Daily Readings

Orientation — Saturday, June 8 (Penn GSE Room 251)

Who are we? What are we bringing? What’s bringing us?

Key Readings

• Nieto, S. (2003). T eaching as autobiography. In What keeps teachers going?. Teachers College Press., 22-23.

Day 1 — Monday, June 17 (INHP)

What are our literacy roots/routes?

Key Readings

• Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapters 1-3]

• Sealey-Ruiz, Y. (2021) The Racial Literacy Development Model [Image].

• Wheatley, M.J. (2002). Turning to one another: Simple conversations to restore hope to the future. San Francisco: Berrett-Koehler Publishers.

Additional Readings

• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.

Day 2 — Wednesday, June 18 (INHP)

What is inquiry? How do we use writing to build an inquiry community?

Key Readings

•  Muhammad, G., (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. New York, NY, Scholastic. [Chapter 4]

• Lytle, S.L. (2008). At last: Practitioner inquiry and the practice of teaching: Some thoughts on "Better. " Research in the Teaching of English, 42(3), 373-379.

• Lytle, S. (2006). The literacies of teaching urban adolescents in these times. In Reconceptualizing the Literacies in Adolescents' Lives. Taylor & Francis Group, 257-268.

• Lytle, S. L., Portnoy, D., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1), 23–42.

Additional Readings

• Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.

•  NWP In Person: Susan Lytle. (2010). National Writing Project. https://youtu.be/2H0AFtUreDA?si=np58_CSd50_dXX2F (online only)

Day 3 — Thursday, June 20 (INHP)

What does it meam to teach in Philadelphia in these times?

Key Readings

• Muhammad, G., (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. New York, NY, Scholastic. . [Chapter 5]

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black women leaders. Arch Street Press. [Background & Interviews]

• Pitts, J. (2020, May 15). T eaching as activism, teaching as care. Teaching Tolerance.

• Garcia, A., & O'Donnell-Allen, C. (2015). Introduction: What it means to pose, wobble, and flow. In Pose, wobble, flow: A culturally proactive approach to literacy instruction (1-15). T eachers College Press.

• Reed, S. (2013). A teacher activist’s response to schools closing. PennGSE Perspectives on Urban Education, 10(1).

• Puntel, C. & Rosser, B. (2020). Letters to Each Other: PhilWP T eacher Consultants explore digital discourse in these times…. PhilWP Blog. (online only)

Additional Readings

• Rivera-Amezola, R. (2020). Preservation and education: T eacher inquiry and the “family and community stories” project. Language Arts, 97(5), 324-329.

• Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 313-318.

Day 4 — Friday, June 21 (Remote)

What does a critical literacy classroom look like in the age of A.I.?

Key Readings

• Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 6]

• Baldwin, J. (2008). A talk to teachers. Teachers College Record, 110(14), 17-20.

• Buolamwini, J. (2023). Unmasking AI:My mission to protect what is human in a world of machines. New York, NY: Random House. [Chapter 13]

• Perry, T.B., Williams, K. and Thomas, J. (2021) Urban young adolescent Black girls' digital media practices: Humanizing the digital experience. In Price-Dennis, D. & Muhammad, G.E. (Eds.) Black girls' literacies:Transforming lives and literacy practices, 181-199. New York, NY: Routledge.

• Price-Dennis, D. and Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital spaces. New York: Teachers College Press. 20-34, 78-82.

• Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum. 37-51. Routledge.

Additional Readings

• Buolamwini, J. (2018, June 28). AI, Ain't I A Woman? - Joy Buolamwini. YouTube. https://youtu.be/QxuyfWoVV98?si=zvg58OLOG_2i9yoK (online only)

•  Ferlazzo, L., Vogelsinger, B., Parnaby, G., & Wilson, T. J. (2023, January 3). ChatGPT: Teachers weigh in on how to manage the new AI chatbot. Education Week. https://www-edweek-org.proxy.library.upenn.edu/teaching-learning/opinion-chatgpt-teachers-weigh-in-on-how-to-manage-the-new-ai-chatbot/2023/01 (online only)

• Hannah-Jones, N. (2023). Episode 1: Democracy. The 1619 Project. Hulu. https://www.hulu.com/series/the-1619-project-7ba3407a-299c-4a10-8310-bbcdd6ab4653 

• Stornaiuolo, A., Higgs, J. Jawale, O. & Martin, R.H. (2024). Digital writing with AI platforms: The role of fun with/in generative AI. English teaching: Practice and critique, 23(1).

