Literacy Lenses

Focusing on The Literacy Work that Matters

4 Essential Studies: Beliefs and Practices to Reclaim Student Agency

Blog Post: Brent Gilson

For an archive of the chat please click here

There is this question I have seen asked many times over the years, “Is this a lesson your students would buy tickets to attend?” Now setting aside that I am not a fan of the question I think the root of it is something we often ask ourselves as teachers, “Will the class find this work, this lesson, this activity engaging and meaningful?” This is a question I ask myself whenever I plan. I don’t want them to have to buy a ticket, the classroom is their space just as much as it is mine. How are we going to charge them for coming in? That said we want them to want to be there.

With all of that in mind, we were lucky this week for our #g2great chat to welcome back Penny Kittle and Kelly Gallagher as they shared their thinking and joined us in conversation around their new book 4 Essential Studies: Beliefs and Practices to Reclaim Student Agency. I have read many of Penny and Kelly’s books. Separately both Book Love (Kittle) and Write Like This Gallagher have heavily impacted my practice. Their joint effort 180 Days: Two Teachers and Their Quest to Engage and Empower Adolescents informs my daily classroom practices. I am so grateful to have the opportunity to share my thinking and that of chat participants this week.

As the chat began we reflected on what beliefs and practices guide our efforts to reclaim student agency.

This question really made me consider my own students. This week our semester ended. I am heartbroken because it was really the most fulfilling semester professionally as I turned over so much of the decision-making to my students. We leaned into choice. We explore multimodal and multigenre creation. Students crafted beautiful artwork in response to texts, digital compositions to present their identities, the writing in some instances felt as though it transported me away from all the noise and I could just sit in the peace of their words. As kids sat with me to discuss a grade they thought best demonstrated their work and achievement many shared they too were sad the course was over but they were grateful their last English class allowed them the opportunity to explore who they were as writers.

As our conversation continued we shifted to the topic of engagement vs compliance. How do we see these things as different? What does it look like in our classrooms and how does student autonomy help us with this shift from students completing work because they must to completing it because they want to?

As students joyfully crafted pieces for their final assignments they all spoke to the difference between the multigenre project they were interested in and the Critical Analytical Essays that are so often pushed in High School. The kids were the first to ask,

When am I actually going to need to analyze a novel in my life outside high school unless I am an English major in University?

Literally all my students

I didn’t have an answer for them. The only thing I could say was, we do it because we have to. The government (who required the test) canceled it because of Covid. We could move away from it and towards work, which they were more invested in. The engagement was evident and the excitement over the project led to some really incredible writing and other work that the kids were all proud of.

Ultimately my students felt like they were in the driver’s seat and this sense of ownership over their work helped them to create.

As we focus on providing students the autonomy to make their own decisions in writing and reading we still need to model for them the pathways to success. Providing options and ideas to help build their thinking around. As Penny says above we are the bridge.

A new semester starts for me this week. A new opportunity to learn from an amazing group of kids. I hate to say that I gave my students the autonomy to make their own decisions because I don’t think it is mine to give. I think by providing a space for them to see the power that they have as text creators. The ability that they have to make decisions to move their work in one direction or another, my students found themselves as writers. I am hoping the process repeats itself in its own unique way with this new group of students coming in.

The #g2great team is so grateful that Kelly and Penny joined us this week. Grateful for the wisdom in 4 Essential Studies: Beliefs and Practices to Reclaim Student Agency and the message that our students potential is infinite, sometimes we just need to get out of the way.

Blast From the Past: Maximizing Student Engagement in Literacy Across the School Day

By Fran McVeigh

On Thursday, January 20, 2022, the #G2Great chat included a new format for this seventh year of its existence. Periodically this year we will have chats labeled as “Blast From the Past” as the following graphic explains.

                                 Original Wakelet from 4/9/15 (No blog post available)

Before this post begins to deepen our common understanding of “engagement,” let’s visit the term literacy and some basic concepts.

 What is literacy?

Jill’s definition in this tweet comes from the International Literacy Association.  Her question about creating space for students to develop these skills across all disciplines is equally important as it deals with “across the day.” 

The goal has not been to say that every teacher is a teacher of English/Language Arts (ELA), but instead to say, “How do historians read, write, talk and think?” “How do scientists read, write, talk and think?” “How do musicians read, write, talk and think?” The questions remain the same across the disciplines. 

