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Posts tagged ‘reflective practice’

Book Review: Onward: 16 Climate Fiction Short Stories to Inspire Hope

Review by Janice Ewing

For several years, the West Chester Writing Project has run a social justice study group. The group has taken different forms, but we have always turned to shared readings as a focus for our discussions. This summer, we decided to read Onward: 16 Climate Fiction Stories to Inspire Hope, edited by Nora Shalaway Carpenter. We chose this text for a few reasons.


First, we’re increasingly aware of the role of climate change in our lives. We are inundated with news of catastrophic events that are becoming more the norm than the exception. At the same time, we see the variability of reactions to the issue, from support for scientific research and adjustments to our personal and communal lives, to denial and enactment of policies that exacerbate the problem. Perhaps most concerning is the sense of hopelessness that can spread, especially among young people, when they see climate-related disasters unfold before their eyes. The stories in this book don’t shy away from the harsh realities of water shortages, fires, and floods, but they all contain young adult characters who exhibit agency, creativity, and persistence in the midst of extreme conditions. To me, this was the essence of “hope” in this collection – not that we don’t face enormous challenges, but that our individual and collective actions can still make a difference.


The stories are all fictional, but they include realistic fiction, science-fiction, dystopian, and other genres; individual readers will connect more with some than others, but the variety is an additional strength of the book. For example, in “The Care and Feeding of Mother” by Erin Entrada Kelly, a seventeen year old girl harbors a secret – she has a real plant on a futuristic planet in which nature as we know it has been destroyed. Can she nurture it and spread its roots? In “A Trashy Love Story” by Sara Aronson, the teenage daughter of a rabbi is caught shoplifting. As part of her atonement, she reluctantly joins a community environmental group and finds an unexpected sense of purpose in her life. In Nora Shalaway Carpenter’s “Armadillo by Morning,” a group of teenage friends in North Carolina find their relationships tested when issues of climate change, respect for nature, and economic hardships collide over the sudden appearance of an armadillo.


This element of variety within a common theme was another one of our reasons for choosing this book for summer reading. Our thinking was that it would lend itself to each member sharing a story that especially resonated with them, whether because of subject matter, characterization, or writing style. This same strategy could be adapted by other groups of teachers and students. In addition, the stories in the collection could serve as models for students writing their own climate-related fiction and perhaps creating a class anthology.


If you are interested in our social justice group, please check the West Chester Writing Project website for more information. All are welcome!

Carpenter, Nora Shalaway. (2026). Onward: 16 climate fiction stories to inspire hope.
Charlesbridge, MA

Janice Ewing is a 2004 fellow of the West Chester Writing Project (the Pennsylvania Writing and Literature Project at that time) and a current member of the advisory board. Her interests include teacher inquiry, collaboration, and mentoring. She and Dr. Mary Buckelew, are the coauthors of Action Research for English Language Arts Teachers: Invitation to Inquiry (Routledge, 2019).

Research and Reflections on Building a High School Writing Center

Throughout the past year, I had the opportunity to work alongside two truly brilliant educators to research, reflect, and write about one of the projects I’m most proud to be part of: bringing a university-supported writing center into our high school. This program is a collaborative effort between classroom teachers, university faculty, and preservice teachers, all centered around one simple belief – every student deserves an authentic audience and meaningful support as a writer.

The article shares how the program came to life, what we learned along the way, and why partnerships like these can make such a difference for both high school students and future teachers. In the introduction, we explain, “This case study matters because it outlines the importance of school-university partnerships, while it also offers insight into how school-university partnerships can evolve over time to better support preservice teacher development, secondary writing instruction, and cross-institutional collaboration.” Building community through writing has always been at the heart of my instruction, and this research is a reminder that some of the best learning happens when classrooms extend beyond their own four walls.

The above image is shared during mentor training and illustrates the various roles and responsibilities pre-service teachers take on through this partnership.

If you’re interested in creating a writing center, partnering with a local university, or simply curious about what this kind of collaboration can look like, I hope you’ll give it a read. You can find the full article here: ‘It’s a Win-Win Situation’— Cultivating University & School Partnerships.


Kelly Virgin is a WCWP teacher leader who teaches high school English for the Kennett Consolidated School District.

Book Review: AI – Enhanced Literacy: Practical Steps for Deepening Reading and Writing Instruction By Lynne R. Dorfman

In AI – Enhanced Literacy: Practical Steps for Deepening Reading and Writing Instruction by Mary Ehrenworth and Philip Seyfried (published on Oct. 6, 2025), teachers will discover how each chapter examines AI’s possibilities to expand literacy instruction and develop our students’ comprehension with digital texts and tools.

Regardless of how you may feel about using AI tools to improve reading and writing instruction, it is a critical skill for today’s literacy teachers. Through both theoretical approaches and practical examples to help you, K-12 teachers will learn more about the powerful capabilities of artificial intelligence to teach students to think critically and engage in reflective practices.

