Literacy Now

The July/August/September 2025 issue of Literacy Today, ILA’s member magazine, underscores the importance of thinking critically in a time of increasing disinformation.

Our guest editor for this edition, Shireen Al-Adeimi, is an assistant professor of language and literacy at Michigan State University. Her research explores how dialogic discussions strengthen middle school students' literacy skills, how students and teachers engage with justice-oriented topics, and how practical tools can help educators foster meaningful, inclusive conversations in their classrooms. 

“Even amid the face of today's educational and societal pressures, it's possible to create classrooms where students are invited to think deeply, speak freely, and engage meaningfully with the world around them,” she wrote in her opening note to readers.  

Read on to learn more about the issue, how Shireen approached its curation, and what she hopes readers take away from it.

Tell us how you developed your vision for this issue. What were your goals? How did you choose your authors and topics?

In this issue, I wanted to center critical thinking both as a literacy goal and as a necessary practice for students navigating an increasingly complex world. I aimed to highlight work that connects reading, writing, and dialogue to students’ lives, their identities, and the pressing social issues around them. Across these articles, readers will find examples of how educators are supporting students’ agency, argumentation, and analytical skills. They do so through a range of practices, including student-led discussions, disciplinary translanguaging, project-based learning, metalinguistic inquiry, and the evaluation of digital texts.

I curated this issue by inviting scholars whose work I admire while trying to ensure a range of perspectives and contexts. I was especially interested in contributors whose research bridges classroom practice and equity. Together, these researchers and educators help us think more deeply about what it means to take critical thinking seriously in literacy education.

Your research focuses on enhancing students’ literacy outcomes through classroom discussion. How does that experience inform your views on fostering critical thinking?

Whether structured or spontaneous, dialogue is central to every classroom and shapes how students think and learn. My research examines how specific forms of talk—like dialogic or academically productive discussions—can support students’ engagement, comprehension, and writing. I also study how teachers and students navigate difficult but necessary justice-oriented conversations. That work has shown me that critical thinking isn’t developed in isolation. It grows through meaningful interaction and relies on recognizing students’ knowledge and agency. That’s why I wanted this issue to highlight how educators use talk to stretch students’ thinking across disciplines—from literacy to science to digital media. Dialogue becomes the bridge between what students read and what they come to understand about themselves, each other, and the world.

Your opening letter mentions how essential it is to teach literacy while honoring students’ experiences. What do you think are the most pressing considerations for educators looking to do this successfully while fostering critical thinking?

We, as educators, must recognize students’ home literacies (e.g., oral language, vocabulary, and bi/multilingualism) as rich knowledge bases, not deficits. Sometimes those experiences overlap with what’s emphasized in school, and other times they don’t. Either way, it’s our responsibility to learn about and from our students, and to make sure their knowledge and experiences help shape what happens in the classroom. Fostering critical thinking means treating students as active participants whose insights and questions matter. That also means stepping back to listen carefully and create space for students to make meaning in ways that reflect both their lives and the academic tools we offer.

What are some of the biggest misconceptions educators have about teaching critical thinking, and how does this issue of Literacy Today aim to address them?

Critical thinking is sometimes misunderstood as teaching students what to think. While there’s often no single right answer, we need to support students in learning how to think: To analyze, question, connect, critique, and imagine. Educators should also recognize that critical thinking also doesn’t just happen through explicit instruction in logic or argument, especially when it’s detached from students’ lives, cultures, and language practices.

This issue challenges those assumptions. Across these articles, authors show how critical thinking is developed through dialogue, through identity and language, through disciplinary meaning-making, and through inquiry into the world around us. Mari Zaru’s piece, “The Moon Traveled With Us,” is a reminder that critical thinking is also personal and political. It grows when students see their stories and questions as meaningful, and their language practices as worthy of classroom attention.

Your graduate advisee, Rebecca Lee, co-authored the article “Talk That Matters” with you, which discusses cultivating “a climate where every students’ voice matters” in order to support true dialogic talk. Why is this work so important to you both?

This work is deeply important to both of us because it reflects a shared commitment to creating classrooms where students are not expected to absorb information; rather, they are invited to co-construct it. Dialogic talk requires more than strategic questioning or other talk moves that invite students to express themselves in the classroom. It requires a climate of trust, mutual respect, and authentic curiosity. Rebecca and I believe that when students see their voices as valued, they are more likely to take intellectual risks, engage with their peers’ and teachers’ ideas, and grow as thinkers and communicators. This is especially vital in classrooms where students’ identities and experiences have too often been overlooked or marginalized. We view this centering of students’ voices as a matter of justice.

