael McGuigan will discuss the importance of students independently and proficiently elaborating on their ideas. They will share the support strategies which they have devised to help students de-velop their thinking.

Presenters: Michael McGuigan, The Learning Community Charter School, Central Falls, Rhode Island, “Elaboration Matters in Social Studies, Too”

Donna Santman, New York, New York, “Can You Say More about That? The Importance of Elaboration in the Middle School Classroom”

M.23 THE PRACTICE OF PRESENCE PEDAGOGY (M–S–C–TE)Hynes Convention Center/Room 201, Level Two

Presence Pedagogy focuses on the student in front of you and this student’s genuine experience of his or her current world. This workshop will include the approaches and ben-efits of “being in the moment” with youth as they read and write. Plus, it will feature actual youth who will share and discuss their compositions.

Chair: Anna Smith, New York University, New YorkPresenters: Phil Park, New York University, New YorkNathanael Andreini, Teachers College, Columbia University,

New York, New York

M.24 THE IMPORTANCE OF CURATED REFERENCE PRODUCTS IN EDUCATION TODAY (G)Hynes Convention Center/Room 301, Level Three

In this panel, American Heritage Dictionary editor Steve Kleinedler will explain the importance of dictionary access, the role of curated reference works, and how these works fit in with education. Steve will be joined by a member of the American Heritage Dictionary Usage Panel, as well as the Usage Panel Chair Steve Pinker.

Chair: Steven Pinker, Harvard University, Cambridge, Massachusetts

Presenters: Wendy Kaminer, lawyer/writer, Boston, Massachusetts

Steve Kleinedler, executive editor, Houghton Mifflin Harcourt, Boston, Massachusetts

Steven Pinker, Harvard University, Cambridge, Massachusetts

M.25 (RE)INVENTING AND EXTENDING READING COMMUNITIES (E–M)Hynes Convention Center/Room 305, Level Three

Reading communities are being (re)invented to satisfy stu-dents’ needs and interests with authentic reading experi-ences. The establishment of dynamic reading communities within and beyond classroom settings scaffolds students toward independence as lifelong readers. Three intermedi-ate teachers from rural, low-socioeconomic settings will share their experiences and provide evidence of the impact of reading communities.

Presenters: Jennifer Felt, MSAD #17 Oxford Hills School District, Maine, “(Re)Inventing Reading Communities with Early Independent Readers and Literary Pen Pals”

Justin Stygles, MSAD 17 Oxford Hills School District, Maine, “(Re)Inventing Reading Communities with Independent Readers and Partnerships with Business and Community Groups”

Melissa Guerrette, MSAD 17 Oxford Hills School District, Maine, “(Re)Inventing Reading Communities through Read-Aloud and Extending Reading Communities: A Whole-School Approach”

M.26 FROM BEST IN SHOW TO NOMINATED FOR BOOK AWARDS: TEACHING RIGOROUS AND DEVELOPMENTAL CYCLES OF OPINION ARGUMENT WRITING ACROSS PRIMARY GRADES (E)Hynes Convention Center/Room 207, Level Two

When you develop cycles of argument writing within and across the primary grades, you can teach students to argue, defend, and support their ideas in energetic and joyful writing units. Tackle the Common Core work of develop-ing ideas, reasons, and evidence, while teaching students to research, rehearse, and think logically.

Chair: Amanda Hartman, Teachers College, Columbia University, New York, New York

Presenters: Shanna Schwartz, Teachers College, Columbia University, New York, New York

Amanda Hartman, Teachers College, Columbia University, New York, New York

Liz Dunford, Teachers College, Columbia University, New York, New York

M.27 MIDDLE SCHOOL READERS: ENCOUR-AGING READERS TO TACKLE COMPLEX TEXTS WHILE RESPECTING READING IDENTITIES (M)Hynes Convention Center/Room 206, Level Two

These presenters will argue that middle school students need to be persuaded to read more complex texts and set goals for reading more books.

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Sunday, 11:30 a.m.–12:45 p.m. 219

Presenters: Sandra Wilde, Hunter College, The City Uni-versity of New York, New York, “Read More Books, Read Harder Books: Easing Middle-School Students into Text Complexity”

Anna Marie Bonafide, RCS Senior High School/University at Albany, New York, “Middle School Students and Their Read-ing Identity Perceptions”

M.28 THE ARTS AND WRITING IN LITERACY TEACHING (E)Hynes Convention Center/Room 101, Level One

Three presenters will discuss the arts and writing in literacy education. The first presenter will focus on a collaboration between an English language learner (ELL) teacher and art museum educators in an interactive school-museum pro-gram. The second presenter will discuss the use of improv to energize her students’ writing. The third presenter will describe an approach to grammar instruction that ad-dresses how published writers use grammar concepts in their own works.

