Literacy Now

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. 

Learn More

Empowering Future Teachers: How Fairytales Foster Cultural Competence

Literacy Today magazine: Reflecting Every Reader

Fairytales have always been part of the American classroom. These stories not only foster cultural awareness, but they can also be a tool to prepare preservice teachers to create inclusive classrooms by embedding translanguaging in writing. Strategically using fairytale writing as a tool in a teacher preparation program enhances a culturally sustained pedagogy by allowing preservice teachers to connect with diverse cultural stories and validate the linguistic repertoire of multilingual learners.

However, to fully realize this potential, teachers must be equipped to recognize and address the diverse cultural and linguistic backgrounds of their students. According to the National Center for Education Statistics (NCES), in 80% of teachers in 2020 were white while the student population was increasingly diverse—culturally and linguistically—a population that teachers do not reflect. This disparity highlights the urgent need for teacher preparation programs to prioritize cultural competency and equip future educators to effectively weave students' cultural background into their teaching for truly culturally sustained pedagogy.

In the arts integration course I teach, preservice teachers learn about the various arts that can be integrated into the curriculum. I find that literary art in the form of creating fairytale adaptations can open the door to preservice teachers becoming culturally competent. Even though individual fairytales are unique to their specific culture, the similarities they have serve as a bridge that helps preservice teachers understand culture and language, and writing fairytale adaptations requires both a deep knowledge the originating culture and the activation of developing the same translanguaging practices that multilingual students use as part of their linguistic repertoire.

Getting started

I begin my literary arts module by asking who knows the story of the three little pigs or Cinderella, which of course many students do. When I show my students The Three Little Pigs by Paul Galdone, the preservice teachers recognize it, but when I show them The True Story of the 3 Little Pigs by Jon Scieszka, few students do. Further, when I introduce The Three Little Javelinas by Susan Lowell, The Three Little Tamales by Eric A. Kimmel, and The Three Little Gators by Helen Ketteman, no one has heard of these adaptations. This makes a perfect opportunity to teach how to design and facilitate culturally relevant learning that brings real-world experiences into educational spaces.

We start by comparing and analyzing the mentor texts based on their story elements and writing style. I task my students to find other fairytales and their adaptations. Some of the more common ones include Cinderella by James Marshall and adaptations such as Yeh Shen: A Cinderella Story from China by Ai-Ling Louie, Isabella: A Cinderella Fairytale of Latina Princess (Puerto Rican Princess) by King Ki'el, and Sindi: A Zulu Cinderella by Desaeay Mnyandu. For Little Red Riding Hood by James Marshall, students have selected Mahogany: A Little Red Riding Hood Tale by JaNay Brown-Wood and Lon Po Po: A Red Riding Hood Story from China by Ed Young as adaptations.

Comparing and analyzing mentor texts

Now that we have a few to choose from, my students compare and analyze these mentor texts, identifying things like the target audience and any writing techniques such as dialogue between characters that represent a blend of home language and English used by the author to enhance a culturally sustained pedagogy. We create five-column charts to easily see the similarities and differences of each fairytale adaptation. By comparing and analyzing story elements, preservice teachers can begin to see how authors have reframed traditional fairytales with a cultural lens.

In addition, writing techniques are analyzed to identify how the author has embedded translanguaging (e.g., “Tío José and Tía Lupe owned a taqueria” and “He built his casita out of cornstalks”) and cognate words (e.g., tortilla and tamale) as seen in The Three Little Tamales. This analysis also gives preservice teachers awareness of the multi-dialectal nature of language in American society and the social constructs of different dialects, including the learner's natural way of talking, as demonstrated in The Three Little Gators when the author writes, “It’s time you young ‘uns set out on your own.”

Writing an original fairytale adaptation

After preservice teachers have gained a deeper understanding of how authors' adaptations create an inclusive learning space for all readers, they write their own fairytale adaptation. Regardless of their demographic, I have my students research a culture different from their own. This critically reflective practice helps preservice teachers engage in the use of story elements and how character development, setting, problem, and solution align to that specific culture while staying true to the plot of the fairytale. A key component of this lesson is the appropriate use of translanguaging, cognate words, and the dialects of how learners speak in the final assignment.

Writing fairytale adaptations gives preservice teachers awareness of their own cultural biases and assumptions, and the opportunity to demonstrate cultural inclusivity and responsiveness when teaching fairytales to elementary students. This prepares future teachers to understand how to use writing methods in order to be culturally competent and empathetic educators while developing a culturally sustained pedagogy. 

Ivonne Miranda has been an urban educator for 23 years. She is currently assistant professor, supervisor of field experiences and student teaching, and director of the graduate program at Cedar Crest College Education Department. She has the Celebrate Literacy Award from the Keystone State Literacy Association Central Eastern Region for her work with pre-service teachers publishing diverse children's literature, and has also been published in Literacy Today.

