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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.

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In this special series of Classroom Caffeine in collaboration with the Stories-To-Live-By Collective, we highlight this group of K–12 teachers from across the state of Florida and former teachers now in higher education who are working together to sensemake and take action. We talk with educators and researchers who are working together to explore how literacy teaching can respond to the climate crisis. Since 2021, they have gathered in person and online to write, make art, share stories, and reflect on how climate change is shaping our classrooms and communities. Supported by grants and partnerships, they hold regular workshops a nd virtual meetings, creating space for teachers to learn from one another while navigating challenges like book bans, censorship laws, and the realities of living through major hurricanes.

Through this work, the group is studying how teachers use stories, place-based activities, and multimodal composing to bring climate change into English Language Arts classrooms. Their collaborative research asks: How do teachers tell stories about climate change? How do they navigate the political, social, and environmental pressures of their schools? And how can they build new literacies that prepare young people for more just and livable futures?

In each episode of this special series, we talk with a collaborator in the Stories-To-Live-By Collective about their experiences, connections, and learning through this work together.

Dr. Alexandra Panos grew up in St. Louis, Missouri and taught middle school in Chicago before doing her PhD in rural Indiana. Her parents and sisters moved to Florida 25 years ago, so this has been a second home for quite a while, although she only just moved her in 2019. It was her experience of learning to be an engaged Floridian, socially, politically, and environmentally, that led her to convene work related to the intersections of her passions: literacy, teacher power, and education for the climate crisis. She lives in St. Petersburg with her partner, two rescue dogs, and Drusilla, the cat, who demanded to live with them in the aftermath of Hurricane Milton.

Alex is an Associate Professor of Literacy Studies and Affiliate Faculty in Measurement and Research at the University of South Florida. Alex is the principal investigator in the Stories-To-Live-By Collective.

To cite this episode:

Persohn, L. (Host). (2025, Sept 9). A Stories-To-Live-By Conversation with Alex Panos. (Season 6, No. 2) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/0961-9AD3-E8F2-0A28-7965-U 

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Host Lindsay Persohn reflects on Season 5's journey through literacy education, where conversations explored evolving reading debates, strategies for supporting diverse learners, vocabulary development, and content-specific literacies. Lindsay also shares a recap of research presentations and publications related to podcasting by the Classroom Caffeine team.

Season 6 of the show promises two compelling special series. The first examines the transformative power of graduate studies for educators, featuring candid conversations with professionals who've pursued advanced degrees and discovered new pathways for growth and impact. These discussions illuminate how continued education shapes not just career opportunities but also classroom practice and student outcomes.

The second series spotlights the Spencer Foundation-supported "Stories to Live By" project, exploring how Florida teachers help students navigate climate challenges through place-based learning. As communities face hurricanes, flooding, and environmental uncertainty, these educators work at the critical intersection of climate science, political tensions, and students' lived experiences—empowering young people to think critically and act practically in response to ongoing change.

Publications mentioned in this episode:

• Persohn, L., Burger, L., & Geren, K. V. (2025). Pod Clubs for professional community: learning, conversation, and relationships. Professional Development in Education, 1–21. https://doi.org/10.1080/19415257.2025.2514703
• Branson, S.M., Persohn, L., Burger, L., Geren, K.V., & Robertson Stemme, M. (2025). Collaborative Connections in ‘Pod Clubs’ for Professional Learning. In C. Bohem, T. Canfer, & C. Salazar (Eds.) in Podcasting & Education: Concepts, Communities & Case Studies. Routledge.
• Persohn, L., & Branson, S. (2025). Scholarly Podcasting for Research Dissemination: A Scoping Review. SAGE Open, 15(1). https://doi.org/10.1177/21582440241311694 

(Direct link to available publication: https://journals.sagepub.com/doi/10.1177/21582440241311694.)

• Persohn, L. & Branson, S.M. (2024). Broadening Legitimacy of Scholarly Podcasting as Knowledge Dissemination: Metrics, Opportunities and Considerations. Publishing Research Quarterly, 40(3). DOI: https://doi.org/10.1007/s12109-024-10005-5

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Dr. Seth Parsons talks to us about the power of the teacher, the value of good curriculum, and motivation and engagement in learning. Seth is known for his work in the areas of elementary literacy instruction, student engagement and motivation, adaptive teaching, and metacognitive strategy development. His research has been published in many of the field’s top journals, including the Journal of Literacy Research, Review of Educational Research, Educational Researcher, Reading Research Quarterly, Elementary School Journal, The Reading Teacher, and Literacy Research and Instruction. In addition to journal articles, he has co-authored and edited several practitioner-facing books, including Principles of Effective Literacy Instruction, Grades K–5, and Accelerating Learning Recovery for All Students and Becoming a Metacognitive Teacher. He has served as President of Association of Literacy Educators and Researchers (ALER) and currently serves as Executive Editor of The Journal of Educational Research, and Co-Editor of the Literacy Research Association’s Journal of Literacy Research, and Associate Editor of Reading and Writing Quarterly. Dr. Seth A. Parsons is a Professor of Literacy in the Sturtevant Center for Literacy at George Mason University. 

Email: [email protected]

Instagram @sethaparsons

Google Scholar: https://scholar.google.com/citations?user=PPa2WcoAAAAJ&hl=en

LinkedIn: https://www.linkedin.com/in/prof-seth-parsons/

Books: 

• Accelerating Learning Recovery for All Students: Core Principles for Getting Literacy Growth Back on Track
• Principles of Effective Literacy Instruction, Grades K-5
• Becoming a Metacognitive Teacher

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