bluuebunny/crossref_metadata_2025 huggingface dataset:
Provocateur Piece: English Education for a Sustainable Future (or Why We Need Writing Teachers at the End of the World)
Authors: Sherry Michael B.
Published: June 2023

How might English educators respond to the increasing need for advocacy associated with climate change and ecological sustainability? As alternatives to these stories of isolation and despair, I offer empowerment strategies based in Dr. Joanna Macy’s “The Work that Reconnects,” which emerges from her 30 years of environmental advocacy. In contrast with other calls to social and political activism, action is the last stage of this four-step, spiral approach that includes coming from gratitude, honoring our pain for the world, seeing with new eyes, and going forth.
Youths’ Choices to Read Optional Queer Texts in a High School ELA Classroom: Navigating Visibility through Literacy Sponsorship
Authors: Schey Ryan
Published: June 2023

Recent decades show increased scholarship in literacy education considering LGBTQ-themed texts and LGBTQ people in English language arts classrooms. Building on studies exploring choice in school-based reading, I focus on the experiences of youth navigating their visibility when they interacted with other people about their queer reading choices in the context of required independent reading for their ELA course. I examine how varying configurations of literacy sponsorship affected students’ actions. The findings help illuminate the complex relationships among LGBTQ-inclusive curricula and youth experiences.
Missed Opportunities: Troubling the Waters of Social Justice Teaching in an English Methods Course
Authors: Rodriguez Terri L. , Bohn-Gettler Catherine M. , Israelson Madeleine H.
Published: June 2023

This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants’ performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices are both afforded and missed. The study and course design draw from theories and practices of critical multicultural education, culturally relevant teaching, and equity literacy. Findings indicate that despite our best intentions, course assessments did not fully support engagement with, or applications of, social justice principles.
Developing Adaptive Expertise in Facilitating Text-Based Discussions: Attending to Generalities and Novelty
Authors: Metz Mike , Schneider Kavanagh Sarah , Hauser Mary
Published: June 2023

This study explores a practice-based approach to learning to facilitate dialogically oriented textbased discussions. Through an exploration of rehearsals of discussion facilitation in a summer professional development program, we identify two types of framing for coaching moments: ones that attend to generalities of discussion and ones that attend to novelty in discussion. We find that attention to generalities helps develop teachers’ efficiency in facilitation, while attention to novelty helps develop an ability to innovate in response to students’ contributions. We consider how English teacher educators might balance a focus on efficiency with a focus on innovation in light of the value of adaptive expertise supporting teachers’ implementation of dialogic discussions.
Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction
Authors: howe emily , Correnti Richard
Published: June 2023

An increased emphasis on writing standards has led many U.S. states to incorporate on-demand writing assessments into their test-based accountability system. We argue this creates political and pedagogical tensions for teachers to navigate. We discuss how rubric conceptualization (1) is a process wherein a teacher iteratively (co-)constructs meaning from a rubric’s design via classroom instruction; (2) is informed by implicit theories of learning; and (3) often requires a teacher to negotiate the competing pedagogical and political meanings of a rubric. While test-based accountability frameworks promote rubric use that equates learning with student achievement, rubric conceptualization is a process where teachers have some agency to resist behaviorist approaches to instruction.
Provocateur Piece: Beyond Carrie and Judy Blume: Teaching Menstrual Equity in English Language Arts
Authors: Gold Rachelle S. , Lewis Samantha
Published: June 2023

Menstrual equity emphasizes the importance of girls’ and women’s rights in (1) access to free sanitary products in schools, (2) awareness of how poverty affects access to menstrual supplies, (3) freedom from shaming and silencing for a natural bodily function, and (4) tax exemption for tampons and pads. It also seeks to influence school boards to create more inclusive and sensitive policies. The authors argue that these issues are central to NCTE’s mission; all students can benefit from critical thinking, reading, and writing skills implicit in learning about menstrual equity. Here, we offer a curriculum and reflections about how we approached—and how students responded to—this controversial topic in the classroom.
Research: Dispositions as a Discursive Process: Using Proleptic Autobiography to Support Teacher Candidate Development
Authors: Gilligan James R.
Published: June 2023

This article examines the need to implement practical methods for helping teacher candidates in English language arts develop effective dispositions. The author suggests that candidates compose proleptic autobiographies—a form of discourse that describes an envisioned future as if it has occurred in the past—as a way to articulate the professional identities and dispositions to which they aspire. Citing examples from proleptic autobiographies composed by preservice teachers, the author discusses emergent dispositions and the benefits they may yield, including increased pedagogical creativity, enhanced knowledge and skills, and greater retention among early-career teachers.
(Re)Active Praxis: When Teachers Hurt: Supporting Preservice Teacher Well-Being
Authors: Dunn Mandie B.
Published: June 2023

In this essay, the author reflects on the importance of accepting and expressing emotion in teachers’ lived experiences. By centering emotion work in preservice teacher praxis, teacher educators can make emotion work visible and assign value to it.
(Re)Active Praxis: Intentional Praxis
Authors: Shoffner Melanie
Published: June 2023

