Literacy Now

I was reading the text of one of our upcoming webinars, and the description mentioned something called the double helix of reading and writing. In all my time at ILA, I couldn't recall having heard this term before. My curiosity piqued, I followed the one course of action that would satisfy my roused intellectual hunger: I did some research. This is what I discovered.

The double helix of reading and writing offers a framework for educators seeking to cultivate comprehensive literacy instruction across all grade levels. This metaphor, inspired by the intertwined strands of DNA, underscores the reciprocal and interdependent nature of reading and writing skills.

By moving away from a compartmentalized approach that treats reading and writing as isolated entities, the double-helix model emphasizes the following:

• Reading as a foundation for writing. Exposure to a rich tapestry of texts, diverse vocabulary, varied sentence structures, and various writing styles equips students with the tools to build their own written expression. By internalizing these techniques through reading, students develop a repertoire of strategies to enhance their compositions.
• Writing as a catalyst for reading comprehension. The process of writing compels students to engage in critical thinking about language, organization, and clarity. This translates to a more analytical approach when reading the works of others, fostering deeper text comprehension and interpretation.

Implications for instruction

Furthermore, educators should encourage meaningful reading responses that go beyond traditional comprehension questions. Writing-based responses encourage a deeper level of engagement and could include tasks like composing alternative endings, creating journal entries from a character's perspective, or crafting summaries that demonstrate a nuanced understanding of the text.

Finally, implementing peer review cycles is crucial–guiding students through the drafting process and incorporating structured peer review activities allows students to actively apply a reader's perspective to examine clarity, word choice, and the overall effectiveness of their classmates' work.

Outcomes and benefits

Adopting a double-helix approach to literacy instruction can lead to several positive outcomes. Integrating reading and writing activities fosters a sense of purpose and relevance, leading to higher student motivation and investment in the learning process. Additionally, by strengthening skills in one domain, students experience positive impacts in the other, creating a cycle of continuous improvement in both reading and writing abilities.

Ultimately, the double-helix model aims to produce students who are adept at both deciphering texts and expressing their ideas with clarity and confidence in written form. That certainly seems a worthwhile goal in my book.

The International Literacy Association (ILA) has partnered with the American Educational Research Association (AERA) on a unique initiative to amplify student voices in discussions surrounding social justice, educational research, and reimagining literacy education. This exciting work will be showcased during a cosponsored Presidential Session this weekend at the AERA Annual Meeting in Philadelphia, Pa.

The joint initiative invited K–12 students from across the country to engage in a dialogue about equity, diversity, inclusion, and social justice. Students were given thought-provoking writing prompts that encouraged them to reflect on their experiences and imagine a better world.

Student voices take center stage

The response was inspiring! Hundreds of submissions poured in from schools across the United States (and even some internationally). Select responses will be featured during a session entitled “Re/Reading and Re/Writing the Wor(l)d: Engaging in Racialized Conversations to Reimagine Literacy Engagement for Justice,” taking place on Saturday, April 13.

This session is part of the AERA Presidential Session Series and provides a powerful platform for students to share their perspectives with educators, researchers, and policymakers from around the globe. Attendees will be invited to participate in a gallery walk, where they can engage with the students' thought-provoking submissions.

“Students are not just passive recipients of education; they are active agents of change," said Nicola Wedderburn, executive director of ILA. "By elevating their voices, we are not only enriching the educational research landscape but also empowering students to become advocates for justice and equity.”

The importance of listening

This partnership underscores both organizations' shared commitment to inclusivity, diversity, and empowering the next generation to shape conversations surrounding education and social justice.

“In today’s complex educational landscape, it is imperative to center student experiences and perspectives. By providing a platform for students to share their insights, challenges and aspirations with us, ILA and AERA are paving the way for more meaningful and impactful outcomes in education,” said Jevon D. Hunter, Woods-Beals Endowed Chair for Urban Education at SUNY Buffalo State and 2023–2024 American Educational Research Association Program Cochair.

For more information, read this blog post by Hunter and Patricia A. Edwards, a past president of the International Reading Association (now ILA), in which they expand on the origins of the writing project and how they hope it “[illuminates] the courageous and creative ways youth imagine and participate in acts to promote a more just world.”

ILA Member Tihesha Morgan Porter
Principal, McMullan Elementary School
Channelview, Texas

How did you begin your career, and what led you to your current position?

I started my career as an elementary classroom teacher. Throughout my experience, I learned so much about guided reading and balanced literacy. My love for literacy led me to become an interventionist and, in that role, I was fascinated to learn more about students who struggled with reading. Eventually, after a few more years as an interventionist and educator, I had the opportunity to become a reading coach and dyslexia specialist. I truly loved working with students and helping them grow and have a desire to learn. Due to my leadership skills and literacy support, I wanted to have a bigger impact on my campus, so I became the assistant principal which then led to my current position as principal.

What is the biggest challenge in your current role?
The biggest challenge in my current role is having the desire to be more of a change agent but being restricted due to politics. It is great to have passion and teach children the way that they deserve to be taught.