Chair: Sara Egan, Isabella Stewart Gardner Museum, Boston, Massachusetts

Presenters: Sean Ruday, Longwood University, Farmville, Virginia, “The Grammar Toolbox: Grammar Instruction, the Common Core Language Standards, and Metacognition”

Miriam Kopelow, Hannah Senesh Community Day School, New York, New York, “From the Stage to the Page”

Sara Egan, Isabella Stewart Gardner Museum, Boston, Mas-sachusetts, “Visual Thinking Strategies and English Language Learners: The Power of Art to Build Key Communication Skills and Student Confidence”

M.29 I DON’T GET IT! HELPING STUDENTS RETHINK STRUGGLE (M–S)Hynes Convention Center/Room 202, Level Two

“I DON’T GET IT!” A familiar classroom lament! However, these presenters have come to believe that consciously engaging difficulty creates rich learning opportunities and the development of independence. Recently, they have reshaped their ideas about helping students struggle in their classrooms, and in this session they will offer specific lessons and strategies for reevaluating and rethinking your approach to classroom struggle.

Chair: Jennifer Ochoa, MS 324, Bronx, New YorkPresenters: Jennifer Ochoa, MS 324, Bronx, New YorkAlexandra Stumpf, Brooklyn School for Collaborative Studies,

New YorkPriscilla Thomas, Millennium Art Academy, New York, New

York

M.30 ETHICS AND FRIENDSHIP: (RE)INVENT-ING ENGLISH EDUCATION AND YOUNG ADULT LITERATURE (M–S–C)Hynes Convention Center/Room 209, Level Two

Using examples from various approaches to teaching young adult literature, these panelists will discuss ethics and friendship as a way to examine life and literature.

Chair: David Lee Carlson, Arizona State University, TempePresenters: Katherine Wilson, University of Wisconsin,

Milwaukee, “The Violence of Genre: Close Reading Atrocity Testimonies”

Meridith Kruse, New York University, New York, “Enabling Queer Perceptibility: Close Reading as Mode of Enchant-ment and Ethics”

David Lee Carlson, Arizona State University, TempeLee Abbott, University of Wisconsin, Milwaukee

M.31 READING IDENTITIES: CREATING SPACE FOR TRANSFORMATION (G)Hynes Convention Center/Room 309, Level Three

What are the implications of “reading” identity onto texts and bodies? How can educators create new spaces for students to negotiate complicated identities? In this ses-sion, educators will explore interplays between identity/ies, literacy/ies, and sociocultural and political factors that perpetuate and challenge how youth and adults understand themselves, others, and the worlds around them.

Chair: Sheridan Blau, Teachers College, Columbia University, New York, New York

Presenters: Karin Van Orman, Teachers College, Columbia University, New York, New York

Andrea Davis, Teachers College, Columbia University, New York, New York

Emily Bailin, doctoral student, Teachers College, Columbia University, New York, New York

Kelly Keane, Teachers College, Columbia University, New York, New York

M.32 I AM SOMEONE: REINVENTING TEACHING AND LEARNING IN A MULTILINGUAL COMMUNITY (G)Hynes Convention Center/Room 304, Level Three

These presenters will argue that lasting education renewal in urban public schools must be rooted in the communities they serve, because the community IS the classroom and must become a key aspect of developing a teaching force and creating curricula.

Presenters: Rayza Carrasco, Bread Loaf Teacher Network, Lawrence, Massachusetts


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Jineyda Tapia, Bread Loaf Teacher Network, Lawrence, Massachusetts

Lorena German, Bread Loaf Teacher Network, Lawrence, Massachusetts

Lou Bernieri, Bread Loaf Teacher Network, Andover, Massachusetts

Respondents: Dixie Goswami, Bread Loaf Teacher Network, Clemson, South Carolina

Django Paris, Michigan State University, East Lansing

M.33 CLOSE READING, CURATION, AND ANNOTATION IN A DIGITAL AGE (S)Hynes Convention Center/Room 306, Level Three

The presenters in this session will offer various creative and economical ways in which schools and teachers can offer digital spaces to students.

