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Anna Hamilton talks to us about the work of The Marjorie, Florida’s independent reporting outlet dedicated to the critical intersection of social justice and the environment. Anna is the Co-Founder & Development Director for The Marjorie. She is a radio producer and oral historian whose work explores the cultures and environments of the American South. Anna has developed projects for the National Oceanic and Atmospheric Administration and the Southern Foodways Alliance, and reported for outlets including NPR and Reveal from the Center for Investigative Reporting. The Marjorie is not your source for breaking news. Instead, they specialize in telling in-depth stories about Florida’s environment that consider human values as well as important historical and cultural contexts. The Marjorie was named for three of Florida’s iconic Marjories: author Marjorie Kinnan Rawlings, conservationist Marjorie Harris Carr, and advocate Marjory Stoneman Douglas. The Marjorie has collaborated with members of the Stories-To-Live-By project through panel presentations and resource sharing. You can connect with Anna and The Marjorie at themarjorie.org. 

Resources mentioned in this episode:

Egmont Key: A Seminole Story (https://stofthpo.com/wp-content/uploads/2022/08/Egmont-Key-Digital-book-web.pdf)

To cite this episode:

Persohn, L. (Host). (2026, Feb 12). A Stories-To-Live-By Conversation with Anna Hamilton from The Marjorie. (Season 6, No. 7) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/AB4B-EC88-D5E0-A7FF-E805-G

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What happens when a teacher loses her classroom library to censorship—and her students are living through floods, hurricanes, and displacement? "Morgan" invites us into a practice built on place, care, and student stories. Instead of giving up on relevance, she transforms lived experience into the curriculum: teens write about storm damage, read FEMA applications as functional texts, and use multimodal storytelling to process eco-grief and advocate for resources. Morgan traces her journey from a novice teacher with a Florida-centered library to an agile practitioner who makes space for small, daily moves that matter—morning check-ins after a flood, quickwrites that convert chaos into language, and targeted vocabulary that helps students name what they’re facing. The result: literacies that feel real, teach critical reading and argument, and restore a sense of agency.

There’s hard truth here too: teaching under today’s mandates is often intentionally unsustainable. Morgan also talks about how and where she found community— a “watering hole” beyond the building where educators troubleshoot policy shifts, share materials, and remind each other they’re not alone. Whether you’re navigating book bans, building place-based units, or looking for practical strategies that fit into five minutes, this conversation offers tools and hope for teaching literacy in a climate-changed world.

To cite this episode: 

Persohn, L. (Host). (2026, Jan 13). Stories-To-Live-By with “Morgan.” (Season 6, No. 6) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/6F5A-D715-A0AE-FE0D-25F1-Y

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Eric Vona describes how project-based learning can guide students from broad worries to focused, researchable questions that lead to local solutions. He talks about place-based writing born during remote learning, then shows how journalism practices—finding experts, crafting professional emails, conducting interviews—help students produce credible, public-facing work. 

Literature becomes a springboard for ethics and action. Pairing Ursula K. Le Guin’s The Ones Who Walk Away from Omelas with contemporary responses opens honest talk about comfort, cost, and justice—conversations that translate directly to climate realities. 

Eric also spotlights The Echo, a teen literary magazine turned nonprofit, where students serve as real editors, publish global youth voices, and record audio for accessibility. It’s a model of authentic learning that lasts beyond a grading period and builds the very capacities communities need now: curiosity, collaboration, and clear communication.

John Eric Vona is a writer and educator living in Tampa, FL. Passionate about conservation and sustainability, he joined the Stories-To-Live-By project so that he could find ways to bring place-centered writing into his work as a high school AP Capstone Seminar and Creative Writing instructor. He is proud to be the advisor to The Echo: Teen Art & Lit Mag, which publishes the work of artists and writers from around the world aged 13-19. You can find The Echo at echolitmag.com/. 

Other resources mentioned in this episode:

University of Oregon's Journalistic Learning Initiative can be found at https://journalisticlearning.org/.

To cite this episode:

Persohn, L. (Host). (2025, Dec 9). Stories-To-Live-By with John Eric Vona. (Season 6, No. 5) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/6C5D-9DA8-6973-6DE9-90CA-1

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A classroom can be a launchpad for climate action when reading meets real life. We sit down with Miami-area educator Catherine Manfra to explore how English language arts becomes a powerful space for climate literacy, creative expression, and student agency—especially in a region living with hurricanes, sea-level rise, and rapid development at the edge of the Everglades.

