Dr. Beatrice Newman

Dr. Beatrice Mendez Newman is a Professor in Writing and Language Studies at The University of Texas Rio Grande Valley, one of the largest Hispanic Serving Institutions in the country. Beatrice’s professional work clusters in translanguaging, first-year writing, and online pedagogies. Her most recent work is a chapter in NCTE’s forthcoming edition of What Is College-Level Writing? Having taught online since 2014, Beatrice finds online literacy instruction a continual source of pedagogical serendipity. In addition to her work in GSOLE, Beatrice serves as a lead reviewer in NCTE’s Council for Accreditation of Educator Preparation and as a member of the Achievement Awards in Writing Advisory Board.

"The O-Files: Searching for Truths, Consistencies, and Innovation in Online Teaching and Learning”

Opening Plenary, Session 1.1, 11:00-12:30 EST (Feb. 1)

Influenced by the 30th anniversary attention that The X-Files enjoyed in 2023, I invite our GSOLE community to consider our work, our possibilities, and our truths, to look at our O Files. Despite the longevity and rich history of online teaching and learning, OLI persists in a continual state of limbo and suspicion, with skeptics convinced that OLI is inferior to traditional platforms for teaching. Many of us started our teaching with literal manila folders of rich teaching materials we curated and saved for the perfect teaching or sharing opportunity, not unlike Mulder’s treasure trove of folders of things unexpected, things unexplained. The teaching landscape has changed, but I feel certain that we all have O Files of our work and planned projects in online teaching. Despite the prevalence of online teaching, we are faced with continually having to provide evidence that online teaching and learning is good, real, and viable. I hope to show intersections of traditions in literacy pedagogy with evolving pedagogies that reveal limitless possibilities. Design, tradition, user experience—these points will be triangulated in my talk to suggest that the truth about online teaching and learning is out there.

Dr. Sawsan Jaber

Dr. Sawsan Jaber, NBCT is a global educator, presenter, equity strategist, and keynote speaker of more than 20 years. She has held a variety of leadership positions in the U.S. and abroad. Dr. Jaber is a high school English teacher, district Equity Committee leader, and a Board Director for Our Voice Alliance (OVA). She founded Education Unfiltered Consulting and works with schools nationally and internationally, focusing on curriculum mapping, strategic planning, custom tailoring social justice curricula for schools, and anti-bias training. She is a founder of the Arab American Education Network and an ISTE Community Leader.

"Unlocking Literacy: The United Nations Sustainable Development Goals as a Catalyst for Equity and Liberation in Literacy Instruction"

Second Plenary, Section 2.4, 2:00-3:00 EST (Feb. 2)

In a world where access to quality education and literacy skills is not evenly distributed, harnessing the power of the United Nations Sustainable Development Goals (SDGs) as instructional tools is not only a novel approach but a transformative one. This conversation will explore how the SDGs can serve as a powerful framework for promoting equity and liberation in literacy instruction. How do we ensure that the classroom spaces we are creating are grounded in students’ understanding of their roles as global contributors? Join us on this journey toward a more inclusive and sustainable future through the power of literacy and the SDGs.

This plenary will...

• provide an in depth understanding of the SDGs, 17 global goals aimed at addressing global challenges, such as poverty, inequality, climate change, and access to quality education
• delve into the concept of equity in literacy instruction and its crucial role in achieving the SDGs
• explore how equitable access to education and literacy resources can drive progress toward multiple SDGs, including Goal 4: Quality Education
• analyze the power of literacy as a form of liberation by empowering individuals to advocate for their rights, engage in critical thinking, and challenge systemic inequalities
• equip participants with practical insights and strategies for integrating the SDGs into literacy instruction, regardless of their role in education