Multiple ELA teacher educators share assignments created for their ELA methods courses that intentionally connect to the development of critical, agentic, active, ethical, reflective, and socially just ELA teachers, a specific objective of methods coursework addressed in the ELATE position statement Beliefs about Methods Courses and Field Experiences in English Education.
Research: “Communities of Discomfort”: Empowering LGBTQ+ Ally Work in a Southeastern Rural Community
Authors: Shelton Stephanie Anne
Published: June 2023

Discussions of rural education are often deficit-laden, and the ways that scholars discuss rural schools relative to LGBTQ+ issues position these communities and their schooling as toxic and dangerous for queer students—particularly in the rural Southeast. However, the tightly knit connections within rural communities afford unique and important opportunities to build classrooms that empower LGBTQ+ students and teacher allies. Informed by Britzman’s queer pedagogy (1998) and Ahmed’s (2014) discussions of comfort and discomfort, this article examines a high school English teacher’s experiences during student teaching and the first two years of inservice teaching in rural communities in the Southeastern United States. This research emphasizes discomfort/disruption as productive and positive in creating a community of discomfort that draws on connections to rural communities while working within school-based restrictions to support LGBTQ+ students and issues.
Research: Rurally Motivated? How English Teachers Negotiate Rural Sense of Belonging
Authors: Olsen Allison Wynhoff , Long Danette , Olsen Kristofer , Fassbender William J.
Published: June 2023

English education candidates deserve time and support to consider how school and community coexist and to think deeply about where they want to be English teachers. This study used multiple case study analysis to better understand participants’ negotiation of sense of belonging (SOB) in rural schools and communities across experiences: a rural-intensive practicum course, a student teaching semester, and/or contracted teaching jobs in rural schools. In looking over time and across experiences, this paper builds an understanding of how English teachers develop (or do not develop) rural SOB. Data include written reflections and auto-photography that represent practicum students’ understanding of their placement community and rural English classroom (all names of people and places are pseudonyms). We follow those who accepted rural student teaching placements and/or chose rural schools for their first teaching position, adding interviews into our corpus. We describe participants’ interactions with space, curriculum, and people as they negotiate a rural SOB. We offer insight into what English teachers foreground and where they experience tensions as they position themselves (and others) in rural schools and communities.
Research: Preparation and Practice: Preservice English Teachers’ Experiences in Learning to Facilitate Text-Based Discussions
Authors: Chung Rosalie Hiuyan , Heny Natasha A.
Published: June 2023

This study explores the experiences of one cohort of secondary English preservice teachers (PSTs) learning to facilitate text-based discussions during a methods course. The authors analyze how the use of a Common Core-aligned instructional text and mixed-reality simulations support PSTs in developing discussion facilitation skills. Implications highlight that teacher educators need to examine their timing of approximations in teacher education programs and explain how simulated environments are intentionally used for PSTs to refine their practice.
(Re)Active Praxis: What Happens When You Read about Racism?
Authors: Gannon Madison , Ervin Jennifer , Overton Lemell
Published: June 2023

This reflective essay explores three graduate students’ experiences hosting an antiracist teaching book club with preservice English language arts teachers in the spring of 2021. The book club centered on practical advice for engaging secondary students through antiracist pedagogies while meeting the expectations placed on new teachers. Through reflection, the authors found the book club opened a space for critical conversations on their own responsibilities as antiracist educators.
Research: Understanding English Teachers’ Ideological Becoming in the Work Toward Linguistic Justice
Authors: Weaver Megan M. , Fowler-Amato Michelle
Published: June 2023

In this article, we explore the ideological becoming (Bakhtin, 1981) of secondary and college English teachers as they participated in professional learning communities and later codesigned pedagogical innovations that aimed to further develop teachers’ and students’ critical language awareness. Drawing on qualitative data from two design-based research studies, our cases demonstrate the impact of hegemonic and counter-hegemonic authoritative discourses as well as diverse internally persuasive discourses on the participating teachers’ ideological becoming. Our cases also illustrate the complicated and contradictory nature of developing critically conscious internally persuasive discourses. The findings suggest the importance of sustained professional learning across a teaching life if we are truly committed to working toward linguistic justice in schools and communities.
(Re)Active Praxis: Theory and Practice in Action as Teacher and Teacher Educator
Authors: Lathrop Benjamin N.
Published: June 2023

A year before leaving his high school English classroom to start a PhD program in English education, the author conducted an action research project on student camera use in online synchronous classes. In this essay, the author reflects on that project from his new vantage point as a first-year graduate student and teacher educator in training, sharing insights into and implications for the power of a theory for making and remaking meaning.
“Can we blog about this?”: Amplifying Student Voice in Secondary Language Arts
Authors: Melly Christina
Published: June 2023

