Literacy Now

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.

Jimmie C. Odhiambo (2021)

Recent MSEd Graduate/Education and Innovation Consultant
University of Pennsylvania, U.S.

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

The 30 Under 30 honor shone a light on the literacy developments happening in the south of Kenya where I and the Afribuk Society team were working with several communities. It showed the world that communities can come together to see their children literate. On a personal note, this recognition exposed me to multiple resources and individuals within the ILA community that I have stayed in touch with collaboratively and professionally. In addition, the opportunity to contribute to Literacy Today magazine has provided an avenue to share what works and what literacy practices matter and for whom.

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 am considering doing a PhD to look at how rigorous and evidence-based educational technologies (particularly reading and writing technologies) can reach the hands of marginalized learners.

Have there been any unexpected benefits or outcomes as a result of receiving the honor?

As a corollary to the honor, our work as Afribuk Society has received substantial support in the form of tangible (books and educational resources) and monetary donations to further our efforts. We’ve been supported by organizations such as End Book Deserts and KidLit TV and have also received individual support from local and international people.

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

• BEFIT, Malawian Government education technology project to provide literacy and numeracy content for grade 1–4 in Malawi, 2023
• Ustawi Survey, an Ustawi Global technology multidimensional poverty tool to identify community assets in six dimensions (education, health etc.) in Kenya, 2021
• IFERB, an Education Above All Foundation project-based, game-based, and play-based learning approach for contextual and holistic hands-on learning for 4- to 15-year-olds, Qatar, 2022

What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?
I believe in starting where you are, identifying the most marginalized within those contexts. And then start small: one learner, three learners, a community, etc. These small and articulated groups will provide you with rich understanding of the literacy diversity that big groups won’t.

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

I see, after the hype of AI has passed, the developments in AI could democratize literacy education by supporting multilingual learners around the globe with the opportunity to learn in their own language. What I am working on is ensuring human-centered approaches and partnerships in technology design and validation catalyze this emergence of equitable education technology and innovation.

Louise Baigelman (2015)

Founder and CEO, Storyshares
Pennsylvania, U.S.

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

The ILA 30 Under 30 honor was the very first significant award I received in my early days of founding Storyshares. Being selected for this prestigious list among so many esteemed peers from around the globe was a meaningful confidence boost for me, and more important, it served as a catalyst for Storyshares as we made our debut in the literacy space: working to build a community and company dedicated to engaging and empowering students who are learning to read beyond elementary school. After receiving the award from ILA, we went on to be honored by Teach for America’s Social Innovation Award, the Forbes 30 Under 30 List, the Milken Penn Business Competition, and the Library of Congress for our innovative work in literacy. The initial recognition from ILA surely contributed to this additional recognition—and to the growth of Storyshares—which today serves millions of students in all 50 states of the U.S. and 180 countries around the world.

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

For me, the most motivating force is getting to see the transformation that happens when reluctant readers discover the joy of reading—when they can finally find stories that resonate with their interests and identities and begin to rethink their identities as readers.

While this work brings new challenges to overcome each day, it brings new stories of triumph from teachers and students at an even higher rate. Educators tirelessly seek new content and resources to engage and empower their students who are learning to read beyond elementary school, and when they find Storyshares, they are eager to share their classroom success stories with our team. These stories keep us going—highlighting the impact that our books are having on the lives of so many students who have been previously underserved and overlooked. These stories remind us that there is a solution for learning to read in middle school, high school, and beyond, and that our job is to keep making it the best solution it can be, to move the needle for the students we care so much about.

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

In the coming years, we expect to see the literacy movement turning its attention to those students in middle school and high school who also need new foundations for reading. We hope to broaden, deepen, and extend what works, enabling literacy education to be more personalized and inclusive, leveraging technology to meet the diverse needs of learners while honoring their cultural backgrounds, and ensuring that both the content and the approaches are adaptive to each student’s age, interests, experiences, and reading skill levels.

We also aim to help close the full literacy loop, all the way from foundational reading to creative writing, to provide access to great books for all students, and to empower them to analyze, question, wonder, and dream. This includes, ultimately, inspiring them to write—to create their own mirrors and windows through storytelling and to share their own voices with the world.