Mari W. Zaru’s article, “The Moon Traveled With Us,” uncovers the transformative power of “supporting students in viewing literacy as personal, cultural, and political.” Why did you find this a compelling topic to feature?

Mari’s piece powerfully demonstrates that literacy is never neutral. It is always intertwined with identity, history, and power. Her work with immigrant and refugee mothers from Palestine, Mexico, South Africa, Syria, and Bolivia shows how storytelling can bridge generations, preserve cultural memory, and center linguistic and cultural identities. As Mari writes that, “Literacy is also about memory, cultural survival, and the right to be heard.”

Freirean ideals, Mari reminds us, that to “read the word” meaningfully, students must also learn to “read the world.” Hers is a model of critical, healing, and justice-oriented literacy education that I was honored to include and feature in this issue.

What do you hope readers will take away from this issue of Literacy Today, and how do you envision it sparking further conversations about fostering critical thinking?

I hope readers walk away with a richer, more expansive understanding of what it means to support critical thinking across literacy instruction. Each article in this issue that I curated offers a unique lens:

• Jennie Baumann highlights how peer-led, text-based discussions build student agency and engagement.
• Renata Love Jones shows how metalinguistic awareness can deepen students’ critical reflection about language.
• Emily Phillips Galloway reminds us not to overlook language development as a central component of critical thinking.
• Samuel Lee’s piece illustrates how multilingual students make sense of science content through translanguaging.
• Yunfeng Ye and Wenjuan Qin explore how scaffolding argumentative writing supports higher-order thinking among EFL students.
• Sarah McGrew pushes us to move beyond surface-level reading when teaching students to evaluate online information.
• Crystal Wise demonstrates how project-based learning creates space for inquiry, analysis, and reflection.
• Mari Zaru powerfully illustrates how storytelling, particularly among immigrant mothers and their children, can serve as a personal, cultural, and political act.
• And in my own co-authored piece with Rebecca Lee, we advocate for building dialogic classrooms where every voice matters and where literacy serves justice.

Together, these pieces challenge narrow definitions of critical thinking and offer tools for cultivating it in ways that are rigorous, relational, and rooted in justice.

Kylene Beers, PhD, a beloved member of the International Literacy Association for 35 years, passed away on June 20. 

A tireless advocate for literacy and beloved educator and author, Kylene’s work transformed how we teach and engage with young readers. Her passing leaves a profound void in the world of education —as evidenced by the outpouring of heartfelt messages on her Facebook page—but her legacy endures in classrooms, libraries, and minds around the world.

Kylene began her career as a middle school teacher, where she first recognized the disconnect many struggling readers experienced with traditional instruction. That insight became the foundation for a career devoted to closing that gap—not through rigid prescriptions, but with compassion, curiosity, and trust in every student’s potential for learning. Her groundbreaking book When Kids Can’t Read, What Teachers Can Do became a beacon for educators seeking practical strategies for teaching literacy.

She was published in several ILA journals as well as Literacy Today, where she shared unique insight into independent reading along with colleague Bob Probst in a wildly popular article from 2021. The two have co-authored several influential works including Notice & Note and Disrupting Thinking, which urged educators to move beyond compliance-driven instruction and foster deeper engagement with texts. Kylene and Bob were also featured speakers at the ILA 2018 Conference, where they shared their philosophy not only on building better readers, but also shaping more thoughtful, empathetic citizens.

The two participated in the ILA Next Middle Pathway Workshop, a professional learning event centered on teaching in digital and hybrid settings. They led participants through a writing prompt modeled after the poem “Where I’m From” by George Ella Lyons, where Kylene shared that writing is more than a way to show what we’ve learned, stating that, “Sometimes, like in the midst of a worldwide pandemic, we should probably use writing as a way through what we’re feeling.”

As a former president of the National Council of Teachers of English (NCTE), Kylene was a respected leader and voice for student-centered pedagogy. In 2024, NCTE awarded her the James R. Squire Award, to which Bob wrote in her nomination letter, “She has been a model of devotion to teachers and students, to the development of literacy for all, that we would do well to emulate.” 

Most recently, Kylene organized and hosted literacy institutes at her ranch in Waco, Texas, where she engaged with teachers from across the United States and Canada. Her final project, the next institute, is currently taking place as of this writing, proving her ongoing contribution to literacy education will continue to inspire the next generation of educators.

Kylene will be remembered for her tireless efforts to reach students, her pioneering insights into reading, and her endless joy for supporting all teachers.

If you would like to share a personal remembrance of Kylene, please email social@reading.org.

The April/May/June 2025 issue of Literacy Today, ILA’s member magazine, underscores the importance of representation in children’s picturebooks.

