National Council of Teachers of English Logo

Postconvention Workshops - Previous Revision

Workshops (W.1--W.13) begin at 9:00 a.m. and conclude at 3:30 p.m.

Member Fee: $140
Nonmember: $165
Student: $85 

Note: Workshops are subject to change.

W.1  Composition and Writing Instruction: From Neurological Theory to Teaching Practices in Secondary Classrooms

W.2  Dreaming Wide Open: Digital Storytelling for Educators and Youth (TE)

W.3  Writing as Political and Social Action (G)

W.4  Make It, Tweak It, Write It, Connect!: Teaching Technical Writing and Common Core (G)

W.5  Connecting Literacy Learning Communities through Technology and Inspiring Project (G) Sponsored by the Assembly on Computers

W.6  Learning Floats on a Sea of Talk: Student Talk and Teacher Talk (G)

W.7  Disciplinary Texts and Literacies in the K-12 Classroom (TE)

W.8  Books that Make a Difference: Kids Taking Action for Social Change (E)

W.9  Metacognitive Writing Across-Curriculum (E-TE)

W.10  The New Three R’s of Literacy Learning: Rigor, Relevance, Response (M-S)

W.11  Advising or Starting a Newspaper: What you Need to Know (M-S-C) Sponsored by the Assembly for Adviser’s of Student Publication/Journalism Education Association

W.12  Imaginative Entry: Visual Imaging Inside and Out to Engage Struggling Writers (M-S-TE)

W.13  Student Engagement in the Content Area Classrooms (S)

W.14  Raising the Big Top: Arts, Literacy, and Civic Engagement  (CEE Colloquium)

W.15  Reaching Them All—ALAN Has Books for Everyone (M-S) Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN) Limit 500

W.16  Writing as Leadership: Fostering a Culture of Writing and Reflective Practice (G) Sponsored by the Conference on English Leadership (CEL)
 

Workshop Descriptions

W.1  Composition and Writing Instruction: From Neurological Theory to Teaching Practices in Secondary Classrooms
This workshop focuses on the teaching of writing and composition at the middle and high school levels, with particular attention to the challenges of the new Common Core standards, Grades 6-12, especially those teaching practices emphasizing (1) text complexity, (2) the interaction of reading, viewing, and writing, (3) the interaction of literary and information texts, and (4) “a focus on writing arguments and drawing evidence from sources.” “Text complexity,” for example, includes ways to teach sentence and paragraph development. A beginning review will briefly describe the neurological framework for composition instruction outlined by Professor Michael Gazzaniga in his 2009 Gifford lectures at the University of Edinburgh.  Workshop handouts will include selections from James Gray, Stanley Fish (How to Write a Sentence), Josephine Miles (Predication), Francis Christensen, James Moffett, Mark Rosenzweig, Donald Hebb, Daniel Kahneman, Jerome Bruner, and others. The primary focus of the workshop will be on hands-on teaching practices and assignments, and the secondary focus will be on the neurological research that illuminates practice.

Chair:  Miles Myers, Consultant, Bay Area Writing Project, University of California, Berkeley
Participants:   Elizabeth Spalding, Writing Project, University of Nevada-Las Vegas
Jonathan Lovell, Writing Project, San Jose State University, San Jose, CA

