bluuebunny/crossref_metadata_2025 huggingface dataset:
The New Science of Fighting Silent Heart Disease
Authors: Karpman, Harold L.
Published: February 2024

On average, 50% of all heart attacks are silent – that is, they are painless and leave behind damage that remains undetected – unless the patient and his or her doctor are looking for it. Silent heart disease is a significant cause of sudden death – American’s number one public health problem with more than 600,000 sudden deaths and 1.5 million heart attacks occurring in the U.S. each year.

This book tells you everything you need to know in the order to detect and treat this silent killer. Written by a celebrated cardiologist who has successfully treated thousands of patients in his career spanning 50 years, it offers practical advice for all readers and provides insight into a type of asymptomatic cardiac condition that affects almost half of all those afflicted with heart disease.
Beyond Books
Authors: Carson Jenn
Published: February 2024

Beyond Books: Adult Library Programs for a New Era takes us out of the stacks and past the traditional walls of the library to reach underserved and overworked adults in our communities -- adults who might not think they need the library in their lives.

Readers are introduced to the concept of adult programming through a multifaceted approach based on a solid foundation of behavioral science, real-life library experience, and data on current trends in libraries and other institutions. This book posits that offering diverse adult programs is an important catalyst for fostering community connection and individual wellness, and that no librarian needs to deliver them alone. Partnerships are not only helpful; they are essential to preventing librarian burnout.

Themes of the book center on passive versus active programs, the importance of intergenerational involvement, and programs that touch a variety of topics divided by the following sections:

Food & Drink,

Arts & Crafts,

Books & Writing,

Technology & Media,

Health & Wellness,

Business & Finance, and

Nature & Gardening.

This book provides clear, step-by-step models and strategies for delivering adult programs (both in-person and online), including where to find funding, getting administrative and municipal buy-in, creating partnerships in the community, addressing possible legal issues, marketing tactics, training staff and volunteers, and how to evaluate programs.

Whether you’re a student, a brand new recruit, or a seasoned public or academic librarian, there will be something in this book to inspire you to move your adult library programs beyond book clubs (without losing those too!).
Tin Oxide Materials for Industrial Wastewater Treatment: Promising Adsorbents and Catalyst
Authors: M. Chauke Nyiko , C. Raphulu Mpfunzeni
Published: February 2024

Tin oxide (SnO) materials have gained significant attention in recent years for their potential application in industrial wastewater treatment. This abstract provides an overview of the use of SnO materials in various treatment processes and their effectiveness in removing pollutants from wastewater. SnO materials exhibit excellent adsorption and catalytic properties, making them suitable for the removal of various contaminants, including heavy metals, organic compounds, and dyes. The unique surface chemistry and high surface area of SnO nanoparticles enable efficient adsorption and reaction with pollutants, leading to their successful removal from wastewater. Additionally, SnO-based photocatalysts have shown promising results in the degradation of organic pollutants under ultraviolet (UV) light irradiation. Moreover, SnO materials can be easily synthesized, and their surface properties can be tailored by controlling the synthesis parameters, such as particle size, morphology, and doping. However, challenges still exist in terms of cost-effectiveness, long-term stability, and large-scale implementation of SnO materials in wastewater treatment processes. Further research and development efforts are necessary to optimize the performance of SnO materials, enhance their stability, and address their limitations for practical application in industrial wastewater treatment systems. Overall, SnO materials hold great potential as effective adsorbents and catalysts for pollutant removal, contributing to the advancement of sustainable wastewater treatment technologies.
Pengaruh Pembuatan Konten Video Terhadap Penjualan Di B21 Digital Printing
Authors: Syahansyah Dzaka Zaki , Rini Hesty Prima
Published: February 2024

The purpose of this research is to provide an explanation of the marketing approach used by B21 Digital Printing. This approach provides an opportunity to utilize the MetaAds movie promotion platform to increase sales. By utilizing MetaAds as a marketing tool, B21 Digital Printing was able to achieve higher customer acquisition rates. This was achieved by consistently expanding audience reach through the utilization of enlightening and challenging video content.  The information displayed here shows that the utilization of MetaAds as a digital platform for advertising produces high-quality results, which in turn validates the effectiveness of the video advertising strategy that B21 Digital Printing uses to facilitate the acquisition process of its portfolio of business opportunities.
Influencia de la estadística y la planificación estratégica en la toma de decisiones en la Universidad Especializada de las Américas, Panamá
Authors: Castillo Neila , Ferro Azcona Hakna
Published: February 2024