Our guest editor for this edition, Angie Zapata, is an associate professor of language and literacies education at the University of Missouri. She is also a children’s literature researcher and teacher educator, whose extensive work focuses on the promise and possibilities of diverse literature in K–12 language arts classrooms.

“Given what can seem like competing agendas for literacy and literature learning in classrooms, it feels appropriate to center picturebooks in the hands of readers as a viable pathway toward helping students reclaim their reading lives,” she wrote in her opening note to readers.  

Read on to learn more about the issue, how Zapata approached its curation, and what she hopes readers take away from it.

Tell us how you developed your vision for this issue. What were your goals? How did you choose your authors and topics?

Thanks so much for this opportunity to center better representation in children’s picturebooks in schools. My commitment to cultivating a better sense of belonging in the classroom through children’s visual storyworlds in picturebooks is both a professional and personal endeavor. I aimed to gather both US bound and international voices as well as established and fresh voices in the field who could provide interdisciplinary pathways into an issue that has plagued our field for so long. I really aimed to amplify too often overlooked pathways into our work as picturebooks curators in schools and provided directly implications for practice.  

You’ve worked with preservice elementary school teachers and have a background in connecting research to practice. How does that experience inform your views on representation in children’s literature?

That bridge to practice remains essential. As a field we have a rich resource of critical content analyses and reviews of picturebooks that feature diverse sociocultural representation, Building upon that research, we must also grow our empirical body of research that examines how these books are shared in the classroom, how children read and respond, how teachers thoughtfully build collections and mediate students’ literature, experiences and the implications of this critical classroom work for students’ identities, positive school experiences, self-efficacy, and learning. What new literature practices and theories of practice and learning can emerge from deeper study of how these texts live in classrooms among teachers and their students? In today’s sociopolitical climate that incites fear and resistance to any kind of diverse representation in picturebooks, highlighting the everyday ways we lovingly, thoughtfully, and ethically share these texts and how student respond are critical. 

To add, I am deeply inspired and motivated by the teachers and students who have welcomed me into their spaces as they read and respond to linguistically diverse picturebooks. The opportunity to offer direct implications for classroom practice with picturebooks featuring diverse representation through this issue of Literacy Today is exciting as I am reminded of my time in their classroom and am inspired once again by what is possible with picturebooks and how much we must learn, both theoretically and pedagogically in picturebook classrooms. 

Your opening letter mentions the importance of access to diverse stories for students. What do you think are the most pressing considerations for educators looking to select and share quality diverse picturebooks?

First, I have found that entering this process with great humility makes a significant difference in the opportunity to grow. It can be overwhelming and even off-putting to try and navigate the pressures of identifying and sharing a text with diverse representation, especially if you are not of the community represented. But the payoff of entering that process humbly and with willingness to learn pays off tenfold, especially for your classroom of students.

I also highly encourage educators to choose to share picturebooks with better representation because they want to and because they believe in the power of picturebooks to both affirm and grow students’ understanding of themselves and the world around them. I think when we observe these texts integrated in the classroom without the humility and critical lens needed, the opportunity for students to engage in the storyworlds are not as robust as they could be and that the reading falls flat. As picturebook curators who embrace the awesome responsibility of building thoughtful collections for students, we as educators can share and model that commitment of learning about new titles and processes to build collections.

To add, that kind of work is best done with a similarly interested colleagues, including voices that are different than your own. I would therefore also suggest finding fellow picturebook enthusiasts who are similarly interested in growing as a picturebooks curators. If you don’t have any in your setting, how can national organizations like ILA help you find your learning partners virtually?

What are some of the biggest misconceptions educators have about picturebooks, and how does this issue of Literacy Today aim to address them?

I think there has long been assumption of picturebooks as easy to read, simple narratives that don’t demand much preparation on our end when shared as read alouds. For example, how often have we quickly pulled a book off the shelf for a quick read aloud and then just as quickly realized we should have taken more time to thoughtfully prepare for the reading event? I hope this issue reawakens our habits of ‘slowing down’ with picturebooks readers to savor the richness of visual storyworlds.

Time to ‘slow look’ visual storyworld, as Dr. Pantaleo reminds us in her essay, is essential practice, and I believe it to be even more so with picturebook collection that feature a diversity of lives, languages, and literacies. There is so much to uncover in the visual designs and choices made by the illustrator and the intellectual demand of reconciling both the illustrated and print narrative is significant. Time to do the work of being a picturebooks reader is so important. It can feel radical to claim the need for more time for picturebooks in today’s reading achievement climate, but the depth and opportunity to model and practice meaning making with print and illustration is tremendous.