W.2  Dreaming Wide Open: Digital Storytelling for Educators and Youth (TE)
“All human beings are also dream beings. Dreaming ties all mankind together.” Jack Kerouac “Wherever a story comes from, whether it is a familiar myth or a private memory, the retelling exemplifies the making of a connection from one pattern to another: a potential translation in which narrative becomes parable and the once upon a time comes to stand for some renascent truth. This approach applies to all the incidents of everyday life: the phrase in the newspaper, the endearing or infuriating game of a toddler, the misunderstanding at the office. Our species thinks in metaphors and learns through stories.” Mary Catherine Bateson Digital storytelling indicates the process of creating stories through the use of technology. At the workshop’s core lies the story circle, a process for soliciting self-governed participation through a series of oral and written prompts related to an overarching theme. As a theme crystallizes, participants craft a script and use video editing tolls to integrate images, effects, and music, resulting in a short digital video akin to an in-depth interview, memoir or poem. The democracy of the circle, which consists of check-ins, group agreements, deep listening and witnessing, fosters a safe environment for trans-lateral learning across modes of intelligence, expertise, and praxis. Participants move from dialogue to narrative to performance and product, with an end goal of sharing and understanding multiple perspectives. In the workshop, participants are supported in the cultivation of their own true and essential narratives. In the past few years, teachers and youth have been especially marginalized in the telling of their stories. Their voices have been silenced in deference to apotheosis of the standardized test. Both communities have been criticized by society as a whole: as ineffective in the case of teachers and challenges to be dominated in the case of youth. In this workshop, teachers will be given the tools to tell their own personal stories, as professionals and as people who imagine and dream, and in this way, guided to an appreciation of the voices and youth culture of those they teach. Teachers will learn how to, themselves, guide their students in the creation of digital stories. After reading a short text, teachers will discuss story, narrative structure and what ideas are evoked by it. From this point, they will join together in the sharing of stories along the theme of dream, which may touch upon conceptions of home, history, and hopes for the future. Teachers will then spend time creating well-crafted narratives, the foundation of successful digital stories. They will be prompted to share their narratives, perfecting them with several revisions. Their stories will be recorded using professional audio equipment before they begin to craft their own stories in a digital media lab on site. Upon completion of their stories, teachers will have the opportunity to screen their work to the group. They will leave the workshop with an understanding of the process, lesson plans and copies of their digital stories. This session challenges participants to develop 21st century literacy.

Stephen Heathcock, University of Chicago, IL
Raina Leon, St. Mary’s College of California, Moraga

W.3  Writing as Political and Social Action (G)
Writing which is personally relevant, socially interactive, and publicly shared, often via technology, has been called “connective writing” --writing “with the intention of connecting and sharing it with others who have an interest (or passion) in the topic” (Richardson, 2012).  The presenters in this day-long workshop are two university literacy educators, a noted children’s poet, and an elementary classroom teacher who will engage audience members in a “connective writing” cycle of reading, writing, sharing, responding to, and “re-mixing” texts and ideas to highlight the potential that writing has for political and social engagement (Richardson, 2012).  A complimentary copy of Declaration of Interdependence will be given to each participant, donated by author/publisher Janet Wong.  Participants will read this book along with a variety of other politically themed pieces of writing–writing about presidential elections, children’s literature about social activism, informational texts about global events, poetry on environmental concerns–and work to create their own digital writing on related topics.  Participants will immediately upload their writing to an online blog site created for this workshop, read, and respond to each other’s writing by creating and posting new pieces that take-up ideas and conversations started by their fellow writers.  (Internet access would be required for this workshop.)  The session will close with an exploration of additional technologies available for connective writing, including a step-by-step demonstration of how to create an e-book.  Educators at all levels who want to break the ice in writing with technology and those who want to explore meaningful and engaging writing pedagogy would be interested in this workshop.

Faryl Kander, Oklahoma State University, Stillwater
Annie Ortiz, Skyline Elementary School, Stillwater, OK
Jennifer Sanders, Oklahoma State University, Stillwater
Janet Wong, Poet, Charlesbridge Publishing, Watertown, MA

