Keynote with听Tricia Ebarvia
Session details forthcoming.
A cofounder of #DisruptTexts and cofounder/director of the Institute for Racial Equity in Literacy (IREL), Tricia Ebarvia听advocates for听literacy instruction rooted in equity and liberation through critical literacy. Drawing on more than 20 years of classroom experience, Tricia works with educators across the country on developing curriculum and instruction. She is currently the Director of Diversity, Equity, and Inclusion听补迟听a preschool鈥�8听independent school in Philadelphia. Previously, Tricia听served as English department chairperson at a large public high school,听where she taught courses in American literature,听w辞谤濒诲听literature, AP Language, and AP Literature, among others. A National Writing Project teacher consultant, Tricia was the recipient of the 2021 Divergent Award for Excellence in Literacy Advocacy, as well as the 起点传媒High School Teacher of Excellence听Award. The daughter of Filipino immigrants, Tricia writes about teaching, literacy, and justice. Her work has been featured in various听academic journals听and other publications, and she is the author of a professional book on antibias literacy instruction entitled听Get Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers.听
The Power of AND: Moving听beyond Pendulum Swings in Literacy Leadership
This keynote explores the complex landscape literacy leaders are navigating today鈥攍egislative mandates on literacy instruction and curricula, headlines about declining literacy rates, vendors offering 鈥渜uick鈥� solutions for a price, and educators feeling overwhelmed as they strive to meet students鈥� needs while staying connected to the inherent joy of teaching.
While this context can feel discouraging, it is also filled with real possibility and promise. Grounded in research and culturally sustaining approaches, this keynote invites literacy leaders to embrace the power of 鈥淎ND鈥� thinking and move beyond the exhausting pendulum swings that have long characterized literacy debates.
We need structured literacy AND opportunities for students to explore a wide range of texts; explicit instruction that strengthens adolescent literacy AND inquiry-based approaches that empower young people to solve meaningful problems in their communities and the world; shared visions for improving literacy across systems AND space for local context and professional judgment.
This keynote invites literacy leaders to rethink false dichotomies, reclaim professional agency, and imagine more expansive pathways for literacy teaching and learning.
Jenelle Williams is a听literacy听consultant at Oakland Schools, an intermediate school district supporting 28 districts in Oakland County, Michigan. She joined the organization in 2017 following 18 years of experience in public schools at the elementary, middle, and high school levels. She has served as a classroom teacher, International Baccalaureate听(IB)听Middle Years听Programme听coordinator, IB听educator and听examiner, and adjunct professor. Jenelle recently stepped into the position of coeditor of the听Michigan Reading Journal. She holds an Education Specialist in Leadership听degree听and a master鈥檚 degree听in听reading and听language听arts. Jenelle works with teachers, building leaders, and central office administrators throughout Michigan as听co-chair of the statewide Disciplinary Literacy Task Force.听