This article describes blogging implementation in ninth-grade pre-advanced placement language arts classes to support strong writing practices. The author found that blogging empowered high school authors to craft worlds of digital expression where they pushed each other to become stronger writers.
Breaking the Thin Glass: Alternative-Genre Responses to Standardized Writing Tests
Authors: Miller Mike
Published: June 2023

This piece narrates the year-long journey of students who successfully responded in a variety of genres to a statewide writing test that traditionally calls for nonfictional prose essays.
Teacher Empowerment through Partnerships: A Sustaining Model of Professional Development
Authors: Dail Jennifer S , Goodsite Michelle , Sanders Stephanie
Published: June 2023

This article describes a state-level partnership between the Department of Education, a National Writing Project site, and teacher leaders at five schools. The partnership’s goal was to empower teacher leaders to implement a professional learning project at their individual schools.
An Intervention Change-Up:Investing in Teacher Expertise to Transform Student Learning
Authors: Rasmussen Amy , Eastman William
Published: June 2023

Too often, the summer learning imposed on students and teachers tends to be an abandonment of our goals, values, and beliefs in English language arts instruction. The authors propose authentic reading and writing experiences instead, meeting the learning needs of students and teachers simultaneously.
Developing Readers and Writers with a Districtwide Literacy Strategy Set
Authors: Gabriel Rachael
Published: June 2023

This article describes an approach to professional development that capitalized on investments in expertise among English language arts (ELA) teachers to support literacy across the district.
Complex Conversations and Simple Rules: (Re)Visioning the Ninth-Grade English Experience
Authors: Goble Ryan , Chaloka Linette , Hultgren James , Payton Laura , Peterselli Ben , Roethler Mike , Schumacher Sara , Slowinski Nessa , Witkus Joan
Published: June 2023

This article explores efforts at curriculum revisions in the English departments of Chicago’s western suburbs.
Julius Caesar and the 2016 Presidential Election
Authors: Sohrawardy Ameer
Published: June 2023

Using Shakespeare’s Julius Caesar, Aristotle, and recent philosophical work by Matthew Crawford, the author suggests how creative pedagogy can help students better understand changing voting habits during the 2016 presidential election.
Feeding the Soul and Heeding the Echo: Building Education Leaders Inside and Out
Authors: Hannaford Tanya J. , Teague Gretchen
Published: June 2023

The authors, who together have co-facilitated a unique professional development experience for the past two summers, share strategies for building effective leaders in cross-curricular writing instruction.
The Pendulum of Standardization: An English Journal Retrospective
Authors: Lindstrom Pamela Neal
Published: June 2023

This piece explores historic trends in the standardization of English education. Beginning with the advent of NCTE in 1912 and continuing through the subsequent century, the article traces how English Journal has documented educators’ approaches and attitudes concerning standardization.
To Correct or Not Correct: Confronting Decisions about African American Students’ Use of Language Varieties in the English Classroom
Authors: Marshall Tanji Reed
Published: June 2023

This article raises the reality of English as a naturally variant and fluid language inseparable from culture. The author addresses the tensions teachers face in the classroom when they make decisions about how African American students should use their language.
Learning and Writing What Matters
Authors: Romano Tom
Published: June 2023

Teachers can often point to indelible educational moments that influenced them in their journey to become literacy teachers. Teachers can help their students to such experiences that lead them to discover intellectual passions and further their growth and development as language users.
In Praise of the Unfinished
Authors: Schwartz Benjamin , Schwartz Jeffrey
Published: June 2023

The authors examine writing process using the concept of “unfinished” from a groundbreaking art exhibit in 2016. With references to art, music, composition theory, and student examples, they discuss how teaching writing as “unfinished” can deepen student learning, including an authentic culminating exam.
Exploring Survival: A Student-Led Unit in the Seventh-Grade English Classroom
Authors: Smith Emma
Published: June 2023

Throughout a unit of study about survival, students and their teacher engaged in individualized learning. Discussions of teacher-dictated curriculum versus student-driven learning, design of the unit, and students’ and teacher’s experiences and takeaways from the unit are included.
Teaching in Multilingual Schools
Authors: Baines Lawrence , Wickham Anastasia
Published: June 2023

Teaching in multilingual classrooms is the new normal. Tis article provides a sense of the multilingual nature of public schools and offers suggestions for interactions in multilingual classrooms that are both caring and effective.
Blended Learning as a Transformative Pedagogy for Equity
Authors: Kaspar Mackenzie O’Connor
Published: June 2023

This article examines how blended learning can serve as a transformative framework to create a more equitable English classroom.
Subversive Literacy: Arts-Based Learning for Social Justice, Equity, and Student Agency
Authors: Weltsek Gustave , Koontz Noel Patrick
Published: June 2023

The authors explore how multiple arts-based learning strategies (ABLS) provided a means to subvert traditional literacy methods.
Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance
Authors: Young Jemimah L. , Foster Marquita D , Hines Dorothy
Published: June 2023

The authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English e ducation.
Critical Global Literacies: Critical Global Perspectives in the English Curriculum
Authors: Yoon Bogum
Published: June 2023