Learn More

Boosting Literacy Skills With Word Games: Fun Puzzles for the Classroom

Literacy Today magazine: Reflecting Every Reader

Today, I find myself reflecting on Jodi Picoult’s bestselling novel Nineteen Minutes, a harrowing account of the moments leading up to a school shooting. It was among the top books banned during the U.S. 2023–2024 school year according to PEN America, and it contains a quote that I find very poignant: “If we don’t change the direction we are headed, we will end up where we are going.

Book bans have already risen to unprecedented levels in recent years. Since 2021, PEN America has reported nearly 16,000 book bans in U.S. public schools nationwide—a number not seen since the Red Scare McCarthy era of the 1950s. By banning books, we are limiting access to stories that reflect a wide range of experiences and put young readers at a severe disadvantage. As a society, we all suffer under censorship.

Preserving the freedom to read

Right to Read Day marks a national effort led by Unite Against Book Bans to encourage readers, educators, and advocates to preserve access to literature for all. By mobilizing our communities, raising awareness, and providing advocacy tools, we can challenge restrictions on books in schools and libraries right now.

Here are four organizations that can help support your involvement:

1. 1.	Office for Intellectual Freedom: Part of the American Library Association, you can receive free consulting services, training materials, and even grants to bolster efforts combating book bans.
   2.	Unite Against Book Bans: Our partners at Unite Against Book Bans offer actionable advocacy ideas to implement in your local community today, such as ways to support your local library, how to report a book ban, and ways to evaluate government candidates.
   3.	PEN America: Providing research reports that clearly outline the dramatic rise in censorship, PEN America also offers guides on how to contact your state elected officials and what to say at public meetings.
   4.	International Literacy Association (ILA): Here at ILA, we provide a Children’s Rights to Read toolkit specifically designed for teacher colleagues, librarians, families, and policymakers.

Literacy is a fundamental human right, and access to books is essential for fostering lifelong learning, critical thinking, and empathy. By defending the right to read, we uphold global literacy efforts that empower individuals and communities. Whether you write to a legislator, attend an event, or share resources, every action contributes to a future where books remain accessible to all.

Jillian Gorry is the managing editor for the International Literacy Association.

The International Literacy Association (ILA) connects research and practice to improve the quality of literacy learning across the globe is dedicated to ensuring that every child, everywhere, has access to the education, opportunities, and resources they need to become successful readers.

To amplify this work, ILA is participating in Do More 24 Delaware, a 24-hour online fundraising event in our home state, from Thursday, March 6, 6:00 p.m. ET, to Friday, March 7, 6:00 p.m. ET. Proceeds will go to, among other things, ILA’s Children’s Rights to Read initiative.

You can help us make an impact

Financial donations of even $5 can make a difference in support of ILA’s mission, and sharing this opportunity with your network helps tremendously. Use the hashtag #DoMore24DE and #RightsToRead on social media to encourage others to participate.

Visit our campaign page to donate, to share information via social media, or to create your own fundraising page that benefits ILA.

Maximize your donation: Power hours and prize opportunities

During designated “Power Hours,” bonus funding opportunities are unlocked:

• 6:00 PM ET: Greater Giving Opening Prize: First 20 nonprofits with 25 unique donations each win $500.
• 8:00 PM ET: Make It Count Power Hour: Nonprofits with most unique donations win $250.
• 10:00 PM ET: Countdown to Midnight Power Hour: Random nonprofits with a donation win $250.
• 12:00 a.m. ET: Midnight Madness Power Hour: Randomly selected nonprofits with a donation win $250.
• 3:00 a.m. ET: Magic Hour: First 10 nonprofits with a donation win $100.
• 6:00 a.m. ET: Rise and Shine Delaware Power Hour: Randomly selected nonprofits with a donation win $250.
• 8:00 a.m. ET: Rush Hour Power Hour: Randomly selected nonprofits with a donation win $250.
• 9:00 a.m. ET: Coffee Break: Top 4 nonprofits by unique donations win $500.
• 11:00 a.m. ET: Lunch Time Power Hour: Randomly selected nonprofits with a donation win $250.
• 1:00 p.m. ET: Live United Power Hour: Randomly selected nonprofits with 5+ unique donations win $250.
• 3:00 p.m. ET: The (302) Power Hour: Top 5 nonprofits by unique donations win $250.
• 5:00 p.m. ET: Zoom to the Finish: Top 3 nonprofits by funds raised win $1,000.

Consider donating during a Power Hour to potentially extend the reach of your generosity.