Who is responsible for literacy?

Students need experiences during the school days and years that build upon each other. Their work needs both coordination and collaboration on the part of teachers. An example of this would be in the formatting of student work. The issue is not whether “all students need to use APA format to write formal papers” but what formats do our students need to be exposed to as well as use in order to be aware of the possibilities they will encounter in life.  As teachers have these discussions prior to reviewing course expectations, students will be less confused about differing course requirements across disciplines, days, and years.

How can we support literacy learning across disciplines every day?

And let’s not forget what literacy instruction across the day is NOT!

Engagement:  What is it?

Many definitions as well as misconceptions surround “engagement.” Ellin Keene has a remarkable book Engaging Children that was part of a chat here.

Her description is included in Mary’s tweet.

Judy Wallis adds another dimension to engagement.

And Jennifer Scoggin and Hannah Schneewind in Trusting Readers include opportunities for studying student engagement as well as Classroom Indicators for Engagement. (link and here)

Engagement in Literacy Instruction 

Engagement is NOT about cutesy games, fancy fonts and big displays for visitors. Engagement is NOT about entertainment.  Engagement is NOT about compliance. Those issues were mentioned in 2015 and remain true in 2022.

What IS Engagement?

Four key factors were highlighted in our #G2Great conversation. 

Engagement IS:

  1. Play
  1. Curiosity and Enjoyment
  1. Deep Immersion
  1. Both Visible and Invisible

Engagement in Literacy Instruction Across the Day is a relevant topic in 2022. How this will be accomplished and what it needs to look like will best be constructed by the teachers in their own school buildings. Some important criteria include: maximizing time in meaningful, continuous text, teachers sharing their own authentic experiences, and teachers modeling engagement. The collaborative conversations around definitions of literacy, coupled with teachers’ experiences with examples of student engagement including modeling, will set the stage for increased literacy learning for ALL. A timeless topic that deserves to be revisited on a regular basis and must also include voices of students: Engagement in Literacy Instruction.

Whether you attended the #G2Great Blast from the Past chat or not, think about your current understanding of “engagement.” When are you most engaged? What does it look like? What does it sound like? How can you ensure those possibilities for your students or faculty? What will you do differently? How will you make sure that students have a voice? It’s 2022 and time to take a serious look at the engagement of the students in your care!

Reclaiming a Seat at the Professional Decision-Making Table

by Mary Howard

You can access our Wakelet chat artifact using this link

Last week, #G2Great celebrated our seventh anniversary with a fitting topic for a twitter chat home: Lifting Our Professional Voices in a Collective Gathering Space. Our commitment to #G2Great chat for six years and counting reflects our deep respect for collaborative conversations where collective voices can ignite in joyful harmony. For week two following our year seven anniversary, we chose a topic that felt like a timely chat transition: Reclaiming a Seat at the Professional Decision-Making Table.

One needs only to look at the state of education to understand why this is an essential topic. At a time when mandates and controlling political initiatives are at an all-time high, educators are being held captive by demands for obligatory acceptance. The ease for companies to tout their suspect wares for a hefty price has burgeoned out of control, exacerbated in a pandemic where the ‘learning loss’ narrative masks a hard core sales pitch. This is complicated in that those with control of the purse strings often have little if any educational background but are motivated by a personal agenda. Add growing self-proclaimed experts with a cause and a rally cry of “The Science of Reading” and we find ourselves caught in a political tsunami. Suddenly our coveted seat at that professional decision-making table has become a dreaded seat at a decision-taking table.

These challenges have put up one roadblock after another for educators who desperately want the freedom to make decisions in honor of children. This freedom can be the difference between a grab and go mindset vs informed choices driven by a responsive view of the teaching/learning process. It would be illogical to argue whether teachers deserve a seat at that decision-making table knowing that our ability to make decisions that are grounded in deep understandings is the tipping point to our success as professionals and to the success of our students’ as learners. Therefore, in this post, I won’t argue our right to have a seat at that table, but why that seat and the freedom to make decisions comes at a price. So let’s pause so that I can approach this topic with a connection to my life experiences.  