By bringing together every strand of literacy and engaging students at any and every level, we can inspire a love of reading that will change lives for generations to come.

Meagan Stass MacDonald (2015)

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

I’ve been working to help expand our instructional coaching program within my district to provide more personalized professional development and job-embedded support to our teachers. Our instructional coaching program focuses on implementing one-on-one coaching cycles that involve teachers creating student-centered goals, collecting and analyzing student data, and implementing high-impact strategies. Partnering with teachers has been the best avenue to support teachers as they effectively integrate literacy skills across content areas.

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

I’m inspired by passionate educators, ongoing professional development, and the visible successes of our students. As an instructional coach, I’m constantly inspired by the teachers I partner with and build relationships with. Their dedication and determination to help students succeed fuels my own passion. Seeing our teachers’ innovative approaches, resilience in facing challenges, and commitment to student growth is incredibly motivating.

Having a love for learning is also what keeps me motivated. I continually seek out opportunities to expand my knowledge and expertise. I engage in professional learning communities, attend workshops, and read the latest research in literacy and math education. I’m currently being trained in LETRS to understand the science of reading and best practices for teaching kids how to read. Professional learning keeps me updated on new developments and introduces me to new perspectives and strategies that I can share with the teachers I support.

Being inside classrooms and seeing the direct impact of instructional strategies on students’ literacy development is particularly inspiring. My favorite moment in my role is seeing students start to succeed because of a strategy we’ve implemented. These moments are powerful and remind me why I do what I do, and how much impact educators have on kids. It reinforces my belief in the importance of our work as educators and energizes me to continue to strive for excellence in literacy education.

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

As Jennifer Gonzalez advises, find your marigold! A marigold is someone who supports, encourages, and helps you grow. They are the people around you who are positive, nurturing, and inspiring. These people will lift you when you are down and motivate you to persevere when faced with challenges. Find your marigolds who will be your allies, offering advice, sharing resources, and celebrating your successes. It’s so easy to be poisoned by negativity. Find supportive colleagues who will inspire you to continue learning and improving.

Samantha Boateng Habadah (2023)

Cofounder, Read 2 Lead
Washington, D.C. Metro Area and Ghana

Have there been any unexpected benefits or outcomes as a result of receiving the honor?

Yes! What stands out to me most is the community I’ve found as a result of receiving this honor. I have had the chance to hear/learn from industry professionals, improving my own skills and expanding my knowledge within this space. ILA’s work and community has been especially beneficial for me to take my learnings back to my organization and continue to grow the impact of literacy education.

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

Since receiving the 30 Under 30 honor, my organization, Read 2 Lead, opened its third library in Ghana. It’s a 4,000-square-foot building located in Kumasi, the heart of the Ashanti Region. Most notably, we are working with Kwame Nkrumah University for Science and Technology to expand our library’s reach and resources. We are working to receive more than 100 students in our library daily.

We have also launched travel programs in which we travel with individuals from around the U.S. to Ghana to participate in culture-exchange and literacy-sharing programs.

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

I always look back to what I call my “why”—what encouraged me to start this work in the first place, and that is community and impact. I’m driven by our library patrons and students who show up every day, excited to be in our libraries and use the resources we’ve made available. I remember before we opened our first library, we opened the door allowing some primary students into the space; they ran around in such beautiful joy, and I was just so encouraged in the midst of the challenges we faced. I also think back to a former student. We offered him a scholarship to complete his secondary education. Once he completed, he returned to the library, his newly developed technical skills on-hand, to give back to the space that gave to him. These moments inspire me and the work I do through Read 2 Lead.

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

Just start! No work is too small or even impossible. Start where you can, within your community, school, family, etc. and go from there. Literacy work is so necessary, so don’t doubt the value of your contributions. Also, collaboration is key! Ask for help. Most times, people are very willing to give it.

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 will share Q&As with past honorees that offer a look into their personal and professional journey. We will explore 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.

Kathryn Lett (2016)

ML Teacher, Townline Elementary School
Michigan, U.S.

