Joyful Literacies in Secondary English Language Arts

Discover the transformative power of joyful literacies with this lively guide for secondary English language arts educators. How can teachers keep students engaged amidst constraints like book bans and misguided public debates? By infusing joy into the ELA curriculum through units, lessons, and activities that make students feel seen and heard, and that lead to authentic and empowering intellectual inquiry. A joyful literacies pedagogy is about creating spaces of “deep fun” and belonging in which to engage students in deep intellectual work. This approach centers on: ― Intentionally designing ELA spaces that encourage students’ connections to their own lived experiences; ― Using students’ literacies as a starting point for discussions and learning about the processes of reading, writing, designing, and composing; ― Framing curricular choices around students’ affinities and identities through both structured and unstructured play; ― Encouraging project- and inquiry-based learning that positions students as problem-explorers and empowers them to consider the joy they can bring to others by becoming agents of positive change. The book features units and activities on topics including multimodal literacies, classic and contemporary literature, gaming, and popular culture, and these ideas can be used in conjunction with teachers' current curricula or adapted to fit their individual goals. Also included throughout the book are QR codes that link to assignment descriptions, videos or websites the authors have used, and other texts that they have found helpful in their teaching. By fostering spaces of belonging where students' identities are celebrated and their voices are amplified, you’ll turn ELA learning into an inspiring and life-changing experience. Empower your students to reflect, explore, and drive meaningful change in their lives and communities with this invaluable resource.

Holly Sheppard Riesco earned her PhD in curriculum and instruction from the University of Arkansas in 2024 and currently works as a secondary English teacher. Her research interests center new literacies, critical discourse analysis, young adult literature, and student agency and action in secondary ELA. She coauthored the book Adolescent Realities: Engaging Students in SEL through Young Adult Literature with Judith A. Hayn (2021).

Kathryn “Katie" Hackett-Hill is a PhD student and Doctoral Academy Fellow in the Department of Curriculum and Instruction at the University of Arkansas. She leads the Northwest Arkansas Writing Project Invitational Summer Institute and is an ARTeacher Fellow. A former high school ELA teacher, Hackett-Hill's research interests include arts integration, writing composition, and fostering joyful and socially engaged pedagogies in the secondary literacy classroom. When she's not reading or writing, she enjoys being outside with her husband and dogs. She's been a member of NCTE since she began teaching in 2014.

Christian Z. “Chris" Goering is a professor of curriculum and instruction at the University of Arkansas, preparing future English teachers, teacher educators, and educational researchers to interpret and act on the world for good. He taught high school English at Washburn Rural High School in Topeka, Kansas, before earning a PhD at Kansas State University. He's the coordinator of secondary education, director of the Northwest Arkansas Writing Project, and faculty director of the Center for Children and Youth. From 2018 to 2020, he served as chair of NCTE's English Language Arts Teacher Educators. Most consistently across his career, he's written about the varying uses of music in the English classroom but frequently follows other interests as well, especially in support of doctoral students. He and Emily have two children, Katie and Zach. He's been a proud member of NCTE since 1998.

Megan Yates Grizzle is a tenth-grade ELA and creative writing teacher at Farmington High School and a PhD student in the Department of Curriculum and Instruction at the University of Arkansas. Her research interests include young adult literature, writing instruction, and multimodality. Alongside teaching and research, she spends her time with her husband, Brian, and their three boys.