Summer Institutes, July 2022
The NH Summer Literacy Institutes consist of graduate level courses offered for one week (2.0 credits) or one week plus additional remote learning (3.0 credits), as well as a non-credit workshop. This summer, we also have one course that is fully online.
For 2022, classes will be held from Tuesday, July 5th through Friday, July 22nd. Courses are held Monday through Friday from 8:15am-2:30pm, except for the first week this year, which is a four day week. Classes that first week will go until 3:30pm. The offerings this year are a mix of in-person, hybrid, and online. Please note that in addition to their in person week, all 3 credit courses will meet online after the class, this time TBD by the class and the faculty member.
Please note that registration for July 2022 is now closed.
Housing information can be found here. This year, rooms will be in Mills Hall, conveniently located near Hamilton Smith Hall and downtown Durham.
Week 1, July 5-8
ENGL 920.04, CRN 70924. 3 credits. July 5-8, 8:15am-3:30pm in person. There will be additional classes online, time TBD by the class.
Do you groan when you hear your writing students utter the words, “I like it the way it is” about their drafts? We all want our students to embrace revision, but perhaps it should be no surprise, this revision resistance. Revision is messy, challenging, and can feel threatening and frustrating for any writer. So how can we help our students – and ourselves – be more open to it?
In this course, we will explore the idea of revision not as a single stage in the writing process – a step right after “drafting” and just before “editing” – but as a mindset that’s present through every part of our writing. We will actively cultivate our own mindset stances – including metacognition, perspective-taking, flexible thinking, and risk-taking – as we draft and revise different pieces throughout our week. Chris will share practical approaches teachers can use to make revision engaging, meaningful, and fun for their students, at any level. Participants will develop practices they can weave into their classes’ minilessons and pre-writing, drafting, conferring, and sharing structures. Along the way, we’ll make some manageable but powerful shifts that can foster a writer’s mindset in our students and help them move beyond revision resistance.
Chris Hall is the author of The Writer’s Mindset and learns everyday about writing and revision alongside his language arts students at Oyster River Middle School in Durham, NH. Over the past twenty years, he has taught in urban, suburban, public, independent, and international schools, where he has helped young writers find authentic purpose, build community, and discover the power of their own words. Chris also served as a Heinemann Fellow, researching innovative writing practices within a cohort of dynamic educators from across the country.
ENGL 920.01, CRN 70912. 2 credits. July 5-8, 8:15am-3:30pm.
“I like coming to school because there is always something to look forward to.”
~ Kadi, 5th grader
Routines are what make a classroom run and what could be better than built-in celebrations that students not only look forward to, but plan for? A celebratory culture of movement, voice and choice engages us in laughter, pleasure and yes, even healing. Starting small, affirmations can take just a few minutes and may eventually lead up to larger events such as a more carefully planned Literary Tea inviting family and friends to join in community over books and words.
In this course we will read and write a variety of diverse short texts including young adult novels in verse, picture books, poetry, flash fiction and more. We will then bring these readings and writings to life through multi-modal expressions of the visual, linguistic, spatial, aural, and gestural to deepen comprehension, connection, collective creativity, and engagement. Some of these include:
Speed Date Share
LOUD Around the Room
“The role of a creative leader is not to have all the ideas; it’s to create a culture where everyone can have ideas and feel they’re valued." Sir Ken Robinson
*This course will run 4 days the week of July 4th and then meet again for one day later in the summer to share final celebrations together virtually.
Field Coordinator of the Writers’ Academy and the Learning through Teaching Programs, Tomasen M Carey is a Senior Lecturer in the English Department at the University of New Hampshire where she is the Field Coordinator of the Learning Through Teaching Program and Director of UNH Writers Academy for youth. She is the voice behind the blog, Conversation Education (https://conversationeducation.com/) where she shares resources, questions the current state of education, and reflects on her work and her own literary life.
Week 2, July 11-15
ENGL 922.04, CRN 70925. 2 credits. July 11-15, 8:15am-2:30pm in person.