In her inaugural column, Bogum Yoon suggests three specific lesson adaptations for ELA instruction that aid students in developing intercultural competence and global awareness.
Lives on Display: Examining Artifacts of Hope
Authors: Coombs Dawan , Freeze Rachel Knecht
Published: June 2023

During a novel study, students in rural Utah created a museum-style exhibit of personal artifacts to illustrate their connections to selected themes in the story.
Ready for College English? Try Study Skills
Authors: Frey Nancy , Fisher Douglas
Published: June 2023

Conversations with graduates about their first year of college led teachers at a high school in California to develop a curriculum that pairs ELA content with explicit instruction about how to learn.
Books-in-Action: Teaching for Equity Inside and Outside the English Classroom
Authors: Jones Karis
Published: June 2023

Karis Jones examines a recently published pedagogy text that focuses on incorporating social justice practices into English language arts teaching as a method for inspiring hope and agency insecondary schools.
Critiquing Neoliberalism and Postrace Discourse in Narratives for Young People
Authors: Connors Sean P. , Trites Roberta Seelinger
Published: June 2023

Using the dystopian novel Orleans as an example, the authors outline a framework for questioning the discourses students encounter in texts written for young adults.
Journeys Inward: The Souls of My Universe
Authors: Ellen Dakin Mary , Ross Aimee
Published: June 2023

When Aimee Ross’s life was nearly shattered, her students helped to heal the broken places and restore her sense of purpose.
Beyond Binary Gender Identities: A Collision of Selves: Coming Out as a Trans Educator
Authors: Miller sj , Maroney Eric W.
Published: June 2023

An open letter to former students and colleagues allowed the author to come out as trans, which was both complicated and liberating.
Teaching Students the “What-Ifs”: Conversations on YA Speculative Fiction
Authors: Bach Jacqueline , Peters Emily , Bourgeois Joshua
Published: June 2023

A unit on Neal Schusterman’s Scythe and Thunderhead engaged tenth graders in conversations about death, equity, and the value of life.
Naming to Claim: Arguments that Cross Genres
Authors: Howell Emily , Kaminski Rebecca , Hunt-Barron Sarah , Pirolla Tobi , Sox Heather , Rogers Renée
Published: June 2023

A unit focused on the power of names helped students develop arguments in a variety of writing genres.
Intersectional LGBTQ+ Identities: The Intersections of LGBTQ+ Teacher Allies, Context, and Socioeconomics
Authors: Shelton Stephanie Anne , Brooks Tamara , Crook Scott , Miller Gillian
Published: June 2023

Teachers are critical to the wellbeing and success of LGBTQ+ students, and their ally efforts are shaped by schools’ contexts and resources.
Using Writing to Foster Teacher/Student Trust
Authors: Beach Richard , Beauchemin Faythe
Published: June 2023

A study of students’ responses to writing assignments underscored the advantages of building caring, reciprocal relationships in ELA classrooms.
“I like the freedom”: Digital Literacy and Authentic Audience
Authors: Hackney Sean
Published: June 2023

Students researched and wrote about controversial issues for an online magazine to increase their digital literacy.
Critical Approaches and Social Justice in the AP Classroom
Authors: Mcintyre-Mccullough Keisha
Published: June 2023

A teacher tackled her personal bias about text selection in the AP classroom.
Journeys Inward: Personalizing the Monster Unit: Risk and Reward
Authors: Keller Rod
Published: June 2023

A teacher travels alongside his students to a place where the monsters that populate the media are no longer make-believe
Teaching Creative Writing: In Pursuit of the Golden Line
Authors: Miller Donna L.
Published: June 2023

A writing teacher shares ideas for achieving mastery with students.
Trans*/School: Across and beyond Queer-Inclusive Pedagogy
Authors: Helton Liz
Published: June 2023

Teaching a seminar for preservice graduate students pushed the author to consider the possibilities for “critical trans* pedagogy” in secondary English classrooms.
Unpacking Gendered Arguments to Increase LGBTQ+ Allyship
Authors: Ansbach Jennifer
Published: June 2023

A new state requirement to teach an LGBTQ+-inclusive curriculum inspired a teacher in New Jersey to create an American literature unit focused on intersectionality and allyship.
Creating a Lifeline: Strategies for LGBTQ+ Inclusive-Affirming Practices across
Grades
Authors: Crawley S. Adam , Donovan Sarah J
Published: June 2023

A former elementary teacher and a former high school teacher collaborated to envision a comprehensive approach to inclusive ELA instruction.
When Inclusion Meets Resistance: Resources for Facing a Challenge
Authors: Greathouse Paula , Consalvo Annamary , Covino Katharine , David Ann D. , Eisenbach Brooke , Letcher Mark
Published: June 2023

Members of the NCTE Standing Committee Against Censorship provide suggestions for combating resistance to progressive curricula and inclusiveclassroom libraries.
#YoungBlackVoicesMatter: Word Consciousness, Identity, and Agency
Authors: Watts-Taffe Susan , Kulbaga Theresa , Bottomley Amy , Sanders Khahlia
Published: June 2023