Catherine walks us through her Earth Day unit anchored by Hope Jahren’s The Story of More and climate-focused poetry, showing how accessible science writing invites teens into complex topics without overwhelming them. From lunchroom showcases to one-minute PSAs, her students translate facts into story, practice tight writing and media literacy, and share concrete steps that counter defeatism. We also unpack how giving students information and choice sparks deeper research, community involvement, and everyday action.

Beyond the classroom, we highlight the Stories-To-Live-By collective, a statewide network of teachers and researchers crafting place-based, multimodal approaches to climate education while navigating book bans and shifting policies. Catherine shares how the group’s workshops and shared resources build confidence. She also talks about how the Fairchild Challenge debate strengthens ELA standards, STEM integration, and civic discourse by asking students to argue multiple sides of timely environmental issues. It’s a hopeful blueprint for educators who want rigorous, inclusive climate literacies that prepare young people for a just, livable future.

If this conversation resonates, follow the show, share it with a colleague, and leave a review with your favorite climate literacy text or project idea. Your feedback helps us bring more teacher-tested practices to more classrooms.

Catherine is a Florida native. Born in Hialeah, a suburb of Miami with a predominantly Hispanic community, she now lives in the Kendall area just south of Miami. She has seen Miami-Dade County continue to expand westward since her childhood, including encroachment on the Florida Everglades. The Florida Everglades are ecologically significant in their role as a subtropical wilderness, a habitat for many threatened and endangered species, and a provider of flood control, water filtration, and freshwater supply for millions of people. She became a part of the Stories-To-Live-By project by answering an initial online survey of teachers who incorporate environmental topics into their curriculum. After teaching all levels of high school English in public schools in Miami-Dade County for 22 years, Catherine now teaches at Palmer Trinity School, an independent private school. Additionally, Catherine is a part of the Junior League of Miami, a women's group that serves and focuses on women's and children's issues in the community from education to safety. 

To cite this episode: 

Persohn, L. (Host). (2025, Oct 14). A Stories-To-Live-By Conversation with Catherine Manfra. (Season 6, No. 4) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/33A8-951D-21CD-B5CE-9F8A-B

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What happens when educators pursue advanced degrees? For Dr. Jenifer Jasinski Schneider, it sparked a remarkable journey from classroom teacher to interim dean of the College of Education at the University of South Florida.

"When you train your brain in research modes and analyze situations from different perspectives, it fundamentally changes how you think," Dr. Schneider explains. This cognitive shift doesn't just make you a better practitioner—it reshapes your entire approach to education. Graduate education also surrounds you with a community of passionate scholars exploring similar questions through multiple lenses.

For those considering graduate school, Dr. Schneider offers straightforward advice: "There's never a perfect time—you're never going to have enough money or be at the right place at the right time—so just go for it." The investment transforms not just your practice but your entire self. Approach graduate education as an opportunity for deep personal growth, not just assignments to complete.

Applications for a Spring 2026 start in USF graduate programs are due TODAY on Oct. 15. Learn more here: https://hubs.li/Q03J88bv0

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Bridging climate science and the classroom can start with a simple walk to a place that matters. In this episode, we talk with Kristin Valle Geren—former elementary teacher, now a doctoral candidate and research assistant with the Stories-To-Live-By collective—to explore how story and place help children make sense of climate change in their own communities. 

Kristen shares how “Explorers Club” invites elementary students to read the world around them: snapping photos by the Hillsborough River, mapping school grounds, composing social media-style videos, and asking the questions adults often miss. A small linguistic shift—asking what “matters” rather than what’s “important”—unlocks personal stories and genuine curiosity, turning observations into research and narratives.

From Hurricane Irma’s lingering impact in the Florida Keys to slow, uneven recovery across tourism economies, we trace climate as a lived, local reality that shows up in housing, work, and daily routines—not just in headlines.

If you’re curious about how you might integrate climate literacy without overhauling your curriculum, this conversation offers concrete moves, hope, and a path forward rooted in eco-justice, local knowledge, and the everyday literacies students already use.

Kristin Valle Geren is a doctoral candidate in the Literacy Studies program in the College of Education at the University of South Florida and the Graduate Research Assistant for the Stories-to-Live-by Collective. 

Before beginning her doctoral studies, Kristin taught elementary school and worked as a literacy coach in Tampa, Florida. Specifically, she worked in the community where she now engages in community-based educational research in an after school program with elementary-aged youth. 

As a child, Kristin’s family moved often due to her father’s military service, but she has lived in Florida for over 20 years now - all of her adult life. She came to the Stories-to-Live-By project through her interest in the ways children and teachers make sense of the places in which they live and teach and the possibilities of placemaking literacies for exploring issues of climate crisis. 