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

Receiving the 30 Under 30 honor from ILA inspired me to continue to be the best educator for my students. The honor was humbling, as there are many educators who could have also received the award. As a result of the award, I had the opportunity to serve on the board for the Michigan Reading Association as well as speak at their annual conference. I also had the opportunity and honor to speak to incoming education majors at my alma mater at their annual conference. Personally, receiving the award gave me the confidence I needed to use my voice in advocating for all students, especially those in marginalized communities.

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?

In the future, I’d like to combine my passion, dedication, and years of experience in literacy advocacy to begin a more narrowed focus on educational policy. I have started to apply for different fellowships which align to this professional growth goal. I’m excited to see where they may lead.

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

The most significant challenge I’ve faced in my journey as an educator is burnout. A couple of years ago, I was feeling extremely overwhelmed (during the height of the pandemic) and had lost the passion which had previously elevated me in my career. I decided to take time off to rejuvenate and refocus myself so that I could be the teacher that my students deserve. I traveled the world taking care of people’s animals, including two sheep farms. By expanding my horizons and trusting my needs, I was able to return two years later with a newfound understanding and passion for the career I had worked so hard to build. It is my hope that other educators can be brave enough to take care of themselves, too!

Saurabh Anand (2021)

Assistant Writing Center Director, University of Georgia
Georgia, U.S.

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

The 30 Under 30 honor from ILA was a pivotal moment in my early career as a language scholar. This esteemed recognition not only reaffirmed my fervor for researching the intersection of multilingualism and tutor pedagogy but also catalyzed a profound personal and professional transformation. As a multilingual and a writing tutor, I often found myself in a unique position, with few peers around me who could relate with me, linguistically or rhetorically. ILA’s recognition provided me with the platform to pause, reflect, and research how to reshape the current U.S. educational landscape for collective academic development, particularly for the benefit of multilingual writers and writing faculty/tutors.

Can you share some highlights of your professional journey since being recognized by ILA?
As a recognized researcher by ILA, I have had the extraordinary opportunity to collaborate with a global network of literacy researchers and advocates who value multilingual teaching practices and are committed to creating a socially sustainable world. These connections have inspired me to explore how my literacy research can promote global humanities interaction via education, empowering individuals to express their thoughts beyond an English-only environment, fostering critical thinking across cultures, and recognizing one indigenous practice. 

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

Since receiving the 30 Under 30 honor, I have been actively involved in conducting ethnographic and interview studies in writing center studies. In 2023, I led an interview-based study with writing faculty, administrators, and tutors at Ashoka University and OP Jindal Global University in India. This research, which was a direct result of ILA’s recognition, led to my appointment as a guest researcher at the Technical University of Darmstadt, Germany through the 2024 Deutscher Akademischer Austauschdienst research grant (often known as the DAAD research grant). This grant provided me with the opportunity to delve into the literacies of multilingual writing center tutors, who are pivotal in helping other multilingual writers express themselves across languages and mediums. My research aims to identify strategies that American writing centers could adopt from multilingual writing centers outside the North American context, thereby contributing to the global advancement of writing center practices.

What advice would you give to current educators or literacy advocates who aspire to make a difference in the field?
I advise my contemporary educators or literacy advocates who aspire to make a difference in the field to collaborate with people outside academia and their colleagues so that those members of society and their experiences can be centered, too. Additionally, ensure your work does not stay limited to the academic community. Instead, it travels in popular media platforms so that people who cannot access formal education can be centered and inspired and learn from your educational motivations and teaching. Write op-eds about your teaching experiences and goals. Such steps allow those who do not have access to formal education to be inspired and learn from your educational insights and teachings.

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

Not too long ago, the landscape of research and pedagogical practices, particularly in writing center studies, was devoid of multilingual tutor perspectives and their experiences within institutional spaces. However, we are now witnessing a significant shift in this rhetoric.

My work is driven by a commitment to challenge stereotypes of the communities I am part of. I am not interested in simply marking them down, but in understanding why such stereotypes exist within institutions (and beyond) and how these beliefs can be intimidating and demoralizing. For instance, in my recent piece on my South Asian administrative labor, I shared my reflections on my writing center administration practices from a Decolonial Theory perspective. I engage in such pursuits to ensure that the writing center I work in and represent is a home to multiple languages and other social justice movements, and to contribute to the ongoing shift in writing center studies.

