As we enter the final few weeks of the submissions period for the International Literacy Association’s (ILA) awards and grants program, we’re taking a look back at some of our past recipients and their significant contributions to literacy teaching and research.
In part II of our series (you can read Part I here), we continue to delve into the experiences of some remarkable individuals. Each interview provides valuable insights into the impact of being recognized, how grant recipients used their funding, and why they believe initiatives like ILA’s awards program are vital for moving the field of literacy forward.
After reading, don’t forget to follow their advice: Submit a nomination for yourself or a colleague by March 15. There are awards for students, educators, and scholars, and funding opportunities for research that you won’t want to miss.
Timothy Shanahan
Distinguished Professor Emeritus, University of Illinois at Chicago
William S. Gray Citation of Merit, 2013
Albert J. Harris Award, 1997
How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?
Awards are not about individuals. They are an expression of the values of an organization (and in this case of a profession). The individual who receives the award is never worthy of it, but he/she gets the honor of being the one chosen to remind all of us of what we are striving for, what we value. Our awards tell everyone what we care about, and they encourage the members of our community to strive to meet our unreachable standards.
Mai Zaru
PhD Student and Research Assistant, Southern Methodist University
Jeanne S. Chall Research Fellowship, 2023
Can you share a specific project or initiative that was made possible through thesupport of the award/grant, and how it has contributed to advancing literacyeducation?
The Jeanne S. Chall Research Fellowship provided support in piloting a study aimed at advancing literacy education within immigrant communities. Through this grant, I was able to conduct research that not only builds upon an existing evidence-based reading intervention, Peer-Assisted Learning Strategies, but also piloted a new avenue for empowering immigrant families in the diaspora, specifically through the implementation of an adapted version of Peer-Assisted Learning Strategies (PALS) in Arabic. In utilizing a triangulation mixed-method design, this study delved into the dynamics of translanguaging and the strategies employed during caregiver–child implementation of Arabic PALS. The findings not only demonstrated the feasibility of implementing this intervention but also highlighted its profound positive effects on children’s Arabic letter sound fluency and accuracy.
What truly sets this study apart is the unexpected depth of impact observed during the intervention period (12 weeks). Caregivers not only facilitated language learning but also used the intervention space to transmit cultural assets, foster communal connections, and instill a deeper love for their homelands. This was evident across multiple data sources, including interviews, proximal measures, and observations of recorded lessons. Through this fellowship, I was provided funding for outreach, caregiver interviews, compensation for participating families and consultants, as well as purchasing multilingual and multicultural children’s books. Moving forward, this research opens up exciting avenues for future inquiry and collaboration, with implications for both theory and practice in the field of literacy education.
Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?
The recognition and support from ILA have deeply motivated me to continue my efforts in advancing literacy, particularly from a social justice lens. Receiving this award is not just a personal achievement but also a recognition of the collective dedication of educators, colleagues, and fellow scholars who directly or indirectly supported my efforts in improving the literacy outcomes of our diaspora of Palestinians. As I look back over the past few months, I cannot help but recognize the hope that this study has instilled in me as I observed children access their full linguistic repertoires and preservation of their language of inheritance.
Moving forward, I am inspired to build upon the foundation laid by those who came before us and to collaborate with others to address the systemic barriers to literacy. Therefore, my future goals in advancing literacy are deeply rooted in equitably capturing home literacy practices, advocacy for translanguaging practices, and cultural responsiveness. I aspire to develop comprehensive strategies addressing the right to literacy for all students starting with our diaspora, to become critical and engaged readers and writers in both their inherited language (mother-tongue) and their language of association that children choose to practice (i.e., most commonly English in the U.S.).
Along with these goals comes my endeavor to dismantle existing barriers and biases while promoting inclusive pedagogies that honor and celebrate students’ cultural identities and experiences. Ultimately, my goal is to foster a future where literacy serves as a transformative tool for personal growth, social empowerment, and active participation in shaping a more just and inclusive society.
Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?