La planificación estratégica en la educación superior destaca la estadística como vital para decisiones basadas en evidencias. El objetivo del estudio fue determinar la influencia de la cultura estadística en la planificación estratégica llevada a cabo por los directivos de Universidad Especializada de las Américas (UDELAS) para la toma de decisiones.  La investigación se clasificó como cuantitativa, descriptiva y no experimental, con una muestra de 40 directivos de UDELAS. Se utilizó como instrumento el cuestionario para recopilar los datos. El estudio mostró que un aumento del 51,1 % en la cultura estadística se relaciona directamente con una mejora similar en la planificación estratégica. Esta relación respaldada por una correlación positiva, directa y moderada, evidenciada por un coeficiente de correlación de Spearman de 0.5751618. El trabajo concluyó que la cultura estadística influye positivamente en la planificación estratégica llevada a cabo por los directivos de la UDELAS, facilitando la toma de decisiones.
Pengaruh Digital Marketing, Brand Image dan Brand Trust terhadap Purchase Intention Smartphone Apple
Authors: Fitrawan Putro Ilyas , Vandayuli Riorini Sri , Nicolas Aldo Pascalis
Published: February 2024

Pada era 4.0 saat ini perkembangan teknologi sudah sangat cepat, tidak bisa di pungkiri bahwa banyak pabrikan smartphone yang berlomba-lomba untuk mengeluarkan produk terbaiknya mulai dari brand terkenal di dunia seperti Samsung, Apple, Oppo, Vivo, Xiaomi, Sony dan masih banyak lagi brand lainnya. Penelitian ini menggunakan pendekatan kuantitatif, yaitu merupakan suatu cara yang digunakan untuk menjawab masalah penelitian yang berkaitan dengan data berupa angka dan program statistik. Penelitian ini merupakan penelitian survey dengan metode penelitian kuantitatif. Berdasarkan hasil dari faktor loading pada tabel 1, menunjukkan bahwa nilai rata-rata (mean) dari kesembilan item pernyataan variabel HRM Practices sebesar 4,14 yang berarti rata-rata persepsi karyawan setuju akan HRM Practice pada flight attendents maskapai penerbangan Indonesia menunjukkan bahwa item dengan Cronbach's alpha rendah <= 0,60 dan factor loading < 0,40 harus dihilangkan Seperti yang ditunjukkan pada Tabel 2, koefisien alfa Cronbach dan semua muatan item menghasilkan hasil yang diharapkan. Uji validitas dan reliabilitas dilakukan. Berdasarkan hasil penelitian dan pembahasan pada bab sebelumnya, maka dapat diberikan kesimpulan sebagai berikut: Digital Marketing berpengaruh positif terhadap minat beli. Brand image berpengaruh positif dan signifikan terhadap brand trust sepatu Smartphone Apple
Evaluation of a Deep Learning Model for Metastatic Squamous Cell Carcinoma Prediction From Whole Slide Images
Authors: Abe Makoto , Kanavati Fahdi , Tsuneki Masayuki
Published: February 2024

Context.—

Squamous cell carcinoma (SCC) is a histologic type of cancer that exhibits various degrees of keratinization. Identifying lymph node metastasis in SCC is crucial for prognosis and treatment strategies. Although artificial intelligence (AI) has shown promise in cancer prediction, applications specifically targeting SCC are limited.

Objective.—

To design and validate a deep learning model tailored to predict metastatic SCC in radical lymph node dissection specimens using whole slide images (WSIs).

Design.—

Using the EfficientNetB1 architecture, a model was trained on 6587 WSIs (2413 SCC and 4174 nonneoplastic) from several hospitals, encompassing esophagus, head and neck, lung, and skin specimens. The training exclusively relied on WSI-level labels without annotations. We evaluated the model on a test set consisting of 541 WSIs (41 SCC and 500 nonneoplastic) of radical lymph node dissection specimens.

Results.—

The model exhibited high performance, with receiver operating characteristic curve areas under the curve between 0.880 and 0.987 in detecting SCC metastases in lymph nodes. Although true positives and negatives were accurately identified, certain limitations were observed. These included false positives due to germinal centers, dust cell aggregations, and specimen-handling artifacts, as well as false negatives due to poor differentiation.

Conclusions.—

The developed artificial intelligence model presents significant potential in enhancing SCC lymph node detection, offering workload reduction for pathologists and increasing diagnostic efficiency. Continuous refinement is needed to overcome existing challenges, making the model more robust and clinically relevant.
Kwame Alexander: Pied Piper of Poetry
Authors: Aronson Deb
Published: February 2024

Kwame Alexander is the author of 18 books, and his book The Crossover is a a 2015 Honor Book for the first-ever NCTE Charlotte Huck Award. Alexander will participate in several sessions at the upcoming NCTE Convention.
Standing Up for YA Literature
Authors: Aronson Deb
Published: February 2024

Jennifer Buehler believes “good things happen when teens read YA lit.”
Antero Garcia: Always Stretching
Authors: Aronson Deb
Published: February 2024

A conversation with Antero Garcia, a founder of SLAM, the NCTEStudies in Literacies and MultimediaAssembly.
Why Grammar?
Authors: Collier’s Lorna
Published: February 2024

A new take on grammar instruction shows students—and student teachers—why it’s relevant.
Afterthoughts from the CCCC Associate Chair
Authors: Calhoon-Dillahunt Carolyn
Published: February 2024