Each chapter examines the limitless potential AI has to expand literacy instruction and make the teacher’s role more interesting and satisfying while also saving valuable time. I know that most veteran teachers need to feel more at ease with current AI tools. Mary and Philip’s book will help you create AI-enhanced spaces in your classroom, use the power and efficiency of AI as a writing coach, and teach students to use AI tools in a thoughtful, critical, and ethical way during your reading and writing instruction block.

The authors of this book are well-suited for the task. Mary Ehrenworth, EdD, co-led a think tank on global literacy at Teachers College, Columbia University, for 20 years. Presently, Mary works nationally and globally to empower teachers and students through critical literacies and collaborative inquiry. Her most recent research fields are AI and literacy and vocabulary acquisition. Her co-author, Philip Seyfried, spent over a decade in the classroom as an English Language Arts teacher. He is presently a doctoral student in curriculum and teaching at Teachers College, Columbia University. His research focuses on digital literacy and artificial intelligence in education.

Well-defined headings in each chapter and the myriad figures in this book make it easy to navigate. Key information can be found in figures like Figure 1.5 (Effective Prompt Strategies for Educational AI), Figure 3.1 (AI Collaboration in the Writing Process), Figure 4.2 (Digital Comprehension Strategies), and Figure 4.3 (AI Tools for Readers). While it’s best to read the book slowly and carefully, it provides an absorbing introduction to the topic that is accessible and not intimidating. It is a satisfying read that will help you say, “Okay. I can do this. I am ready for more!”

I loved their practical advice such as “Rereading is a superpower” (p. 93) and digital reading is challenging but look at your curriculum for places “…you might insert some attention to digital reading practices” (p. 110). In addition, this book takes a good look at five different ways that classroom teachers can add AI-powered translation tools to the tool set they already use to help deepen the learning of their multilingual students.

Chapter 6 addresses the building and use of text sets to increase reader engagement and help them make meaningful connections while improving accessibility in our curriculum. Included is a figure that displays an AI-generated diverse text set for teaching The Giver by Lois Lowry and a figure that gives practical strategies for incorporating AI-suggested texts such as linking the literature with other subjects or pairing texts with related podcasts and other multimodal forms of expression and related STEM resources when applicable. The authors explore the use as auditory support as a powerful way to orient your students to new topics and texts. This strategy is useful K-12 and beyond! Figure 6.5 provides a useful guide for co-curating text sets with AI.

Using AI tools to improve reading and writing instruction can feel overwhelming, but it is a critical skill for today’s literacy teachers. This powerful book invites educators to engage in inquiries around AI in the classroom: to explore, think, and grapple together about new digital visions for literacy learning. I was hesitant to think about AI use for myself and in the classroom, but I have slowly changed my mind as I have read, experimented, and attended helpful presentations at conferences. Ehrenworth and Seyfried have helped me think more about digital versions for literacy learning and imagine the possibilities! I recommend it as a good place to start — a must-read!

From the Classroom: An Approach to Summer Reading that Celebrates Rather Than Assesses Reading

For over a decade I began the school year by administering a multiple choice test to my students on their summer reading. And for over a decade I questioned this practice as I entered dismal test scores. The testing was not reflective of my classroom practices, did not accurately measure whether students actually completed their reading (some adept test-takers could pass after only studying the SparkNotes version of the novel while other less-skilled testers would bomb despite reading and annotating the entire book), and worst of all it only solidified a distaste for reading rather than encouraging the habit of reading.

After many years of questioning this practice, my colleagues and I were finally able to pilot a new approach. While designing our new plan, we kept circling back to the essential question: what is the goal of a summer reading assignment? Keeping in mind that we ultimately want students to use it as an opportunity to continue to build their reading identities and strengthen their independent reading habits, we realized two elements are key: 1. Choice 2. An evaluation method that celebrates (rather than tests) the reading.

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The Struggle Can Be Wonderful

Here is our truth. Students need our help. We need help. We need each another--everyone in the classroom and everyone in our buildings. And we need the humility to know that our best teaching years may never be realized because of the hundreds and thousands of unreported moments that matter to the young people we mentor.

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Community-Building for All Students, All Year

By Diane Esolen Dougherty

Several years ago Time magazine devoted its cover story to the latest wunderkind educational reformer.  It was an in-depth look at “state of the art” practices in education, particularly in teacher accountability.  One anecdote from the article was telling, at least to me.  The reformer was doing a walk-through in an elementary school in the district.  After observing a teacher for several minutes (yes, I wrote minutes), her decision was made.  “I’ve seen everything I need to see,” she said.  Nothing of merit was happening in that third-grade classroom.  The teacher was conducting a class meeting, and class meetings are not instructional.  All class time was to be devoted solely to instruction. Read more