I have been a frequent visitor to Honolulu, Hawaii for years, working with schools before lingering awhile to soak in the island beauty. During these visits, I’ve taken countless lessons to become a surfer. I use the word “surfer” loosely since I’m not known for the much-needed grace and balance that actual surfers possess. Since a picture really is worth a thousand words, my visual collage below reflects one of my early surfing excursions. As you can see, my style seems to spread terror across the Waikiki waters, as evidenced by the horrified face of my instructor coaching me from behind the scenes and the ill-fated man ahead of me about to be mowed down by a little old lady perched on a wobbly piece of wood devoid of brakes. In my defense, I failed to notice him because I was too busy celebrating a long awaited prone position but I am very happy to announce that no human was harmed during my early learning attempts.

Video of early surfing lessons with what I learned about teaching link

So why do I share this? After five decades in education and long-time work with schools across the country, I believe that it’s important for us to relive what it feels like to be a novice now and then. Committed learning even when it’s hard illustrates the “price” we pay for the professional freedom we say we desire. I owed it myself and those around me to do all I could to learn how to surf so that I could gain new understandings and skills over time. Although I have definitely improved after countless lessons, I’m not sure that I’d want to be in the same ocean with me given my still shaky status that continues to this day. Without lessons and the patient support of coaches, I suspect that my face may well have appeared on the front page of the Honolulu Star Advertiser newspaper that day.

Surfers are no different than teachers. A skilled surfer is like a skilled teacher in that both recognize their obligation to their chosen field to respect the rights of those they serve by paying the price of unwavering commitment to learning and the rewards of our efforts: Knowledge. Experience. Dedication. Determination. Practice. Study. Collaboration. Patience. Reflection. Repeat. Repeat. Repeat. Both surfers and educators dedicated to their profession work for years to hone their skills in a never-ending quest. And just like teachers, surfers understand that each surfing experience and those who share the water with them are unique and different, thus requiring different responses for each situation.

I began teaching in a special education room in small town Missouri in 1972. Nary a resource or wise piece of advice was ever offered to me in that first year. I entered my tiny special education room armed only with my love for children and my determination to become the best teacher I could possibly be. Knowing now what a negative impact rigid adherence to programs can have, I consider it my good fortune not to have been tethered to shallow “stuff”. My enthusiasm, my willingness to learn, and my steadfast desire to do right by my kids kept me in a perpetual state of inspired learning. Yes, I was uncertain often in those early days. Yes, I made many shaky choices. Yes, I had to change direction often. But those early missteps set me on a path to seek better choices. In those early years, I embraced my imperfections and saw this as a gift in the form of a gentle nudge to the new thinking I needed. My success as a teacher was reflected by the success of my learners which earned me the right to sit at the professional decision-making table. I am still joyfully paying that price all these years later when my learning means as much to me now as it did then. If we stop learning, we are doomed to stagnate and our children are doomed to pay that price.  


These are hard times in education folks. Teachers everywhere are being told what to do and how to do it, what not to do and what to do instead, and even how to think (or how not to think even when they know better). But in hard times where politically fueled mandates and directives have taken over our schools, it is more important than ever for us to lead the life of responsible professionals driven by a quest for knowledge and the research and experience that feeds that knowledge. I cannot repeat often enough that this is the price we pay for a seat at the table. We talk about teacher agency, but agency comes with responsibility to the learning that prevents us from mindlessly reaching for a script or shallow activity just because it’s there. We read. We study. We explore. We question. We discuss. We research. And then we do it all again. Seth Godin reminds us that “Nobody dabbles at dentistry” so we refuse to ‘dabble’ as educators and instead work to “be extraordinarily good at whatever it is that we do.” If we truly desire professional freedom, we must first make a commitment to professional knowledge in the name of our own growth process.

Yes, I believe that schools have a clear responsibility to create a culture of professional learning that would help us all to do that, but the ignorance of schools for not doing so does is not a free ride for professional responsibility. Even if we find that our seat at the professional decision-making table is under lock and key, we have options if we so choose to explore them:

• Don’t wait for permission to take your place at the decision-making table; take that seat armed with references that show that you belong there. Become a dedicated action researcher who seeks evidence of learning in action. The seat is there but you may have to show that you deserve the trust of others first.

• Build a mini professional decision-making table and invite some like-minded others who are equally determined to make decisions for students. Explore the real life informants of living breathing humans and what this tells us about next steps decision-making Start a revolution with a team to support you.

• If these things don’t work, then create an intimate table for one where you have a space to use your knowledge to awaken your freedom to make choices. You may be surprised how your determination will inspire and entice others to join you. Change often with begins with one person. Be the one!