Presenters: Amanda Stearns-Pfeiffer, Oakland University, Rochester, Michigan, “(Re)Inventing the Annotated Bibliog-raphy: Two Economical Ways to Incorporate Digital Litera-cies in the Classroom”

Kenneth Martin, University of Maine, Orono, “Online Discus-sion in the Face-to-Face Classroom: Leveraging Technology to Foster Academic Conversation”

Scott Glass, Glenbrook South High School, Glenview, Illinois, “Curation: Narrating Knowledge in the Age of Information Overload”

Elizabeth Paushter, Dana Hall School, Wellesley, Massachu-setts, “Explain Everything Eyre: Bringing the 21st Century Reader into a 19th Century Novel, Using the iPad App to Explain Everything and the Novel Jane Eyre”

M.34 APPS FOR NONFICTION! (G)Sheraton Boston/Commonwealth Room, 3rd Floor

With the increased emphasis on nonfiction combined with the rise of “Bring Your Own Device” (BYOD) initiatives in schools across the nation, teachers and school leaders are seeking ways in which to transform learning for 21st century students. Presenters in this session will describe high-quality apps for teaching about nonfiction in K–12 classrooms.

Presenters: Lesley Colabucci, Millersville University of Pennsylvania, Millersville

Jennifer Shettel, Millersville University of Pennsylvania, Millersville, “Apps for Nonfiction”

M.35 RESEARCH DOESN’T HAVE TO HURT: AUTHENTICATING INQUIRY AND EX-PLORATION IN THE DIGITAL AGE (S)Sheraton Boston/Republic Ballroom B, 2nd Floor

Students dread research projects, even though they re-search informally for personal purposes all the time. These presenters will argue that it is time to put the teeth back into classroom research. Join them to discuss authentic research projects that will excite your students, without hijacking your course calendar—or burying you in a moun-tain of paperwork.

Presenters: Mary Patroulis, Fayetteville–Manlius High School, Manlius, New York

Francie Phelan, Fayetteville–Manlius High School, Manlius, New York

Kathleen Deeb, Fayetteville–Manlius High School, Manlius, New York

M.36 INNOVATIVE USES OF MEDIA AND TECHNOLOGY IN HIGH SCHOOL ENGLISH CLASSROOMS (S)Hynes Convention Center/Room 313, Level Three

These presenters will show how they engage secondary stu-dents using technology and new media. They will describe what happens when students write critiques of advertise-ments based on their own view of the world, how online resources other than Google can be used by students for research, and what happens when students design and cre-ate their own comics.

Presenters: Mitchell Nobis, Seaholm High School, Farming-ton, Michigan, “Creating Comics: The Visual Writer’s Craft”

Carolyn Fortuna, Franklin High School, Massachusetts, “On-line Persona Role Play: Advertisement Analysis”

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Sunday, 11:30 a.m.–5:30 p.m. 221

MeetingsNCTE Executive Committee Meeting11:30 a.m.–1:30 p.m.Hynes Convention Center/Room 300, Level ThreeChair: Ernest Morrell, Teachers College, Columbia

University, New York, New York

Research Foundation11:30 a.m.–4:00 p.m.Sheraton Boston/Dalton Room, 3rd FloorChair: Susi Long, University of South Carolina, Columbia

Assembly on Literature for Adolescents of NCTE—ALAN Executive Board Meeting2:00–3:00 p.m.Sheraton Boston/Exeter Room, 3rd FloorChair: Jeffrey Kaplan, University of Central Florida, Orlando

CCCC Executive Committee Retreat2:00–5:30 p.m.Sheraton Boston/Back Bay A, 2nd FloorChair: Chris Anson, North Carolina State University, Raleigh

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222 Sunday Afternoon, 1:00–2:45 p.m.

N Sessions1:00–2:45 p.m.

N.01 IT’S RIGOR, NOT RIGOR MORTIS: UNDERSTANDING RIGOR IN THE CLASSROOM (G)Hynes Convention Center/Room 206, Level Two

The Common Core State Standards focus on fewer but more rigorous standards. What does this mean in the class-room? What does rigor look like? How do we encourage rigorous thinking? How do we help students when the text (and the standards) are tough? Join these presenters as they share strategies and their thinking about this impor-tant topic.