While the reading of fiction is at the absolute center of the English/Language Arts, the writing of fiction usually fades out in middle school—if it lasts that long. Yet the desire to write fiction-- to create imagined worlds, characters, and conflicts--doesn’t die. In this short course, we will explore ways to open the door to fiction writing. We will try our hand at short fiction; we will interview teachers who bring fiction (even novel writing) into the classroom; and we’ll talk with students who are avid fiction writers. We’ll even show how fiction writing can support literary analysis.
Tom Newkirk is a Professor of English, Emeritus at the University of New Hampshire. In his career there he founded the New Hampshire Literacy Institute, the Learning Through Teaching Program, and the Writers Academy—in addition to directing the First-Year writing Program. He is the author of numerous books, articles, and the editor of collections on literacy teaching at all grade levels. His most recent book is Writing Unbound: How Fiction Transforms Student Writers (Heinemann, 2021). In his “retirement” he works as an editor for Heinemann, and for the past 10 years has served on the local school board.
ENGL 922.03, CRN 70920. 2 credits. July 11-15. 8:15am-2:30pm in person.
Imagine your favorite place in the world. What gives this place its magic? Perhaps it’s rural - a rocky beach on the coast of Maine or a mountain you climb each year. Perhaps it’s urban - a city park surrounded by towering skyscrapers or a historical site whose cobblestones transport you back in time. The local places we inhabit impact our understanding of the world and ourselves. Harnessing the power of place within the classroom inspires our students by connecting their learning to real, tangible, purposeful experiences.
In this course, we will explore public spaces as fuel for our writing, critically examining the stories that define places and the stories that get buried. We will engage with multimodal writing and making as we consider the ways places, too, are texts. We will investigate how other educators have engaged with place-based writing, and we will read, write, and make our own place-centered texts. As we get outside and write, we will be practicing and implementing activities and techniques that you will be able to implement in your own classroom.
Bethany Silva has spent the past 20 years writing inside and outside with children, young adults, and educators. As a Philadelphia Writing Project Teacher Consultant, she helped establish the National Writing Project/National Park Service partnership, where she ran summer writing camps at Independence National Historical Park and serves with a nationwide group of educators, writers, and National Park Rangers that hosts #WriteOut, a yearly online event where educators, students, and the public explore national parks and other public spaces to connect and learn through place-based writing and sharing. Dr. Silva is a Research Assistant Professor of Education and the Community Literacy Center Director at the University of New Hampshire. She has an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts.
July 13-15, 2022
Registration is now open!
Some comments from past teacher participants:
“Kabria’s and JerriAnne’s workshop allows teachers to explore local sites, stories, and literature. Most interesting to me were Kabria’s students’ digital compositions/documentary videos that tell local histories using archival images and materials. They show the amazing work that’s possible.”
“The most powerful piece for me was walking in the footsteps of those before us. It was a living history moment that was incredibly powerful.”
“Kabria is pure magic! Her examples of student’s archival work was powerful! I really think the workshop’s focus on living histories and archival work provides a concrete foundation that weall need to move forward with this tenuous work.”
Fascinating stories about the history of African Americans in New England are now at our fingertips thanks to the work of scholars, librarians, and nonprofit organizations. But how do we integrate these powerful stories into K-12 language arts classrooms? Come join us for this workshop where we tackle how best to bring these stories into our classrooms and schools.
This three-day workshop explores storytelling, literature, and social studies amid the expansion of digital archival collections to illustrate how teachers can successfully bring these narratives into their curriculum and classrooms. We ask two central questions:
- What are the stories of freedom that we ought to share?
- How can we use archival material to enrich our reading and analysis of literary texts written by writers of color?
This workshop will bring together teachers and cultural leaders who will share best practices on incorporating archival materials in teaching language arts and humanities. We'll go on a walking tour of the Black Heritage Trail of New Hampshire and visit the historical site of novelist Harriet E. Wilson, the first African American to publish a novel in North America. Along with these field trips, we’ll share how to analyze documents, from poems to petitions with your students; and we’ll study excerpts from African American texts such as Yaa Gyasi’s Homegoing and view documentaries like Shadows Fall North.
