Saturday
November 19
Registration and Information
7:30 a.m.–5:00 p.m.
Chicago Hilton/Lower Level Exhibit Hall
NCTE’s 21st Century Literary Map Project
9:00 a.m.–5:00 p.m.
Chicago Hilton/History of the Council Hall, Lower Level
Who’s Where Counter
For Locating Convention Registrants
7:30 a.m.–5:00 p.m.
Chicago Hilton/Lower Level Exhibit Hall
In 1957 NCTE encouraged its affiliates to produce literary
maps and at that time 20 states did. Since then affiliates have
continued to create literary maps, alone and with partners
such as tourism boards, humanities councils, and library associations. Often affiliates also created supplemental materials to accompany the maps, materials ranging from postcards
to booklists to anthologies.
Exposition of Professional and Instructional
Materials
9:00 a.m.–5:00 p.m.
Chicago Hilton/Lower Level Exhibit Hall
In 1993, the Library of Congress assembled a collection of
literary maps displayed both at the main library and in libraries around the nation. Numerous NCTE affiliate maps were
included in this exhibit and then reprinted in Language of the
Land:The Library of Congress Book of Literary Maps.
In 2007, a new map project was begun—the NCTE 21st
Century Literacies and the 21st Century Literary Map
Project. The 20 new literary and literacy maps, created for
this project with various materials—paper, pencil, ink, computer Internet, and printer—are the result of collaborative
work with students as well as educators.
In preparation for this year’s NCTE Centennial celebration,
some affiliates have chosen to create and publicize a new
or an updated Literary Map. These maps are included in the
display.
Name badges are required
for admission to all sessions.
Saturday Morning/Afternoon 123
Saturday
Today’s Timetable: An Overview
7:00 a.m.–9:15 a.m.
Breakfasts
8:00 a.m.–9:15 a.m.
F Sessions
8:00 a.m.–5:30 p.m.
Meetings of Committees
9:00 a.m.–5:00 p.m.
Film Festival
9:00 a.m.–5:00 p.m.
Exhibits Open
9:30 a.m.–10:45 a.m.
G Sessions
11:00 a.m.–12:15 p.m.
Research Roundtables
11:00 a.m.–12:15 p.m.
Exhibits Touring Time
11:00 a.m.–12:15 p.m.
H Sessions
12:30 p.m.–2:30 p.m.
Luncheons
1:15 p.m.–2:30 p.m.
I Sessions
2:45 p.m.–4:00 p.m.
J Sessions
2:45 p.m.–5:30 p.m.
JK Sessions
4:15 p.m.–5:30 p.m.
K Sessions
5:45 p.m.–7:00 p.m.
Special Interest Groups
7:30 p.m.–8:30 p.m.
Saturday General Session
8:30 p.m.–9:30 p.m.
Centennial Celebration
The NCTE affiliate literary map display has been a feature
of the NCTE Convention since the 1990’s. Hundreds of
convention-goers have spent time scanning the fabric walls
now featuring 35+ maps. Others have enjoyed perusing the
supplemental map materials displayed at the Affiliates Booth
in the Exhibit Hall.
Saturday Breakfasts
7:00–9:15 a.m.
ALAN Breakfast
Assembly on Literature for Adolescents of
NCTE—ALAN
(Session F.02)
Chicago Hilton/International Ballroom South, Second Floor
Chair: C.J. Bott, educational consultant, Solon, Ohio
Announcement of the ALAN Award recipient and installation of new officers will be followed at 8:00
a.m. by Concurrent Session F.02, a presentation by Jacqueline Woodson. Woodson is a prolific author.
She has won the Margaret A. Edwards Award for lifetime achievement in writing for young adults, three
Newbery Honors, a Coretta Scott King author award, an author honor, and many
accolades. She has also been a National Book Award finalist twice.
Jacqueline Woodson
Affiliate Roundtable
(Session F.08)
Palmer House/Empire Room, Lobby Level
Theme: Revisiting Our Pasts, How Can We Embrace Our Future?
Co-chairs: Barbara Wahlberg, Cranston High School, Rhode Island
Janice Suppa-Friedman, educational consultant, Stanardsville,Virginia
Presenters: Sandy Hayes, NCTE Vice President and Becker Middle School,
Minnesota, “Moving Forward by Looking Back”
Bruce M. Penniman, University of Massachusetts, Amherst, “Going Deep in the
Discipline: NCTE Affiliates and Teachers’ Professional Growth”
Sandy Hayes
Bruce M. Penniman
124 Saturday Breakfasts The Affiliate Roundtable gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a forum
for the recognition of state, regional, and national affiliate activity. Affiliates and
individuals will be recognized with awards for excellence, leadership development,
recruitment of teachers of color, intellectual freedom, multicultural programs, and
publications, including journals, newsletters, and websites.
Notable Books for a Global Society Meeting
9:45–11:00 a.m.
Chicago Hilton/Conference Room 5D, Fifth Floor
Chair: Karen Hildebrand, Delaware City Schools, Ohio,
retired
Notable Children’s Books in the Language Arts
Committee Meeting
Noon–3:00 p.m.
Chicago Hilton/Conference Room 5D, Fifth Floor
Chair: April Whatley Bedford, University of New Orleans,
Louisiana
Children’s Literature and Reading SIG Meeting
3:00–5:00 p.m.
Chicago Hilton/Conference Room 5D, Fifth Floor
Chair: Janelle Mathis, University of North Texas, Denton
Meetings of Committees
Achievement Awards in Writing Advisory
Committee
8:00–9:00 a.m., working; 9:00–10:00 a.m., open
Palmer House/Cresthill Room, Third Floor
Chair: Susan Reese, Ocean Township High School,
Oceanhurst, New Jersey
Research Forum
2:45–5:00 p.m.
Palmer House/Cresthill Room, Third Floor
Chair: Anne DiPardo, University of Colorado, Boulder
NCTE/SLATE Steering Committee on Social and
Political Concerns
10:00 a.m.–Noon, open
Palmer House/Harvard Room, Lobby Level
Chair: Sandra Whitaker, author, Heinemann, Portsmouth,
New Hampshire
Two-Year College English Association Executive
Committee Meeting
8:00 a.m.–5:00 p.m.
Chicago Hilton/McCormick Room, Fourth Floor
Chair: Carolyn Calhoon-Dillahunt,Yakima Valley Community
College, Washington
Conference on English Leadership Executive
Committee Meeting
2:30–5:30 p.m.
Chicago Hilton/PDR 5, Third Floor
Chair: Patrick Monahan, Interlochen, Michigan
Saturday
NCTE committees meeting between the hours of 8:00 a.m.
and 5:30 p.m. on Saturday are listed alphabetically immediately below and meet at various times as noted. Committees
may have open and/or working sessions as indicated after
meeting times. Interested individuals are invited to attend
open meetings as participants and working sessions as auditors.
Promising Young Writers Advisory Committee
10:00 a.m.–Noon, open
Palmer House/Cresthill Room, Third Floor
Chair: Leah Zuidema, Dordt College, Soiux Center, Iowa
Saturday Morning/Afternoon 125
F Sessions and Special Event are located as below:
Chicago Hilton
Palmer House
1
2
3
7 10
11
15
16
17
19
21
22
23
24
26
28
31
32
34
36
39
41
44
46
48
50
51
56
Film Festival
4
5
6
8
9
12
13
14
18
20
25
27
29
30
33
35
37
38
40
42
43
45
47
49
52
53
54
55
126 F Session and Special Event Locations
F Sessions
8:00–9:15 a.m.
Featured Session
F.01 “Are You Talking to Me?”
Teaching Risky Texts (G)
Alyssa Hesselroth, Denise Johnson,
and Susan Van Kirk
Chicago Hilton/Joliet Room,
Third Floor
Denise Johnson
ALAN BREAKFAST WITH JACQUELINE
WOODSON (G)
Chicago Hilton/International Ballroom
South, Second Floor
Sponsored by the Assembly on Literature for Adolescents
of NCTE—ALAN, open to all
The ALAN Breakfast will deliver a delicious meal and wonderful program centered on literature for young adults. The
session will include information about ALAN as an organization, an awards presentation, and a keynote speaker.
We are honored and excited to have Jacqueline Woodson
deliver this year’s keynote address.
Chair: C.J. Bott, education consultant, Solon, Ohio
Associate Chairs: Wendy Glenn, University of Connecticut,
Storrs
Teri Lesesne, Sam Houston State University, Huntsville,
Texas
Keynote Speaker: Jacqueline Woodson, author, Penguin
Young Readers Group, New York, New York, “You Don’t
Miss Your Water . . . Remembering the Past to Write in
the Present”
Consultants: Scottie Bowditch, Penguin Young Readers
Group, New York, New York
Nancy Paulsen, Penguin Young Readers Group, New York,
New York
F.03
Susan Van Kirk
What do you do when a book you are teaching is challenged? Should you teach books with LGBT characters
or books written in culturally authentic dialect? Join this
session to hear advice from the panelists.
Presenters: Alyssa Hesselroth, The University of Georgia,
Athens, “Literature Containing LGBT Characters and
the Dangerous Discourse That Ensues: Its Importance
and Place in the Classroom”
Denise Johnson, The College of William & Mary,
Williamsburg,Virginia, “Elementary Teachers’ ReadAloud Practices of Picture Books Written in Culturally
Authentic Dialect”
Susan Van Kirk, Monmouth College, Illinois, “Mr.Vonnegut
and Me: Or How to Handle a Book Challenge in Your
Classroom”
LET’S GET ORGANIZED: HELPING
STUDENTS FIND STRUCTURE IN THEIR
WRITING WITHOUT FORMULAS (G)
Chicago Hilton/Grand Ballroom,
Second Floor
How can teachers in an era of high-stakes testing help
students to develop effective strategies for arranging ideas
in writing, without resorting to templates? Participants in
this session will experiment with analysis and composing
activities which they can use to help students learn nonformulaic techniques for structuring nonfiction writing.
Chair: Michelle Tremmel, Iowa State University, Ames
Presenters: Shelby Myers-Verhage, Kirkwood Community
College–Iowa City Campus, Iowa
Michelle Tremmel, Iowa State University, Ames
Sarah Brown Wessling, Johnston High School, Iowa
Saturday Morning, 8:00–9:15 a.m. 127
Saturday
Alyssa Hesselroth
F.02
F.04
READING THE PAST, COMPOSING
THE FUTURE: UNBOUND TEXTS
AND TRANSMEDIA STORYTELLING IN
DIGITAL YOUNG ADULT LITERATURE (G)
Palmer House/Spire Room, Sixth Floor
In this session, the presenters will consider the future of
adolescent literacy by sharing popular titles of recent
digital young adult novels, observations of what young
people are doing online with such texts, data from several
research projects on adolescents’ digital reading experiences, and instructional strategies for teachers.
Presenters: Susan Groenke, University of Tennessee,
Knoxville
Robert Prickett, Winthrop University, Rock Hill, South
Carolina
W.S. MERWIN AND A TRANSMEDIA LENS
ON THE WORLD: USING MULTIMODAL
POETRY TO ENGAGE IN CRITICAL
LITERACY THROUGH THE WORKS
OF THE US POET LAUREATE (T–G)
Palmer House/Salon 6,Third Floor
Poet Laureate W. S. Merwin understands the power of
poetry to highlight injustice. This session will demonstrate
how urban students used elements of multimodal design to
engage in critical literacy through poetry. Through transmediation—creating texts across distinct modes—students
transformed images into prose and finally into poetry on
social justice themes.
Chair: Greg McVerry, Southern Connecticut State University,
New Haven
Presenters: Scott Myers, Camden Academy Charter High
School, New Jersey
W. Ian O’Byrne, University of Connecticut, Storrs
Sue Ringler-Pet, University of Connecticut, Storrs
F.07
READING THE PAST TO RE-VISION THE
FUTURE: REVISITING JAMES MOFFETT
(G)
Chicago Hilton/PDR 1,Third Floor
The writings of James Moffett, though influential in the last
century, are appropriate for today’s educators. In this session participants will experience lessons based on Moffett’s
and Betty Jane Wagner’s Student Centered Language Arts
Curriculum (1992). Participants will also join in discussion
of the ideas that resonate from Moffett’s work.
Chair: Roy Fox, University of Missouri, Columbia
Discussion Leaders: Keri Franklin, Missouri State University,
Springfield
Nick Kremer, University of Missouri, Columbia
Amy Lannin, University of Missouri, Columbia
Jayme Pingrey, University of Missouri, Columbia
F.05
F.06
IMPACTING STUDENT ACHIEVEMENT:
THE CONTEXT OF TEACHER LEARNING
(G)
Palmer House/Grant Park Room, Sixth Floor
In this session, collaborating elementary teachers from a
large urban school district and a university researcher will
describe how an onsite professional study group impacted
both teacher learning and student achievement. These
teachers will demonstrate how learning within the school
context improved their practice and benefitted their
students.
Presenters: Anna Davis, Meriwether Lewis Elementary
School, Portland, Oregon
Matt Marchyok, Meriwether Lewis Elementary School, Portland, Oregon
Discussion Leader: Maika Yeigh, Willamette University,
Salem, Oregon
128 Saturday Morning, 8:00–9:15 a.m.
F.08
AFFILIATE ROUNDTABLE BREAKFAST—
REVISITNG OUR PASTS; HOW CAN WE
EMBRACE THE FUTURE? (G)
Palmer House/Empire Room, Lobby Level
The Affiliate Roundtable gives affiliate leaders and other
NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a forum for the
recognition of state, regional, and national affiliate activity.
Affiliates and individuals will be recognized with awards for
excellence, leadership development, membership growth,
recruitment of teachers of color, intellectual freedom,
multicultural programs, and publications, including journals,
newsletters, and websites.
Co-chairs: Barbara Wahlberg, Cranston High School, Rhode
Island
Janice Suppa-Friedman, educational consultant, Stanardsville,
Virginia
Presenters: Sandy Hayes, NCTE Vice President and Becker
Middle School, Minnesota, “Moving Forward by Looking
Back”
Bruce M. Penniman, NCTE author of Building the English
Classroom: Foundations, Support, Success and University of
Massachusetts, Amherst, “Going Deep in the Discipline:
NCTE Affiliates and Teachers’ Professional Growth”
F.09
SHAKESPEARE SET FREE—ACT 4: HOW
TO USE FILM AND VIDEO IN AN ACTIVE
WAY TO CONNECT YOUR STUDENTS
AND SHAKESPEARE’S PLAYS (G)
Palmer House/Red Laquer Ballroom,
Fourth Floor
Sponsored by the Folger Shakespeare Library, open to all
We all use film when we teach Shakespeare. This session will
demonstrate how using YouTube, viewing multiple versions
of the same scene, and creating video trailers can make
film an active rather than passive experience. Although this
panel is part of a five-session Teaching Shakespeare strand,
each session stands alone and will be led by different
members of the Folger staff and past participants of the
Teaching Shakespeare Institute. Teachers are welcome to
attend one, some, or all five sessions.
Chair: Mary Ellen Dakin, Revere High School, Massachusetts
Presenters: Josh Cabat, Roslyn High School, Roslyn Heights,
New York, “Filmmaking and Animation as Close Reading in
the Shakespeare Classroom”
Michael LoMonico, Folger Shakespeare Library, Washington,
DC, “Playing a Role”
F.10
F.11
FULL CIRCLE: A STUDENT AND
TEACHER RECONNECT AFTER 27
YEARS AND REFLECT ON THE READING, WRITING, AND TEACHING THAT
CHANGED THEIR LIVES (G)
Chicago Hilton/Conference Room 4C,
Fourth Floor
Will You Read My Story? This session will focus on the
enduring friendship between a middle school language arts
teacher and his former student, and hear them reflect on
the reading, writing, and teaching that changed both of
their lives during one pivotal year, 27 years ago.
Presenters: Timothy Hillmer, Boulder Valley School District,
Colorado, “Who Will Read My Story?”
Lara Robinson, parent in Boulder Valley School District and
former student in Boulder Valley Schools, Colorado, “Who
Will Read My Story?”
HOW A HISTORICAL EXAMINATION
OF NON-STANDARD DIALECTS IN
SCHOOLS CAN INFLUENCE THE
FUTURE:THE MOVEMENT FROM A
DEFICIT TO AN ADDITIVE MODEL IN
ENGLISH EDUCATION (G)
Palmer House/Hancock Room, Sixth Floor
Presenters in this session will examine the history of nonstandard dialects in public schools, discuss the movement
from a deficit perspective to an additive perspective, and
describe how they have brought this additive perspective into
their classrooms. Lesson plans and handouts will be included.
Presenters: Michelle Devereaux, Kennesaw State University,
Georgia
Amanda Otto, Centennial High School, Roswell, Georgia
Michele Rzewnicki, Charlottesville High School,Virginia
F.13
POUND FOR #:TWITTER HASHTAGS
FOSTER POWERFUL PROFESSIONAL
DEVELOPMENT AND FUEL LITERACY
INITIATIVES (G)
Palmer House/Burnham Room 4,
Seventh Floor
Professional development in the educational community is
vital to teachers of every grade and experience level. In
this time of budget cuts and reduced state and federal aid,
many teachers must find their own accessible professional
development. These presenters will describe how twitter
chats can provide free learning communities for literacy
professionals.
Presenters: Sarah Mulhern Gross, High Technology High
School, Lincroft, New Jersey, “#ARCsFloatOn”
Meenoo Rami, Science Leadership Academy, Philadelphia,
Pennsylvania, “#engchat”
Discussion Leaders: Paul Hankins, Silver Creek High School,
Floyds Knobs, Indiana
Donalyn Miller, Trinity Meadows Intermediate School, Keller,
Texas
Cynthia Minnich, Upper Dauphin Area High School,
Elizabethville, Pennsylvania
F.14
THE LITERACY COACHING MODEL:
FROM AN UNDEFINED PAST TO A
TARGETED FUTURE (G)
Palmer House/Price Room, Fifth Floor
Literacy coaching models vary greatly in both design and effectiveness. In this session, literacy coaches from two large
metro-Detroit area school districts will address topics such as
designing a literacy coaching program, setting and monitoring
progress toward goals, and making research-based and datadriven decisions to increase student achievement.
Presenters: Elizabeth Bertolini, Novi Community School
District, Michigan
Nick Kalakailo, Novi Community School District, Michigan
Rosanne Stark, Livonia Public Schools, Michigan
Saturday Morning, 8:00–9:15 a.m. 129
Saturday
RAIDERS OF THE “LOST” ARTS:
PRESERVING ORIGINAL, PERSONAL,
AND RELEVANT WRITING IN THE
DIGITAL AGE (G)
Chicago Hilton/Williford Room C,
Third Floor
Students’ obsession with technology and its vast capabilities
challenges educators to reinforce the fundamental skills
of reading and writing. The presenters in this session will
show how to enhance students’ abilities to effectively communicate in the digital age, by describing projects which
merge current technology with interpretive skills and
writing competencies, the “lost” arts that today’s students
sometimes lack.
Chair: Kathy Byrd, Mountain Brook Junior High School,
Birmingham, Alabama
Presenters: Kathy Byrd, Mountain Brook Junior High School,
Birmingham, Alabama, “Memory Memoirs and WIM’s”
Melanie Shartzer, Mountain Brook Junior High School, Birmingham, Alabama, “Letter Writing Campaign and Magazine
Project”
F.12
F.15
USING READWRITETHINK.ORG:
TIPS AND TRICKS (G)
Chicago Hilton/Boulevard Room B,
Second Floor
Learn more about ReadWriteThink.org and the resources
that are provided by NCTE, IRA, and Verizon Thinkfinity.
Chair: Lisa Fink, ReadWriteThink.org at National Council of
Teachers of English, Urbana, Illinois
Presenters: Lisa Fink, ReadWriteThink.org at National
Council of Teachers of English, Urbana, Illinois
Christy Simon, ReadWriteThink.org at National Council of
Teachers of English, Urbana, Illinois
F.16
TEACHING WITH A TABLET PC (G)
Chicago Hilton/Boulevard Room C,
Second Floor
Sponsored by the International Society for Technology in
Education, open to all
Discover how tablet PCs can be used in the classroom. Used
first with math and science teachers, then deployed to
English, history, and fine arts teachers, tablet PCs have been
integrated into classroom instruction at Evanston Township
High School (ETHS) for the past four years. In this handson workshop, participants will learn more about how
tablets have been used at ETHS in general and in English
classrooms in particular. The presenter will also demonstrate software applications, Web 2.0 tools, and tablet tips
for using these techniques in the classroom.
Presenter: David Chan, Evanston Township High School,
Illinois
F.17
CRAFTING OUR IDENTITIES: EXAMINING
CRITICAL LITERACY PRACTICES IN
ELEMENTARY, MIDDLE, SECONDARY,
AND COLLEGE CLASSROOMS (G)
Chicago Hilton/PDR 4,Third Floor
In this session, five urban teachers will describe how they
draw from critical literacy to disrupt commonplace
assumptions about disciplinary content, and promote
practices that support the learning of students of all ages.
Student artifacts and teaching strategies will be shared.
Co-chairs: Peggy Albers, Georgia State University, Atlanta
Katie Greene, Milton High School, Georgia
Presenters: Eliza Allen, Georgia State University, Atlanta
David Brown, Georgia State University, Atlanta
Amy Pelissero, Georgia State University, Atlanta
Sanjuana Rodriguez, Georgia State University, Atlanta
Kelli Sowerbrower, Georgia State University, Atlanta
F.18
IDENTIFYING AND SUPPORTING
US-EDUCATED LEARNERS FROM
DIVERSE BACKGROUNDS (G)
Palmer House/Salon 7,Third Floor
Sponsored by the Teachers of English to Speakers of
Other Languages, open to all
130 Saturday Morning, 8:00–9:15 a.m.
Have you had students who sound like English native speakers but have trouble reading and writing in academic
English? Not every bilingual student experiences language
confusion, but those who do should be supported by both
teachers and administrators. The presenters in this session
will describe and address the needs of this growing US
population of learners.
Chair: Sharon Snyder, Kean University, Union, New Jersey
Presenter: Maja Teref,Von Steuben Metropolitan Science
Center, Chicago, Illinois
F.19
ADDRESSING LGBT TOPICS IN
CLASSROOMS:TEACHERS SHARE
THEIR APPROACHES (T–G)
Chicago Hilton/PDR 3,Third Floor
Addressing lesbian/gay/bisexual/transgender (LGBT) issues
in classrooms remains difficult work, but in this session
you will hear from teachers who have successfully created
learning activities inclusive of LGBT people, families, and
experiences. They will share the ways in which they incorporate LGBT topics, and encourage you to think about
what might work in your teaching.
Presenters: Maree Bednar, Indianola Informal K–8 School,
Columbus, Ohio
Mollie Blackburn, The Ohio State University, Columbus
Caroline Clark, The Ohio State University, Columbus
Nancy McElroy, Edison Elementary School, Kalamazoo,
Michigan
Jill Hermann-Wilmarth, Western Michigan University,
Kalamazoo
Caitlyn Ryan, East Carolina University, Greenville, North
Carolina
Ryan Schey, Hayes High School, Delaware, Ohio
Jill M. Smith, Westerville Central High School, Ohio
Ariel Uppstrom, Hayes High School, Delaware, Ohio
F.20
THE RADICAL PRAGMATISM OF SAUL
ALINSKY: CULTIVATING TEACHER
LEADERS FOR PUBLIC LIFE (G)
Palmer House/Salon 12,Third Floor
“We learn, when we respect the dignity of the people, that
they cannot be denied the elementary right to participate
fully in the solutions to their own problems.”—Saul D. Alinsky. The presenters in this session will tell stories and share
testimony about the efforts in their community to develop
a new generation of teacher leaders in Chicago.
Chair: David Schaafsma, University of Illinois, Chicago
Presenters: Brian Charest, University of Illinois, Chicago,
“Authorizing Ourselves to Act: Teachers, Community
Organizing, and Education Reform”
Angela Sangha-Gadsden, Social Justice High School, Chicago,
Illinois, “School-Based Organizing: Reform from Within”
Amy Totsch, United Power for Action and Justice, Chicago,
Illinois, “Lessons from Organizing Reflections on Organizing Teacher Leaders”
Opening Session/
Early Childhood Day
F.21
Supporting Young Children’s
Images of Themselves as
Writers—Right from the Start (E)
Lisa Cleaveland, Laurie Smilack,
and Katie Wood Ray
Chicago Hilton/Waldorf Room,
Third Floor
Lisa Cleaveland
Laurie Smilack
Katie Wood Ray
Working with beginning writers requires adults to value
emergent forms of writing and reading as an important
part of learning to write. The three panelists in this session—two kindergarten teachers and one researcher—
will describe the various ways in which they help children
to see themselves as writers right from the start.
Presenters: Lisa Cleaveland, Jonathan Valley Elementary
School, Waynesville, North Carolina, “Paper Matters:
How Time, Space, and Materials Help Children See
Themselves as Writers”
Laurie Smilack, The Lovett School, Atlanta, Georgia,
“Taking the Long View: How Imagining a Tomorrow for
Young Writers Helps Shape Our Today”
Katie Wood Ray, independent author/consultant, Waynesville, North Carolina, “‘Hey, Aren’t We Going to Talk
about That Guy That Builds Those Books?’ How Talk
Shapes Identity”
“HEY, I’M POWERFUL!” FIGHTING FOR
SOCIAL JUSTICE BY EMPOWERING
STUDENTS WITH CRITICAL INQUIRY
THAT USES 21ST CENTURY LITERACIES
(E)
Chicago Hilton/Conference Room 4K,
Fourth Floor
The presenters in this session will describe a co-constructed
curriculum for students in the South Bronx that teaches
critical inquiry using 21st century literacies, to engage
higher-level thinking, support individual identities, and empower students to fight for social justice, while preparing
them for the future.
Presenters: Lauren Perovich, New York City Public Schools,
PS 277, Bronx
Stacy Schellhaas, New York City Public Schools, PS 277, Bronx
Tiana Silvas, New York City Public Schools, PS 277, Bronx
F.23
FOLLOWING THE GUIDANCE OF
CHILDREN’S WORDS AND WORK:
WHAT CHILDREN’S WORK TELLS
US ABOUT INSTRUCTION (E)
Chicago Hilton/Conference Room 4A,
Fourth Floor
What can we learn from children’s work and words? How
can we ensure that the path we choose for instruction is
the most effective for individuals and groups of students?
The presenters in this session will review a wide range
of student work and propose alternative instructional
responses to it.
Presenters: Tiffany Boyd, Louisville Elementary School,
Colorado
Colleen Buddy, Forest Hills School District, Michigan
Jennifer McDonough, teacher/author,West Palm Beach, Florida
Jennifer Phillips, Blue Springs School District, Missouri
F.24
LIVING IN THE WORLD WITH HOPE:
READING,TEACHING, WRITING, AND
LIVING HISTORICAL FICTION (E–M–T)
Chicago Hilton/Lake Michigan Room,
Eighth Floor
In this session, an author of historical fiction and two middle
school teachers will address these questions: 1) How can
we help students read to find connections to the past in
their own lives? 2) How do we partner with literature in
teaching students to write historical fiction? and 3) How
do we link literacy and content area learning to help
students find ways to live with courage and hope in an
imperfect world?
Chair: Nancy J. Johnson, Singapore American School, Singapore
Presenters: Nancy J. Johnson, Singapore American School,
Singapore
Scott Riley, Singapore American School, Singapore
Tradebook Author: Katherine Schlick Noe, Houghton Mifflin
Children’s Book Group, New York, New York
Saturday Morning, 8:00–9:15 a.m. 131
Saturday
Sponsored by the Assembly on Early Childhood
Education, open to all
F.22 F.25
TRANSFORMATIVETEACHER EDUCATION:
UNPACKING TEACHER-RESEARCHERS’
BELIEFS AND PRACTICES WITH ELLS
(E–M–T)
Palmer House/Wilson Room,Third Floor
This panel will examine the results of a three-year study
of a teacher education program designed for mainstream
inservice teachers with a large percentage of ELLs. Presenters will discuss how the teachers who were engaged in
action research transformed both their beliefs and their
practices through discourse analysis, funds of knowledge,
and language ideologies.
Chair: Aria Razfar, University of Illinois, Chicago
Presenters: Beverly Allebach, Chicago Public Schools, Illinois,
and Beverly Troiano, University of Illinois, Chicago, “Using
Discourse Analysis as a Tool for Teacher Education”
Ambareen Nasir, University of Illinois, Chicago, and Rosalinda Velazquez, Chicago Public Schools, Illinois, “Working
toward Becoming Teacher Ethnographers: Complexities in
Designing a Funds of Knowledge Curricula”
Eunah Yang, University of Illinois, Chicago, “Teachers’
Language Ideologies of ELLs’ Home Language Use”
F.26
WRITE, GROW, LEAD: HOW A GROUP
OF TEACHER-WRITERS CAN IMPACT
A DISTRICT (E–M)
Chicago Hilton/Conference Room 4M,
Fourth Floor
Teacher leaders can facilitate districtwide change when supported through a creative professional development structure. Presenters in this interactive session will describe
one school district’s effort to inspire widespread change in
the area of writing instruction. Ideas, resources, and time
to collaboratively develop an implementation plan will be
provided.
Presenters: Kathy Hench, MSD of Warren Township,
Indianapolis, Indiana, “Write, Grow, Lead: Growing Teacher
Leaders”
Brenna Michels, MSD of Warren Township, Indianapolis,
Indiana, “Write, Grow, Lead: Teachers as Writers”
F.27
EVOLUTION OF A WORKSHOP TEACHER:
THE ESSENTIAL TRUTHS (E–M–S)
Palmer House/Salon 8/9,Third Floor
Reading/Writing Workshop looks great on paper—implementing it is an altogether different beast. In this session,
teachers from three districts will talk about surviving the
first years of work and experimentation in this student-led
pedagogy. Discussion will center on the “Top Ten Essential
Truths,” and will include tips on preparing, transitioning,
and managing workshops, as well as the epic realizations
along the way.
Presenters: Dawna Horn, Columbiana Exampted Village
Schools, Ohio
Haley Shaffer, McKinley Elementary School, Poland, Ohio
Meg Silver, Columbiana Schools, Ohio
132 Saturday Morning, 8:00–9:15 a.m.
F.28
REEXAMINING GENDER IN CALDECOTT
MEDAL-WINNING PICTURE BOOKS
(E–M–C–T)
Chicago Hilton/Conference Room 4D,
Fourth Floor
Drawing primarily on masculinity studies and feminist and
queer theory, this panel will examine constructions of gender in Caldecott Medal-winning books from 1938–2011.
Whereas previous scholarship in this area has focused on
representations of females, this research extends those
findings by exploring the ways in which female, male, and
“ungendered” characters are depicted in these texts.
Presenters: Thomas Crisp, University of South Florida
Sarasota–Manatee, Sarasota, “Theoretical Approaches to
Gender and Caldecott Medal-Winning Picture Books”
Brittany Hiller, Out-of-Door Academy, Sarasota, Florida, “‘Is
This a Boy or a Girl?’ Constructions of Gender in Caldecott Medal-Winning Picture Books”
Suzanne Knezek, University of Michigan, Flint, “Examining
Constructions of Gender with Young Children”
F.29
BOY READERS AND CRITICAL READING
(E–M–C–T)
Palmer House/Salon 1/2,Third Floor
These presenters will show how the power of book talks,
choice, and engagement can help students to lead rich,
literate lives.
Chair: Faythe Beauchemin, Daniel Butler School, Belmont,
Massachusetts
Presenters: Faythe Beauchemin, Daniel Butler School,
Belmont, Massachusetts, and Curt Dudley-Marling, Boston College, Chestnut Hill, Massachusetts, “The Power of
Inquiry to Promote Empathy through Critical Reading”
Joanne Ratliff, The University of Georgia, Athens, “Using
Informational Books in the Elementary Classroom to
Enhance Comprehension”
Dorothy Suskind, St. Christopher’s School, Richmond,
Virginia, “Boy Readers: Choice, Time, and Talk”
F.30
ENGAGING YOUNG READERS THROUGH
TECHNOLOGIES (E–C–T)
Palmer House/Salon 10,Third Floor
The presenters in this session will explore the use of various
technologies such as blogging, white boards, and websites
to enhance children’s experiences with literature.
Chair: Sally Brown, Georgia Southern University, Statesboro
Presenters: Michael Bissell, Tuscaloosa Magnet Elementary
School, Alabama, and Diane Carver Sekeres, The University
of Alabama, Tuscaloosa, “Child Meets Book Meets Website
Meets Group: Literature ‘Figure-Eights’”
Sally Brown, Georgia Southern University, Statesboro, “Young
English Learners Discover Literacy through Graphic
Novels and Blogging”
Chhanda Islam, Murray State University, Kentucky, “Teaching
Reading with the Smart Board”
F.31
GETTING RELUCTANT READERS TO
TURN THE PAGE (M)
Chicago Hilton/PDR 2,Third Floor
Whether they are skilled readers who don’t like to read or
students struggling with reading proficiency, many middle
school students are reluctant readers who challenge
English teachers to find a book that will please them. The
authors and educators on this panel will guide teachers
through these waters with information and inspiration.
Chair: April Whatley Bedford, University of New Orleans,
Louisiana
Presenters: April Whatley Bedford, University of New
Orleans, Louisiana
Liz Carr, Muskegon Area Independent School District,
Michigan
John Coy, Macmillan Children’s Publishing Group, New York,
New York
Tommy Greenwald, Macmillan Children’s Publishing Group,
New York, New York
Janet Tashjian, Macmillan Children’s Publishing Group, New
York, New York
TEACHING SECONDARY STUDENTS TO
UNDERSTAND, ANALYZE, AND WRITE
INTERPRETIVE ON-DEMAND ESSAYS
ABOUT THEME (M–S)
Chicago Hilton/Continental Ballroom,
Salon B, Lobby Level
These presenters will discuss the demands of on-demand
writing and how and why to teach secondary students to
write on-demand essays about theme. They will include
strategies for helping students to differentiate between a
topic and a theme, develop theme statements, and write
commentary, and they will describe the results of a large
scale project with English language learners.
Chair: Sharon Schiesl, Santa Ana Unified School District,
California
Presenters: Catherine D’Aoust, Saddleback Valley Unified
School District, California, “Why Teach Secondary Students
to Write On-Demand Essays about Theme?”
Todd Huck, Santa Ana College, California, “Strategies for
Helping Students Develop Theme Statements and to
Analyze Instead of Summarize”
Carol Booth Olson, University of California, Irvine,
“Research on Teaching Secondary English Language
Learners to Write On-Demand Essays”
F.33
INTERSECT AND CONNECT: KIDS
CREATE LEARNING USING 21ST
CENTURY TOOLS (M–S)
Palmer House/Water Tower Room,
Sixth Floor
This session will showcase readers using technology to interact with multicultural texts, including Alexie’s Absolutely
True Diary. The presenters will show online discussions,
F.34
2800 ESSAYS + 26 TEACHERS = A
SCHOOLWIDE LANGUAGE ARTS
ASSESSMENT PROGRAM (M–S)
Chicago Hilton/Lake Ontario Room,
Eighth Floor
Twice a year, every student at Penn High School writes to a
common prompt as part of their semester standards-based
assessment (SBA), and twice a year, 26 English teachers
come together to holistically score these essays. These
presenters will focus on the process of creating, assessing,
and interpreting the tests.
Chair: Danielle Duvall, Penn High School, Mishawaka,
Indiana
Presenters: Shannon Gray, Penn High School, Mishawaka,
Indiana, “Are They Getting It? Opportunities for Teacher
Research and Curriculum Reform”
Kevin McNulty, Penn High School, Mishawaka, Indiana,
“Prompt + Rhetoric = Response”
Mary Nicolini, Penn High School, Mishawaka, Indiana, “What
Can We Learn by Reading 2800 Essays Twice?”
Jim Sauer, Penn High School, Mishawaka, Indiana, “Holistic vs.
Analytic Scoring: Using Rubrics as Instructional and
Assessment Tools”
Saturday
F.32
podcast book reviews, a student writing initiative prompted
by NCTE’s African American Read-In which led to creation
of trailers to promote literacy, and a framework for 21st
century writing.
Chair: Beverly Ann Chin, University of Montana, Missoula
Presenters: Anna Baldwin, Arlee High School, Montana,
“Podcasts, Nings, and Sherman Alexie”
Catherine Reeves, University of Wyoming, Laramie, “Writing
in the 21st Century”
Tiffany Rehbein, East High School, Cheyenne,Wyoming, “Book
Trailers Promote Schoolwide Literacy and Awareness”
F.35
MEDIA PROJECTS THAT MATTER:
PERSONAL ESSAYS AND FILM PROJECTS
THAT GENERATE PASSION FOR ISSUES
OF PUBLIC CONCERN (M–S)
Palmer House/Salon 3,Third Floor
East Side Community High School in New York City is using
Flip video cameras to enliven and enrich its reading and
writing curriculum. The presenters in this session will share
their experiences and excitement about using nonfiction
readings and essay writing to create public service announcements.
Chair: Dolores A. D’Angelo,American University,Washington,
DC
Presenters: Jennifer McLaughlin, Teachers College, Columbia
University, New York, New York and East Side Community
High School, New York, New York
Sarvenaz Zelkha-Singh, New York University, New York and
East Side Community High School, New York, New York
Saturday Morning, 8:00–9:15 a.m. 133
F.36
AVOIDING THE WHACK-A-MOLE
APPROACH TO LITERACY ASSESSMENT
AND INSTRUCTION: MATCHING
ASSESSMENTS TO CLASSROOM
INSTRUCTION AND AVOIDING
MEANINGLESS TESTING (M–S)
Chicago Hilton/Continental Ballroom,
Salon C, Lobby Level
The presenters in this session will show how to improve individualized assessments so they will highlight our students’
strengths and make us aware of their needs. They will
describe how to design literacy assessments that inform
instruction and serve as practical and supportive tools for
both students and educators. Participants will be given an
opportunity to share their own assessment tools.
Presenters: Ellen Foley, Niles West High School, Skokie,
Illinois
Katherine Gillies, Niles North High School, Skokie, Illinois
Tara Katz, Glenbrook South High School, Glenview, Illinois
Opening Session/
Day of Research
F.37 Coffee, the David H. Russell
Award Winner, and Promising
Researcher Presentation (G)
Palmer House/Crystal Room,
Third Floor
The Day of Research is a full day of presentations sponsored by NCTE’s Standing Committee on Research. At
the opening session, following introductions, the winner
of the David H. Russell Award, Neal Lerner of Northeastern University, will present “The Idea of a Writing
Laboratory.” Then, the recipient of this year’s Promising
Research Award, Jennifer Buehler of Saint Louis University, will present “’We Have a Culture of Failure Here’:
Analyzing the Production of School Culture in an Urban
High School.”
Chair: Valerie Kinloch,The Ohio State University, Columbus
Presenters: Neal Lerner, Northeastern University,
Boston, Massachusetts, The Idea of a Writing Laboratory
Jennifer Buehler, Saint Louis University, Missouri, “‘We
Have a Culture of Failure Here’: Analyzing the Production of School Culture in an Urban High School”
134 Saturday Morning, 8:00–9:15 a.m.
F.38
SERVING OTHERS THROUGH SERVICE
LEARNING (M–S)
Palmer House/Salon 4/5,Third Floor
The presenters in this session will show how to implement
a successful service-learning project in a middle or secondary school. They will describe their project that addressed
the needs of the homeless community in Wilmington,
North Carolina, discuss the research supporting this project, and provide personal examples. They will also discuss
the positive outcomes, possible issues, and the ease of
implementation.
Chair: Cynthia White-Martz, Foreman High School, Chicago,
Illinois
Presenters: Will Fassbender, Roger Bacon Academy, Leland,
North Carolina
Amber Randall, University of North Carolina, Wilmington
F.39
INTRODUCING THE FRAMEWORK
FOR SUCCESS IN POSTSECONDARY
WRITING: NOT JUST ONE MORE
CURRICULAR DOCUMENT (M–S–C–T)
Chicago Hilton/Continental Ballroom,
Salon A, Lobby Level
Why should you consider one more standards document? Because this framework is different: It’s written by professional
organizations you know and trust (NCTE, National Writing
Project, and Council of Writing Program Administrators).