My piece on decolonizing writing center administrative labor can be accessed here.

My piece on defining and contextualizing metalingual writing center labor can be accessed here.

Colin Bloom (2023)

Cofounder, Libraries for Literacy
New York, U.S., and South Africa

Have there been any unexpected benefits or outcomes as a result of receiving the honor?

As part of our work establishing libraries in South Africa, we have applied for grants to help fund the library buildings. Grant providers were sometimes skeptical of a teenager-led organization but having been honored as an ILA 30 Under 30 provided credibility and made other organizations take us more seriously. ILA is recognized throughout the community as a leader in international literacy and having your backing has been extremely helpful and beneficial to our work. In addition, ILA resources and the ILA network have been enormously valuable.

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

Seeing the impact of the libraries on teachers, students, and broader communities is what inspires us and keeps us motivated. Each year we return to volunteer at the school libraries where we see first-hand the progress of students’ literacy. It is incredibly rewarding to work with a student who is struggling with basic words, and then a year later they are reading you a book! At one of our libraries, a student’s mother worked as the cook. She was observing us work one-on-one with her daughter and started crying as her daughter read her first words. We often think of that mother as we plan a library or return to South Africa to work with the students.

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

The South African human rights activist Desmond Tutu once said that “there is only one way to eat an elephant: a bite at a time.” Literacy is a huge challenge that can seem overwhelming, but we have tried to tackle it “a bite at a time.” I would encourage my peers to take this approach. We can’t change South African literacy overnight, but every school library we establish has the potential to change the lives of the hundreds of students at that school. It also impacts the lives of the surrounding community as the libraries are also used for adult literacy classes. We have seen students learning to read at the library and then teaching their parents to read. Every person who learns to read will in turn also read to their siblings and eventually, their children. Together, this helps to break the cycle of illiteracy.

Bhawana Shrestha (2015)

Cofounder, My Emotions Matter
Kathmandu, Nepal

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

The award not only recognized my past achievements but also shaped my future endeavors, driving me to contribute significantly to the realm of emotional literacy in education. At 25, I was at a crossroads, figuring out my path forward. The recognition motivated me immensely, affirming that my efforts in education were valuable and appreciated. Being acknowledged for my work as a teacher bolstered my confidence. It was a powerful validation that encouraged me to continue my efforts in the field of education. Most of all, the honor inspired me to delve deeper into a specific area that I was passionate about—emotional literacy in education. It provided the impetus to dedicate my career to this cause, aiming to make a meaningful impact on students’ and teachers’ emotional and social well-being through emotional literacy.

Can you share some highlights of your professional journey since being recognized by ILA?
Since being recognized by ILA, my professional journey has been marked by several key highlights which have collectively shaped my journey, driving me to continue advocating for emotional literacy in education:

• Mentoring adolescents: I started focusing on mentoring adolescents, emphasizing their well-being and recognizing the crucial role of emotional literacy in their development. This mentoring experience highlighted the significant need for emotional literacy in education, prompting me to explore this field more deeply.
• Establishing My Emotions Matter: I founded a social enterprise, My Emotions Matter, dedicated to promoting social-emotional learning in Nepal. The organization aims to help the education sector understand and nurture emotional literacy skills.
• Echidna Global Scholar: In 2022, I was honored as an Echidna Global Scholar by the Brookings Institution for my contributions to emotional literacy.
• WOW Women to Watch: In 2023, I was recognized as one of the WOW Women to Watch by a renowned national magazine in Nepal for my impact work in education.
• Completing PhD in Education: I completed my PhD in 2023, developing a model to help educators nurture emotional literacy among students. This model focuses on supporting educators in enhancing their emotional literacy skills.
• Ongoing efforts: Based on our research and experience so far, we are now focused on an emotional literacy campaign that supports public school teachers of Nepal, particularly women, in enhancing their literacy skills in their personal and professional lives.

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

A key strategy that has helped me is building strong empathetic connections with others in my field and those I mentor keep me inspired. Understanding their needs and seeing the impact of emotional literacy in their lives fuels my motivation. Similarly, continuously learning and developing new skills in emotional intelligence helps me stay engaged and enthusiastic about my work, as nurturing these skills has been beneficial in my own life as well. Most of all, having a supportive network of colleagues, mentors, and peers who share similar values and goals helps me stay motivated and inspired.

