Greg Bartley, Oakland University

Cultivating Preservice Teachers’ Knowledge and Agency to Enact Responsive Literacy Instruction - Lisa O'Brien, Merrimack College; Christine Leighton, Emmanuel College; Poonam Arya, Wayne State University

“Well, My Mentor Teacher Says…”: Building Teacher Identities in Pre-service and Early Career English Teachers - Lindsay Coleman-Taylor, The University of Georgia; Rebekah J Adams, University of Georgia; Jamie Jordan Hogan, The University of Georgia; Sarah Anne Hamner, University of Georgia

Fostering Criticality in Surveilled Spaces: Preservice Teachers’ Sensemaking of Literacy Instruction in Light of Legislative Mandates - Kristen N Driscoll, University of Illinois Urbana-Champaign

Adolescent Relationships with Digital Actors and Their Influence on Reading Comprehension: An Interpretive Case Study - Kerry Hancock, College of Education, University of Kentucky

Development of a Self-Efficacy Instrument for College Textbook Reading - Eric Paulson, Texas State University; Jodi Lampi, Northern Illinois University; Jodi Patrick Holschuh, Texas State University

Engaging With Edublog in the Secondary School Classroom: Students’ Perspectives - Lizette Safille-Lemagne, Florida International University; Jacqueline Lynch, Florida International University

Interrogating Equity and Justice in Engineering Education: What 30 Years of Scholarship Reveal? (Work in Progress) - Gianina Morales, University of Pittsburgh; Emily Rainey, University of Pittsburgh

Exploring a Morphologically-Based Word Reading Intervention to Support Multilingual Middle School Readers - Sarah Kocherhans, University of Utah Reading Clinic; Margaret Osgood Opatz, Capti; Matt Fields, University of Utah; Brittny Myers, UURC; Kelly Patrick, University of Utah Reading Clinic; Megan Gale, University of Utah

Virginia Goatley, University at Albany, SUNY

Examining Literacy Teachers' Sensemaking of Policy Messages: A Mixed-Method Survey - Abigail Ferris, University at Albany

Working Title: “It’s Been a Transition for my Brain” A Community-Based Research Partnership with Teachers Navigating Shifts in Literacy Policy - Helen Baynum, University of Colorado, Boulder

The Data-Centered Literacy Coaching Model for Transformative Teacher Change: Situating Student Data for Dramatic Results Through a Design-Based Approach - Jill Scatena, Syracuse University; Bong Gee Jang, Syracuse University

Sarah Jerasa, Clemson University

AI in Preservice Teacher Preparation: How Can Artificial Intelligence Support Differentiated Literacy Instruction? - Leigh Hibbard, University of Delaware; Molly Li, University of Delaware; Rachel Karchmer-Klein, University of Delaware

Preservice Teachers’ Perceptions of Peer and ChatGPT Feedback in Literacy Instruction - Carin Appleget, Creighton University; Shuling Yang, University of Maryland, Baltimore County

Simulated Classrooms, Real Learning: The Impact of Avatar Technology on Literacy Teacher Preparation - Loren Jones, University of Maryland, College Park; Shannon Kane, University of Maryland-College of Education; Margaret Polizos Peterson, 2311 Benjamin Bldng.

Catherine Compton-Lilly, University of South Carolina

A Call for Parent Perspectives in Research to Inform Literacy Instructional Policy - Gay Ivey, University of North Carolina-Greensboro; Erin Quast, Illinois State University; Brooke Taira, University of Hawaiʻi at Mānoa; Karole-Ann Friddle, East Carolina University

Bridging Divides: Stakeholder Perceptions of Virginia’s Literacy Legislation - Candace Bechtold, Virginia Commonwealth University; Joan Rhodes, Virginia Commonwealth University; Lisa Cipolletti, Virginia Commonwealth University; Valerie J. Robnolt, Virginia Commonwealth University; Allison Ray Yandle, Virginia Commonwealth University

Exploring teachers’ views: A Large scale statewide survey on censorship and materials restriction policy - Natalia Ward, ETSU; Renee Moran, East Tennessee State University; Amber Warren, Vanderbilt University; Kelly Nicole Foster, East Tennessee State University; Tolulope Adeusi, East Tennessee State University

Jeevan Karki, Michigan State University

Building Bridges to Address Differences and Divides Through the Utilization of Immigration Literature - Jackie Arnold, University of Dayton; Mary-Kate Sableski, University of Dayton; Ruth E Quiroa, National Louis University

Complexifying Counting Books: Exploring Theme and Number through Interactive Read-Alouds of Multicultural Children’s Literature - Antony T Smith, University of Washington Bothell

Representations of languages, cultures, and identities in children’s literature portraying refugee stories - Aijuan Cun, The University of New Mexico