Come learn how the Framework for Success can help you
prepare your students for success in college writing.
Chair: Duane Roen, Arizona State University, Tempe
Presenters: Linda Adler-Kassner, University of California,
Santa Barbara
Cathy Fleischer, Eastern Michigan University,Ypsilanti
Peggy O’Neill, Loyola University Maryland, Baltimore
F.40
“WRITING THE FUTURE”: NEW
MEDIA APPROACHES TO TEACHING
DYSTOPIAN LITERATURES (M–S–C)
Palmer House/State Ballroom, Fourth Floor
In this panel, teachers from secondary alternative and
mainstream English classrooms will discuss the impact of
merging new media texts—including graphic novels, film,
video games, and music—to inspire critical literacy across
multiple texts with Dystopian themes. The Hunger Games,
1984, Feed, Blade Runner,Wall-E, Bioshock, and Fallout III are
among the many texts that will be included in this discussion.
Chair: Shannon Mortimore-Smith, Shippensburg University,
Pennsylvania
Presenters: Dan Baker, Climax-Scotts Adult/Alternative Education, Climax, Michigan, “Teaching Dystopia: An Alternative
Approach”
Shannon Mortimore-Smith, Shippensburg University, Pennsylvania, “Real and Imagined Futures: Dystopia as Dialogue”
Joshua Vick, Climax-Scotts Junior/Senior High School, Climax,
Michigan, “Dystopia in the Traditional English Classroom”
F.41 Author Strand
SYLVIA VARDELL, STEPHEN YOUNG,
LAURA PURDIE SALAS,
AND JANET WONG
Poetry for Paupers from Recitation to E-Books:
Infusing Poetry into the Classroom (G)
Chicago Hilton/Lake Huron Room, Eighth Floor
F.42
WRITING PORTFOLIOS OF THE 21ST
CENTURY: USING TECHNOLOGY TO
MOTIVATE STUDENT WRITING AND
BUILD AUTHENTIC AUDIENCES (M–S–T)
Palmer House/Adams Room, Sixth Floor
How do we inspire, motivate, and engage students of all
abilities to become confident, independent writers? Learn
ways to develop your students’ creative process, voice, and
writing skills through technology. Teachers will walk away
with resources, lessons, and reproducibles to launch and
enhance electronic portfolios in their classrooms.
Chair: Emily Meixner, The College of New Jersey, Ewing
Presenters: Michelle Blakely, Millburn High School, New
Jersey
Lauren Heimlich, Roy W. Brown Middle School, Bergenfield,
New Jersey
F.43
Laura Purdie Salas
Stephen Young
Janet Wong
These authors will offer practical ways in which to incorporate poetry for pennies or less. Participants will be
introduced to a plethora of print and online resources
that support the sharing of quality poetry among young
people, including free downloadable audio poetry and
readers’ guides, recitation competitions, and Kindle
e-books and magazines.
Chair: Vanessa McNorton, Chicago, Illinois
Presenters: Laura Purdie Salas, Clarion Books, New York,
New York, author of Stampede: And Other Poems about
the Wild Side of School
Sylvia Vardell, Texas Woman’s University, Denton, author
of Poetry Aloud Here and Poetry People
Janet Wong, Charlesbridge Publishing,Watertown, Massachusetts, author of Once Upon a Tiger and Poetry Tag Time
Stephen Young, Poetry Foundation, Chicago, Illinois
Saturday
Sylvia Vardell
“YEARNING TO BREATHE FREE”:
LITERATURE AND LITERACY THAT
GIVES VOICE TO CURRENT IMMIGRATION ISSUES (S)
Palmer House/Burnham Room 1,
Seventh Floor
The title of this session is excerpted from the poem that
appears on the Statue of Liberty. The presenters in this
panel will describe the ways in which literature can be
related to immigration to promote critical literacy and
advocacy for those living in America who are “yearning
to breathe free.”
Presenters: Alexis Cullerton, University of Illinois, Chicago,
“Existing between Two Worlds: Text in Support of
Renegotiating Adolescent Immigrant Identity”
Mary Ellen Podmokly, Downers Grove South High School,
Illinois, “Promoting Harmony and Advocacy through a
Literature Unit on Kingsolver’s The Bean Trees”
Kierstin Thompson, Downers Grove South High School,
Illinois, “Book Club: A Diversity of Texts for Action and
Awareness”
F.44
REVITALIZING THE RESEARCH PROCESS:
BRINGING RESEARCH INTO THE 21ST
CENTURY (S)
Chicago Hilton/Marquette Room,Third Floor
In this panel, presenters will embrace blogs, wikis, and other
types of formerly taboo Web 2.0 resources as tools that
students can utilize to complete the research process. They
will also provide instructions on developing a “learning
hub” that assists students in examining scholarly sources,
taking annotated notes, organizing their research paper, and
producing a culminating multimedia project that engages all
students in a revitalized research process.
Chair: Kathryn Zawacki, Hinsdale South High School,
Darien, Illinois
Continued on following page
Saturday Morning, 8:00–9:15 a.m. 135
Presenters: Katie Aquino, Hinsdale South High School,
Darien, Illinois
Mallory Bauer, Hinsdale South High School, Darien, Illinois
Ellen Lawrence, Hinsdale South High School, Darien, Illinois
Kathryn Zawacki, Hinsdale South High School, Darien,
Illinois
Reactor/Respondent: Mary Christel, Adlai E. Stevenson
High School, Lincolnshire, Illinois
F.45
AMERICAN LITERATURE AND ART:
PICTURING THEMES THROUGH
PICTURING AMERICA (S)
Palmer House/Chicago Room, Fifth Floor
These presenters will show how to incorporate artwork
and corresponding works of American literature in teacher-designed lessons which help students to analyze various
artistic techniques in order to develop an authentic connection to key themes in both the art and literary works.
By adding layers of meaning to literature and art, students
develop their critical thinking skills.
Chair: Stephen Heller, Adlai E. Stevenson High School,
Lincolnshire, Illinois
Presenters: Jacquie Cullen, Adlai E. Stevenson High School,
Lincolnshire, Illinois
Elizabeth Maxwell-Carlson, Adlai E. Stevenson High School,
Lincolnshire, Illinois
Robert Ward, Adlai E. Stevenson High School, Lincolnshire,
Illinois
F.46
THE HERO’S JOURNEY: STORIES OF
REAL HEROES FOR TODAY’S YOUTH (G)
Chicago Hilton/Grand Tradition Room,
Lobby Level
By exploring the hero’s journey in literature, young people
can discover their power to make a difference, and also
improve their literacy skills. Session participants will learn
strategies for honing reading and writing skills through a
study of heroes, and receive a set of young heroes curriculum materials.
Chair: Linda Rief, University of New Hampshire, Durham
and Oyster River Middle School, Durham, New Hampshire
Presenters: T.A. Barron, author, Boulder, Colorado
Barbara Ann Richman, Gloria Barron Prize for Young Heroes,
Boulder, Colorado
Fran Wilson, Madeira City Schools, Cincinnati, Ohio
F.47
READING THE PAST, READING THE
FUTURE: READING AND TEACHING
YAL IN THE DIGITAL ERA (S–C–T)
Palmer House/Grand Ballroom, Fourth Floor
These presenters will focus on the increasing influence of
digital technology on print texts and the rising diversity
in classrooms, and describe how the current body of YAL
provides a variety of options for exploring digital and pop
culture and issues of diversity. Instructional resources will
be provided.
136 Saturday Morning, 8:00–9:15 a.m.
Presenters: Melanie Hundley,Vanderbilt University, Nashville,
Tennessee
Susan Steffel, Central Michigan University, Mount Pleasant
F.48
RACE, REBELLION, AND RESOLUTION
(S–C)
Chicago Hilton/Astoria Room,Third Floor
Members of this panel will offer strategies for engaging firstyear composition students in critical conversations about
race, and activities that promote empathy and affect and
provide spaces that allow students to write freely without
fear of repercussion.
Chair: Osa Osayimwense,Virginia State University, Petersburg
Presenters: Lew Caccia, Youngstown State University, Ohio,
“New Investigative Energies for Resolving Urban Differences”
Erica McFadden, University of New Mexico, Gallup, “Writing
as Rebellion Project: Encouraging Students to Use Their
Voices through Writing”
Yolanda Sealey-Ruiz, Teachers College, Columbia University,
New York, New York, “Toward a Pedagogy of Racial Literacy
in First-Year Composition”
F.49
A SELF-STUDY OF PRESERVICE
TEACHERS’ FIELD WORK BEFORE
THE STUDENT TEACHING EXPERIENCE:
HOW DO FIELD OBSERVATIONS
PREPARE US TO TEACH? (S–C)
Palmer House/Madison Room,Third Floor
In this session, three preservice teachers will describe
observational fieldwork (120 hours) prior to student
teaching. Each will discuss a 40-hour placement and its
related coursework by critiquing, evaluating, and assessing
its practicality, execution, and value. They will also include
a collage of posters representing the questions, settings,
students, and communities involved.
Chair: Steve Bickmore, Louisiana State University, Baton
Rouge
Presenters: Meagan McElroy, Louisiana State University,
Baton Rouge
Miranda Moore, Louisiana State University, Baton Rouge
Kate Youngblood, Louisiana State University, Baton Rouge
Respondent: Susan Weinstein, Louisiana State University,
Baton Rouge
F.50
TEACHING LITERATURE THROUGH THE
LENS OF RHETORICAL ANALYSIS (S–C)
Chicago Hilton/Williford Room B,
Third Floor
“Rhetoric is the art of ruling the minds of men” (Plato),
but it is also the art of analyzing speakers’ and writers’
purposeful language choices. This interactive panel will
illustrate how classic and contemporary texts can become
more accessible to students when approached from a
rhetorical analysis perspective.
Chair: Rosalie Kiah, Norfolk State University,Virginia
Presenters: Diana Benoist, South High School, Downers
Grove, Illinois
Valerie Hardy, South High School, Downers Grove, Illinois
Kelly Muisenga, South High School, Downers Grove, Illinois
F.51
F.52
APPROACHES TO IMPROVING COLLEGE
WRITING: DESIGNING CURRICULA,
TEACHING STUDENTS, AND RESPONDING TO STUDENT WRITING (S–C)
Palmer House/Wabash Room,Third Floor
The members of this panel will offer a range of perspectives
on improving the writing of college students. Approaches
include using Kress’s multimodal social-semiotic theory as
the foundation for curriculum design, engaging students in
qualitative research, and using conference-based strategies
to enhance revision.
Presenters: Suzan Aiken and David McClure, Bowling Green
State University, Ohio, “Expanding Our Students’ (and Our)
Research Practices: Qualitative Research in the Undergraduate Writing Class”
Matthew Davis, Florida State University, Tallahassee, “Multimodality, Student Work, and Undergraduate Writing Majors
in a Digital World”
Sam Van Horne, University of Iowa, Iowa City, “The Relationship between Note-Taking in Writing Conferences and
Student Revision”
F.53
KNOWING WHAT I/YOU/WE KNOW:
ALTERNATIVE ASSESSMENT IN WRITING
INSTRUCTION (S–C)
Palmer House/Honore Ballroom,
Lobby Level
In this session, members of the Illinois State University Writing Research Collective will describe a genre studies/activity theory framework for writing instruction and writing
assessment. Participants will leave the session with a better
understanding of theories and practices for this model,
F.54
FROM CUTTING EDGE TO NORMATIVE:
TRACING THE USE OF WIKIS AND
MULTIMODAL COMPOSING IN WRITING
CLASSROOMS (C–T)
Palmer House/Logan Room,Third Floor
What at one time is radical, offering possibilities for change
and encouraging exploration, all too often becomes normative and conventionalized. The members of this panel
will reflect on the roles that once cutting-edge technologies can play in our teaching and our students’ learning.
Chair: Natalie L. Belcher, Delaware State University, Dover
Presenters: Michael Neal, Florida State University, Tallahassee, “Just Tell Me What I Should Use: Expanding the Rhetorical Situation to Include New Media Selection”
Thomas W. Reynolds Jr., Northwestern State University,
Natchitoches, Louisiana, “(Re)Reading Our (Re)Writing of
Wiki Technology”
Dickie Selfe, The Ohio State University, Columbus, “How Do
I Evaluate THAT? An Assessment Ecology for Digital Media
and Wikis”
Saturday
ZAGAT GUIDES, NEW YORKER
CARTOONS, AND FACEBOOK FEEDS:
USING REAL WORLD SUBGENRES TO
TEACH WRITING (S–C–T)
Chicago Hilton/Williford Room A,
Third Floor
These presenters will invite participants to scaffold their
teaching of writing by expanding their definitions of “genre”
to include highly specified subgenres (Zagats guides, New
Yorker cartoons, and Facebook feeds to name a few).They will
explore strategies for analyzing subgenres, determining the
skills necessary for mastery, and creating curriculum.
Presenters: Erick Gordon, New York City Writing Project,
New York
Kerry McKibbin, Teachers College, Columbia University,
New York, New York
Amy Simpson, Alma d’Arte Charter High School, Las Cruces,
New Mexico
and will be provided with detailed materials for developing
these practices in their own classrooms.
Chair: Joyce R. Walker, Illinois State University, Normal
Presenters: Chereka Dickerson, Illinois State University,
Normal
Jordana Hall, Illinois State University, Normal
Jamison Lee, Illinois State University, Normal
Amy Magnafichi-Lucas, Illinois State University, Normal
John MacLean, Illinois State University, Normal
Anjanette Riley, Richland Community College, Decatur,
Illinois
Susana Rodriguez, Illinois State University, Normal
F.55
FIRST-YEAR COMPOSITION PROGRAMS,
WRITING CENTERS, AND GRADUATE
PROGRAMS: INNOVATIVE MOVES TO
ENSURE SUSTAINABILITY AND
ENHANCE RESEARCH OUTCOMES (C)
Palmer House/Indiana Room,Third Floor
This cross-national panel will examine the economic challenges facing rhetoric and composition faculty in the
United States and Australia, and will offer innovative strategies for success and sustainability in first-year composition
programs, university writing centers, and graduate programs in rhetoric and composition.
Chair: Bea Moore, Saint Joseph’s University, Philadelphia,
Pennsylvania
Presenters: Beth Brunk-Chavez, The University of Texas, El
Paso, “Restructuring a First-Year Composition Program:
Sustainability, Research, and Challenges”
Carlos Salinas, The University of Texas, El Paso, “Sustaining
Graduate Programs Via Online Writing Certification”
Susan Thomas, The University of Sydney, New South Wales,
Australia, “The Writing Center as Consultant: Rhetoric,
Research, and Revenue”
Saturday Morning, 8:00–9:15 a.m. 137
F.56
A WRITER’S BEGINNINGS:TEACHING AS
A DARING ACT (G)
Chicago Hilton/Lake Erie Room,
Eighth Floor
How does a writer begin? Why do some individuals find
power in words and others reject their magic? The panelists in this session will demonstrate methods for inspiring
writing using texts from nonfiction to YA, local writers to
world authors, songwriters to journalists, and from Welty,
Walker, and Hurston to Howe, Pink, and the Indigo Girls.
Chair: Ruth Caillouet, Clayton State University, Morrow,
Georgia
Presenters: Ruth Caillouet, Clayton State University,
Morrow, Georgia
Debra Durden, Clayton State University, Morrow, Georgia
Barbara Holland, Richard Hull Middle School, Duluth, Georgia
Patricia Smith, Clayton State University, Morrow, Georgia,
“Exploring through Reflection”
Did you know that until the late 1960s formal dress was
required for head-table guests at the NCTE Convention
annual banquet? It was only in 1970 that the Executive Committee “approved a one-year moratorium on formal dress
for head-table guests at the Annual Banquet . . . No more
black bow ties, starched shirt fronts, or dinner jackets for
men.” Women were also given more leeway. “The ladies who
don’t wear pant suits will have a full range of choices—from
mini to maxi.”
138 Saturday Morning, 8:00–9:15 a.m.
Film Festival (G)
9:00 a.m.–5:00 p.m.
Chicago Hilton/Boulevard Room A, Second Floor
Sponsored by the Media and Digital Literacies Collaborative, open to all
The film festival is for those interested in the potential of film study in the teaching of English and language arts, and for
those interested in using films on literary subjects within the English classroom. This year’s NCTE film festival focuses on the
art of storytelling. Our students become storytellers who reveal their creative talents in films, poetry slams, plays, historical
settings, and storytelling classes that capture their life experiences. Storytelling unites people in ways that help us understand
each other and diverse cultures. We have chosen many interesting and award-winning films that tell unique stories so please
join us for the NCTE Film Festival!
The festival screens recent feature films and award-winning short films. This year we are including some films made by
students. All films featured in the festival become springboards for classroom study in terms of both their content and their
engaging visual style. Festival organizers will lead brief discussions after each film and provide information about distribution
sources and teaching materials. As noted below, some of the films intersect with the various NCTE strands. Materials about
additional educational films that teachers may consider using for their classes will also be supplied.
For more information about the films screened today, please see the NCTE Film Festival website.
sites.google.com/site/NCTEfilmfestival
Time/Title/Length/Distributor/Audience Level/Brief Description
The NCTE Media and Digital Literacies Collaborative is proud to start this year’s film festival with this
award-winning film.The following is a documentary about an annual poetry slam that takes place in Chicago.
This film is a must-see for all English teachers. It intersects with the Rainbow Strand.
9:00–10:50 a.m.
Louder Than a Bomb (98 minutes)
Siskel/Jacobs Productions
Middle School–High School–College
Louder Than a Bomb tells the story of four Chicago-area high school poetry teams as they prepare to compete in the
world’s largest youth slam. By turns hopeful and heartbreaking, the film captures the turbulent lives of these unforgettable kids, exploring the way writing shapes their world, and vice versa. Louder Than a Bomb is not about “high school
poetry” as we often think of it. It’s about language as a joyful release, irrepressibly talented teenagers obsessed with
making words dance. While the topics they tackle are often deeply personal, what they put into their poems—and
what they get out of them—is universal: the defining work of finding one’s voice. Winner of eleven film festival prizes,
including seven audience awards, Louder Than a Bomb has been hailed as “powerful and exhilarating” (TimeOut
Chicago), “inspiring” (L.A.Times), “irresistible” (Chicago Tribune), “vibrant and moving” (The Wrap), “a get-up-and-clap
kind of movie” (Paste), and “a celebration of American youth at their creative best” (Variety). It will have its television
premiere later this year on OWN: The Oprah Winfrey Network as part of the OWN Documentary Club. Louder
Than a Bomb was directed by Greg Jacobs and Jon Siskel of Siskel/Jacobs Productions. For more information, go to
louderthanabombfilm.com or email Greg and Jon at: [email protected].
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Co-chairs: Louis Mazza, The Arts Academy at Benjamin Rush, Philadelphia, Pennsylvania
Jane Nickerson, Gallaudet University, Washington, DC
Consultants: Peter Gutierrez, columnist, Screen Education, St. Kilda, West Australia and blogger, TribecaFilm, Montclair,
New Jersey
M. Elizabeth Kenney, Adlai E. Stevenson High School, Lincolnshire, Illinois
Sharon Pajka, Gallaudet University, Washington, DC
Nathan Phillips,Vanderbilt University, Nashville, Tennessee
Facilitators: Frank Baker, Media Literacy Clearinghouse, Inc., Columbia, South Carolina
Mary Christel, Adlai E. Stevenson High School, Lincolnshire, Illinois
Peter Gutierrez, columnist, Screen Education, St. Kilda, West Australia and blogger, TribecaFilm, Montclair, New Jersey
Jennifer Powers, Green Mountain College, Poultney,Vermont
We are pleased to showcase this Academy Award-winning film (Best Short Film, Live Action–2004) based on
a William Faulkner short story.This film was written and directed by Aaron Schneider, a Peoria, Illinois
native. Schneider takes Faulkner’s story and makes it come alive on the screen.
10:55–11:35 a.m.
Two Soldiers (40 minutes)
Shoe Clerk Picture Company, Inc.
Elementary–Middle School–College
Based on the short story by William Faulkner, “Two Soldiers” tells the inspirational and stirring tale of two brothers
pulled apart by war. Set in 1941 on the eve of World War II, Faulkner’s poignant coming-of-age story takes viewers on
a young boy’s heroic journey to reunite his family and do battle with the world that has torn it apart. Originally published in the Saturday Evening Post, this uplifting story and its faithful Academy Award-Winning adaptation, are a loving
homage to “innocence lost” and the unwavering devotion of those who continue to sacrifice for love and country.
Join us for this outstanding film that focuses on what life might be like in the future.This film was created
with support from the Corporation for Public Broadcasting.This is a COMMUNITY CLASSROOM film that
includes a lesson plan which is designed with key education standards in mind, and is available free of charge
online, along with this film and other film modules.
11:40–11:59 a.m.
Tent City (18:35 minutes)
COMMUNITY CLASSROOM—The Independent Television Service (ITVS)
High School–College
Filmmaker Aldo Velasco tells the story of Tent City which is set in the near future during a time of economic collapse. Unemployment is in the double digits, and block after block of businesses and homes have been foreclosed and
abandoned. Only the powerful few live in homes, while the rest must survive in the tent cities cropping up everywhere.
Tent City is a frame story. In the outer story, Matthew Ochoa seeks to provide for his wife and son Ivan by taking a job
he dislikes but that enables them to live in a house. One night Ivan asks Matthew to tell him a story, and it forms the
plot of the inner city. In the inner city, a robot discovers that he has been programmed to unleash a deadly disease in
the city. The robot’s programmer plans to make a fortune by providing the only cure. In an attempt to thwart the plan,
the robot kills himself, unwittingly releasing the disease and infecting the city. The narrative then returns to the outer
story, in which Ivan convinces Matthew to quit his job. As a result, the family is evicted from their home and moves to
Tent City, a community of homeless people on the edge of town. As the two stories unfold, the viewer will note parallels between the two stories, with the inner story emphasizing the conflict in the outer one. This film has a lesson plan
that treats the film as a text, asking students to analyze the filmmaker’s choice to create an effect that strengthens the
impact on the viewer. NCTE member John Golden helped develop the lesson plan which you can view at:
http://futurestates.tv/uploads/lesson_plans/tent_city_lesson_plan.pdf.
The NCTE Media and Digital Literacies Collaborative is excited to sponsor this film directed by Irvin
Kershner of The Empire Strikes Back fame because it is a startling example of propaganda related to crime
and horror comics.This session will appeal to those with an interest in journalism and ethics, comics,
censorship, the horror genre, and the critical viewing of media generally.
12:04–12:34 p.m.
Confidential File: Horror Comic Books! (15–20 minute excerpt of this 25-minute TV show)
Abrams ComicArts and Confidential TelePictures
Middle School–High School–College
Today’s resurgence of comics—and their book-length cousins, graphic novels—in reading instruction represents a refutation of a deep prejudice against the medium which persisted for decades. In fact, in the 1950s the US Senate conducted hearings about banning certain comic books based on the belief that they lead directly to juvenile delinquency
(an argument replayed today in terms of video games). Many of these comics are collected in a fascinating history
of the period by Jim Trombetta entitled The Horror! The Horror! Comic Books the Government Didn’t Want You to Read!
(Abrams ComicArts, 2010), which comes complete with a 1955 episode of the exposé-style TV show Confidential File.
This show was directed by the late Irvin Kershner, who also made the James Bond film Never Say Never Again. It represents a striking instance of outright propaganda masquerading as sober journalism, and includes a dramatization of
140 Saturday Film Festival
kids who instantly turn into bullies after reading crime and horror comics. Comics journalist and NCTE spokesperson
on graphic novels and media literacy Peter Gutierrez will lead a “guided viewing” of the episode, outline classroom applications, and explain how you can screen the episode yourself. For more information on this topic, including footage
from this rare and unique work, check out: http://www.youtube.com/watch?v=cXyFb9m3fQ.
We are pleased to present these documentary films made by elementary school students in New York City
with the help of media literacy consultant, Rhys Daunic. Rhys is co-founder and director of The Media Spot
(TMS), and a consultant for Digital School Solutions (DSS).Through embedded professional development
and classroom collaboration, Rhys worked with teachers and students to design and implement PSA production units aligning media literacy concepts with traditional learning goals through 21st century media to
create these productions. Please enjoy these films made by talented elementary school students from PS 32
(The Belmont School in The Bronx, New York) and PS 334 (The Anderson School in Manhattan, New York).
The NCTE Film Festival is pleased to present these films made by students in grades 9–11 at The Arts
Academy at Benjamin Rush in Philadelphia under the supervision of Media Arts teacher (and film festival
co-chair) Louis Mazza and Rush Arts Music Teacher Jeff Loda, who developed curriculum for a “nonfiction”
media class to empower students to tell true stories.Throughout the school year, students also participated
in the PBS NewsHour Student Reporting Labs project to create several nonfiction films and news reports
that examine issues of concern to students.The films incorporate research, reporting, and interviewing skills
as well as teach important technical and conceptual skills that result in holistic learning experiences, which
surpass and outlast traditional classroom lessons.
12:50–1:10 p.m.
The Arts Academy at Benjamin Rush in Philadelphia
Middle School–High School
School Lunches—Alexa Hicklin (3:30 minutes)
Scripted Curriculum—Seana Frank (4:30 minutes)
Mountains—Kimberlyn Kossovsky (4:00 minutes)
Skiing with Dad—Kim Neubauer (2:45 minutes)
Remixing is the practice of using appropriated material to create something new. This technique of art-making
encompasses visual arts, music, filmmaking, and can be traced back to the Dadaists in the early 20th century.
With the emergence of digital media, remixing has blurred the lines between consumer, artist, author, and “owner.”
In this climate, panic over copyright infringement inhibits creativity and cultural criticism. Students in Louis Mazza’s
Media Arts 1 class examined the doctrine of “Fair Use” in our copyright law and set out to create original work using
“found” media “texts.”
Care Bears Inception—Vicki Pachucki (2:32 minutes)
Biancanieves—Jose Liriano (3:10 minutes)
We are proud to show the classroom version of this exciting documentary by Mary Murphy, based on her
book entitled, Scout, Atticus, & Boo: A Celebration of Fifty Years of To Kill a Mockingbird. Anyone who has ever
discussed To Kill a Mockingbird in the classroom will want to attend the screening of this film. Mary Murphy
will join us to discuss her outstanding film.This film intersects with the Rainbow Strand.
Saturday Film Festival 141
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12:39–12:45 p.m.
Student Created Public Service Announcements
The Media Spot
Elementary–Middle School
PS 334 (Gifted and Talented 3rd Grade) PSA on Japan disasters: Lean on me (2:25 minutes)
PS 32 (Title 1 5th Grade) PSA: Bullying is not always physical (2:20 minutes)
Elementary school students in two New York schools worked in teams to create some excellent short documentary
films. The first film focuses on a PSA created about the disaster in Japan. The second film deals with a topic that many
students face—bullying. Students in these classes show how they used 21st century literacy concepts in their productions. Each production illustrates the creative talents that students possess and are superb examples of what students
can do. **Related teaching resources, production notes, tutorials, and student productions are available free through
themediaspot.org
1:15–2:10 p.m.
Hey, Boo: Harper Lee and To Kill a Mockingbird (Classroom Version—45 minutes)
Middle School–High School–College
For those who love the book To Kill a Mockingbird and want to know more about Harper Lee, this is a great documentary for you. Harper Lee’s first and only novel turns 50 this year and the author has not given an interview since 1964
or published a second book. Hey, Boo: Harper Lee and To Kill a Mockingbird is a feature-length independent documentary
that explores the many ways Harper Lee’s novel has made a difference. Tom Brokaw, James McBride, Anna Quindlen,
Oprah Winfrey, and many more notables reflect on how the novel has shaped their lives and careers. With new information and never-before-seen photos and letters, writer/director Mary Murphy deftly weaves a compelling story of a
young woman and a first novel that turned into an astonishing phenomenon.
The NCTE Media and Digital Literacies Collaborative is excited to sponsor this award-winning film that
focuses on the Federal Writer’s Project.This film would be a wonderful addition to your curriculum about
The New Deal and the writers that emerged in that era.The film features one of the last interviews given
by Studs Terkel who hosted a well-known radio program,The Studs Terkel Program, which aired in Chicago
between 1952 and 1997.This film intersects with the Rainbow Strand.
2:15–2:48 p.m.
Soul of a People: Writing America’s Story (33-minute excerpt of this 92 minute film)
Infinity Entertainment Group
Elementary–Middle School–High School–College
Students of American history are well acquainted with President Franklin D. Roosevelt’s New Deal, and in this documentary filmmaker Andrea Kalin offers a detailed look at a perhaps lesser-known component of the Works Progress
Administration. The Federal Writer’s project was an arts program founded under the WPA with the goal of producing
informative content for state travel guides. It was a time not too different from our own: in the wake of the stock market crash, unemployment skyrocketed and desperate families began looking to the government for help. Unemployed
writers hired as part of the Federal Writer’s Project were faced with the daunting task of traveling across the country
and gathering information that would fill guidebooks for each of the 48 states. The project turned controversial, however, when authors hired to detail America’s strengths put equal effort into detailing the devastation that had washed
across the land. Interviews with such participants as Studs Terkel, Zora Neale Hurston, John Cheever,Vardis Fisher,
Anzia Yezierska, and Richard Wright, as well as an impressive collection of poets, historians, and writers including David
Bradley and Douglas Brinkley, offer an unflinching portrait of an important chapter in American history. A brochure
about the film can be downloaded at the following website: http://bit.ly/n243gR. Soul of a People:The WPA Writer’s
Project Uncovers Depression America by David A. Taylor is the companion book for this film and is available at:
http://www.wiley.com/WileyCDA/WileyTitle/productCd–0470403802.html.
This award-winning film tells the story of Ruth Gruber who became an international foreign correspondent
and journalist ahead of her time.This film is an excellent film for students who are learning about journalism and telling stories.The filmmakers interviewed Ruth Gruber for this very interesting film about her life
and adventures.
2:53–3:21 p.m.
Ahead of Time (27:33-minute excerpt of this 73-minute film)
Reel Inheritance Films and Vitagraph
Middle–High School–College
Born in Brooklyn in 1911, Ruth Gruber became the youngest Ph.D. in the world before going on to become an international foreign correspondent and photojournalist at age 24. She emerged as the eyes and conscience of the world.
With her love of adventure, fearlessness, and powerful intellect, Ruth defied tradition in an extraordinary career that
has spanned more than seven decades. The first journalist to enter the Soviet Arctic in 1935, Ruth also traveled to
Alaska as a member of the Roosevelt administration in 1942, escorted Holocaust refugees to America in 1944, covered the Nuremberg trials in 1946, and documented the Haganah ship Exodus in 1947. Her relationships with world
leaders including Eleanor Roosevelt, President Harry Truman, and David Ben Gurion gave her unique access and insight
into the modern history of the Jewish people. Ruth is an inspiration not only for her ground-breaking career, but for
her vitality and humor at 98 years old. The film interweaves verite scenes with never-before-seen archival footage. The
world premiere of Ahead of Time took place at the Toronto International Film Festival 2009. This film has been shown
at numerous festivals and has won several Best Documentary awards.
142 Saturday Film Festival
The NCTE Film Festival is proud to present this film which features Derek Jacobi and Kenneth Branagh
as they “discover” Hamlet.This film will help readers of Hamlet understand this great play more clearly. All
teachers who want to have their students take an in-depth look at this tragedy or who want their students
to know how Shakespearean actors create Hamlet for the stage should watch this film.
3:26–3:55 p.m.
Discovering Hamlet (29-minute excerpt of this 53-minute film)
Acorn Media Group, Inc.
Middle School–High School–College
In 1988, Kenneth Branagh tackled the role of Shakespeare’s prince of Denmark for the first time in his professional
career under the guidance of celebrated actor Derek Jacobi, considered “the best Hamlet of his generation” (The New
York Times). Narrated by Patrick Stewart, this hour-long film documents how these two intelligent, passionate men found
new depths in Shakespeare’s classic drama. Filmmakers Mark Olshaker and Larry Klein follow the company through four
weeks of rehearsals, from the first read-throughs to opening night. Interviews with principal actors—as well as the set
designer, costume supervisor, text advisor, and others—reveal how each member of the company meets the production’s
challenges. In all, Discovering Hamlet offers an intimate, behind-the-scenes look at the process of staging Shakespeare’s
most demanding tragedy. Extra features included on the DVD include interviews with Derek Jacobi and cast members,
as well as a 12-page viewer’s guide with an introduction by director Mark Olshaker, a history of the Renaissance Theatre
Company, critical reactions to the production, and an article on Hamlet’s textual challenges.
4:00–4:32 p.m.
Chekhov for Children (32-minute excerpt of this 72-minute film)
Pieshake Pictures
Elementary–Middle School–High School
Chekhov for Children tells the inspiring story of an ambitious undertaking—the 1979 staging on Broadway of Uncle Vanya
by New York City 5th and 6th graders, directed by the celebrated writer Phillip Lopate. Using a wealth of never-before-screened student documentary videos and dramatic super 8 mm films from the era, Chekhov for Children explores
the interplay between art and life for a dozen friends across 30 years—including the filmmaker. Phillip Lopate directed
Uncle Vanya in 1979 when he was 36 years old; nearly a century earlier, Anton Chekhov wrote the play at the age of 39.
In Chekov for Children, New York City schoolchildren play characters in Uncle Vanya grappling with the regrets and the
vanished hopes of middle age. Today, those children are themselves nearly age 40, like Chekhov when he wrote the play
and Lopate when he directed it. A love letter to the turbulent New York of the 1970s, Chekhov for Children mediates
upon the reckoning that comes at mid-life through the lens of universal themes: first love, mentoring, and parenting.
Sasha Waters Freyer’s documentary earned rave reviews at the 2010 Telluride Film Festival and The Film Society of
Lincoln Center. Sasha teaches filmmaking at the University of Iowa where she is an Associate Professor.
We are pleased to show this moving and inspiring film which showcases the healing potential of telling one’s
stories.This film is an engaging and powerful resource for teaching about breaking cultural boundaries and
creating community. Students from diverse racial, ethnic, and cultural groups learn that their differences
are overshadowed by shared hopes, fears, and joys that bind them together in the human journey.This film
intersects with the Rainbow Strand.
4:37–5:00 p.m.
The Storytelling Class (excerpt of this 47-minute film)
Bullfrog Films
Elementary–Middle School–High School–College
The Storytelling Class focuses on students who attend Gordon Bell High School in downtown Winnipeg. Gordon Bell
High School is the most culturally diverse school in the city, with 58 different languages spoken by the student body.
Saturday Film Festival 143
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The NCTE Film Festival is pleased to show an excerpt of Chekhov for Children. This film poses the question: “Where does one draw the line between experimentation and self-indulgence?”—a quote from Phillip
Lopate’s 1979 essay “Chekhov for Children”—on both broadly social and intimately personal levels.The film
evokes this question in light of the choices we make about the best models for our nation’s schools, and in
the decisions we as individual parents and teachers make for our own children and students on a daily basis.
Its final message is that childhood animates our adult lives and it is through the arts that we all connect to
this living childhood within us.
Many students are children who have arrived as refugees from various war-torn areas of the world. In an effort to
build bridges of friendship and belonging across cultures and histories, teacher Marc Kuly initiated an after-school
storytelling project whereby the immigrant students would share their stories with their Canadian peers. The catalyst
for the cross-cultural interaction was the students’ reading of A Long Way Gone by Ishmael Beah, a memoir of Beah’s
horrific time as a child soldier in Sierra Leone’s civil war. These voluntary after-school meetings take dramatic turns
and reach their climax when Ishmael Beah and professional storyteller Laura Simms travel from New York to work
with them. With their help the students learn to listen to each other and find the commonality that had so long eluded
them.
For more information about the films screened today, please see the NCTE Film Festival website.
sites.google.com/site/NCTEfilmfestival
144 Saturday Film Festival
Meetings
Business Meeting of the Black Caucus
9:30 a.m.–Noon
Chicago Hilton/Conference Room 5C, Fifth Floor
Chair: Anna Jackson, Southern Illinois University, Carbondale
Business Meeting of the Latino Caucus
10:00 a.m.–Noon
Chicago Hilton/Conference Room 5B, Fifth Floor
Co-chairs: Bobbi Ciriza Houtchens, Marina del Rey, California
Cristina Kirklighter, Texas A&M University, Corpus Christi
Renee Moreno, California State University, Northridge
Saturday Morning, 9:30 a.m.–Noon 145
Saturday
During World War II, NCTE helped define the “language
needs of soldiers.” In 1943 in Education for Victory, an NCTE
committee outlined the communications and reading skills
necessary for members of the United States military and
suggested teaching strategies.
G Sessions are located as below:
Chicago Hilton
Palmer House
1
2
4
6
7
9
10
13
14
15
16
19
21
22
23
25
31
32
34
35
40
41
44
45
46
48
50
55
3
5
8
11
12
17
18
20
24
26
27
28
29
30
33
36
37
38
39
42
43
47
49
51
52
53
54
56
146 G Session Locations
G Sessions
9:30–10:45 a.m.
Featured Session
G.01 NCTE Centennial Writing
and Working for Change
Founders Panel, Part 1: 1960s
and 1970s (G)
Marianna Davis, Carlotta Cardenas
de Dwyer, and Rashidah Muhammad
Chicago Hilton/PDR 2,Third Floor
BRINGING LGBT AUTHORS INTO THE
SCHOOLS: A SESSION WITH LAMBDA
LITERARY FOUNDATION (M–S)
Chicago Hilton/PDR 1,Third Floor
Sponsored by the Gay/Straight Educators’ Alliance,
open to all
As guests of the Gay/Straight Educators’ Alliance, the
Lambda Literary Foundation will present an outline of a
program of gay and lesbian author outreach to schools
across the country. Specifically, because the Foundation has
working relationships with these authors, the members
envision bringing them into the schools either physically
or digitally via Skype or another live discussion forum.
They are especially interested in starting with Young Adult
authors as a pilot project and then moving forward from
there.
Chair: R. Joseph Rodriguez, The University of Texas, Austin
Presenters: Judith Markowitz, Lambda Literary Foundation, Los Angeles, California, “Introducing Lambda Literary
Foundation”
John Pruitt, University of Wisconsin–Rock County, Janesville
Saturday
Sponsored by: Black Caucus, Latino Caucus,
and the CCCC Language Policy Committee,
open to all
G.02
G.03
Marianna Davis
Carlotta Cardenas
de Dwyer
Rashidah
Muhammad
Founders and leaders of the Black Caucus, Latino
Caucus, and the CCCC Language Policy Committee
will discuss the major historical contributions made to
NCTE/CCCC by these groups during their early years.
Panelists will also discuss how these contributions were
in response to and helped shape national issues related
to the groups’ expertise and identities.
Chair: Cristina Kirklighter, Texas A&M University, Corpus
Christi
Presenters: Marianna Davis, Benedict College, Columbia,
South Carolina, “The Early History of the Black Caucus”
Carlota Cardenas de Dwyer, San Antonio, Texas, retired,
“The Early History of the Latino/Chicano Caucus”
Rashidah Muhammad, Governors State University,
University Park, Illinois, “The Early History of the
CCCC Language Policy Committee”
READING NONFICTION:THE ORBIS
PICTUS AWARD SELECTIONS FOR 2011
(G)
Palmer House/Chicago Room, Fifth Floor
Orbis Pictus books serve students in reading, language arts,
and content areas of the K–8 curriculum, yet are also
diverse sources for pleasure reading. This session will
introduce the books and show why they were selected as
part of the 2011 Orbis Pictus family. Brief descriptions will
highlight features that make them engaging books for the
classroom.
Co-chairs: Kim Ford, Cypress Middle School, Memphis,
Tennessee
Fran Wilson, Madeira City Schools, Cincinnati, Ohio
Presenters: Barbara Chatton, University of Wyoming,
Laramie, retired
Kim Ford, Cypress Middle School, Memphis, Tennessee
Jeffrey Kaplan, University of Central Florida, Orlando
Jan Kristo, University of Maine, Orono
Lisa Morris-Wilkey, Ironwood Elementary School, Casa
Grande, Arizona
Diana Porter, Eastern Kentucky University, Richmond
Deborah Thompson, The College of New Jersey, Ewing
Saturday Morning, 9:30–10:45 a.m. 147
G.04
THE POWER OF THE ARTS TO
TRANSFORM LITERACY LEARNING (T–G)
Chicago Hilton/Continental Ballroom,
Salon C, Lobby Level
Sponsored by the CEE Commission on Arts and Literacies,
open to all
The CEE Commission on Arts and Literacies (COAL) was
established to explore the theoretical and practical applications of expanded views of literacy. In this session, commission members will share the ways in which they infuse arts
into their K–University settings. Participants will then be
invited to share ideas at the roundtables.
