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    The University of Texas at Tyler’s Reading Specialist Program Receives Highest Honors From the International Literacy Association

    By ILA Staff
     | Jul 17, 2024

    NatRec_Tyler_1200wThe International Literacy Association (ILA) announced this week that The University of Texas at Tyler (UT Tyler) was awarded National Recognition With Distinction for its MEd Reading Specialist Program. This honor follows the university’s initial National Recognition status earned earlier this year and further signifies its exceptional commitment to excellence in literacy education and preparing the next generation of educators.

    National Recognition With Distinction is awarded to exceptional licensure, certificate and endorsement programs for reading/literacy specialists, and elementary/intermediate classroom teachers that not only meet but exceed the rigorous standards set forth in ILA’s Standards for the Preparation of Literacy Professionals.

    After an institution earns National Recognition, it may be invited, depending on its review, to participate in a comprehensive site visit and in-depth interviews with faculty, staff, current students, and alumni. UT Tyler’s program demonstrated exemplary performance in these evaluations, earning this latest distinction—which is the highest institutional honor awarded by ILA.

    “We are thrilled to receive National Recognition With Distinction from ILA,” said Gina Doepker, associate professor of literacy education and program coordinator of the MEd program. “This accolade reflects our dedication to providing top-tier education and training for future literacy specialists. Our continuous efforts to enhance our program have been validated, and we are immensely proud of this achievement.”

    J. Helen Perkins, president of the ILA Board of Directors and chair of the ILA Commission on National Recognition, expressed her admiration for UT Tyler’s accomplishment.

    “UT Tyler’s National Recognition With Distinction status illustrates their exceptional commitment to advancing literacy education,” she said. “Their program’s outstanding quality and dedication to developing proficient literacy specialists highlight the university's leadership in the field. This honor is well deserved and speaks volumes about their innovative and effective approach to teacher preparation.”

    UT Tyler now stands among an elite group of institutions recognized by ILA for their teacher preparation programs. Other universities that have received National Recognition With Distinction include Grambling State University, Sam Houston State University, University of North Georgia, and West Virginia University.

    Learn more about ILA National Recognition and National Recognition With Distinction, and see a complete list of recipients.

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    ILA Names New Editor Team for Journal Of Adolescent & Adult Literacy

    BY ILA STAFF
     | Jul 08, 2024

    The International Literacy Association (ILA) announced today the appointment of a new dynamic and diverse editorial team for the Journal of Adolescent & Adult Literacy (JAAL), the field’s foremost peer-reviewed journal dedicated to learners ages 12 and up. Composed of renowned scholars and practitioners in the field of literacy education, this team brings together a wealth of experience and expertise to lead the journal into its next chapter.

    The editorial team for the 2024–2028 term is as follows: 

    Castek_w150

    Jill Castek, professor in the Department of Teaching, Learning, and Sociocultural Studies, University of Arizona

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    Eric Claravall, associate professor in the Teaching Credential Branch, California State University, Sacramento


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    Eric Junco, director of Diversity, Equity, and Inclusion, Northern Illinois University’s College of Education

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    Jung Kim, professor of literacy and cochair of the Department of Education, Lewis University

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    Michael Manderino, associate professor in the Curriculum and Instruction Department, Northern Illinois University

    The team’s vision is grounded in a commitment to social justice, critical literacies, and civic engagement. Their shared interests include disrupting challenges and injustices in literacy practices, deconstructing ideologies, amplifying silenced voices, and fostering the exchange of global and local knowledge.

    “We are a multi-institutional, multi-racial, and multi-cultural team that represents a multifaceted team,” the team stated. “Collectively, we embrace literacies as inclusive, expansive, empowering, and centered on praxis. We will call attention to the erasure of the contributions from, and ingenuity within, educators and communities that have been historically excluded and marginalized.”

    In addition to encouraging multiple perspectives, the team’s goal is to embrace a transformative approach to literacy—a pluralistic view that empowers learners of all backgrounds.

    In the coming years, they plan to prioritize critical issues such as culturally responsive pedagogies, adult and family literacy, assessment and data-driven instruction, literacies in social movements, and the role of artificial intelligence in literacy development. By spotlighting these issues and engaging with a diverse range of authors, the journal will continue to serve as a leading resource that meets the real-world needs of today’s literacy practitioners and researchers.

