The 2018-19 Syllabus

Literacy, Equity + Remarkable Notes = LEARN
A Marginal Syllabus, October 2018-June 2019

The 2018-19 syllabus titled “Literacy, Equity + Remarkable Notes = LEARN” has been announced and can also be accessed here.

Literacy, Equity + Remarkable Notes = LEARN is a collaborative project of the National Writing Project (NWP), National Council of Teachers of English (NCTE), and Marginal Syllabus which invites both K-12 and post-secondary educators to a year of social reading, collaborative web annotation, and public conversation.

Marginal Syllabus partners include a range of authors, educators, scholars, and learners alike alongside a publisher, NCTE, to engage in curated social reading and writing opportunities that explore the intersections of literacy and equity. As a marginal syllabus comprised of eight texts, we seek to surface a range of remarkable notes in the margins of these text, while also centering our focus on topics and scholarship that often are on the margins of teaching and learning. This syllabus has been collaboratively organized by its partners and all 19 partner authors have agreed to have their scholarship publicly annotated by participating educators.

Dates Article for Annotation Conversation
(Note: links to articles will be available here when event begins)
Related Events
Oct 29 Electing to Heal: Trauma, Healing, and Politics in Classrooms

Partner authors: Antero Garcia and Elizabeth Dutro

Journal: English Education

Garcia, A., & Dutro, E. (2018). Electing to Heal: Trauma, Healing, and Politics in Classrooms. English Education, 50(4), 375-383.

Oct 30: Author discussion @ CLTV

NCTE 2018 Conference:

Hallway conversations and “liminal” annotations (Saturday, 11/17)

Presentation: The Marginal Syllabus: Educators Annotating the Web as Professional Development about Educational Equity (Sunday, 11/18, 10:30 – 11:45a)

Dec 3 What’s Radical about Youth Writing?: Seeing and Honoring Youth Writers and Their Literacies

Partner author: Marcelle M. Haddix

Journal: Voices From the Middle

Haddix, M. M. (2018). What’s Radical about Youth Writing?: Seeing and Honoring Youth Writers and Their Literacies. Voices From the Middle, 25(3), 8-12.

Dec 4: Author discussion @ CLTV
Jan 7 Generative Principles for Professional Learning for Equity-Oriented Urban English Teachers

Partner authors: Allison Skerrett, Amber Warrington, and Thea Williamson

Journal: English Education

Skerrett, A., Warrington, A., & Williamson, T. (2018). Generative principles for professional learning for equity-oriented urban English teachers. English Education, 50(2), 116-146.

Jan 8: Author discussion @ CLTV
Feb 4 When School Is Not Enough: Understanding the Lives and Literacies of Black Youth

Partner authors: Valerie Kinloch, Tanja Burkhard, and Carlotta Penn

Journal: Research in the Teaching of English

Kinloch, V., Burkhard, T., & Penn, C. (2017). When School Is Not Enough: Understanding the Lives and Literacies of Black Youth. Research in the Teaching of English, 52(1), 34-54.

Feb 5: Author discussion @ CLTV
March 4 Critical Indigenous Literacies: Selecting and Using Children’s Books about Indigenous Peoples

Partner author: Debbie Reese

Journal: Language Arts

Reese, D. (2018). Critical Indigenous Literacies: Selecting and Using Children’s Books about Indigenous Peoples. Language Arts, 95(6), 389-393.

March 5: Author discussion @ CLTV
April 1 Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice

Partner authors: Andrea Vaughan, Rebecca Woodard, Nathan C. Phillips, and Kara Taylor

Journal: Voices From the Middle

Vaughan, A., Woodard, R., Phillips, N. C., & Taylor, K. (2018). Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice. Voices From the Middle, 25(3), 26-29.

April 2: Author discussion @ CLTV
May 6 “We Are Not Dirt”: Freirean Counternarratives and Rhetorical Literacies for Student Voice in Schooling

Partner authors: Everardo Pedraza and R. Joseph Rodríguez

Journal: English Journal

Pedraza, E., & Rodríguez, R. J. (2018). “We Are Not Dirt”: Freirean Counternarratives and Rhetorical Literacies for Student Voice in Schooling. English Journal, 107, 75-81.

May 7: Author discussion @ CLTV
June 3 Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance

Partner authors: Jemimah L. Young, Marquita D. Foster, and Dorothy Hines

Journal: English Journal

Young, J. L., Foster, M. D., & Hines, D. E. (2018). Even Cinderella Is White:(Re) Centering Black Girls’ Voices as Literacies of Resistance. English Journal, 107(6), 102-108.

June 4: Author discussion @ CLTV