Co-chairs: Peggy Albers, Georgia State University, Atlanta
Michelle Zoss, Georgia State University, Atlanta
11
12
13
14
Table Number Roundtable Leaders and Topics
G.05
1
2
3
4
5
6
7
8
9
10
Lawrence Baines, University of Oklahoma,
Norman, “The Urgent Art of Morphing
Sensory Inputs”
Phillip Call, Ball State University, Muncie,
Indiana
Maggie Chase and Bruce Robbins, Boise
State University, Idaho, “ABCs: Digital
Arts-Based Creations”
Kay Cowan, University of Tennessee,
Chattanooga, “The Arts and HigherOrder Reasoning”
Lori Diefenbacher and Carol Hoyt,
Webster University, St. Louis, Missouri,
“Find the Story in the Song: Teaching the
Genres of Storytelling through Music”
Tammy Frederick, RCPS, Stockbridge,
Georgia, “Semiosis of Self: MeaningMaking in an Arts-Infused Heritage
Language Arts Class”
Michael Gawdzik, Christine Leland, Brandon Mitchell, and Anne Ociepka, Indiana
University–Purdue University, Indianapolis, “Exploring Transmediation from an
Aesthetic and Critical Perspective”
Jerome C. Harste, Indiana University,
Bloomington, “Where Does Visual Discourse Analysis Get Us that Discourse
Analysis Can’t?”
Pamela Hartman and Lynne Stallings,
Ball State University, Muncie, Indiana,
and Luke Boggess, Fort Wayne, Indiana,
“Bridging Literacies: Teaching ELLs to Use
Visualization and Drama to Powerfully
Create and Read Texts”
S. Rebecca Leigh, Oakland University,
Rochester, Michigan, “Imagining New Possibilities with Artist-Writer Partnerships”
148 Saturday Morning, 9:30–10:45 a.m.
Ray Martens, Towson University, Maryland,
“Importance of Oral Interviews as an
Assessment Tool for the Art Products of
Elementary Students”
Beth Olshansky, University of New Hampshire, Durham, “Why Pictures First?”
Pauline Skowron Schmidt, D’Youville College, Buffalo, New York, “Multimodality
across Content Areas”
Yi-Ching Su, Aletheia University, Taipei,
Taiwan, “Life Stories in Taiwan: EFL Adult
Learners Respond to Paul Fleischman’s
Seedfolks through Multiple Semiotic
Systems”
SHAKESPEARE SET FREE—ACT 5:
HOW TO CREATE MEANINGFUL AND
AUTHENTIC ASSESSMENTS FOR YOUR
SHAKESPEARE UNIT (G)
Palmer House/Red Laquer Ballroom,
Fourth Floor
Sponsored by the Folger Shakespeare Library, open to all
As your Shakespeare unit winds down, you look for activities that go beyond making Globe Theater models out of
Popsicle sticks. These presenters will demonstrate several
strategies that employ higher-level thinking to evaluate
students. Although this panel is part of a five-session Teaching Shakespeare strand, each session stands alone and will
be led by different members of the Folger staff and past
participants of the Teaching Shakespeare Institute. Teachers
are welcome to attend one, some, or all five sessions.
Chair: Michael LoMonico, Folger Shakespeare Library,
Washington, DC
Presenters: Carol Kelly, Folger Shakespeare Library,
Washington, DC, “Page to Stage”
Robert Young, Folger Shakespeare Library, Washington, DC,
“After the Festival”
G.06
ELL AND MULTIMODAL LITERACIES:
MOVEMENT, STORYBOARDS, ONLINE
COLLABORATION (G)
Chicago Hilton/Joliet Room,Third Floor
Presenters in this session will discuss how to encourage
students to write and tell their stories, using creative
movement, storyboards, and online collaboration.
Presenters: Brynna Hurwitz, Lewis and Clark College,
Portland, Oregon, “Sharing the Stories of Somali and Iraqi
Middle School Students: How Creative Movement and
Storyboards Facilitate Literacy”
Rita Oates, ePals, Inc., Herndon,Virginia, “Can We Chat?
Language Practice through Online Collaboration”
G.07
G.08
STUDENT ENGAGEMENT:
THE KEY TO THE FUTURE (G)
Palmer House/Crystal Room,Third Floor
Students learn the most when they are involved in the learning process. Learn how to engage your students when they
are responding to fiction and nonfiction, learning vocabulary, and during the writing process. Be prepared to create
samples to take back to your classroom.
Chair: Maureen Mooney, Greenwich Academy, Connecticut
Presenters: Diane Bondurant,Tenoroc High School, Lakeland,
Florida
Jane Feber, consultant, Jacksonville, Florida
G.09
A PARADE OF POETS: A CELEBRATION
HONORING ALL 16 NCTE POETRY
AWARD RECIPIENTS, 1977–2011 (G)
Chicago Hilton/Continental Ballroom,
Salon A, Lobby Level
All 16 winners of the NCTE Award for Excellence in Poetry
for Children will be feted in this celebration of their lives
and works. The poets in attendance will speak and read
a selection of their own poems. Favorite poems by the
remaining award recipients will also be shared.
Chair: Terrell Young, Washington State University, Richland
Tradebook Authors: Arnold Adoff, Houghton Mifflin
Harcourt Trade Books, New York, New York
Eloise Greenfield, HarperCollins Children’s Books, New
York, New York
Lee Bennett Hopkins, Abrams Books, New York, New York
Discussion Leaders: Nikki Grimes, author, Bloomsbury
Press, New York, New York
J. Patrick Lewis, author, Little, Brown Books, New York, New
York
G.10
MEMORIES FROM PAST CENTURIES:
ARCHIVAL PHOTOS, FLIP VIDEOS,
AND STUDENT-MADE MOVIES CHANGE
LIVES (G)
Chicago Hilton/Waldorf Room,Third Floor
In this session, the presenters will share excerpts of student video projects created to teach lessons from history.
Learning from archival photographs, books, and websites,
students developed empathetic portrayals of children rescued during the Holocaust, while also imagining the voices
and experiences of witnesses and Nazis, and relating the
past to their present-day choices.
Presenters: Wendy Ewald, Duke University, Durham, North
Carolina
Katie Hyde, Duke University, Durham, North Carolina
Lisa Lord, Club Boulevard Humanities Magnet Elementary
School, Durham, North Carolina
G.11
PARTICIPATION BLUES: MOTIVATING
THE RELUCTANT STUDENT (G)
Palmer House/Grand Ballroom, Fourth Floor
What should you do when you can hear the proverbial pin
drop? In this session, teachers from Hunter College High
School will share tips and techniques for engaging the reluctant student in the intellectual life of the classroom, from pragmatic tools that you can use every day to more conceptual
approaches that will foster an exciting learning community.
Chair: Caitlin Donovan, Hunter College High School, New
York, New York
Presenters: Caitlin Donovan, Hunter College High School,
New York, New York, “Engaging All Students through Art
and Experience”
Lois Refkin, Hunter College High School, New York, New
York, “Spurring Class Participation: Some Techniques That
Work”
Richard Roundy, Hunter College High School, New York,
New York, “Student Participation Starts with You”
G.12
OPEN EDUCATION, DIGITAL RESOURCES,
SHARING, AND NEW LITERACIES (G)
Palmer House/Wabash Room,Third Floor
How do free, open, and digital resources affect how we
teach “reading the past and writing the future”? These presenters will discuss new models of learning and how they
can help foster literacy in communications, media, civic
participation, collaboration, and creativity.
Continued on following page
Saturday Morning, 9:30–10:45 a.m. 149
Saturday
LOGGING THE PAST, WRITING THE
FUTURE: CELEBRATING THE NATIONAL
DAY ON WRITING (G)
Chicago Hilton/Marquette Room,Third Floor
On October 20, 2009, NCTE launched the National Day
on Writing and the National Writing Gallery. The presenters in this session will describe their school’s celebration,
including their electronic gallery and an open mic event.
Attendees will participate in a “Word Wall” simulation and
receive a resource packet to launch their own celebrations!
Chair: Susan Thetard, University High School, Normal,
Illinois
Presenters: Shyla Anderson, University High School, Normal,
Illinois
Shaunte Brewer, Normal Community West High School,
Illinois
Kathleen Malone Clesson, University High School, Normal,
Illinois, “Host an Open Mic Event as a Complement to the
Schoolwide National Day on Writing Celebration”
Elise Franchi, University High School, Normal, Illinois
Kevin Gavillet, University High School, Normal, Illinois
Colleen Thomas, University High School, Normal, Illinois,
“Logging the Past, Writing the Future: Celebrating the
National Day on Writing”
Diane Walker, University High School, Normal, Illinois, “One
School’s Celebration”
Presenters: Harry Brake, formerly Seaford High School,
Delaware and currently American School Foundation,
Mexico City, Mexico, “Open Education, Digital Resources,
New Literacies, and Sharing”
Karen Fasimpaur, K12 Open Ed, Portal, Arizona, “Open Education, Digital Resources, New Literacies, and Sharing”
Bud Hunt, St.Vrain Valley School District, Longmont, Colorado, “Open Education, Digital Resources, New Literacies,
and Sharing”
G.13
USING RESEARCH STRATEGICALLY (G)
Chicago Hilton/Grand Tradition Room,
Lobby Level
language. This panel will present three projects that enable
teachers to use these approaches by being explicit with
their students about how language works in different kinds
of texts as students read and write.
Chair: Peter H. Fries, Central Michigan University, Mount
Pleasant
Presenters: Jason Moore, University of Michigan, Ann Arbor,
“Functional Grammar in the Secondary Classroom”
Mary Schleppegrell, University of Michigan, Ann Arbor,
“Functional Grammar in the Elementary Classroom”
Ebony Elizabeth Thomas, Wayne State University, Detroit,
Michigan, “Functional Grammar in the Teacher Education
Classroom”
Advocacy on behalf of teachers has become increasingly important as the federal government has taken an ever-larger
role in educational policy. Presenters in this session will
show how teachers and their supporters can use research
strategically to influence policies that have direct consequences for them and their students.
Chair: Sarah Swofford, University of Michigan, Ann Arbor
Presenters: Barbara Cambridge, National Council of Teachers of English, Washington, DC, “A National Perspective on
Policy Research”
Anne Ruggles Gere, University of Michigan, Ann Arbor,
“What Is Policy Research”
Carol Pope, North Carolina State University, Raleigh, “Local
and State Advocacy”
G.16
WORDS TRANSCENDING: READING
OUR POETIC PAST WHILE WRITING
OUR POETIC FUTURE (T–G)
Chicago Hilton/Astoria Room,Third Floor
Sponsored by the NCTE/CEE Commission on the
Teaching of Poetry, open to all
Members of the NCTE/CEE Commission on the Teaching
of Poetry will show how poetry can be incorporated into
various content areas using interactive lessons and discussion, and also discuss these methods in relation to core
standards.
Chair: Bonner Slayton, Moore Norman Technology Center,
Norman, Oklahoma
Associate Chair: Danny Wade, Washburn University, Topeka,
Kansas
G.14
RACIAL LITERACY IN THEORY AND
PRACTICE (G)
Chicago Hilton/Conference Room 4C,
Fourth Floor
Sponsored by the Standing Committee on Research,
open to all
In this session, presenters will discuss how racial literacy is
a cornerstone of high academic achievement and a needed
tool for advancing the deconstruction of texts across the
curriculum and maximizing students’ funds of knowledge.
Presenters: Ayanna Brown, Elmhurst College, Illinois, “A Call
for Racial Literacy”
Lisa William-White, California State University, Sacramento,
“The Scholarship Revolution”
Table Number Roundtable Leaders and Topics
G.15
USING SYSTEMIC FUNCTIONAL
LINGUISTICS TO FOCUS ON LANGUAGE
AND MEANING IN TEACHERS’ PROFESSIONAL DEVELOPMENT (G)
Chicago Hilton/Conference Room 4A,
Fourth Floor
Sponsored by the North American Systemic Functional
Linguistics Association, open to all
Systemic functional linguistics is informing new approaches
to literacy development that engage students in exploring
150 Saturday Morning, 9:30–10:45 a.m.
1
2
3
4
5
6
7
Michael Angelotti, University of Oklahoma,
Norman, “Developing Student Poetic
Understandings through Study of Self as
Poet”
Hood Frazier, James Madison University,
Harrisonburg,Virginia
Lori Menning, School District of New
London, Wisconsin
Michael Moore, Georgia Southern University, Statesboro
Bonner Slayton, Moore Norman Technology Center, Norman, Oklahoma, “Poetry
in the Cracks: A Different Perspective”
Nicole Trackman, Columbia University,
New York, New York
Danny Wade, Washburn University, Topeka,
Kansas, “Poetry’s Future and the Common Core Standards”
G.17
PHYSICAL SPACE AS MEANINGFUL
PLACE FOR WRITING IN SECOND
GRADE (E)
Palmer House/Marshfield Room,Third Floor
Space can be considered from a critical perspective to support young writers’ understandings of voice in writing. In
this session, participants will explore classroom physical
environment and curriculum about place through video
from a diverse second grade classroom and demonstrations of writing engagements that teach children the power
of their words in meaningful places.
Presenters: Marie Gernes, University of Iowa, Iowa City,
“Because It’s Peaceful and I Get More Space”
Stacey Medd, Grant Wood Elementary School, Iowa City,
Iowa, “Punctuation Is Power”
Kathryn Whitmore, University of Iowa, Iowa City, “A Sense
of Place in Early Childhood Classrooms”
Table Number Roundtable Leaders and Topics
1
2
3
4
5
6
7
8
9
G.18
G.19
LEADING IN A TIME OF CHANGE:
WHAT SCHOOL LEADERS CAN DO:
A SESSION FOR DEPARTMENT CHAIRS,
LEAD TEACHERS, AND LITERACY
COORDINATORS (G)
Chicago Hilton/Grand Ballroom,
Second Floor
Sponsored by the Conference on English Leadership,
open to all
Rick Chambers, Pearson Education,
Waterloo, Ontario, Canada, “Helping
Teachers Realize Their Potential: Exploring Individual and Group Behaviors in
Departments and Schools”
Scott Eggerding, Lyons Township High
School, LaGrange, Illinois, “Leveraging
Best Practice for At-Risk Students:
Developing and Maintaining Literacy
Interventions”
Hilve Firek,Virginia Wesleyan College,
Norfolk, “Encouraging Effective Use of
Technology”
David Padilla, Baylor School, Chattanooga,
Tennessee, “Active Leadership:
Motivating and Engaging Teachers in
a Department”
Heather Rocco, School District of the
Chathams, Chatham, New Jersey,
“Purposeful Professional Development”
Anna J. Small Roseboro, Grand Rapids,
Michigan, “Optimizing Orientation: Helping Beginning Teachers to Launch New
Units and Books”
Janice Schwarze, Downers Grove South
High School, Illinois, “Using Data in a
Professional Learning Community to
Maximize Student Learning”
Tom Scott, University of Wisconsin, Milwaukee, “What Would You Do? Difficult
Situations that Leaders Face”
Rebecca Bowers Sipe, Eastern Michigan
University Honors College,Ypsilanti,
“Creating Meaningful Curricular Change
in the Wake of Standards: Drawing on
Strategies That Work”
Saturday
WRITING TO IMPROVE READING
COMPREHENSION AND ANALYTICAL
THINKING, K–5 (E)
Palmer House/Salon 6,Third Floor
In this session, presenters will show how writing and drawing about reading can improve children’s comprehension,
analytical thinking, and making connections among texts
and ideas. Participants will explore examples of students’
written and oral self-reflections on reading, complete writing responses, and create essential questions using poetry.
Chair: Laura Robb, Powhatan School, Boyce,Virginia
Presenters: Ryan Gilpin, Powhatan School, Boyce,Virginia,
“Writing to Read Builds Analytical Thinking”
Laura Robb, Powhatan School, Boyce,Virginia, “Hands-On
Experiences: Writing about Reading to Improve Comprehension and Analytical Thinking”
Sharon Taberski, educational consultant and author, Trumbull,
Connecticut, “Writing to Read: Bringing the ReadingWriting Connection Full Circle”
What are some of the keys to becoming an effective leader
in schools today and how can we become more strategic in our work with teachers and students? How do we
honor the voices of students, parents, and teachers? This
session will feature a keynote speaker as well as roundtable
discussions on topics of importance to school leaders.
Choose your topic and these informative, highly interactive, and practical conversations will engage you in the real
work of teachers and school leaders.
Chair: Pat Monahan, Interlochen, Michigan
Keynote Speaker: Kylene Beers, Reading and Writing
Project, Teachers College, New York, New York, “Beyond
Best Practices: Why Depending on ‘Best’ Isn’t Good
Enough”
Kylene Beers
Saturday Morning, 9:30–10:45 a.m. 151
G.20
RECREATING LITERACY INSTRUCTION
AND SUPPORT FOR THE ADVENT OF
RTI (E)
Palmer House/Salon 7,Third Floor
Providing reading support to children in elementary schools
has traditionally been provided by a reading specialist in a
pull-out model. Using an approach that increases the instructional skill of a classroom teacher while providing effective interventions for struggling readers, Roaring Brook
School has begun to move toward RTI compliance. The
presenters in this session will share their school’s journey
in moving from a pull-out support model to a collaborative
one that meets the individual needs of readers.
Presenters: Eric Byrne, Roaring Brook School, Chappaqua,
New York
Annemarie DeLucia-Piekarski, Roaring Brook School,
Chappaqua, New York
Stacey Fragin, Roaring Brook School, Chappaqua, New York
G.21
BEYOND CLASSROOM WALLS:
HONORING VOICES OF YOUNG
READERS IN THE 21ST CENTURY (E)
Chicago Hilton/Conference Room 4K,
Fourth Floor
The three teachers on this panel will share what they have
learned from their young learners about the power of choice,
collaboration, and thoughtful conversation in redefining literacy within and beyond our classroom communities.
Chair: Cathy Mere, Hilliard City Schools, Ohio
Presenters: Julie Johnson, Hilliard City Schools, Ohio, “Redefining Student Choice in the 21st Century”
Katie Keier, Fairfax County Public Schools, Alexandria,
Virginia, “We All Choose to Read: Supporting English
Language Learners and Readers Who Struggle”
Cathy Mere, Hilliard City Schools, Ohio, “Empowering Young
Readers”
G.22
CHILDREN’S LITERATURE TO NOURISH
UNDERSTANDINGS OF OURSELVES
AND OUR WORLD (E)
Chicago Hilton/Boulevard Room B, Second
Floor
These presenters will explore how various social issues can
be addressed in teaching children’s literature, such as coalition building, using wordless picture books to bridge home
and school, and addressing homelessness.
Chair: Maria Paula Ghiso, Teachers College, Columbia
University, New York, New York
Presenters: Ryan Colwell, University of Connecticut, Storrs,
“Addressing Homelessness through Children’s Literature:
A Critical/Interdisciplinary Approach”
Maria Paula Ghiso,Teachers College, Columbia University, New
York, New York, Gerald Campano, University of Pennsylvania,
Philadelphia, and Ted Hall, Indiana University, Bloomington,
“Imagining Our Collective Future through Shared Legacies:
Images of Coalition-Building in Children’s Literature”
152 Saturday Morning, 9:30–10:45 a.m.
G.23
CREATING K–5 PROJECT-BASED
ACTIVITIES WITH SPREADSHEET
SOFTWARE (G)
Chicago Hilton/Boulevard Room C,
Second Floor
Sponsored by the International Society for Technology in
Education, open to all
Microsoft Excel can be used as a powerful classroom teaching tool because it allows students to apply new and existing math skills in a technological format. The presenter in
this session will introduce teachers to Excel and show how
basic spreadsheet skills can be used in classroom projects
such as creating graphs, performing calculations, understanding trends, and analyzing data. Topics will include the
parts of a worksheet, the menu bar, setting up the worksheet, formatting, formulas, and creating graphs.
Presenter: Chris Fuller, Urbana School District #116, Illinois
G.24 NCTE AUTHORS—A MASTER CLASS IN
CHILDREN’S LITERATURE:TRENDS AND
ISSUES IN AN EVOLVING FIELD (E–M–C)
Palmer House/Water Tower Room,
Sixth Floor
Presenters in this session will discuss contemporary topics
in children’s literature addressed by the Children’s Literature Assembly annual Master Class at NCTE. Topics will
include the uses and abuses of children’s literature, reader
response, multicultural and international literature, bestsellers, children’s literature courses, book illustration and
design, and censorship.
Co-chairs: Lettie K. Albright, Texas Woman’s University,
Denton
April Whatley Bedford, University of New Orleans, Louisiana
Presenters: Evelyn Freeman, The Ohio State University
Columbus
Cyndi Giorgis, University of Nevada, Las Vegas
Marjorie R. Hancock, Kansas State University, Manhattan
Barbara A. Lehman, The Ohio State University, Mansfield
Miriam Martinez, The University of Texas, San Antonio
Janelle Mathis, University of North Texas, Denton
Amy McClure, Ohio Wesleyan University, Delaware
Linda M. Pavonetti, Oakland University, Rochester, Michigan
Reactor/Respondent: Claudia Haag, Texas Woman’s University, Denton
Illinois Showcase
G.25 More than Words: New Writers for the New Millennium (G)
Chicago Hilton/Lake Ontario Room,
Eighth Floor
Presenters: Catherine Doherty, Ron Russell Middle School,
Portland, Oregon, “Bringing New Poets to Life”
Denise Doherty, Orchard Park Middle School, New York,
“Poets and Poems, Past and Present”
Karen Terlecky, Glacier Ridge Elementary School, Dublin,
Ohio, “There Should Always Be Poetry: Poetry Rituals
throughout the Year”
Photo credit: Beth Rooney
G.27
Billy Lombardo
Bayo Ojikutu
Kathleen Rooney
G.26
POETRY POTPOURRI: READING AND
CELEBRATING POETRY PAST, PRESENT,
AND YET TO BE WRITTEN (E–M)
Palmer House/Price Room, Fifth Floor
Poetry is alive and well in our classrooms! This often neglected literary genre can help our students to discover
themselves on their journey through adolescence. In this
session, three teachers of elementary and middle school
students will share how they celebrate the craft of poetry
with their students in meaningful ways and on a regular
basis.
G.28
THE POWER OF WRITING WITH
STUDENTS: METHODS FOR USING OUR
OWN WRITING AS A TRANSFORMATIVE
TEACHING TOOL (E–M)
Palmer House/Grant Park Room, Sixth Floor
We know that the best preparation for teaching writing
comes from a teacher’s own writing, but many times this is
the first thing to go when faced with the many pressures
and demands of the classroom. This panel will discuss how
teachers can focus on their own writing in meaningful, effective, and, above all, practical ways. The panel will demonstrate how the purposeful, explicit use of a teacher’s own
writing can transform writing in classrooms and across
schools.
Presenters: Maggie Beattie, Reading and Writing Project,
Teachers College, Columbia University, New York, New
York
M. Colleen Cruz, Reading and Writing Project, Teachers
College, Columbia University, New York, New York
Kate Roberts, Reading and Writing Project, Teachers College,
Columbia University, New York, New York
Saturday Morning, 9:30–10:45 a.m. 153
Saturday
Being a writer in the 21st century means more than
just spinning words. It means acknowledging your
background, engaging others, and dreaming. Three of
Chicago’s up and coming authors will discuss their
writing and how it has led them to form and participate in literary communities amid the vastness of
Chicago, not to mention an emerging digital culture.
From founding an independent press, to organizing
a student-run literary magazine, to teaching creative
writing, these artists’ accomplishments are widespread. Hear about their work, their stories, and
their vision of a literary future.
Chair: Joseph Geocaris, Adlai E. Stevenson High
School, Lincolnshire, Illinois
Presenters: Billy Lombardo, Polyphony High School,
an international student-run magazine and the Latin
School of Chicago, Illinois
Bayo Ojikutu, The Graham School of Chicago, Illinois
Kathleen Rooney, editor, Rose Metal Press, Chicago,
Illinois and DePaul University Chicago, Illinois
SUPPORTING STUDENTS TO TRANSFER
READING SKILLS ACROSS CONTEXTS
(E–M–T)
Palmer House/Logan Room,Third Floor
The presenters in this session will show how to help students to transfer reading skills across various contexts.
Chair: MW Penn, author, Highlights for Children,Yale Press
anthologies, Capstone Press, Gumboot Books, and others,
Hamden, Connecticut
Presenters: Valerie Bang-Jensen, Saint Michael’s College,
Colchester,Vermont, “How to Read a Garden: A Framework for School Garden-Literacy Connections Based on
Visual Elements of Nonfiction, Interpretive Signage, and
Gardens as Text”
Debra Lindsey, West Irondequoit Central School District,
Rochester, New York, “Undoing Test Preparation Practices:
Supporting Students to Transfer Reading Skills across
Contexts”
MW Penn, author, Highlights for Children,Yale Press anthologies, Capstone Press, Gumboot Books, and others, Hamden, Connecticut, “Stories That Count: Enjoying Children’s
Literature in Math Class”
G.29
CREATING GLOBAL GATEWAYS TO THE
FUTURE: LITERACY COMMUNITIES AS A
SPACE FOR CRITICAL EXPLORATIONS
OF THE WORLD THROUGH CHILDREN’S
AND ADOLESCENT LITERATURE (E–M)
Palmer House/Spire Room, Sixth Floor
Presenters in this session will discuss their literacy communities and how they engage students with global children’s
and adolescent literature to generate critical inquiry into
world issues and cultural perspectives. These communities of elementary and middle/secondary teachers are in
diverse geographical settings, but are connected through an
online forum.
Chair: Kathy Short, University of Arizona, Tucson
Presenters: Jaquetta Alexander, Howell Elementary School,
Tucson, Arizona
Seemi Aziz, Oklahoma State University, Stillwater
Melanie Bradley, Will Rogers Elementary School, Stillwater,
Oklahoma
Marilyn Carpenter, Spokane, Washington, retired
Melissa Carpenter, Spokane, Washington
Michelle Doyle, Pot Spring Elementary School, Timonium,
Maryland
Amy Edwards, Fruchthendler Elementary School, Tucson,
Arizona
Lauren Freedman, Western Michigan University, Kalamazoo
Jackie Iob, Will Rogers Elementary School, Stillwater,
Oklahoma
Marie LeJeune, Western Oregon University, Monmouth
Don Pearson, Fair Plain Middle School, Benton Harbor,
Michigan
Tracy Smiles, Western Oregon University, Monmouth
Lisa Thomas, Howell Elementary School, Tucson, Arizona
G.30
WHO’S DECIDING WHAT YOUR
STUDENTS SHOULD READ? (E–M–S–T)
Palmer House/Hancock Room, Sixth Floor
Sponsored by the NCTE/SLATE Steering Committee,
open to all
In this session, a librarian, a lawyer, and a college professor
will talk about why children are better judges than rating
systems of what they are ready to read.
Chair: Pat Scales, Greenville, South Carolina
Presenters: Joan Bertin, National Coalition Against Censorship, New York, New York
Christine Jenkins, University of Illinois, Urbana-Champaign
Barbara Jones, American Library Association, Chicago, Illinois
Reactor/Respondent: Millie Davis, National Council of
Teachers of English, Urbana, Illinois
154 Saturday Morning, 9:30–10:45 a.m.
G.31 Author Strand
JERRY WEISS, HELEN S. WEISS, AND
THOMAS CHATTERTON WILLIAMS
Books on Families and Their Peer
Cultures of Our Times (G)
Chicago Hilton/Lake Michigan Room, Eighth Floor
James King
Helen S. Weiss & Jerry Weiss
Thomas Chatterton
Williams
Families and friends affect and influence behavior in many
different ways. In this session writers will share varied
experiences as reflected in literature about growing up
and as adults. Each author will speak briefly, followed by
a question and answer session and a book signing in the
exhibit hall.
Chair: Maria Schantz, Montclair, New Jersey
Presenters: James King,Viking and Penquin Books, New
York, author of Bill Warrington’s Last Chance
Jerry Weiss, Penguin/Putnam Juvenile, New York, New
York, author of This Family Is Driving Me Crazy and The
Signet Book of American Essays
Helen S. Weiss, Montclair, New Jersey, author of Dreams
and Visions, Lost and Found, and The Signet Book of American Essays
Thomas Chatterton Williams, Penguin Group, Inc., New
York, New York, author of Losing My Cool: Love, Literature,
and a Black Man’s Escape from the Crowd
G.32
SUPPORTING STUDENTS IN THE TIME
OF CORE STANDARDS (6–8) (M)
Chicago Hilton/Lake Huron Room,
Eighth Floor
Knowing that the Common Core Standards will figure
prominently in the curricula of most schools, NCTE continues its mission to support teachers and their students
with a new series of books. The presenters will outline
challenges posed by the Core Standards, offer strategies
drawn from teaching practice, and explain how teachers
and instructional leaders can design curricula and instruction to address the standards without compromising the best
practices that guide their teaching.
Chair: Rebecca Manery, University of Michigan, Ann Arbor
Presenters: Claire Hardin, Phillips Academy K–8, Birmingham,
Alabama
Mary James, R.F. Bumpus Middle School, Hoover, Alabama
Rodriguez Leonard, Daniel Payne Middle School, Birmingham,
Alabama
Tonya Perry, The University of Alabama, Birmingham
2
3
4
5
6
7
8
9
10
11
12
13
14
G.33
Poster Session
G.34
MIDDLE LEVEL GALLERY OF POSTERS (M)
Chicago Hilton/History of the Council Hall,
Lower Level
This year NCTE actively sought poster sessions as a conference format. Please browse through this area, examine
the posters, and enjoy one-on-one discussions with the
creators.You will find everything from classroom ideas to
theory and research.
Poster Number Titles and Presenters
1
“Show Me a Story: Digital Storytelling
and Community,” Dea Borneman
Saturday Morning, 9:30–10:45 a.m. 155
Saturday
GUIDED READERS IN THE MIDDLE
GRADES (M)
Palmer House/Salon 3,Third Floor
Guided reading can help teachers meet the diverse needs of
adolescent readers—supporting both high achieving and
struggling students as they strive to demonstrate progress
each year. These middle school teachers will explain how
teachers planned for and implemented guided reading in
their district, using video clips that show guided reading
groups in action.
Chair: Denise N. Morgan, Kent State University, Ohio
Presenters: Barbara Clark, Solon City Schools, Ohio
Scott Hatteberg, Solon City Schools, Ohio
Claudia Kozel, Solon City Schools, Ohio
Gayle Marek-Hauptman, Solon Middle School, Ohio
Denise N. Morgan, Kent State University, Ohio
Joe Paris, Solon City Schools, Ohio
Jeff Williams, Solon City Schools, Ohio
and Kathryn Gibson, Missouri State
University, Springfield
“Writing Theme-Based Autobiographies:
A Vehicle to Teach Creative Nonfiction
Writing,” Pamela Bowe, Chippewa Falls
Senior High, Wisconsin
“Busted! Using ‘Adbusters’ to Develop
Critical Media Literacy with English
Language Arts Students,” Heather Coffey,
University of North Carolina, Charlotte
“Using Architecture in the Language
Arts Classroom,” Timothy Flora, Dublin
Coffman High School, Dublin, Ohio
“Pursuing Excellence: Incorporating the
Past and the Future in English Language
Arts Classes,” Latasha Hamilton and
Kimberly Jones, Phenix City Public
Schools, Alabama
“Literacy Gone Wild: Teaching
Comprehension and Vocabulary Using
21st Century Tools,” Jacqueline Hanlon,
Somersworth School District, New
Hampshire
“Bridging the Cultural Gap: Using
Commonwealth Young Adult Literature
in the British Literature Classroom,”
Jennifer Hudson, Eastern Illinois
University, Charleston
“Backdoor Grammar for the Visual
Learner,” Rebecca Kordatzky, Milton
Middle School, Wisconsin
“Reading the Past and Writing the Future
with Social-Issue Documentary Films,”
Eliza Licht, American Documentary/POV,
New York, New York
“Sense of Future Self Senior Project,”
Alexandria Luttke, Berrien Springs High
School, Michigan
“Teaching Social Justice through English
Language Arts: Working toward
Transformative Learning,” Karen Magro,
University of Winnipeg, Manitoba, Canada
“Addressing Sexual Identity and
Gender Variance in the Secondary
English/Language Arts Classroom: An
Examination of English Journal, 1969 –
Present,” Katherine Ondrof, The College
of New Jersey, Ewing
“The Multimedia Memoir: An Integration
of Technology and Writing,” Donna
Werderich, Northern Illinois University,
DeKalb
“A Guide to IB English Texts,” Rebeca
Wilson, John A. Ferguson Senior High
School, Miami, Florida
G.35
DRAMA, POWER, PLAY: ENGAGING
STUDENTS IN THE FACEBOOK AGE
WITH LOW-TECH ALTERNATIVES
(M–S–T)
Chicago Hilton/Williford Room C,Third Floor
Just as many games are won as lost in the opening minutes,
a lesson can succeed or fail on the strength of the initial
engagement of the students. Two New York City educators
will share successful engagement strategies for literature
and vocabulary instruction, including drama-based activities
and multiple-modality instruction.
Presenters: Jennifer Onopa,Vanguard High School, New
York, New York
Jason Zanitsch, High School for Public Service, Brooklyn,
New York
G.36
INSERVICE PROFESSIONAL DEVELOPMENT FOR LANGUAGE ARTS TEACHERS
WITH ENGLISH LANGUAGE LEARNERS
(M–S–T)
Palmer House/Salon 12,Third Floor
These presenters will explore the impact of a school–
university, inservice professional development program in
Ohio for secondary language arts teachers with English
language learners (ELLs). Program staff and three language
arts teachers will describe collaborative partnerships, specific teaching strategies, and the impact of research-based
best practices on their own and ELLs’ learning.
Presenters: Karen Newman, The Ohio State University,
Columbus, “The ESL-Content Teachers Collaborative”
Neil Newton, Belmont High School, Dayton, Ohio, “Language
Arts and English Language Learners in High School”
Laura Poeppelman, Rosemore Middle School, Whitehall,
Ohio, “Language Arts and English Language Learners in
Middle School”
G.37
SOCIAL JUSTICE: READING ITS PAST,
WRITING IT INTO THE FUTURE (M–S–T)
Palmer House/Salon 1/2,Third Floor
Thousands of black schoolchildren took to the streets and
were jailed in Birmingham, Alabama in 1963. Four of them
can march into your classroom. Learn how (1) Audrey,
James, Arnetta, and Wash helped defeat Jim Crow; (2) a
middle grade ELA teacher uses their experience to teach
social justice; and (3) methods instruction can promote
discussion and inquiry.
Chair: Natasha Flowers, The University of Alabama,
Birmingham
Presenters: Cynthia Levinson, independent writer/researcher, Austin, Texas, “Takin’ from the Streets”
Sharon O’Neal, Texas State University, San Marcos and
Round Rock Higher Education Center, Texas, “Takin’ It into
the Teacher Education Classroom”
Shirley Wright, Carrollton-Farmers Branch Independent
School District, Carrollton, Texas, “Takin’ It from the
Streets into Classrooms”
156 Saturday Morning, 9:30–10:45 a.m.
G.38
EXPANDING YOUR TEACHING TOOLBOX:
CLASSROOM ACTIVITIES THAT PROMOTE
ENGAGEMENT, CRITICAL THINKING,
AND CLOSE READING OF ANY TEXT
(M–S)
Palmer House/Honore Ballroom,
Lobby Level
We teach students to vary their reading approaches, yet we
often find ourselves in the rut of assign-read-discuss. In this
session, two teachers and a reading specialist will show
how to break your routine with a toolbox full of studentcentered classroom activities. Participants will be invited to
discuss applications and will leave with templates they can
use.
Presenters: Amy Goldsmith, Glenbrook North High School,
Northbrook, Illinois
Karena Nelson, Glenbrook North High School, Northbrook,
Illinois
Virna Odiotti, Glenbrook North High School, Northbrook,
Illinois
G.39
ALL ABOUT WRITING: BLOGGING,
THE “GREAT WORDS” PROJECT,
AND WRITERS THEATER (M–S)
Palmer House/Adams Room, Sixth Floor
The presenters in this session will show how to use classroom-tested techniques for blogging to teach social justice,
how to create student-led vocabulary lessons, and how to
use writers theater to help students understand another’s
point of view.
Presenters: Heather Rohland Burchell, University of Pennsylvania, Philadelphia, “Writing the Private Self on a Public
Blog”
Rachel Kooiker, Spring Lake High School, Michigan,“The ‘Great
Words’ Project: Action Research on Collaborative, StudentLed Vocabulary Instruction in the Secondary Classroom”
Donna Wadsworth-Brown, University of Missouri, St. Louis,
“Writers Theater: Coming to a Classroom Near You”
G.40
THE EMERGING NOVELISTS: HOW
NANOWRIMO CREATES A CLASSROOM
OF AUTHORS (M–S)
Chicago Hilton/PDR 4,Third Floor
These presenters will discuss their research, practice, and
approaches to teaching a novel-writing unit in the secondary English classroom, using the NaNoWriMo Young
Writer’s Program online forum. They will offer professional
insight on the relevance, rigor, and enthusiasm generated
when students are motivated to become prolific writers
using this forum.
Presenters: Tracy Becker, St. Joseph High School, Michigan
Kyle Krol, Mattawan High School, Michigan
Lisa Munoz, Elkhart Central High School, Indiana
G.41
TEACHING THE HERO’S JOURNEY:
UNDERSTANDING OUR PAST, CREATING
OUR FUTURE (M–S)
Chicago Hilton/Continental Ballroom,
Salon B, Lobby Level
What happens when teachers and students read and write
using Joseph Campbell’s hero archetype? The presenters in
this session will show how to design a course based on the
hero journey, create a Ning collaboration among students
in an urban and a rural school, and offer students YAL
based on the hero archetype.
Chair: Deborah Brown, University of Central Oklahoma,
Edmond
Presenters: Glenda Funk, Highland High School, Pocatello,
Idaho
Paul Hankins, Silver Creek High School, Sellersburg, Indiana
Dana Huff, The Weber School, Atlanta, Georgia
Ami Szerencse, Schurr High School, Montebello, California
G.42
G.43
HUMOR, PLAGIARISM, AND MULTIGENRE
COMPOSITION FOR THE LANGUAGE
ARTS STUDENT (M–S–C)
Palmer House/Salon 4/5,Third Floor
Imagine classrooms where there is humor and excitement,
as well as critical analysis, collaboration, and comprehension. Session participants will actively experiment with
the use of multigenre composition as a valid academic
response to literature, participate in a sequence of activities that lead to writing persuasive essays in authentically
humorous voices, and learn about free, online collaborative
G.44
BEING THE CHANGE WE WANT TO SEE:
ESL AND SPECIAL NEEDS TEACHERS
AUTHOR THEIR PAST AND THEIR
FUTURE (S)
Chicago Hilton/PDR 3,Third Floor
Participants in this hands-on workshop will write activities
for teaching narrative and expository writing in a modified
writing workshop format. See what is possible for ELLs
and diverse special needs learners in a supportive, collaborative classroom environment where the teacher joins
students to form a community of writers.
Presenters: Susan Adams, Butler University, Indianapolis,
Indiana
Jamie Buffington, Thomas Carr Howe Community High
School, Indianapolis, Indiana
G.45
CHICAGO PRIDE:THE STREETS OF THE
WINDY CITY IN YOUNG ADULT FICTION
(S)
Chicago Hilton/Lake Erie Room, Eighth Floor
In this panel, contemporary young adult authors John
Green, David Levithan, James Klise, Simone Elkeles, and
Jillian Larkin will talk about how using Chicago as the
setting in their novels inspired, assisted, and challenged
them, and what the response has been from teen readers
in Chicago and all over the country.
