Erin Price, Saint Louis University

Multimodal Literacy Identity Memoirs: A Pathway for Preservice Teacher Reflection on Culture and Identity - Melanie Reaves, Montana State University Billings; Tala Michelle Karkar Esperat, Eastern New Mexico University; Tairan Qiu, University of Houston; Ericka Staufert-Reyes, University of Pennsylvania

Developing Preservice Teachers’ Critical Love in a Literacy Course - Shuling Yang, University of Maryland Baltimore County

Joining Literacy Tutoring and Coursework to Empower Preservice Teachers’ Agency - Lisa O'Brien, Merrimack College; Poonam Arya, Wayne State University; Christine Leighton, Emmanuel College

Mark A Lewis, James Madison University

Activating Agency: The Potential of Picturebooks to Initiate "Good Trouble" through Disciplinary Literacy in Primary Grade Classrooms - Tori Golden Hughes, University of Georgia; Jennifer Graff, University of Georgia

An analysis of a 3rd grade writing module on personal narrative: The inclusion and exclusion of evidence based practices - Denise N Morgan, Western Carolina University; Vicki McQuitty, Towson University; Kristen Evans, Kent State University

Graphic novels: “Non-entities” with potential for student empowerment and agency - Julia Maria Lopez-Robertson, University of South Carolina; Melissa Wells, University of Mary Washington; Jennifer D Morrison, Sam Houston State University

Margaret Osgood Opatz, Capti

Empowering Junior High School Teachers and Students with a Comprehensive Tier 1 Reading Intervention - Sarah Kocherhans, University of Utah; Margaret Osgood Opatz, Capti; Sondra Hansen, The University of Utah Reading Clinic

Empowering Middle School Students through a System that Supports Foundational Reading Skills - Margaret Osgood Opatz, Capti

Increasing Middle School Reading Motivation: Preliminary Results from a 3-year Mixed Methods Study - Erin Bailey, Reading Is Fundamental; Julie Meredith, Policy Studies Associates; Kathleen Fletcher, Policy Studies Associates; Jennifer Bitzer, Policy Studies Associates

Cris Delatado Barabas, McGill University

Empowering Newcomer ESOL Students through a Genre-Based Disciplinary Literacy Approach - Seon Ja Chang, University of Georgia; Bee Nordgren, University of Georgia

Multimodal composing for empowerment: Multilingual learners’ use of strengths in science - Amber W Deig, University of Southern Mississippi; Mark B Pacheco, University of Florida

Translanguaging Pedagogies for Bi/Multilingual Adolescents within English Dominant Settings: A Qualitative Meta-Synthesis - Tiffany Lace Church, Middle Tennessee State University; Janna Brown McClain, Middle Tennessee State University

Renata Love Jones, Georgia State University

“Politeracy” : A critical analysis of the intersection between current policy discourse and literacy practice - Mellissa Teston, University of South Florida

Troubling the Educational Anti-CRT Laws in 6-12 English Language Arts Curriculum - Kelly Bailes Wallace, University of Tennessee; Dani Gabrielle Rimbach-Jones, University of Tennessee

We “Do Not Ban Books!” (We Just Want to Restrict Access to Them): Analyzing the Discourse and Rhetoric of Book-Banners - Jason J Griffith, Penn State University; Chen Su, Penn State University; Jubara AbuSin, The Pennsylvania State University; Cory Brautigam, Penn State University