In 2012 I wrote the words that continue to guide my thinking in the book that launched #G2Great chat, Good to Great Teaching: Focusing on the Literacy Work that Matters (Heinemann, 2012). My quote explains why we can never give up our quest to take our rightful seat at the professional decision-making table.

With each tick of the instructional clock, we can lift students to great heights of learning or hold them cognitive hostages in an instructional dead end. Great work doesn’t happen by chance, it’s a conscious choice we make using a new mind-set that forever alters our thinking. (page 93)

As I type these words, many educators are being forced into that instructional dead end and told that that are incapable of making decisions so therefore they need a fail proof fidelity box to follow with a vengeance. For some, this may seem like a blessing but for most of us it is a travesty of injustice to our role as professionals and to children who depend on us to behave like professionals.

There is a dangerous power game in progress in far too many schools and it is forcing teachers to play follow the leader in a mindless version of what teaching is all about. We can play this game and succumb to the pressure of power plays, or we can pick the battles that matter most based on our growing knowledge of research, children and meaningful assessments that help us to make the best possible decisions. Combine this with reflection that turns our teaching inward, and move us from teaching as an act of mindless DOING to teaching as an act of responsive THINKING. When we take time to internally ponder our own choices and how those choices support or hinder learning, we then embrace a higher professional purpose that can lead us to change. I’d say that’s a lofty goal that is well worth the effort.

Yes, professional freedom comes with a price, but the payoff is priceless.

Seven-Year Anniversary: Lifting Our Professional Voices in a Collective Gathering Space

by Mary Howard

You can access our Wakelet chat artifact using this link

When each January arrives to boldly mark the start of a new year, it awakens a sense of eager anticipation for all that stands before us and precious days ahead just waiting to be lived. Like other new years that loom large in our view, 2022 brings promises of hope for what could be at a time when the world has given us challenges like we have never known before. While Covid 19 is not yet in our rearview mirror, a new numerical combination of 2-0-2-2 beckons us to dream of better days ahead.

Your #G2great co-moderators including me, Fran McVeigh, Brent Gilson and Jenn Hayhurst share that same sense of hope and possibility as we enter 2022. But each new year also brings an added meaning to each of us. Every January since 2015 we turn our attention to the chat created on January 8, 2015 with a ten-week study of the book that inspired it: Good to Great Teaching: Focusing on the Literacy Work that Matters (Heinemann 2012). That ten-week exploration has led us to one joyful knock on the anniversary door after another that inspires us to gaze back across the years and contemplate brave new conversations ahead.

To launch #G2Great Year 7, we celebrated a topic that has been our heart and soul from the beginning: Lifting Our Professional Voices in a Collective Gathering Space. Admittedly, we are selfishly motivated since we personally long for a space where we can think, wonder, and explore alongside dedicated educators. We would love to think that all teachers reside within a schoolwide community of learners, but we know that this is not reality for many educators. Invitational discourse has been the driving force of #G2Great chat since its inception and that vision continues. We embrace collaborative inquiry and have experienced its impact in action each week. We are honored to step into 2022 armed with our own curious wonderings along with those that each of you carry into our chat.

Since we were very intentional about crafting our anniversary chat topic for 2022, I’d like to highlight it from a twitter perspective: Lifting Our Professional Voices in a Collective Gathering Space. In this post, I’ll reflect on what drives our commitment to allocate time and energy for collective professional growth using twitter as our platform and how this can support shared learning and the continued professional growth we all desire.

Acknowledging our Professional WHY

We can’t discuss professional learning and our dedication to lifting our own voices in the company of others without sharing why we made a choice to bring #G2Great chat to life for seven years and counting. As professionals, we are fueled by our desire to deepen our understandings about the teaching/learning process and the research that supports and enriches those understandings. We know that no program or quick fix solution will ever be a worthy substitute for growing knowledge. We have seen blind faith in products lead to dependency as publisher fueled tethers distract our view and blur the lines of our professional responsibility to children. We created #G2Great chat in January of 2015 because we recognize resources with a strong research foundation can support our thinking, but it is flexible professional decision-making grounded in research supported knowledge that matters most. This inspires us to use #G2Great as a social media platform where we can merge our collective voices to build a dual lens of reflective practice through our eyes and yours. Ultimately, we know that our goal is to sharpen our view of thoughtfully responsive instruction.

