B SESSIONS — 11:00 A.M.–12:15 P.M.
B.12 On Being Heard: Using Nonfiction to Engage, Empower, and Encourage
E ROOM: A-210/211 (GCCC, UPPER LEVEL)
Connections require being heard, and being heard leads to feeling empowered. Join us as we share strategies that encourage connections students can make with the texts they read and write, with their peers, and with their teachers. These strategies encourage collaboration, inquiry, and the close reading of nonfiction while moving students from engagement to empowerment.
Session Chair: Islah Tauheed Presenter: Stephanie Harvey, Stephanie Harvey Consulting, “From Inquiry to Empowerment”
Respondent: Kylene Beers,
Beers.Probst Consulting
B.13 Reading Rural Environmentalism: Connections between People and Place in Rural Literature and Secondary ELA
TE S
C ROOM: A-226 (GCCC, UPPER LEVEL)
Sponsored by the ELATE Commission on Climate Justice, Inquiry, and Action
This session will feature a conversation between environmental literacy scholars and rural YA authors that focuses on nuanced understandings of the connections between rural people and the environment. It seeks to foster critical literacies of ecology and place in secondary ELA and teacher preparation classrooms.
Presenters: Russell Mayo, Chicago Public Schools
Jacqueline Yahn, Ohio University Eastern Tradebook Authors/Illustrators: Nora Shalaway Carpenter, Candlewick Press/Hachette Book Group
Nasugraq Rainey Hopson, Macmillan Respondent: Chea Parton, Purdue University
B.14 Situating Persuasive Communication in Real- World Contexts
C TE ROOM: A-222/223 (GCCC, UPPER LEVEL)
The session explores the understanding and application of collaborative learning coupled with analytical literacy to embrace various contexts. The panelists examine evidence-based instruction rooted in intercultural rhetoric that accentuates collaborative learning and community literacy to ensure the students evolve as a solution team and are chiseled to handle issues with analysis and persuasion.
Presenters: Barbara Green, Purdue University Michael Keathley, Purdue University Ritu Sharma, Purdue University
B.15 Supporting Students’ Social Justice Literacies with Comics, Graphic Novels, and Anime
G TE ROOM: B-243–245 (GCCC, UPPER LEVEL)
Comics, graphic novels, and anime can be used to reposition educators’ conceptions of knowledge, curriculum, and the reading and composing processes. In this panel, six teacher educators share work from K–20 classrooms and out-of-school spaces, exploring together how comics’ semiotic, rhetorical, and storytelling possibilities support students’ emergent social justice literacies.
Presenters: Suriati Abas, SUNY Oneonta, “Critical Multimodal Literacy Practices in Student-Created Comics”
Michael Dando, St. Cloud State University, “Hear Us Roar: Creating Comics for Civic Engagement and Critical Literacy”
Beth Krone, “Repurposing Problematic Memes in a Middle School Superhero Storytelling Project”
David Low, Fresno State University René M. Rodríguez-Astacio, “Using Superhero Comics to Explore Transitions with Readers”
Francisco Torres, Kent State University
B.16 Teaching and Learning Indigenous Languages: Two Bilingual Book Projects ROOM: A-110/111 (GCCC, MAIN LEVEL)
E
This presentation reports on two Indigenous book-making projects. In Taiwan, we explore the implementation of a Atayal Indigenous book in Taiwanese classrooms and explore the instructional practices used in two classrooms. In South Carolina, we examine the ways in which one tribal community uses Cherokee language books in tribal and community spaces.
Presenter: Catherine Compton-Lilly, University of South Carolina
B.17 They Say It’s Radical, I Say It’s Equitable: How to Take the First Steps toward a Reflective (Un)Grading System
M S
ROOM: A-112/113 (GCCC, MAIN LEVEL)
Students’ grades impact how they connect with us, their caregivers, and their sense of self. Building on the work of Sarah Zerwin and others, this session outlines how we moved ungrading from a book study to the classroom. This is the session we wished for when we first realized how silly it is to quantify one student’s learning as 88% and another’s as 90%—but didn’t know what to do about it.
Presenters: Liz Campbell, Howard County Public School System Allyssa Graham, Moravia High School Jolene Heinemann, Oak Park and River Forest High School Jeanette Swank, Ellicott Mills Middle School
54 2023 NCTE ANNUAL CONVENTION PROGRAM
THURSDAY, NOVEMBER 16
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