Chair: Kylene Beers, educational consultant, The Woodlands, Texas

Presenters: Linda Rief, University of New Hampshire, Durham and Oyster River Middle School, Durham, New Hampshire, “Research, Reading, and Writing: Critical and Creative Thinking”

Kylene Beers, educational consultant, The Woodlands, Texas, “Understanding Rigor: What It Is and What It Isn’t and the Strategies That Help”

Robert E. Probst, Marathon, Florida, “What It Means to Read a Text Closely”

N.02 DIVING IN (HEADFIRST) TO DIGITAL LITERACY: REINVENTING YOURSELF AS A 21ST CENTURY ENGLISH TEACHER (S)Hynes Convention Center/Room 110, Level One

Research suggests that even though teachers of English recognize the importance of incorporating digital literacies into their classrooms, the majority have not achieved effec-tive integration. These presenters will argue that some-times the only way to move teaching practice forward is to jump headfirst into the unknown and experiment with new ways of approaching daily curriculum.

Chair: Kristen Turner, Fordham University, New York, New York

Presenters: Sheila Cooperman, Fordham University, New York, New York

Cara Stepanian, Fordham University, New York, New York John Falino, Dobbs Ferry High School, New YorkGerard Scheila, Clarkstown South High School, West Nyack,

New YorkRespondent: Troy Hicks, Central Michigan University, Mount

Pleasant

N.03 TECHNOLOGY BUFFET: STUDENT- CREATED TECHNOLOGIES FOR THE 21ST CENTURY STUDENT (M–S)Hynes Convention Center/Room 103, Level One

Teachers spend many hours finding examples of the content they teach. PowerPoints, pictures, posters, handouts, and videos are among the items searched for and created by teachers. These presenters contend that it is time for the students to become the teacher! They will discuss how to teach students to search, locate, and create multimedia technology presentations that emphasize the curriculum and meet the Common Core standards in many core areas such as speaking and listening, researching, and college and career readiness.

Presenters: Michele Markham, DVUSD, Phoenix, ArizonaKelly Romirowsky, DVUSD and MCCCD, Phoenix, ArizonaAnnie Williams, DVUSD, Phoenix, Arizona

N.04 BROWSING WITH INTENT: TEACHING DISTANT READING AS A 21ST CENTURY CRITICAL RESEARCH PRACTICE (C)Hynes Convention Center/Room 108, Level One

This presenter will combine the perspectives of a librarian and those of a first-year writing director at a major public university to explain the role that distant reading plays in the research process and how writing teachers and librar-ians can help cultivate digital distant reading skills.

Presenter: Laura Davies, United States Air Force Academy, Colorado Springs, Colorado

N.05 CREATING THE (UN)COMMON CORE: MAKER-CENTERED CONNECTED LEARNING IN ELA (S)Hynes Convention Center/Room 111, Level One

To meet CCSS outcomes more authentically, Tar River WP and a local high-needs high school are implementing curriculum that prompts students to explore their use of digital tools—through writing, research, “making,” and community engagement. Join this presenter to discover resources, experience a digital writing DIY/maker session, and practice assessing connected learning.

Chair: William Banks, East Carolina University, Greenville, North Carolina

Presenter: Stephanie West-Puckett, East Carolina University, Greenville, North Carolina

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Sunday Afternoon, 1:00–2:45 p.m. 223

N.06 GOING GRAPHIC: REAL GENRES, REAL TOOLS, REAL TEACHERS (E–M–S)Hynes Convention Center/Room 105, Level One

Does technology have you overwhelmed? Are you conflicted about the bells and whistles? And wondering how to ex-plore 21st century genres? This classroom demonstration will give you a safe place to interact with real visual and digital genres. The presenters will examine the visual and offer multiple differentiated technological strategies and artifacts for every experience level.

Presenters: Abby Aebischer, Poland Middle School, OhioMeg Silver, Columbiana Exempted Village Schools, OhioHaley Shaffer, Poland Middle School, Ohio

N.07 READING THE WORLD THROUGH JOURNAL WRITING: A FRAMEWORK TO CREATE CRITICAL THINKING AND EMPOWER STUDENTS (M–S)Hynes Convention Center/Room 104, Level One

How can we empower students to develop and share their ideas through writing and class discussions on a daily basis? In this interactive session, the presenters will examine how connecting a multigenre, multimedia response system in journals with a classroom community of learning shifts the role of journals to that of social justice.

Presenters: Stephanie Rollag, University of Minnesota, Minneapolis, “Reading the World through Journal Writing: A Framework to Create Critical Thinking and Empower Students”

Mary Moeller, Valley View Middle School, Minneapolis, Minnesota

N.08 REINVENTING AN ELEMENTARY SCHOOL WRITING PROGRAM DURING THE COMMON CORE ERA (E–C)Hynes Convention Center/Room 201, Level Two

The presenters on this panel will illustrate how a group of educators (classroom teachers, literacy coach, curriculum coordinator, and university researcher) in a university affiliated school worked together to reinvent the writing curriculum and instruction to improve students’ writing across content areas in alignment with the Common Core State Standards.