W.4  Make It, Tweak It, Write It, Connect!: Teaching Technical Writing and Common Core (G)
Teachers of the Missouri Writing Projects Network will lead participants in making and writing. Participants will spend an exhilarating day with colleagues exploring the connections between hands-on projects, technical and digital writing and the Common Core. These round table leaders from National Writing Project sites across Missouri will lead participants in making/inventing/creating a hands-on project in the spirit of the Maker movement. These hands-on projects will inspire conversation and writing to help participants to use the making experience to teach technical writing through the Common Core Standards. Through writing, reading, and discussion, participants will explore how making can impact student writing and thinking and teaching in alignment with Common Core State Standards. Roundtable leaders or "Makers" are National Writing Project teacher consultants of the Missouri Writing Projects Network. Each round table will include a different "make." For example, making projects might include bottle cap jewelry, inch-bot robots, cigar box guitars, or bird houses, to name a few. The experience of making and inventing will be used to develop written procedures in alignment with CCSS. Teachers will explore perspectives on the philosophy of making and the connection to teaching English Language Arts and all content areas. Our work is situated with the National Writing Project model (Gray), the Maker Movement (Dale Dougherty, John Seely Brown), and builds on work completed in Missouri through a grant funded by the National Writing Project Digital Is. NWP Digital Is funded by the MacArthur Foundation’s Digital Media and Learning Initiative. Activities Sequence: Throughout the day, writing and conversation will be used to process and think. Participants will leave with the project they made, process writing, lesson plans, and a final technical writing piece that could be used as a model in their classrooms. All supplies will be provided for participants.

Barri Bumgarner, University of Missouri, Columbia
Christina Cantrill, National Writing Project, Berkeley, CA
Tyler Carlson, Platte City High School, MO
Casey Daugherty, Republic High School, Springfield, MO
Keri Franklin, Missouri State University, Springfield
Amy Knowles, Missouri State University, Springfield
Amy Lannin, University of Missouri, Columbia
Kimberly Piddington, Ozark, MO
Julie Sheerman, Marceline High School, Columbia, MO
Juanita Willingham, University of Missouri, Columbia

W.5  Connecting Literacy Learning Communities through Technology and Inspiring Project (G) Sponsored by the Assembly on Computers
Through hands-on activities, group discussions, and instruction, participants will be introduced to today’s information and communication technologies, digital storytelling and video or presentation composing tools, social bookmarking, cultural artifacts, and online research services, and more. Special focus will be on linking these literacies and genres with existing classroom objectives and practices.

In line with the “Dream, Connect, and Ignite” theme of the conference, this one-day post-conference technology workshop will show the participants how to connect millennium generations of students around shared information and communication technologies, digital stories, memoirs, parody, and other compositions that they afford. The workshop will also help participants to think through the shifts in pedagogy that new technologies require from them to implement in their teaching so that they can prepare their students for the technological change taking place in our society and for embracing the social, cultural, and political aspects endangering it. Creating such inspiring, multimedia and multimodal compositions requires from their creators, however, critical information literacy and rhetorical analysis skills. The workshop will provide a framework and resources for engaging teachers and their students in such thoughtful analysis. Workshop participants will experience hands-on engagement in a number of technology applications and teaching strategies, with a special focus on audiocasting, screencasting, online research and social bookmarking services, and digital video and presentation composing. Workshop leaders, drawn from both K-12 and post-secondary faculty and doctoral students, will incorporate hands-on activities, group discussions, and instruction to familiarize participants with newer generation of information and communication age technologies. Following a practical engagement with a new technology application, participants will have ample time to ask additional questions about incorporating each application into their classroom and schools. Participants will also be invited to join the ACE organization and ACE connected community, allowing them to work with ACE consultants throughout the year to develop technology projects for their own classrooms.

Chair:  Ewa McGrail, Georgia State University, Atlanta
Co-Chair:  Luke Rodesiler, University of Florida, Gainesville
Jason Griffith, Lamberton Middle School, Carlisle, PA
Tara Campbell, Georgia State University, Atlanta
Sandra Williams, Loganville, GA
Gail Desler, Elk Grove Unified School District, CA
Kathy Garland, Georgia College and State University, Athens
Carey Applegate, University of Wisconsin,  Eau Claire
Kevi n Powell, Georgia State University, Atlanta