Chair: Melanie Koss, Northern Illinois University, DeKalb
Tradebook Authors: Simone Elkeles, Bloomsbury USA,
New York, New York
John Green, Penguin Young Readers Group, New York,
New York
James Klise, Flux Books, Woodbury, Minnesota
Jillian Larkin, Random House Children’s Books, New York,
New York
David Levithan, Scholastic, Inc., New York, New York
G.46
THE 21ST CENTURY CLASSROOM:
REFLECT, RETHINK, REVISE (S)
Chicago Hilton/Williford Room A,
Third Floor
Members of a high school English department will consider
Continued on following page
Saturday Morning, 9:30–10:45 a.m. 157
Saturday
WHAT COUNTS AS ARGUMENTATIVE
WRITING? CONSTRUCTING DEFINITIONS OF ARGUMENTATIVE WRITING
IN THE HIGH SCHOOL ENGLISH LANGUAGE ARTS CLASSROOM (M–S–C–T)
Palmer House/State Ballroom, Fourth Floor
Taking a social constructionist perspective, these presenters
will discuss field-based research regarding “What counts as
argumentative writing?” Their findings show that definitions
of argumentative writing evolve over time, reflect procedural aspects of classroom life, are influenced by external
factors, and vary across roles. In addition, the results indicated that teachers and students problematize formulaic
definitions of argumentative writing.
Co-chairs: David Bloome, The Ohio State University,
Columbus
George Newell, The Ohio State University, Columbus
Presenters: Jamie Rae Smith, The Ohio State University,
Columbus, “What Counts as Argumentative Writing?
Students’ Experiences with and Performance of Argumentative Writing”
Jennifer VanDerHeide, The Ohio State University, Columbus
Allison Wynhoff Olsen, The Ohio State University, Columbus,
“What Counts as Argumentative Writing? Classroom Interaction and Evolving Definitions of Argumentative Writing”
tools that challenge the way we understand, teach about,
and respond to plagiarism in the language arts classroom.
Handouts will be provided to session participants.
Chair: Carrie Honaker, Hidden Valley High School, Roanoke,
Virginia
Presenters: Steven Engel, University of Michigan, Ann Arbor,
“Not in ‘Some Atemporal Ether’: Using a Real-Time Collaborative Text Editor to Challenge Plagiarism”
Bruce Goebel, Western Washington University Bellingham,
“Writing Humorous Essays”
Carrie Honaker, Hidden Valley High School, Roanoke,Virginia,
“The Space between Us:Voicing New Literacies through
Multigenre Composition”
their purpose and priorities as 21st century educators.
They will discuss and demonstrate the broad curricular changes they are making, which include engendering
student choice, embracing an atmosphere of relevance and
community, and empowering student voices in the classroom and society.
Chair: Mary Warner, San Jose State University, California
Presenters: Elizabeth Edmondson, Gilmour Academy, Gates
Mills, Ohio, “Readers Coming of Age in the 21st Century”
Barb Elliott, Gilmour Academy, Gates Mills, Ohio, “Empowering Voices as 21st Century Storytellers”
Cindy Sabik, Gilmour Academy, Gates Mills, Ohio, “Looking
Back, Moving Forward: Re-Envisioning Program and Process”
Jon Wanders, Gilmour Academy, Gates Mills, Ohio, “Text 2.0:
Reconceptualizing a Definition of Literacy”
G.47
WHO WRITES THE PAST? LITERATURE
AS RECORD AND RESISTANCE (S–C)
Palmer House/Salon 8/9,Third Floor
]
The presenters in this session will examine selected poetry
and memoirs from the Holocaust, the Rwandan genocide,
and the period of Japanese-American internment, and
discuss how such writings help to shape a collective truth
and understanding of historical events. Best practices for
helping students feel safe when discussing emotional texts
will also be explored.
Presenters: Deborah Batiste, Anti-Defamation League, New
York, New York
Gretchen Polnac, The University of Texas, Austin
Reactor/Respondent: Beverly Ann Chin, University of
Montana, Missoula
G.48
WITH ACCESS FOR ALL: AN URBAN
HIGH SCHOOL MANDATES AP
COMPOSITION (S–C–T)
Chicago Hilton/Conference Room 4M,
Fourth Floor
In this session, teachers, students, an administrator, and
preservice English education tutors will discuss the opportunities and challenges of requiring all members of the
senior class at a predominantly Latino Chicago public high
school—including special education students and English
language learners—to take AP Composition.
Presenters: Jessica Chambers, University of Illinois, Chicago,
“Mario’s Story as Argumentative Writing”
Todd DeStigter, University of Illinois, Chicago, “AP Comp as
an Act of Citizenry”
Richard Gelb, Benito Juarez Community Academy, Chicago, Illinois,“A Bold Initiative: Providing Opportunities for Success”
Cynthia Miller Hardy, Benito Juarez Community Academy,
Chicago, Illinois, “Broadening the Scope of Advanced
Placement”
Kevin Kneip, Benito Juarez Community Academy, Chicago,
Illinois, “An Urban English Department’s Uneasy Shift to AP
Comp”
Joseph R. Passi, Benito Juarez Community Academy, Chicago,
158 Saturday Morning, 9:30–10:45 a.m.
Illinois, “The Dialectial Nature of an AP Curriculum in a
Diverse Learning Environment”
Bill Phelan, Benito Juarez Community Academy, Chicago, Illinois, “Scaffolding in AP: Building the Bridge as You Cross It”
Janet Settle, University of Illinois, Chicago, “Foregoing Learning Objectives for Objectives Learned”
Mike Wylde, Benito Juarez Community Academy, Chicago,
Illinois, “Maximizing Learning for All Students”
G.49
“IN DARK CORNERS ONLY”:
TECHNOLOGY INSTRUCTION IN
RHET/COMP PHD PROGRAMS (S–C–T)
Palmer House/Burnham Room 4,
Seventh Floor
This panel will present results of a pilot study designed to
examine the training in technology pedagogy and theory
that university English departments provide to their rhetoric and composition PhD students. This study points to the
essential connection between education and practice in the
classroom, suggesting a direction for the future.
Chair: Lee Nickoson, Bowling Green State University, Ohio
Presenters: Kerri Hauman, Bowling Green State University,
Ohio
Stacy Kastner, Bowling Green State University, Ohio
Alison Witte, Bowling Green State University, Ohio
Respondent: Kristine Blair, Bowling Green State University,
Ohio
G.50
A BACKSTAGE TOUR OF GRAMMAR
RANTS FOR TEACHING WRITING (S–C)
Chicago Hilton/Williford Room B,
Third Floor
Those who complain about grammar—grammar ranters—
frequently call for more direct teaching of grammar, an
approach that will not help students write better. These
presenters will show how close analysis of the complaints—grammar rants—can help students think critically
and become more informed, alert, and effective users of
language.
Chair: Patricia Dunn, Stony Brook University, New York
Presenters: Patricia Dunn, Stony Brook University, New
York, “Grammar Rants: Grammar and Morality”
Ken Lindblom, Stony Brook University, New York, “Grammar
Rants: Grammar and Intelligence”
G.51
GROWING TEACHERS WITH CREATIVE
NONFICTION (T)
Palmer House/Burnham Room 1,
Seventh Floor
Creative nonfiction offers a subgenre of professional literature on teaching. Teacher preparation students can see
themselves in it and cultivate their own growth—including
in critical thinking about their preparation—by writing it.
Presenters: James Davis, University of Northern Iowa,
Cedar Falls, “A World (of Thought) in Story”
Emma Reeve, University of Northern Iowa, Cedar Falls,
“The Epitome of Teacher Preparation”
Discussant: Rick Vanderwall, University of Northern Iowa,
Cedar Falls
G.52
WRITING OUR INQUIRY (T)
Palmer House/Wilson Room,Third Floor
Sponsored by the CEE Commission on Writing Teacher
Education, open to all
This session will focus on the impact of professional development on writing teacher education. Panelists will share
their experiences from the 2010 CEE Colloquium and how
their notions of writing and teaching writing were challenged by participating in the workshop. The audience will
discuss implications for the development of teachers of
writing.
Chair: Mark Letcher, Purdue University–Calumet, Hammond,
Indiana
Presenters: Kia Jane Richmond, Northern Michigan University,
Marquette, “Connecting Experiences: Words and Images”
Kristen Turner, Fordham University, New York, New York,“Digital Spaces, Digital Writing: My Journey of What Writing Is”
Discussion Leader: Troy Hicks, Central Michigan University,
Mount Pleasant
OPENING DOORS TO MEANINGFUL
CONVERSATIONS: MENTORING AND
SUPERVISING IN ENGLISH TEACHER
EDUCATION (C)
Palmer House/Indiana Room,Third Floor
These presenters will argue that English educators need to
consider the perspectives and world views of mentors,
student-teaching supervisors, and interns, and show how
this can be accomplished through collaborative conversations around specific teaching events.
Chair: Sharilyn Steadman, East Carolina University, Greenville, North Carolina
Presenters: Greg McClure and Trevor Thomas Stewart,
Appalachian State University, Boone, North Carolina,
“Transcending the Isolation of Teaching: Using Dialogue
with Mentors and Students to Support Collaborative
Pedagogy in English Classrooms”
Sharilyn Steadman, East Carolina University, Greenville,
North Carolina, “Viewing Videos, Defining Supervision: An
Exploration of University Supervisor-Teacher Candidate
Conversations about Videotaped Intern Teaching Events”
G.54
WRITING THE FUTURE: STUDENT WRITING AND SOCIAL TECHNOLOGIES (C)
Palmer House/Salon 10,Third Floor
This panel will explore the impact of new and emerging social media on the teaching and learning of writing. They will
consider a range of issues facing 21st century teachers and
writers, from multimodal composition to the use of Facebook
and other Web 2.0 tools to online learning communities.
Chair: William L. Knox, Western Illinois University, Macomb
Presenters: Chris Gerben, University of Michigan, Ann
Arbor, “Hidden on the Wall: Revealing the Collaborative
Writing and Knowledge Construction Present on
G.55
EXAMINING THE PAST AND EXPLORING
THE IMAGINATIVE WITH OUTSTANDING
INTERNATIONAL BOOKS (E–M–S)
Chicago Hilton/Conference Room 4D,
Fourth Floor
Outstanding international literature enables students of all
ages to expand their understanding of historical events as
well as enrich their imaginative lives. A prominent Australian author and two American educators will present an
array of books and instructional methods to assist teachers
in the use of international literature.
Chair: Elizabeth Poe, Morgantown, West Virginia, retired
professor
Presenters: Elizabeth Poe, Morgantown, West Virginia,
retired professor, “Imaginative Literature Created by
Authors from Other Countries”
Barbara Samuels, University of Houston–Clear Lake, Texas,
retired, “The Past as Seen through Other Countries”
Lian Tanner, author, Random House Children’s Books, New
York, New York, “Creating Fantasy Adventure for Australia
and Beyond”
Saturday
G.53
Facebook and Other Social Online Spaces”
Lykourgos Vasileiou, LaGuardia Community College, City
University of New York, Long Island City, New York, “Online Learning Communities: Applications for the Composition Classroom”
Margo Wilson, California University of Pennsylvania,
California, “Writing a Future to Guarantee There Will Be
a Writing Future”
G.56
LIVING LANGUAGE ARTS: BILINGUAL
STUDENTS READING,TALKING, AND
WRITING ABOUT THEIR LIVES (E)
Palmer House/Madison Room,Third Floor
The presenters on this panel will examine the ways in which
bilingual students receiving literacy instruction in Spanish,
Korean, and English respond to literature reflective of their
cultural backgrounds through literature discussion and the
writing of personal narratives. Instructional practices will
be described and handouts and representative samples of
children’s literature will be provided.
Chair: Yushan Daphne You, University of Illinois, UrbanaChampaign
Presenters: Joy Heejeon Bras, University of Illinois, UrbanaChampaign, “‘I’m Korean American’: Children’s Voices on
Reading Culturally Relevant Literature”
Sandra L. Dávila, University of Illinois, Urbana-Champaign,
and Urbana School District 116, Illinois, “Bilingual Meaning
Makers: Literature Discussions with Culturally Relevant
Literature in a First Grade Classroom”
Christina DeNicolo and Vivian Felicio, University of Illinois,
Urbana-Champaign, “Looking to Literature: Exploring the
Use of Latina/Latino Children’s Literature as a Model for
Writing Personal Narratives”
Reactor/Respondent: Anne Haas Dyson, University of
Illinois, Urbana-Champaign
Saturday Morning, 9:30–10:45 a.m. 159
H Sessions are located as below:
Chicago Hilton
1
2
3
4
5
6
7
8
9
10
11
12
NCTE has been advocating for teachers of
English and language arts for 100 years. Go
to NCTE Central to learn about all the
benefits your membership brings to you.
160 H Session Locations
H Sessions
11:00 a.m.–12:15 p.m.
Featured Session
H.01Teacher Collaboration:
The Path to Real Impact for
Reading and Writing (G)
Chicago Hilton/Continental
Ballroom, Salon B, Lobby Level
3
4
5
6
7
8
9
Saturday
Deborah Meier, Meghan Berry,
Sue Gilmore, Pat Kolintzas, Alicia
Lopez, John Nelson, Sonia Nieto,
Serena Peterson, Mary Ann Pitcher,
Harry Ross, Claretha Washington,
Maja Wilson, and Steven Zemelman
Magnet High School, Nashville, Tennessee, “Informal Teacher Collaboration in Schools”
Pat Kolintzas and Serena Peterson,
McAuliffe School, Chicago, Illinois,
“One School’s Development of a
Teacher-Led Instructional Leadership
Team”
John Nelson, Chula Vista Elementary
School District, California, “Whole
District Development of Instructional
Leadership Teams”
Sonia Nieto and Alicia Lopez, University of Massachusetts, Amherst, “Sharing
Wisdom across Generations”
Mary Ann Pitcher, University of
Chicago, Illinois, “Schoolwide
Collaboration in City High Schools”
Harry Ross, National-Louis University,
Skokie, Illinois, “Making Sense Together of Data on Kids”
Maja Wilson, University of Maine,
Orono, “Avoiding Coercion in
Professional Development”
Steven Zemelman, National-Louis
University, Chicago, Illinois, “Strategies
Used by Community Organizers”
Deborah Meier
In this session, nationally recognized educator Deborah
Meier will give an introductory talk, and then educators
who are experienced in strategic new approaches to
teaching literacy will lead roundtable discussions about
these new approaches.
Co-chairs: Mary Ann Pitcher, University of Chicago,
Illinois
Steven Zemelman, National-Louis University, Chicago,
Illinois
Keynote Speaker: Deborah Meier, New York University,
New York, “The Uses and Misuses of Literacy in Schooling, and the Adult Culture That Draws Students In”
Table Number Roundtable Leaders and Topics
1
2
Meghan Berry and Claretha Washington, Chicago Public Schools, Illinois,
“Instructional Leadership Teams in a
Large City System”
Sue Gilmore, Martin Luther King
H.02
RESEARCH ROUNDTABLES (G)
Chicago Hilton/Grand Ballroom,
Second Floor
Research strand proposals were selected through a process
of blind review by researchers conversant with the topics
under study.
Table Number Roundtable Leaders and Topics
1
Natalie Boyd, University Schools, Greeley,
Colorado, Krista Fiedler, doctoral student,
University of Northern Colorado,
Greeley, Michael Opitz, University of
Northern Colorado, Greeley, Swati
Mehta, Boston College, Chestnut Hill,
Massachusetts, and Burke Scarbrough,
University of Rochester, New York,
“Supporting Historically Marginalized
Students”
Continued on following page
Saturday Morning, 11:00 a.m.–12:15 p.m. 161
2
3
4
5
6
7
8
9
10
Stacy Cohen, University of Kansas, Lawrence, and Katherine Egan Cunningham,
Manhattanville College, Purchase, New
York, “Engaging Students across Contexts”
David Schaafsma, University of Illinois,
Chicago, Ruth Vinz, Teachers College,
Columbia University, New York, New
York, and Randi Dickson, Queens
College, City University of New York,
Flushing, “Narrative Inquiry: Exploring
Our Dilemmas”
Meredith DeCosta-Smith, Jessica Early,
Mary Powell, and Wendy Williams,
Arizona State University, Tempe,
“Opening the Gates: Creating Real World
Writing Opportunities for Diverse
Secondary Students”
Thor Gibbins, Margaret Polizos Peterson, and Elizabeth Singleton, University
of Maryland, College Park, “Research,
Technology, and Writing: Doing Virtual
Ethnography in 21st Century Learning
Spaces”
Limarys Caraballo, Teachers College,
Columbia University, New York, New
York, Danny Cortez Martinez, University
of California, Los Angeles, Tim San Pedro,
Arizona State University, Tempe, and Juan
Guerra, University of Washington, Seattle,
“Reading and Writing for Change: How
Literacies Can Bridge Past and Future
Communities among Non-Dominant
Student Populations”
Amy Azano, Rob Izzo, and Carolyn Callahan, University of Virginia, Charlottesville, “AP Challenge Program: Promoting
Success for Minority and Low-Income
Students”
Kerry Bostwick, Jill Heinrich, and Cindy
Postler, Cornell College, Mount Vernon,
Iowa, “Poverty, Hidden Rules, and Schooling: Literacy as a Lens into Adolescent
Lives”
Tamara Butler and Erica Womack, The
Ohio State University, Columbus, and
Latrise Johnson and Maisha Winn, Emory
University, Atlanta, Georgia, “Reading and
Writing across Communities: African
American Youth Literacy Engagement for
Development”
KaaVonia Hinton-Johnson, Guang-Lea Lee,
Yonghee Suh, and James Marken, Old
Dominion University, Norfolk,Virginia,
“Reading the Past, Impacting Future
162 Saturday Morning, 11:00 a.m.–12:15 p.m.
11
12
H.03
Teachers: A Self-Study of Four Teacher
Educators’ Conversations about So Far
from the Bamboo Grove”
Carol Gilles, Danielle Johnson, Joanne
Smith, Heather Statz, and Yang Wang, University of Missouri, Columbia, “Improving
Adolescent Literacy by Using Embedded
Strategies in Content Areas”
Brad Baumgartner, Alison Bernat, Jeannette Burgan, Anthony Lang, and sj Miller,
Indiana University of Pennsylvania, Indiana, “The War on Education: Defending
Students from the Past and Arming Them
for the Future”
MEET THE EDITORS (G)
Chicago Hilton/Boulevard Room,
Second Floor
In this session, participants will meet the journal editors,
explore the publishing possibilities available with the NCTE
journals program, and discuss specific article prospects
with the editors. Submission guidelines will be available for
all NCTE journals.
Chair: Kurt Austin, National Council of Teachers of English,
Urbana, Illinois
Editors: Jacqueline Bach, Louisiana State University, Baton
Rouge, coeditor, The ALAN Review
Steven Bickmore, Louisiana State University, Baton Rouge,
coeditor, The ALAN Review
Melanie Hundley,Vanderbilt University, Nashville, Tennessee,
coeditor, The ALAN Review
Kathleen Blake Yancey, Florida State University, Tallahassee,
College Composition and Communication
Kelly Ritter, University of North Carolina, Greensboro,
College English
Leslie S. Rush, University of Wyoming, Laramie, coeditor,
English Education
Lisa Scherff, Florida State University, Tallahassee, coeditor,
English Education
Ken Lindblom, Stony Brook University, New York, English
Journal
Lauren Esposito, Stony Brook University, New York, editorial
associate, English Journal
Nicole Galante, Stony Brook University, New York, editorial
associate, English Journal
Susan Groenke, University of Tennessee, Knoxville, English
Leadership Quarterly
Miriam Martinez, The University of Texas, San Antonio,
coeditor, The Journal of Children’s Literature
Jonda C. McNair, Clemson University, South Carolina,
coeditor, The Journal of Children’s Literature
Sharon O’Neal, Texas State University, San Marcos, coeditor,
The Journal of Children’s Literature
Peggy Albers, Georgia State University, Atlanta, coeditor,
Language Arts
H.04 Author Strand
GORDON KORMAN, JON SCIESZKA,
AND ALAN SITOMER
Three YA Authors Talk Comedy, Fun, and Smiles
(A.K.A.,The Power of Getting Readers to Pee
Their Pants!) (G)
Chicago Hilton/Waldorf Room,Third Floor
Gordon Korman Jon Scieszka
Alan Sitomer
It has been said that the shortest distance between two
people is a smile. Come hear how three of today’s
top authors, Jon Scieszka, Gordon Korman, and Alan
Sitomer, use laughs, yuks, and smiles to advance literacy
and build important relationships with today’s young
readers. (And be prepared to smile yourself!)
Co-chairs: Jackie A. Hamm, Urban Prep Academy for
Young Men–Bronzeville Campus, Chicago, Illinois
Robert Hamm, University of Phoenix, Oregon Campus
Presenters: Gordon Korman, Scholastic, Inc., New York,
New York, author of The 39 Clues Book Two: One False
Note and Swindle, “Fun as a Core Literacy Tool”
Jon Scieszka, Simon and Schuster, Inc., New York, New
York, author of Robot Zot, “The Critical Importance of”
Alan Sitomer, California Teacher of the Year Foundation,
Sacramento and Lynwood High School, California, author of Nerd Girls and The Hoopster, “Marrying Engagement to Rigor”
Saturday Morning, 11:00 a.m.–12:15 p.m. 163
Saturday
Caitlin McMunn Dooley, Georgia State University, Atlanta,
coeditor, Language Arts
Amy Seely Flint, Georgia State University, Atlanta, coeditor,
Language Arts
Teri Holbrook, Georgia State University, Atlanta, coeditor,
Language Arts
Laura May, Georgia State University, Atlanta, coeditor,
Language Arts
Lisa Storm Fink, National Council of Teachers of English,
Urbana, Illinois, readwritethink.org
Christy Simon, National Council of Teachers of English,
Urbana, Illinois, readwritethink.org
Sarah McCarthey, University of Illinois, Urbana-Champaign,
coeditor, Research in the Teaching of English
Carol Gilles, University of Missouri, Columbia, editor, Talking
Points
Douglas Fisher, San Diego State University, California,
coeditor, Voices from the Middle
Nancy Frey, San Diego State University, California, coeditor,
Voices from the Middle
Diane Lapp, San Diego State University, California, coeditor,
Voices from the Middle
H.05
BARD CORE IN PRACTICE: BRINGING
DIFFICULT TEXT TO LIFE WITH
STRUGGLING READERS AND WRITERS
IN URBAN SCHOOLS (M–S)
Chicago Hilton/Williford Room C,
Third Floor
Experience how the Chicago Shakespeare Theater collaborates with English teachers in urban schools, using
drama-infused strategies to help struggling readers and
writers engage with difficult texts. In this hands-on session,
participants will learn about a variety of dynamic techniques for helping students to make meaning from abstract
or figurative language. (Aligned to the Common Core.)
Chair: Marilyn Halperin, Chicago Shakespeare Theater,
Illinois
Presenters: Karen Boran, Hancock College Preparatory
High School, Chicago, Illinois
Timothy Duggan, Northeastern Illinois University, Chicago
Sandra Shimon, Prosser Career Academy, Chicago, Illinois
Chair: Jeff Wilhelm, Boise State University, Idaho
Presenters: John Schmit, Augsburg College, Minneapolis,
Minnesota
Michael W. Smith,Temple University, Philadelphia, Pennsylvania
Reactor/Respondent: Deborah Appleman, Carleton College,
Northfield, Minnesota
H.06
Poster Number Titles and Presenters
BEYOND RACE:THE UNIVERSALITY OF
STORY (M–S–C–T)
Chicago Hilton/Continental Ballroom,
Salon A, Lobby Level
Six award-winning African American authors will share their
views on the power of story in the lives of young readers,
and the ways in which the themes in their books cross racial boundaries. They will discuss how we can read the past
and write the future through the universality of story.
Chair: Lynne Alvine, Indiana University of Pennsylvania,
Indiana
Tradebook Authors: Sharon M. Draper, Simon and Schuster,
New York, New York
Sharon G. Flake, Hyperion Books for Children, New York,
New York
Nikki Grimes, Bloomsbury, New York, New York, “Beyond
Race: The Universality of Story”
Angela Johnson, Simon and Schuster, New York, New York
Rita Williams-Garcia, HarperCollins, New York, New York
Jacqueline Woodson, Penguin, New York, New York
Reactor/Respondent: Patricia Kelly,Virginia Tech, Blacksburg
READING TEACHER OR LITERATURE
TEACHER: FRESH TAKES ON HISTORIC
TENSIONS AND FUTURE DIRECTIONS
(M–S–C–T)
Chicago Hilton/Williford Room A,
Third Floor
The presenters in this session will explore the ways in which
reading instruction and literature instruction are inextricably intertwined in secondary classrooms. Two experienced
literacy educators will offer fresh takes on how to conquer
the traditional divide between reading teachers and literature teachers and better serve all our students.
Poster Session
H.08
SECONDARY LEVEL GALLERY OF
POSTERS (S)
Chicago Hilton/History of the Council Hall,
Lower Level
This year NCTE actively sought poster sessions as a conference format. Please browse through this area, examine
the posters, and enjoy one-on-one discussions with the
creators.You will find everything from classroom ideas to
theory and research.
1
2
3
4
5
6
H.07
164 Saturday Morning, 11:00 a.m.–12:15 p.m.
“Authentic Work for English Language
Learners: Focusing on Academic
Language,” Susan Blackwell, Caitlin
Houser, Casey Pennington, Kristen
Singer, and Amy Westberry, University of
Indianapolis, Indiana
“Naming Their World: Using Digital
Storytelling to Explore the Lived
Experiences of Central Texas Middle
School Students,” Kristy Brewer, Hays
Consolidated Independent School
District, Kyle, Texas, Jason Woolery,
Chapa Middle School, Kyle, Texas, and Joy
Childress, Wallace Middle School, Kyle,
Texas
“The Impact of Web-Enhanced vs.
Traditional Writing Instruction,” Molly
Coffman, Madison Academic Magnet High
School, Jackson, Tennessee
“Moving Closer: Writing Conferences and
Relationships in Two High School English
Classrooms,” Annamary Consalvo, The
University of Texas, Austin, and Christine
Derbyshire and Kelly Neal, Connally High
School, Austin, Texas
“Multigenre Readers Theatre: Unfolding
Text Sets to Help Students Unlock
Meaning,” Todd Goodson, Kansas State
University, Manhattan, and Lori Atkins
Goodson, Wamego High School, Kansas
“Wondering About What You’re
Wondering About,” Keri Grady and
Adam Musser, Saint Martin de Porres
High School, Cleveland, Ohio
7
H.09
LIKE FALLING OFF A BLOG: PRESERVICE
TEACHERS RIDE THE CURRENT
BETWEEN PAST AND FUTURE (C–T)
Chicago Hilton/Williford Room B,
Third Floor
Preservice teachers often tread the murky waters between
their past as students and their future as teachers. The
study reported by these presenters documents the value
of blogs in navigating these uncertain currents. A packet of
sample prompts, organization tools, examples from teachers’ and students’ blogs, and the initial findings after three
semesters will be given to all participants.
Chair: Bonnie Sunstein, University of Iowa, Iowa City
Presenters: Rossina Liu, University of Iowa, Iowa City
Amie Ohlmann, University of Iowa, Iowa City
Bonnie Sunstein, University of Iowa, Iowa City
Chair: Christie Okocha, Cuyahoga Community College,
Cleveland, Ohio
Presenters: Sandie McGill Barnhouse, Rowan Cabarrus
Community College, Salisbury, North Carolina, “Listening
to Other Voices in Conflict in the Muslim World: Farah’s
The Worst Choices and Brooks’ Nine Parts of Desire”
Marilyn Valentino, Lorain County Community College, Elyria,
Ohio, “Straight as an Arrow: Comparing Women Warriors’
Choices in Ung’s First They Killed My Father and Galloway’s
The Cellist of Sarajevo”
H.11
MENTORING NEW RESEARCHERS:
A WEB 2.0 APPROACH TO SUPPORTING
RESEARCH DESIGN, COLLABORATION,
AND PUBLICATION (C)
Chicago Hilton/Grand Tradition Room,
Lobby Level
This panel will describe the development, goals, and preliminary results of an experimental publishing project that supports researchers new to the field of English Studies. After
describing the project, members of the panel will invite
members of the audience (and the larger NCTE community) to participate in the project.
Chair: Mike Palmquist, Colorado State University, Fort
Collins
Presenters: Jenn Fishman, Marquette University, Milwaukee, Wisconsin, “An Editor’s Perspective on the Research
Exchange”
Sharon James McGee, Southern Illinois University, Edwardsville, “Philosophical Foundations for a Web 2.0 Approach to
Scholarly Mentoring”
Joan Mullin, Illinois State University, Normal, “Origins of the
Research Exchange”
Mike Palmquist, Colorado State University, Fort Collins,
“Web 2.0, Publishing Collaboratives and the Future of
Innovation in Scholarly Publishing”
H.12
AN UPDATE FROM NCTE
COLLABORATIVES (G)
Chicago Hilton/Astoria Room,Third Floor
Come and listen to what’s going on in our collaboratives.
Chair: Sandy Hayes, Becker Middle School, Minnesota
H.10
WOMEN AT WAR, WOMEN ON WAR:
NEW APPROACHES TO READING AND
WRITING ABOUT WORLD LITERATURE
(C)
Chicago Hilton/Marquette Room,Third Floor
Sponsored by the Two-Year College English Association,
open to all
Contemporary women’s perspectives, as authors and protagonists, are opening our eyes to the psychological effects
of lived war experiences. The presenters in this session will
offer approaches to teaching women and war, using Ung’s
memoir, Galloway’s The Cellist of Sarajevo, Farah’s The Worst
of Choices, and Brooks’ Nine Parts of Desire.
Saturday Morning, 11:00 a.m.–12:15 p.m. 165
Saturday
“Taking the Stigma Out of Language in the
High School Classroom,” Gary Huber,
Williamsville East High School, Amherst,
New York
8
“Current Best Practices for Improving
Secondary Reading,” Teresita M. Hunt,
Eastern Illinois University, Charleston
9
“Multimedia in Secondary Literature,”
Ocxanne Jean, Florida International
University, Miami
10
“Societal Commentary in Young Adult
Novels with Dystopian Technological
Themes,” Melanie Koss, Northern Illinois
University, DeKalb
11
“Yellow Belly: A Project Across the
Curriculum,” Mike Levin, Flagstaff Arts
and Leadership Academy, Arizona
12
“Savior or Snake Oil? Promises,
Proponents, and Criticisms of Automated
Essay Scoring,” Bridget Mahoney,
University of South Florida, Tampa
13
“Student Publications: Poetry Chapbooks,”
Rachel Robins and Kelli Charlton, Dixie
College, St. George, Utah
NCTE Spokespersons Training
11:00 a.m.–12:15 p.m.
Chicago Hilton/Boulevard Room B, Second Floor
Join Millie Davis, NCTE Senior Developer, Affiliated Groups
and Public Outreach, for an interactive session of tips for
getting NCTE’s message out to the media and policy-makers.
NCTE filed a friend-of-the-court brief on behalf of Pico vs.
Island Trees School District, a landmark case that eventually
went to the U.S. Supreme Court and ensured that, as the
Court ruled in 1982, “Local school boards may not remove
books from school library shelves simply because they dislike the ideas contained in these books.”
166 Saturday Morning, 11:00 a.m.–12:15 p.m.
Meetings of the Nominating Committees
11:00 a.m.–Noon, Closed Session; Noon–12:45 p.m., Open Session
Chicago Hilton/Continental Ballroom, Salon C, Lobby Level
Play a role in NCTE’s future by nominating yourself or a colleague for consideration as a candidate in the 2012 elections.
Members of the nominating committees listed below will accept nominations and answer questions during the Open
Session times.
Nominations are need for the following offices:
Vice President (from the Elementary Section)
Secondary Representative-at-Large
Research Foundation Trustees
Nominating Committee
Section Steering and Nominating Committees
CEE Executive and Nominating Committees
NCTE Nominating Committee
Chair: Chris Gallagher, Northeastern University, Boston, Massachusetts
NCTE Middle Level Section Nominating Committee
Chair: Michael J.Vokoun, Independent Day School, Tampa, Florida
Saturday
NCTE Elementary Section Nominating Committee
Chair: Jane Bean-Folkes, Teachers College, Columbia University, New York, New York
NCTE Secondary Section Nominating Committee
Chair: Linda Milanese Kerschner, Conestoga High School, Berwyn, Pennsylvania
NCTE College Section Nominating Committee
Chair: Jenn Fishman, Marquette University, Milwaukee, Wisconsin
CEE (Conference on English Education) Nominating Committee
Chair: Susan L. Groenke, University of Tennessee, Knoxville
Film Festival
Noon–5:00 p.m.
Chicago Hilton/Boulevard Room A, Second Floor
Saturday, 11:00 a.m.–5:00 p.m. 167
Saturday Luncheons
12:30–2:30 p.m.
Secondary Section
Luncheon
Chicago Hilton/International
Ballroom South, Second Floor
Photo credit: Des Willie
Chicago Hilton/International
Ballroom North, Second Floor
Books for Children
Luncheon
James Patterson
Anthony Horowitz
Presiding: Kay Parks Haas, Olathe District Schools, Kansas
Introducing Speakers: Jeanette Toomer, Jane Addams High
School, Bronx, New York, and Jocelyn Chadwick, Silver
Spring, Maryland
Speaking: James Patterson, author, Little, Brown Books
for Young Readers, New York, New York. Shortly after his
success with Along Came a Spider, James Patterson devoted
his time to being a writer. The novels featuring his character, Alex Cross, a forensic psychologist formerly of the
Washington, DC Police Department and Federal Bureau of
Investigation who now works as a private psychologist and
government consultant, are the most popular books among
Patterson readers and the top selling US detective series
of the past ten years. Patterson has written over 52 novels
over his 33 years as an author. In 2007, one of every fifteen
hardcover novels sold was a James Patterson title—totaling an estimated 16 million books sold in North America
alone. In total, Patterson’s books have sold an estimated
150 million copies worldwide. He has won awards including the Edgar Award, the BCA Mystery Guild’s Thriller of
the Year, and the International Thriller of the Year Award.
Anthony Horowitz, author, Mulholland Books, an imprint of
Hachette Book Group, New York, New York, is perhaps the
busiest writer in England. He has been writing since the age
of eight, and professionally since the age of 20. In addition
to the highly successful Alex Rider books, he is also the
writer and creator of the award-winning detective series
Foyle’s War, and more recently the event drama Collison, and
he has written television episodes for Poirot, Murder in Mind,
Midsomer Murders, and Murder Most Horrid. Visit him at:
http://www.anthonyhorowitz.com/index.html
168 Saturday Luncheons
Pam Muñoz Ryan
Presiding: Danling Fu, University of Florida, Gainesville, and
Nora Gonzalez, Fort Sam Houston Elementary School, San
Antonio, Texas
Introducing and Presenting Orbis Pictus Award: Fran
Wilson, Madeira City Schools, Cincinnati, Ohio
Orbis Pictus Award Winner: Ballet for Martha: Making
Appalachian Spring by Jan Greenberg and Sandra Jordan,
illustrated by Brian Floca, Roaring Brook Press, New York,
New York
Introducing and Presenting Poetry Committee Award:
Barbara Ward, Washington State University, Richland
Poetry Award Winner: J. Patrick Lewis, poet, Westerville,
Ohio, and author, Little, Brown Books, New York, New York
Introducing Speaker: Nora Gonzalez, Fort Sam Houston
Elementary School, San Antonio, Texas
Speaking: Pam Muñoz Ryan began her career as a preschool teacher and later as director of an early childhood
program, before she became an author. Today, she is a
full-time writer and the author recipient of the NEA’s
Human and Civil Rights Award and the Virginia Hamilton
Literacy Award for Multicultural Literature. She has written
over 30 books that include novels for young adults, such
as The Dreamer, Esperanza Rising, Becoming Naomi León, and
Riding Freedom, and picture books which include: Mice and
Beans, Amelia and Eleanor Go for a Ride,When Marian Sang,
and Tony Baloney. Her books have garnered many awards
including the Pura Belpre Media Award, the Jane Addams
Peace Award, the Américas Award, the ALA Schneider Family Award, the Tomas Rivera Award, the Siebert Honor, and
the Orbis Pictus Award.
College Section/Conference on College Composition
and Communication Luncheon
Palmer House/Empire Room, Lobby Level
Presiding: Mike Palmquist, Colorado State University, Fort Collins
Introducing Speaker: Gwendolyn Pough, Syracuse University, New York
Speaking: Sandra Jackson-Opoku is an award-winning author. Her novel The River Where Blood Is Born
won the American Library Association Black Caucus Fiction Award and was listed in Best Novels of the
Nineties: A Readers Guide. Hot Johnny (and the Women Who Loved Him) was an Essence Magazine hardcover fiction bestseller in 2001. Her fiction, poetry, essays, and reviews appear in the Los Angeles Times,
Ms. Magazine,The Literary Traveler,Transitions Abroad, and many others. She has taught at Columbia College Chicago, the University of Chicago, and the University of Miami, and currently serves as Lecturer
Sandra Jackson-Opoku in the English Department and as Fiction Coordinator of the Master of Fine Arts in Writing Program
at Chicago State University.
Saturday Luncheons 169
Saturday
Those without meal tickets who wish to hear the luncheon speakers will find limited seating at the rear of the room. Speakers are likely to begin their remarks 40–60 minutes after the beginning of the meal, so auditors need not be present at the
beginning of the function.
I Sessions are located as below:
Chicago Hilton
Palmer House
1
6
9
10
12
13
14
15
16
19
22
23
24
25
27
29
31
33
38
45
2
3
4
5
7
8
11
17
18
20
21
26
28
30
32
34
35
36
37
39
40
41
42
43
44
People attending the convention for the
first time will be wearing yellow ribbons on
their name badges. Please welcome them.
170 I Session Locations
I Sessions
1:15–2:30 p.m.
Featured Session
I.01 21st Century Literacy Tools
for Students with Learning
Disabilities (M–S–C–T)
Meg Baronian, Lee Crocker, Jan
Thompson, and Norma Willingham
Chicago Hilton/Joliet Room,
Third Floor
Jan Thompson
Lee Crocker
Norma Willingham
Historically, severely dyslexic students have been denied
access to higher education. Landmark College has developed a literacy program for students with languagebased learning disabilities that integrates assistive
technology with strategy and skill instruction in reading
and writing in order to prepare these students to function independently in college classes.
Chair: Jan Thompson, Landmark College, Putney,Vermont
Presenters: Meg Baronian, Landmark College, Putney,
Vermont, “Assistive Technology and Developmental
Writing”
Lee Crocker, Landmark College, Putney,Vermont, “Technology for Writing Effective Outlines and Improving
Oral Presentations”
I.02
CAPTURING ADOLESCENTS’ LIVED
EXPERIENCES AS A RESOURCE FOR
LEARNING (G)
Palmer House/Indiana Room,Third Floor
How can teachers create culturally relevant reading and
writing instruction for adolescents? These presenters will
show how relevant events from students’ personal lives
can be used as a resource in your classroom.
Presenters: Athene Bell, Manassas City Schools,Virginia,
Megan Lynch, Osbourn Park High School, Manassas,
Virginia, and Kristien Zenkov, George Mason University,
Fairfax,Virginia, “Picturing Relevant Writing Practices:
Using Photography to See How Writing Curricula and
Pedagogies Matter to Urban Youth”
Cara Crandall and Denise Ives, University of Massachusetts,
Amherst, “Authoring Ourselves: Urban and Suburban
Middle School Students’ Use of Lived Experiences as
Writing Resource in the ELA Classroom”
Kristen Nichols-Besel, University of Minnesota, Minneapolis,
“Engaging Students with Reading: Criteria of Interesting
Texts”
I.03
“AND THEN I MET HER AT HOME AND
KNEW HER COMPLETELY DIFFERENTLY”:
RECONCEPTUALIZING HOME VISITS
AS FAMILY AND COMMUNITY ENGAGEMENTS FOR CLASSROOM AND PRESERVICE TEACHERS (G)
Palmer House/Madison Room,Third Floor
Working from a critical perspective, panelists will describe
reconceptualized “home visits” or “family and community
engagements” as experienced by preservice and classroom
teachers venturing beyond schools to learn about families’
languages and literacies. Panelists will describe how they
prepare teachers, address challenges and assumptions, and
help teachers build on insights.