Through a communitybased, after-school program, students explore Gifts of Words and apply vocabulary learning.
#Disrupttexts: Using Roxane Gay’s “Peculiar Benefits” Essay on Privilege
Authors: Nerlino Erin
Published: June 2023

A teacher discusses privilege and oppression through several texts with her predominantly White American students.
The Art of the Essay in Three Acts
Authors: Wrye Marion
Published: June 2023

The author relates the aesthetics of Thomas Aquinas and James Joyce to the essay genre and developmental phases of student writing.
Journeys Inward: The Alchemy of Teaching and Angling
Authors: Garrigan Michael
Published: June 2023

A teacher’s devotion to fly-fishing transforms the hurdles of hybrid instruction into newfound opportunities.
Se Hace Camino Al Andar: Translanguaging Pedagogy for Justice
Authors: Herrera Luz Yadira , España Carla
Published: June 2023

Two teacher educators present the power of translanguaging pedagogy to engage bilingual/multilingual students in learning for justice and equity.
Linguistic Heirloom
Authors: Forbes Sean Frederick
Published: June 2023

A poet-professor shares the intricacies and layers of experience, family, language, and migration to make meaning across diasporas and generations.
Teaching Creative Writing: Offering Emergent Multilingual Students the Freedom to Choose
Authors: Suh Emily K. , Hoffman Lisa , Wade Scott , Maher Steffany Comfort
Published: June 2023

Four educators present choice options for emergent multilingual students that invite their prior knowledge and experiences.
Journeys Inward: When Life gives You Melons, You may have Dyslexia
Authors: Davis Jackson
Published: June 2023

A new teacher is guided by his students to find a sense of belonging and community.
Becoming Appalachian: Adolescents Explore Their Regional Identities
Authors: Humphrey Corey A. , Rainey Emily C. , Poling Toni M.
Published: June 2023

The authors challenged students’ negative associations with Appalachia and guided them to embrace their identities through a place-based unit.
Beyond Big Bad Wolves: Revisiting the Origins of Evil and Literary Monsters
Authors: Mcgraw Molly , Macaluso Michael
Published: June 2023

Two educators considered the presence of evil in literature and challenged assumptions that humankind is inherently evil via student engagement and literary studies.
Dear Teacher: Lessons from Two Generations of Future Teachers
Authors: Bulla Michelle G , Sawyer Mary , Zandstra Christine
Published: June 2023

A pandemic-inspired letter-writing collaboration enabled high school students to communicate with future teachers, offering valuable lessons for the profession.
Improving the Blank Page: Cultivating Authentic Writing in Virtual Spaces
Authors: Kreamer H. Michelle , Daspit Toby , Megan Breaux
Published: June 2023

Supported by a college-access grant, a group of educators in Louisiana created a virtual summer program to help students enhance their creative and critical writing.
NWP Voices: Me within We—Coming into Existence with the National Writing Project (A Story in Nine Vignettes)
Authors: Crandall Bryan Ripley
Published: June 2023

For the first essay in a new column focused on the work of the National Writing Project, a former fellowturned-site-director crafted a lyrical meditation on his writing project journey.
Books in Review: Finding Hope in a Memoir by a Gay Teacher
Authors: Rhoades Glenn
Published: June 2023

Glenn Rhoades delves into a memoir of the historical and personal stories of a contemporary gay teacher.
Teaching Shakespeare: Giving Birth to that Shakespeare Kid
Authors: Lomonicico Micichael
Published: June 2023

A teacher shares his young adult novel on learning to love Shakespeare and speaking his language.
TikTok and Public health Storytelling: An Educational Tale
Authors: Cahnmann-Taylor Melisa , Brumbelow Ashley B. , Wang Yixuan , Rausch Calvin L.
Published: June 2023

A grant from the Centers for Disease Control and Prevention offered educators and artists in Georgia an opportunity to test the influence of social media as a rhetorical tool for discussion.
Places as Identity Shaping Spaces in The Other Half of Happy
Authors: Glenn Wendy J.
Published: June 2023

A politics of design framework guided the development of an instructional plan for studying a middle-grade novel that examines themes of belonging and identity.
Language Arts Lessons
Authors: Yoon Haeny S
Published: June 2023

This article explores children’s engagement with popular culture as an entry point for early literacy.
Language Arts Lessons
Authors: Kissel Brian
Published: June 2023

This column describes a process of listening, asking, and studying to reimagine how teachers might interpret prekindergarten writing.
Perspectives on Practice
Authors: Medina Tony
Published: June 2023

This is a personal narrative detailing an author’s construction of a protagonist for a graphic novel that encapsulates the quest for justice at the heart of the Black Lives Matter movement.
Children’s Literature Reviews
Authors: Enriquez Grace , Dawes Erika Thulin , Cappiello Mary Ann , Cunningham Katie Egan
Published: June 2023