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 poised to evolve significantly by integrating emotional literacy alongside traditional literacy skills. Emotional literacy, which involves understanding, managing, and effectively using emotions, is becoming increasingly recognized for its crucial role in comprehensive education. These are essential skills that help students navigate personal and academic challenges effectively. As emotional literacy becomes more integral to education, there will be a greater focus on systematic approaches to monitor and support the emotional development of students. This will involve continuous professional development for educators to enhance their emotional literacy skills.

I hope to play a pivotal role in this evolution by advocating for emotional literacy in educational settings and helping integrate it into curricula, creating and implementing programs that support emotional literacy, and offering training and resources for educators to enhance their emotional intelligence and teaching skills.

The International Literacy Association (ILA) announced the results of the ILA 2024 Board Election today, introducing Dana A. Robertson as the newly elected vice president of the Board.

Robertson, associate professor of reading/literacy education and the program leader of the Reading and Literacy Education Program at Virginia Tech, brings a wealth of experience and dedication to the role.

An ILA member since 2005, Robertson has been serving as a member-at-large on the Board since 2021. His new term begins July 1, 2024, and he will assume the presidency of the Board on July 1, 2025.

Robertson is a former classroom teacher, literacy specialist and literacy coach. His research focuses on classroom discourse and oral language, comprehension instruction, reading and writing challenges, literacy coaching and teacher professional learning. Recognized as an Emerging Scholar by the Reading Hall of Fame in 2013, Robertson has since coauthored and coedited three books, including Innovation, Equity, and Sustainability in Literacy Professional Learning, authored and coauthored four book chapters, and published numerous articles in peer-reviewed journals, including ILA’s The Reading Teacher and Journal of Adolescent & Adult Literacy.

Robertson is the current chair of the ILA Research Committee. During his time on the Board, he also served on the National Recognition Commission, Global Committee, and Finance Committee. His commitment to the organization was steadfast prior to Board service. He was a writer for ILA’s Standards for the Preparation of Literacy Professionals, 2017 Edition and a reviewer for the ILA Certificate of Distinction. He served on the Board Nominations Committee, was a writer for Literacy Today member magazine, a peer reviewer for The Reading Teacher, and a frequent presenter for digital events and annual conferences.

"At ILA, we have been diligently refining our thought leadership, member resources, and outreach to better serve our global membership, which has expanded member engagement and brought a rich diversity of perspectives to the conversations,” Robertson said. “These initiatives are just starting points that I believe will take root and multiply over the coming years. We must advocate for work that reflects global needs and understandings of literacy teaching and learning. In doing so, we will continue to ensure broader representation and reach.”

Three new Board members-at-large were also elected for the 2024–2027 term:

Sonja Ezell, associate professor and clinical assistant professor, College of Education, University of Texas at Arlington. An ILA member since 2014, Ezell is the current chair of ILA’s Children’s & Young Adult Book Awards Committee. She has been a frequent presenter at past conferences and digital events and served as a peer reviewer for Journal of Adolescent & Adult Literacy. Her research interests include early childhood literacy, educator preparation, multicultural children’s literature, and social-emotional learning.

Delilah Gonzales, associate professor, Department of Curriculum and Instruction, Texas Southern University. An ILA member since 2010, Gonzales is also the university’s director of Field Experience and Clinical Practice. Her research interests include literacy and language development.




Katina Zammit, associate professor, School of Education, Western Sydney University. An ILA member since 2006, Zammit serves on ILA’s International Development in Oceania Committee. She is also president of the ILA affiliate Australian Literacy Educators’ Association. Her research interests include pedagogy for students from low socioeconomic, culturally and linguistically diverse backgrounds, multimodality, and leadership for pedagogical change. 

Ezell, Gonzalez, Robertson, and Zammit were elected by ILA’s membership during the ILA 2024 Board Election, which was conducted online between April 1 and April 30, 2024. The new vice president and members-at-large will begin their terms on July 1, 2024.

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.”

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.