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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

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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

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In this episode, Dr. Elfrieda “Freddy” Hiebert talks to us about language, learning to read, and authentic interactions with interesting texts. Freddy is known for her work addressing how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Through documents such as Becoming a Nation of Readers, published by the Center for the Study of Reading in 1985 and Every Child a Reader, published by the Center for the Improvement of Early Reading Achievement in 1999, she has contributed to making research accessible to educators. Her work has also appeared in journals such as The Reading Teacher, Reading and Writing, Reading Research Quarterly, Reading Psychology, Education Sciences, Literacy Research: Theory, Method, and Practice, Journal of Literacy Research, Educational Researcher, and Educational Leadership. She has also authored many books and book chapters. Her work has been recognized by a number of organizations, including the Oscar Causey Award for Outstanding Contributions to Reading Research from the Literacy Research Association in 2015. Freddy has had a long career as a literacy educator, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher educator and researcher at the universities of Kentucky, Colorado-Boulder, Michigan, and California-Berkeley. Since 2011, she has served as President and CEO of TextProject, Inc, a non-profit corporation that prioritizes creating products and prototypes for student reading programs, primarily based on the TExT model of text complexity, providing teacher support resources and classroom reading activities, and supporting and disseminating related research.

To cite this episode: Persohn, L. (Host). (2025, June 17). A conversation with Elfrieda “Freddy” Hiebert. (Season 5, No. 11) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/4631-DA23-14D0-79DB-B764-K

Resources mentioned in this episode:

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Corrine Wickens talks to us about self-efficacy and identity, teaching as coaching and a translational act, and challenging our assumptions. Corrine is known for her work in the areas of adolescent literacies, disciplinary literacies, and gender and sexuality. Her research interests examine issues of ongoing discourses around sexuality and schooling, gender and sexual characterizations in contemporary young adult literature, and disciplinary-based literacies in secondary teacher education. Her work has appeared in journals like TESOL Quarterly, Children’s Literature Association Quarterly, Voices from the Middle, Journal of Adolescent and Adult Literacy, Urban Review, Journal of Teaching Physical Education, Sex Roles, and International Journal of Qualitative Studies in Education. Dr. Wickens is currently a professor of literacy education and serves as the doctoral program coordinator in the Department of Curriculum and Instruction at Northern Illinois University.

To cite this episode: Persohn, L. (Host). (2025, May 13). A conversation with Corrine Wickens. (Season 5, No. 10) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/C98D-5781-A685-2545-D3D1-0 

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