Chair: Dinah Volk, Cleveland State University, Ohio
Presenters: Susi Long, University of South Carolina, Columbia, “Home Visits Challenge Prior Assumptions”
Continued on following page
Saturday Afternoon, 1:15–2:30 p.m. 171
Saturday
Meg Baronian
Jan Thompson, Landmark College, Putney,Vermont, “A
Multimodal Program for Teaching Reading and Spelling”
Norma Willingham, Landmark College, Putney,Vermont,
“Technology to Support Reading Comprehension and
Study Skills”
Erin Miller, University of South Carolina, Columbia, “The
Importance of Knowing Children in Multiple Contexts”
Kindel Turner Nash, University of South Carolina, Columbia,
“Getting to Know Families beyond the Classroom”
Dinah Volk, Cleveland State University, Ohio, “Moving
through Challenges, Fears, and Other Obstacles”
I.04
BE POLITICAL—OUTSIDE THE
CLASSROOM (T–G)
Palmer House/Marshfield Room,Third Floor
So often teachers close their classroom doors and ignore
the outside. But these presenters will propose, in this
interactive session, that to shield our classrooms from
watered-down standards, hyped-up merit pay, and backward policies, we must give the public peaks inside our
classrooms. And we need to speak up for ourselves outside
the classroom—in newspapers, journals, and webpages.
Chair: JoBeth Allen, The University of Georgia, Athens
Presenters: Allisa Hall, Conyers Middle School, Georgia and
doctoral student, The University of Georgia, Athens
Kevin Schneider, Collins Hill High School, Suwanee, Georgia
and doctoral student, The University of Georgia, Athens
Tammy Schwartz, Miami University, Oxford, Ohio
I.05
ENGAGING LITERACIES: POPULAR
CULTURE AND DIY MEDIA ACROSS
CLASSROOM CONTEXTS (G)
Palmer House/Salon 4/5,Third Floor
These presenters will describe examples of innovative
practice with an emphasis on popular culture and do-ityourself media, which can be used to promote academic
literacy development among culturally diverse students.
Chair: Korina Jocson, Washington University in St. Louis,
Missouri
Presenters: Danielle Anderson, Hazelwood Middle School,
Missouri
Brenda Lee, Teachers College, Columbia University, New
York, New York
Lyndsie Schultz, Washington University in St. Louis, Missouri
Elizabeth Thorne-Wallington, Washington University in St.
Louis, Missouri
I.06
COUNTERING THE DEFICIT ORIENTATIONS ABOUT LINGUISTICALLY
DIVERSE STUDENTS:TEACHERS USING
STUDENTS’ HERITAGE WAYS OF SPEAKING AS VALUABLE RESOURCES (G)
Chicago Hilton/Grand Tradition Room,
Lobby Level
Sponsored by the Language Collaborative, open to all
In this session, Richard Ruiz will explore with us how teachers and teacher educators can envision and implement
“language as resource” orientations which presume that
a student’s heritage way of speaking is a valuable personal
172 Saturday Afternoon, 1:15–2:30 p.m.
and academic resource in itself, and acknowledge the role
that all teachers play in conversations about it.
Chair: Yetta M. Goodman, University of Arizona, Tucson
Keynote Speaker: Richard Ruiz, University of Arizona,
Tucson
Facilitators: Stephanie Carter, Indiana University, Bloomington
Xenia Hadjioannou, Pennsylvania State University, Reading
Laurie Katz, The Ohio State University, Columbus
Jerrie Scott, The University of Memphis, Tennessee
Joseph T. Wiemelt, Urbana School District #116, Illinois
Respondents: Caryl Crowell, Tucson Unified School District,
Arizona
Carol Evans, University of Arizona, Tucson
I.07
TEACHING THE WHOLE READER (EVEN
THE PARTS THAT DON’T GET TESTED)
(E)
Palmer House/Logan Room,Third Floor
Reading is a big and complex process, and an individual one.
This session will address the ways in which to bring the
full expression of what reading can mean for the children
we teach into our assessment and instruction, honoring,
but not limited by, the benchmarks and standards that are
meant to help us.
Chair: Kathy Collins, Little Harbour Elementary School,
Portsmouth, New Hampshire
Presenters: Ginny Lockwood, Lockwood Educational
Associates, Lagrangeville, New York
Stephanie Parsons, literacy consultant and Heinemann
speaker, Brooklyn, New York, “Considering New Lenses
for Knowing Readers”
I.08
DIGITAL STORYTELLING: EMPOWERING
STUDENTS IN THE 21ST CENTURY (E)
Palmer House/Salon 3,Third Floor
Digital storytelling is an authentic reading and writing
practice that supports 21st century learning. Introducing
students to the power of integrating images, video, music,
text, and narration encourages them to communicate
thoughtfully and creatively. In this session, the presenters
will share their students’ digital stories and show how they
created them.
Presenters: Katie DiCesare, Glacier Ridge Elementary
School, Dublin, Ohio, “Growing Digital Creators”
Tony Keefer, Scottish Corners Elementary School, Dublin,
Ohio, “Crafting Digital Works Deepens an Awareness of
Audience”
Meredith Melragon, independent 21st Century learning
coach, Columbus, Ohio, “Nimble Storytellers Are Nimble
Literacy Learners”
Karen Szymusiak, Glacier Ridge Elementary School, Dublin,
Ohio, “Students Tell Our School’s Story”
I.09
CREATIVITY AND COLLABORATION
IN CLASSROOMS USING COMPUTERS
(G)
Chicago Hilton/Boulevard Room C,
Second Floor
Sponsored by the International Society for
Technology in Education, open to all
Get ideas about how to make learning fun by using technology in classroom learning activities. This presenter will
demonstrate techniques for using computers for classroom collaboration and creative writing projects, including
how to incorporate pen-based tablet computer use, Web
2.0 tools, and hands-on activities with mobile devices. Bring
your own device or use one provided at this session to
explore the possibilities and exchange ideas on appropriate
activities for different grade levels.
Presenter: Kim Hammond, International Society for
Technology in Education, Eugene, Oregon
I.10
I.11
COLLABORATIVE WRITING:
PARTNERSHIPS TO HIGHER
ACHIEVEMENT IN WRITING
(E–M–C–T)
Palmer House/Salon 1/2,Third Floor
This group of teachers, administrators, and teacher educators will show how collaborative writing, among students,
between schools, or between schools and universities, can
move students to better writing.
Chair: Barbara Rieckhoff, DePaul University, Chicago, Illinois
Presenters: Megan Stanton Anderson, Alphonsus Academy
and Center for the Arts, Chicago, Illinois, and Barbara
Reickhoff and Katie Van Sluys, DePaul University, Chicago,
Illinois, “Collaborative Literacy Project: Four Schools Writing Their Own Futures”
I.12
THE EXQUISITE CORPSE:
AN EXPERIMENT IN DIGITAL
LITERACY (E–M)
Chicago Hilton/PDR 4, Third Floor
The Exquisite Corpse Adventure is an experiment in digital
literacy designed by the Library of Congress and the
National Children’s Book and Literacy Alliance. Twenty authors wrote 27 episodes which formed the nucleus of this
national online literacy project. Presenters in this session
will model the construction of these episodes and provide
the educational materials from which the strategies were
derived.
Chair: Marilyn Ludolph, Dominican University, River Forest,
Illinois
Presenters: Mary Brigid Barrett, The National Children’s
Book and Literacy Alliance, Franklin, Massachusetts
Marilyn Ludolph, Dominican University, River Forest, Illinois
Katherine Patterson, The National Children’s Book and
Literacy Alliance, Franklin, Massachusetts
I.13
EXPLORING INDEPENDENCE AS
READERS AND WRITERS: FOR
OURSELVES AND OUR STUDENTS
(E–M)
Chicago Hilton/Boulevard Room B,
Second Floor
Independence opens a new world for learners. Modeling
our own literacy is the key to helping students become
independent, thoughtful decision-makers. Nudging independence involves wise teaching, consistent modeling, and
gradual empowerment. The presenters in this session will
focus on the rituals and routines that we, as educators, use
to nurture independence in young readers and writers.
Presenters: Patrick Allen, Douglas County Schools, Parker,
Colorado and Public Education and Business Coalition,
Denver, Colorado, “Rediscovering Truth: Exploring Our
Adult Reading Life”
Ruth Ayres, Wawasees School District, Indiana, “Building
Promise: Investigating Our World as Adult Writers”
Troy Rushmore, Douglas County Schools, Parker, Colorado and Public Education and Business Coalition, Denver,
Colorado, “Extending Confidence: Helping Students Define
Their Reading Lives”
Stacey Shubitz, independent literacy consultant/author,
Harrisburg, Pennsylvania, “Nudging Joy: Helping Children
Develop as Writers”
Saturday Afternoon, 1:15–2:30 p.m. 173
Saturday
CHILDREN AS COMMUNITY AND
ENVIRONMENTAL STEWARDS (E)
Chicago Hilton/Conference Room 4K,
Fourth Floor
“What’s My Line?” That question is answered by envisioning
the possibilities of reading and writing making a difference
in the world.
Presenters: Kay Fukuda, University of Hawaii-Manoa, Honolulu, “Students ‘Reading Community’: Place-Based, Cultural
Projects and the Development of Children as Community
and Environmental Stewards”
Nicholas Husbye, Indiana University, Bloomington, “‘What’s
My Line?’ Democratic Dialogue during the Media Production Process with Elementary Students”
Jessica Sandoal, GoValle Elementary School, Austin, Texas,
“Envisioning Possibilities: Reading and Writing to Make a
Difference in the World”
S. Rebecca Leigh, Oakland University, Rochester, Michigan,
“Artist-Writer Partnerships: Understanding Visual and
Verbal Connections in Literacy”
Mark Overmeyer, Cherry Creek Schools, Denver, Colorado,
“Collaborative Formats for Writing Conferences”
I.14
KEEPING UP WITH MULTICULTURAL
CHILDREN’S LITERATURE: NEW, LOST,
AND UNTOLD STORIES (E–M)
Chicago Hilton/Conference Room 4K,
Fourth Floor
This session will introduce participants to the “latest and
greatest” books in multicultural children’s literature, many
of which are likely new to readers of all ages. Participants
will become familiar with these new multicultural books,
which expand readers’ understanding of the world around
them and may be destined to become tomorrow’s multicultural classics.
Chair: Karen K. Johnson, Tualatin School District, Oregon
Presenters: Lesley Colabucci, Millersville University of
Pennsylvania, Millersville, “Keeping Up with Multicultural
Children’s Literature: New, Lost, and Untold Stories”
Allen Evans, Eastern Oregon University, La Grande, “Did You
Know? Untold Stories”
Karen Hildebrand, Delaware City Schools, Ohio, retired,
“Global Perspectives in Recent Multicultural Literature”
Edward T. Sullivan, Rogue Librarian, Oak Ridge, Tennessee,
“The Newest and the Best”
I.15
LET’S READ: LITERACY APPROACHES IN
THESE EARLY DAYS OF COMMON CORE
STANDARDS (E–M)
Chicago Hilton/Astoria Room,Third Floor
You don’t have to teach to the test to teach reading. In this
session, the presenters will reveal ways for your students
to increase their literacy skills in creative ways.
Presenters: Hilleary Drake, Rendezvous Elementary School,
Riverton, Wyoming, and Liz Hollingworth, University of
Iowa, Iowa City, “Teach Reading, Not Testing”
Lindsay Oakes, New York City Department of Education,
New York and Teachers College, Columbia University, New
York, New York, “Reading History with Adolescents: Disciplinary Literacy Approaches in the Middle School”
I.16
NEGOTIATING CRITICAL LITERACIES IN
THE EARLY YEARS: AUTHENTICITY AND
TECHNOLOGIES AT PLAY (E–M)
Chicago Hilton/PDR 2,Third Floor
Sponsored by the Early Childhood Education Assembly,
open to all
In this session, presenters will explore how to use critical
and authentic literacy practices in preschool and primary
grades. They will describe the roles and affordances of new
technologies and other authentic and meaningful tools for
building on the strengths of young children from diverse
backgrounds.
Chair: Patricia Basich, Blessed Sacrament School, Milwaukee,
Wisconsin
Presenters: Amy Evans and Siobian Minish, The University
of Georgia, Athens, “Connecting Real-Life Situations to
Enhance Language Development in Young Learners”
174 Saturday Afternoon, 1:15–2:30 p.m.
Carol Felderman and Vivian Vasquez, American University,
Washington, DC, “Podcasting and Critical Literacy in a 2nd
Grade Classroom”
Karen Wohlwend, Indiana University, Bloomington, “Constructing the Child at Play: From the Schooled Child to
Technotoddlers and Back Again”
I.17
TWO BYTES AT A TIME: READERS AND
WRITERS WORKSHOP FOR THE 21ST
CENTURY (M)
Palmer House/Salon 8/9,Third Floor
Do you crave change? Does your classroom need a fresh
look? Come experience an interactive approach to teaching reading and writing. Participants will learn the why, the
how to, and the when of teaching language arts using reading and writing workshop with a 21st century twist!
Chair: Nancy Farley, Stone Mountain, Georgia
Presenters: Tess Alfonsin, Katy Independent School District,
Texas
Evelyn Oros, Katy Independent School District, Texas
I.18
K–12 AND PRESERVICE TEACHERS
COLLABORATE TO READ THE PAST
AND WRITE THE FUTURE: LITERATURE
IN CRITICAL CONTEXT (M–T)
Palmer House/Salon 10,Third Floor
In this session, preservice teachers will discuss the details
of a collaboration in which they read young adult literature, led critical discussions of selected books in middle
school classrooms, and then visited the sites of the books
in England and France, connecting with the middle school
students en route via technology (Skype, email, blogging).
Chair: Joyce Herbeck, Montana State University, Bozeman
Presenters: Clara Beier, State University of New York,
Fredonia, “Critical Literacy: Definitions”
Joyce Herbeck, Montana State University, Bozeman, “Preservice Teachers: Critically Reading the Past, Writing the
Future of Pedagogy”
Sue Stolp, Sacajawea Middle School, Bozeman, Montana,
“Seventh Graders Read, Connect, Skype, and Create”
Reactor/Respondent: Judith Franzak, New Mexico State
University, Las Cruces
I.19
CAN YOU READ ME NOW? ENGAGING
ADOLESCENTS IN LITERACY DEVELOPMENT ACROSS CONTENT AREAS WITH
DIGITAL MEDIA (M)
Chicago Hilton/Williford Room C,Third
Floor
Digital media offers a unique, interactive approach to improving reading and writing skills. This collaborative session
will explore how to integrate key literacy strategies with
standards-based content. Come see teachers showcase
self-paced online student lessons for grades 5–8 that support topics in language arts, social studies, and science.
Chair: Christina DeYoung, WGBH, Boston, Massachusetts
Presenters: Christina DeYoung, WGBH, Boston, Massachusetts
Jim Johnston, Illing Middle School, Central Manchester, Connecticut
Mary Matthews, Brookline Public Schools, Massachusetts,
retired
I.20
MINING GOLD:THE WRITER,THE STORY,
AND THE STORYTELLER (M–S–T)
Palmer House/Adams Room, Sixth Floor
In this panel, the presenters will describe best instructional
practices for engaging students in writing their memoirs
and fictional stories, and bringing literature to life in the
classroom.
Presenters: Andrene Bonner, Mount Vernon School District,
New York, “Teaching Adolescents Fiction Writing in Historical Contexts”
Jeanette Toomer, School for Community Research and
Learning, Bronx, New York, “Writing the Student Memoir”
USING INQUIRY TO SUPPORT CRITICAL
LITERACY THROUGH I-SEARCH PAPERS
(M–T)
Palmer House, Salon 1,Third Floor
This session will focus on middle school inquiry-based
research writing aligned with the College and Career
Readiness Standards (CCRS) in ELA and cross-disciplinary
areas. The presenter will describe the classroom research,
but more importantly show teachers how to incorporate
cancelled
inquiry-based research
writing in their own classrooms.
Chair: Gwynne Ash, Texas State University, San Marcos
Presenter: Lori Assaf, Texas State University, San Marcos
I.22
HONORING THE WRITING JOURNEY:
STRATEGIES FOR FOCUSING ON
PROCESS, REVISION, AND PRACTICE
(M–S)
Chicago Hilton/Waldorf Room,Third Floor
It’s easy to argue that students should receive feedback during the writing process in addition to a final grade, but how
do busy teachers make this a reality? These presenters will
show how to offer feedback and engaging opportunities
for student revision and reflection throughout the writing
process—and still keep your sanity.
Presenters: Jennifer Ansbach, Manchester Township High
School, Manchester, New Jersey, “We’re Going to Do
What?! Novel-Writing in the Secondary Classroom”
Russ Goerend, Waukee Middle School, Iowa, “Write Strong:
Strengthening Composition through Practice”
I.23
TRANSFORMING TEACHER PRACTICE
USING A YOUNG ADULT LITERATUREBASED PROFESSIONAL DEVELOPMENT
MODEL (M–S–T)
Chicago Hilton/Marquette Room,Third Floor
Literacy specialists and a classroom teacher will describe
a model for professional development that fosters the
increased use of young adult literature in Chicago urban
teachers’ classrooms. They will highlight teachers’ insights
and classroom practices using video clips, exhibits of student work, and interview responses.
Presenters: Susan A. Garr, Northeastern Illinois University,
Chicago
Mary Massie, Northeastern Illinois University, Chicago,
“Conceptual Framework: Support + Challenge = Growth”
Beverly Rowls, Northeastern Illinois University, Chicago, “A
Professional Development Model Emphasizing Relationships, Relevance, Rigor, and Reflection”
April Tondelli, Roberto Clemente Community Academy
High School, Chicago, Illinois, “YAL as a Catalyst for
Building Instructional Capacity and Leadership”
I.24
FUTURISTIC VOICES FROM THE PAST
AND PRESENT: JAMES BALDWIN AND
BROOKLYN YOUTH (M–S)
Chicago Hilton/Williford Room B,
Third Floor
In this session, presenters will demonstrate methods and
materials for establishing engaging and equitable high
school classrooms. They will show how to use James Baldwin’s works at all ability levels to establish welcoming classrooms where students take intellectual risks, and discuss
how contemporary digital literacies can provide opportunities for student support of peers’ college aspirations.
Presenters: Carol Friedman, Evanston Township High
School, Illinois, and Tamara Jaffe-Notier, Niles West High
School, Skokie, Illinois, “James Baldwin: A Futuristic Voice
from the Past”
Joanne E. Marciano-Watson, Teachers College, Columbia
University, New York, New York, “‘It’s Different When You
Hear It from a Friend’: Examining Peer Friendships in the
Literacy and College Preparation Practices of Urban Youth”
Saturday Afternoon, 1:15–2:30 p.m. 175
Saturday
I.21
MaryBeth Short, Cary Academy, North Carolina, “Are We
Going to Be Graded on This? Assessing the Process”
Meredith Stewart, Cary Academy, North Carolina, “A Home
on the Web: Creating E-Portfolios”
I.25
MIDDLE EAST THEMED LITERATURE
IN THE MIDDLE/HIGH SCHOOL
CLASSROOM (M–S)
Chicago Hilton/Continental Ballroom,
Salon A, Lobby Level
In this session, the Middle East Book Award committee will
present Middle East-themed literature for K–12 students
and educators, including short stories, novels, graphic novels, and more. They will suggest books and present classroom-ready lessons to engage your students—and bring
the cultures and history of this important region to life!
Presenters: Lisa Adeli, University of Arizona, Tucson, “Using
Youth Literature to Teach about the Palestinian-Israeli
Conflict”
Betsey Coleman, Colorado Academy, Denver, “How and Why
to Use Middle East-Themed Literature in the Classroom”
Barbara Petzen, Middle East Policy Council, Washington, DC,
“A Variety of Lessons Using Literature about the Middle
East”
Christopher Rose, The University of Texas, Austin, “Quality
Youth Literature and Teaching Resources about the Middle
East”
I.26
CLOSING THE ACHIEVEMENT GAP WITH
CULTURALLY RESPONSIVE PEDAGOGY:
TEACHING TOOLS THAT BRING CRP TO
LIFE (M–S–T)
Palmer House/Water Tower Room, Sixth
Floor
Presenters in this session will share lessons learned from
using teaching tools designed to help implement culturally
responsive pedagogy (CRP) in teaching English language
arts. They will explore the benefits and challenges of using
these tools, and how this approach to CRP can address the
achievement gap.
Co-chairs: Jennifer Buehler, Saint Louis University, Missouri
Anne Ruggles Gere, University of Michigan, Ann Arbor
Presenters: Christian Dallavis, University of Notre Dame,
Indiana, “Six Classroom Tools for CRP”
Victoria Haviland, University of Michigan, Ann Arbor, “CRP
and the Achievement Gap”
Jeff Klass, Pioneer High School, Ann Arbor, Michigan, “Poetry
and CRP”
I.27
WRITING AS A PATH TO DISCOVER,
UNCOVER, AND RECOVER HISTORY (M)
Chicago Hilton/Williford Room A,
Third Floor
In schools across the nation, teachers strive to deepen
students’ connections to writing and the world. Come
explore with these presenters how to help students create
narratives, poems, and multigenre pieces as they develop a
deeper understanding of history and their world.
176 Saturday Afternoon, 1:15–2:30 p.m.
Presenters: Karen Caine, various schools, New York City
and the tri-state area, “Capturing a Moment in Time by
Crafting Historical Narratives”
Barry Lane, various schools,Vermont, “Voice Mail from the
Roman Empire: Using Multigenre Humor and Pop Culture
to Promote a Deeper Understanding of History”
Amy Ludwig VanDerwater, various schools, New York,
“Pieces the Past into Poems”
I.28
DEVELOPING DIGITAL LITERACIES:
WRITING THE FUTURE IN CYBERSPACE
(M–S–C)
Palmer House/State Ballroom, Fourth Floor
These presenters will show how to use lessons featured in
the “Getting Started” and “Interactive Literature” sections
of Lesson Plans for Developing Digital Literacies (NCTE 2010).
They will share strategies where students critically examine the content of their Facebook pages, develop podcasts
to disseminate their views of the books they read, and take
photos using their camera phones to capture a moment in
time and create “micro” stories.
Chair: M. Elizabeth Kenney, Adlai E. Stevenson High School,
Lincolnshire, Illinois
Presenters: Abigail Kennedy, Pasco eSchool, Pasco County,
Florida, “Book Reviews of the Past Become Podcasting for
the Future”
Louis Mazza, The Arts Academy at Benjamin Rush, Philadelphia, Pennsylvania, “Stop, Shoot, Send: Using Camera
Phones to Capture and Create Meaning”
Neil Rigler, Deerfield High School, Illinois, “Blogging to Examine Life: Expressing, Testing, and Publishing Ideas to Deepen
Understanding”
Reactor/Respondent: Mary Christel, Adlai E. Stevenson
High School, Lincolnshire, Illinois
I.29
MORE THAN WORDS: READING MOVIES
IN ELA CLASS (M–S–C)
Chicago Hilton/Continental Ballroom,
Salon B, Lobby Level
The presenters in this session will provide teachers with
strategies for analyzing film with an eye to the full range of
ELA standards. Movies are composed in the same way as
print texts are, and studying them is not just a time for a
break or reward, but a window into reading and writing.
Presenters: Stergios Botzakis, University of Tennessee,
Knoxville
Leslie David Burns, University of Kentucky, Lexington
I.30 READING AND TEACHING URBAN AND
GLOBAL YOUNG ADULT LITERATURE (S)
Palmer House/Chicago Room, Fifth Floor
This panel will explore Young Adult Literature that reflects
the experiences of marginalized youth in the US and
elsewhere. The presenters will discuss how these texts
provide enriching cultural opportunities for adolescents
and teachers, and suggest ways in which educators and
library practitioners might approach discussions of these
texts with young people.
Chair: Ken Holmes, Webster University, St. Louis, Missouri
Presenters: E. Sybil Durand, Louisiana State University,
Baton Rouge
KaaVonia Hinton-Johnson, Old Dominion University, Norfolk,Virginia
Kafi Kumasi, Wayne State University, Detroit, Michigan
Ebony Elizabeth Thomas, Wayne State University, Detroit,
Michigan
Chair: Alyssa Niccolini,Teachers College, Columbia University,
New York, New York
Presenter: Joseph Jones, Radford University,Virginia,
“Dismantling the Context and Breaking Free from
Contextual Oppositions: How English Teachers Can
Address Homophobia in Secondary Schools”
I.32
I.35
PREPARING HIGH SCHOOL POETS,
WRITERS, AND EDITORS FOR A
LITERARY WORLD (S)
Palmer House/Salon 12,Third Floor
This session on writing and editing will introduce teachers
to Polyphony High School, a student-run, international
literary magazine. It will be of interest to teachers looking
for a serious, professional outlet for creative writing; sponsors of litmags; and teachers interested in finding international leadership opportunities for their best editors.
Presenters: Clara Fannjiang, Davis Senior High School,
California
Hedy Gutfreund, The Latin School of Chicago, Illinois
Lizzie Guynn, The Latin School of Chicago, Illinois
Billy Lombardo, The Latin School of Chicago, Illinois and
Polyphony High School, an international, student-run
literary magazine, Chicago, Illinois
I.33
BREAKING FREE: COMBATING
HOMOPHOBIA IN OUR HIGH
SCHOOLS (S)
Chicago Hilton/PDR 1,Third Floor
This presenter will discuss homophobia in the high school
classroom, and ask participants to consider how curriculum and language can help us to address it.
I’M A POET? INTERNATIONAL
GRADUATE STUDENTS FIND THEIR
WRITING VOICES THROUGH A
WRITING WORKSHOP (S–C)
Palmer House/Wilson Room,Third Floor
In this session, students will share their experiences while
writing creatively in their native languages, as well as in
English. Many had never had the opportunity to write
creatively before, having learned English only through “skill
and drill” practice. Come to this session to hear how they
found their voices, and how the workshop leaders listened,
heard, and were inspired to respect the beauty of language.
Chair: Jill Ostrow, University of Missouri, Columbia
Presenters: Chih Ning Lynn Chang, doctoral student,
University of Missouri, Columbia, “Discovering Poetry”
Deepika Menon, doctoral student, University of Missouri,
Columbia, “Beyond the Workshop”
Jill Ostrow, University of Missouri, Columbia, “Creating the
Workshop”
Kagin Tolga, doctoral student, University of Missouri,
Columbia, “Finding a Voice in Turkish”
Saturday Afternoon, 1:15–2:30 p.m. 177
Saturday
THE HORIZONS PROJECT: DIFFERENTIATED ASSESSMENT ON STEROIDS (S)
Chicago Hilton/Continental Ballroom,
Salon C, Lobby Level
Think performance assessment + differentiation + selfdirected learning. Teach your students to design their own
activities and assessment based on their cognitive ability,
personal interest, and learning profile. This messy, unpredictable, time-consuming, energy-sucking approach lets
them discover the world on their own terms while meeting core objectives. And it’s fun!
Chair: Raquel Cook, Utah Valley University, Orem
Presenter: Raquel Cook, Utah Valley University, Orem
MULTIMODAL, COLLABORATIVE
ENGAGEMENT WITH TEXTS TO
PROMOTE CRITICAL LITERACY
AND COMPOSITION (S–C–T)
Palmer House/Wabash Room,Third Floor
The panelists in this session will show how they use the
multigenre approaches made popular by Tom Romano
and translate them to multimodal, collaborative tasks that
increase students’ engagement with reading and writing,
deepen students’ understanding of the ways in which
technology tools can transform reading and writing, and
create a stronger classroom community.
Presenters: Jeffrey Carpenter, Elon University, North
Carolina, “Parallel Literacy Universes on Facebook”
Timothy Shea, Millersville University of Pennsylvania,
Millersville, “Creating Collaborative Multimodal Compositions Using Wikis, Pezis, and Tumblr Blogs”
Timothy Smith, Millersville University of Pennsylvania,
Millersville
I.31
I.34
I.36
FOUR COLORED GIRLS: AFRICAN
AMERICAN WOMEN, INTERGENERATIONAL SOCIAL JUSTICE PEDAGOGY,
AND LITERACY ACTIVISM AND RESEARCH (S–C–T)
Palmer House/Spire Room, Sixth Floor
The presenters in this panel will challenge our understanding
of the relationship between teaching, learning, and community activism. They are writing teachers from one family
who will facilitate an open discussion of the dynamic interplay between social justice, language, history, identity, family,
and literacy learning, and reaffirm and complicate what we
know about African American women’s literacy.
Presenters: Rhea Estelle Lathan, Florida State University,
Tallahassee
Evelyn Williams, Milwaukee Public Schools, Wisconsin,
retired, “My Testimony Is My Test”
B.Victoria Williams, Milwaukee Public Schools, Wisconsin,
“Social Justice Teaching Begins at Home”
Bonnie Jean Williams-Griffin, Michigan State University,
East Lansing, “Social Justice Research Begins at Home”
I.37
HIGH SCHOOL WRITING WORKSHOP,
FROM THE GROUND UP (S–C–T)
Palmer House/Honore Ballroom, Lobby Level
Writing workshops continue to be atypical in most high
school English classrooms, despite their well-documented
benefits. This panel will present strategies and resources
for implementing, maintaining, and assessing writing workshops in diverse secondary English classes.
Chair: Carolyn Ross, Hightstown High School, New Jersey
Presenters: Lizz Dunn, Hightstown High School, New Jersey,
“Making Writing Workshop Work”
Kate Featherston, Hightstown High School, New Jersey,
“Sweat the Small Stuff”
Emily Meixner, The College of New Jersey, Ewing, “Keeping
the Writing Real”
I.38
WHAT, HOW, AND WHY: DEVELOPING
ENGLISH EDUCATION MA PROGRAMS
IN ENGLISH DEPARTMENTS (S–C–T)
Chicago Hilton/PDR 3,Third Floor
Members of this panel will explore the development of
English Education MA programs in English departments.
Topics will include foundations for developing programs,
tailoring a program to respond to local needs, and differences between MA programs in English and education
departments. In addition, the presenters will provide conceptual and practical advice to teachers who are considering MA programs.
Chair: Robert Petrone, Montana State University, Bozeman
Presenters: W. Douglas Baker and John Staunton, Eastern
Michigan University,Ypsilanti, “Beyond Composition and
Literature Programs: Constructing Graduate Opportunities
for English Teachers”
178 Saturday Afternoon, 1:15–2:30 p.m.
Lisa Eckert, Montana State University, Bozeman, “We’re Not
the ‘Pedagogy People’: Building an English Education MA
Program in an English Department”
Discussant: Don Zancanella, University of New Mexico,
Albuquerque
I.39
STRATEGIES TO INCREASE STUDENT
SUCCESS IN CHALLENGING SITUATIONS
(S–C)
Palmer House/Crystal Room,Third Floor
English teachers prepare to work with a variety of students,
including those who present special challenges. These presenters will describe the proven success of differentiated
instruction and after-school book clubs for diverse student
populations, and argue that teacher educators should be
aware of the importance of teachers’ interactions with
students and the impact of those interactions on new
teachers’ continuing commitment to the profession.
Chair: Anitra Walker, Woodlawn High School, Baton Rouge,
Louisiana
Presenters: Deborah Bieler, University of Delaware, Newark, “Look, I’m Calling It ‘Work’ Now Instead of ‘School’:
Examining the Relationship between New Teachers’ Retention and Interactions with Students at Risk for Failing”
Cynthia Miller Coffel, ACT, Inc., Iowa City, Iowa, “Reading the
Past, Writing the Future: Teen Mothers Learning Literacy in
Alternative Schools”
Tonya Collins and Anitra Walker, Woodlawn High School, Baton Rouge, Louisiana, “Adapting Independent Study Lessons
for Underachieving Students”
I.40
SOCIAL JUSTICE AND ANTI-BULLYING
PEDAGOGY IN ENGLISH EDUCATION (T)
Palmer House/Kimball Room,Third Floor
Sponsored by the CEE Commission on Social Justice,
open to all
As we consider the past, present, and future of English
education, bullying remains an issue affecting teachers and
students. Presenters on this panel will discuss how social
justice policy and practice can help teachers confront, address, and negotiate bullying in public school classrooms
and English education programs in a variety of ways.
Chair: sj Miller, Indiana University of Pennsylvania, Indiana
Presenters: Laura Bolf-Beliveau, University of Central
Oklahoma, Edmond, “Using CEE Publications to Create
Anti-Bullying Pedagogy”
James Gilligan, Purdue University, West Lafayette, Indiana,
“Gender Nonconformity and Bullying: How Queer Teachers Can Make a Difference”
Tara Star Johnson, Purdue University, West Lafayette, Indiana,
“Bullies and Bodies: Addressing Weight Discrimination”
Charlotte Pass, State University of New York, Cortland,
“Creating Awareness of Bullying Using Select Children’s
and Young Adult Novels”
I.41
ANALYZING SHAKESPEARE SONNETS
AND SOLILOQUIES WITH PRIMARY
SOURCES AND DIGITAL TOOLS (S–C)
Palmer House/Red Laquer Ballroom,
Fourth Floor
Students combine primary source images, music, and digital
tools to transform analysis into dynamic presentations. The
presenters in this session will share how sophomores and
AP-level seniors use Animoto to create movies of Shakespearean sonnets and soliloquies. Adaptations of Animoto
to psychology and oral history projects will also be shown,
including an introduction to Glogster, a digital poster.
Chair: Joan Lange, Pope John Paul II High School, Hendersonville, Tennessee
Presenters: Patrick Connolly, Pope John Paul II High School,
Hendersonville, Tennessee
Devin Donovan, Pope John Paul II High School, Hendersonville, Tennessee
Joan Lange, Pope John Paul II High School, Hendersonville,
Tennessee
Presenters: Alan Brown, The University of Alabama,
Tuscaloosa
Lindy Louise Johnson, The University of Georgia, Athens
Stephanie Jones, The University of Georgia, Athens
Mark A. Lewis, Loyola University Maryland, Baltimore
Luke Rodesiler, University of Florida, Gainesville
Makenzie Selland, University of Colorado, Boulder
Kelli Sowerbrower, Georgia State University, Atlanta
Table Number Roundtable Leaders
I.45
1
2
3
4
I.43
Elizabeth Chiseri-Strater, University of
North Carolina, Greensboro
Sara Littlejohn, University of North
Carolina, Greensboro
Jeanie Reynolds, University of North
Carolina, Greensboro
Hepsie Roskelly, University of North
Carolina, Greensboro
SUPPORTING GRADUATE STUDENTS IN
ENGLISH EDUCATION (C)
Palmer House/Price Room, Fifth Floor
Sponsored by the CEE Graduate Strand, open to all
In this roundtable, graduate students in English education
will discuss the future of the CEE-Graduate Strand with its
leadership group. Table leaders will explore the group’s vision, how best to link graduate students across institutions,
and the support which this group can provide to graduate
students during their studies.
CHARACTER, DRAMA, AND EXPERTISE:
MOVING BEYOND A NOVICE MODEL OF
WRITING? (M)
Chicago Hilton/Conference Room 4D,
Fourth Floor
Research suggests that talented writers engage in a qualitatively different process from the one used by their more
typical age peers. Talented writers tend to view writing as
problem solving, requiring them to continually generate,
solve, and integrate several problems at once. In this session, presenters will review the research defining expert
and beginning writers, and show a complete characterdriven writing project that implements the expert model—
including live student demonstrations, writing samples, and
lesson plans. The focus will be on drama and character
development to foster expert strategies.
Presenters: Kenneth Smith, Sunset Ridge School District 29,
Northfield, Illinois
Terri Zazove, Sunset Ridge School District 29, Northfield,
Illinois
Saturday Afternoon, 1:15–2:30 p.m. 179
Saturday
BACK TO THE FUTURE: RETHINKING
OUR THINKING IN THE 21ST CENTURY
(S–C–T)
Palmer House/Salon 7,Third Floor
Louise Rosenblatt, Paulo Freire, Ann Berthoff, and Peter
Elbow provoke new awareness of some of the most crucial
issues in education: democracy in reading and writing, liberatory pedagogy, imagination in learning, and finding one’s
voice. The roundtable leaders in this session will reconsider
the ways in which the work of these theorists can help us
understand 21st century literacies and what writing could
be in multimodal spaces.
THE FUTURE OF FIRST-YEAR
COMPOSITION: BUILDING
STRONGER CONNECTIONS
BETWEEN COMMUNITY,
CLASSROOM, AND ADMINISTRATION
(C)
Palmer House/Salon 6,Third Floor
This panel will discuss how to help first-year composition
students meet institutional goals, using university mission
statements, writing activism, and campus support to build
connections between community, classroom, and administration.
Chair: Natalie Dorfeld, Clarion University, Pennsylvania
Presenters: Brittany Cottrill, Grand View University, Des
Moines, Iowa, “Linking the Ideological, Cultural, and
Institutional: Meeting the Institutional Mission in First-Year
Writing”
Erin Dietel-McLaughlin, University of Notre Dame, Indiana,
“The Literacies of Change: Decoding Digital Activism in the
First-Year Writing Curriculum”
Stephanie Quinn, Lourdes College, Toledo, Ohio, “Supporting
the Underprepared Writing Student: Creating a Seamless
Web between Composition Faculty and Student Affairs at a
Private Liberal Arts College”
I.42
I.44
Meeting
CCCC Officers Meeting
2:30–5:00 p.m.
Palmer House/Medinah Room, Sixth Floor
Chair: Gwendolyn Pough, Syracuse University, New York
NCTE books were bestsellers as early as the 1930s. One,
Home Reading, sold over 14,000 copies in 1937.
180 Saturday Afternoon, 2:30–5:00 p.m.
J and JK Sessions are located as below:
Palmer House
1
4
6
7
9
10
11
14
16
19
22
23
25
28
31
32
35
36
37
38
40
46
53
JK.02
2
3
5
8
12
13
15
17
18
20
21
24
26
27
29
30
33
34
39
41
42
43
44
45
47
48
49
50
51
52
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JK.01
Saturday
Chicago Hilton
J and JK Session Locations 181
J Sessions
2:45–4:00 p.m.
Featured Session
J.01 NCTE Centennial Writing and
Working for Change Founders
Panel, Part 2: 1980s and 1990s
(G)
Joyce Rain Anderson, Margaret
Price, LuMing Mao, Morris Young,
Malea Powell, and William Thelin
Chicago Hilton/Boulevard Room B,
Second Floor
Sponsored by the CCCC Working Class
Committee, Asian/Asian American Caucus,
American Indian Caucus, and the CCCC
Committee on Disability Issues, open to all
No
photo
available
Joyce Rain Anderson Margaret Price
LuMing Mao
Morris Young
William Thelin
Malea Powell
182 Saturday Afternoon, 2:45–4:00 p.m.
Founders of the Working Class, Asian/Asian American,
American Indian caucuses and CCCC Committee on
Disability Issues will discuss their respective major
historical contributions to NCTE/CCCCs. The panelists will also discuss how these contributions were in
response to and helped shape national issues related to
these groups’ expertise and identities.
Chair: Steve Parks, Syracuse University, New York
Presenters: Joyce Rain Anderson, Bridgewater State
University, Massachusetts, and Malea Powell, Michigan
State University, East Lansing, “The History of the
American Indian Caucus”
LuMing Mao, Miami University, Oxford, Ohio, and Morris
Young, University of Wisconsin, Madison, “The History
of the Asian/Asian American Caucus”
Margaret Price, Spelman College, Atlanta, Georgia, “The
History of the Committee on Disability Issues”
William Thelin, The University of Akron, Ohio, “The
History of the Working Class Caucus”
J.02
ENERGIZING NCTE AFFILIATES
WITH NEW FACES AND NEW IDEAS:
LEADERSHIP FOR THE FUTURE (G)
Palmer House/Wilson Room,Third Floor
Sponsored by the Standing Committee on Affiliates,
open to all
The future of NCTE may lie in its youngest members,
student affiliates and/or those brought into the affiliate
network early in their careers. A panel of student affiliate
members, with affiliate leaders and English Ed professors,
will share ideas for re-energizing affiliates with a “youth
movement.”