Presenters: Patricia Jacobs, University of Florida, Gainesville, “Differentiating Instruction for Struggling Writers”

Danling Fu, University of Florida, Gainesville, “Reinventing the School Writing Program in Alignment with the CCSS”

Ashley Pennypacker, P.K. Yonge Developmental Research School, Gainesville, Florida, “Writing in Social Studies and Science”

Macy Geiger, P.K. Yonge Developmental Research School, Gainesville, Florida, “A Writing Teacher’s Growth: Learning to Respond to Students’ Work with a Writer’s Eye”

N.09 LANGUAGE IN ACTION: TEACHER INQUIRY INTO SUPPORTING ALL STUDENTS’ ACADEMIC WRITING (M–S–TE)Hynes Convention Center/Room 102, Level One

How can English teachers use inquiry to promote equitable learning opportunities for their students? These presenters will explore implications from an action research group developed to target challenges faced in teaching academic writing in heterogeneous urban classrooms which include monolingual, Generation 1.5, and bidialectal students.

Presenters: Rachael Wenz, Von Steuben Metropolitan Sci-ence Center, Chicago, Illinois

Maja Teref, Von Steuben High School, Chicago, IllinoisMelinda McBee Orzulak, Bradley University, Peoria, Illinois

N.10 THE GAY AND LESBIAN CANON: TEXT SELECTION IN LGBT LITERATURE COURSES (M–S–C–TE)Sheraton Boston/Liberty Ballroom A, 2nd Floor

Sponsored by the Gay/Straight Educators’ Alliance, open to all

Presenters on this panel will discuss the rationales behind LGBT text selection at various grade levels—from middle school to higher education—and in teacher education programs.

Presenters: Craig Young, Bloomsburg University of Pennsylvania, Bloomsburg, “Moving beyond Content: Focusing on Quality in Queer Children’s Literature”

Lisa Hazlett, University of South Dakota, Vermillion, and Judith Hayn, University of Arkansas, Little Rock, “Teaching beyond the Canon: LGBT Young Adult Literature in the Curriculum”

John Pruitt, University of Wisconsin–Rock County, Janesville, “A Course without a Canon: LGBT Literature in the University Curriculum”

N.11 (RE)DESIGNING THE LITERACY CLASSROOM, COMMON CORE STYLE (E–M)Hynes Convention Center/Room 208, Level Two

In this interactive multimedia session, the presenters will show literacy classrooms that engage K–8 teachers and learners in best practices focusing on the power of lan-guage to change the trajectory of ELA education. Partici-pants will explore active, Common Core-aligned, learning environments that embed collaborative activities to enrich thinking and learning.

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Presenters: Debbie Diller, Debbie Diller & Associates Edu-cational Consulting, Houston, Texas, “Creating Redesigned, Active Literacy Environments to Promote Independence in Learning”

Carol Varsalona, West Babylon Schools, New York, “Effective Teachers as Change Agents in the Transformation of the Literacy Landscape”

N.12 NOTABLE CHILDREN’S BOOKS IN THE LANGUAGE ARTS (G)Hynes Convention Center/Ballroom A, Level Three

Sponsored by the Notable Children’s Books in the Language Arts Committee/Children’s Literature Assembly, open to all

The 2013 Notable Children’s Books in the Language Arts award-winning list will be shared by the committee who was charged with selecting these titles. Small group discus-sions with authors and illustrators will be included in this session of the Children’s Literature Assembly.

Chair: Tracy Smiles, Western Oregon University, MonmouthTradebook Authors: Cynthia Grady, William B. Eerdman’s

Publishing Company, Grand Rapids, MichiganLaurie Purdie Salas, Millbrook Press, Minneapolis, MinnesotaEliot Schrefer, Scholastic, Inc., New York, New YorkJacqueline Woodson, Penguin Young Readers Group, New

York, New YorkDiscussion Leaders: Barbara Ward, Washington State

University, PullmanShanetia Clark, Salisbury University, MarylandJean Schroeder, Tucson Unified School District, ArizonaPatricia Bandre, Baker University, Overland Park, KansasDonalyn Miller, O.A. Peterson Elementary School, Fort

Worth, TexasYoo Kyung Sung, University of New Mexico, Albuquerque

N.13 ENGLISH LANGUAGE LEARNERS’ LITERACY PRACTICES AND PERSPECTIVES (E–M–S)Hynes Convention Center/Room 305, Level Three

Four researchers will share their findings, challenges, and successes in studying deaf students, unaccompanied im-migrant children, and English language learners in several communities.

