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The authors (two classroom teacher researchers and two university researchers) explore the potential of improvisational teaching for justice-oriented literacy instruction with adolescent youths. In the aftermath of racial unrest and student activism at the University of Missouri and when faced with the emerging confusions among students in response to global humanitarian crises, the two teachers encountered tensions and emerging justice-oriented literacies through a relational presence in the classroom. Guided by the scholarship on improvisational planning and teaching, the authors explore how teachers’ being with the major resources in the room produce generative literacy sites of critical discussion, reading, writing, and making as acts of creative resistance and solidarity. Throughout the article, the authors juxtapose the two teaches’ feelings and voices to amplify their differences and their affectual responses to encountered tensions to evoke new conditions of possibilities for justice-oriented literacy education.

[...]as Misha shared Andrea Davis Pinkney's (2010) Sit-In: How Four Friends Stood Up by Sitting Down, a picturebook focused on the civil rights sit-in movement, she asked students to read local newspaper photographs (Witthaus & Johnson, 2015) depicting a sit-in led by Concerned Student 1950-a student-led activist group fighting to end racial hostility at MU-that was taking place a few blocks away on the university campus.Misha believed that asking students to examine the illustrations more carefully would help them make accurate inferences.[...]she asked several general questions to get students thinking about the story: \"What's going on in the illustrations?\" and \"What do you see that makes you ask that?\" Illustrator Brian Pinkney's watercolor and India ink illustrations gave the students much to question, learn from, and discuss.Daryl found that initially most students could notice and name details in visuals, but they were not accustomed to being asked to name and describe how they felt in response to those images.Since feelings are not often spoken about, shared, or studied in adolescent classrooms, students struggled to identify and articulate what they felt.Spaces for students to read visual depictions of social justice themes are generative opportunities to develop the kinds of mindsets and empathy needed to thoughtfully negotiate the sociopolitical messages often presented in diverse picturebooks.[...]for teachers like Misha and Daryl-who often do not share the same cultural and linguistic histories as their students but do share commitments to making a better world-the extended VTS approach provided a framework to navigate the complexities of discussions focused on issues of social justice.

Background Pneumonia (PNA), urinary tract infection (UTI), and acute bacterial skin and skin structure infection (ABSSSI) are the most common infections treated in the inpatient setting and often are associated with bacteremia. Though short courses of treatment are advocated for these infections in general, no established guidelines exist for cases involving bacteremia. We evaluated the clinical outcomes of patients receiving short (5–9 days) vs. long (10–15 days) duration of antibiotic treatment. Methods A retrospective study was conducted at 3 area hospitals comprising a university-based tertiary center, a public safety net hospital, and a Veterans’ Affairs hospital. We included hospitalized adult patients with transient bacteremia associated with uncomplicated cases of PNA, UTI, or ABSSSI. The primary outcome consisted of a composite of rehospitalization or resumption of antibiotic treatment attributed to the original infection or death due to any cause within 30 days of the antibiotic start date. Secondary outcomes included the individual composite components, Clostridioides difficile infection, and antibiotic-related adverse effects leading to change in antibiotic therapy. A propensity score weighted logistic regression model was used to mitigate factors which could bias a patient toward receiving a shorter or longer treatment duration. Results Of 411 patients included in the study, 123 (29.9%) received a short duration of therapy and 288 (70.1%) received a long duration of therapy. The median duration of treatment was 8 days in the short group and 13 days in the long group. In the propensity-weighted analysis, the probability of meeting the composite primary outcome was not statistically different between the short and long groups (Table 1). However, receiving a short course was associated with a higher probability of restarting antibiotics and Clostridioides difficile infection. Conclusion Shorter vs. longer courses of antibiotic treatment for bacteremia associated with PNA, UTI, and ABSSSI were not significantly different in a composite of readmission, restart of antibiotics, and mortality; however, further study is needed to evaluate the safety and effectiveness of short-course therapy. Disclosures All authors: No reported disclosures.