CCCC Associate Chair Carolyn Calhoon-Dillahunt reflects on the keynote address presented by Jose Antonio Vargas at the 2017 CCCC Convention.
Four Keys to Success for What Can Seem like an Unmanageable Job
Authors: Penniman Bruce
Published: February 2024

NCTE member Bruce Penniman wrote Building the English Classroom with the goal of sharing strategies he had found successful for managing “what often seems like an unmanageable job.” This full-page infographic highlights four key words that he says have guided him throughout his career.
Renewal, Unidos
Authors: Kirkpatrick Emily
Published: February 2024

A greeting from NCTE Executive Director Emily Kirkpatrick
“White Guys Who Send My Uncle to Prison”: Going Public within Asymmetrical Power
Authors: Kuebrich Ben
Published: February 2024

Examining the context and production of a community publication, I Witness: Perspectives on Policing in the Near Westside, this essay analyzes the ways in which local neighborhood authors situate themselves rhetorically when engaging with police issues within conditions of asymmetrical power. Furthermore, it describes the collective processes neighborhood residents used to empower their perspectives. The essay applies this case study to debates over open-hand and closed-fist rhetorics and the roles of scholars as sponsors to such rhetorical forms.
Strategic Disingenuousness: The WPA, the “Scribbling Women,” and the Problem of Expertise
Authors: Halpern Faye
Published: February 2024

We in composition studies have countered the suspicion that what we do is “simplistic in method and impoverished in content” by insisting on our own disciplinary expertise, an insistence that has gained us administrative support and, arguably, better working conditions. Yet this article explores a problem that arose for the author as a result of her own insistence on disciplinary expertise: she had great difficulty recruiting faculty from other disciplines to teach first-year writing classes. This article suggests a solution to this problem, a strategic disingenuousness derived from the strategy developed by popular sentimental women authors of nineteenth-century America to counter the disciplinary expertise of professional male orators and rhetoricians, who looked down on the untrained speaker. The stance of strategic disingenuousness that this article advocates is more radical than the denial of expertise touted by recent scholarship in WAC and WID: it requires WPAs to withhold their expertise in the absence of any assurancethat the faculty they are training already have within themselves the knowledge they need to teach writing. An admittedly inefficient and often exasperating stance, it nonetheless represents a way for WPAs to entice faculty to teach writing and build a strong community with them.
Review Essay: Validation: The Pursuit
Authors: Elliot Norbert
Published: February 2024

Reviewed: Standards for Educational and Psychological Testing, 6th ed.
“Is College Worth It?” Arguing for Composition’s Value with the Citizen-Worker
Authors: Bolig Chase
Published: February 2024

This article demonstrates that the terms of the debate over whether college is “worth it” undermine composition’s mainstay arguments for relevance. In light of students’ market-driven motivations, the article posits a citizen-worker perspective in composition that refuses the compartmentalization of economic, cultural, and civic functions of college.
When Writing Becomes Content
Authors: Dush Lisa
Published: February 2024

This essay explores content, a word and concept now often associated with writing in fields including marketing, journalism, publishing, and technical communication. Ipresent a definition of content appropriate to writing studies and explore a range of issues and practices that the content metaphor can bring to our professional, scholarly, and pedagogical attention.
Subverting Crisis in the Political Economy of Composition
Authors: Scott Tony
Published: February 2024

In an era of normative austerity in US higher education, composition is being transformed by budget cuts, retrenchment, and marketization. Nevertheless, the fieldâ€™s scholarship continues to compartmentalize questions concerning the material terms of practice away from questions of curricular philosophy. Because composition has not developed a deliberate, sustained inquiry into how scholarship and teaching are being shaped by the perpetual crisis of austerity economics, we are compelled to adopt myopic and reactionary stances toward our work. As a means of subverting compositionâ€™s perpetual crisis, Scott advocates disciplinary work that not only imagines new, globally focused, and politically conscious curricula but also actively pursues the creation of the work and learning environments that are necessary for their successful realization.
The Indianapolis Resolution: Responding to Twenty-First-Century Exigencies/Political Economies of Composition Labor
Authors: Cox Anicca , Dougherty Timothy R. , Kahn Seth , LaFrance Michelle , Lynch-Biniek Lynch
Published: February 2024

Since the adoption and subsequent fade of the Wyoming Resolution, we have seen the political economy of writing instruction change remarkably. Certainly, composition studies’ disciplinary viability seems more solid, but the proportion of contingent writing teachers has increased to almost 70 percent. The authors of this article attribute these trends to “neoliberal creep” and attempt to think through their effects on our work and our students.
“It’s Like Writing Yourself into a Codependent Relationship with Someone Who Doesn’t Even Want You!” Emotional Labor, Intimacy, and the Academic Job Market in Rhetoric and Composition
Authors: Sano-Franchini Jennifer
Published: February 2024