In this column, we feature quality series books for students in grades K–8.
Power, Language, and Social Change: A Dialogue with Hilary Janks about Critical Literacy in a “Post-Truth” World
Authors: Turner Jennifer D. , Griffin Autumn A.
Published: June 2023

In this column, we engage Dr. Hilary Janks in a dialogue about critical literacy. Specifically, Dr. Janks discusses how teachers and teacher educators can utilize her four-part framework to advance critical literacy in K–8 classrooms.
“Death didn’t come up at center time”: Sharing Books about Grief in Elementary Literacy Classrooms
Authors: Husbye Nicholas E. , Buchholz Beth A. , Wessel Powell Christy , Vander Zanden Sarah
Published: June 2023

Four educators reflect upon sharing children’s picturebooks about grief with students and colleagues, encouraging others to take up similar brave and difficult conversations.
Resource Diversity in Asian Immigrants and Refugees: Implications for Language Arts Instruction
Authors: Li Guofang
Published: June 2023

The article addresses the disparity in language and literacy resources among Asian immigrant and refugee students and its implications for classroom instruction and policy making.
Beyond Parent-Teacher Night: Insights from Jeanne Paratore on Building Interactive and Reciprocal Home-School-Community Partnerships through Family Literacy
Authors: Turner Jennifer D.
Published: June 2023

Dr. Jeanne Paratore describes how teachers can design new curricular possibilities by learning about and leveraging literacy practices in homes and communities through reciprocal and interactive partnerships.
Perspectives on Practice
Authors: McCormick Willow
Published: June 2023

This article describes project-based learning in the primary grades,arguing that authentic inquiry, grounded in real-world problems,deepens student learning across the curriculum.
Enriching Opportunities to Learn through Multimodality: Insights from Mary McVee
Authors: Turner Jennifer D. , Mitchell Chrystine C.
Published: June 2023

Mary McVee shares insights about multimodal literacy instruction, its benefits, and its powerful connections to students’ and teachers’ funds of knowledge.
Revisiting Reader Response: Contemporary Nonfiction Children’s Literature as Remixes
Authors: Graff Jennifer M. , Shimek Courtney
Published: June 2023

Informed by theories of reading as transactions and new literacies, the authors discuss the powerful possibilities of reconsidering reader response with contemporary nonfiction children’s literature.
Science-Literacy integration: Content-area Literacy or disciplinary Literacy?
Authors: Cervetti Gina N.
Published: June 2023

Describes the origins and aims of content-area literacy and disciplinary literacy and explains how these traditions can be reconciled in integrated science-literacy instruction.
Leaving behind the “Learning Loss”: Loving and Learning from the Ways Students Talk, Write, and Draw Right Now
Authors: Bomer Katherine
Published: June 2023

This article disrupts the notion that students affected by school interruptions have fallen behind and demonstrates how to appreciate and learn from students’ strengths.
Every month Should Be reading month
Authors: Ward Alessandra E. , Duke Nell K.
Published: June 2023

The authors discuss the typical practices of “March is Reading Month” and suggest modifications to better support students’ reading motivation and engagement all year.
Freedom Dreaming Antiracist Pedagogy Dreams
Authors: Spaulding Elizabeth , Adams Jaminque , Dunn Damaris C. , Love Bettina L.
Published: June 2023

An antiracist education must freedom dream and conjure new possibilities of educational justice, otherwise it will remain a mere buzzword.
Cultivating Genius and Joy: NCTE’s 2021 Outstanding Elementary Educator in the English Language Arts
Authors: Flores Tracey T. , Muhammad Gholnecsar E.
Published: June 2023

This interview explores the teaching and scholarly journey of Dr. Gholnecsar “Gholdy” Muhammad, recipient of NCTE’s 2021 Outstanding Elementary Educator in the English Language Arts Award.
In the Water: Conceptualizing and Navigating Tensions While Learning on the Move
Authors: Killian Virginia , Phillips Nathan C.
Published: June 2023

This descriptive portrait of a multi-site media arts education program invokes a water metaphor to conceptualize discomforts that accompany embracing learning mobilities in the classroom.
Walking Curriculum: Literacy on the Move
Authors: Morrison Scott A. , Morrison Anna K.
Published: June 2023

In this article, the authors explain how first graders practiced reading and writing when walking around their urban school every day.
Looking Back and Learning Forward: Cultivating Robust Literacy Instruction and Joy among Black Elementary Boys
Authors: Everett Sakeena , Moten Tamara
Published: June 2023

Two Black women literacy educators engage in literacy teaching and learning with fourth grade Black boys to cultivate their intellectual curiosities and joy.
“Didn’t Japanese Internment Camps Happen in Japan, Not in America?” An Inquiry Project Challenging Hidden Stories in American History
Authors: Kyung Sung Yoo
Published: June 2023

Using the frameworks of literary understanding and difficult knowledge, this study examines sixth graders’ responses to mixed-genre books about Japanese incarceration camps.
The Complexities of Trauma in Responsive Teaching
Authors: Dutro Elizabeth , Caasi Erica
Published: June 2023

