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VERSION:2.0
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CALSCALE:GREGORIAN
X-WR-CALNAME:Connecting English Language Arts (ELA) Canons and Curricula
X-WR-TIMEZONE:Pacific Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20261014T195439Z
UID:tag:localist.com\,2008:EventInstance_47783512984141
DTSTART:20241029T190000Z
DTEND:20241029T201500Z
DESCRIPTION:Join us for the CESTA Tuesday lunch seminar on October 29th\, f
 rom 12:00 to 1:15 pm\, featuring Sarah Levine\, Assistant Professor in the
  Graduate School of Education\, and Nichole Nomura\, Lecturer in the Engli
 sh Department and Associate Director of the Literary Lab. Their talk\, tit
 led "Connecting English Language Arts (ELA) Canons and Curricula\," will e
 xplore how modern computational methods can help analyze shifts in seconda
 ry and post-secondary English Language Arts (ELA) education. Using advance
 d language models and network analyses\, Levine and Nomura will discuss th
 eir findings from the Course Description Archive for Research (CDAR)\, a t
 ool designed to capture and visualize the relationships between curricula\
 , texts\, and authors across different regions and institutions. The prese
 ntation will offer a deeper understanding of the evolving landscape of Eng
 lish education in the U.S.\n\nThe event will take place in person at Walle
 nberg Hall\, Room 433A\, with lunch provided for in-person attendees\, and
  will also be available virtually. Please RSVP here to join either in-pers
 on or online!\n\nTalk Abstract\n\nFor more than a hundred years\, content 
 analyses of U.S. high school and college English curricula (e.g.\, Barbour
 \, 1898\; Stotsky\, 2010) have reflected educators’ conceptualizations o
 f English Language Arts as a White\, Western discipline. However\, in the 
 past decade\, our political\, cultural\, and curricular landscape has chan
 ged. Schools are still grappling with Common Core standards and exams\, th
 e effects of a pandemic\, anti-racist education movements\, conservative b
 acklash to those movements\, and ChatGPT. How do all these developments af
 fect what students read and why they read it? What do secondary and post-s
 econdary English Language Arts (ELA) look like today? Teachers\, researche
 rs\, administrators\, and the general public need a map of the current ELA
  terrain to better understand the roles that race\, class\, political move
 ments\, and technology play in our students’ literacy lives\, and to cha
 rt a course for the future of English education.We turn to computational m
 ethods that allow us to find\, preserve\, and analyze course descriptions 
 at larger scales and generate quantitative and visual representations of r
 elationships between curricula in different regions or at different types 
 of institutions. We will present the Course Description Archive for Resear
 ch (CDAR)\, which we’ve designed to support this work\, along with preli
 minary network analyses that synthesize our manual qualitative coding with
  natural language processing to visualize relationships between high schoo
 ls\, colleges\, texts\, and authors.\n\nAbout the Speakers\n\nSarah Levine
  is Assistant Professor in the Graduate School of Education at Stanford Un
 iversity. Her research focuses on the teaching and learning of literary in
 terpretation and writing in under-resourced urban high schools\, with an e
 mphasis on the links between in- and out-of-school interpretive practices.
  She is also interested in ways that AI and digital media (for example\, n
 atural language processing models like ChatGPT\; visual representations of
  text like word clouds\; and radio production) can be used as frameworks f
 or teaching reading and writing to middle and high school students. Before
  pursuing an academic career\, she taught secondary English at a Chicago p
 ublic school for ten years. While there\, she founded and ran a youth radi
 o program that used digital audio production as a tool to help make writin
 g and analysis relevant and real-world for students\, and to build bridges
  between in- and out-of-school worlds.\n\nNichole Nomura is currently an A
 ssociate Director of the Stanford Literary Lab and a lecturer in the Depar
 tment of English at Stanford. She is also the Director of Digital Humaniti
 es Research Scholars Residency at CESTA. Before this\, she was a postdocto
 ral researcher at Stanford’s Center for Spatial and Textual Analysis (CE
 STA) as a part of the Mellon Sawyer Seminar “The Data that Divides Us.
 ” She has a Ph.D. in English from Stanford University with a Graduate Ce
 rtificate in Digital Humanities and is a graduate of Stanford’s Graduate
  School of Education (M.A.).Nichole studies how literature teaches and is 
 taught\, English pedagogy\, and Young Adult Literature\, using methods fro
 m the digital humanities\, literary criticism\, and education. Her current
  book project book project\, Curricular Reading\, argues for the affordanc
 es of reading literature like we do curricula. She’s also working on res
 earch collaborations to co-design digital humanities curriculum for middle
  school and to map the disciplinary landscape of ELA in secondary and post
 -secondary curricula.
GEO:37.427405;-122.1697
LOCATION:Building 160\, Wallenberg Hall\, Room 433A
SUMMARY:Connecting English Language Arts (ELA) Canons and Curricula
URL;VALUE=URI:https://events.stanford.edu/event/connecting-english-language
 -arts-ela-canons-and-curricula
CATEGORIES:Class/Seminar
CATEGORIES:Lecture/Presentation/Talk
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