You can read about Kristin and Alex's collaborative work here: 

Geren, K. V., & Panos, A. (2025). Perspectives on Practice: A Walk along Our River: Naming and Placing as a Start to Climate and Ecojustice Literacies Inquiry. Language Arts, 102(4), 274–278. https://doi.org/10.58680/la20251024190

To cite this episode: 

Persohn, L. (Host). (2025, Oct 14). A Stories-To-Live-By Conversation with Kristin Valle Geren. (Season 6, No. 3) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/1ED7-9611-83DC-AB04-C26E-F

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Feeling stuck in your teaching practice? Wondering how to better support struggling students? You're not alone. Many educators reach a point where they need deeper knowledge and skills to advance their impact. Dr. Elizabeth Burke Hadley's journey from literature lover to high school English teacher to literacy researcher demonstrates how advanced study can transform both career trajectory and professional effectiveness.

Graduate education provides more than just additional teaching techniques. It offers theoretical frameworks that help explain why certain approaches work, research-based evidence to guide instructional decisions, and a community of fellow educators who bring diverse perspectives and experiences. As Dr. Hadley explains, "Graduate studies really deepened my understanding of everything in the classroom." This deeper understanding translates directly to improved student outcomes.

Feeling inspired? USF’s fully online MA in Reading Education offers flexible pacing, innovative curriculum, embedded media literacy, Florida K-12 endorsement eligibility, and guidance from expert faculty connected to local and global literacy communities. Learn more here: https://hubs.li/Q03J88bv0 

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What drives successful teachers to return to graduate school after years in the classroom? For elementary teacher Christy Gupta, it was recognizing gaps in her knowledge about early literacy instruction that propelled her into USF's Master's in Reading Education program. In this candid conversation, Christy shares how graduate education has transformed both her teaching practice and her professional confidence.

"I wanted to read research firsthand and not always get it digested from somebody else's perspective," Christy explains, describing how reading Natalie Wexler's influential book "The Knowledge Gap" sparked her desire to access primary research. Now eight courses into her program, she's gained not just theoretical knowledge but practical tools that directly benefit her students. Her studies have illuminated the critical connection between executive functioning skills and academic achievement, changed how she approaches writing instruction, and given her "the courage of my convictions" when advocating for research-based practices.

Feeling inspired? USF’s fully online MA in Reading Education offers flexible pacing, innovative curriculum, embedded media literacy, Florida K-12 endorsement eligibility, and guidance from expert faculty connected to local and global literacy communities. Learn more here: https://hubs.li/Q03J88bv0 

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Ever wondered what graduate education might do for your teaching career? Dr. Alexandra Panos never planned to become a teacher—until life's unexpected turns led her to discover a passion for education that graduate study would transform into a lifelong calling.

"Graduate school is transformation," Dr. Panos explains, detailing how advanced study changes not just what you know, but who you are. She beautifully likens both students and knowledge to icebergs—with most remaining hidden beneath the surface until we commit to deeper exploration. This metaphor perfectly captures why teachers make natural graduate students: they're already practiced in the art of curiosity and discovery.

Feeling inspired? USF’s fully online MA in Reading Education offers flexible pacing, innovative curriculum, embedded media literacy, Florida K-12 endorsement eligibility, and guidance from expert faculty connected to local and global literacy communities. Learn more here: https://hubs.li/Q03J88bv0 

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What does it truly mean to invest in yourself through graduate education? Dr. Patriann Smith's remarkable journey from Caribbean teacher to academic leader offers a compelling answer to this question.

For educators contemplating graduate education, Dr. Smith offers a profound perspective shift. Rather than focusing primarily on logistical challenges like financing or scheduling, she encourages potential students to ask themselves: "Do you think you are deserving of the opportunity to allow yourself to unfold into the person that you were meant to be?" This framing transforms graduate education from a series of obstacles to overcome into a gift you give yourself—the gift of possibility and becoming.

USF's online master's degree in Reading Education was created for educators who are passionate about improving literacy outcomes in varied learning environments. If you feel inspired by our talk today, RSVP for the free, online information session taking place this Thursday, Sept. 18 at 4:30 p.m. ET: https://hubs.li/Q03J88pT0

USF’s fully online MA in Reading Education offers flexible pacing, innovative curriculum, embedded media literacy, Florida K-12 endorsement eligibility, and guidance from expert faculty connected to local and global literacy communities. Learn more here: https://hubs.li/Q03J88bv0

Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.