Scholarships are available as needed. Please email firstname.lastname@example.org if you're interested.
Required Readings: • Lisa Ze Winters, “Fiction and Slavery’s Archive: Memory, Agency, and Finding Home,” in Reviews in American History 46.2 (June 2018): 338-344. • Shadows Fall North. Directed by Brian Vawter. Durham: University of New Hampshire’s Center for the Humanities/Atlantic Media Productions, 2016. • Susanna Hargreaves, “A Memorial to a New Hampshire Mother and Author,” in New Hampshire Magazine, https://www.nhmagazine.com/the-memorial-to-a-new-hampshire-mother-and-author/.
Week 3, July 18-22
ENGL 920.03, CRN 70917. 3 credits. July 18-22, 8:15am-2:30pm ONLINE. There will be additional classes online, time TBD by the class.
Nawal is excited to teach a rich, multimodal summer course titled Stories from the Kitchen: Carving Unique Spaces for Student Voice, Choice, and Agency this summer.
Together as an educator community, we will explore all the ways families can build literacy skills with their everyday behaviors in meal making, passing down family recipes, and sharing of stories about their days at the kitchen table. We will cull and grapple with a variety of mentor texts for work around culturally nourishing stories that are multimodal, in exploration of poetry, passages from novels, picture books and song. Together we will honor multicultural backgrounds via text and composition that includes translanguaging, with hybrid genre texts like picture books about food that elucidates recipes and background on the communities of origin.
Throughout the process, educators will have the chance to dig into recent scholarship about indigenous education and ways of knowing, in addition to culturally relevant pedagogy that serves our students in engagement by consistently weaving pillars of choice, voice and agency throughout daily instruction and the fabric of our classrooms. Stories from the kitchen also exalts traditions of oral storytelling (think: podcasts and recordings!), propelling us into capstone projects that will be practical for immediate use in the classroom, while nourishing the rich diversity of the students in our care. Stories from the kitchen will nourish us as an educator community, too.
Nawal Qarooni is a Chicago-based educator and writer who works across education spaces to support a holistic model of literacy instruction. She and her team of coaches at NQC Literacy work with teachers and school leaders to grow a love of reading and composition in ways that exalt the whole child, their cultural capital and their intrinsic curiosities. The proud daughter of immigrants, mothering four young multiethnic kids shapes the way she understands education. She is a former international newspaper reporter and currently a contributing writer for We Need Diverse Books, in addition to the teaching blogs Choice Literacy and Two Writing Teachers. Nawal holds a bachelor's degree from the University of Michigan, a master's degree in newspaper, magazine and online journalism from Syracuse University's Newhouse School, and a master's degree from Brooklyn College via the NYC Teaching Fellows program. In her daily literacy coaching and school-based support, Nawal draws on her years as a middle grades classroom teacher and professional writer, as well as her love of photography and connection to nature. Among her projects include researching and designing a family literacy program for Chicago Public Schools and authoring a forthcoming book, slated to be published by Heinemann in 2023. You can find her reading aloud to her kids, biking around Chicago's Logan Square, or on Twitter @NQQCLiteracy. Learn more about her work at NQCLiteracy.com.
ENGL 920.02, CRN 70916. 2 credits. July 18-22, 8:15am-2:30pm in person.
The events of the last two years have changed school forever, making it hard to find inspiration for instructional decision-making in a profession we can barely recognize. We need time in community with other educators to rethink and reprioritize our approaches to literacy. Without a doubt, one of these priorities needs to be comprehension, a pursuit of understanding and meaning-making. There is power in the ability to make sense of texts and put our comprehension to use, yet our societal reliance on testing, our “testocracy” (Guinier) has hindered this opportunity for too long.
