Keynote with Tricia Ebarvia
Session details forthcoming.
A cofounder of #DisruptTexts and cofounder/director of the Institute for Racial Equity in Literacy (IREL), Tricia Ebarvia advocates for literacy instruction rooted in equity and liberation through critical literacy. Drawing on more than 20 years of classroom experience, Tricia works with educators across the country on developing curriculum and instruction. She is currently the Director of Diversity, Equity, and Inclusion at a preschool–8 independent school in Philadelphia. Previously, Tricia served as English department chairperson at a large public high school, where she taught courses in American literature, world literature, AP Language, and AP Literature, among others. A National Writing Project teacher consultant, Tricia was the recipient of the 2021 Divergent Award for Excellence in Literacy Advocacy, as well as the NCTE High School Teacher of Excellence Award. The daughter of Filipino immigrants, Tricia writes about teaching, literacy, and justice. Her work has been featured in various academic journals and other publications, and she is the author of a professional book on antibias literacy instruction entitled Get Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers.
The Power of AND: Moving beyond Pendulum Swings in Literacy Leadership
This keynote explores the complex landscape literacy leaders are navigating today—legislative mandates on literacy instruction and curricula, headlines about declining literacy rates, vendors offering “quick” solutions for a price, and educators feeling overwhelmed as they strive to meet students’ needs while staying connected to the inherent joy of teaching.
While this context can feel discouraging, it is also filled with real possibility and promise. Grounded in research and culturally sustaining approaches, this keynote invites literacy leaders to embrace the power of “AND” thinking and move beyond the exhausting pendulum swings that have long characterized literacy debates.
We need structured literacy AND opportunities for students to explore a wide range of texts; explicit instruction that strengthens adolescent literacy AND inquiry-based approaches that empower young people to solve meaningful problems in their communities and the world; shared visions for improving literacy across systems AND space for local context and professional judgment.
This keynote invites literacy leaders to rethink false dichotomies, reclaim professional agency, and imagine more expansive pathways for literacy teaching and learning.
Jenelle Williams is a literacy consultant at Oakland Schools, an intermediate school district supporting 28 districts in Oakland County, Michigan. She joined the organization in 2017 following 18 years of experience in public schools at the elementary, middle, and high school levels. She has served as a classroom teacher, International Baccalaureate (IB) Middle Years Programme coordinator, IB educator and examiner, and adjunct professor. Jenelle recently stepped into the position of coeditor of the Michigan Reading Journal. She holds an Education Specialist in Leadership degree and a master’s degree in reading and language arts. Jenelle works with teachers, building leaders, and central office administrators throughout Michigan as co-chair of the statewide Disciplinary Literacy Task Force.