Supplemental Readings

➢ Kantayya, S. (Director). (2020). Coded Bias. [Film]. 7th Empire Media.

➢ Reed, S. (2022). Black Wall Street Love Letters. The Power of Digital Discourse… | by

Reed aka Samuel Reed Elanur Eroglu| Medium and. NWP Write Now.

https://writenow.nwp.org/black-wall-street-love-letters-62e0fd127dbf (online only)

➢ Urrea, A. (2022). TEDx T alk. Yolanda Sealey-Ruiz

https://www.yolandasealeyruiz.com/general-clean (online only)

➢ Rosser, et al. (in review) “Digital discourse for what? Pursuing deeper purposes in English classrooms. English Journal.

Day 5 — Monday, June 24 (Remote)

How can multiple literacies be leveraged to give us a deeper, more nuanced understanding of histories?

Key Readings

• Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 1]

• Style, E. (1988). Curriculum As Window and Mirror. National SEED Project.

• Erdrich. H.E. (2008). National monuments. East Lansing, MI: Michigan University Press.

• Facing History and Ourselves. (n.d.) Holocaust and Human Behavior. Loewen, J.

• Loewen, J. "Correct(ed): Confederate public history" in Delpit, L., ed. Teaching when the world is on fire: Authentic classroom advice, from climate justice to Black Lives Matter. New York: The New Press. 2019. p. 226-228.

• The Clarice Smith National T eacher Institute. (2013). Visual literacy handouts. Smithsonian American Art Museum, July 8-12.

Additional Readings

• Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3).

• Mural Arts Philadelphia. (n.d.). Art across the incredible canvases of Philadelphia. https://www.muralarts.org/artworks/ (online only)

• Philadelphia Writing Project: Supporting Civically Engaged Argument Writing with Primary Sources. (2023). PhilWP .org. https://tps.philwp.org/collections/monuments (online only)

Supplemental Readings

➢ Harvard Graduate School of Education. (n.d.) Project Zero’s thinking routine toolbox. https://pz.harvard.edu/thinking-routines (online only)

Day 6 — Tuesday, June 25 (AAI)

How do we use literacies to engage, interrogate, and appreciate multiple perspectives?

Key Readings

• Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 7]

• Graff, G., & Birkenstein. (2021). They say, I say: The moves that matter in academic writing. 5th ed. W. W. Norton. [Chapters 1-3]

• Browne, S., & Madden, M. (2020). Life Histories Center Performance as Response to Text. LEARNing Landscapes, 13(1), 87-96.

Additional Readings

• Yee, M. (2012). The Movement. Historical Society of Pennsylvania.

• Highsmith, C. M., photographer. (2019) This "History of Chinatown" mural, by four artists "Arturo Ho, Giz, N. Phung, and H. Tran" covers a building wall on the upper edge of the Chinatown neighborhood in Philadelphia, Pennsylvania. Pennsylvania United States Philadelphia, 2019-04-07. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2019689264/  (online only)

• Historic American Buildings Survey, C. (1933) Chinatown YMCA, 125 North Tenth Street, Philadelphia, Philadelphia County, PA. Pennsylvania Philadelphia County Philadelphia, 1933. Documentation Compiled After. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/pa1151/. online only)

• Alvarez, A. A., & Mikati, M. (2023, February 7). Philly's Chinatown has been fighting for its existence for decades. These women have led those fights. The Philadelphia Inquirer. Retrieved from https://www.inquirer.com/news/philadelphia/chinatown-women-activism-leaders-20230207.html (online only)

• Chen, N., & Delafosse, M. (2023, January 23). Corporate developers target Philly's Chinatown for destruction with new arena – Liberation News. Liberation News. Retrieved from https://www.liberationnews.org/corporate-developers-target-phillys-chinatown-for-destruction-with-new-arena/  (online only)

• Save Chinatown | API PA. (n.d.). Asian Pacific Islander Political Alliance. Retrieved ffrom https://apipennsylvania.org/chinatown/ (online only)

• Mikati, M. (2022, December 29). Community organizing strategies residents of Philadelphia's Chinatown uses to fight big development. The Philadelphia Inquirer. Retrieved from https://www.inquirer.com/news/inq2/community-organizing-strategies-chinatown-philadelphia-development-sixers-arena-20230102.html (online only)

Day 7 — Wednesday, June 26 (TCGM)

What is the role of love in teaching and learning?