    The incoming team’s four-year term is effective July 15, 2024, and concludes June 30, 2028. Their first year overlaps with the final year of outgoing editors Judith Franzak, Koomi Kim, and Heather Porter of Salisbury University.

    JAAL provides high-quality, classroom-tested ideas as well as reflections on literacy trends, issues and research. The reach and influence of the journal is extensive. JAAL had 450,000 article views in the last year and has a circulation of more than 6,500 academic institutions.  

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    Patricia Edwards Named Recipient of International Literacy Association’s William S. Gray Citation of Merit

    By ILA Staff
     | Jul 01, 2024

    The International Literacy Association (ILA) announced today that Patricia A. Edwards, University Distinguished Professor of Language and Literacy at Michigan State University, is the recipient of the ILA 2024 William S. Gray Citation of Merit.

    pat-edwardsThe Citation of Merit is reserved for those who have made outstanding contributions to multiple facets of literacy development, including research, theory, and practice. Recipients have decades of impactful research to their name, making the honor akin to a lifetime achievement award.

    Edwards is renowned for her extensive work in parent involvement, multicultural literacy, and family literacy and for her leadership in the field. She was the 2010–2011 president of the International Reading Association (IRA, now ILA) and the first Black president of the Literacy Association (LRA), in addition to being named the first Black recipient of the LRA’s Oscar S. Causey Award.

    Throughout her distinguished career, Edwards has authored and coauthored numerous influential publications, including two nationally acclaimed family literacy programs. She is the author or coauthor of numerous books including Change is Gonna Come: Transforming Literacy for African American Students (which won the LRA Edward B. Fry Book Award), Children’s Literacy Development: Making It Happen Through School, Family, and Community Involvement, and Partnering With Families for Student Success: 24 Scenarios for Problem Solving With Parents.

    A 2012 inductee of the Reading Hall of Fame, Edwards has received the American Educational Research Association (AERA) Scholars of Color Distinguished Career Contribution Award and was elected as a 2024 AERA Fellow.

    In addition to serving the field, Edwards has been a dedicated member of ILA since 1976. Before she was the organization’s president, she served on the Board from 1998 to 2001. She has also served on awards and grants committees and, for The Reading Teacher journal, she has been a peer reviewer and department editor and was coeditor for the 2020–2024 term.

    “I am deeply honored and thrilled that I have been selected as the recipient of the William S. Gray Citation of Merit Award. This recognition holds profound meaning for me, as it celebrates the legacy of William S. Gray, a pioneering figure whose contributions to literacy and education have left an indelible mark on countless lives,” Edwards said. “As a young child, I grew up reading Dick and Jane books [which Gray cocreated]. Those books ignited my passion for reading and laid the foundation for my lifelong love of literature. To be honored with a citation bearing the name of the scholar who played such a pivotal role in my early reading experiences is both humbling and exhilarating.”

    Edwards added: “Receiving this award is not only a personal milestone but also a tribute to the enduring impact of Gray's work. It inspires me to continue advocating for literacy and to contribute to the field with the same passion and dedication that William S. Gray exemplified.”

    The ILA awards committee praised Edwards’ trailblazing support for literacy development, particularly for families of color, stating that she “exemplifies the pinnacle of achievement in literacy and education.”

    “Dr. Edwards has consistently broken barriers and fostered inclusivity,” they wrote, “and she has also played a significant role in public service and teaching, influencing national educational policies and ensuring that children of color see their experiences reflected in educational materials. Her distinguished career highlights her excellence and profound influence on our profession and society.”