Drawing on forty-eight interviews with individuals who participated on the academic job market in rhetoric and composition between 2010 and 2015, this essay shows how conceptualizing the academic job search as an intimate endeavor can offer insights for understanding the rhetorical production of affective binds within institutional contexts.
Doing Translingual Dispositions
Authors: Lee Jerry Won , Jenks Christopher
Published: February 2024

Translingual dispositions, characterized by a general openness to plurality and difference in the ways people use language, are central for all users of English in a globalized society, and the fostering of such proclivities is an imperative to the contemporary composition classroom. In this article, we analyze student writing that emerged from a global classroom partnership between a US university and a Hong Kong university designed to facilitate the fostering of translingual dispositions. We show that an examination of writing provides a window into the varied ways in which students negotiate their linguistic identities and construct their ideological commitments to language difference. Although composition can become a space that facilitates opportunities for students to “do” translingual dispositions, these dispositions are constitutive of a constellation of highly complex sociocultural issues and experiences and therefore cannot be expected to be articulated in a preconceived and uniform manner.
“Between the Eyes”: The Racialized Gaze as Design
Authors: Hum Sue
Published: February 2024

Given the ubiquity of images and, implicitly, the habits of looking that influence the production of those images for both representation and communication, English studies requires a theory of Design that better accounts for dominant perceptual habits that function both to constrain acts of choice making and to restrict the repertoire of available resources. This article contributes to that agenda by focusing on one perceptual habit: the racialized gaze, a dominant cultural habit for perceiving race-related visual phenomena. Employing a fascinating take on the political cartoons of the nineteenth-century artist Thomas Nast as “racialized design,” Hum uses this work to complicate the idea of both design and gaze for students and teachers of visual rhetoric today. Specifically, she argues, among other points, that “the racialized gaze as Design provides a valuable theoretical framework for visual rhetoric, exegesis, and cultural analysis by directing our attention to how designers may unwittingly sustain practices of racialization and perpetuate racially based sociocultural exclusions”
Review: Reproductive (In)Capacities: New Perspectives on Pregnancy, Maternity, Sexual Autonomy, and Gender
Authors: Adams Heather Brook
Published: February 2024

The four titles that Adams discusses include scholarship from women's and gender studies, communication, and media studies, highlighting how the titles generate productive questions using those fields’ intersections with English studies’ own borders and emerging conversations and also allows that productive reimagining of a topic, both through its relationship with rhetoric and through an analytical melding of the familiar with the new. Adams’s review brings into focus how in representations and theories of pregnancy, birth, and motherhood, “power articulates to reproductive capacities through rhetorics of risk, responsibility, fitness, and choice” (pp. 275–276) She argues that these four titles provide “numerous examples of how these terms rhetorically shape understandings of our own biology, perceptions of possibility and impossibility related to sexuality, and the ability to recognize how notions of autonomy might be enmeshed within larger contexts and systems beyond our direct control” (276).
Rhetoric, Mathematics, and the Pedagogies We Want: Empowering Youth Access to Twenty-First Century Literacies
Authors: Feigenbaum paul
Published: February 2024

As the people most directly harmed by standardized education, students must lead both local and national fights for progressive, alternative pedagogies. This article exhorts writing teachers to help cultivate youth agency by establishing a Rhetoric Project in concordance with the Algebra Project, which employs mathematics literacy and community organizing as tools for promoting quality education. Specific Rhetoric Project efforts can include building cultures of rhetorical literacy and updating traditional organizing methods for twenty-first-century contexts. The Rhetoric Project is framed as an initial step toward a potential interdisciplinary alliance of writing and mathematics teachers and students.
Translingual and Decolonial Approaches to Meaning Making
Authors: Cushman Ellen
Published: February 2024

Emancipatory projects that have sought to change paradigms of knowledge making in English studies have fallen short of addressing the imperialist underpinnings of modernist thought. This essay defines three key aspects of translingual approaches to composition and rhetoric (i.e., languaging, translating, and dwelling in borders) that can potentially involve scholars and students in meaning making that attempts to level linguistic and knowledge hierarchies that always index imperialist legacies of thought and deed.
The Rhetoric of Translingualism
Authors: Gilyard Keith
Published: February 2024

Keith Gilyard's contribution offers a bracing response to the symposium and the larger body of work identified with "translingual." Identifying the emergence of translingual perspectives with a long tradition in composition (and beyond) combating monolingualist ideology, he cautions against temptations to turn translingual theory's insistence on difference as the norm of language practice into a flattening of all difference through abstraction that elides the negotiation of differences in power from communicative practice, a removal that would lead to overlooking which differences in language have what effects on whom. Gilyard's response and this symposium as a whole show how "translingualism" can, might, and needs to be always put to work.
Review: Where in the World is the Writing Program? Administering Writing in Global Contexts
Authors: Logan Shirley Wilson
Published: February 2024