Key Readings

• Muhammad, G.,(2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 3]

• hooks, b. (2018). All about love: new visions. HarperCollins, 1-14.

• Muhammad, G., & Haddix, M. (2016). Centering Black Girls' Literacies: A Review of Literature on the Multiple Ways of Knowing. English Education, 48(4, SPECIAL ISSUE: Black Girls' Literacies), 299-336. SPECIAL ISSUE: Black Girls' Literacies

Additional Readings

• Himley, M., & Carini, P . (2000). From another angle : children's strengths and school standards: the Prospect Center's descriptive review of the child., 41-42.

• Marshall, Paule. “From the Poets in the Kitchen. ”Callaloo, no. 18, 1983, 22–30. JSTOR.

Supplemental

➢ Sealey-Ruiz, Y. (2022). Truth, Love, & Racial Literacy | Yolanda Sealey-Ruiz | TEDxPenn.  YouTube.com. https://youtu.be/-V_GdpVR6NI?si=5zHvIciDeMma8C7x (online only)

➢ Medina, N., & File, N. (2023). 'As Black girls, we have to maintain a sisterhood': How a literacy project encourages girls to love themselves. Philadelphia Inquirer. Retrieved from https://www.inquirer.com/news/black-girl-literacies-project-penn-bell-hooks-education20230209.htmlquery=black%20girl%20literacies  (online only)

Day 8 — Thursday, June 27 (The Weitzman)

How do we embrace the rich and diverse language and discourse in Philadelphia and beyond? 

What has happened to language in Philadelphia over time?

Key Readings

• Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapters 4-5]

• Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press. [Chapter 3  and Chapter 5]

Additional Readings

• Asante, M. (2013). Buck: A memoir (First edition.). New York: Spiegel & Grau, 4.

• Baker-Bell, A. (2020). Linguistic Justice. Routledge, 2020. [Chapter 1]

• Hudes, Q. A. (2021). My broken language: A memoir. First edition. New York: One World, 178-181.

Supplemental Readings

➢ Anzaldua, G. (1987). How to T ame a Wild T ongue. In Borderlands La Frontera: The New Mestiza. San Francisco: Aunt Lute Books, 33-45.

➢ Yoon, H.S. (2019). Playful Literacies, Creativity, and Multilingual Practices. The Reading Teacher, 72(5), 551–557.

➢ Eagle Shield, A. (2020). Naǧí Uŋkíčhopi (Calling Our Spirits Back) Through Language and Culture From Očhéthi Šakówiŋ and Beyond. In D. Paris, R. Paris, & T. San Pedro (Eds.), Education in Movement Spaces: Standing Rock to Chicago Freedom Square. T aylor & Francis Group.

➢ Garza, C. L. (1991). A piece of my heart = Pedacito de mi corazón : the art of Carmen Lomas Garza. New Press.

➢ Watson, D. (2011). What Do Y ou Mean When Y ou Say Urban? Rethinking Schools.

➢ Translanguaging across Literacies. (2024, March). YouTube.com. https://youtu.be/fZNewaQ4qZo?si=chmmj0BqsCpdx7Ht (online only)

Day 9 — Friday, June 28 (UPenn - Van Pelt Library)

How do we center joy in our curricula and classrooms?

Key Readings

• Muhammad, G., (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 2]

• Christensen, L. (2009). T eaching for Joy and Justice: Re-imagining the Language Arts Classroom. Rethinking Schools Publication, 1-13.

Additional Readings

• Cunningham, K. E., & Enriquez, G. (2022). Planning for book joy: Reconceptualizing power in literacy instruction. Language Arts, 99(3), 192-194.

Supplemental

➢ Inquiring Minds Podcast: Written Literacies & Joy. (2023, April). YouTube.com. https://youtu.be/B-R4xP8Ti6U?si=hjYHT7JZJtQ5tETI (online only)

➢ Wohlwend, K., et al. (2022). W&L SIG Podcast : Play Literacies. YouTube. Retrieved  from https://youtu.be/jq6Jskm0kWc?si=1k16wlijEtcx7XUV (online only)

➢ Gray, K., Aguilera, E., & Wargo, J. (2021). Gaming & Literacies. YouTube. https://youtu.be/wirHIrIqmSA?si=XbGwPDOLUfkX5e_f (online only)