Chair: Donna Grace, University of Hawaii–Manoa, Honolulu
Presenters: Jill Adams, Metropolitan State College of Denver,
Colorado
Pamela Coke and Serena Dietze, Colorado State University,
Fort Collins, “Distributed Leadership and Owned Responsibility: Earning the Right to Recognition”
Rebecca Kaminski, Clemson University, South Carolina
J.03
J.04
THE INTERSECTION OF SPORT,
EDUCATION, AND SOCIETY IN
ENGLISH EDUCATION (G)
Chicago Hilton/Continental Ballroom,
Salon C, Lobby Level
During this conversation, presenters and attendees will
discuss the intersection of sport, education, and society, especially the possibilities for using sports/athletics to engage
students in literacy. Keynote speakers, roundtable leaders,
and reactors will offer ideas for bridging the ever-widening
gap between academics and athletics.
Chair: Alan Brown, The University of Alabama, Tuscaloosa
Associate Chair: Joan Mitchell, The University of Alabama,
Tuscaloosa
Keynote Speakers: Chris Crutcher, author, HarperCollins
Publishing, New York, New York, “Engaging Students in
Issues of Sport, Education, and Society through Young
Adult Literature”
Doug Merlino, author, Bloomsbury Publishing, New York, New
York, “The Intersection of Sport, Education, and Society”
Thomas Newkirk, University of New Hampshire, Durham,
“The Power of Sports for Promoting Adolescent Literacy”
Table Number Roundtable Leaders and Topics
1
Greg Bartley, Wake Forest University,
Winston-Salem, North Carolina, “Engaging Students with Matt de la Pena’s
Sports-Related Young Adult Literature”
2
Connie Coker, Green Acres High School,
Rockville, Maryland, “Found Poetry
through Sport Nonfiction”
Donna Cox, Sam Houston State University,
Huntsville, Texas, “Reading It for the Team:
Online Sports Book Chats between
Fourth Grade Girls and Female College
Athletes”
4
Laura Lee Ellis and Elizabeth Shults,
The University of Alabama, Tuscaloosa,
“Exploring the Costs and Benefits of the
American Emphasis on Sports”
5
Effie Fields and Victoria Whitfield, The University of Alabama, Tuscaloosa, “Teaching
Issues of Race, Class, and Opportunity
through Sports”
6
Dana Fitzpatrick, Collins-Riverside Middle
School, Tuscaloosa, Alabama, “The Sports
Reporters”
7
Hannah Gerber, Sam Houston State
University, Huntsville, Texas, “Endurance
Sports, Popular Culture, and Literacies”
8
Rich Kent, University of Maine, Orono,
“Using Journals, Team Notebooks, and
Writing Activities to Advance Learning
and Performance in Sports”
9
Caitlin Murphy, Martha Layne Collins High
School, Louisville, Kentucky, and Anne
Taylor Murray, Burke Middle School,
Charleston, South Carolina, “Engaging
Students with Chris Crutcher’s SportsRelated Young Adult Literature”
10
Bill Murphy, Lake Forest Academy,
Chicago, Illinois, “Creating a Bond between Students and Teacher-Coaches”
11
Katherine Nelson, Brookwood High
School, Tuscaloosa, Alabama, “The Sports
Reporters:Youth Discovering the Effects of Small Town Sports on Life and
Literacy”
12
Luke Rodesiler, University of Florida,
Gainesville, “Surviving the Novice Years
of Teaching and Coaching: Implications
for English Teachers, Athletic Coaches,
and Teacher Educators”
13
Deborah Vriend Van Duinen, Michigan
State University, East Lansing, “Adolescent Boys’ Sports-Related Literacy Practices: Examining the Reading, Writing, and
Viewing Surrounding Boys’ Involvements
and Interests in Sports”
14
Christina Vanzandt and Tracy Windle, The
University of Alabama, Tuscaloosa,
“Engaging Elementary Students in
Literacy through Physical Activity”
Reactor/Respondents: Matt de la Peña, author, Random
House Children’s Books, New York, New York
Lisa Scherff, Florida State University, Tallahassee
3
Saturday Afternoon, 2:45–4:00 p.m. 183
Saturday
YOU’RE WHO WE’VE BEEN WAITING
FOR: EMPOWERING BLACK GIRLS
WITHIN AND BEYOND THE ENGLISH
EDUCATION CLASSROOM (G)
Palmer House/Logan Room,Third Floor
The speakers on this panel will engage English educators and
other literacy professionals in a critical discussion about
how identity construction and the literacy experiences of
Black adolescent females can be shaped by their interactions with urban fiction texts, hip-hop culture and music,
and opportunities for self-expression through writing.
Chair: Marcelle Haddix, Syracuse University, New York
Presenters: *Delicia T. Greene, Syracuse University, New
York, “Concrete Roses: A Case Study Exploring the Reading Engagements of Black Adolescent Girls in an Urban
Fiction Book Club”
Gholnecsar E. Muhammad, University of Illinois, Chicago,
“Not Knowing Who You Are Is the Worst Feeling in the
World: A Black Adolescent Girl Talks about Identity, Context, and Writing Identity”
LaToya Sawyer, Syracuse University, New York, “Who You
Callin’ a Bitch (Ho/Vixen)? Rethinking the Role of Female
Emcees in Critical English Education”
Discussant: Maisha Winn, Emory University, Atlanta, Georgia
*CEE Cultural Diversity Grant Winner
J.05
WE’RE ALL READERS AND WRITERS:
HOW DIGITAL LITERACY NARRATIVES
WORK TO BRING A CLASSROOM
TOGETHER (G)
Palmer House/Salon 6,Third Floor
Teachers and students alike do not always acknowledge all
of the ways they engage in literacy practices. Thus, this
panel will look at how digital literacy narratives can bring
together teachers and students while helping them to better understand the many ways and modes through which
we now read and write.
Chair: Sara Kajder,Virginia Tech, Blacksburg
Presenters: Crystal Beach, Buford High School, Georgia
Katie Dredger,Virginia Tech, Blacksburg
Daniel Woods, Radford University,Virginia
ABOUT THAT SEAT AT THE TABLE:
FINDING OUR OWN POWER (G)
Chicago Hilton/Conference Room 4M,
Fourth Floor
Two teacher leaders and activists will explore, deconstruct,
and reconstruct the seat at the table metaphor. They will
offer their own local and national experiences with tables
of power, discuss historical examples, and call for individual teachers and teacher organizations to reimagine the
source of our power.
Chair: Yvonne Siu-Runyan, President, National Council of
Teachers of English and University of Northern Colorado,
Greeley
Presenters: Susan Ohanian, education activist, Charlotte,
Vermont, “A Table for the Future”
Maja Wilson, University of Maine, Orono, “Creating a New
Table”
Reactor/Respondent: Linda Rief, University of New
Hampshire, Durham and Oyster River Middle School,
Durham, New Hampshire
J.08
LEARNING AND TEACHING IN
ELEMENTARY CLASSROOMS:
INQUIRY AND PRACTICE (E)
Palmer House/Chicago Room, Fifth Floor
In this session, sponsored by the Elementary Section, roundtable presenters will share action research, classroom
projects, collaborative studies, and transformational experiences, focusing on writing, student agency, and teacher
change in classrooms around the world.
Co-chairs: Frank Chiki, Chamiza Elementary School, Albuquerque, New Mexico
Jeff Williams, Solon City Schools, Ohio
Table Number Roundtable Leaders and Topics
1
2
3
4
5
6
7
8
J.06
J.07
HOW TO ASK AND ANSWER THE
QUESTIONS IN YOUR CLASSROOM:
RESEARCH IN FRIENDLIER TERMS (G)
Chicago Hilton/PDR 1,Third Floor
Sponsored by the NCTE Research Forum, open to all
These presenters will give a teacher-friendly introduction
to classroom research and lead a discussion to determine
areas of concern/interest and how to approach and understand classroom practices. Designed for those relatively
new to teacher research, this session will focus on strategies for formulating questions and plans for data collection.
Presenters: Christian Goering, University of Arkansas,
Fayetteville
Lori Atkins Goodson, Wamego High School, Kansas
184 Saturday Afternoon, 2:45–4:00 p.m.
Theresia Anggraini, The Ohio State
University, Columbus, and Jongsun
Wee, Hyosungdong Elementary School,
Incheon, South Korea, “The Portrait of
Asian Women in Stories”
Phillip Baumgarner, The Child Development Lab at The McPhaul Center, The
University of Georgia, Athens, and Dina
Costa, The University of Georgia, Athens,
“Identifying and Supporting Early Writing
in a Preschool Setting”
Yurimi Grigsby and Kari Pawl, Concordia
University Chicago, River Forest, Illinois,
“Instructional Strategies for Developing
the Literacy of Culturally and Linguistically Diverse Students: A Balanced Approach
to Literacy”
Melissa Scott Kozak, The University of
Georgia, Athens, “Taking Action in the
Garden: Eco-Literacy Opportunities in
Early Childhood”
Becki Modereger, Sierra Vista Elementary School, Upland, California, and Lori
Sortino, Upland Unified School District,
California, “Writing the Future: The Impact of a Unique Full-Inclusion Preschool
Program on the Literacy Development
and Social Success of All Children”
Christy Wessel Powell, Indiana University,
Bloomington, “From Pencils to iPads:
Bringing Web 2.0 into Early Childhood
Classrooms”
Ambika G. Raj and Sharon Ulanoff, California State University, Los Angeles, “Supporting Multiple Language Acquisition
from 0 to 5 Years and Beyond”
Wynnetta Scott-Simmons, Mercer
University, Atlanta, Georgia, “Got IT?
Using the Wiki to Incorporate Culture
L-IT-ERACY”
J.09
VISUAL LITERACY LEARNING FROM
LATINO CHILDREN’S LITERATURE (E)
Chicago Hilton/PDR 3,Third Floor
This interactive conversation will show how to engage in
deep study of illustration in Latino children’s literature to
support literacy and to grow critical multicultural perspectives. The presenters will describe the visual literacy curriculum of a diverse, bilingual fourth grade classroom and
invite participants to examine students’ artifacts.
Presenters: Jesse Gainer, Texas State University, San Marcos
Nancy Valdez-Gainer, Blazier Elementary School, Austin,
Texas
Angie Zapata, The University of Texas, Austin
J.10
J.11
LEARNING FOR REAL: BREATHING LIFE
INTO CONTENT LITERACY THROUGH
NONFICTION INQUIRIES (E)
Chicago Hilton/PDR 4,Third Floor
The presenters in this session will argue that teaching about
the structures and features of nonfiction can serve as an
anchor and springboard for teaching rich content literacy.
They will demonstrate how masterful K–5 teachers used
nonfiction inquiries to support and expand content literacy
on an ongoing, moment-to-moment, day-in and day-out
basis, and how this technique can be applied across grade
levels and content areas.
Presenters: Susan Bolte, Center for Inquiry, Richland School
District Two, Columbia, South Carolina
Heidi Mills, University of South Carolina, Columbia
Lyn Mueller, Center for Inquiry, Richland School District Two,
Columbia, South Carolina
Susanne Pender, Center for Inquiry, Richland School District
Two, Columbia, South Carolina
Tammy Vice, Center for Inquiry, Richland School District
Two, Columbia, South Carolina
WHEN WE VALUE AND USE STUDENTS’
APPROXIMATIONS IN LITERACY AND
INQUIRY, WE CAN HELP THEM DEVELOP A DISPOSITION TOWARD JOYFUL
LEARNING, DEEP THINKING, AND
ENGAGED PROBLEM-SOLVING (E)
Palmer House/Burnham Room 1,
Seventh Floor
The presenters in this session will explain the critical role
which students’ approximations play in their reading,
writing, and inquiry projects. They will describe strategies
for recognizing and valuing approximations and ways in
which to build upon children’s approximations so they can
become confident and engaged readers, writers, thinkers,
and talkers.
Chair: Christine Walsh, Slippery Rock University,
Pennsylvania
Presenters: Kathy Collins, Little Harbour Elementary
School, Portsmouth, New Hampshire
Renée Dinnerstein, Literacy Support Services, Inc., New
York, New York, “Support Investigators to Become
‘Understanders’”
Matt Glover, author/independent consultant, Cincinnati,
Ohio, “Nurture and Teach Writers by Valuing Their
Approximations”
J.13
MENTOR TEXTS IN THE DIGITAL
WRITING WORKSHOP (E)
Palmer House/Salon 10,Third Floor
If we are to prepare elementary students to become critical and ethical composers of 21st century texts, we must
include the study of traditional genres as well as new and
emerging ones. Presenters in this session will explore the
ways in which elementary teachers can expand the possibilities of the writing workshop using genre study and 21st
century mentor texts.
Chair: Franki Sibberson, Dublin City Schools, Ohio
Presenters: William Bass, Parkway School District,
Chesterfield, Missouri, “Using Mentor Texts for Digital
Video Creation”
Mitchell Brookins, Chicago Public Schools, Illinois, “Digital
Literacy Today and Tomorrow . . . Who Will Mentor the
Mentor?”
Becky McCraw, Goucher Elementary School, Gaffney, South
Carolina, “The Bridge to Serendipity: Media Center to New
Literacies”
Saturday Afternoon, 2:45–4:00 p.m. 185
Saturday
A MINI ILLUSTRATING WORKSHOP:
COLLAGE AND RESEARCH AND HOW
THEY WORK TOGETHER (E)
Chicago Hilton/Conference Room 4K,
Fourth Floor
Coretta Scott King Award winner, Jan Spivey Gilchrist, and
Catherine Balkin, who has been working with her on
manuscript development, will explain how authenticity and
visual research relates to collage creation and show participants how to make their own collages using techniques
which they can pass on to their students.
Chair: Catherine Balkin, Balkin Buddies, Brooklyn, New York
Presenters: Catherine Balkin, Balkin Buddies, Brooklyn, New
York
Jan Spivey Gilchrist, author, HarperCollins Children’s Books,
New York, New York
J.12
J.14
DISSECTING THE HP TABLET 101 (G)
Chicago Hilton/Boulevard Room C,
Second Floor
Sponsored by the International Society for Technology in
Education, open to all
In this session, the presenter will demonstrate the basic
parts and functions of the HP Tablet, and how to use it
to create a brief PowerPoint slide show. Participants will
develop skills through hands-on activities with the tablet
and walk away with confidence in their knowledge of the
key aspects of its operation, how easy it is to use, and how
much fun learning can be with this tool in the classroom.
Presenter: Patricia P. Dunlap, Higgins Community Academy,
Chicago, Illinois
Marissa Naranjo, student, Reed College, Santa Fe,
New Mexico
David Naranjo, student, Santa Fe Preparatory School,
New Mexico
Jordan Naranjo, student, Fort Lewis College, Santa Fe,
New Mexico
Poqueen Rivera, student, Santa Fe Preparatory School,
New Mexico
J.15
This panel of first and second grade teachers will discuss
culturally relevant literacy practices which have been
implemented in their classrooms to promote literacy
engagement and achievement, and describe instructional
strategies which were generated from a study group—
Teachers for Equity in Education—through which teachers
explore how to support children who are traditionally
served least well in schools.
Chair: Susi Long, University of South Carolina, Columbia
Presenters: Janice Baines, Carver Lyon Elementary School,
Columbia, South Carolina, “Preserving the Waverly Community: Oral History and Literacy in First Grade”
Stephanie Johnson, Carver Lyon Elementary School, Columbia, South Carolina, “Writing Our Lives: Personal Narrative
and Family History in Second Grade”
PENMANSHIP TO DIGITAL PORTFOLIOS
(E)
Palmer House/Burnham Room 4,
Seventh Floor
In this session, the presenters will explore the changes in
writing instruction in elementary classrooms which have
taken place during the last 100 years and the changes that
can be expected in the future.
Chair: Brian Kissel, University of North Carolina, Charlotte
Presenters: Lisa Hawkins and Abu Bakar Razali, Michigan
State University, East Lansing, “A Tale of 3 P’s—Penmanship,
Product, and Process: 100 Years of Writing Instruction in
the Elementary Classroom”
Diana Hosse, Community School of Davidson, North
Carolina, and Brian Kissel, University of North Carolina,
Charlotte, “Digital Writing Portfolios in an Elementary
Classroom”
Faryl Kander, Oklahoma State University, Tulsa, “Writing the
Future: Agentic Moments in a Third Grade Writing Workshop”
J.16
THE YOUNG ANCESTORS SUSTAIN
INDIGENOUS LANGUAGE EXISTENCE
IN THE 21ST CENTURY (G)
Chicago Hilton/Conference Room 4C,
Fourth Floor
In this session, the presenters will demonstrate the fun and
seriousness of preserving an indigenous language, by showing a ten-minute trailer on indigenous language loss and a
skit performed in Tewa (a language spoken by six Pueblo
tribes in northern New Mexico). Culturally relevant image
identification and emotional expressions which are mimicked by a mentor will be illustrated.
Chair: Laura Kaye Jagles, Santa Fe Preparatory School,
New Mexico
Presenters: Laura Kaye Jagles, Santa Fe Preparatory School,
New Mexico
Jeremy Montoya, student, Santa Fe Preparatory School,
New Mexico
186 Saturday Afternoon, 2:45–4:00 p.m.
J.17
J.18
CULTURALLY RELEVANT PRACTICES
IN EARLY CHILDHOOD:TEACHERS
SEEKING EQUITY IN EDUCATION (E–T)
Palmer House/Salon 1,Third Floor
STANDING ON THE SHOULDERS OF
PEERS: USING STUDENT-PRODUCED
MENTOR TEXTS IN THE WRITING
WORKSHOP (E–M)
Palmer House/Salon 3,Third Floor
Using high-quality published mentor texts in writers workshop is essential for modeling good writing, but can sometimes feel like asking students to stand on the shoulders of
giants. In this session, upper elementary and middle school
teachers will show how using video clips, minilessons, and
interactive activities from student-produced mentor texts
can shrink those giants to human size.
Chair: Jillian Friedman, Lake Eola Charter School, Orlando,
Florida
Presenters: Jillian Friedman, Lake Eola Charter School,
Orlando, Florida
Michele Stucker, Lake Eola Charter School, Orlando, Florida
Consultant: Ronnie DeNoia, Lake Eola Charter School,
Orlando, Florida
J.19
TELLING TALES, WRITING TALES,
READING TALES (E–M)
Chicago Hilton/PDR 2,Third Floor
Fairy tales, old as they are, never really get old. Wellsprings
of inspiration, they perpetually excite students as readers
and writers. In this session, award-winning authors will
consider how fairy tales, in the classroom and at home, can
be scaffolds for vital academic and emotional growth.
Chair: Monica Edinger, The Dalton School, New York, New
York
Presenters: Monica Edinger, The Dalton School, New York,
New York, “Magic in the Classroom: Fourth Graders
Writing Fairy Tales”
Candace Fleming, author, Random House Children’s Books,
New York, New York
Adam Gidwitz, author, Dutton, Penguin Young Readers
Group, New York, New York, “Put Your Evil Stepmother on
the Ceiling”
Laura Amy Schlitz, The Park School, Baltimore, Maryland,
“Storytelling”
Chair: Julie Warner, Armstrong Atlantic State University,
Savannah, Georgia
Presenters: Lesley Roessing, Armstrong Atlantic State University, Savannah, Georgia
Steven Slaughter, Lincoln Elementary School, Chicago, Illinois
J.20
Table Number Roundtable Leaders and Topics
REFRAMING WRITING ASSESSMENT:
EXPLORING THE COMPLEXITIES OF
WRITING DEVELOPMENT IN K–12
CLASSROOMS (E–M–S)
Chicago Hilton/Astoria Room,Third Floor
In this session, a study group of teachers and teacher educators will explore writing evaluation, expanding on a constructivist, transactional framework to include multimodal,
aesthetic, social, cultural, and political aspects of writing development in children and adolescents. They will describe
classroom studies of writers from kindergarten through
high school and share specific assessment strategies.
Chair: Debra Goodman, Hofstra University, Hempstead,
New York
1
2
3
4
Stephanie Annunziata, Our Lady of Grace
Montessori School, New York, “Writing
Assessment in Kindergarten”
Susi Bostock, Half Hollow Hills School
District, New York
Stephanie Eberhard, Bayport-Blue Point
High School, Bayport, New York,
“Student Reflection and Self-Evaluation
in High School”
Michele Marx, Hofstra University,
Hempstead, New York
Discussant: Andrea Garcia, Hofstra University, Hempstead,
New York
J.21
BUILDING A COMMUNITY OF STORIES—
AND WRITERS (E–M–S)
Palmer House/Salon 8/9,Third Floor
NPR’s Lake Wobegon comes to the classroom! Have your
students collaboratively build a writing community in your
classroom, and then write about it. A writing community
helps all students write and revise more effectively and
successfully when they coauthor or collaborate with each
other. These presenters will describe the Town Project and
Radio Show, a project which incorporated multiple modes
of writing, as well as the use of technology.
Saturday Afternoon, 2:45–4:00 p.m. 187
Saturday
WHAT COMES AFTER READING FIRST?
VOICES FROM THE STUDENTS (E–M)
Palmer House/Grant Park Room, Sixth Floor
The years immediately following the discontinued funding of
Reading First hold rich portraits of the effect of the initiative on our students. Presenters in this session will discuss
the findings of the Literacy Education Research Network
and their interviews with teachers and students at an
urban Mid-Atlantic elementary/middle school.
Chair: Bess Altwerger, Towson University, Maryland
Presenters: Teresa Filbert, St. Mary’s College of Maryland,
St. Mary’s City
Cheryl North-Coleman, University of Maryland Baltimore
County, Baltimore
Nancy Shelton, University of Maryland Baltimore County,
Baltimore
J.22
J.25
Illinois Showcase
J.23
GETTING INTO IT: STRATEGIES
TO REACH STUDENTS IN THEIR
WORLD (G)
Chicago Hilton/Joliet Room,Third Floor
Rich Martin
Steve Moore
Teachers of English primarily access students’ linguistic
intelligence. However, students are immersed in a
world that values complex combinations of meaning and representation. In order to teach, we need
to cross into this world. Presenter Rich Martin
will demonstrate several exciting ways to utilize
students’ multiple intelligences in the teaching of
grammar, and Steve Moore will explore the role
of technology in teaching high school English to a
diverse population.
Co-chairs: Joseph Geocaris, Adlai E. Stevenson High
School, Lincolnshire, Illinois
Michelle Ryan, Lincoln Community High School, Illinois
Presenters: Rich Martin, El Paso-Gridley Junior High
School, Gridley, Illinois
Steve Moore, Hinsdale South High School, Illinois
J.24
AUTHORING MULTIMEDIA PROJECTS
FROM FACTUAL AND FICTIONAL TEXTS
(M)
Palmer House/Salon 4/5,Third Floor
Knights, jousts, castles, art, the Crusades—the Middle Ages
came to life in a month-long unit that focused on life during Medieval times. For the culminating activity, students
drew from factual and fictional texts to create multimedia
projects, which the presenters will show during this session, while they also summarize the findings from the study.
Presenters: Carol Bedard, Houston Independent School
District, Texas
Sheila Newell, St. Francis Episcopal Day School, Houston,
Texas
188 Saturday Afternoon, 2:45–4:00 p.m.
MAKING PLANS AND TAKING ACTION:
A STRUCTURED PROCESS APPROACH
TO TEACHING WRITING (M–S–T)
Chicago Hilton/Williford Room C,
Third Floor
These presenters will model a structured process approach
to the teaching of writing. They will describe sample
lessons which emphasize that learning is highly social,
involving purposeful peer conversation as students learn
procedures and strategies for particular kinds of writing,
including definition, literary analysis, and argument.
Presenters: Elizabeth Kahn, James B. Conant High School,
Hoffman Estates, Illinois, “A Structured Process to Writing
Extended Definition”
Thomas McCann, Northern Illinois University, DeKalb,
“Gateways to Writing Arguments”
Carolyn C. Walter, University of Chicago Laboratory School,
Illinois, “An Inquiry-Based Approach to Writing about
Literature”
Respondent: Joseph Flanagan, Adlai E. Stevenson High
School, Lincolnshire, Illinois
J.26
TEACHING ARGUMENTATIVE WRITING:
THE ROLE OF CRITICAL CONVERSATIONS
(M–S–T)
Palmer House/Honore Ballroom,
Lobby Level
In this session, three high school teachers will discuss how
they use “critical conversations” to engage their students
in argumentative writing in ways that embrace deep learning, complexity, and multiple perspectives.
Chair: David Bloome, The Ohio State University, Columbus
Presenters: Kriston Crombie, Centennial High School,
Columbus, Ohio, “Arguing Multiple Perspectives”
Julie Horger, Bexley High School, Ohio, “What Makes an
Analysis Analytical?”
Susan Koukis, Marysville High School, Ohio, “Arguing Heart
of Darkness”
J.27
REMIX CULTURE: EVERYTHING OLD IS
NEW AGAIN (M–S)
Palmer House/Monroe Room, Sixth Floor
Remix culture is all around us. It is adaptation, hybridization, and transfiguration. It means taking existing ideas and
turning them into something new. These presenters will
explore connections we can help students make between
contemporary remixing (in music, art, film, and video) and
reading, writing, classic literature, and modern texts.
Chair: Lisa Thibodeaux, Plano Independent School District,
Texas
Presenters: Marsha Cawthon, Plano Senior High School,
Texas, “Remix Culture: In the Classroom”
Lisa Thibodeaux, Plano Independent School District, Texas,
“Remix Culture: In Curriculum Development”
J.28
EMILY’S VOICES (M–S)
Chicago Hilton/Continental Ballroom,
Salon B, Lobby Level
With biographies, novels, a poetry anthology, operas, and
works of art all inspired by her life and work, Emily Dickinson continues to fascinate us in the 21st century. Reporting on Detroit’s 2010–2011 Big Read organized by the
InsideOut Literary Arts Project, the panelists in this session
will discuss how urban youth share in this fascination and
artistic engagement.
Presenters: Terry Blackhawk, InsideOut Literary Arts
Project, Detroit, Michigan, “Writing Emily”
Christina Bell Bowers, Detroit International Academy for
Young Women, Michigan and Detroit Public Schools,
Michigan, “Letter to the World”
Karen Lemmons, Detroit School of Arts, Michigan, “Letter to
the World”
Kristine Uyeda, InsideOut Literary Arts Project, Detroit,
Michigan, “Big Read Overview”
John Wood, Detroit School of Arts, Michigan, “Visual Arts
Showcase”
COMPOSING PAST AND FUTURE:
MULTIMODAL LITERACIES AS a
STUDENT LEARNING TOOL (M–S–T)
Palmer House/Hancock Room, Sixth Floor
Presenters on this panel will provide evidence that digital
video (DV) composing works as a semiotic tool for mediating teacher change and student learning. They will argue
that this evidence, which grew out of an ethnographic case
study and is grounded in theories of multimodal literacy in
English classrooms, demonstrates the benefits for literature learning when students compose their interpretations
multimodally.
Presenters: Monica Blondell, Jefferson Community and Technical College, Louisville, Kentucky, “An English Teacher’s Design of Digital Video Composing in an Urban High School:
Impacts on Student Learning and Engagement”
Stephen Goss, University at Buffalo, New York, “Teachers’
New Literacies Stance and Student Learning”
Suzanne Miller, University at Buffalo, New York, “Multimodal
Composing through Literature: Effortful Attention, Immersive Reading, and DV Meta-Texts in Mediated Classroom
Learning”
J.29
J.31
A TRANSFORMATION IN THE CLASSROOM: HOW TEACHERS CAN BEGIN
THINKING OF THEMSELVES AS WRITERS
(M–S–C)
Chicago Hilton/Continental Ballroom,
Salon A, Lobby Level
In this session, the poet, essayist, and YA novelist Judith Ortiz
Cofer will share her experience as a writer and teacher
of writing, specifically how writing with her students gives
a more authentic focus to her instruction. Other presenters will also discuss how they teach writing and will
demonstrate activities that participants can use in their
classrooms.
Presenter: Judith Ortiz Cofer, The University of Georgia,
Athens, “The Potential to Become Artists”
Discussion Leaders: Carol Jago, California Reading and
Writing Project, University of California, Los Angeles
Penny Kittle, Conway School District, North Conway, New
Hampshire
Saturday Afternoon, 2:45–4:00 p.m. 189
Saturday
I USED TO THINK ___________, BUT NOW
I KNOW ___________:THE IMPACT OF
YOUNG ADULT LITERATURE ON YOUNG
READERS (M–S)
Palmer House/Clark 5, Sixth Floor
The presenters in this session will describe the research by
university and secondary teachers on the impact of important young adult novels on the beliefs of young readers.
Interviews with young men and women from diverse backgrounds at fifteen Arizona schools will reveal how specific
novels changed their views of themselves and the world.
Presenters: James Blasingame, Arizona State University,
Tempe, “I Used to Think ______, but Now I Know ______:
The Impact of YA Novels on Young Readers”
Stacy Graber, Arizona State University, Tempe, “I Used to
Think ______, but Now I Know ______: The Impact of YA
Novels on Young Readers”
Charles Aron Jones, Arizona State University, Tempe, “I Used
to Think ______, but Now I Know ______: The Impact of
YA Novels on Young Readers”
Stephanie Knight, Tesseract School, Paradise Valley, Arizona,
“I Used to Think ______, but Now I Know ______: The
Impact of YA Novels on Young Readers”
Melissa Williamson, Arizona State University, Tempe, “I Used
to Think ______, but Now I Know ______: The Impact of
YA Novels on Young Readers”
Christina Saidy, Arizona State University, Tempe, “I Used to
Think ______, but Now I Know ______: The Impact of YA
Novels on Young Readers”
Respondent: Tim San Pedro, Arizona State University, Tempe
J.30
J.32
“A PLACE TO STAND”: WRITING AS
TRANSFORMATION FOR ADOLESCENTS
(AND ADULTS) ON THE EDGE (M–S–C–T)
Chicago Hilton/Waldorf Room,Third Floor
Adolescents on the edge as well as those who have fallen
over the edge and are incarcerated deserve and require
continued opportunities for literacy. Presenters in this
session will explore strategies and challenges for teaching writing and literature to struggling adolescents and
incarcerated youth/adults. They will discuss student writing,
reading, and publication in these different contexts.
Presenters: Deborah Appleman, Carleton College, Northfield, Minnesota
Jimmy Santiago Baca, author, Heinemann, Portsmouth, New
Hampshire
ReLeah Cossett Lent, author, Heinemann, Portsmouth, New
Hampshire
100 WAYS TO TEACH SHAKESPEARE:
TEACHING SHAKESPEARE LIKE DIRECTORS, ACTORS, AUDIENCES, DESIGNERS,
DRAMATURGS, AND CRITICS (M–S–C–T)
Palmer House/Red Laquer Ballroom,
Fourth Floor
Presenters in this session will demonstrate active dramatic
approaches that middle and high school teachers can use
to engage students with Shakespeare in the same ways that
actors, directors, audiences, designers, dramaturgs, and critics engage with texts. A university professor and classroom
teachers will show practical examples and discuss their use
in diverse urban and suburban classrooms.
Presenters: Megan Ballinger, Columbus City Schools, Ohio
Brian Edmiston, The Ohio State University, Columbus
David Hall, The Charles School, Columbus, Ohio
Jill Sampson, Columbus City Schools, Ohio
Jessica Sharp, Reynoldsburg City Schools, Ohio
J.35 Author Strand
ALEKSANDR HEMON, BICH MINH
NGUYEN, G.B.TRAN,
AND LOUNG UNG (G)
Immigrant Literature for the Classroom
Chicago Hilton/Conference Room 4L, Fourth Floor
J.33
J.34
BUILDING SOCIAL CONSCIOUSNESS
THROUGH HISTORICAL TEXTS (M–S–C)
Palmer House/Water Tower Room,
Sixth Floor
We must not repeat the errors of the past if we want a
positive future. Presenters in this session will show how
social consciousness can be nurtured through the discussion of historic events.
Presenters: Lisa Beckelhimer, University of Cincinnati, Ohio,
“Analyze Now, Participate Later: Authentic Historical Texts
Lead Students to Become Socially Engaged”
Melissa Birks, ITT Technical Institute, Mount Prospect, Illinois,
“Putting the Industrial Revolution to Work in the Classroom”
Enithie Hunter, Carrollton High School, Georgia, “Teaching
the European Slave Trade and Genocide”
190 Saturday Afternoon, 2:45–4:00 p.m.
Aleksandr Hemon Bich Minh Nguyen
G.B. Tran
Loung Ung
Four award-winning literary authors will speak about
their creative process in writing about their personal
or family immigrant experiences. They will also discuss
the teaching of immigrant literature in the high school
classroom. Each author will speak briefly, followed by a
question and answer session and a book signing in the
exhibit hall.
Co-chairs: Bob Dandoy, Slippery Rock University,
Pennsylvania
Julie Dandoy, Emily Brittain Elementary School, Butler,
Pennsylvania
Presenters: Aleksandr Hemon, Penguin/Riverhead, New
York, New York, author of Love and Obstacles
Bich Minh Nguyen, Penguin Group, Inc., New York, New
York, author of Stealing Buddha’s Dinner
G.B. Tran, Random House, Inc., New York, New York,
author of Vietnamerica: A Family’s Journey
Loung Ung, HarperCollins, New York, New York, author
of Lucky Child and First They Killed My Father
J.36
NCTE AUTHORS—HOW DO WE TEACH
WRITING IN TODAY’S WORLD? MOVING
FROM PRINCIPLES TO PRACTICE (G)
Chicago Hilton/Conference Room 4D,
Fourth Floor
J.37
SUPPORTING STUDENTS IN THE TIME
OF CORE STANDARDS (9–12) (S)
Chicago Hilton/Williford Room A,
Third Floor
Knowing that the Common Core Standards will figure
prominently in the curricula of most schools, NCTE continues its mission to support teachers and their students
with a new series of books. The presenters will outline
challenges posed by the Core Standards, offer strategies
drawn from teaching practice, and explain how teachers
and instructional leaders can design curricula and instruction to address the standards without compromising the best
practices that guide their teaching.
Chair: Anne Ruggles Gere, University of Michigan,
Ann Arbor
Presenters: Danielle Lillge, University of Michigan,
Ann Arbor
Crystal VanKooten, University of Michigan, Ann Arbor
Sarah Brown Wessling, Johnston High School, Iowa
ADOLESCENT LITERACY: USING THE
PRESENT TO OWN THE FUTURE (S)
Chicago Hilton/Williford Room B,
Third Floor
Increasingly educators must rely on past data to make decisions that change the future of students. The presenters in
this session will describe a 7-step procedure which aligns
with the RTI model of analyzing present performance
and using data to create differentiated future goals, and
empowers students of all achievement levels to own their
reading process.
Chair: Sara Thorburn, Lexington High School, Ohio
Presenters: Janell Cleland, Schuler Scholar Program, Lake
Forest, Illinois
Carol Porter-O’Donnell, Elk Grove High School, Illinois
Sara Teplinsky, Deerfield High School, Illinois
J.39
(EM)POWERING THINKING: HELPING
STUDENTS NAVIGATE PHILOSOPHICAL
IDEAS IN SECONDARY TEXTS (S)
Palmer House/Adams Room, Sixth Floor
In this session, three secondary teachers will share innovative, standards-based lesson plans which create opportunities for students to explore various complex philosophical
ideas in secondary texts. In interactive demonstrations
with the presenters, participants will use these lesson
plans to explore the philosophies found in the texts of
Ray Bradbury, William Golding, and popular movies and
songs.
Chair: Peggy Albers, Georgia State University, Atlanta
Presenters: Katie Greene, Milton High School, Georgia
Jordan Kohanim, Centennial High School, Roswell, Georgia
Ashley Ulrich, Northview High School, Johns Creek, Georgia
J.40
POLICY, POLITICS, AND SOCIAL JUSTICE:
INTELLECTUAL FREEDOM AWARD
WINNERS SPEAK (G)
Chicago Hilton/Conference Room 4A,
Fourth Floor
Sponsored by SLATE, open to all
In this session, the 2010 winners of the Intellectual Freedom
Award will discuss their roles in furthering the cause of
intellectual freedom.
Presenters: Kym Sheehan, Charlotte County Schools, Port
Charlotte, Florida
Karyn Storts-Brinks, Knox County Schools, Knoxville,
Tennessee
Saturday Afternoon, 2:45–4:00 p.m. 191
Saturday
Do you ever feel a gap between research studies and classroom practice? Do you wonder how to translate those
studies into effective and creative instruction? Three NCTE
authors will draw from their new books on writing instruction to show participants how to move from researchbased principles to practice.
Chair: Cathy Fleischer, Eastern Michigan University,Ypsilanti
Presenters: Bob Fecho, The University of Georgia, Athens,
“Writing in the Dialogical Classroom”
Latrise Johnson, Emory University, Atlanta, Georgia, “Writing
Instruction in a Culturally Relevant Classroom”
Katie Van Sluys, DePaul University, Chicago, Illinois, “Decision
Making and Writing for Elementary Students”
J.38
J.41
THE WRITING LIVES OF URBAN
TEENS: REAL POSSIBILITIES OR
FALSE PROMISES? (S)
Palmer House/Crystal Room,Third Floor
Members of this panel will address the role of writing in
the lives of urban teens, especially the ones who trust
enough to share their voices. They will discuss the role of
educators when teens’ writing demands a response, not
just a score, and explore how teachers can engage urban
students with relevant mentor texts.
Chair: Brenda Matthews, district literacy coach, Duval
County, Jacksonville, Florida
Presenters: Becky Bone, national literacy consultant, Scholastic Classroom and Community Group, New York, New
York, “Turning Possibilities into Realities: When Writing
Explodes in Urban Classrooms”
Stephanie Brown, Andrew Jackson High School, Jacksonville,
Florida, “When Reading and Writing Collide: Teaching the
Writer’s Craft with Relevant Texts”
Brandie Stallings, Andrew Jackson High School, Jacksonville,
Florida, “Moving beyond a Score: Responding to Urban
Teen Writers”
Alfred Tatum, University of Illinois, Chicago, “Writing: Real
Possibilities or False Promises”
J.42
MONUMENTS AND MEMORIALS AS
ARGUMENT:VISUAL RHETORIC AND
MULTIMEDIA COMPOSITIONS (S–C–T)
Palmer House/State Ballroom, Fourth Floor
Monuments and memorials not only commemorate a person, historical event, or cultural icon, but they also make an
argument about the values of a community. Presenters in
this session will describe classroom projects for analyzing
the visual rhetoric and historical context of monuments,
both large-scale and local, and share student interpretations presented as multimedia compositions.
Chair: Renee Shea, Bowie State University, Maryland
Presenters: Harry Cook, Eastern Technical High School,
Baltimore, Maryland
Renee Shea, Bowie State University, Maryland
J.43
COLLECTIVE MEMORY IN LITERATURE:
SHAPING CULTURAL AND NATIONAL
IDENTITY (S–C)
Palmer House/Salon 1/2,Third Floor
These presenters will argue that literature is an alternative
form of history, often responding to “official histories”
that forget diverse voices. They will analyze 20th century
literature that remembers colonialism, slavery, the Jewish
Holocaust, the Vietnam War, and September 11, and show
how this collective memory shapes cultural and national
identity, and defines social justice.
Chair: Jennifer Arias, Adlai E. Stevenson High School,
Lincolnshire, Illinois
192 Saturday Afternoon, 2:45–4:00 p.m.
Presenters: Jennifer Arias and Lisa Lukens, Adlai E. Stevenson
High School, Lincolnshire, Illinois, “Collective Memory in
Literature: Shaping Cultural and National Consciousness
and Justice”
Jeremy Gertzfield and Kirsten Voelker, Adlai E. Stevenson
High School, Lincolnshire, Illinois, “Collective Memory in
Literature: Shaping Cultural and National Identity”
J.44
NOVICES AGAIN: ENGAGING PRESERVICE
TEACHERS IN MULTIMODAL COMPOSITION (S–C–T)
Palmer House/Price Room, Fifth Floor
Presenters in this session will provide a rationale for English/
language arts teacher candidates to engage in multimodal
writing, especially in digital media. They will offer examples
of teacher candidates’ work, and discuss with participants
the challenges and learning opportunities which this type
of writing creates for English teachers.
