Figure 2.
The centre is labelled Re-stor-y-ing Practices, with arrows pointing to six surrounding sections. Outdoor and Nature Literacy lists Honeyford and Watt on walking and writing as ethical and emergent literacy practices in English language arts, and Camp and Johnson on negotiating belonging through kinship bonds in a secondary E L A class. Transliteracies lists Beauchemin on urban multilingual children’s perspectives on nature in cities amidst the climate crisis, Irigos-Carrillo, Calle-Díaz, Rogers, Misra and Herrera Bustamante on collaborative reading and writing for glocal water justice across the Americas, and Meiklejohn-Whiu and Jesson on students’ identity, learning and storytelling in digital spaces. Curriculum Analysis and Development lists Eisavi and Yousefi on English language teaching and the climate crisis, and Axelrod and Ives on children’s literature, extreme weather and climate conversations in early childhood. Reading Between the Lines lists Sherry and Banack on climate narratives and climate justice through young adult literature, Lammert on climate activism in award-winning children’s picturebooks, Damico and Baildon on anti-institutionalism and climate delay, and Kershen and Brugar on climate images and climate literacy discussion with preservice teachers. Speculative Landscapes lists Hunt on the speculative landscape through Your Pal Fred by Michael Rex, Doerr-Stevens on multispecies storytelling in E L A teacher education, and Canady, Beach, Hicks, Buccella and Morningsnow on curricular future-making for teacher professional learning. Multimodal Composing lists Wargo, Brownell and Schenkel on drawing and children’s voice in re-storying the climate crisis, and Rollag, Yoon and Lo Bello Miller on artifactual climate writing and preservice teachers’ navigation of climate pedagogy in the E L A classroom.Restor(y)ing practices