W.6  Learning Floats on a Sea of Talk: Student Talk and Teacher Talk (G)
Listening closely to small group talk provides a window on learning.  Our classroom research has helped us understand how talk works and how to support generative talk – for students as well as teachers.  This interactive workshop provides opportunities to look closely at student talk and teacher talk, to experience strategies for sustaining and analyzing talk, and to explore ways of enriching teachers’ professional conversations.  Participants will experience classroom strategies to support student learning-through-talk and protocols for supporting professional conversations in contexts such as Professional Learning Communities (PLCs) and Critical Friends Groups (CFGs). 
During the morning, participants will work with samples of student talk to explore questions such as: How do we create a context in which students can and will engage in generative talk about topics and issues that matter?  How do we support students in using talk to create new understandings?  How do we analyze student talk in order to better understand what they are learning and how best to support their continued learning?  During the afternoon, participants will focus on teacher-teacher talk to consider questions such as: How do we support teachers in using talk to better understand what their students are learning and how best to support their continued growth?  How do we best use the limited time that we have as teachers to talk with one another?  How do we collaborate with our peers in order to enhance our own understanding about the teaching/learning process?

Throughout this interactive workshop, participants will work with samples of student and teacher talk, look closely at student work with the support of protocols for professional conversations, and develop plans for integrating this work in classroom, school and district settings.

CoChairs/Presenters:  Kathryn Mitchell Pierce, Wydown Middle School, Clayton, MO
Carol Gilles, University of Missouri, Columbia
Roundtable Leaders/Presenters:  Phyllis Cook, Fort Zumwalt School District, O’Fallon, MO
Milena Garganigo, Assistant Principal, Wydown Middle School, Clayton, MO
Stephanie Wightman, Columbia Public Schools, MO
Shannon Cuff, Park University, Parkville, MO

W.7  Disciplinary Texts and Literacies in the K-12 Classroom (TE)
How can teachers learn to (re)imagine instruction in the content areas? Members of the Brigham Young University Literacy Study Group, building on their work in (re)imagining content area literacy instruction, will guide participants through activities designed to help learners construct conceptual understanding and develop authentic, disciplinary-specific literacies. Participants will then identify the texts, literacies, and instructional efforts used to support learners throughout these activities. Finally, participants will discuss the implications for K-12 literacy and content instruction in light of current policy reforms such as the Common Core State Standards.

Chair:  Sirpa Grierson, Brigham Young University, Provo, UT
Co-Chair:  Roni Jo Draper, Brigham Young University, Provo, UT
Consultants:  Paul Broomhead, Steven Shumway, Brigham Young University, Provo, UT
Participants:  Daniel Barney, Amy Petersen Jensen, Jennifer Nielsen, Jeffery D. Nokes, Daniel Siebert, Jenni Wimmer, Brigham Young University, Provo, UT

W.8  Books that Make a Difference: Kids Taking Action for Social Change (E)
The willingness to take action to create social change is essential to building intercultural understanding and becoming a global citizen. Moving from a commitment to social justice into a curriculum that supports students in taking action that is meaningful and not adult-imposed is much more difficult. Many schools promote community and global service projects that take the form of charity or “giving the unfortunate a handout,” instead of engaging students in building in-depth understandings of social and global issues and different strategies for action. Since novels and picture books that portray kids taking action is a current trend, these books can be a source of demonstrations about action. The books focus on children who live in situations where they fear for their safety or who are concerned for the safety or well-being of others, and so respond with some type of action. They are willing to take risks, to engage in activism, to transform their lives or the world in some way. This workshop brings together authors and illustrators of books that portray kids engaged in social action along with an editor of books on global action and children’s literature experts who research the messages in these books. Participants will hear the stories and perspectives of award-winning authors and illustrators as they talk about the creation of their books and the issues they consider in depicting kids who take action in difficult situations. Participants will also engage in interactions to evaluate books that depict kids engaged in action. Our first speaker is Deborah Ellis, author of the well-known Breadwinner Trilogy, who has written about families living under the Taliban rule in Afghanistan, street children in Pakistan, and the coca protests in Bolivia. Our second set of presenters is an author and illustrator of picture books about kids taking action. Karen Lynn Williams is an author of picture books that focus on the struggles and dreams of children in global settings, such as Africa, Haiti, and Pakistan. Valerie Wyatt is the editor of CitizenKids, a collection of nonfiction books about complex global issues. She will discuss her criteria in developing the collection and engage participants in examining these books to consider the criteria. Our final speaker of the morning is J.L. Powers, the author of an award-winning novel about the clash of science and tradition within the harsh life of a teenager in South Africa. After lunch, Laura Resau will talk about how her experiences as a cultural anthropologist and teacher in Latin America and Europe inspired her novels. All of our speakers will then form a panel to respond to issues that cut across their books. In a final interaction, Kathy Short will present criteria for evaluating children’s books on taking action and participants will use these criteria to examine a set of picture books. We will end with sharing and closing comments.

