Index for Volume 100

References

1. 2022 Charlotte Huck Award for Outstanding Fiction for Children. Donna M, Bulatowicz Dahlia H., Constantine Cecilia M, Espinosa Holly Johnson, Irene Latham Darius Phelps, JoAnne Powless. pp. 149–54.
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2. 2022Donald H. Graves Writing Award: My Inner Voice. Valdez Carmela A. pp. 168–70.
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3. 2022 Orbis Pictus Award for Outstanding Nonfiction for Children. Sanjuana C, Rodriguez Eliza Braden, Costner Suzanne, Ladd Sophie, López-Robertson Julia, Mapes Noelle, Swafford Jeanne. pp. 155–60.
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4. A More Humanizing Approach to Science via the (W)holistic Science Pedagogy, Language Arts, and the United Nations Sustainable Development Goals. Alexis D, Williams Patterson, Gray Salina. pp. 329–37.
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5. “An Oasis in the Sahara”: Humanizing and Professional Learning during the Pandemic and Beyond. Allen Keisha McIntosh, Nash Kindle Turner, Thomas Kyla, Everett Sakeena. pp .8–20.
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6. “Are You There?” Creating a Safe Space for Vulnerability as a Catalyst for Learning. Goodson Bianca, Werner Tierney, Athanases Steven Z., Higgs Jennifer M.,with the 3d (Davis Discourse Design) Team. pp. 50–55.
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7. Authentic Writing Time through Encouraging Everyday Language on the Page. Turley Morgan. pp. 241–44.
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8. Backyard Birds: A Project to Integrate Science, English, Visual Literacy and Art. Campbell Ashley, Hughes Crystal, Riley Blakni. pp. 298–303.
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9. “Because He Was Fat”: The Role of the Early Childhood Educator in Addressing Fat Phobia with Young Children. Valauri Anne. pp. 391–94.
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10. “BE YOU!” Using Texts to Promote Children’s Visibility and Sustain Their Language in Schools. Aerial N, Santiago Johnson Ursula Túa.. pp. 254–59.
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11. Collective Reflection to Resist Demoralization: Exploring Bilingual Teachers’ Narrative Learning Experiences. Balderas Mary Beth Snow, Gumina Deena. pp. 353–64.
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14. Cross-Cultural Community Garden Learning that Supports Children’s Climate Change Action. Datta Prarthona. pp. 304–306.
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15. Dragons, Squishy Circuits, and Computational Thinking: Integrating Scientific Literacies into Elementary Classrooms. Blanton Melanie, Jocius Robin, Albert Jennifer, Joshi Deepti, Andrews Ashley. pp. 269–81.
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17. Drawings + Talk: Capturing the Multimodal Authoring of Emergent Bilinguals Through Culturally Responsive Teaching. Hao Ling, Brown Sally. pp. 96–109.
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18. Dual Language Picturebooks as Resources for Multilingualism: Children as Language Inquirers. Kathy G, Short Dorea Kleker, Nicola Daly. pp. 206–18.
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19. Elevating Discussion Through Critical Encounters that Extend beyond Picturebooks and across Text Types and Grade Bands. Scane Clare Donovan. pp. 135–39.
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20. Engaging Elementary Students beyond the Text through Multimodal Critical Literacy. Harrison Dorian, Linares Rebecca E.. pp. 448–61.
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21. Facilitating the Interplay of Text and Experience in Scientific Inquiry. Fitzgerald Miranda S.. pp. 282–294.
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22. Get Curious about Language to Build upon Connection, Critical Literacy Practices, and Joy!Scane Clare Donovan. pp. 219–22.
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23. Hearing Black Language as Linguistically Legitimate in Early Childhood Writing. Lee Alice Y. . pp. 181–91.
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24. Honoring and Building on Multilingual Children’s Languages Through a Holistic View on Multilingual Writing Development. Soltero-Gonzalez Lucinda, Gillanders Cristina. pp. 234–40.
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25. Honoring and Sustaining Children’s Languages in Elementary Classrooms. Osorio Sandra L., Woodard Rebecca, Coppola Rick. pp. 179–80.
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26. Honoring Indigenous Languages through Literature.Lewis Kayla, Nixon Sarah B.. pp. 192–205.
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27. In Pursuit of a Gathering Ground for Liberation.Osorio Sandra L., Woodard Rebecca, Coppola Rick. pp. 429–30.
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28. In Pursuit of Light. Coppola Rick, Osorio Sandra L., Woodard Rebecca. pp. 81–82.
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29. “It Might be Different from What We Think”: Critical Encounters with Linguistically Diverse Picturebooks in an Elementary Classroom.Reid Sarah D., Zapata Angie, Adu-Gyamfi Mary, Hoffman Whitney. pp. 122–34.
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30. “I wanna learn more about that!” Providing Access to Scientific Literacy for All through Inclusive Nonfiction Science Texts. Johnson Aeriale N., Landrigan Clare. pp. 338–43.
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31. Leaning into Controversy: Pandemic Conversations in a Science Classroom. Laub Kaylee Allison. pp. 56–58.
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32. Letter to Myself amid the Ferguson Uprising. Taylor Anna McNulty. pp. 388–90.
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33. Linguistic Justice: Lessons Learned from Teaching Black Multilinguals. Zoeller Emily, Briceno Allison. pp. 223–28.