This column examines the complexities of language related to trauma-informed teaching and points to why literacy educators, who spend so much time thinking about words and stories, are crucial leaders in critical considerations of trauma when responsive, humanizing classrooms are the goal.
Meeting Us Along the Journey
Authors: Garcia Erika D
Published: June 2023

This article provides instructional strategies for working with transnational Indigenous migrant children from Central America with interrupted or nonexistent formal prior schooling.
Metatheoretical Differences between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors
Authors: Harmey Sinéad , Kabuto Bobbie
Published: June 2023

The purpose of this article is to examine the metatheoretical differences that impact how runningrecords and miscue analysis differ in (a) the quantification of readers’ produced responses totext and (b) the analysis of oral reading behaviors. After providing historical and metatheoretical overviews of both procedures, we present the data source, which included 74 records of oral readings from an extant data set collected from an informal reading inventory. Each record was coded using running record and miscue analysis procedures. We used inferential statistics to examine relationships across conceptually similar items of analysis (for example, the number oferrors or miscues). Findings from the inferential statistics show that there were significant, positive correlations between three of the five conceptually similar items, and a lack of statistically significant correlations between the use of meaning and grammar between running records and miscue analysis. Based on the findings, we argue that both procedures, which are often confused and conflated, possess metatheoretical differences that influence how oral reading behaviors are interpreted. These differences, in turn, impact how reading ability is framed and socially constructed. We conclude with the significance of this research for education professionals.
Audience Awareness as a Threshold Concept of Reading:An Examination of Student Learning in Biochemistry
Authors: Sweeney Meghan A.
Published: June 2023

Threshold concept theory can identify transformative concepts in disciplinary communities of practice, making it a useful framework pedagogically for scholars of academic literacies. Although researchers have studied how to teach thres hold concepts and how students have taken up theseconcepts in learning to write, few have looked at two aspects that are particularly important for students placed into basic writing: threshold concepts of reading and questions of learning transfer.Taking an epistemological approach to disciplinary literacies, I used case study research to trace the changing reading and writing practices of Bruce, a basic writing and first-generation college student, during his first year of college as he moved from a basic reading course into biochemis-try. Bruce leveraged audience awareness to write rhetorically and to comprehend difficult texts written for professional biochemistry researchers. Findings show that audience awareness is a threshold concept of reading, one that transforms academic literacy practices and that furthersidentity in disciplinary communities of practice. These findings support the teaching of audience awareness in secondary and postsecondary classrooms, but they also demand that we recognize the additional work basic writing students, like Bruce, must do to establish agency in a system that has labeled them underprepared.
Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students
Authors: Karam Fares J. , Barone Diane , Kibler Amanda K.
Published: June 2023

Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimensions of agency, we know little about how agency can be enacted and developed by minoritized students within instructional contexts. This qualitative case study addresses this gap by asking: How do two adolescent refugee-background students display evidence of agency when engaging in literacy tasks? What teacher practices contribute to facilitating or inhibiting student agency? Data sources include classroom observations, student work samples, and interviews with students and teachers. Data analysis was conducted using a combined inductive/deductive approach. Findings reveal three agentive practices through which students engaged in literacy tasks: agentive resistance leading to disaffection, agentive resistance of imposed identities, and interactive negotiated engagement. While the first practice led to disengagement, the latter two led to opportunities for students to agentively reshape dehumanizing narratives of multilingual refugee-background students. Teacher agency in curriculum planning and implementation was essential in guiding students to either engage in or resist literacy tasks. Since the forced displacement that refugee-background and some immigrant students experience is contrary to the concept of self-determination, we argue that engaging them in an agentive manner has the potential to help students reclaim that sense of agency within classrooms and challenge deficit perceptions.
“Our Community Is Filled with Experts”: The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance
Authors: Rusoja Alicia
Published: June 2023

Anti-immigrant legal violence and grassroots organizing against it have fundamentally shaped the lives of immigrant children and families in the US. This article inquires into the intergenerational literacy, teaching, and learning practices of Latinx immigrants’ political mobilization, drawing on qualitative data from a larger yearlong practitioner inquiry study that involved observant participant field notes, artifacts, photographs, and in-depth interviews with 11 undocumented and documented Latinx immigrants with whom I, a Latina immigrant, shared an organizing practice. Through analysis grounded on literacy as critical sociocultural practice, intergenerational learning, and Chicana/Latina education in everyday life, I argue that Latinx immigrants mobilize against oppression through critical literacy practices that facilitate what I theorize as a “communal pedagogy of resistance.” This is an intergenerational pedagogy enacted in communal spaces that grows from Latinx immigrants’ facultad, meaning the critical consciousness and epistemic privilege that results from living in the liminal space of the borderlands. This pedagogy views our community’s cultural, literacy, and linguistic practices as strengths and tools of resilience and resistance, and expands our definition of family and our sense of interdependence to fellow oppressed communities, teaching us to enact inclusive justice. A key takeaway is that Latinx immigrant students’ educational and literacy practices cannot be separated from those of their wider family/community, nor from their intergenerational sociopolitical struggles and expertise. Another is that intergenerational literacy and learning are bi/multidirectional. Implications include the need for educational institutions to learn from this pedagogy, and for additional literacy research into communal sociopolitical mobilization.
Storytelling and Proleptic Gaps: Reimagining Inequities in the Mount
Authors: Enciso Patricia , Krone Beth
Published: June 2023