    Joining Edwards as recipients in this year’s ILA awards and grants program are nine other educators and literacy leaders:

    • Gwynne Ellen Ash, Texas State University, San Marcos | Jerry Johns Outstanding Teacher Educator in Reading Award
    • Carol Hryniuk-Adamov, Reading Council of Greater Winnipeg and Manitoba Council of Reading Clinicians | Maryann Manning Special Service Award
    • Jonathan M. Kittle, University of Delaware | Jeanne S. Chall Research Fellowship for “Reading Specialists’ Knowledge of Spanish to English Cross-Linguistic Transfer and Instruction”
    • Tobias Kroll, Texas Tech University | Elva Knight Research Grant for “Cognitive-Linguistic and Auditory Subskills in Struggling Elementary-Age Readers”
    • Amber Lawson, Michigan State University | Dina Feitelson Research Award for her Reading Research Quarterly article “We Can Draw and Think About It Ourselves: Putting Culture and Race in Phonics Instruction”
    • Xiaomeng Li, Western Washington University | Timothy & Cynthia Shanahan Outstanding Dissertation Award for “The Effects of L1 Writing System and L2 Linguistic Knowledge on L2 Word Recognition”
    • Caroline Rabalais, Georgia State University | Helen M. Robinson Grant for “Critical Literacy in Action: Taking Back Power and Control in the English Language Arts Classroom”
    • Barbara Wasik and Annemarie Hindman, Temple University | Diane Lapp & James Flood Professional Collaborator Award
    More information can be found on ILA’s awards and grants page.

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    Where Are They Now? The Continued Journey of ILA 30 Under 30 Honorees (Part 4 of 4)

    BY ILA STAFF
     | Jun 25, 2024

    30under30_NoYear_w600As we enter the final weeks of the submissions period for our 2025 30 Under 30 list, we are taking a look back and reconnecting with some of the inspiring individuals from around the globe who have been recognized on our previous lists. These young visionaries were celebrated for their extraordinary contributions to literacy, and we are thrilled to share their journeys since joining the 30 Under 30 ranks.

    In this four-part series, we are sharing Q&As with past honorees that offer a look into their personal and professional journey. We are exploring how being named to the ILA 30 Under 30 list impacted their careers, the paths they have taken in the years since, and the valuable lessons they have learned along the way.

    Through these conversations, we aim to not only celebrate their successes but also to gather their insights and advice for other emerging literacy leaders. If you know someone who belongs on our 2025 list, then submit a nomination today.

     

    ShontoriaWalker_w240Shontoria Walker (2019)
    Executive Director, Education PowerED
    Texas, U.S.

     

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Receiving the 30 Under 30 honor was a transformative experience for me both personally and professionally. On a personal level, it was an affirmation of my dedication and hard work in the field of literacy education. This recognition validated my commitment to using culturally relevant pedagogy to influence literacy achievement among middle school Black male students. It reinforced my belief that the work I am doing is not only necessary but also impactful.

    Professionally, this honor significantly boosted my visibility and credibility within the educational community. It provided me with numerous opportunities to connect with other leaders in literacy education, expanding my network and fostering collaborations that have enriched my work. The recognition also attracted attention to my nonprofit, Education PowerED, where I serve as executive director, allowing us to broaden our reach and amplify our mission of promoting educational equity.

    Can you share some highlights of your professional journey since being recognized by ILA?

    Since receiving the honor from ILA, my professional journey has been marked by several significant milestones. One of the most noteworthy highlights has been the successful launch and growth of Education PowerED. Our nonprofit organization is dedicated to championing educational equity by empowering educators to create transformative learning environments where all students can thrive.

    Another highlight is the publication of my coauthored book, Culture to the Max! Culturally Responsive Teaching and Practice, published by Wiley Publishing and Jossey Bass books, which has received positive feedback from educators and administrators nationwide. The book provides a comprehensive framework for implementing culturally responsive teaching and has been instrumental in shaping classroom practices to counter institutionalized racism and white supremacy.

    Furthermore, being featured in prominent publications such as USA Today and Authority Magazine has helped to raise awareness about the importance of culturally responsive teaching and the work we are doing at Education PowerED.

    What projects or initiatives have you been involved in since receiving the 30 Under 30 honor?

    Since receiving the honor, I have been deeply involved in several impactful projects and initiatives through Education PowerED. One of our flagship programs is the EmpowerED Educator fellowship, a three-month program designed for BIPOC early career educators. This fellowship provides a hands-on, deep-study experience in implementing culturally responsive practices, incorporating AI-fueled professional learning, mentorship, and reflective practice.

    Additionally, we have been actively contributing to educational research and developing instructional resources that support culturally responsive teaching. Our collaborative spaces foster a community where educators can grow, collaborate, and champion equity for all students. These initiatives have been instrumental in advancing our mission and vision of creating transformative learning environments and driving positive change in education.