This course will be a time to collectively expand our tools, diversify practices that elicit comprehension, and design better learning experiences for children. This course will re-engage you personally, professionally, and intellectually as we explore meaning-making, how it helps us participate in our world, and how this translates to the classroom.
Co-construct fresh and inclusive definitions of text and reading
Explore ways to enhance and assess comprehension through multiple modalities
Experience the process of meaning-making as joyful discovery
Discuss the roles of metacognition, skills, and strategies to more clearly see their power— as well as their limitations—when making meaning
Embrace comprehension as not the ultimate goal, but as a catalyst for learning, transfer, and action
Jaclyn Karabinas is an energetic, creative educator who was a classroom teacher from 2001 until 2014. Since then, she has worked with educators around New England as a consultant and instructional coach who is passionate about mixing her skill sets from the worlds of educational technology integration, arts integration, and progressive literacy instruction. Jaclyn is dedicated to honing and applying lenses of antiracism and antibias into all aspects of education. She holds a Master’s Degree in Arts Integration in Curriculum & Instruction, is a Google for Education Certified Trainer, Heinemann Professional Development Lead Instructional Designer and Marketing Liaison, UNH Learning through Teaching adjunct, wife, and mother.
ENGL 922.01, CRN 70918. 3 credits. July 18-22, 8:15am-2:30pm in person. There will be additional classes online, time TBD by the class.
Pandemic schooling forced us to reconsider many of the “truths'' we held about teaching: when and where learning can happen, that students can only learn from a well-informed classroom teacher, and the notion that the meaning of a novel is fixed and absolute. This break from traditional schooling empowered us to disrupt our curriculum, authentically connect students to each other and their community, and turn their research into art, action, and awareness for social change.
In this generative course we will identify ways we can take our students’ learning beyond the four walls of our classrooms through slam poetry, disrupting whole-class novels, and promoting student-centered action-research. We will connect with a network of like-minded community members, specifically NH’s Racial Unity Team, and their Arts in Action project. Join us as we navigate how to amplify voices in our curriculum, encourage students to dive deep into real world issues, and share their own lived experiences.
Dennis Magliozzi and Kristina Peterson have been teaching English at Exeter High School since 2008. Kristina has a Masters in teaching from George Fox University and Dennis has an MFA in poetry and is currently enrolled in the Philosophy of Education program at UNH. They co-teach in UNH’s education department and the Writer’s Academy. They are co-founders of Bookshelf Diversity, a statewide grant project designed to get diverse books into the hands of NH students, and are Ambassadors for NH’s Racial Unity Team’s Art in Action project.
Week 4, July 25-27
July 25-27, 2022
$50 off all registrations paid for by March 15, 2022
Join long-time thought partners Kylene Beers, Chad Everett, Chris Crutcher, Penny Kittle, Bob Probst, and Linda Rief (plus surprise guests) as we discuss some of the most pressing issues in education today: engagement, equity, and social and emotional learning. We will use the practice of our own writing and reading to learn how students forge identities as confident and capable writers and readers. In particular, the focus will be on helping students who are disengaged from reading and writing.
Who Should Attend
Teachers, coaches, and administrators--this workshop is for you. The focus is on essential reading and writing strategies for students in grades 4–12. These strategies are critical for ELA/reading, social studies, science, and special education teachers, but all educators are welcome.
Your three days will be filled with large and small group learning and sharing. The days begin at 8:15 and end at 2:15. During that time you’ll be writing, reading, and sharing. A critical component of the institute is the writing you will do. Come prepared to focus on your own strengths as a writer so you can return to your school ready to write with your students. And if you aren’t yet sure what your strengths are, then come prepared to discover. You’ll also spend time learning how to help your students become engaged and critical readers of texts – both fiction and nonfiction.
This workshop is packed with learning that will energize you, engage you, and give you needed strategies to share with your students. New Hampshire is a beautiful place to be in the summer. It’s been a long few years; join your colleagues and the UNH Literacy Institute Team for a needed time of collaborative learning, growing, and re-imagining your teaching.