Priya Parker beautifully illustrated our #G2Great WHY in The Art of Gatherings: How We Meet and Why it Matters. Our commitment to using social media as a gathering space around a particular topic affords opportunities to make sense of our educational world within a learning community. Through the process of lifting our collective voices each week, we put our hopes and dreams on display in fast-paced twitter conversations that can serve to extend and strengthen our beliefs and understandings on invitational thinking playground we created for that purpose.

Expanding our Professional Growth Reach

Seven plus years ago, social media was barely a blip on my priority radar screen, evidenced by the twitter eye rolling reflecting my disdain. But then one day I was invited to lead a twitter chat. After one “No thank you” after another followed by more eye rolling, I reluctantly agreed. As it turns out, this hour chat was life-altering and when Jenn Hayhurst and Amy Brennan invited me create a chat around my book a week later, I didn’t hesitate. A twitter convert suddenly emerged from the ‘not me’ ashes.

What changed? Suddenly, this eye-rolling gal from Oklahoma who spent most of her time alone on the road could engage in professional conversations with educators from all over the world no matter where I happened to find myself. Even after all these years co-moderating #G2Great chat, I still feel a sense of anticipatory elation each time I sit in front of my computer ready to engage in celebratory discourse with new friends and old. The chats we collaborate to create each week are the gentle nudge we need to revisit, reflect, and often revise our thinking and that nudge explodes in technicolor view on Thursday nights at 8:30 ET. I never cease to be amazed by how much I feel supported as a professional during the course of our twitter ponderings alongside others. New acquaintances have blossomed into trusted friendships across the years, and the generosity and dedication of educators has been overwhelming.

An Insider’s Perspective of a Twitter Chat

While I have certainly been twitter blessed over the past seven plus years, this seems like a good time for you to see the impact that our twitter chat is having on other professionals. As you read the inspired tweets from our #G2great chat last night, I hope that it just might entice you to join the conversation.  

I’d like to take a moment to depart from sharing tweet collections and celebrate one new #G2Great friend. This week, fourth grade teacher, Laura Reece, joined us for her first twitter chat. I am still inspired by her enthusiastic joy!

Last night Laura’s enthusiasm was a reminder that if we are going to ask our students to step into discomfort for the sake of learning, we should be willing to do the same. Thank you, Laura, for sharing your belief in your own professional responsibility to your students and sharing your love for teaching with us.

My Final Thoughts

I’m so grateful for the conversations and collaborations I have engaged in over the years. I am so grateful for that memorable day I chose to leave my twitter eye rolling days behind me and venture in to the power potential of the chat conversations we have come to cherish. Yet, I’m always surprised that so many educators have never experienced the gift of passion-fueled twitter dialogue that is only a reach away and accessible twenty-four hours per day.

As I come to the close of this post and the beginning of another year of engaging conversations, I’d like to pause to send a note of appreciation to each of you who join our chat on a regular or occasional basis. YOU inspired us to create #G2Great in January 2015. YOU inspire us to look forward to another year each January since then. YOU are the reason we stepped happily into year seven. YOU heighten our desire to explore the topics, authors, and twitter style discussion that we are grateful to support. All of our planning for each chat is done in YOUR honor because you ARE #G2Great and YOU motivate each of us to imagine new professional conversations as we lift our voices across another year.

Thank you for infusing professional passion into our #G2Great chat.


Just as I have done in each anniversary post in the past, I’d like to share the artifacts that lovingly reside in our  Wakelet home awaiting others to follow across 2022 as well as the 271 blog reflections that extend and support each one. We look forward to adding more as we chat across 2022.

Anniversary Chat Artifacts on Wakelet

1st Anniversary chat

2nd Anniversary chat

3rd Anniversary chat

4th Anniversary chat

5th Anniversary chat

6th Anniversary chat

7th Anniversary chat

Anniversary Literacy Lenses Blog Reflections

Year 1: 1/5/16 (Blog Post launch)

Year 2: 1/5/17 The Gifts of YOU

Year 3: 1/4/18 (Curiosity Crew collaboration)

Year 4: 1/10/19 (Curiosity Crew collaboration)

Year 5: 1/9/20 WHAT IF?

Year 6: 1/7/21 Courageous Conversations

On our 5th anniversary, I wrote a post about the book that launched #G2great and have shared it in every anniversary chat since then: 10 Lessons Teachers Taught Me About Good to Great Teaching by Mary Howard