Deborah Ellis, Author, Groundwood Press, Toronto, Ontario, Canada
Cyndi Giorgis, University of Nevada, Las Vegas
Ruth Lowery, University of Florida, Gainesville
J. L. Powers, Author, Cinco Puntos Press, El Paso, TX
Laura Resau, Author, Random House, New York, NY
Kathy G. Short, University of Arizona, Tucson
Kren Lynn Williams, Author, Eerdmans Books for Young Readers, Grand Rapids, MIn
Valerie Wyatt, Editor, Kids Can Press, Victoria, British Columbia, Canada

W.9  Metacognitive Writing Across-Curriculum (E-TE)
Do you know what metacognitive writing is? First, it has been shown to be the most effective form of writing that leads to gains in knowledge. Second, it’s a series of short writings that include reflection on our learning processes, and a summarization of what we learned.  Come!  We’ll practice it–all day!  Bring laptops if you’d like.

Our engagement, as teachers, in metacognitive writing is the centerpiece of our workshop. We’ll entice you by engaging you in mini-writing/learning projects across elementary grade levels and subject areas. Curriculum areas provide opportunities for inquiry, and each participant will explore two options, work more extensively on one – and engage in metacognitive writing about both experiences. All of us will take ourselves seriously as metacognitive writers, and examine this kind of writing as a way to foster student learning.

Jane Hansen, University of Virginia, Charlottesville
Hollins Mills, Albemarle County Public Schools, Charlottesville, VA
Dorothy Suskind, St. Christopher’s School, Richmond, VA
Kateri Thunder, James Madison University, Harrisonburg, VA

W.10  The New Three R’s of Literacy Learning: Rigor, Relevance, Response (M-S)
The Common Core State Standards (CCSS) are the next generation of articulated expectations for our students, grades K-12. There are key differences in this next generation of standards that teachers, principals, and administrators need to understand. This one-day workshop will build participants’ understanding of the Common Core Standards State Standards to align standards with teaching and learning activities that improve student achievement in literacy at the 6-12. The following essential questions frame the outcomes for this workshop: What do the CCSS mean for the development of student literacy skills in the 21st century? What impact do the standards have on teaching and learning in the 21st century? How do we develop inquiry-based courses that can be aligned with Common Core State Standards (CCSS)? How do we build formative assessments in inquiry units that evaluate the rigorous literacy skills articulated in the Common Core Standards? In addressing these essential questions, the presenters will present a framework for the development of literacy skills, aligned with CCSS through student inquiry projects. The presenters will use classrooms from Chicago and Boston where this kind of teaching and learning that develops literacy skills is practiced. Substantial student documentation of the learning process and artifacts that document the manifestation of rigorous expectations and 21st century literacy learning will be shared. The following framework will organize and focus the content of this one-day workshop: Naming: What are our reasons for inquiry and language for knowledge and how do we use literacy skills to meet these demands? What are the ideas and values that we support? How is our thinking advanced? What are the valued core competencies? What are the terms and concepts required to navigate through a course/lesson/activity…? Framing: How does our context shape our literacy skills for understanding shared and unshared experiences? What are past interventions? What are key interests and challenges confronting today’s educators/students? Where are models of excellence on the local/national/global level? Gaming: How can students use literacy skills (as articulated in CCSS and 21st Century learning) that convey significant learning? How do we answer the questions/challenges that we pursue in a creative (fresh& rewarding) way? How do we improve society through our learning—how do we engage broader social issues through learning?

