Inspired by the National Writing Project a university writing center’s staff writing group addresses needs created by the pandemic.

A doctoral student and a high school teacher partnered to design a student-centered unit that positioned students to learn from each other.

Two educators discussed speculative young adult literature with preservice teachers to promote social justice.

Tiffany A. DeJaynes reviews a book that invites teachers to reimagine themselves as gatherers of guests and as hosts of learning experiences.

Two teacher-researchers investigated students’ interactions with texts when they used up/down/both/why—a continuum of positive and negative feelings—as a reader response strategy.

Critically reflecting on their To Kill a Mockingbird unit helped two teachers rethink their instructional approaches to the novel.

A subset of educators who coauthored NCTE’s “Guidelines for Affirming Gender Diversity through ELA Curriculum and Pedagogy” consider the implications for classroom practice.

Contemporary adaptations of hamlet offer the opportunity to reset Shakespeare’s characters and themes in contemporary contexts.

A teacher advocates for a classroom that values human relationships and the writing process over grades and authority.

Six educators in Iowa reflected on the passage of a state bill that they fear limits their capacity to engage students in important discussions of topics considered controversial.

In a wide-ranging Zoom discussion a group of young adult literature authors contemplated the priorities for thinking about intellectual freedom and for talking about challenged books in the classroom.

Their knowledge of current events and their lived experiences prompted students to engage with Romeo and Juliet.

Reflecting on her experiences as a student and teacher who developed units focused on justice helped a teacher educator delineate three different kinds of justices

Published scholarship on two-year college writing programs began in 1990; has developed through two identifiable stages from descriptive to prescriptive; and is on the cusp of entering a third stage the ethical in which we must know and account for the potentially harmful effects of our writing programs.

This essay explores affordances and limitations of the disciplinary labels that two-year college teachers use to frame our work. Ultimately it argues that the term literacy studies best reflects the transdisciplinary work we do.

This roundtable discussion addresses issues of professionalism and disciplinarity at TYCs and constructs a vision of the TYC as the future hub of writing studies.

In this study I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (Vertovec 2007) I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead they must explicitly teach it to combat the zero point of English (Mignolo 2009). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.

Research has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class we explored how four emergent bilinguals collaborated to design produce and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish the interaction occurs mainly in English and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism.

For the final In Dialogue of our editorial term we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh Danielle Filipiak Tiffany Nyachae David Kirkland and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future including what collective priorities should be emphasized? We invited them to think together to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term we are hoping that this effort toward intergenerational collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.

A summer institute experience of writing to a prompt and then reading her writing aloud to colleagues inspired a teacher to begin a daily writing practice and later to create an Essay-a-Day project with her students.

Reading the work of other poets and sharing drafts of her poems helped an early career teacher reflect on what she has learned about teaching poetry.

In this essay two English language arts teacher educators reflect on their efforts to live out a queer anti-oppressive pedagogy and explore tensions in navigating emotionality and discomfort.

This Instructional Note elaborates on a definition of a decolonized classroom as one that champions Indigenous epistemologies connects students to community events and organizations beyond the college and unsettles dominant perceptions of a college education as strictly for capitalistic advancement.

This article explores how we eliminated—without lowering student success rates—our developmental writing and reading courses (three to seven noncredit hours) and shifted to an all-inclusive no-placement-necessary integrated reading and writing course for first-year comp.

This article offers preliminary findings from a research study tracing the transitions of eight instructors in their first year of teaching English at two-year colleges. We report findings related to preparation position responsibilities and mentoring.

With funding from the American Educational Research Association (AERA) Marva Cappello Jennifer D. Turner and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton Darielle Blevins Justin Coles Autumn A. Griffin Stephanie P. Jones Alicia Rusoja Amy Stornaiuolo Claudine Taaffe Tran Templeton Vivek Vellanki and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see Figure 1) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (Lyiscott et al. 2021) we share our ideas through images and text reflecting on how critical visual and multimodal methodologies facilitate access equity and hope in education and educational research.

Drawing on critical theories of labor and commodification this qualitative embedded case study explores how students experience alienation and intimacy in the work of writing for an English language arts class. Analysis of fieldnotes from 30 observations student writing products and reflective interviews with focal students and the teacher illuminated the meaningful assemblages where conditions of intimacy permeated instruction. Two practices supported intimacy in working conditions: knowledge about writing built through a collective process of noticing and open-ended work time characterized by “managed nonmanagement” (Tsing 2015 p. 176) or calculated flexibility in rules and expectations. Findings illustrate how a literacy practice might contribute to students’ experience of alienation or intimacy (or both) while writing depending on conditions of industrialization and commodification. Even as the teacher strove to deindustrialize work commodification through grades and standardized assessments heightened alienation in the writing environment. The study provides an example of an educational context governed by an industrial system of assessment where local actors (the teacher and students) disrupted alienation by working in smaller scales and more closely with texts.