Chair: Melanie Hundley,Vanderbilt University, Nashville,
Tennessee
Presenters: Teri Holbrook, Georgia State University, Atlanta
Blaine Smith,Vanderbilt University, Nashville, Tennessee
J.45
THE ELECTRONIC COMMUNITY:
RURAL TEACHERS AND VOLUNTARY
PROFESSIONAL DEVELOPMENT (S–C–T)
Palmer House/Buckingham Room, Fourth
Floor
The Internet has changed how teachers navigate their professional development by presenting diverse opportunities
to connect with and offer support to colleagues from many
contexts. What is the impact of this on teachers? How do
we use the Internet to meet our professional needs? These
presenters will explore how rural and novice teachers use
the Internet to support their work.
Presenters: Judith Franzak, New Mexico State University,
Las Cruces, “Bridging Distance, Asking Critical Questions,
and Navigating State Policies and Mandates: Researching
Findings”
Elizabeth Noll, University of New Mexico, Albuquerque,
“Conducting Research on Online Communities: Methods,
Challenges, and Questions for Teacher Educators and
Teachers”
Don Zancanella, University of New Mexico, Albuquerque,
“The Online English Language Arts Professional Development Community: A Bit of History and Overview of What’s
Out There”
J.46
POSTSECONDARY STEWARDSHIP:
SECONDARY ENGLISH TRANSITION
COURSE TO PROMOTE COLLEGE AND
WORKFORCE READINESS (S–C)
Chicago Hilton/Marquette Room,Third Floor
In this session, Eastern Kentucky University English faculty
will report the outcomes of their collaboration with fifteen
high schools to develop an English transition course to
promote college readiness. Senior students who did not
meet ACT benchmarks for reading and/or writing were
offered this course beginning August 2010. Data from these
pilot schools will be presented.
Chair: Robert Milde, Eastern Kentucky University, Richmond
Presenters: Shawne Alexander, Eastern Kentucky University,
Richmond
Jane Clouse, Eastern Kentucky University, Richmond
Kim Creech, Eastern Kentucky University, Richmond
J.47
WHY BE A TEACHER-RESEARCHER? FIVE
ENGLISH TEACHERS SHARE WHAT THEY
LEARNED FROM TEACHER RESEARCH
(T)
Palmer House/Marshfield Room,Third Floor
In this session, five teachers who are conducting teacher
research in various educational contexts will describe their
experiences, their projects, and what they learned about
teaching English and mentoring English teachers. They will
argue for the power of teacher research to help teachers
develop their teaching identities and improve their teaching
and the learning of the students they teach.
Chair: Janet Alsup, Purdue University, West Lafayette, Indiana
Presenters: Shaylyn Marks, Westfield Middle School, Indianapolis, Indiana and Purdue University, West Lafayette,
Indiana, “Where Did All the Writing Go? Finding Ways to
Encourage Writing outside the Classroom”
Taylor Norman, Purdue University, West Lafayette, Indiana,
“Finding a Professional Researcher Identity: Critical Practice through Teacher Research Communities”
Heather Scarano, Purdue University, West Lafayette, Indiana,
“Role Revision: Teacher Comments and Student Revision”
Beth Schurman, Purdue University, West Lafayette, Indiana,
“The Potential in Service Learning for Preservice Teachers”
Courtney Shuey, Purdue University, West Lafayette, Indiana,
“Supervisor’s Dilemma: Power, Identity, and the Student
Teacher–Mentor Teacher Relationship”
ONE HUNDRED YEARS OF RESEARCH:
A REVIEW OF RESEARCH PUBLISHED BY
NCTE AT THE ELEMENTARY, SECONDARY,
AND COLLEGE/ADULT LEVELS (C)
Palmer House/Salon 7,Third Floor
Based on the commemorative issue of Research in the
Teaching of English (November, 2011), three overviews will
be presented of the continuities and discontinuities of
research published in all of NCTE’s publications since 1911.
Distinguished senior scholars at the elementary, secondary,
and college/adult levels will comment on each overview.
Co-chairs: Mark Dressman, University of Illinois, UrbanaChampaign
Sarah McCarthey, University of Illinois, Urbana-Champaign
Paul Prior, University of Illinois, Urbana-Champaign
Discussion Leaders: Jory Brass, University of Cincinnati,
Ohio
Leslie David Burns, University of Kentucky, Lexington
Kathleen M. Collins, Pennsylvania State University, University
Park
Elizabeth Dutro, University of Colorado, Boulder
George Hillocks Jr., University of Chicago, Illinois
Karen Lunsford, University of California, Santa Barbara
Kevin Roozen, Auburn University, Alabama
J.48
J.50
THE BEST OF TIMES,THE WORST OF
TIMES: LEARNING FROM MULTIPLE
EXPERIENCES IN ENGLISH TEACHER
EDUCATION (C)
Palmer House/Kimball Room,Third Floor
Preservice teachers need authentic school experiences to
help them bridge theory and practice, but what if an experience is so painful that the candidate considers leaving the
profession? These presenters will offer practical suggestions for the methods course and student teaching which
address this question and can better prepare preservice
teachers for a positive future in English education.
Presenters: Melissa Ames, Eastern Illinois University,
Charleston, “Practical Pedagogy: Re-Envisioning the English
Education Methods Course”
Katie Charczuk, Richmond High School, Missouri, and
Thomas Smith, Northwest Missouri State University,
Maryville, “Reading a ‘Bad’ Student Teaching Experience to
Write a ‘Better’ Future in the Classroom: How a First-Year
Teacher Is Using a Negative Student Teaching Experience as
a Positive Foundation”
Carmen Manning, University of Wisconsin, Eau Claire, “Writing the Future of Teachers’ Classroom Practice: Authentic
Teaching Experiences in Methods Courses”
Saturday Afternoon, 2:45–4:00 p.m. 193
Saturday
A IS FOR ACTIVE: USING BOOKMARKS,
HIGHLIGHTS, AND NOTES FOR ACTIVE
E-READING IN THE COLLEGE CLASSROOM (S–C)
Palmer House/Salon 12,Third Floor
These presenters will discuss the different skill sets which
students need to read eTexts effectively in the classroom,
and report the findings of a study which compared reading
comprehension, critical reading, and study skill use between
students who read eTexts on E-readers and students who
read traditional paper texts.
Presenters: Chris Penny,West Chester University, Pennsylvania
Jordan Schugar, West Chester University, Pennsylvania
J.49
J.51
EXPLORING GENDER IDENTITY
THROUGH WRITING (C)
Palmer House/Indiana Room,Third Floor
These presenters will suggest ways in which to help students
develop sexual literacy through reading and writing activities, including the use of the Lambda Book Report, which
reviews publications that address LGBT issues.
Presenters: Hannah Furrow, University of Michigan, Flint,
“Writing to Understand Self and Others”
John Pruitt, University of Wisconsin–Rock County, Janesville,
“The Lambda Book Report and the Construction of a
Literate Queer Culture”
WATERING THE GRASS MOVEMENT:
EXPANDING THE INFLUENCE OF PEER
TUTORS (C–T)
Palmer House/Madison Room,Third Floor
Expanding the role of peer tutors in the writing center can
deepen students’ understanding of contemporary composition theory and practice. These presenters will discuss the
history, structures, and methods of a writing center and
the roles played by peer tutors, faculty, and administrators
in enriching the intellectual life of students.
Chair: Greg Dyer, University of Sioux Falls, South Dakota
Presenters: GayLynn Crossley and Aaron Wilder, Marian
University, Indianapolis, Indiana, “Influence That Counts: An
Examination of Writing Performances”
Cliff Oldham, Marian University, Indianapolis, Indiana, “‘How’d
Ya’ Do That?’ The Role of Faculty and Administration in
Writing Center Success”
Wendy Vergoz, Marian University, Indianapolis, Indiana,
“Student-Driven Learning beyond the Writing Center”
Poster Number Titles and Presenters
1
2
3
4
5
6
J.52
J.54
Poster Session
J.53
COLLEGE LEVEL GALLERY OF POSTERS
(C)
Chicago Hilton/History of the Council Hall,
Lower Level
This year NCTE actively sought poster sessions as a conference format. Please browse through this area, examine
the posters, and enjoy one-on-one discussions with the
creators.You will find everything from classroom ideas to
theory and research.
194 Saturday Afternoon, 2:45–4:00 p.m.
“A Discipline-Specific Approach to
Teaching Developmental Literacy,” Sonya
Armstrong, Daryl Bettcher, Antoinette
Jones, Becki Vaughn, and Robert Williams,
Northern Illinois University, DeKalb
“Making Artists Writers: Two Approaches
to Helping the Struggling Student Write,”
Ashley Babcock and Sarah Rothschild,
The Art Institute of Washington,
Arlington,Virginia
“Assessing Program Effectiveness:
Examining an ELA Teacher Preparation
Program,” Jordan Barkley, Jacksonville
State University, Alabama
“Making Meaning and Connections
through Visual Literacy,” Paige Franklin,
Jane Nickerson, Sharon Pajka, and
Tonya Stremlau, Gallaudet University,
Washington, DC
“Researching the Self: Fostering Student
Engagement through a ‘Researched
Memoir’ Assignment,” Carol Tyx, Mt.
Mercy University, Cedar Rapids, Iowa, and
Daniel Tyx, South Texas College, McAllen
“Uniting Two Hemispheres to Promote
Social Justice, Citizenship, and
Democracy: Freedom Rides in the USA
and Australia,” Belinda Wheeler, Paine
College, Augusta, Georgia
BEYOND THE POETRY UNIT (M–S)
Palmer House/Spire Room, Sixth Floor
Why limit the teaching of poetry—as literature, as craft—to
a discrete unit, some drudgery to be grimaced through
and then discarded as “Whew, done”? Instead, immerse
students in the hearing, reading, writing, and performing of
poetry all year long in ways that are easily accessible, nonthreatening, and inspiring.
Chair: Sharon Chaney, Metro Nashville Public Schools,
Tennessee
Presenters: Linda Dowling, Moore Intermediate School,
Florence, South Carolina, “Responding with the Inner
Voice”
Gurupreet Khalsa, California State University, Los Angeles
and student, University of South Alabama, Mobile
Shahe Mankerian, St. Gregory Hovsepian School, Pasadena,
California and California State University, Los Angeles, “Poe
Is Not the Only Poet”
J.55
REAL TEACHERS NEED REAL TOOLS
(E–M–S)
Palmer House/Wabash Room,Third Floor
NEA Teacher of the Year (2009) Joe Fatheree and Wisconsin
Teacher of the Year Terry Kaldhusdal (2007) will provide
three rockin’ lesson plans in no tech, low tech, and high
tech formats—ready to teach right away.
Chair: Alan Sitomer, California Teacher of the Year Association, Los Angeles
Presenters: Joe Fatheree, NEA National Award for Teaching
Excellence, Effingham, Illinois
Terry Kaldhusdal, Wisconsin State Teacher of the Year,
Oconomowoc
Meeting
NCTE Policy Advocates Cohort Meeting
2:45–4:00 p.m.
Chicago Hilton/Pullman Room, Fourth Floor
Policy Advocates, NCTE’s state contacts for members of
congressional education and appropriations committees,
will learn about their roles with regard to current policy
issues. They will summarize their activities of the past year
and discuss strategies for building connections with legislative staffers.
Co-chairs: Barbara Cambridge, Director, Washington, DC
Office, National Council of Teachers of English
Millie Davis, Senior Developer, Affiliated Groups and Public
Outreach, National Council of Teachers of English, Urbana,
Illinois
Saturday
Are you participating in the Connected Community?
If not, go to NCTE Central to learn how to make
use of this valuable membership benefit.
Saturday Afternoon, 2:45–4:00 p.m. 195
JK Sessions
2:45–5:30 p.m.
JK.01 MIDDLE LEVEL MOSAIC WORKSHOP
(M–S)
Palmer House/Grand Ballroom, Fourth Floor
The Middle Level Section turns 13 this year! It’s our tradition—a high energy session where teachers can come
together with their favorite literacy leaders to engage in
discussions about literacy practices. Come to this session
for keynote speakers, interactive roundtable discussions,
and lots of laughs. We also have some surprises in store!
Chair: Heidi Huckabee, New Mexico Military Institute,
Roswell
Associate Chair: Michael J.Vokoun, Independent Day
School, Tampa, Florida
Keynote Speakers: Janet Allen, Sanibel, Florida, “Reflections:
Instructional Strategies I Wish I Had Known”
Gordon Korman, author, Scholastic, New York, New York,
“The Page-Turner Principle”
Teri Lesesne, Sam Houston State University, Huntsville, Texas,
“Past, Present, and Future: Exploring Limitless Possibilities
with Books”
Kate Messner, author, Scholastic, New York, New York, “Bullfrogs, Tiaras, and Sticky Notes: The Power of Play in Writing
for (and with!) Kids”
Table Number Roundtable Leaders and Topics
1
2
3
4
5
6
7
8
9
Janet Allen, Sanibel, Florida, “Books That
Make a Difference”
Terry Bigelow, Rampello Downtown
Partnership School, K–8 (a SDHC Public
School), Tampa, Florida
Beverly Ann Chin, University of Montana,
Missoula, “Sharing Our Favorite Young
Adult Literature and Authors”
Jane Feber, consultant, Jacksonville, Florida,
“Motivating the Unmotivated”
Jeffrey N. Golub, Seattle, Washington,
“Teaching for Engagement: Activities for
an Interactive Classroom”
Lori Atkins Goodson, Wamego High
School, Kansas
Roxanne Henkin, The University of Texas,
San Antonio
Jim Johnston, Central Connecticut State
University, New Britain and Illing Middle School, Manchester, Connecticut,
“‘Where the Boys Are’: Reading with
Adolescent Males”
Gordon Korman, author, Scholastic, New
York, New York
196 Saturday Afternoon, 2:45–5:30 p.m.
10
11
12
13
14
Teri Lesesne, Sam Houston State University, Huntsville, Texas
Martha Medlock, Lake Travis Middle School,
Austin, Texas, “Service Learning”
Kate Messner, author, Scholastic, New York,
New York
Mike Roberts, Rowland Hall Middle School,
Salt Lake City, Utah, “Using YAL in the
Classroom and Beyond”
Shelbie Witte, Florida State University,
Tallahassee, “Finding Writing in the Most
Unexpected Places”
JK.02 RESEARCHING AND WRITING ABOUT
NCTE’S 100 YEARS (G)
Chicago Hilton/Grand Tradition Room, Lobby
Level
Sponsored by the Task Force on Council History and
2011, open to all
These presenters will discuss their research and writing for
the NCTE centennial volume as well as other historical
work, and describe their archival investigation, interviews,
and investigative research.
Chair: Erika Lindemann, University of North Carolina,
Chapel Hill
Presenters: Donna Alvermann, The University of Georgia,
Athens, “In Step with the Times: A Century of New Technologies for New Literacies”
Leila Christenbury,Virginia Commonwealth University, Richmond, “Finding Coherence in Chaos: Writing an Overview
of NCTE’s First 100 Years”
Edmund Farrell, The University of Texas, Austin, “Preparing
Students for What May Lie Ahead”
Anne Ruggles Gere, University of Michigan, Ann Arbor, “Beyond the Harvard Model: Digging Deeper into the History
of Writing Instruction”
Jeanne Gerlach, The University of Texas, Arlington, “The Making of ‘Missing Chapters’”
Marc Nachowitz, University at Albany, State University of
New York, “From ‘Retardation in Reading’ to Explicit Instruction in Reading Processes”
Patricia Lambert Stock, Michigan State University, East
Lansing, retired, “A Century of Preparation of Teachers of
English: Contributions from NCTE”
Stephen Tchudi, University of Nevada, Reno, retired, “Grammar and Other Bug-a-Boos: The History of Language Teaching in NCTE”
Paul Thomas, Furman University, Greenville, South Carolina,
“Moving Forward by Looking Back: ‘[N]ot the Time . . . to
Follow the Line of Least Resistance’”
Kathleen Blake Yancey, Florida State University, Tallahassee,
“Then and Now: The Role of Teacher Response to Students and Their Writing”
Janet Emig, Rutgers, The State University, New Brunswick,
New Jersey, retired, “How Long Has This Been Going On:
Once and Future Modes of Research”
Saturday
NCTE PRES ENTS...
Reading the Past, Writing the Future
A Century of American Literacy Education and
the National Council of Teachers of English
Erika Lindemann
Foreword by Deborah Brandt
Afterword by Edmund J. Farrell
Reading the Past, Writing the Future celebrates NCTE’s centennial by
emphasizing the role the organization has played in brokering and
advancing the many traditions and countertraditions engaging literacy
educators since the organization was chartered in 1911.
This rich and thoughtful history of our discipline and organization is for every teacher of the
English language arts and English studies who wonders where we’ve been, how we got where we
are today, and where we all might be traveling as literacy educators in the 21st century.
505 pp. 2010. K–College. ISBN 978-0-8141-3876-2.
No. 38762
$34.95 member/$49.95 nonmember
To Order: Visit our website at www.ncte.org or call toll free at 1-877-369-6283
T HE P ROFESSIONAL H OME
7x478_bw.indd 2
OF THE
E NGLISH L ANGUAGE A RTS C OMMUNITY
7/6/10 9:43:43 PM
Saturday Afternoon, 2:45–5:30 p.m. 197
K Sessions are located as below:
Chicago Hilton
Palmer House
1
2
9
10
11
13
14
15
17
19
27
28
29
30
33
34
39
40
41
45
52
53
55
56
3
4
5
6
7
8
12
16
18
20
21
22
23
24
25
26
31
32
35
36
37
38
42
43
44
46
47
48
49
50
51
54
198 K Session Locations
K Sessions
4:15–5:30 p.m.
Featured Session
K.01 Censorship Alive, Well, and
Showing in a Town Near You
(G)
Joan Bertin, Pat Scales, Laurie
Halse Anderson, David Levithan,
and Katherine Paterson
Illinois Showcase
K.02
Joan Bertin
Pat Scales
FUN, FRANK, AND FOCUSED:
CREATING A WORLD IN ONE
CLASS PERIOD (G)
Chicago Hilton/PDR 2,Third Floor
Laurie Halse
Anderson
Robert S. Boone
David Levithan
Katherine Paterson
If you want to know about current issues regarding
censorship, join David Levithan, Laurie Halse Anderson,
and Katherine Paterson, awarding-winning young adult
authors; Joan Bertin, director of the National Coalition
Against Censorship; and Pat Scales, a censorship expert
from the American Library Association, for a lively discussion. Leave with handouts and solid advice on how
to keep books in the hands of your students.
Mark H. Larson
Boone and Larson will describe their creative writing method of answering, shaping, and sharing, and
demonstrate the production of an original, dramatic
performance. Learn how to use this engaging reading/writing approach in the classroom to help your
students appreciate the connection between other
worlds and their own.
Chair: Deborah Will, Zion-Benton Township High
School, Zion, Illinois
Presenters: Robert S. Boone, Glencoe, Illinois
Mark H. Larson, Lake Zurich, Illinois
Saturday Afternoon, 4:15–5:30 p.m. 199
Saturday
Chicago Hilton/Continental Ballroom, Salon A, Lobby Level
Sponsored by the Standing Committee
Against Censorship, open to all
Chair: ReLeah Lent, writer/consultant, Morganton,
Georgia
Presenters: Joan Bertin, National Coalition Against
Censorship, New York, New York
Pat Scales, American Library Association, Chicago,
Illinois, “How to Avoid Censorship”
Tradebook Authors: Laurie Halse Anderson, Macmillan
Children’s Publishing Group, New York, New York
David Levithan, Random House Children’s Books, New
York, New York
Katherine Paterson, Candlewick Press, Somerville,
Massachusetts
K.03
SAVE OUR SCHOOLS: INITIATIVES TO
SUPPORT THOUGHTFUL ENGLISH
LANGUAGE ARTS PRACTICES (T–G)
Palmer House/Salon 1,Third Floor
In her keynote presentation, Save Our Schools organizer
Jesse Turner will argue that to effect change, we must empower teachers to become change agents. Reading
Collaborative members will then ask participants to join in
a discussion about how to make an impact in the classroom.
Chair: Michael Shaw, St. Thomas Aquinas College, Sparkill,
New York
Keynote Speaker: Jesse Turner, Central Connecticut State
University, New Britain, “Save Our Schools”
Discussion Leaders: Bess Altwerger, Towson University,
Maryland
Richard Meyer, University of New Mexico, Albuquerque
Ruth Rigby, Ida S. Baker High School, Cape Coral, Florida
Michael Shaw, St. Thomas Aquinas College, Sparkill, New York
Guofang Wan, Ohio University, Athens
Richard Williams,Youngstown State University, Ohio
K.04
EXPLORING THE PAST AND INSPIRING
THE FUTURE THROUGH POETRY WITH
NEH’S EDSITEMENT AND SUMMER
INSTITUTES (T–G)
Palmer House/Grant Park Room, Sixth Floor
In this session, English teachers and an EDSITE program specialist will describe NEH-supported resources for bringing
poetry to life in the classroom and beyond, and demonstrate the benefits of these materials for using poetry to
explore the past and inspire the future.
Chair: Shelley NiTuama, National Endowment for the Humanities, Washington, DC
Presenters: Eileen P. Murphy, Chicago Public Schools, Illinois,
“Impact of Selinger’s NEH Seminar”
Eric Selinger, DePaul University, Chicago, Illinois, “Teaching
the Pleasures of Poetry”
K.05
SOCIAL JUSTICE AND CHILDREN’S
LITERATURE (T–G)
Palmer House/Marshfield Room,Third Floor
As writers for teenagers and adults, do we have a responsibility to write books with a social conscience? Are such
books inevitably preachy or do they rightfully occupy a
place alongside the world’s best literature for tackling
weighty topics with the wisdom and fairness they deserve?
Chair: Jessica Powers, Skyline College, San Bruno, California
Presenters: Ann Angel, Mount Mary College, Wisconsin,
“Embracing Identity”
200 Saturday Afternoon, 4:15–5:30 p.m.
Nancy Bo Flood, Northern Arizona University, Flagstaff and
Distant Education, Navajo Reservation, Arizona, “Seeing
from Within: Displaced Children, Refugees, and Wars”
Lyn Miller-Lachmann, MFA student,Vermont College of Fine
Arts, Montpelier, “Making It Real: Using Role Play to Bring
Historical Conflicts to Life”
Jessica Powers, Skyline College, San Bruno, California, “Dragons, Demons, and Other Monsters: Fantasy and Realistic YA
Fiction Serving the Cause of Justice”
K.06
A PEDAGOGY OF HEALING: CRITICAL
RESEARCH AND SERVICE LEARNING AS
LIBERATING LITERACY PRACTICES (G)
Palmer House/Salon 10,Third Floor
In this session, the panelists will describe a research project
and paper their students completed, in which the students
identified issues of concern in their community, conducted
authentic, intensive research related to these topics, and
designed multimedia and community service projects to
address these issues in critical, collaborative ways.
Presenters: Danielle Filipiak, Western International High
School, Detroit, Michigan
Wendie Holeman, Wayne State University, Detroit, Michigan
Janikka Winfree, University Prep High School, Detroit, Michigan
K.07
BEYOND READER RESPONSE: ETHICAL,
SOCIOCULTURAL, AND HISTORICAL
ISSUES IN CRITICALLY ENGAGING
MULTICULTURAL LITERATURE (G)
Palmer House/Salon 6,Third Floor
While appreciating the importance of reader response approaches to literary response in their own classrooms and
in the field, the presenters in this session will address critical problems with reader response when teaching multicultural literature. They will show how ethical, sociocultural,
and historical perspectives can foster critical engagement
with multicultural literature.
Chair: Mary M. Juzwik, Michigan State University, East Lansing
Presenters: Carlin Borsheim-Black, Michigan State University, East Lansing, “Reader-Centered Cultural Criticism: A
Culturally Responsible Approach to Addressing Multicultural Themes in Predominately White Contexts”
Mary M. Juzwik, Michigan State University, East Lansing,
“Transacting with Holocaust Texts in the English Classroom: Ethical Problems and Rhetorical Responses”
Amanda Haertling Thein, University of Iowa, Iowa City,
“Avoiding the Pitfalls of Political Correctness, Politeness,
and Persuasion: An Authentic Approach to PerspectiveTaking in Discussions of Multicultural Literature”
Reactor/Respondent: Patricia Enciso, The Ohio State
University, Columbus
K.08
TALK ABOUT WRITING! REFLECTIONS
FROM AN ONLINE TEACHER WRITING
GROUP (G)
Palmer House/Burnham Room 1,
Seventh Floor
Participating in an online teacher writing group has helped
these presenters to make time in their busy schedules
for meaningful, enjoyable writing. In this session they will
share how their biweekly conversations about writing have
enabled them to think differently about writing, develop
writing-teaching moves, and articulate fuller identities as
writing teachers.
Chair: Anne Elrod Whitney, Pennsylvania State University,
University Park
Presenters: Christine Dawson, University at Albany, State
University of New York, “Developing an Online Writing
Group: Core Commitments”
Kelly Hanson, Piedmont Middle School, Charlotte, North
Carolina, and Eleanor Robinson, Interlochen Arts Academy,
Michigan, “What Do I Say? Learning to Talk about Writing”
Christina Helsel, Pontiac Academy of Excellence, Michigan,
and Jillian VanRiper, Keicher Elementary School, Michigan
Center, Michigan, “Connecting Talk and Writing: Becoming
Teachers Who Write”
Respondent: Robert Yagelski, University at Albany, State
University of New York
roundtable will feature early career caucus and committee
leaders who will describe what they learned through their
histories and how they envision the future.
Chair: Anna B. Jackson, Southern Illinois University,
Carbondale
K.09
K.10
NCTE CENTENNIAL WRITING AND
WORKING FOR CHANGE, PART 3: EARLY
CAREER FACULTY/TEACHERS/GRAD
STUDENTS ACTIVE IN THE CAUCUSES/
COMMITTEES TALKING ABOUT THE
FUTURE (G)
Chicago Hilton/Conference Room 4L,
Fourth Floor
After the NCTE Centennial Writing and Working for
Change Founder panels, where various caucus and committee founders will discuss the history of these groups, this
1
2
3
4
5
6
Tracey Flores, Landmark School, Glendale,
Arizona, “The Historical Influences and
Future Directions of the Latino Caucus”
Rose Gubele, Central Michigan University,
Mount Pleasant, “Historical Influences
and Future Directions of the American
Indian Caucus”
Austin Jackson, Michigan State University,
East Lansing, “The Historical Influences
and Future Directions of the Language
Policy Committee”
Kendra Mitchell, Florida State University,
Tallahassee, “The Historical Influences
and Future Directions of the Black
Caucus”
Pamela Roeper, The University of Akron,
Ohio, “The Historical Influences and
Future Directions of the Working
Class Caucus”
Jennifer Sano-Franchini, Michigan State
University, East Lansing, “The Historical
Influences and Future Directions of the
Asian/Asian American Caucus”
K.11
READERS AMONG US: AN INTERACTIVE
SESSION FOR READERS (G)
Chicago Hilton/Conference Room 4D,
Fourth Floor
What book(s) have profoundly influenced you personally or
professionally in the last year? We are talking about what
you are reading, not necessarily what you are using in your
classes. Or, if you want to get back into the reading habit,
see what your colleagues are reading. Come prepared to
talk about what you’ve been reading and what you’ve been
thinking about your reading.
Discussion Leaders: Carol Jago, California Literature and
Reading Project, University of California, Los Angeles
Dawn Latta Kirby, Kennesaw State University, Georgia
Michael Moore, Georgia Southern University, Statesboro
Connie Ruzich, Robert Morris University, Coraopolis,
Pennsylvania
Saturday Afternoon, 4:15–5:30 p.m. 201
Saturday
REDEFINING PROFESSIONAL DEVELOPMENT THROUGH SOCIAL NETWORKING
AND OTHER TECHNOLOGY TOOLS (G)
Chicago Hilton/Conference Room 4M,
Fourth Floor
A third-year teacher and her former high school teacher, a
veteran of 21 years, will redefine professional development
and talk about technology tools that teachers can use to
connect with others beyond their own school. They will
also show the audience through Tweets a hashtag established for the session.
Chair: Dawn Hogue, Sheboygan Falls High School, Wisconsin
Presenters: Dawn Hogue, Sheboygan Falls High School,
Wisconsin
Kimberly Johnson, Sheboygan Falls High School, Wisconsin
Table Number Roundtable Leaders and Topics
K.12
WE ARE READERS: ENGAGING REAL
READERS WITH DIGITAL TEXTS AND
TOOLS (G)
Palmer House/Monroe Room, Sixth Floor
Join these powerhouse teachers and experts in a discussion
of how we engage and excite student readers by leveraging
both texts and digital tools that allow us to read, play, and
learn together in exciting ways.
Presenters: Sara Kajder,Virginia Tech, Blacksburg
Teri Lesesne, Sam Houston State University, Huntsville, Texas
Donalyn Miller, Trinity Meadows Intermediate School, Keller,
Texas
Franki Sibberson, Dublin City Schools, Ohio, “How Digital
Tools Can Help Us Create Opportunities for Deep
Reading”
K.13
“GLOBALIZATION, IMMIGRATION,
AND EDUCATION”: EXPLORING
DIVERSE STORIES OF IMMIGRATION
IN EDUCATION (G)
Chicago Hilton/Conference Room 4C,
Fourth Floor
In this session, the presenters will explore the complexities of immigration and how stories of immigration can be
used in the classroom. They will discuss the “immigration
narratives” written in response to the 2007 protests in
Southern California against HR 4437, the changing immigration demographics of Texas and how this is affecting the
educational experience of many Latinos, and the serious
and humorous aspects of border crossings.
Presenters: Renee Moreno, California State University,
Northridge, “’Are Mexicans the Only Immigrants?’ Understanding the Complexities of Immigration Debates and
Latino Identity through Narrative”
Octavio Pimentel, Texas State University, San Marcos, and
Shana Hamid, San Antonio, Texas, “Texas Immigration: Dismantling Cowboy Rhetoric”
Alfredo Lujan, Monte del Sol Charter School, Santa Fe, New
Mexico, “Crossing La Frontera: Can Border Crossings Be
both Serious and Humorous?”
WRITING NONFICTION: ORBIS PICTUS
AWARD AUTHORS EXPLORE THE
COMPLEX ART AND CRAFT OF WRITING
FOR TEACHERS AND STUDENTS (G)
Chicago Hilton/Astoria Room,Third Floor
Authors of 2011 Orbis Pictus books will discuss complex
issues in writing and publishing nonfiction literature for
young audiences. Hear the authors themselves explain
how they choose and research topics, select, interpret, and
document the information they craft into literature, and
speak to young readers.
Chair: Fran Wilson, Madeira City Schools, Cincinnati, Ohio
Associate Chairs: Jeffrey Kaplan, University of Central
Florida, Orlando
Diana Porter, Eastern Kentucky University, Richmond
Tradebook Authors: Marc Aronson, Simon & Schuster, Inc.,
New York, New York
Cheryl Bardoe, Abrams Books for Young Readers, New York,
New York
Larry Dane Brimner, Calkins Creek (Boyds Mills Press),
Honesdale, Pennsylvania, “Primary Sources/Practical
Strategies: Putting Flesh on the Bare Bones of Fact”
Brian Floca, Macmillan Children’s Publishing Group New
York, New York
Jan Greenberg, Roaring Brook Press (Macmillan), New York,
New York
Rebecca L. Johnson, Millbrook Press (Lerner Publishing
Group), Minneapolis, Minnesota, “Adventures in Writing,
Or Why It’s Good Not to Be Claustrophobic!”
Sandra Jordan, Macmillan Children’s Publishing Group, New
York, New York
Michael O. Tunnell, Charlesbridge Publishing, Watertown,
Massachusetts
K.15
BEYOND FITTING IN (E)
Chicago Hilton/PDR 4,Third Floor
These presenters will describe projects and strategies for
building self-esteem, tolerance, and cultural pride in all
students, especially African American students in schools
with low percentages of minority students. They will share
information about literacy-focused activities and other
research-based strategies for creating an educational culture that benefits all students.
Chair: Angela Williams,Virginia Tech, Blacksburg and Montgomery County Public Schools, Christiansburg,Virginia
Presenters: Mary Alice Barksdale,Virginia Tech, Blacksburg,
“Project ESTEEM: Creating and Fostering Cultural Pride
and Identity with Minority Students”
Beatrice Harris, Concord University, Athens, West Virginia,
“The Anti-Bias Curriculum: Aspirations and Implementation”
Angela Williams,Virginia Tech, Blacksburg and Montgomery
County Public Schools, Christiansburg,Virginia, and William
Williams, Concord University, Athens, West Virginia, “Recreating the Puzzle to Incorporate All of the Pieces”
K.14
202 Saturday Afternoon, 4:15–5:30 p.m.
K.16
CREATING A CLASSROOM CULTURE OF
THINKING: STRATEGIES THAT PROMOTE
LITERACY LEARNING (E)
Palmer House/Logan Room,Third Floor
These presenters will describe how to create a culture of
literacy by using classroom practices inspired by initiatives
at Project Zero’s Making Learning Visible, Artful Thinking and Visible Thinking, and argue that the use of art and
“thinking routines” can empower children as literacy learners.
Presenters: Fredrick Burton, Ashland University, Columbus,
Ohio
Sarah Burton, Tilton Elementary School, Chicago, Illinois
Sarah Giles, Wickliffe Elementary School, Upper Arlington,
Ohio
K.17
IMPROVING YOUR STUDENTS’ MENTAL
FILING CABINET BY TECHNOLOGICAL
MEANS (G)
Chicago Hilton/Boulevard Room C,
Second Floor
Sponsored by the International Society for Technology in
Education, open to all
Activating schema is an essential prereading strategy. This
presenter will show how teachers can inspire students’
interest in both fictional and nonfiction works by activating
and building background knowledge through technology,
specifically Wordl, blogging, and online surveys. Sample lessons will be provided for each method.
Presenter: Samantha Manering, Joliet Central High School
and Joliet Junior College, Illinois
K.18
PHOTO-ESSAYS: A 21ST CENTURY UNIT
FOR THE WRITING WORKSHOP (E–M)
Chicago Hilton/Conference Room 4K, Fourth
Floor
The presenters in this session will show how photo-essays
can weave together visual literacy, technology skills, critical
writing strategies, and meaningful choices. Participants will
receive a unit overview, participate in minilessons from different parts of the process, see student work samples, and
have the opportunity to brainstorm ideas, ask questions,
and solve problems.
Presenters: Tracy Coskie, Western Washington University,
Bellingham
Michelle Hornof, Bellingham School District, Washington
K.20 Writing Basics, Regulated
Times, and the Marginalization
of Childhoods: What Would
Miss Bindergarten Think?
(E–C–T)
Anne Haas Dyson, Celia Genishi,
Esther Lisanza, and Haeny Yoon
Palmer House/Clark 5,
Sixth Floor
Sponsored by the Assembly on Early Childhood
Education, open to all
Anne Haas Dyson and Celia Genishi
K.19
Esther Lisanza
Haeny Yoon
Young children’s classrooms often differ from their image
as places where children learn through playful wordmaking. More scripted, paced writing curricula are evident, especially in low-income schools. The presenters
in this session will examine the meaning of this change,
and offer narratives of pedagogical tension, but also of
irrepressible childhoods and reflective teachers.
Continued on following page
Saturday Afternoon, 4:15–5:30 p.m. 203
Saturday
FACILITATING STUDENTS TO INTERCONNECT READING AND WRITING (E)
Palmer House/Salon 7,Third Floor
This session will explore various topics related to the interrelationship of reading and writing, including understanding
postmodern picture books through writing, rethinking the
use of reading response logs, and connecting reading and
writing in urban classrooms.
Chair: Jennifer Manak, Bridgewater State University,
Massachusetts
Presenters: Bev Gallagher, Margie Gibson, and Betsy Rizza,
Princeton Day School, New Jersey, “Lifting the Level of
Book Clubs: Rethinking the Use of Response Logs”
Jennifer Manak, Bridgewater State University, Massachusetts,
“‘Reading and Writing Are Like Cousins . . . ’: Facilitating
Students to Interconnect Their Reading and Writing”
Closing Session/
Early Childhood Day
Chair: Celia Genishi, Teachers College, Columbia University, New York, New York
Presenters: Anne Haas Dyson, University of Illinois,
Urbana-Champaign, “Writing Basics and the Marginalization of Childhoods: Miss Bindergarten Has Her Say”
Esther Lisanza, University of Illinois, Urbana-Champaign,
“Official Writing Basics and Unofficial Play and Drawing
in a Kenyan First Grade”
Haeny Yoon, University of Illinois, Urbana-Champaign,
“Teachers as Brokers of Culture: Making Space for
Children’s Literacy, Play, and Culture”
Discussant: Celia Genishi, Teachers College, Columbia
University, New York, New York
K.21
MULTIGENRE RESEARCH LEADS TO
MULTIGENRE TEACHING (M–T)
Palmer House/Wilson Room,Third Floor
Cultural and technological changes force us to redefine and
expand the literacies used in the classroom. These presenters will show how when teachers engage their students in
multigenre research—in all content areas—they provide
multigenre instruction that affords the students opportunities to read, study, and write across the curriculum.
Presenters: Kimberly Lewinski, La Salle University, Philadelphia, Pennsylvania, “Multigenre Writing with Preservice
Teachers: Learning about Reading and Writing in the
Content Area”
Kateri Thunder, James Madison University, Harrisonburg,
Virginia
Markia Zurnell, La Salle University, Philadelphia, Pennsylvania,
“The Experience of Writing a Multigenre Research Paper:
Unique and Life-Changing both Personally and Academically”
K.22
USING INQUIRY PROJECTS TO TEACH
LANGUAGE ARTS (M)
Palmer House/Chicago Room, Fifth Floor
In this session a middle school teacher and a professional
writer will demonstrate inquiry lessons which they developed for descriptive, narrative, expository, and persuasive
writing, and describe small- and large-scale projects for
classroom use.
Presenters: Rob King, Karcher Middle School, Burlington,
Wisconsin
Cindy Smith, Karcher Middle School, Burlington, Wisconsin
Consultant: Chris Erickson, Thoughtful Learning, Burlington,
Wisconsin
204 Saturday Afternoon, 4:15–5:30 p.m.
K.23
YOUNG WOMEN’S WRITING PROJECT:
CRITICAL LITERACY ENGAGEMENTS
FOR LATINA AND AFRICAN AMERICAN
ADOLESCENT WRITERS (M–T)
Palmer House/Salon 8/9,Third Floor
Panelists will show a number of literacy engagements that
cultivate the development of critical literacies in culturally
and linguistically diverse middle school students attending
an after-school writing project. Participants will have an
opportunity to sample students’ writings and texts, and
consider applications of this work to their own teaching
contexts.
Co-chairs: Jaimie Kanter, Hofstra University, Hempstead,
New York
Joan Zaleski, Hofstra University, Hempstead, New York
Presenters: Liza Carfora, Hofstra University, Hempstead,
New York
Amy Gaddes, Hofstra University, Hempstead, New York
Andrea Garcia, Hofstra University, Hempstead, New York
Michele Marx, Hofstra University, Hempstead, New York
K.24
OUR PAST, OUR PRESENT, OUR FUTURE:
CULTURAL LENSES OF DISCOVERY IN
LITERATURE DISCUSSIONS (M)
Palmer House/Salon 12,Third Floor
Presenters on this panel will recommend using visual and
cultural texts as lenses for understanding subjectivity,
diversity, equity, and social justice. They will discuss social
networking tools such as Twitter, Pura Belpré awardwinning books for diversity dialogue, and Native American
and Alaska Native (NA/AN) literature.
