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Reading and Writing about Climate Change: Developing Teachers’ Literacies in/for a Warming World
Wed, April 8, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 4th Floor, Diamond 6Session Type: Symposium
Abstract
This session focuses on climate change education (CCE) with teachers in/through the English Language Arts, acknowledging that CCE involves the imaginations and imaginaries of teachers and a plurality of their own literacies work. Each presentation offers an exploration of work with in-service educators in/through the English Language Arts, including inquiry-driven and place-based media centering critical media literacies, a translingual and transnational poetry exchange, teacher writing through climate crises and grief, teachers’ hopeful climate fiction writing, and teachers’ place-writing and -walking practices. Collectively, the panel contributes to understanding dynamic ways teachers might develop literacies, practices, and skillsets necessary to meet the demands of education that is responsive to the active climate crisis amidst which we all live.
Sub Unit
Chair
Papers
Engaging Teachers in Professional Development For Teaching About Climate Change - Fawn E. Canady, Southern Oregon University; Richard W. Beach, University of Minnesota; Troy W. Hicks, Central Michigan University
The Power of a Transnational Exchange of Bilingual Poems to Build Climate Literacies with Educators - Lina Trigos-Carrillo, Universidad del Norte; Nicole R. Misra, University of Missouri - St. Louis; Luzkarime Calle-Diaz, Institución Educativa El Recuerdo; Rebecca L. Rogers, University of Missouri - St. Louis
Slowing our Laments: Encouraging Teacher Socioecological Literacies amidst Climate Crisis - Alexandra Panos, University of South Florida; Kristin Valle Geren, University of South Florida; Jarod Roselló, University of South Florida; Mieke Valk, Polk County Schools
Supporting Teachers’ Speculative Civic Literacies through Hopeful Climate Fiction (Cli Fi) Writing - Rebecca Woodard, University of Illinois at Chicago; Andrea Vaughan, University of Illinois at Chicago; Kate Sjostrom, University of Illinois at Chicago; Kristine Wilber, University of Illinois at Chicago
Walking and Writing as Ethical and Emergent Literacy Practices of Engagement in English Language Arts - Michelle A. Honeyford, University of Manitoba; Jennifer Watt, University of Manitoba