In this review, the author discusses two books that attend to the variety of ways in which the geography of a writing program affects how writing is managed and taught.
“The video was what did it for me”: Developing Meta-Awareness about Composition across Media
Authors: VanKooten Crystal
Published: February 2024

In this article, I draw from a qualitative case study supported by theoretical framing from John Dewey and Gregory Schraw to explore how and why video composition could be a particularly useful site for the development of meta-awareness about composition within a writing course. Specifically, video opened space for rhetorically layered actions, metacognitive articulations, and interest, which led students to consider, plan for, or recount the transfer of compositional knowledge across media
Beyond Translingual Writing
Authors: Lee Jerry Won
Published: February 2024

The translingual turn has prompted various attempts at bringing “translingual writing” into various curricula. However, if such writing, indeed any writing, continues to be bound to prevailing assessment practices, then we potentially sustain and exacerbate inequitable sociolinguistic economies and relations. Lee argues that questions of whether to invite and how to assess translingual writing are secondary to questions of how to go about translanguaging assessment, which entails the application of theoretical tenets of translingualism toward a reimagination of existing assessment ecologies.
Feminist CHAT: Collaboration, Nineteenth-Century Women’s Clubs, and Activity Theory
Authors: Fredlund Katherine
Published: February 2024

This article merges feminist methods with cultural-historical activity theory (CHAT) in order to present a systems-theory method that can account for power and difference. After an explication of Feminist CHAT, the article applies the method to the archives of three women’s clubs in order to analyze their collaborations, theorize collaboration, and illustrate the use of Feminist CHAT. By weaving the stories of these three clubs together with Feminist CHAT, this article mediates two often conflicting contemporary approaches to English studies: those that emphasize objects of discourse and those that emphasize bodies and difference.
Recalculation in Teacher Preparation: Challenging Assumptions through Increased Community Contact
Authors: Barnes Meghan E.
Published: February 2024

The ethnic, racial, and cultural backgrounds of students in PreK–12 US schools are becoming increasingly diverse. However, the teacher candidates (TCs) populating teacher education programs are, overall, not representative of this student diversity. To encourage the TCs enrolled in an undergraduate English education program to better understand the diverse communities in which they would teach, I developed and incorporated a Community Inquiry Project into their required coursework. As students completed the assignments associated with the project, they reflected on their experiences. An analysis of the reflections of three participants demonstrates how contact with the people and places of the community influenced their understandings of the community itself as well as of themselves as future teachers. This work draws from critical multiculturalism and contact theory to demonstrate how contact with community members during teacher education coursework can encourage TCs to name and question their own assumptions about others as they cultivate a more contextualized and diverse understanding of students.
Writing 2.0: How English Teachers Conceptualize Writing with Digital Technologies
Authors: Johnson Lindy L.
Published: February 2024

This article draws on a longitudinal study generated by a school and university-based partnership and funded by an Improving Teacher Quality grant. This study uses Cultural Historical Activity Theory (Cole, 1996; Engeström & Miettinen, 1999; Wertsch, 1991) and social semiotic theories of multimodality (Jewitt, 2006; Kress, 2010) to examine how a group of secondary English teachers conceptualized writing process pedagogy and digital tool use after a week-long professional development program. Teachers used the online software program Prezi to create concept maps that showed their understanding of the concept of Writing 2.0. A CHAT and multimodal analysis indicated a number of contradictions. Examining such contradictions in teacher thinking is essential for understanding teachers’ agency in using new tools within multiple activity systems that often have competing values and goals.
Youth as Cosmopolitan Intellectuals
Authors: DeJaynes Tiffany , Curmi Christopher
Published: February 2024

Two high school teachers examine classroom moments that position youth as cosmopolitan intellectuals and invested community members as opposed to—disengaged and disaffected adolescents.
Soft(a)ware in the English Classroom: Reassessing How We “See” Students: The Blessing and Blight of Rubrics (and Software) in Education
Authors: Lynch Tom Liam
Published: February 2024

“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.—
Speaking Truth to Power: Speaking Out in the Public Sphere: Why, What, Where, and How Teachers Can Enter the Fray
Authors: Smagorinsky Peter
Published: February 2024

Speaking Truth to Power seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
EJ in Focus: Poetry and Emotional Intelligence: A Radical Call
Authors: Vaughn Kyle
Published: February 2024

Poetry as an experience, particularly an emotional one, necessitates that a poem resonate in the inner life of a reader rather than in their academic mind.
Behind the Curtain: A Teacher’s Quest to Better Understand, Write, and Model Poetry
Authors: Hannaford Tanya J.
Published: February 2024

When a teacher who fears writing poetry is forced to teach the skill, she discovers a new writing passion and a better way to reach her students.
“When It Rains a Puddle Is Made”: Fostering Academic Literacy in English Learners through Poetry and Translation
Authors: Park Jie Y. , Simpson Lori , Bicknell Jesse , Michaels Sarah
Published: February 2024