Additionally, participation in prize categories, such as the donation received from the greatest distance from Delaware (we think we have a good chance at this one!), provides further opportunities to support ILA's Children's Rights to Read.

For a comprehensive list of Power Hours and other prize opportunities, please visit the official Do More 24 Delaware website.

By working together, we can make a significant impact on the lives of children and ensure that literacy remains a fundamental right for all.

There’s no need to imagine a world where apps can create essays, generate artwork, and even make decisions for us. That world is already here. As we enter an era of increasingly advanced artificial intelligence (AI), educators must guide students through the complexities of technology that will inevitably shape the future by modeling ethical engagement with AI.

My own experience with AI led me to approach AI instruction in my classroom through a critical lens, using scenarios to allow students to analyze the potential consequences as well as the potential benefits of their use of AI. When we challenge students to think deeply, it is inevitable that they confront their own beliefs and values. This method allows them to approach AI with a level of mindfulness and responsibility that will serve them well not only in the classroom but also as responsible citizens in society.

Gradual release of learning in AI

As teachers, we have the unique opportunity to guide students in understanding that AI is a tool to enhance learning, not a replacement for critical thinking. This foundational understanding is essential to using AI responsibly. Using the gradual release of learning, I model how to engage with AI critically and ethically.

For example, I might show how to use an AI tool like ChatGPT to brainstorm ideas for a persuasive essay. I guide students in evaluating AI’s suggestions, identifying those aligned with their goals, and refining them using their own creativity and critical thinking.

Another example is a scenario in which a student uses AI to complete their homework without disclosing it to the teacher. Through an interactive think-aloud, I model reflecting on the importance of honesty and responsibility in learning. We discuss the potential consequences of such actions, including how it undermines personal growth, academic integrity, and living and working as responsible citizens.

Next, students participate in guided group discussions where they analyze a scenario together. In these discussions, students learn to use critical thinking along with their morals and beliefs to analyze different situations. A good scenario for this is a student who uses AI to create a presentation for a science fair project. Students could discuss whether relying solely on AI’s response and content diminishes the student’s ownership of the work and explore how the student might incorporate their research, creativity, and unique perspective. Through this collaboration, students learn from each other to develop a foundation for using AI based on morals and values.

Finally, I give students the opportunity to independently analyze scenarios. For example, I might ask students to reflect on how they could use AI in their history class to create a timeline of major events. They could explore how AI can support their learning by quickly organizing events or suggesting connections between them, while also considering how over-relying on AI might hinder their understanding or prevent them from developing their own insights into historical analysis. By applying the learned lessons from our discussions to real-life situations, students gain confidence in their ability to make informed and responsible decisions about AI.

Through these lessons and scenarios, students are encouraged to think critically, analyze diverse perspectives, and develop a strong ethical framework. By discussing the ethical implications of AI in a safe and guided classroom environment, we prepare them for a future in which AI will play an increasing role.

Critical thinking

In addition to ethical reasoning, I also emphasize the importance of critical thinking and individualized voice in academic work. AI can be a game-changing tool for brainstorming ideas, organizing thoughts, or even improving writing, but it should not replace a student’s own voice and personal experiences. For example, I demonstrate how to use an AI tool to brainstorm potential topics for a narrative essay. After generating a list of ideas, I guide students to choose a topic that resonates with their personal experiences and interests, encouraging them to expand on it using their unique perspective rather than relying solely on AI suggestions. Personalizing their work to take ownership is something they should never surrender to AI.

When integrating AI into the classroom, it is crucial to prioritize ethical decision-making. By discussing “what if” scenarios, we can help students become responsible, thoughtful users of AI. For instance, I might present a scenario where a student uses AI to generate the entire content of a science lab report. We would discuss the ethical implications of submitting work that doesn’t represent their own analysis and how this could hinder their ability to develop critical reasoning.

National Assessment of Educational Progress (NAEP) results highlight the importance of reading assessments that require students to demonstrate deeper analysis, synthesis, and critical thinking skills, influencing state educational standards. This aligns with the importance of teaching students to engage with AI as a tool that supports, rather than replaces, these skills. Empowering students with the tools to make informed, ethical decisions as they navigate this rapidly changing era requires these real-world connections. By bringing relatable scenarios, concrete examples, and research-based insights into the classroom, we help students understand the balance between leveraging AI and staying true to their values and individual learning goals.

Preparing the next generation

It is our moral responsibility as educators to guide students through models and support. By taking small, thoughtful steps and engaging our students in meaningful conversations, we can help ensure that the next generation of AI users engages in wise, ethical decision-making.

Catherine Gibbons serves as a reading specialist for grades 7–12 at Gateway Regional High School in Woodbury Heights, NJ. She also works as a graduate reading adjunct professor.