Chair: Karisa Peer, University of California, Los AngelesPresenters: Swati Mehta, Boston College, Massachusetts,

“Othered by English? Smothered by Spanish? Newcomer Immigrant Youth at a Newcomer High School”

Christina Dobbs, Boston University, Massachusetts and Harvard Graduate School, Cambridge, Massachusetts, and Jessica Scott, Harvard Graduate School of Education, Cam-bridge, Massachusetts, “‘Bad Boy Throw Rock Pop Balloon’: A Longitudinal Exploration of the Writing Development of Signing Deaf and Hard of Hearing Students”

Kristen Wilcox, University at Albany, New York, “Adolescent L1 and L2 Writers’ Stances toward Content-Area Writing: Results from the National Study of Writing Instruction”

Alexis Cullerton, University of Illinois, Chicago, “High-Stakes Literacy: The Literacy Practices of Unaccompanied, Un-documented Youth Detained in America”

N.14 BACK TALK STUDENTS: (RE)INVENTING THE FUTURE OF ENGLISH IN OUT-OF-SCHOOL SPACES (C–TE)Hynes Convention Center/Room 308, Level Three

Many black and brown urban youth participate in unique literacy practices in out-of-school spaces through book club literature, fashion, intersections of hip-hop and race, and genuinely honoring their own multiple literacies. In this interactive session, presenters will demonstrate/discuss practices of students as (re)inventors in their daily literacy practices.

Presenters: Carleen Carey, Michigan State University, East Lansing

Jamila Lyiscott, Teachers College, Columbia University, New York, New York, “#BeLoved: Healing, Affirmation, and Agency through the Engaging of Multiple Literacies”

Sherrae Hayes, Michigan State University, East Lansing, “S.W.A.G. = Style With a Goal: Exploring Fashion/Style as a Critical Literacy of Urban Black Youth”

Ashley Newby, Michigan State University, East Lansing, “Keeping Your Head Up: The Potential of Exploring Critical Race Theory through Hip-Hop”

N.15 INDEPENDENT READING, STUDENT COMPREHENSION, CLOSE READING, AS A PATH TO WRITING (E–M)Hynes Convention Center/Room 107, Level One

The process of close reading to determine the three levels of meaning—reading on the lines, between the lines, and beyond the lines—stretches students’ thinking, and allows them to discover themes through deep thinking that can be followed by supported writing. These presenters will show how teachers are using independent reading to en-courage close reading and foster comprehension.

Chair: Kelly Andrews-Babcock, Killingly Public Schools, Danielson, Connecticut

Presenters: Katharine Chamberlain, The University of Texas, Austin, and Rosalie Ip, Austin Independent School District, Texas, “The Power of Language and Teacher Flexibility: Re-sponding to and Developing Student Comprehension”

Sherry Sanden, Illinois State University, Normal, “Learning from the Teachers: Independent Reading in Today’s Elementary Classroom”

Kelly Andrews-Babcock, Killingly Public Schools, Danielson, Connecticut, “Close Reading Leads to Close Writing”

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Sunday

Sunday Afternoon, 1:00–2:45 p.m. 225

N.16 (RE)INVENTING ENGLISH: INSTRUC-TIONAL STRATEGIES FOR BUILDING ANALYTICAL SKILLS (E–M)Hynes Convention Center/Room 202, Level Two

Presenters in this session will provide insight and resources for building reasoning and thinking skills in all students.

Presenters: Joanne E. Marciano, Teachers College, Columbia University, New York, New York, “New Strategies for New Standards: How Youth Co-Researcher Projects Assist Stu-dents in Meeting Common Core Standards”

Melissa Parenti, St. John’s University, Queens, New York, “Comprehension of Informational Text: Shifting Along the Aesthetic and Efferent Continuum”

Barbara King-Shaver, consultant, Amherst, Massachusetts, “The Old Is New: Supporting the CCSS with Socratic Seminar”

N.17 THE COMMONWEALTH OF SHAKESPEARE (S)Hynes Convention Center/Room 204, Level Two

With Shakespeare, we travel back to the future. Present-ers in this session will integrate the Common Core and NCTE/IRA standards for literacy and the English language arts with the wealth of research on adolescent and media literacy, and chart a course to our students’ multimodal future through the Commonwealth of Shakespeare.