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    Build strong relationships with your students, colleagues, and community, as these connections are crucial for fostering a supportive and collaborative educational environment. Advocate for policy changes that support educational equity and be a vocal champion for the rights of all students to receive a high-quality education. Remember, your efforts can make a profound impact, so remain steadfast in your pursuit of equity in literacy education.

    How do you see the future of literacy education evolving, and what role do you hope to play in that?

    The future of literacy education is evolving toward greater inclusivity and cultural responsiveness. As we continue to recognize and address the diverse needs of students, it is essential that literacy education evolves to reflect and honor these differences. I envision a future where culturally responsive teaching is the norm, and every student has the opportunity to succeed in a literacy-rich environment. I hope to continue playing a significant role in this evolution by leading initiatives that promote culturally responsive teaching and advocating for educational policies that support equity and inclusion.

     

    KellynSirach_w240Kellyn Sirach (2016)

    Reading Content Specialist, Illinois SLD Support Project
    Illinois, U.S.

     

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Being recognized with the 30 Under 30 honor by ILA ignited a desire to continuously expand my knowledge and dedication to my students. This honor fueled my commitment to further my education, leading me to pursue a master’s degree and undergo additional training to support teaching reading for students with learning disabilities.

    Looking back, how has the recognition from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

    As a young educator, I frequently grappled with feelings of inadequacy stemming from my age and lack of experience. However, being honored by ILA served as a powerful affirmation. It reinforced the notion that age is no barrier to making significant contributions to student well-being and literacy development.

    Can you share some highlights of your professional journey since being recognized by ILA?

    Since being honored by ILA, my professional journey has been marked by many enriching experiences. In 2022, I was appointed as an Illinois Teach Plus Policy Fellow, dedicating my literacy advocacy efforts to shaping literacy policy within the state. I contributed as a member of the draft writing team for the Illinois Comprehensive Literacy Plan and currently serve as the cochair of the Illinois State Board of Education Dyslexia Handbook.

    What projects or initiatives have you been involved in since receiving the 30 Under 30 honor?

    I have been actively engaged in several impactful projects and initiatives in regard to literacy. Notably, I, along with several other educators at Teach Plus IL, played a pivotal role in advocating for the passage of the Literacy and Justice for All Act in Illinois.

    How do you continue to stay inspired and motivated in your work in literacy?

    Connecting with the individuals I work with—whether they are students, educators, or members of the community—fuels my motivation. Witnessing the impact of literacy on their lives, seeing students grow as readers and writers, reinforces my sense of purpose in this work.

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    To all educators and champions of literacy: Amplify your voices. Advocating for our students’ literacy skills is not just crucial—it’s essential.

     

    MonicahKyalo_w240Monicah Kyalo (2023)

    Technology Assistant and Program Mentor, Kenya Connect
    Wamunyu, Kenya

     

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Receiving the 30 Under 30 honor profoundly impacted my personal and professional life. It was heartwarming to see my work and efforts with LitClubs, library programs, and the Expanding Horizons Club being recognized internationally. Personally, the award has been a source of immense pride and motivation.

    Professionally, the award has opened up numerous opportunities for growth and development. Through ILA, I have had access to a wealth of resources, including free workshops, online materials, newsletters, and magazines. The resources have enhanced my teaching skills and introduced me to many new read-aloud strategies.

    Furthermore, the honor has enhanced my professional network, connecting me with other educators and literacy advocates worldwide. This network has provided invaluable support, collaboration, and exchange of ideas. Being recognized as an honoree has also given me an advantage when applying for fellowships and other professional opportunities, allowing me to further my impact on the students with whom I work.

    Can you share some highlights of your professional journey since being recognized by ILA?

    One of the key highlights has been the transformative impact of incorporating read-aloud sessions in my teaching. Through online sessions provided by ILA, I learned more effective strategies for using books during my sessions. I have learned how reading aloud can introduce and reinforce concepts from diverse fields such as science, history, and social studies, making learning more interdisciplinary and comprehensive.

    Another highlight has been mastering the art of selecting books. I learned that children have the right to read widely and exposing them to books by and about people who are different from themselves helps them develop a better understanding of the world. This has helped students develop their global competency skills.