What are you reading (personal or professional)?
Personally, I am going back to an oldie but goodie, The 7 Habits of Highly Effective People by Stephen R. Covey. Professionally, I am currently reading PLC+: A Playbook for Instructional Leaders by Nancy Frey, Dave Nagel, Douglas Fisher, Toni Osborn Faddis, and Aida Allen-Rotell.

How long have you been a member of ILA, and how has membership influenced your career?
I have been a member consistently since 2019, but even longer than that, I started being a member back in 2012. Reading the magazine and being aware and “in the know” about important literacy changes helped me tremendously when I was the reading coach and interventionist. It helped me to learn about different professional books that helped me to grow as a literacy leader. Reading many of the articles helped me to better understand others’ experiences and apply that experience with my own students.

What do you consider to be your proudest career moment?
The proudest career moment was hearing students call me the shoe lady. Let me elaborate: As a reading coach, I would model lessons for the teachers. One lesson I loved to teach was choosing just the right book. I would read a book to the class, Shoes for Me! by Sue Fliess, and I would bring a few different types of shoes and different sizes to demonstrate how to choose the correct book. Having real-life examples helped the students better understand how to choose the book that fits them perfectly. The kids loved it and for years I was known as the shoe lady. I do this for them!

What do you like to do when you’re not wearing your educator hat?
When I am not wearing my educator’s hat, I like to travel, binge-watch a few shows, volunteer in the Houston area with the Epsilon Phi Chapter of Iota Phi Lambda, Inc., and spend time with my family and friends.

What is a little-known fact about yourself?
I learned how to read at 4 years old. My mom wanted to ensure that when I went to school, I was prepared.

What do you believe is the biggest challenge in literacy education today?
The biggest challenge is finding ways to merge literacy with technology. Finding ways to still make it interesting and meaningful so that the students get the immediate response of touching a button, but they are also able to practice their reading and writing skills. Many teachers have students play educational games using devices but struggle with understanding how to use technology to help teach the lessons.

What advice would you give a new teacher that either you received or wish you had?
Don’t be afraid to ask questions, and just because you are a new educator does not mean that you don’t have valuable input.

When did you know you wanted to become a teacher?
The first time was when I used to play school with my dolls and stuffed animals as a child and then again when I was in college and had the opportunity to volunteer and support middle school students with their reading skills.

What can literacy educators do to motivate kids to want to read?
Literacy educators need to start by first understanding who they are as a literacy advocate and their literacy style. That will help determine in which ways they would like to help motivate students. Students love excitement! Find books that can capture their attention and read to the students with passion and enthusiasm. Find ways to do schoolwide events. For example, a read-a-thon, a book character parade, writing pumpkin stories, book fairs, book challenges and incentives, etc. The sky is the limit!

The International Literacy Association (ILA) has commenced its annual election for its Board of Directors. Eligible ILA members are encouraged to vote for three at-large candidates and one vice president candidate. Read about the candidates before casting your ballot.

The ILA 2024 Board Election will be conducted entirely online. Individual ILA members with an active membership and a valid email address will receive email reminders with a link to the online ballot

If you haven’t received your email ballot, please confirm your membership is in good standing and that the email address connected to your membership is accurate by signing into your membership account or by phoning ILA’s Constituent Services Team at 800.336.7323 (U.S. and Canada) or 302.731.1600 (all other countries). 

The election closes at 5:00 p.m. ET on April 30.

Pleasantville Elementary, a K–Grade 5 school in New Castle, Delaware, recently unveiled its fully renovated, future-forward library–a project funded in part by ILA (made possible through a grant from the Delaware Community Foundation).  

The initiative aims to create a more engaging and efficient learning environment by leveraging innovative technology, such as a new RFID (Radio Frequency Identification) system that includes student-fiend kiosks that make self checkouts a snap. Now, any student who comes to the library can leave without a book, even if the library staff are teaching a class or otherwise engaged in group work.

The RFID chips have simplified the process of tracking inventory as well. Now, an entire bookshelf can be logged in with a wave of a scanning “wand.” In other words, what used to take an entire week can now be finished in a couple of hours.

The same software can be used to monitor the types of books students are checking out and track other information about the collection, such as how long a particular book has been on the shelves.

For instance, in 2016, the average age of a book in Colonial School District’s libraries was 22 years old. But no one knew that until Colonial partnered with the Delaware Library Consortium and the libraries were thoroughly audited.

“We discovered that circulation in most of our schools was around 20 percent, which is quite low,” said Tom Gavin, Colonial’s Supervisor of Instructional Technology & Libraries.

In 2017, he reported, Pleasantville's circulation was a dismal 4 percent. But thanks to the new technology and revitalized collection—one that reflects the rich diversity and interests of the student body—circulation has leaped to nearly 91 percent. 

Moving forward, Pleasantville aims to retire most books after seven years, replacing those cycled out with new offerings. The RFID helps with that, too: New books come shelf-ready, their RFID chip already implanted. All that’s needed is a wave of the wand and that book is ready for its new home.

One thing the RFID hasn’t replaced: the librarian. “The role might not have the same name,” said Colonial School District Superintendent Jeff Menzer, but library staff remain “essential” to a child’s literacy development.