We describe the work of two groups of middle school youth as they authored stories set in their community, based on superhero and absurdist storytelling genres. Their storytelling was part of a weekly ELA project that took place from February through May 2017 in a public middle school in a neighborhood where economic inequality defines many facets of everyday life. Drawing on audio and video recordings from ten weekly storytelling events, field notes, interviews, and close readings of youth narratives, we describe how youth created and initiated proleptic bids and, thereby, opened proleptic gaps for improvising on and producing new material with the potential to rescript the meanings of childhood and equity in their communities. We argue that these bids and gaps made space for youth to not only critique but also move beyond dominant readings of their neighborhood, and we suggest that such openings are therefore necessary for transformative literacy pedagogy and practice. We further argue that proleptic pedagogy, in the form of joint storytelling, affords a compelling and sustainable space for youth to experience joy, friendship, and artist-authoring identities, all of which have been systematically eroded by federal, state, and district policies oriented to testing and closed meanings.
Feature: Mark Reynolds Best Article of the Year Award Winners Reflect on TETYC
Authors: Sommers Jeff
Published: June 2023

This essay is a symposium of sorts that collects observations and comments from Mark Reynolds Best Article of the Year Award Winners and offers insights into how successful authors view TETYC as a professional journal.
Feature: Class Size and First-Year Writing: Exploring the Effects on Pedagogy and Student Perception of Writing Process
Authors: Phillips Cassandra , Ahrenhoerster Greg
Published: June 2023

This essay describes the process and findings of a class size research project at an access institution.
Feature: Epistemic Authority in Composition Studies: Tenuous Relationship between Two-Year English Faculty and Knowledge Production
Authors: Larson Holly
Published: June 2023

Despite community college teachers teaching nearly 50 percent of all first-year composition, our experiences and hands-on knowledge are not viewed as scholarly contributions to writing studies. The scholarship of writing studies needs to be expanded through redefining what constitutes scholarly work as well as providing mentoring to two-year faculty who possess critical knowledge on composition and pedagogy.
Instructional Note: Modifying Classroom Routines to Provide Reflective Space
Authors: Bardolph Megan J.
Published: June 2023

This Instructional Note describes a reflection activity that invites students and teachers to reimagine the delivery of written assignment directions.
Instructional Note: What Work Is”: Writing about Work in First-Year Composition
Authors: Aguiar Christian
Published: June 2023

This article explores the use of the work narrative to engage students, particularly FLI (first-generation and low-income) students.
Feature: Editing, Translation, and Recovery Work in Community College English Classes
Authors: Leary Christopher
Published: June 2023

This article positions community college students as co-researchers who participate in the author’s inquiry into the rhetorical practices of anthology editors.
Feature: A Critical Race Analysis of Transition-Level Writing Curriculum to Support the Racially Diverse Two-Year College
Authors: Kareem Jamila
Published: June 2023

This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.
Feature: Writing Proficiency and Student Placement in Community College Composition Courses
Authors: Nazzal Jane S. , Olson Carol B. , Chung Huy Q.
Published: June 2023

Despite national efforts to accelerate students through precollegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a California community college. Differences in student writing scores between course levels and the relationship between writing score, course level, and high school GPA were examined. Key findings include (1) significant differences in average scores between the first precollegiate course and other courses in the sequence and (2) weak relationships between course level and high school GPA and assessment scores and high school GPA.
Feature: All Truly Great Thoughts Are Conceived While Walking1”: Academic Inclusion through Multimodal Walkabouts
Authors: Hogue Smith Cheryl
Published: June 2023

This article explores the value of including creative assignments in the composition classroom. Specifically, it demonstrates how a multimodal assignment can help struggling students develop the confidence to succeed on creative assignments and on subsequent more traditional academic assignments.
Feature: Contextualizing Survivance: The Role of Museums in the Search for Native American Writing Pedagogy
Authors: Hindman Jane E.
Published: June 2023

As a means to facilitating the “rhetorical sovereignty” of her composition students at the Institute of American Indian Arts, the author describes the theory and practice of her efforts to develop a successful Native American writing pedagogy. Incorporating visits to local museums and galleries as a means to scaffold students’ research projects, the pedagogy she implements relies on visual American Indian rhetorics.
Instructional Note: Scaffolding a Librarian into Your Course: An Assessment of a Research-Based Model for Online Instruction
Authors: Secovnie Kelly O. , Glisson Lane
Published: June 2023

A course model featuring scaffolded information literacy instruction and connection with a librarian improves online students’ attitudes about library sources and the value of research in the writing process.