Monica Kleekamp’s article, “Humanizing Neurodivergence,” presents guiding tenants that educators can use when selecting stories that humanize neurodivergent characters and is “nuanced in its presentation of a character’s lived experiences.” Why did you find this an important topic to feature?

Dr. Kleekamp truly helps us slow down and prioritize the neurodivergent experience from the perspective of those who live with these abilities. Too often, picturebooks have been written from the perspective of caregivers and siblings. Although important, collectively these perspectives have not allowed us to consider subtleties of a neurodivergent experience. Dr. Kleekamp wisely helps us widen our lens when selecting and sharing these texts and provides practical guidance that humanizes the communities featured.

Jon Wargo’s article, “History Out Loud,” states that children’s picturebook biographies about famous LGBTQ+ figures can help “amplify and strengthen messages of [intersectional] justice.” What stood out about this topic that inspired you to include it in this issue?

I always appreciate Dr. Wargo’s expertise and passion for centering LGBTQ+ perspectives through children’s literature. In today’s sociopolitical climate that continues to demonize LGBTQ+ experiences in literature, we are failing to recognize the wide and limiting reach such a stance imposes on our society. There is such an opportunity through nonfiction picturebooks to both humanize and reveal the significant contributions of LGBTQ+ figures, and contextualize both historical and contemporary moments to learn from. 

Mengying Xue’s article, “Seeing the World From Different Perspectives,” examine postmodern wordless picturebooks that allow young readers an opportunity to engage with “complex topics and social issues from unexpected viewpoints.” Can you expand a little upon your choice to include this discussion?

I believe postmodern picturebooks offer an exciting initial entry point for nurturing picturebook readers in the classroom and can be an incredible bridge for readers trying to do the work of navigating multiple perspectives in one narrative. This is a foundational experience as readers and as citizens in a national and global society. I’ve observed four-year-olds do this with great ease and weave their own narratives with the perspectives they encounter to create new imaginaries. What might it mean to scaffold students into the work of navigating multiple perspectives through wordless picturebooks first? I appreciate Dr. Xue taking time to reconnect us to this genre.

What do you hope readers will take away from this issue of Literacy Today, and how do you envision it sparking further conversations about representation in picturebooks?

I do hope readers of this issue will feel reinvigorated in their practice as classroom picturebook curators and feel supported when choosing to share picturebooks with diverse representation. Too often, the onus is on the individual teacher to do it all and to figure out how to teach by themselves or have to teach mandated scripted curriculum. I hope interested readers do not feel alone in their commitment for a better world and feel motivated to reach out and grow their picturebook practice. I hope this issue inspires readers to connect with one another and dig deep into any of the articles to directly impact students’ positive reading experiences in schools.

Angie Zapata, an ILA member since 2002, is an associate professor of language and literacies education at the University of Missouri. Through collaborative inquiry partnerships with K–12 practicing teachers, her research highlights teacher and student interactions with picture books featuring diverse racial, ethnic, and linguistic representation, as well as how translingual and transmodal literacies are produced through those literature-based experiences. 

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The International Literacy Association (ILA) announced today a new weekly newsletter in partnership with SmartBrief: ILA Literacy Teaching & Learning SmartBrief. Debuting today, the newsletter aims to be a vital resource for literacy professionals worldwide, providing curated content on the latest developments in literacy education and research.

The mission of ILA—a professional membership organization for literacy educators, researchers and advocates across 128 countries—is to connect research and practice to improve the quality of literacy learning across the globe. Among the top priorities of the organization’s strategic plan is to provide more low-cost and free resources to educators around the world.

This partnership with SmartBrief represents a significant step in fulfilling both that promise and the ILA mission.

ILA Literacy Teaching & Learning is a free resource designed to keep literacy educators, researchers, and advocates informed about the most critical news and trends in literacy education. The newsletter will feature expertly curated content from a variety of news sources on global literacy news, advocacy efforts, research-based instruction, inclusive teaching and learning, and literacy leadership news, in addition to the latest updates from ILA.

“We are so pleased to be partnering with SmartBrief on our Literacy Teaching & Learning newsletter,” said ILA Executive Director Nicola Wedderburn. “Our team has long been a fan of the SmartBrief format, and we’re excited to offer this new, convenient way to help our audience stay informed on what’s happening in the field.”

SmartBrief is the leading digital media publisher of targeted business news and insights by industry. They leverage technology and editorial expertise to curate and deliver the most relevant industry news in partnership with leading trade associations, professional societies, nonprofits, and corporations.

Anyone interested in subscribing to stay up to date on the latest in research and practice can sign up for free at: ILA Literacy Teaching & Learning SmartBrief

As 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.

 

Shontoria 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.

 

Kellyn 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.

 

Monicah 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.