Presenters: Christina Porter, Revere Public Schools, Massachusetts

Mary Ellen Dakin, Revere Public Schools, Massachusetts

N.18 WRITING POSSIBLE SELVES: A COLLABORATIVE WRITING PARTNERSHIP BETWEEN LINGUISTICALLY DIVERSE 8TH GRADERS AND PRESERVICE TEACHERS (M–TE)Sheraton Boston/Gardner Room, 3rd Floor

Adolescents and preservice teachers are powerful allies in teaching and learning. Presenters in this session will share plans, outcomes, and observations relating to a semester-long writing partnership between linguistically diverse reading support 8th graders and teacher education students. The partnership uses old and new literacies to engage both groups in writing possible selves.

Presenters: Nichole Ehlers, Harrisonburg City School District, Virginia

Margot Zahner, Harrisonburg City School District, VirginiaBeth Lehman, Eastern Mennonite University, Harrisonburg,

Virginia

N.19 THE L. RAMON VEAL SEMINAR AND (RE)INVENTING ENGLISH TEACHER EDUCATION: THE RESEARCH AND PRACTICE OF ENGLISH EDUCATION GRADUATE STUDENTS (M–S–T)Sheraton Boston/Grand Ballroom, 2nd Floor

Sponsored by the CEE Graduate Strand, open to all 1:00–3:00 p.m.Veal participants have submitted their proposals and have

been matched with mentors.Co-chairs: Peter Smagorinsky, The University of Georgia,

AthensCindy O’Donnell, Colorado State University, Fort CollinsMichael W. Smith, Temple University, Philadelphia, PennsylvaniaIn this wide-ranging roundtable session, English education

graduate students from across the nation will lead round-tables related to their teaching and research. Attendees are invited to join the conversations and learn more about the important work being carried out.

Co-chairs: Luke Rodesiler, University of South Florida, Tampa

Mackenzie Selland, Utah State University, OremAssociate Chair: Robert Petrone, Montana State University,

Bozeman

Table Number Roundtable Leaders and Topics

1 Amy Piotrowski, Katie Rybakova, and Ellie Harper, Florida State University, Tallahas-see, “Teaching Controversial Young Adult Literature with the Common Core,” and Stephanie Shelton, The University of Georgia, Athens, “Rites of Passage or Teacher Bullying? The Experiences of New Teachers Who Advocate for LGBTQ Students”

2 Kristin A.K. Sovis, Western Michigan University, Kalamazoo, “The Secondary Writing ‘Methods’ Course: An Intersec-tion of English Education and Composi-tion Studies,” and Lindy Johnson, The University of Georgia, Athens, “Writing Remixed: Preservice Teachers and Multi-modal Composition”

3 Christina Succar, University of South Florida, Tampa, “The 21st Century Shift in U.S. Demographics Calls for Cultur-ally Relevant Pedagogy in Education,” and Erica Womack, The Ohio State University, Columbus, “Exploring Issues of Literacy, Power, and Progress in English Education”


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4 Emily A. Nemeth, The Ohio State Univer-sity, Columbus, “Exploring Critical-Ser-vice Learning in a Ninth Grade English Classroom: Theories of Learning, Forms of Participation, and the Role of Literacy,” and Christina L. Ivanova, Indiana Univer-sity, Bloomington, “Weaving Spirituality and Artifactual Literacies: A Case Study”

5 Christine Gentry, Teachers College, Co-lumbia University, New York, New York, “Speak, Memory: Oral Storytelling in the English Classroom,” and Ileana Cortes Santiago, Purdue University, West Lafay-ette, Indiana, “Preservice English Teachers: Exploring Music to Support Culturally and Linguistically Diverse Learners”

6 Sarah Marie Rutter, University of Illi-nois, Chicago, “Planning with Imaginary Students in Mind: Preservice English Teachers and the Problem of Knowledge Construction,” and Connor Warner, University of Kansas, Lawrence, “Percep-tions of Teaching Excellence in Preservice Teachers: A Qualitative Case Study”

7 Benjamin A. Boche, Purdue University, West Lafayette, Indiana, “Making Sense of Multiliteracies: Beginning English Teach-ers’ Understandings of and Experiences with Multiliteracies,” and Misty Horning and Heather Dahl, University of New Mexico, Albuquerque, “Reading and Cre-ating through Seamless Literacy”

8 Sarah J. Donovan, University of Illinois, Chi-cago, “Confronting Modernity in the Eng-lish Classroom,” and Karen A. LaBonte, Teachers College, Columbia University, New York, New York, “Where in the Web Are We? Locating English in the Shifting Epistemologies of the Digital Age”