In this article, a team of university-based researchers and ESL teachers describes how English learners in a high school responded to Poetry Inside Out—a poetry- and translation-based literacy curriculum.
Every Voice Matters: Spoken Word Poetry in and outside of School
Authors: Williams Wendy R.
Published: February 2024

In this article, the author works with members of a spoken word poetry group to develop ways to integrate spoken word into classroom and school communities.
Lingua Anglia: Bridging Language and Learners: What’s the Point? Using Relevance Instructions to Support Comprehension
Authors: Lord Kathleen M. , Hickey Pamela J.
Published: February 2024

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Becoming Facebook Friendly: Social Media and the Culturally Relevant Classroom
Authors: Marciano Joanne E.
Published: February 2024

The author engages in a research study with a small group of twelfth-grade students to explore how students’ digital literacies, specifically Facebook, can help students meet the Common Core State Standards of college and career readiness.
Cultivating Creativity
Authors: Miller Donna L.
Published: February 2024

This piece explores conditions that stimulate classroom activities to facilitate creative habits of mind in an effort to motivate educators and students to better understand the complexities of creativity and how to promote it.
Making Metaphor Visible: The Common Core, Poetry, and Visual Literacy
Authors: Eastman Gloria Schultz
Published: February 2024

The article argues that teachers can help students learn to read figurative language by using instruction and activities for visual literacy as a means to enhancing the reading of poetic language.
Lingua Anglia: Bridging Language and Learners: Behind the Acronym: Multilingual Learners with Interrupted Formal Education
Authors: Hickey Pamela J.
Published: February 2024

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Cultivating Literacy and Relationships with Adolescent Scholars of Color
Authors: Golden Noah Asher , Womack Erica
Published: February 2024

The authors explore strength-based learning projects that value the lived realities and literacies of adolescent scholars of color, setting the stage for the powerful relationships through which meaningful learning happens.
Reading and Writing Relationships: Narratives as the Core of the English Classroom
Authors: Kirby Dawn Latta
Published: February 2024

This article considers how relationships in the English classroom are influenced by the types of literacy activities, the role of the teacher, the tone of oral comments, and the types of writing students share with peers.
Reading To Kill a Mockingbird in Community: Relationships and Renewal
Authors: Duinen Deborah Vriend Van , Bolhuis Audra
Published: February 2024

A recent community wide reading program offers a valuable opportunity for students and teachers to respond to literature by attending community wide events, creating art,and developing relationships with community members.
Continuous Becoming: Moving toward Mastery: Elbow to Elbow: Collaborative Writing with Colleagues
Authors: Franklin Keri , Hurst Beth , Wallace Randall
Published: February 2024

“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.
Speaking Truth to Power: From Tested Students to Testing Teachers
Authors: Dunn Alyssa Hadley , Certo Janine
Published: February 2024

“Speaking Truth to Power” seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
High School Matters: Problematic Proclivities
Authors: Silveri Shekema , Allen Eliza , Baines Janice , Flores-Mays Cara , Rodriguez Sanjuana C. , Thornton Natasha , Wynter-Hoyte Kamania
Published: February 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Lessons from History: Teaching with Technology in 100 Years of English Journal
Authors: McCorkle Ben , Palmeri Jason
Published: February 2024

This article investigates 100 years of articles in English Journal (1912–2012) that focus on teaching with or about communication technologies and media.
The Power of Pleasure Reading: What We Can Learn from the Secret Reading Lives of Teens
Authors: Wilhelm Jeffrey D. , Smith Michael W.
Published: February 2024

The authors share findings from a recent study of teens who freely select to read texts typically marginalized by schools (dystopia, vampire, romance, horror, fantasy), revealing the distinct functional and psychological benefits of pleasure reading.
Book Reviews
Authors: Letcher Mark , Gillespie Tim , Lain Sheryl , Wallace Kelly
Published: February 2024

The “Book Reviews” column examines professional texts with cutting-edge information for the rapidly changing field of education.
Le(e/a)ks: Being Anishinaabekwe on the Land Is Political
Authors: Mumford Cara
Published: February 2024

With a poem by Dr. Leanne Simpson, Anishinaabe scholar and storyteller, at its foundation, this article discusses the impact on Métis filmmaker Cara Mumford of creating a short film based on the poem, while exploring connections between women, language, and land within Michi Saagiig Nishnaabeg territory.
Visible Teaching, (In)visible Teacher: An Educator’s Journey as a Muslim Woman
Authors: Caraballo Limarys , Rahman Elma
Published: February 2024

Drawing from autoethnography, the authors examine a Muslim teacher’s experiences as she encounters several closed doors in her journey to become an educator.
Is Huck Finn Still Relevant? Revisiting “The Case for Conflict”
Authors: Thomas Ebony Elizabeth
Published: February 2024

In this commentary, the author explores the underlying conflicts related to whether Adventures of Huckleberry Finn should be part of the high school literary canon.
Difference, Not Deficit: A Linguistic Primer
Authors: Dannenberg Clare , Dredger Katie
Published: February 2024