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34. Listening to Our Black Daughters: Three Rural Alabama Students Share Valuable Advice for Their Middle School Selves.Files Martez, Perry Tonya, Briggs Samantha Elliot, Ray Ashton. pp. 140–43.
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35. Meeting Us Along the Journey. Garcia Erika D.. pp. 229–33.
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36. “Mix Learning with Everyday Moments”: A Virtual Recipe for Early Literacy Development at Home. Davila Denise, Gonzalez Paty-Abril, Pineda Monica, Nunez Patricia. pp. 21–34. Normalize, Problematize, Galvanize: Becoming
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37. More Human by Interrogating Struggles in Community with Texts. Johnson Aeriale N.. pp. 416–21.
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38. Normalizing Struggle, Embracing Joy: Finding Strength in Our Stories. Flores Tracey T., Trautman Katie, Puente Cristina, Joseph Anit, Tran Cynthia. pp. 404–407.
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39. Normalizing Struggle in Teaching and Learning. Coppola Rick, Osorio Sandra L, Woodard Rebecca. pp. 351–52.
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40. Orienting Ourselves toward the Critical: Language Arts as a Gathering Ground for Critical
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41. Conversations in the Last Twenty Years. Diaz Amanda R.. pp. 442–47.
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42. Project-Based Learning: A Justice-Oriented Pathway for Meaningful Science and Literacy Integration. Ward Alessandra E., Manz Eve, Salgado Michelle. pp. 317–22.
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43. Reconditioning a New Linguistic Normal for Children’s Classrooms through Critical Translingual Literacies. Zapata Angie, Laman Tasha Tropp. pp. 245–53.
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44. Reflections on Normalizing Collective Struggle: Insights from Disability Studies. Collins Kathleen M., Scattergood Emma. pp. 400–403.
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45. Reimagining our Responsive Pedagogical Toolbox Lessons Learned from Online and Blended Learning. Caasi Erica, Dutro Elizabeth, Simpson Tracy, Torres Francisco, Venet ALex Shevrin. pp. 59–62.
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46. “See, That’s me. I’m Proud”: Manifestations of a Humanizing and Culturally Sustaining Writing Pedagogy for Young Writers. Flint Amy Seely. pp. 83–95.
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47. Stories of Our Elders: Creating an Online Space to Safeguard Our Stories and Response to AntiAsian Xenophobia. Mehta Mohit, Pandy Leila Grace. pp. 63–67.
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48. Storying Identity through Arts-Based Readerly Responses: Fourth-Grade Girls Represent Gender and Race. Angleton Christie, Zhao Xiaoying. pp. 110–21.
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49. Struggle Is a Gift: Gaining Perspective through Dialogue in a Seventh-grade ELA Class. Masterson Jessica E.. pp. 395–99.
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50. Struggles that Should Never Be Normalized: Politics, Policy, and the Prohibition of Thought. Kissel Brian. pp. 408–15.
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51. Struggling Learners: Reflections on Reclaiming a Good Word Gone Bad. Smith Patrick. pp. 144–48.
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52. Supporting Science Literacies. Woodard Rebecca, Coppola Rick, Osorio Sandra L. pp. 267–68.
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53. Supporting the Work of Collaborative Multimodal Composition. Scane Clare Donovan. pp. 47–49.
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54. Teaching into Trajectories: NCTE’s 2022 Outstanding Elementary Educator in the English Language Arts. Mapes Noelle, Price- Dennis Detra, Flores Tracey T.. pp. 161–67.
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55. The 2022 Notable Children’s Books in the English Language Arts. Will Kathryn, Ahiyya Vera, Andrus Patrick, Harrison Dorian, Henderson Laretta, Schall Janine M., Wilson Fran. pp. 307–16.
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56. The Centennial Volume of Language Arts. Woodard Rebecca, Coppola Rick, Osorio Sandra L. pp. 5–7.
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57. The Extraordinary Ordinary in Trauma-Responsive Literacies toward Justice. Dutro Elizabeth, Caasi Erica. pp. 467–71.
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58. Third Graders Collaboratively Writing Online Interacting in Multiple Modes, across Multiple Spaces to Build a Tale and Community. Shimizu Amanda Yoshiko, Santos Jill Sylvia. pp. 35–46.
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59. “’Together’ Means I Am Not the Only One”: Educators Reclaiming Interdependence in Early Literacy through Narratives of Struggle. Beneke Maggie R., Machado Emily, Taitingfong Jordan, Dhoot Santasha, Nagarajan Janaki, Rupert Megan. pp. 365–77.
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60. Tracing Discourse across a Century of Language Arts. Rainey Emily C., Storm Scott. pp. 431–41.
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61. Weaving Engaging Texts and Authentic Experiences to Energize Scientific Inquiry. Scane Clare Donovan. pp. 295–97.
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62. “What did you learn? “Emergent Bilingual Students Write Their Understanding about Sinking and Floating. Suárez Enrique, Sousa Kathryn. pp. 323–28.
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63. What Will You Do? Lessons Learned alongside Young Children during a Pandemic. Johnson Aerial N.. pp. 68–72.
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64. Will Neurodivergent Teachers and Students Ever Unmask?O’Connor Cait. pp. 383–87.
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