    Incorporating storytelling into my classroom has also been a major highlight. Initially, I found it challenging to use storytelling effectively. However, through ILA’s resources, I discovered that storytelling is a powerful tool for enhancing literacy and engagement.

    What projects or initiatives have you been involved in since receiving the 30 Under 30 honor?

    I have been actively engaged in several meaningful initiatives aimed at improving the literacy of the students within the Kenya Connect partner schools. I have conducted professional development sessions for my colleagues during our monthly social activities. These workshops focused on advanced read-aloud strategies, how we can use photos to capture student’s attention and make lessons more stimulating, and various student grouping methods to facilitate collaborative learning. Through sharing my acquired knowledge with my colleagues, they have been equipped with new techniques to enhance their classroom teaching and interaction with students.

    In addition, I have been working on improving student assessments, particularly through read-aloud sessions. It always brings me joy when I see students reading a book aloud to their peers. This has largely boosted their confidence and provided me with more information on their different reading abilities. I have been able to identify students struggling with pronunciation, fluency, and comprehension. This has provided a perfect opportunity to provide further insight. I am continually learning and implementing formative assessment tools to support students’ decoding, phonics knowledge, fluency, and comprehension.

    How do you continue to stay inspired and motivated in your work in literacy?

    When a student who used to struggle with reading starts reading fluently and confidently and enjoys it, this inspires me. When a student who could not speak in class starts to speak, starts to ask and answer questions, starts expressing themselves without fear, that inspires me. When a student shares a story they read from a book they checked out or borrowed from a friend, that motivates me. The growth and progress of students is always rewarding.

    As Nelson Mandela said: “Education is the most powerful weapon which you can use to change the world.” Literacy is a fundamental skill that opens doors to opportunities and empowers individuals to succeed in life. Knowing my work contributes to this greater purpose is a powerful motivator.

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    To all educators and literacy advocates, stay passionate about your goal to improve literacy, and be persistent when faced with challenges. This will inspire your students and keep you motivated. Stay committed to your mission of improving literacy and remember that every effort, no matter how small, contributes to making a significant impact.

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    Where Are They Now? The Continued Journey of ILA 30 Under 30 Honorees (Part 3 of 4)

    BY ILA STAFF
     | Jun 21, 2024

    30under30_NoYear_w600As we enter the final weeks of the submissions period for our 2025 30 Under 30 list, we are taking a look back and reconnecting with some of the inspiring individuals from around the globe who have been recognized on our previous lists. These young visionaries were celebrated for their extraordinary contributions to literacy, and we are thrilled to share their journeys since joining the 30 Under 30 ranks.

    In this four-part series, we are sharing Q&As with past honorees that offer a look into their personal and professional journey. We are exploring how being named to the ILA 30 Under 30 list impacted their careers, the paths they have taken in the years since, and the valuable lessons they have learned along the way.

    Through these conversations, we aim to not only celebrate their successes but also to gather their insights and advice for other emerging literacy leaders. If you know someone who belongs on our 2025 list, then submit a nomination today.

     

    SimpsonMuhwez_w240

    Simpson Muhwezi (2021)

    Founder, Wandiika Literacy Initiative Kampala, Uganda

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Personally, the 30 Under 30 honor was so humbling. It validated my work and method of using stories to develop children’s creativity. It fueled my passion for literacy development and really opened my mind to new ideas. I learned much from my fellow honorees too; their impressive diversity and wealth of knowledge and experience helped me see different perspectives and it has greatly inspired me. Professionally, the honor amplified my voice as an educator and gave me an even bigger platform to share my knowledge and advocate for literacy.

    Can you share some highlights of your professional journey since being recognized by ILA?

    Not long after my ILA honor, I was named to The New Vision newspaper’s Top 40 Under 40 List, an initiative that recognizes outstanding Ugandan leaders under the age of 40 who are excelling in their careers and are impacting society positively. This was another vote of confidence in my work.

    Have there been any significant challenges you've faced in your work since being recognized by ILA? How have you overcome them?