Deanna Gallagher, The Newman School of Boston, MA
Robert Maddalozzo, Global Citizenship Experience Chicago High School, IL
Katherine McKnight, National Louis University, Chicago, IL
Warren Rocco, Global Citizenship Experience Chicago High School, IL

W.11  Advising or Starting a Newspaper: What you Need to Know (M-S-C) Sponsored by the Assembly for Adviser’s of Student Publication/Journalism Education Association
Whether it's in the world of print or the new frontier of online publications, journalism can be a fantastic way to introduce students to the concepts of writing for a purpose and getting their voice out to a wide audience. Journalism skills and lessons can even be implemented into traditional English classrooms, from middle school to Advanced Placement. We will cover the basics of teaching journalistic writing, column and feature writing, utilizing blogs, using online resources, understanding scholastic press law, and many others. Attendees will leave with the knowledge necessary for putting together an online newspaper, a traditional print publication, or both.

Frank LoMonte, Executive Director, Student Press Law Center, Arlington, VA
Brian Wilson, Journalism Education Association, Holly, MI

W.12  Imaginative Entry: Visual Imaging Inside and Out to Engage Struggling Writers (M-S-TE)
To enter this workshop is to enter the world of work. Of imagination. Of imaging. To learn by doing. To benefit as teacher-writer for yourself and all of your students  - to give them hope by capturing images inside and out, and responding  personally to them, in their own spontaneous language, with an eye toward more school based forms, by choice. Along the way, you will see students in action during an incredible, impromptu , unedited video highlighted by  their own commentaries on intuitive poems, narratives, drawings and pictures done and in progress.

Through “paint-write” and iphone camera approaches, we (and you) will physically go with the flow (theory); apply Rosenblatt transactional theory to writing; engage deep writing theory, play theory, image to word (Walsh-Piper) approaches to using online, accomplished artwork to teach writing and about art holistically; and explore intriguing ways of seeing (Berger), spontaneous writing (Kerouac), writing down the bones (Goldberg). We think it will be a terrific workshop for you (and us).

Michael Angelotti, College of Education, Norman, OK
Lawrence Baines, College of Education, Norman, OK
Bonner Slayton, Moore-Norman Technology Center, OK
Danny Wade, Washburn University, Lawrence, KS

W.13  Student Engagement in the Content Area Classrooms (S)
This interdisciplinary instructional approach addresses the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects, and Common Core State Standards for Mathematics. It provides a platform for interdisciplinary collaboration in the development of inquiry-based activities and infuses the arts and online media throughout the active reading process for student engagement in the content area classrooms, particularly meeting the needs of diverse urban learners. These disenfranchised learners need to personally connect with the various content areas and relate the content and the attainment of objectives within the standards to their interests and aspirations before reaching a high level of engagement or “flow.”

The Harlem Renaissance literary period will be a focal point to provide an opportunity for teachers to integrate various curricula to establish relevance and relationship for students: Under Artology Detroit, The Carr Center Dance Company will perform JO! Africa to America: A Dance Odyssey. The performance chronicles the American experience from the perspective of African Americans. Each dance segment provides opportunities for students to reflect and interpret the music and dance movements to discuss and evaluate their place in history with future aspirations. Teacher consultants will demonstrate an integrated Math/Art lesson focused on tessellations and proportions related to the urban development of northern cities during the Great Migration.  An InsideOut Project trainer will provide an integrated Poetry/Music lesson to further develop social and historical context; teacher consultants will discuss the dynamics and interactions related to aliteracy and demonstrate online media strategies, thinking strategies/activities to scaffold informational and narrative text to address the aliterate and disengaged learner in content area classrooms in an urban setting.

