Reading in the Writing Classroom: Culturally Sustaining, Practical, and Metacognitive Practices to Center and Activate Student Engagement and Agency
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speaker(s) | Tesla Schaeffer | Stanford University → Stanford University | Mining Reading: A Theory of Reading for Conversation |
| Speaker(s) | Lisa Swan | Stanford University → Stanford University | Mining Reading: A Theory of Reading for Conversation |
| Speaker(s) | Kofi J Adisa | Howard Community College → Howard Community College two-year | Unpacking Critical Ideas for FYW Students Using Two Reading Strategies |
| Speaker(s) | Barrie McGee | Reading Strategy Application for Culturally Sustaining Writing Practices: Applying Integrated Reading and Writing to Racial Literacy in First-Year Writing | |
| Speaker(s) | Emily Suh | Texas State University → Texas State University | Reading Strategy Application for Culturally Sustaining Writing Practices: Applying Integrated Reading and Writing to Racial Literacy in First-Year Writing |
Presentations in this panel
- Mining Reading: A Theory of Reading for Conversation
- Reading Strategy Application for Culturally Sustaining Writing Practices: Applying Integrated Reading and Writing to Racial Literacy in First-Year Writing
- Unpacking Critical Ideas for FYW Students Using Two Reading Strategies
Source
NCTE's program. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Reading in the Writing Classroom: Culturally Sustaining, Practical, and Metacognitive Practices to Center and Activate Student Engagement and Agency.” 2024 Convention Program, Spokane, session A.27. Via CCCC Program Reader, November 3, 2026.