    The honor came at the time when the world was experiencing extreme COVID levels. In Uganda, schools were closed for almost two years. This was a serious challenge to the story competition which originally received submissions physically. Unfortunately, we had to cancel the 2020 edition. Even when activities resumed in 2021, they dragged thanks to the continued emergence of COVID variants and persistent shutdowns. Faced with difficulty in meeting their target audience physically, we decided to use social media. Participants could submit their entries virtually. This turned out to be even more advantageous as it eliminated the distance barrier and saved us time and costs. We have been using this option since then.

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    First of all, I would like to commend them for their great service! What they are doing is vital for the next generation. Secondly, I encourage them to be as open-minded as possible. They should continuously improve their knowledge and skills because the learners’ needs keep changing. Putting their learners at the center of their work and involving them at all levels is a great way to develop the latter’s confidence and skills. Learning can be so much fun when the learners are not pressured and they feel their contribution to the process matters. Lastly, there is always room for some stories! Stories are not only enjoyable but also a great way to inspire creativity and a lifelong love for learning among learners.

    How do you see the future of literacy education evolving, and what role do you hope to play in that?

    Thanks to the work of incredible organizations like ILA, I see a bright future. I envision a future with more inclusivity and diversity in literacy education. A future where no learner is left behind. Where educators have the necessary technical tools and support to do their work excellently. A future where children, in Uganda and elsewhere, have improved access to learning, support, and culturally authentic reading materials. Where learners are active participants in the classroom as opposed to being spoon-fed by their teachers. As a storyteller and educator, I hope to continue creating captivating stories for young audiences and inspiring children to tell their own. I hope this will foster a love of reading and writing among them—skills that will transform their lives and communities.

     

    HaleighKlaus_w240

    Haleigh Klaus (2023)

    Instructional Literacy Coach, Canadian Valley Technology Center
    Oklahoma, U.S.

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Personally, receiving the 30 Under 30 honor from ILA impacted me by helping me realize the difference I am making in my community. When I started in my position, I knew I wanted to do everything in my power to encourage a love for literacy in the communities I serve, but through self-reflection and the recognition from ILA, I realized I truly was making the difference I had aimed for. This leads into the professional impact receiving the 30 Under 30 honor had on me; realizing the difference I was making truly pushed me to keep going and be the best I can be—to keep shooting for making a difference in students’ lives!

    Looking back, how has the recognition from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

    Since being honored, I have been moved to an all-district position and now work with students at all three campuses. I am enthusiastically expanding my efforts made at my home school to the entire district—little libraries, district book clubs, teaching about the literacy portion of the driver’s permit test, etc.

    Can you share some highlights of your professional journey since being recognized by ILA?

    My professional journey has changed drastically since being recognized by ILA. Where I once covered one campus, I am now covering three! I am getting to expand my efforts to students in two different counties here in Oklahoma. I am also an adjunct professor now at a local community college—Redlands Community College. My favorite class to teach, by far, is the College Reading and Writing course; this course is taught concurrently with Composition I and aims to ensure student success in Comp. Teaching College Reading and Writing is amazing because not only do I get to see students drastically improve their writing skills, but also I get to watch students nurture a love for reading and writing that they tell me was not fostered previously. Since being recognized by ILA, I’ve also become more involved with the Oklahoma Literacy Association and Education Services Special Populations (a division of Oklahoma Association of Career and Technology Education); I serve as a board member for both associations, and this year, I am being recognized as Education Services Special Populations’ New Teacher of the Year. To put it simply, I love what I do, and I will always be a voice for fostering a love for literacy!

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    Teach with grace! Whether it be grace for your students or grace for yourself, we all need a little grace from time to time. And lead with passion. I whole-heartedly believe that my passion for literacy education is what has led me to be as successful as I am in making a difference in others’ lives. Grace and passion allow me to connect with students on a more personal level and to fiercely advocate for literacy in my communities.

     

    MatthewPanozzo_w240

    Matthew Panozzo (2019)

    Assistant Professor of Literacy, University of Memphis
    Tennessee, U.S.

    Looking back, how has the recognition from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

    Receiving this recognition helped me see the larger team of literacy professionals promoting reading, writing, thinking, listening, and viewing in communities around the world. Connecting with that team, even in small ways, has helped me think differently about instruction, curriculum, and pedagogy. It’s also been a great opportunity to learn how literacy professionals of all ages have engaged in the work over their lifetimes. There are so many ways to be involved.

