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 SchoolDoing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell); 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.




Shanetia P. Clark is an associate professor of literacy in the Department of Early and Elementary Education at Salisbury University in Salisbury, Maryland. Her research interests include children’s and young adult literature, the exploration of aesthetic experiences within reading and writing classrooms, and writing pedagogy. She teaches courses in elementary and middle level literacy methods.

Robyn Seglem is an associate professor in the School of Teaching and Learning at Illinois State University. She teaches literacy courses to middle and secondary preservice teachers from 20 content areas, as well as graduate-level literacy and educational technology courses. Her primary research interests include technology’s role in literacy, adolescent literacy, and content-area literacy. Robyn’s work has been published in venues such as Teachers College Record, The Journal of Adolescent and Adult Literacy, English Journal, Voices from the Middle, and The Journal of Language and Literacy Education. She has served as a codirector of the Flint Hills Writing Project, an affiliate with the National Writing Project, and is a nationally board-certified teacher. She taught for nine years in the middle school and high school language arts classroom.





Matt Skillen is the R.W. Schlosser Associate Professor of English and Director of the Etown Teaching and Learning Design Studio at Elizabethtown College. Previously, Matt taught middle school language arts for USD #266 in Maize, Kansas. As an active member of the Middle Level Section, Matt also recently served as the Section’s Steering Committee chair.