Language prejudice is often masked in socialized behavior toward education. Students are judged to be “educated” by how well they are able to conform to academic rules both in speech and in writing—socially ratified forms of phonological, grammatical, and lexical language use that are considered “correct.” Perpetuating this socialization, even highly educated and diversity-aware people become unknowing propagators of language prejudice, and myths about language use, structure, and history prevail. When ELA teachers think of explicitly addressing language variation in their classrooms without linguistic training, they may become mired in the controversial political rhetoric related to issues and myths of diversity and inclusion. The authors illustrate how using linguistic grammaticality to steer students through the challenges of language diversity.
Librarians and Learning: The Impact of Collaboration
Authors: McNee Darcy , Radmer Elaine
Published: February 2024

This article shares the results of action research conducted by a teacher-librarian in British Columbia. The findings highlight the value of intentional instruction in online search skills, especially in a collaborative model between the classroom teacher and the librarian. Among these findings: Students lack the skills they need to successfully navigate through online sources/ In an action research project to respond to this need in a middle school, mini-lessons were integrated into classroom research assignments. These were designed to engage students in authentic tasks, allow them to work collaboratively with their peers, and utilize their existing technological skills. The mini-lessons increased students’ skill level in a way that was meaningful and transferable. The impact of collaboration between the classroom teacher and the teacher-librarian were also examined. Collaboration led to a statistically significant higher level of student skill development in this area. Educational leaders at the school can promote this kind of collaboration by advocating for ample teacher-librarian FTE and time-table scheduling that provides flexibility to allow for effective collaboration.
Conversation Currents: Students as Writers and Composers: Workshopping in the Digital Age
Authors: Hicks Troy , Franki Sibberson
Published: February 2024

Educators Troy Hicks and Franki Sibberson discuss the challenges of and arguments for teaching digital composition with elementary and middle school students.
Research and Policy: Lessons from Research on Young Children as Readers of Informational Texts
Authors: Belfatti Monica A.
Published: February 2024

Though in recent years there has been an increased emphasis on the presence and use of informational texts in the early years of schooling, classroom pedagogical practices remain stuck in autonomous models of literacy. Pedagogies driven by high-stakes test preparation point students toward single, assumedly correct, understandings of informational texts—a reading practice that can undermine the goal of developing children into critical consumers and producers of information. Drawing on the past 25 years of research in the field, this article makes the case for educators to build pedagogical supports that nurture children’s diverse and sophisticated sense-making practices: analyzing linguistic structures particular to the informational genre, reading complex image forms, constructing word-image relationships, raising and answering conceptual inquiries, and critically questioning textual authority.—
Professional Book Reviews: The Power of Informational Texts
Authors: Alvarado Monica A. , Bemiss Elizabeth , Byrd Angela , Reid Lisa , Speece Liza
Published: February 2024

This review of professional books helps us to consider the power of informational texts from varying perspectives. Each book offers a unique insight into the current landscape of classroom literature. Building on ample research suggesting that informational texts in the classroom throughout elementary and upper grades is beneficial for student motivation and literacy development, these books add to our professional knowledge on integration of informational texts into instruction. The books reviewed also address social justice issues and literacy in diverse contexts.
Conversation Currenys: Creativity— An Investment: An Interview with robert J. Sternberg
Authors: Bob Sternberg
Published: February 2024

Professor Robert J. Sternberg, professor of Human Development at Cornell University, has developed a couple of well-known theories of intelligence, including the Triarchic Theory of Intelligence, which states that intelligent behavior stems from a balance between analytical abilities (problem solving), creative abilities (using prior knowledge and skills to deal with new situations), and practical abilities (the ability to adapt to a changing world). He also developed, along with colleague Tod Lubart, the Investment Theory of Creativity. Important in this line of thinking is that creative people habitually see problems in novel ways, take risks, and have confidence to pursue unpopular ideas that have growth potential. Creativity is as much an attitude toward life as a matter of ability.
Participatory Action Research, Youth Voices, and Civic Engagement
Authors: Burke Kevin , Greene Stuart
Published: February 2024

In this article, we describe a youth leadership program we designed with a nonprofit organization aimed at revitalizing low-income neighborhoods. The partnership that we describe stresses the value of understanding youth perspectives on a dearth of affordable housing in their neighborhoods, the threat of the loss of vital goods and services through increased tax cuts, and the need to provide safe spaces for kids to be kids. By including kids as researchers, we have faith that they will become leaders in and beyond their neighborhoods and work to protect the interests of all who live in these communities. We argue that programs like the one we discuss provide a logical starting place for reinvesting time and energy in opportunities for relationship building with children. Understanding youth’s perspectives on what it means to flourish is especially important at a time when neighborhood schools are disappearing and policies have eroded public spaces where youth can build relationships and a sustaining sense of community. Without schools as anchors in neighborhoods, it is more essential than ever to understand how to create and maintain vibrant communities that support youths’ sense of identity, agency, and development.
Fostering Culturally Relevant Literacy Instruction: Lessons from a Native Hawaiian Classroom
Authors: Wurdeman-Thurston Katherine , Kaomea Julie
Published: February 2024