    How do you continue to stay inspired and motivated in your work in literacy?

    It truly is through the relationships I form with students, community members, professors, researchers, etc. Anytime I’m able to talk about the power of stories, I’m reminded of why I pursued getting involved in the state-affiliate of ILA, Texas Association for Literacy Education (TALE).

    What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?

    Fuel your passion and find your people.

     

    OluwaseunAyobamiOti_w240

    Oluwaseun Ayobami Oti (2015)

    Postdoctoral Fellow, Clemson University South Carolina, U.S.

     

    How did receiving the 30 Under 30 honor from ILA impact you both personally and professionally?

    Personally, the 30 Under 30 honor I received in 2015 as part of the inaugural class made me feel like my work in the field of literacy in the Nigerian space was worth it. This honor served as a seal of approval from an internationally recognized organization, which boosted my morale and inspired me to do more.

    Professionally, I believe this recognition contributed to other opportunities for me. One was gaining admission into a PhD program in Literacy, Language, and Culture, despite having an academic background in communication.

    Looking back, how has the recognition from ILA motivated you to continue your efforts in advancing Literacy, and what future goals do you have in this regard?

    I have come a long way in my efforts to advance literacy since being recognized by ILA. I continue to innovate and organize literacy activities for children, including Literacy Clubs, Literacy Clinics, Readers’ Fun Club, Friends and Fun Club, Summer Reading Challenge, Summer Reading Clubs, and most recently, Yoruba Club. Some of these activities have been featured in ILA’s Literacy Now blog and Literacy Today magazine.

    Beyond organizing literacy programs for children, I completed a PhD, served as the director of Clemson University’s America Reads (a literacy organization), written peer-reviewed papers, coauthored a book chapter titled “Bolstering Reflective Practice Through Digital Tools in an Online Practicum,” and copyrighted a book titled “Teacher-Child Parent (TCP) Writing Collaborative Notebook.” I am currently a Postdoctoral Fellow at Clemson University.

    After completing my Postdoctoral Fellowship, I plan to work in a literacy research institute. Also, given my vast experience, expertise, and passion, I will set up an organization dedicated to providing consultancy services to parents, preschools, and elementary schools on best practices in reading and writing, leveraging my copyrighted book.

    Can you share some highlights of your professional journey since being recognized by ILA?

    In the same year I was recognized by ILA, I was awarded an Associate Fellowship by the Royal Commonwealth Society in the United Kingdom for my impressive work in literacy. Receiving both recognitions in the same year inspired me to continue to do more.

    Other major highlights of my professional journey include the following:

    A partnership with the award-winning author Kathy Brodsky, who I met at the ILA 2016 Conference. Our work together was featured in national and international media in 2017. In 2022, I invited Kathy as a guest speaker to Clemson University’s America Reads end-of-the-year celebration event. I also facilitated the donation of 90 copies of her book to each child in attendance. 

    Served as the director of the America Reads Program at Clemson University from 2020–2023. I introduced new initiatives that allowed for a smooth and more effective running of the program. This includes the implementation of an individualized curriculum for students, library supervision, book check-out forms, a coordinator-in-training program, daily tutor reports, site supervision reports, and the e-newsletter series. This position allowed me to work with parents, teachers, tutors, and children in the United States, and contribute to the development of children's literacy skills. It was a rewarding experience.

    Served as a judge for the Queen’s Commonwealth Essay Competition, the world’s oldest international school writing competition, in 2021 and 2023.

    Completed my PhD in 2023. My PhD thesis was title “Supporting Preschoolers’ Early Writing Through Parent Teacher Collaboration: A Design-Based Study.” This study had and has continued to have a tremendous impact on both teachers and parents. For example, my dissertation has been read in 23 countries, and a resource I copyrighted from this dissertation is currently being used by parents and teachers.

    How do you continue to stay inspired and motivated in your work in literacy?

    Being a literacy advocate is a passion and life calling for me. I think about the lives of the children I can influence, and it always spurs me to action. Working with children is a matter of urgency; they need to be able to read and write at the right time so that they do not fall through the cracks amidst the rigor of learning in upper elementary grade levels. That's what keeps me inspired and motivated in my work in literacy.

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