POSTER SESSIONS — 12:00–2:00 P.M.
More than Windows or Mirrors, Books Can Be Crystals, Too!
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Culturally relevant young adult literature can act as windows allowing readers to peer into another person’s world or act as mirrors that reflect their own experiences. However, recent research shows that books can also act like prismatic crystals, allowing students to appreciate their own culture and those of others in a whole new light. Culturally relevant texts can broaden and deepen the understandings of our students like a prismatic crystal can take a single beam of light and refract it into a beautiful rainbow of colors.
Presenter: Amy Cattapan, Lincoln Hall Middle School
Let’s Talk about Talk: Conversational Turns in Early Childhood
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This poster session will provide graphics and information about coaching rounds with 4K teachers and their students as they participated in LENA Grow. LENA Grow is a nonprofit professional development experience designed to bring about more equitable opportunities for all children to develop oral language. A brochure will be provided about the power of talk in literacy development.
Presenter: Becky McCraw, Limestone-Central Elementary
Diverse Experiences in Children’s Literature: Langston Hughes
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Providing students encounters with diverse books is an important endeavor, and Langston Hughes- themed picture books can serve as one avenue for successfully incorporating diverse literature into elementary literacy instruction. Using the methods of qualitative content analysis (Schreier 2014) this study investigates the ways in which Langston Hughes and his literature have been incorporated into children’s picture books and outlines the potential benefits of using these themed texts with elementary students. The findings of this research present specific literary texts for teachers to incorporate into their classrooms and discusses the unique opportunities these picture books can provide young readers and writers.
Presenters: Bethany Lewis
From Where They Sit: Students’ Experiences of School-Based Writing
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Understanding how students experience school- based writing provides educators with valuable insights that can inform literacy instruction. In this poster session, we present findings from our research into how sixth graders and first-year college writers understood and experienced the writing asked of them in their respective classrooms and schools. Our research aims to spark conversations about how school-based writing can honor and support the literacy networks, both within and beyond the classroom, that connect students to themselves, others, and the world.
Presenters: Laura Dacus, University of Tennessee, Chattanooga Allison Dempsey, Farragut Middle School, Knoxville, TN
Integrated Vocabulary Studies in Literacy Instruction G TE
Integrating vocabulary studies in literacy instruction can help students, particularly ELLs, develop academic language and improve comprehension. We share a research-based, culturally responsive vocabulary study cycle to illustrate the why and how this integrated approach works to support academic language development. Participants will take away ideas to enliven their vocabulary instruction.
Presenters: Yang Hu, CUNY Hunter College Nancy Ivanovic, Public School 212, New York City Department of Education
Framing Changes in Contested Spaces: Opportunities and Constraints for Preservice ELA Teachers during Student Teaching
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This poster examines how ELA student teachers framed changes they tried to make to enact principles of justice and equity. Explore the specific strategies the student teachers enacted, which include (a) morally reframing their choices to align with their mentor teachers’ values, (b) eliciting mentor thinking with critical questions, and (c) quiet noncompliance.
Presenter: Christopher Kingsland, University of Michigan, Ann Arbor
102 2023 NCTE ANNUAL CONVENTION PROGRAM
FRIDAY, NOVEMBER 17
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