Katharine Covino – författare

While censorship has long been a reality for English teachers, the current censorship crisis represents a material change. This censorship is driven by politics, specifically Christian nationalism and related right-wing ideologies, and often is supported and upheld by local policies and statewide legislation. It is focused on large-scale book challenges, resulting in thousands of book bans a year. The current censorship trend also includes public condemnation of teachers and librarians through school board meetings and social media.This volume, the first of two, shares original research on the upsurge of censorship that has overtaken the English language arts classroom, beginning in 2020. The articles in this volume feature research that examines censorship from a variety of angles, and provide insight into:A national survey of English teachers that found that while a minority of teachers experienced direct censorship, a vast majority of teachers are concerned about potential censorship and make book selections based on that well-founded fear.Research based on interviews with middle-school teachers about their book selections, which found that while most feel well-prepared to select high-quality children’s literature, they also feel constrained in their choices by both internal and external forces.Open-ended survey responses and storytelling to examine how teachers “worked around” restrictive curricular policies specific to the 1619 Project.The intersection of restrictive state legislation and policies, the reasons for book challenges, and the rhetoric around critical race theory and diversity, equity, and inclusion using critical policy analysis.Actions, steps, and policy strategies that teachers and administrators can use to prepare for and respond to book challenges.NCTE has long been an outspoken opponent of censorship. This support for books, reading, and teacher expertise continues through today via the Students’ Right to Read, the Committee Against Censorship, and the Intellectual Freedom Award. In a time of increasing censorship and attacks on diversity, equity, and inclusion, this series and this volume serve as timely tools for helping to navigate this challenging landscape.

Kids learn about the super awesome powers of their phones—and how to use them safely.Phones are super fun, really convenient, and amazingly useful tools! But when kids and smartphones are together, problems can pop up. This award-winning book offers fun and straight-to-the-point advice for kids who have phones and parents who want to keep phone trouble at bay. Kids need to know about the screen-related cyberbullying, neurological changes, and sleep problems that come with having a phone—before it becomes an issue. You Got a Phone! (Now Read This Book) features a humorous yet supportive tone and hilarious illustrations that draw readers in and keep them engaged. Kids can do awesome things with their phones, and this book shows them how. Starting with six basic phone rules to help keep kids safe online with a healthy life balance, You Got a Phone! (Now Read This Book) also includes information on: How to avoid muddled misunderstandingsBullying, cyberbullying, and phone-y meannessSafely posting and sharing photos online and how to avoid phone-related stress or anxietyAt the end of each chapter, You Got a Phone! (Now Read This Book) provides kids with additional tips and information for smart and safe phone use, making this timely addition to the popular Laugh & LearnⓇ series the perfect book for any kid with a new phone.Laugh & Learn SeriesSelf-help, kid-style! Realistic topics, practical advice, silly jokes, fun illustrations, and a kid-centric point of view all add up to one of the most popular series that young people turn to for help with school, families, siblings, and more. Kids ages eight to thirteen can tote these pocket-size guides anywhere and learn to slash stress, give cliques and rude people the boot, get organized, behave becomingly, and in general hugely boost their coping skills.

Critical literacy research has highlighted the complexities associated with integrating critical literacy theory with classroom practice, recognizing the intersection between critical literacy and culturally sustaining pedagogies, and the resistance faced by educators as they create spaces for courageous conversations, critical engagement with text, and progressive text creation. Although the complexities of moving from theory to practice are more understood than they previously were, how educators navigate the inherent tensions of fostering and sustaining a critical practice is less clear. This volume defines ‘educator’ as a PreK-12 classroom teacher, or as a teacher educator whose work is predominantly associated with university-based teacher education. Their roles and responsibilities are diverse. Through an unpacking of the curricula, courses, programs, and professional learning spaces in which educators operate, this edited volume seeks to answer these questions:How do educators develop a critical practice of their own? How do educators navigate areas of resistance? How do educators sustain their practice in the face of resistance? How do educators address concerns of parents, colleagues, administrators, and stakeholders ? How do educators link social justice issues to critical literacy/critical pedagogy?