Penny Kittle is a teacher, author, and activist, determined to center joy in classrooms. She co-authored two books with Kelly Gallagher, 4 Essential Studies: Beliefs and Practices to Reclaim Student Agency and 180 Days. Penny also wrote Book Love; Write Beside Them; Inside Writing (coauthored with Donald H. Graves); The Greatest Catch, and Public Teaching. She co-edited a collection of Graves’ writing, Children Want to Write. Penny is an international literacy consultant and the president of the Book Love Foundation. A long-time high school ELA teacher and K-12 literacy coach, Penny currently teaches freshman English at Plymouth State University in New Hampshire.
Linda Rief is author and coeditor of several Heinemann titles, including: Whispering in the Wind: A Guide to Deeper Reading and Writing Through Poetry; The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students' Thinking and Writing; Inside the Writer’s-Reader’s Notebook; The Writer’s-Reader’s Notebook; Adolescent Literacy; Seeking Diversity; and 100 Quickwrites. She is also a national and international consultant on issues of adolescent literacy. Linda has been awarded NCTE’s Edwin A. Hoey Award for Outstanding Middle School Educator in the English/Language Arts and is the 2021 recipient of the NCTE Distinguished Service Award. For forty years, Linda taught 8th grade ELA at Oyster River Middle School in New Hampshire.
Chad Everett was born in Memphis, Tennessee, moved to Mississippi at age five, and has lived in The Magnolia State ever since. He likes to spend as much time as possible on a lake with a fishing pole in his hand or speeding around a golf course. He received his Bachelor’s in Paralegal Studies from the University of Memphis with intentions of attending law school; however, he spent a year supporting teachers with technology integration and was forever changed. He went back to school to obtain his teaching certification and taught middle school English. The perpetual student, he later returned to school one more time and received his Master’s in Educational Leadership and Supervision from the University of Southern Mississippi. Chad has served as a technology integrationist, English teacher, curriculum coach, assistant principal, and campus president for a network of charter schools. He brings all of this experience to his current role as Chief Instructional Officer for ImagineLIT. Chad lives with his wife and Labradoodle, Louie. When he isn’t roaming the halls, he can be found roaming the sidelines coaching basketball or writing about teaching and life at imaginelit.com.
Chris Crutcher is the author of several short story collections, an autobiography, and many award-winning young adult books. Before he turned to writing, he taught school in Washington and California and acted as director of an Oakland alternative school for nearly a decade. He has served for 25 years as a child and family therapist. A popular Voices from the Middle columnist for several years and recent contributor to the Huffington Post, Crutcher has been awarded the NCTE’s National Intellectual Freedom Award, the ALAN Award, and the ALA’s Margaret A. Edwards Lifetime Achievement Award, among others.
Bob Probst, Professor Emeritus of English Education at Georgia State University, has spent most of his career working on the teaching of literature and reading. He is the author of Response and Analysis; coeditor with Linda Rief and Kylene Beers of Adolescent Literacy: Turning Promise into Practice; and co-author, with Kylene Beers, of Forged by Reading, Disrupting Thinking, Reading Nonfiction, and Notice and Note. He has presented frequently at conventions, both national and international, and has served the National Council of Teachers of English in various roles, including membership on the Commission on Reading, on the Board of Directors of the Conference on English Leadership, and as column editor for Voices in the Middle. He is a recipient of the Exemplary Leadership Award awarded by NCTE’s Conference on English Leadership.
Kylene Beers, a former middle school teacher, is the bestselling author or co-author (with Bob Probst) of numerous books including When Kids Can’t Read/What Teachers Can Do, Notice and Note: Strategies for Close Reading, Reading Nonfiction, Disrupting Thinking, and Forged by Reading. Kylene is an international consultant on literacy issues, a past president of the National Council of Teachers of English, and has served as an advisor to the National Governor’s Association Education Committee. She is a recipient of the NCTE Halle Award for Outstanding Middle Level Educator and the Exemplary Leadership Award awarded by NCTE’s Conference on English Leadership.