Chair:  Angelia Mahone, International Reading Association, Grosse Pointe Woods, MI
Consultants:  Jeffrey Ferreri, Detroit Federation of Teachers, MI
Jennifer Field, Michigan Council for Teachers of Mathematics, Belleville
Sherina Rodriguez Sharpe, Wayne State University, Detroit, MI
Artology Detroit, Arts League of Michigan
Sharell Elam, Pontiac, MI

W.14  Raising the Big Top: Arts, Literacy, and Civic Engagement  (CEE Colloquium)
Las Vegas—home to spectacular performance arts, visual arts, and circus arts—provides the backdrop for this interactive daylong workshop that will stretch the boundaries of the classroom and the curriculum to explore powerful approaches to education. Participants will learn about 1) Social Circus, a non-competitive, physical, creative program developed by Cirque du Soleil that builds confidence and improves learning to positively affect the lives of at-risk youth in more than 80 communities around the world; 2) how the Smith Center for the Performing Arts collaborates with national organizations to provide arts education in local schools and communities; and 3) English education curricula that integrate community involvement, school-based partnerships, and the arts to help preservice teachers learn how to design culturally relevant instruction that increases equity and access for all learners. Throughout the sessions, participants will be invited to join in low-risk activities, raise questions, and identify features of these alternative pedagogical spaces that might enhance literacy learning in their own teaching contexts.

The workshop will interest K-adult teachers, teacher educators, graduate students, and researchers.  Presenters/performers include representatives from Cirque du Soleil, the Smith Center for the Performing Arts, and a local school. They will be joined by English education faculty from Colorado State University: Pam Coke, Antero Garcia, and Cindy O’Donnell-Allen.

W.15  Reaching Them All—ALAN Has Books for Everyone (M-S) Sponsored by the Assembly on Literature for Adolescents of NCTE-ALAN (Limit 500)
The theme for the 2012 ALAN workshop “Reaching Them All, ALAN Has Books for Everyone” accommodates a wide variety of panel topics including Fantasy, Mystery, Love Story, Graphic Novels, Nonfiction, Science Fiction, LGBTQ, and Dystopia presenting over 55 authors, Among them Kristin Cashore, Todd Strasser, Wendy Wasserman, Maggie Stiefvater, David Lubar,  Patricia McCormick, Sharon Flake, Debra Ellis, Eric Waters,  Benjamin Alire Sáenz, Julie Anne Peters, Lesléa Newman, Lois Lowry, Shannon Hale,  Scott Westerfeld, Marissa Meyer, Paolo Bacigalupi, Isamu Fukui, Marie Lu, Susan Vaught, Jo Knowles, Blue Balliett, and Joan Bauer. 

But wait there are more—Tuesday afternoon author breakouts will feature 31 authors including Mary Pearson, Francisco X. Stork, Catherine Ryan Hyde, David Levithan, E. Lockhart, David Gill, Cindy Pon, and many others.  Some who were on the big stage. In the breakouts, authors are even more available for discussion.

Register early as the ALAN workshop fills up quickly and is limited to 500.

CJ Bott, ALAN President
Mary Arnold, previous ALAN Board Member
Jennifer Buehler, ALAN Board Member
J. Bucky Carter, ALAN Board Member
Jeff Harr, ALAN Board Member
Jeff Kaplan, ALAN President Elect

W.16  Writing as Leadership: Fostering a Culture of Writing and Reflective Practice (G) Sponsored by the Conference on English Leadership

Description to come

Jim Mahoney, Yardley, PA

 

 

Document and Site Resources

Share This On:

Page Tools:

Join NCTE Today

Related Search Terms

Tweeting about Convention? Don't forget the #NCTE13 hashtag!

Copyright

Copyright © 1998-2014 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:
Facebook Twitter Linked In Pinterest Instagram