9 Marcelle Mentor, Teachers College, Co-lumbia University, New York, New York, “Teach for America (TFA) Alternative Teacher Preparation and Certification: Are We Sending the Under-Prepared for the Under-Served,” and Christy Doherty-McDowell, Western Michigan University, Kalamazoo, “(Re)Inventing the Methods Course: Moving beyond Exemplar Texts toward Mentor Texts”

10 Nigel Wateron, Montana State University, Bozeman, “The National Writing Project and Teacher Leadership in Montana,” and Danielle Filiipiak, Teachers College, Co-lumbia, University, New York, New York, “‘Messages from Outer Space(s)’: Using Critical Community Research and Digital Media Tools in a High School English Classroom to (Re)Imagine Narratives of Self and Community”

11 Kelli Sowerbrower, Georgia State Uni-versity, Atlanta, “Teaching School: English Teachers’ Classroom Experiences during Three Eras of Educational Reform,” and Briana Barnett, doctoral student, Western Michigan University, Kalamazoo, “Migrant Teachers and the Nature of Transitory Education”

Respondents: Table 1: Mark A. Lewis, Loyola University, Baltimore, Maryland

Table 2: Leah Zuidema, Dordt College, Sioux Center, IowaTable 3: Robert Petrone, Montana State University, BozemanTable 4: Jory Brass, Arizona State University, TempeTable 5: Jim Fredricksen, Boise State University, IdahoTable 6: Mackenzie Selland, Utah Valley State University,

OremTable 7: Nicole P. Sieben, Adelphi University, Garden City,

New York and Hofstra University, Hempstead, New YorkTable 8: Allen Webb, Western Michigan University, KalamazooTable 9: Luke Rodesiler, University of South Florida, TampaTable 10: Brian Charest, University of Illinois, ChicagoTable 11: Alan Brown, Wake Forest University, Winston-

Salem, North CarolinaSophia Tatiana Sarigianides, Westfield State University,

Massachusetts

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Sunday

W.15 TRANSFORMATIVE LITERACY LEADER-SHIP AND LEARNING (G)

Annual Convention of the Conference on English Leadership

Hynes Convention Center/Room 210, Level Two

1:30–5:00 p.m.

CEL Chair: Heather Rocco, Chatham High School, New Jersey

CEL Associate Chair: Wanda Porter, Kailua, HawaiiKeynote Speakers: Donalyn Miller, O.A. Peterson

Elementary School, Fort Worth, TexasTroy Hicks, Central Michigan University, Mount PleasantEric Sheninger, New Milford High School, Bergen County,

New JerseyMeenoo Rami, Science Leadership Academy, Philadelphia,

Pennsylvania

Social Hour for CEL Workshop Participants5:30–6:30 p.m.Hynes Convention Center/Room 208, Level Two

Everyone registered for the CEL Convention is invited to this event, to renew acquaintances and make new friends and meet the candidates for elective office in CEL.

CEL WorkshopSunday: 1:30–5:00 p.m.

Monday: 8:00 a.m.–5:00 p.m.Tuesday: 8:00 a.m.–2:00 p.m.

Hynes Convention Center/Room 210, Level Two

The Annual Convention of the Conference on English Leadership will begin this year with the opening workshop on Sun-day afternoon from 1:30–5:00 p.m., followed by the get-acquainted social hour at 5:30 p.m. The Convention will continue on Monday with breakfast at 8:00 a.m. and a series of workshops until 5:00 p.m. In addition to general sessions featuring speakers, the CEL program will include a variety of panel discussions, workshops, and other presentations as well as ample time at social functions and between sessions for conversation among participants.

Donalyn Miller Troy Hicks Eric Sheninger Meenoo Rami

Sunday Afternoon/Evening, 1:30–6:30 p.m 227

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Other MeetingsSection Steering Committee Meetings2:00–5:00 p.m.

Elementary SectionSheraton Boston/Boardroom, 3rd FloorChair: Sandra Wilde, Hunter College, The City University of

New York, New York

Middle Level SectionSheraton Boston/Kent Room, 3rd FloorChair: Sara Kajder, Shady Side Academy Middle School, Fox

Chapel, Pennsylvania

Secondary SectionSheraton Boston/Beacon C, 3rd FloorChair: Jocelyn Chadwick, Harvard University, Cambridge,

Massachusetts


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sunday november 24 - nctesunday sunday morning/afternoon 197 sunday november 24 registration and...

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