Chair: Ruth Lowery, University of Florida, Gainesville
Presenters: Shawn Brown, Reinhardt University, Waleska,
Georgia, “Pura Belpré for ELL Students: Critical Multicultural Literacy Discussions”
Mary Ellen Oslick, University of Florida, Gainesville, “‘Good
Books Please’: Preservice Teachers’ Transformation in
Multicultural Literature Discussions”
Prisca Rodriguez and Lauren Thibodeaux Lee, University of
Florida, Gainesville, “Tweeting Social Justice: Twitter and
Classroom Participation in Social Justice Discussions”
Donna Sabis-Burns, US Department of State, Washington,
DC, “Native American/Alaska Native (NA/AN) in Literature Discussions”
K.25
TALK LIKE A BOOK: INTEGRATING
LITERACY AND CONTENT INSTRUCTION VIA FOLDABLES AND TRADE
BOOKS (M–T)
Palmer House/Burnham Room 4, Seventh
Floor
In this session, presenters will show how to integrate literacy and content while making cross-grade connections,
using Foldable notebooking and bookmaking. In this handson, evidence-based session, participants will learn how
to combine tradebooks with Foldables in order to offer
students collaborative ways to gain pleasure and prowess
in writing for authentic audiences. Easily replicable differentiation strategies and handmade tools for implementing
them will be provided.
Presenters: Laura Baker, Barrington Middle School, Illinois
Judith Youngers, Dinah Zike Academy, Comfort, Texas
K.26
K.27
PRACTICING WHAT WE PREACH:
IMPROVING STUDENT WRITING BY
MODELING OUR OWN (M–S–T)
Chicago Hilton/Waldorf Room,Third Floor
Three veteran classroom teachers who also study and write
about their teaching will discuss how to teach writing by
writing in front of your students throughout the process,
and how this has changed their own teaching practices and
become one of their most effective instructional methods.
Presenters: Jim Burke, Burlingame High School, California,
“Drafting in Public”
Kelly Gallagher, Magnolia High School, Anaheim, California,
“Revising in Real Time”
Penny Kittle, Kennett High School, North Conway, New
Hampshire, “Using Notebooks and Mentor Texts to
Generate Ideas”
K.28
WRITING RACE- AND CLASS-CONSCIOUS
YOUNG ADULT LITERATURE: A CONVERSATION WITH M.T. ANDERSON, MATT DE
LA PEÑA, AND SARA ZARR (M–S)
Chicago Hilton/Continental Ballroom,
Salon C, Lobby Level
In this panel focused on writing craft, award-winning YA
authors M.T. Anderson, Matt de la Peña, and Sara Zarr will
read from their works, discuss the process of writing about
marginalized teens, and join audience members in conversation about race, class, and young adult literature.
Chair: Jennifer Buehler, Saint Louis University, Missouri
K.29
REWRITING THE FUTURE: INTEGRATED
READING AND WRITING TEACHING AND
RESEARCH (M–S)
Chicago Hilton/Williford Room B,
Third Floor
These presenters will describe the results of a collaborative
teacher/teacher educator project that focused on strategies for integrating reading and writing. The strategies were
created and researched by the presenters, resulting in what
they are calling a rewrite of 21st century approaches to
integrating reading and writing. The project demonstrated
the power of collaboratives for addressing unresolved
issues such as how to educate a language diverse student
population.
Chair: Jerrie Scott, The University of Memphis, Tennessee
Presenters: Fonda Booker, Memphis City Schools,
Tennessee, “Color-Splash: The Write Design”
Gretchen Goode, The University of Memphis, Tennessee,
“Book Ends: Transitions in Writing”
Jessica Mitchell, The University of Memphis, Tennessee,
“Student Pattern Investigations: Understanding Language
Variation and Code-Switching”
DesRaMona Morgan, Craigmont Middle School, Memphis,
Tennessee, “Genre-Spinning and Measuring Lexical Density”
Jerrie Scott, The University of Memphis, Tennessee, “Measuring Textual Density: A Functional Linguistics Approach”
K.30
READING BETWEEN THE MODES:
TEACHING AND READING MULTIMODAL
TEXTS IN THE CLASSROOM (M–S)
Chicago Hilton/Williford Room A,
Third Floor
This panel will describe three distinct examples of teaching
and reading multimodal texts. The presenters will argue
for the inclusion of multimodal texts in the language arts
curriculum, and they will include practical methods for
teaching and learning literacy practices associated with
interpreting multimodal texts.
Chair: Blaine Smith,Vanderbilt University, Nashville,Tennessee
Presenters: Tara Alvey,Vanderbilt University, Nashville,
Tennessee, “Frameworks for Understanding Multimodal
Texts”
Christian Ehret,Vanderbilt University, Nashville, Tennessee, “Images as Arguments: Teaching Visual Rhetoric with
Graphic Novels”
Nathan Phillips,Vanderbilt University, Nashville, Tennessee,
“Reading the 411: Interpreting Multimodal Informational
Texts”
Saturday Afternoon, 4:15–5:30 p.m. 205
Saturday
PIECING TOGETHER THE PAST: USING
LIBRARY OF CONGRESS PRIMARY
SOURCES TO EXAMINE MULTIPLE
PERSPECTIVE (M–S)
Palmer House/Salon 3,Third Floor
Learn how free, easy-to-use primary sources from the
Library of Congress can energize instruction. This interactive session will explore how applying critical thinking processes to primary sources can support students in building
knowledge and deepening understanding as they construct
a narrative. The presenters will discuss ways to enhance
writing and research skills using inquiry.
Presenters: Cheryl Lederle, Library of Congress,Washington,
DC
Sherry Levitt, Teaching with Primary Sources, Northern
Virginia, Fairfax
Tradebook Authors: M. T. Anderson, Candlewick Press,
Somerville, Massachusetts
Matt de la Peña, Random House, New York, New York
Sara Zarr, Little, Brown and Company, New York, New York
K.31
EMPOWERING STUDENTS THROUGH
LITERATURE STUDY: CONFRONTING
OPPRESSION AND PROMOTING SOCIAL
JUSTICE (M–S)
Palmer House/Water Tower Room,
Sixth Floor
These presenters will show that teaching students to confront, write about, and actively oppose discrimination enriches their literacy skills and empowers them to promote
social justice. They will describe a writing workshop for
English language learners and community activism projects
which address contemporary social issues.
Chair: Ryan Dolan, Chicago Public Schools, Illinois
Presenters: Elizabeth Lewis and Lauren Amoros, Dickinson
College, Carlisle, Pennsylvania, “‘I Am Brown and Proud’:
Young Writers Programs as Opportunities for Enrichment
and Empowerment for English Language Learners”
Jody Polleck, Hunter College, City University of New York,
New York, “Using Literacy to Understand, Resist, and
Confront Discrimination and Oppression”
Jenifer Resnick and Jeff Kallay, Glenbrook North High School,
Northbrook, Illinois, “Exploring Contemporary Social
Themes through Student Activism”
K.32
PERFORMING ADOLESCENCE (M–S–T)
Palmer House/Crystal Room,Third Floor
How do students use texts to understand who they are and
who they could become? These presenters will share their
insights and provide examples from their students as they
explored identity and social relationship issues during their
reading.
Presenters: Sharon Fransen, doctoral student, Temple University, Philadelphia, Pennsylvania, “‘Same Thing with This
Poem. I Really, I’m Not, I Don’t Know Gay People’: Figured
Worlds and Performed Identities in Classroom Discussions
of Social Realism Poetry”
Gay Ivey, James Madison University, Harrisonburg,Virginia,
and Peter Johnston, University at Albany, State University of
New York, “Identity, Social Relationships, and Engagement
in Classrooms Honoring Student Conversation and SelfSelection of Edgy Young Adult Literature”
Mark A. Lewis, Loyola University Maryland, Baltimore, and
William McGinley, University of Colorado, Boulder, “Embracing the Role of a Co-Character: Expanding Literary
Competence through Personal Story-Telling”
206 Saturday Afternoon, 4:15–5:30 p.m.
K.33 Author Strand
KODY KEPLINGER
AND JACKSON PEARCE
Tales Retold: Using Classic Stories in
Modern YA Literature (G)
Chicago Hilton/Conference Room 4A, Fourth Floor
Kody Keplinger
Jackson Pearce
These authors will describe how they use classic
narratives ranging from folklore to Shakespeare to
Aristophahnes to construct YA novels that confront
modern teen issues.
Chair: V. Pauline Hodges, Beaver, Oklahoma
Presenters: Kody Keplinger, Little, Brown and Company
Books for Young Readers, New York, New York, author
of The Duff and Shut Out
Jackson Pearce, Little, Brown and Company Books for
Young Readers, New York, New York, author of Sweetly
and Sisters Red
K.34
PREPARING ENGLISH TEACHERS TO
WRITE THE FUTURE WITH DIGITAL
LITERACY (M–S–T)
Chicago Hilton/Joliet Room,Third Floor
Sponsored by the CEE Commission on Technology and
Teacher Education, open to all
CEE Technology and Teacher Education Commission members will host roundtables exploring a variety of topics
focused on the importance of digital literacy as a necessary
component of the future of English education. Discussions
will address strategies for and challenges with technology
integration, as well as assessment, standards, identity, and
professional development.
Chair: Carl Young, North Carolina State University, Raleigh,
“Session Intro: Reviewing the Past to Rewrite the Future of
Technology and English Teacher Education”
Table Number Roundtable Leaders and Topics
1
2
3
4
5
6
7
K.35
Hannah Gerber, Sam Houston State
University, Huntsville, Texas, “Preservice
Teachers and Social Networking: Discovering Teacher Identity”
Ewa McGrail, Georgia State University,
Atlanta, “Shifting Pedagogy: Blogging as a
21st Century Literacy Tool for Teacher
Candidates”
Jamie Myers, Pennsylvania State University,
University Park, “Frameworks for Future
Assessment: Evaluating the Quality of
Multimodal Projects”
Cynthia Sarver, State University of New
York, Cortland, “Receptive and Expressive Literacies in the Read/Write World”
Rae Schipke, Central Connecticut State
University, New Britain, “Searching the
Web, Writing the Future: Online Resources for English Teachers 2011”
Michelle Stotz, University of Maryland,
College Park, “Logical Constraints,
Pedagogical Adjustments, and Conceptual
Shifts: Integrating Web 2.0 in the Secondary English Classroom”
Allen Webb, Western Michigan University,
Kalamazoo, “Technology Integration and
Digital Literacy in the Era of Common
Core Standards”
BEHIND THE SCENES: APPRENTICING
NEW TEACHERS INTO “HIDDEN”
DECISION-MAKING PROCESSES (M–S–T)
Palmer House/Price Room, Fifth Floor
These presenters will argue for intentionally apprenticing
new teachers into “hidden” thinking processes for evaluating and adapting new methods. They will describe three
initiatives in which preservice and new teachers solve
teaching problems in actual classrooms while they partner
with mentors and colleagues to explore and reflect on the
behind-the-scenes decision-making process.
Chair: Leah Zuidema, Dordt College, Sioux Center, Iowa
Presenters: Jim Fredricksen, Boise State University, Idaho,
“Behind the Scenes with Preservice Teachers: Crosstalk
about Assessing Student Writing”
Kevin Thienes, Meridian Middle School, Idaho, “Behind the
Scenes with New Teachers: Partnerships for Processing
Gorillas and Gotcha’s”
Leah Zuidema, Dordt College, Sioux Center, Iowa, “Behind
the Scenes with New and Preservice Teachers: Roundtables
for Co-Planning Lessons”
Respondent: Laurissa Boman, Covenant Christian High
School, DeMotte, Indiana
ISSUES IN CRITICAL LITERACY (M–S–C–T)
Palmer House/Salon 4/5,Third Floor
The presenters in this session will explore issues of critical
literacy and tackle topics that are crucial for democratic
culture. Topics will include student resistance to critical pedagogy, steps to unpack the relationship between
in-school writing and out-of-school writing, and the use
of “the stases” as a valuable technique for understanding
complex issues and organizing arguments.
Presenters: Cori McKenzie, University of Iowa, Iowa City,
“I Gotta Make a Change: Responding to Rural Students’
Resistance to Critical Pedagogy”
Christopher Worthman, DePaul University, Chicago, Illinois,
“The Three R’s and High School Writing Instruction: Bridging In- and Out-of-School Writing to Reach ‘Struggling
Writers’”
K.37
AMERICAN MOSAIC:THEATER ARTS
INTEGRATION IN THE URBAN FRESHMAN ENGLISH CLASSROOM (M–S–C–T)
Palmer House/Salon 1/2,Third Floor
In the American Theater Company’s American Mosaic program, teaching artists collaborate with freshmen English
teachers in an intensive six-week arts residency at
Chicago Public Schools across the city to improve student
achievement. In this session, participating teachers and the
ATC Education Department will share the process, results,
and tips for creating a similar program.
Presenters: Michael Driscoll, American Theater Company,
Chicago, Illinois, “American Mosaic: Keeping It All Together”
Lynne Pace Green, American Theater Company, Chicago, Illinois, “American Mosaic: Partnering with Urban Teachers”
Rob Schroeder, Chicago High School for the Arts, Illinois,
“American Mosaic: A Collaborative Approach”
Joshua Strand, Wells High School, Chicago, Illinois, “American
Mosaic: The Classroom Experience”
K.38
USING SCENARIO-BASED ASSIGNMENTS
AND ASSESSMENTS WITH PRESERVICE
ENGLISH TEACHERS (M–S–C–T)
Palmer House/Hancock Room, Sixth Floor
Initiating classroom discussion is one of the more challenging tasks that new English teachers face. In this session, the
presenters will describe their use of scenario-based discussion approaches with preservice English teachers. They will
also discuss the use of scenario-centered assignments as
official program assessment instruments.
Chair: Michelle Goodsite, Kennesaw State University, Georgia
Presenters: Darren Crovitz, Kennesaw State University,
Georgia, “Program-Level Assessment Using Scenario-Based
Measures”
Carol Harrell, Kennesaw State University, Georgia, “Initiating
and Sustaining Classroom Discussion”
Rob Montgomery, Kennesaw State University, Georgia,
“Scenario-Based Discussion with Preservice Teachers”
Saturday Afternoon, 4:15–5:30 p.m. 207
Saturday
K.36
K.39
INTELLECTUAL SKILLS FOR THE
DIGITAL AGE: A LIBRARIAN-TEACHER
COLLABORATION (S)
Chicago Hilton/Williford Room C,
Third Floor
A high school librarian and a high school English teacher will
share how they work together to design lessons for authentic research that use online resources to help students
negotiate the complex process of selection, analysis, and
critique required by genuine research.
Chair: Anne Pegram, Falls Church High School,Virginia
Presenters: Heather Dahl, Eldorado High School, Albuquerque, New Mexico
Dorene Kahl, Eldorado High School, Albuquerque, New
Mexico
K.42
POSSIBILITIES WITH POETRY (S)
Palmer House/Adams Room, Sixth Floor
The presenters in this session will share methods of teaching poetry that result in high levels of student engagement
in a school environment with limited technology resources.
The session will be of particular interest to teachers who
are new to the profession or new to teaching poetry at
the secondary level.
Presenters: Carrie Booms-Ryan, Thomas Jefferson High
School, Council Bluffs, Iowa
Jodie Morgenson, Platteview High School, Springfield,
Nebraska
Rebecca Swanigan, Abraham Lincoln High School, Council
Bluffs, Iowa
K.43
K.40
IN THIS MERY COMPANYE: READING,
WRITING, AND PLAYING THROUGH
CANTERBURY Tales (S)
Chicago Hilton/International Ballroom
North, Second Floor
Throw together 16 English teachers, two professors, an
NEH seminar, and the grandfather of English literature,
and you will yield exceptional ways to teach a mainstay of
English literature. In this session, three teachers from the
2010 NEH Canterbury Tales seminar will discuss projects
and “revised” approaches for teaching Chaucer’s Canterbury
Tales.
Chair: Caitlin Kirmser, North Shore High School, Glenhead,
New York
Presenters: Emily Vail, Mt. Ararat High School, Topsham,
Maine
Maren Wilke, Westfield High School, Chantilly,Virginia
Luke Wiseman, Mariemont High School, Cincinnati, Ohio
K.41
WEB LOGS:THE UNION OF SCHOOLSPONSORED WRITING AND REFLEXIVE
WRITING (S)
Chicago Hilton/International Ballroom
South, Second Floor
In this hands-on session teachers will explore blogs as a
venue for uniting traditional school-sponsored writing
and reflexive writing, namely writing that demands the
identification of self in a personalized, exploratory setting.
Presenters will offer concrete ideas including ELA 9–12
lessons that make the traditional canon relevant to the
21st century writer.
Presenters: Carol Cavanaugh, Lesley University, Cambridge,
Massachusetts
Cheryl Tucker, Westborough High School, Massachusetts
208 Saturday Afternoon, 4:15–5:30 p.m.
LEARNING TO BE A TEACHER:TAKING
ON NEW ROLES AND IDENTITIES (S–T)
Palmer House/Kimball Room,Third Floor
These presenters will explore future teachers’ experiences
in a variety of contexts to illuminate the changes that occur in becoming a teacher.
Presenters: Melinda McBee Orzulak, Bradley University,
Peoria, Illinois, “Languaged Spaces: Supporting Engagement
with 21st Century Complexities in English Education”
Luke Rodesiler and Lauren Tripp, University of Florida,
Gainesville, “Engaging Preservice English Teachers in Professional, Networked Learning”
K.44
THE AMERICAN SHORT STORY: PAST
AND PRESENT (S–C)
Palmer House/State Ballroom, Fourth Floor
Sponsored by the Assembly of American Literature,
open to all
Members of the Assembly of American Literature (AAL) will
lead this interactive session to exchange pedagogical ideas
and explore strategies for teaching the American short
story. The short stories by Nathaniel Hawthorne, Kate
Chopin, Langston Hughes, Alice Walker, Gary Soto, Sandra
Cisneros, Dave Eggers, Dorothy Parker, Katherine Anne
Porter, Raymond Carver, and Zora Neale Hurston will be
discussed.
Chair: KaaVonia Hinton-Johnson, Old Dominion University,
Norfolk,Virginia
Keynote Speakers: David Curtis, Belmont University, Nashville, Tennessee, “Zora Neale Hurston”
Mabel Khawaja, Hampton University,Virginia, “Kate Chopin”
R. Joseph Rodriguez, The University of Texas, Austin, “Gary
Soto and Dave Eggers”
Table Number Roundtable Leaders and Topics
1
2
Carol Bedard, Houston Independent
School District, Texas, “Langston Hughes”
Megan Britt, Old Dominion University,
Norfolk,Virginia, “Dorothy Parker and
Katherine Anne Porter”
3
4
5
6
Joan Mitchell, The University of Alabama,
Tuscaloosa, “Sandra Cisneros”
Bruce M. Penniman, University of
Massachusetts, Amherst, “Nathaniel
Hawthorne”
Leigh Vanhorn, University of Houston–
Downtown, Texas, “Alice Walker”
James Varn, Mississippi Valley State
University, Itta Bena, “Raymond Carver”
K.45
K.46
THE (METAPHORICAL) RULER SLAP:
THE IMPORTANCE OF HISTORICAL
AND CULTURAL UNDERSTANDING OF
AFRICAN AMERICAN LANGUAGE AND
JAMAICAN PATOIS (S–C–T)
Palmer House/Spire Room, Sixth Floor
The presenters in this session will discuss the reasons why
K–12 teachers should teach African American language and
Jamaican Patois in their historical and cultural contexts,
as well as provide teachers with classroom activities for
contextualized language instruction.
Presenters: April Baker-Bell, Michigan State University, East
Lansing
Davena Jackson, University High School Academy, Southfield,
Michigan
Shari Wolke, Michigan State University, East Lansing
REPLACING “TEST CULTURE” WITH
“REVISION CULTURE”: A HIGH SCHOOL/
UNIVERSITY EFFORT TO IMPROVE
COLLEGE-PREP WRITING INSTRUCTION
(S–C–T)
Palmer House/Honore Ballroom,
Lobby Level
Concerns about the perceived lack of effective college-prep
writing instruction led a university composition lecturer
and two high school teachers to form a practical coalition
to improve instruction. In this session, they tell the story of
how this partnership evolved and how the first two semesters of the project fared.
Presenters: Jeff Cebulski, Kennesaw State University, Georgia
Tommy Jolly, East Paulding High School, Dallas, Georgia
Aaron Levy, Kennesaw State University, Georgia
K.48
SHAKESPEARE’S SONNETS: FORMING
A FRIENDSHIP BETWEEN READER
AND POEM (S–C)
Palmer House/Empire Room, Lobby Level
This hands-on workshop will help teachers guide students
to strong and supportable interpretations of Shakespeare’s
sonnets. After participants form initial responses, they will
proceed through silent and oral readings, guided questions,
and sharing of insights. Once groups have offered potential
interpretations, they will explore technical elements and
develop a unified interpretation.
Presenters: Martin Beller,Texas Southern University, Houston
Donna Carlson Tanzer, Milwaukee Institute of Art and Design,
Wisconsin
K.49
COMPOSING, REVISING, AND READING
IN A NEW MEDIA AGE (S–C)
Palmer House/Wabash Room,Third Floor
Future learning environments will involve new media, and
entail a convergence of images and visualization with reading and writing skills. Research (Gangwer; Kress; Murray)
demonstrates that word and image provide diverse resources for making meaning, which becomes more robust
when it involves multiple modes (Langer; Mitchell; Stafford).
This panel will offer three theoretically framed, pedagogical
activities for integrating images into the language arts and
composition curriculum.
Chair: Joshua E. Piper, Farmington Central High School,
Illinois and Illinois Central College, Peoria
Presenters: Kristie Fleckenstein, Florida State University,
Tallahassee, “Visualizing Literature: From Engagement to
Interpretation through Images”
Sue Hum, The University of Texas, San Antonio, “Visualizing
Persuasion: From Generating Ideas to Writing Arguments
through Images”
Nancy Myers, University of North Carolina, Greensboro,
“Visualizing Revision: Rewriting Content and Form through
Images”
Saturday Afternoon, 4:15–5:30 p.m. 209
Saturday
WOMEN RECLAIM THE PAST AND
REWRITE THE FUTURE THROUGH
LITERACY (S–C)
Chicago Hilton/Marquette Room,Third Floor
Whether in ancient Africa, in antebellum America, or in Civil
Rights-era America, women revisit the past to rewrite the
future. Octavia Butler’s science fantasy novel, Kindred, sheds
light on the pivotal role that literacy plays in empowering the woman protagonist who reclaims the past using
literacy.
Presenters: Lena Ampadu, Towson University, Baltimore,
Maryland, “Butler’s Kindred:Visiting the Past to Rewrite the
Future through Literacy to Empower African American
Women”
Akua Duku Anokye, Arizona State University, Mesa, “Stories
from the Other Side”
Lois Taylor, Howard University, Washington, DC, “Women
Civil Rights Leaders Empower through Literacy”
K.47
K.50
CEE AWARDS: MEADE, EMIG,
AND BRITTON (T)
Palmer House/Indiana Room,Third Floor
The Conference on English Education gives three prestigious
awards in honor of Richard A. Meade, James N. Britton,
and Janet Emig. In this session, the 2010 award winners will
present the work that earned them this year’s tributes,
including research on teacher development, teacher reflective inquiry, and exemplary scholarship in English education.
Chair: Marshall George, Fordham University, New York,
New York
Winners of the Awards:
Richard A. Meade Award:
Mollie Blackburn and Caroline Clark, The Ohio State University, Columbus, Lauren M. Kenney, Columbus, Ohio, and Jill
M. Smith, Westerville Central High School, Ohio, “From
Teacher Inquiry to Teacher Activism: Combating Homophobia across Time and Space”
Janet Emig Award:
Glynda A. Hull and Amy Stornaiuolo, University of California,
Berkeley, and Urvashi Sahni, Studyhall Educational Foundation, Ultar, Pradesh, India, “Cultural Citizenship and Cosmopolitan Practice: Global Youth Communicate Online”
K.51
DEVELOPING AN INTERACTIVE
WRITING SITE FOR STUDENTS
TRANSITIONING TO COLLEGE
WORK (S–C–T)
Palmer House/Red Laquer Ballroom,
Fourth Floor
How students transfer writing abilities from one level to
another and across fields has been a major issue in the
profession for the past decade. This conversation will introduce the development of the H-OWL, an interactive online
writing space being created to help high school juniors and
seniors transition to college-level writing.
Keynote Speaker: Linda Bergmann, Purdue University, West
Lafayette, Indiana, “Introduction to the H-OWL”
Discussion Leaders: Janet Alsup, Purdue University, West
Lafayette, Indiana
Samantha Blackmon, Purdue University, West Lafayette,
Indiana
Madeline M. Hafner, University of Wisconsin, Madison
Alexandra Layne, Purdue University, West Lafayette, Indiana
Ehren Pflugfelder, Purdue University, West Lafayette, Indiana
210 Saturday Afternoon, 4:15–5:30 p.m.
K.52
WRITING ONESELF INTO THE
UNIVERSITY: NOT THE SAME OLD
ASSIGNMENTS (C)
Chicago Hilton/PDR 1,Third Floor
These presenters will offer three assignments that engage
students in the language practices of the university: a
research project combining academic and popular genres,
a stylistic analysis of a journal in their chosen field, and
prompts for reflection about the rhetorical context of
writing assignments given by professors in other disciplines.
Chair: Thomas Lisack, Rasmussen College, Wausau,
Wisconsin
Presenters: Nancy Mack, Wright State University, Dayton,
Ohio, “Writing Multiple Genres: Connecting Local and
Academic Knowledge”
Michelle Miley, University of Houston, Texas, “Writing in the
Disciplines: Becoming Active Participants in the Knowledge
Economy”
James Zebroski, University of Houston, Texas, “Writing as
Inquiry: Teaching Research That Invites Students into the
University”
K.53
GETTING ENGAGED:TEACHING
WRITING AND RURAL WRITING
TEACHER PREPARATION (M–S–T)
Chicago Hilton/PDR 3,Third Floor
The two presenters in this session will discuss issues facing
K–12 language arts teachers who are teaching writing in
rural western North Carolina and the implications of those
issues for teacher preparation.
Presenters: Catherine Carter, Western Carolina University,
Cullowhee, North Carolina, “Teaching Writing, Writing
Teachers: Writing and Teacher Preparation in Western
North Carolina”
Trevor Thomas Stewart, Appalachian State University, Boone,
North Carolina, “Engaging Writers: The Literary Anthology
as a Means of Engaging Language Arts Students”
K.54
RETHINKING PEDAGOGIAL THEORIES:
DISILLUSIONMENT AND RE-VISIONING
(C–T)
Palmer House/Madison Room,Third Floor
These panelists will problematize pedagogical models—how
critical pedagogy has fallen short of its mission, how
HBCUs have preserved “Standard” English pedagogy, and
how Dewey’s philosophy has been unfairly oversimplified.
Each presenter will also offer a re-visioning of these pedagogical models, both through rethinking classroom practice
and reconceiving theory.
Presenters: Calista Kelly, Community College of Philadelphia, Pennsylvania, “Setting Us Up for Failure: The Positioning of Historically Black Colleges and Universities on the
Use of African American Language in the Classroom”
Cara Kozma, High Point University, North Carolina, “Writing
the Future of Critical Pedagogy with Globalization Theory”
K.55
ENGAGE, ENLIGHTEN, EMPOWER
YOUR STUDENTS USING THE FREEDOM
WRITERS METHOD (G)
Chicago Hilton/Continental Ballroom,
Salon B, Lobby Level
Educator Erin Gruwell united Los Angeles students to
make a difference in their world. Their anonymous journal entries became a #1 bestselling book, Freedom Writers
Diary. Presenters in this session will show how to use the
adversities in our lives to engage students to be more
powerful writers, with activities that can bond a classroom
of students into a community of lifelong learners through
the Freedom Writers methodology.
Chair: Mark Kohan, University of Cincinnati, Ohio
Presenters: Emily Bollinger, Theodore Roosevelt High
School, Des Moines, Iowa
Karen Gibson, Prince George’s County Public Schools,
Upper Marlboro, Maryland
Sheila Jones, NBCT-ELA/AYA Street School (Public Alternative High School), Tulsa, Oklahoma
Kyle Miller, Kenwood Academy, Chicago, Illinois
K.56
CULTURE CLASH: WHEN EAST MEETS
WEST IN K–12 CLASSROOMS (G)
Chicago Hilton/Boulevard Room B,
Second Floor
This session will shed light on two arenas of controversy—
issues surrounding the secularized use of Eastern mindfulness techniques in public schools, and depictions of Islam in
school textbooks and tradebooks—in light of the current
“war on terrorism.”
Chair: Howard Miller, Mercy College, Dobbs Ferry, New
York
Presenters: Jordan Jay, Lincoln University, Jefferson City,
Missouri, and Howard Miller, Mercy College, Dobbs Ferry,
New York, “Combatting Islamophobia”
Charles Suhor, Montgomery, Alabama, retired and former
Deputy Executive Director, National Council of Teachers
of English, Urbana, Illinois, “Teaching Mindfulness in K–12
Classrooms: Boons and Barriers”
Saturday
Saturday Afternoon, 4:15–5:30 p.m. 211
Special Interest Group Meetings and Special Evening Events are
located as below:
Chicago Hilton
Palmer House
1
2
3
4
5
6
7
8
9
11
12
Saturday General Session
Centennial Celebration
10
Special Interest groups always welcome
new members. Join others who share
your interests.
212 Locations for Special Interest Groups and Evening Events
Special Interest Groups
5:45–7:00 p.m.
Closing Session/
Day of Research
SIG.07 Alan C. Purves Award and
Assembly on Research (G)
Chicago Hilton/PDR 2,
Third Floor
This session will begin with the presentation of the Alan
C. Purves Award. This award is given each year for the
article appearing in Research in the Teaching of English
deemed to have the greatest impact on teaching and
teachers. The second presenter Carol Lee was invited
by the Assembly for Research.
Co-chairs: Valerie Kinloch, The Ohio State University,
Columbus
Lisa Scherff, Florida State University, Tallahassee
Presenters: Ramón Antonio Martinez, The University of
Texas, Austin, “Spanglish as a Literacy Tool: Toward an
Understanding of the Potential Role of Spanish-English
Code-Switching in the Development of Academic
Literacy”
Carol Lee, Northwestern University, Evanston, Illinois
SIG.02 “I WISH THEY ALL COULD BE CALIFORNIA GIRLS”: PRESERVICE TEACHERS’
EXPLORATIONS INTO TEXTUAL REPRESENTATIONS OF WOMEN IN POPULAR
MEDIA AND LITERATURE (S–C–T)
Chicago Hilton/Conference Room 4C,
Fourth Floor
Sponsored by the Women in Literacy and Life Assembly
(WILLA), open to all
This presentation will showcase preservice teachers’ inquiry
into the ways in which popular culture and canonical literature represent gender and sexuality. Participants will have
the opportunity to share textual products and thoughts
about gender during and after the presentation.
Chair: Susan Schroeder, Buffalo State College, New York
Presenter: James Cercone, University at Buffalo, New York
SIG.03 THE PERSONAL TALE OF STORYTELLER
ANNDRENA BELCHER: RIDIN’ ROUTE
234/75: SONGS AND STORIES FROM A
LIFE LIVED IN THE CRUX OF CONTRADICTION (G)
Chicago Hilton/Boulevard Room B,
Second Floor
Sponsored by the Assembly on the Literature and
Culture of Appalachia, open to all
This ALCA assembly meeting will feature national storyteller,
Anndrena Belcher, giving her personal tale of in-migration
from Appalachia to Chicago as well as her return to the
mountain region and her reflections on that experience. Ms.
Belcher is skilled in using speaking, music, and drama to communicate with her audience, and she educates in the process.
Chair: Judy Byers, Fairmont University, West Virginia
Presenter: Anndrena Belcher, Radford University,Virginia
Reactor/Respondent: Ruth Derrick, Radford University,
Virginia
Saturday, 5:45–7:00 p.m. 213
Saturday
Sponsored by the Standing Committee on
Research and the Assembly for Research,
open to all
SIG.01 USING WRITING CENTERS TO SUPPORT
LITERACY (G)
Chicago Hilton/Joliet Room,Third Floor
Sponsored by the International Writing Centers
Association, open to all
This Special Interest Group meeting is for those interested
in advancing literacy through writing centers. The meeting
will focus on the ways in which the International Writing Centers Association can support writing centers at all
levels, especially those in secondary settings. The IWCA is
an NCTE affiliate organization.
Chair: Nathalie Singh-Corcoran, West Virginia University,
Morgantown
SIG.04 ENGLISH AS A SECOND LANGUAGE
ASSEMBLY (G)
Chicago Hilton/PDR 1,Third Floor
Chair: Clara Lee Brown, University of Tennessee, Knoxville
Presenters: Pat Mora, author, Random House Children’s
Books, New York, New York
Joyce Sidman, author, Houghton Mifflin Harcourt, Boston,
Massachusetts
SIG.05 ADVISING STUDENT PUBLICATIONS
(M–S–C)
Chicago Hilton/Boulevard Room A,
Second Floor
Sponsored by the Assembly for Advisers of Student
Publications/Journalism Education Association,
open to all
Advising a student publication can be a lonely job without
anyone in your building who understands your challenges.
Come to this roundtable discussion and share your successes and challenges. An experienced advisor will offer
advice and resources. Copies of The Radical Write by Bobby
Hawthorne will be given away in a drawing.
Chair: Brian Wilson, Journalism Education Association,
Kansas State University, Manhattan
SIG.09 EARLY CHILDHOOD EDUCATION
ASSEMBLY MEETING (E)
Chicago Hilton/PDR 3,Third Floor
This is the Business Meeting of the Early Childhood Education Assembly. The Early Childhood Assembly provides
a home at NCTE for all those who work with young
children. We look forward to engaging in dialogue as we
seek to support teachers of young children with a strong
emphasis on promoting thoughtful practices that enhance
the teaching and learning of young children within and
across diverse communities. Please join us!
Co-chairs: Mariana Souto-Manning, Teachers College,
Columbia University, New York, New York
Vivian Vasquez, American University, Washington, DC
SIG.06 DON’T YOU JUST LOVE IT? TEACHING
AND LEARNING AS A PRACTICE OF
LOVE (G)
Chicago Hilton/Conference Room 4A,
Fourth Floor
Sponsored by the Assembly for Expanded Perspectives
on Learning, open to all
Is there a place for love in our classrooms? If so, what does
it look like? What does it make possible? How might we
cultivate more of it? In this SIG meeting of the Assembly
for Expanded Perspectives on Learning, we will ask and
offer answers to these questions.
Presenters: Sharon Marshall, St. John’s University, Queens,
New York, “Don’t You Just Love It?”
Irene Papoulis, Trinity College, Hartford, Connecticut, “Don’t
You Just Love It?”
SIG.08 POETIC VOICES: WRITING, READING,
AND RESPONDING TO POETRY—THE
CLA MASTER CLASS ON CHILDREN’S
LITERATURE (E–M–S–T)
Chicago Hilton/Marquette Room,Third Floor
Sponsored by the Children’s Literature Assembly,
open to all
A single poem can reveal and evoke a multitude of voices. In
this session, authors Joyce Sidman and Pat Mora will discuss their poetry and converse with attendees about how
reading, writing, and responding to poetry in the classroom
sparks the poetic voice in each of us.
Co-chairs: Patricia Bandre, Baker University, Overland Park,
Kansas
Barbara Kiefer, The Ohio State University, Columbus
214 Saturday, 5:45–7:00 p.m.
SIG.10 AMERICAN DREAM(S): ENGAGING WITH
THE PAST AND MOVING INTO THE
FUTURE THROUGH TEACHING CONTEMPORARY TEXTS OF AMERICAN
LITERATURE (M–S–C)
Palmer House/State Ballroom, Fourth Floor
Sponsored by the Assembly on American Literature,
open to all
Over the past 50 years, contemporary American writers
of diverse backgrounds have built upon, challenged, and
reshaped the idea of the American Dream. In this session,
presenters and participants will tap into the rich vein of
contemporary literature about the American Dream, discuss the influence of these texts on the idea of the Dream,
and offer ways in which teachers can incorporate these
texts into their own classrooms.
Co-chairs: Tracey Hughes, Maret School, Washington, DC
Mabel Khawaja, Hampton University,Virginia
Keynote Speaker: Bruce M. Penniman, University of Massachusetts, Amherst, “The Myth of Meritocracy: A Brief
History of the American Dream”
Table Number Roundtable Leaders and Topics
1
2
3
4
Juliet Emanuel, Borough of Manhattan
Community College, Brooklyn, New York,
“How the Garcia Girls Lost Their Accents by
Julia Alvarez”
Tracey Hughes, Maret School, Washington,
DC, “Fences by August Wilson”
Monica Lewis, St. Albans School, Washington, DC, “American Born Chinese by Gene
Luen Lang”
Kim Musolf, Maine South High School, Park
Ridge, Illinois, “The Things They Carried by
Tim O’Brien”
5
6
Bruce M. Penniman, University of Massachusetts, Amherst, “Tracks by Louise
Erdrich”
Carolyn C. Walter, University of Chicago
Laboratory School, Illinois, “Sherman
Alexie’s The Absolutely True Story of a Parttime Indian”
Respondent: Mabel Khawaja, Hampton University,Virginia
Meetings
AA Meeting
6:30–7:30 p.m.
Chicago Hilton/Conference Room 4K, Fourth Floor
Alanon Meeting
6:30–7:30 p.m.
Chicago Hilton/Conference Room 4M, Fourth Floor
Saturday
SIG.11 LANGUAGE COLLABORATIVE BUSINESS
MEETING (G)
Chicago Hilton/PDR 4,Third Floor
Sponsored by the Language Collaborative, open to all
This is a business meeting of The Language Collaborative. Its
agenda items will include (but not be limited to): a) reviewing its structure, b) reviewing past goals and set goals for
2011–2012, c) nominations for Director-Elect, and d) session proposals for 2011–2012.
Co-chairs: Carol Evans, University of Arizona, Tucson
Xenia Hadjioannou, Pennsylvania State University–Lehigh
Valley Campus, Center City, Pennsylvania
Laurie Katz, The Ohio State University, Columbus
SIG.12 GSEA BUSINESS MEETING (G)
Chicago Hilton/Conference Room 4D,
Fourth Floor
Sponsored by the Gay/Straight Educators’ Alliance,
open to all
Chair: John Pruitt, University of Wisconsin–Rock County,
Janesville
Saturday, 5:45–7:30 p.m. 215
Saturday
General
Session with
Ned Vizzini
7:30–8:30 p.m.
Chicago Hilton/International
Ballroom South, Second Floor
Ned Vizzini
216 Saturday Evening, 7:30–8:30 p.m.
Presiding and Introducing Speaker: Keith
Gilyard, NCTE President-Elect and Pennsylvania
State University, University Park
Speaking: Ned Vizzini, author, Disney-Hyperion
Books, New York, New York, began writing for
The New York Press at the age of 15. At 19, he had
his first book published, Teen Angst? Naaah . . .
Ned is also the author of Be More Chill, the first
young adult novel ever chosen as a Today Show
Book Club pick, as well as one of Entertainment
Weekly’s Top Teen Books for 2004. His novel It’s
Kind of a Funny Story received amazing media
coverage, including The New York Times,Washington Post, People, and Teen Vogue, as well as three
starred reviews. It was made into a major motion
picture in 2010.
Centennial Celebration
8:30 p.m.
Chicago Hilton/Grand
Ballroom, Second Floor
Saturday
Celebrate 100 years of teacher
leadership in research, practice, and
policy at the NCTE Centennial
reception. By returning to the city
where our founders came together in
1911 to build a future for our
professional community, we’ve come
full circle. Enjoy the camaraderie and
good will as the Council embarks on
its second century of service to
literacy learners!
Saturday Evening, 8:30 p.m. 217
Did you know that flying to the NCTE Annual Convention was a novel means of transportation in
1933? That year, the three transcontinental airlines—American Airways, Transcontinental & Western Air,
and United Airlines—offered direct service to the convention site in Detroit from 44 states. Flying time
from Los Angeles was just over 18 hours; from New York, approximately four and one-half hours; from
Dallas/Ft. Worth, about 10 hours.
The single event that most shaped the decade of the 1930s had already occurred in 1929. The stock
market had collapsed, taking the national economy down with it. Survival and recovery commanded the
nation’s full attention. Schools and colleges felt the shock. Financial support withered; class size escalated. Thousands of teachers were laid off; many others were paid only in script. New and sometimes
unpopular issues—social, political, and economic—penetrated the Council’s dialogue.Yet a judicious
leadership, a cohesive membership, and a boldly expanded publications program ensured NCTE’s steady
growth.
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