Check out several upcoming opportunities in the “Get Involved” section! 

Issues and Resources


With so many unknowns swirling around, those of us tasked with teaching this year face unique opportunities and challenges as we build students’ literacy in all areas. Here are just a few recent issues that have clear ties to NCTE positions: 

LISTENING: In this recent Chronicle of Higher Education article, John C. Cavanaugh suggests our current political environment calls for a stronger focus on building students’ ability to really listen.  

NCTE’s Framework for 21st Century Curriculum and Assessment argues for “build[ing] intentional cross-cultural connections and relationships with others so [as] to pose and solve problems collaboratively and strengthen independent thought” and offers a set of guiding questions to help educators think through how to achieve this.  

INTELLECTUAL FREEDOM: A number of free speech/censorship issues have been in the headlines. Here’s an illustration of how broad a spectrum this issue is covering: In this opinion piece from the Washington Post, José A. Cabranes argues that “[o]ur universities today must pay more than lip service to free expression.” This article from the New York Times advocates for parents to read “banned books” with their children because “part of the glorious freedom (and human right) of literacy is the opportunity to journey with words well beyond your comfort zone.”

NCTE’s position statements on this topic include: Academic Freedom, the Students’ Right to Read, the Students’ Right to Write, and Language, Power, and Action. If you're facing a challenge or looking for resources to help your school create a policy the Intellectual Freedom Center is here to help! 

ETHNIC STUDIES: A new proposed bill in Arizona would extend an ethnic-studies ban to universities.

This NCTE Position Statement in Support of Ethnic Studies Initiatives in K–12 Curricula “recognizes ethnic studies as a scholarly field that has always been invested in providing equal access to literacy, encouraging democratic principles, and promoting different ways of knowing—of producing and disseminating knowledge.” The statement offers concrete suggestions for what strong initiatives should include. This older Guideline on Expanding Opportunities: Academic Success for Culturally and Linguistically Diverse Students applies to higher education as well. “If teachers show interest in the experiences of all students, they pave the way for introducing students to other experiences.” You can read more about NCTE’s past work around this issue here


Grand Valley State University’s writing center is profiled in this article for its program promoting linguistic diversity. The program is built around the work of NCTE and AAAL in this arena and draws from the statement on the Students’ Right to Their Own Language

Congratulations to Valerie Kinloch, who was just named dean of the School of Education at the University of Pittsburgh

Anna E. Baldwin, NCTE’s P12 policy analyst from Montana and Teacher Ambassador Fellow for the US Department of Education, published this blog, Believe in Your Power, for Homeroom, the official blog of the US Department of Education.

Cheryl Mizerny wrote this resource-full post for MiddleWeb on introducing concepts. 

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African American Read-In Starts February 1
The African American Read-In celebrates the works of African American authors and takes place in colleges, universities, schools, churches, community centers, homes, and libraries all across the country throughout the month of February. Explore these resources as you consider planning your own Read-In. Here is an example of one planned at the College of DuPage in Illinois. And here is another planned in New Albany, Indiana.  

Council Chronicle Inquiry
An interview with Poet Laureate Juan Felipe Herrera will be featured in the March 2017 issue of The Council Chronicle. Have you participated in any of Herrera's projects during his tenure as poet laureate? If so, we'd love to hear a few details—send them to Thanks! You’ll find links to resources related to Herrera’s work here

Apply to Be a Kent D. Williamson Fellow 
Deadline: February 28
To honor former Executive Director Kent Williamson's commitment to teacher leadership, NCTE has established the Kent D. Williamson Fellowship. This annual fellowship is awarded to an NCTE member selected to spend six weeks in the Washington, DC, office to apply his or her ideas and experience to education policy work.

Get Your Students Writing!
Deadline: February 24

The 2017 Promising Young Writers Program for eighth-grade students and the 2017 Achievement Awards in Writing for eleventh-grade students is now open.  

Share Your Voice 
We’re seeking submissions for the Literacy & NCTE blog on a range of topics. Check out what we’re looking for and read through a summary of recent posts here

Be a Peer Reviewer for ESSA State Plans 
The US Department of Education is seeking peer reviewers, including educators, for ESSA State Plans. Applications are due January 27, 2017. Please visit this link for information regarding the application process.

ReadWriteThink resources on inauguration day.  


Literacies for All Summer Institute 
Proposal Deadline: January 31
Global Literacies, Global Conversations: Celebrating Our Connections
July 20–22 • Tucson, Arizona • Marriott University Park

Attend the CCCC Convention 
Cultivating Capacity, Creating Change 
March 15–18, Portland, Oregon

Seeking an Editor for Research in the Teaching of English
Apply today! 


NCTE Research Foundation Accepting Proposals for 2017 Research Grants
The Trustees of the NCTE Research Foundation support projects related to the teaching and learning of language, literacy, and culture. Applicants must be current members of NCTE. All documents should be sent electronically to

Research Grants Deadline: March 15
Proposals are invited from teachers, teacher researchers, teacher educators, and scholars of language, literacy, and cultural studies. 

Teacher Research Grants Deadline: October 1
Applicants should be full-time classroom teachers at the time of proposal submission and for the length of the grant. Proposals are invited from teachers of children and youth at any level, birth through grade 12. Teachers in urban, suburban, and rural settings are eligible.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts