Melanie Reaves, Montana State University Billings

An Exploratory Proposal for a Posthuman Perspective to Transform the Study of “writing systems” - Julia Gillen, Lancaster University; Samuel DeJulio, University of Texas at San Antonio

Discomforting Memories: An Autoethnography of Language and Literacy Professional’s Interrogation of the Culture of Silence - Adeline Mansa Borti, Grand Valley State University

Racialized Experiences of Mandarin Chinese Transnational Dual Language Bilingual Education Teachers in Utah: An AsianCrit Analysis - Xiao Hu, University of Utah; Wenyang Sun, University of Utah

Kyle Patrick Smith, University of Michigan

Enhancing Easthetic Reading through Metacognitive Strategies: Strengthening Agency and Bridging Divides - Natalya Stepanova, University of South Carolina

Enlivening Justice-Oriented Picturebooks through ‘Slow Looking’ Illustrations - Angie Zapata, University of Missouri; Sarah D. Reid, Illinois State University

Ethical reading of texts: A conceptual and pedagogical proposal - Axa Khalid Warraich, The Ohio State University

Mike Metz, University of Missouri

The Struggle to be Literate: Denial of Literacy and Limitations of Perception - CoCo Massengale, Utah State University

Transplanted Appalachians’ Perspectives of Culturally Relevant Topics/Texts and How These Topics/Texts Aid in Their Reading Comprehension - Kathryn E. H. Smith, Campbellsville University

Beyond Banality: Thoughtfulness, Narrative Agency, and the Literary Imagination - Morgan Schaufele, University of Calgary

Stacy Fields, Middle Tennessee State University

Civic Agriculture: Empowering K-12 Teachers to Embrace the Local to Promote Agricultural Literacy - Stephanie M Lemley, Mississippi State University

Elementary Teachers' Processing of Socioscientific Issues - Lindsay Woodward, Drake University

Gretchen Dodson, New Mexico State University

Alexa, Analyze This!: Exploring Identities, Affordances, and Risks While Using AI for Qualitative Analysis - Sarah Burriss, Vanderbilt University; Basak Cermikli, Vanderbilt University; Irem Comoglu, Vanderbilt University; Abbey Elizabeth Gonzales, Vanderbilt university; Anastasia Y Goodwin, Vanderbilt University; Erica Lee Payne, Vanderbilt University; Deborah Wells Rowe, Vanderbilt University

Christina L Dobbs, Boston University

Bridging Theory and Practice: Digital Jumpstarts as a Tool for Scaffolding Critical Literacy - Shannon Kane, University of Maryland-College of Education; Loren Jones, University of Maryland, College Park; Margaret Polizos Peterson, 2311 Benjamin Bldng.

Transformative Learning Through AI: Exploring Doctoral Students’ Reflections on Educator Accountability and Inclusive Pedagogy in Scenario-Based Simulations - Corinne Montalvo Valadez, Texas A&M University Corpus Christi; Aurelia Isabel ONeil, Texas A&M University-Corpus Christi

Teaching Disciplinary Literacy Practices while Supporting Student Agency in High School: Tools, Techniques, and Decisions Points in a Youth-Led Community Based Research Project - Susan Watts-Taffe, University of Cincinnati; Sarah Fankhauser, Oxford College, Emory University; Jonathan Breiner, University of Cincinnati; Meredith Hughes, University of Cincinnati; TraciAmanda Washington, University of Cincinnati; Keith Spangler, North College Hill High School; Michael Kolkmeier, Goshen High School

Lori Czop Assaf, Texas State University

Cultivating Bilingual Students’ Reading in Math: A Survey Study of Bilingual Math Literacy - Yang Wang, University of South Carolina; Jin Liu, University of Texas at Arlington; Hengtao Tang, University of South Carolina; Jing Zhang, University of South Carolina

Integrating Language, Literacy, and Engineering: Elementary Teachers Building Translanguaging Ecologies and Content Connections - Mary McVee, University at Buffalo, SUNY; Jessica Elizabeth Swenson, University at Buffalo; Duncan H Mullins, University at Buffalo- SUNY; Jingning He, University at Buffalo, SUNY

“When I am doing lab activities, I feel like a real scientist:” Multimodal Instruction to Affirm Multilingual Students’ Science Identities - Amber Williams Deig, University of Southern Mississippi; Molly McGovern Staggs, University of Florida