We’re delighted that the online NCTE Member Gatherings have proved so helpful to members! It’s great to know that members find it rewarding to spend time with their colleagues in this new way, remote but still connected. We’re seeking brief comments on the benefits of virtual gatherings and would like to hear from you! Send your thoughts to

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Antero Garcia is an assistant professor in the graduate school of education at Stanford University, a former high school English teacher, and cofounder of SLAM, NCTE’s Assembly on Studies in Literacies and Multimedia. His research interests include how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Garcia has been widely published; his most recent books are Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell), and Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (with Cindy O’Donnell-Allen), and Compose Our World: Project-Based Learning in Secondary English Language Arts (with Alison G. Boardman, Bridget Dalton, and Joseph L. Polman).




Detra M. Price-Dennis is an associate professor at Teachers College, Columbia University, and the author of articles for Language Arts, The Reading Teacher, Reading and Writing Quarterly, English Journal, and Teaching/Writing: The Journal of Writing Teacher Education. Her research interests include sociopolitical and sociocultural aspects of literacy learning in early and middle childhood education, digital literacies, literacy teacher education, and critical perspectives on children’s and young adult literature.




David E. Kirkland (@davidekirkland) is a professor of English and urban education at New York University, where he also serves as vice dean for the Office of Equity, Belonging, and Community Action and executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools. He is an activist and educator, a cultural critic and author, and a leading national scholar and advocate for educational justice. While Dr. Kirkland’s work has always centered equity and culturally responsive, culturally sustaining education, his most recent work with the NYU Metro Center has focused on supporting instruction responsive to the social, cultural, and emotional needs of students during the unique challenge of social crises. He taught secondary school and served as a school administrator in Michigan and New York and has organized youth empowerment and mentoring programs in major US cities, currently leading efforts to enhance education options for vulnerable youth. Find a full list of Dr. Kirkland’s research and advocacy awards here. To learn more about Dr. Kirkland:

A Search Past Silence: The Literacy of Young Black Men

How a ‘Dyslexic Black Boy’ Fell in Love with Words

Elements of Oppression

NYU’s David Kirkland Explains the ‘Transformation’ Needed to Integrate the City’s Schools

English Professor Directs NYU Center to Make Education More Equitable

A Joy-Based Reimagining of English/Literacy Education Is Attainable