While a good deal of research has been conducted on the benefits of culturally relevant education for indigenous and culturally diverse students, many educators continue to ponder what a culturally based literacy curriculum might look like in practice. This article draws from a Native Hawaiian second-grade classroom to offer a number of practical examples for classroom teachers who are committed to providing culturally and linguistically diverse students with a rigorous, strengths-based approach to literacy instruction that honors their students’ lived experiences and cultural frameworks alongside mainstream academic literacies.
“Bumblebee’s in Trouble!” Embodied Literacies during Imaginative Superhero Play
Authors: Thiel Jaye Johnson
Published: February 2024

Using philosophies of Deleuze and Guattari, this article illustrates how superhero play is an embodied literacy. Seeing this as one way to engage in social class-sensitive teaching practice and as an opportunity for children to experience what the author calls “muchness” or “intellectual fullness,” educators are invited to imagine what is possible in the literacy classroom if lines of flight generated during play are listened to and followed.
Research and Policy: Not Whether, but How: Asking the Right Questions in Teacher Performance Assessment
Authors: Gabriel Rachael
Published: February 2024

Despite best intentions, rubrics based on a set of core practices limit what counts as effective instruction to that which can be understood in relation to these practices. Though rubrics for evaluating teacher performance represent a marked improvement from more unidimensional concepts of what counts as good teaching, they are still closed sets. This essay examines the underlying questions of past, present, and future teacher performance assessments and suggests new possibilities for a growth and development orientation based on analysis of existing tools for evaluating teacher quality.
Children’s Literature Reviews: Bigfoot, Bones, and Benjamin Franklin: A Bunch of Books for Sharing in K–8 Classrooms
Authors: McNair Jonda C. , Day Deanna , Möller Karla J. , Zapata Angie
Published: February 2024

This open-themed children's literature review column features a selection of some of our favorite recently published titles. There are books across multiple genres including biography, informational text, poetry, and fiction.
Language Arts Lessons: Co-inquiry, Co-construction, Collaboration: The Emergence of Curriculum
Authors: Leu Kuan-Hui , Templeton Tran , Yoon Haeny
Published: February 2024

Using close observations of childrenâ€™s conversational threads, inquiries, and play enactments, this article describes the process of designing emergent curriculum with young children.
Critical Texts in Literacy Teacher Education: Living Inquiries into Racial Justice and Immigration
Authors: Riley Kathleen , Crawford-Garrett Katherine
Published: February 2024

In this article, we use practitioner research to explore the challenges and possibilities of including critical texts in elementary classrooms. In particular, we illustrate what happens when we invite preservice teachers to live a critical curriculum in two undergraduate literacy methods courses in distinct geographical locations. After situating the research within the current political moment characterized by standardization and discourses of certainty, we review existing literature on the challenges and opportunities of bringing social issues and critical texts into elementary classrooms. We then draw upon data from two undergraduate literacy methods courses to illustrate how pedagogies that center non-mainstream perspectives, make space for student inquiry, and model uncertainty have the potential to prompt preservice teachers to overcome barriers to including critical texts and to think differently about what might be possible in literacy teaching and learning.
Perspectives on Practice: On Listening to Children: Family Variation in an After-School Reading Club
Authors: Lo Rachel Skrlac
Published: February 2024

Using an epistemic justice framework, this article considers how children talk about diverse family structures and how picturebooks can be a tool to deepen understanding.
Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form
Authors: Boyd Maureen P. , Markarian William C.
Published: February 2024

While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dialogue as a functional construct rather than structural, and classroom oracy can thrive. Our research finds that dialogic talk functions to model and support cognitive activity and inquiry and supportive classroom relations, to engage multiple voices and perspectives across time, and to animate student ideas and contributions. Employing narrative analysis and cross-episodic contingency analysis, we tell a story in three episodes about how oracy practices promote dialogic functions in a third-grade classroom. We unpack how a particular teaching exchange—one we have selected specifically for its nondialogic surface appearance—reflects dialogic teaching. Findings show how supportive epistemic and communal functions of classroom talk are more important to successful dialogic teaching and learning than are surface dialogic features. We argue it is necessary to look beyond interactional form and unpack function, uptake, and purpose in classroom discourse. There is no single set of teaching behaviors that is associated with dialogism. Rather, teachers can achieve dialogic discourse in their classrooms through attention to underlying instructional stance.
The 2014 NCTE Presidential Address: Powerful English at NCTE Yesterday, Today, and Tomorrow: Toward the Next Movement
Authors: Morrell Ernest
Published: February 2024

The following is the text of Ernest Morrell’s presidential address, delivered at the NCTE Annual Convention in Washington, DC, on November 23, 2014.