Vicki McQuitty, Towson University

Troubling State Standards for Initial Elementary Teacher Preparation Regarding Literature for Children - Kathryn Mitchell Pierce, Saint Louis University; Kate Essig, Saint Louis University; Erin Price, Saint Louis University; Sarah D. Reid, Illinois State University; Peggy Rice, Ball State University; Ann Van Wig, Eastern Washington University

Designing Policy Literacy Opportunities for Pre-Service Teachers - Katharine Hull, University of South Florida; Kristin Valle Geren, University of South Florida

All Informational Text is Not the Same: Teachers Learning the Difference Between Expository Genres in the Context of a University Writing Methods Course - Valerie Gresser, Duquesne University; Laura Mahalingappa, University of Maryland

Olivia G. Stewart, St. John's University

A Systematic Literature Review of Digital Reading Using PISA Data - Ibrahim Kizil, Syracuse University; Fatima Seyma Kizil, Syracuse University

Exploring Constructs of Digital Reading with Platforms and Culture in Mind: A Critical Mapping Review - Brady Nash, Miami University; Gillian Mertens, SUNY Cortland

Incorporating ChatGPT into online discussion: Impact and Students’ Perceptions - Ran Hu, East Carolina University; Xi Lin, East Carolina University

Mathematics Teachers’ Discourse in an Online Lesson on Polynomial Expressions - Zhihui Fang, University of Florida; Wanli Xing, University of Florida; Tsukuru Kamiyama, University of Florida; Zifeng Liu, University of Florida; Hong Zhang, University of Florida

Putting the “Literacy” in AI Literacy: Disciplinary Views on Critical AI Practices - Sarah K Burriss, Vanderbilt University; Sarah Elizabeth Jerasa, Clemson University; Melanie Hundley, Vanderbilt University; Blaine Smith, Vanderbilt University; Emily Pendergrass, Vanderbilt University

The Role of TikTok in Language Identity Formation among Ghanaian Heritage Learners of Twi: A Study of User-Generated Content and Interactions. - Sandra Boateng, Michigan State University

Kyle Patrick Smith, University of Michigan

“I’m Not Going to be THAT kind of teacher” : Tracking Disposition Shifts in Pre-service English Teachers - Jamie Jordan Hogan, The University of Georgia; Rebekah Adams, University of Georgia; Lindsay Coleman-Taylor, The University of Georgia

Justice-Oriented Dialogic Instruction to Empower and Emancipate: A Study of Preservice Language Arts Teachers’ Experiences - Rebecca Lee Lee, Michigan State University

Exploring Pre-Service Teachers' Readiness in Implementing Culturally Responsive Pedagogy: A Qualitative Inquiry - Ozge Yalciner, University of Kentucky

Shuling Yang, University of Maryland Baltimore County

Actuating Agency in Preservice Teachers to Share Literature Students Need - Mary-Kate Sableski, University of Dayton; Jackie Arnold, University ofDayton

Actuating Agency to Decolonize Children’s Literature: Critically Interrogating Little House on the Prairie as Curriculum Violence - Dawn Castagno-Dysart, Columbia College; Ariel Robinson, Columbia College

“Divisive Topics”, “Age-Appropriateness” and Elementary Classroom Libraries in Tennessee: An Explanatory Sequential Mixed Method Work-In-Progress - Angelica DaSilva, Middle Tennessee State University; Morgen Clay, Middle Tennessee State University; Janna Brown McClain, Middle Tennessee State University; Bonnie Barksdale, Middle Tennessee State University; Katie = Schrodt, Middle Tennessee State University

Jodi P Lampi, Northern Illinois University

Browsing Shelves, Understanding Self: The School Library as a Place of Belonging and Autonomy - Laura Crisp, Northern Illinois University

“I’m Not Afraid to Take my Time and Actually Understand It”: Strengths and Challenges When Reading Literary Texts - Leslie Susan Rush, University of Wyoming; Jodi Patrick Holschuh, Texas State University; Jodi P Lampi, Northern Illinois University; Todd Reynolds, University of Wyoming

Upending the Canon: Science Fiction in Rural High School Seniors’ English Classroom - Michael Charles Morley, Northern Illinois University; Laura Crisp, Northern Illinois University

“Not a Monolith!”: South Asian Students’ (Multi)Literate Identity Assertions and Belonging Narratives in Higher Education - Ankhi Thakurta, Boston College; Comfort Movihinze Ayavga, Boston College

Margaret Vaughn, Washington State University

Collaborative Writing as a Method of Inquiry & Resistance: “Making good trouble” through multiperspectividad - Valentina Alpuin, University of Illinois Chicago; Kristen Zaki, University of Illinois Chicago; Mitchell Goins, University of Illinois at Chicago; Ben Kuhlman, University of Illinois at Chicago

Considering the potential of machine learning for literacy education research - Emily C. Rainey, University of Pittsburgh; Scott Storm, University at Albany, State University of New York; Gianina Morales, University of Pittsburgh

Examining Student Agency Across Literacy Contexts from A Multi-year Research Project - Margaret Vaughn, Washington State University

Jacquelynn A Malloy, Clemson University

Developing the Literacy Motivation Student Survey (LMSS) for Elementary Students with Intellectual Disability Labels - Hayley Jordan Hoover, School District of Pickens County

Outside and Inspired: Outdoor Writing Experiences for Teens - Kristie Clawson Camp, University of South Carolina

Including Social Emotional Learning in Literacy Interventions: A Case Study Examining How Teachers Assess, Plan, And Instruct - Bethany Rice, Towson University; Meghan D Liebfreund, Towson University; Shelly Solomon Huggins, Towson University