One of the most unexpected benefits has been the development of a strong sense of transnational community among immigrant families, particularly within the context of Palestinian immigrants. Despite the injustices in their homelands, the literacy intervention, Arabic PALS, emerged as a symbol of sumud (steadfastness) for these families, facilitating a connection to their cultural roots, particularly during these difficult times. What began as a simple educational initiative soon transformed into a catalyst for
collective action and advocacy for human rights. It is truly heartening to witness how children, once disconnected from their Arabic heritage, have embraced it wholeheartedly as a result of the program. Their newfound proficiency in Arabic, coupled with their enthusiasm for cultural expression through songs, conversation, and activism, is a testament to the transformative power of education in shaping identity and fostering a sense of belonging. In essence, the unexpected benefits of this award-funded study have transcended the boundaries of traditional educational outcomes, empowering immigrant families to reclaim their cultural identity, amplify their voices, and advocate for a more just and equitable society. This underscores the transformative potential of educational interventions that are rooted in cultural relevance and social justice principles.
Shea N. Kerkhoff
Associate Professor, University of Missouri – St. Louis
Elva Knight Research Grant, 2019
Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?
Yes. One of the teachers who completed the training [we conducted as part of the grant] was immediately promoted. Mr. Luke Khaoya attended the four-day training [in Kenya] in 2019 on Digital Literacy and Learner-Centered Teaching. He is now a deputy principal of a high school. After he completed the ILA-funded training, he presented the participation certificate to his school’s selection panel for promotion. The panel highly recommended the promotion, which came with an increase in salary. Mr. Khaoya shared that after the training and the promotion, he was very invigorated about teaching.
We were able to publish our research findings in Reading Research Quarterly to share with others what we learned.
How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?
Teachers walked for hours in their best dresses and outfits to attend the ILA grant–funded professional learning sessions. Teachers expressed their gratitude for the opportunity to read the latest research on literacy and discuss evidence-based instructional practices with other teachers. Several teachers told us that they left the professional learning feeling very encouraged because we were sharing some strategies that they were already using in their classroom. Other teachers were encouraged to try new strategies, especially when it came to using technology. For example, Mrs. Carol, an elementary school teacher, told us that during the training was her first time ever using a computer! With that practical experience, she now can borrow a laptop from a friend and search the internet for current events and information to share with her students.
For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?
I strongly encourage members to apply for awards and grants from ILA. The recognition provides a platform from which to share the great work of educators around the world. And the financial award allows us to compensate our participants for their contributions.
Jan Lacina
Bezos Family Foundation Endowed Chair for Early Childhood Education, Texas Christian University
Jerry Johns Outstanding Teacher Educator in Reading Award, 2023
How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?
The award impacted me both personally and professionally. Jerry Johns is known within the literacy field as an outstanding scholar as well as a remarkable teacher and leader. He devoted countless hours to serving not only his profession but also children within his university’s literacy clinic. Throughout my career, I have aspired to serve and lead like Jerry Johns. Receiving the Jerry Johns Outstanding Teacher Educator in Reading Award was humbling and such an honor as I was recognized by my professional organization.
If you were nominated by a mentor or colleague, do you know who nominated you? What impact has this person had on your career?
Cathy Collins Block nominated me for this award. Cathy was my colleague at TCU until she retired, but she has remained a mentor to me for almost 20 years. Cathy served on the Board of Directors of the International Reading Association, now ILA (2002–2005). She is a legend within the field of reading for her scholarship and leadership. Her continual mentorship and guidance encouraged me to strive for continuous growth and improvement as a scholar, teacher, and leader. I received additional letters from my TCU colleagues Robin Griffith and Molly Weinburgh. These individuals are teachers/scholars and value the work of serving students and the profession, and they also value scholarship.
Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?
Receiving this award continues to motivate me to work with children, undergraduate/graduate students, and to write. I am currently doing work at our university laboratory school, Starpoint School, a school for children with special needs. I hold twice-weekly book club meetings with children, and I work with the graduate students to plan and lead these meetings. We are also collecting data and working on a research project. I seek to continue to guide children to discover the joy of reading and to mentor my undergraduate and graduate students to be the very best teachers for all children.
How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?
I feel the awards and grants program raises awareness about the importance of literacy by showcasing winners and their work in Literacy Today. Acknowledging leaders with these awards bring attention to the work of literacy within diverse communities, and such recognition shows the public that this work is important.
Stay tuned for Part III of our series next week!
