Babino, Alexandra2023-08-082023-08-082018This is the published version of an article that is available at: https://www.researchgate.net/publication/332817457_Humanizing_Multiliteracy_Teaching_A_Starter_Kit_to_Renewed_Hope. Recommended citation: Babino, A. (2018). Humanizing (multi)literacy teaching: a starter kit to renewed hope. The National Journal of Middle Grades Reform, 1(1), 27-32. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/15356https://www.researchgate.net/publication/332817457_Humanizing_Multiliteracy_Teaching_A_Starter_Kit_to_Renewed_HopeArticle originally published in The National Journal of Middle Grades Reform, 1(1), 27-32. English. Published online 2018. https://www.researchgate.net/publication/332817457_Humanizing_Multiliteracy_Teaching_A_Starter_Kit_to_Renewed_HopePermission to deposit this file has been obtained directly from the publisher. Please read the faculty member's entry in the Project INDEX Master Sheet for more information about the publisher communications.Amidst standardized testing pressures, zero-tolerance discipline policies, and increasingly distressing news headlines, this article seeks to encourage teachers that want to be and feel more human in their work with students with practical, classroom tools. It’s a starter kit of sorts that has allowed the author to move beyond the inevitable institutional status quo and toward a renewed hope through “armed love” (Freire, 1998, p. 41). It begins with a brief exploration of humanizing literacy practices and continues with two deceptively simple but potentially transformative tools: naming students and expanding definitions of literacy.en-USPractical classroom toolsHumanizing pedagogyCulturally relevant pedagogiesArticle