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    Leveraging AI to Bring ILA’s Children’s Rights to Read to Life

    By Amber Spears, Natalie Beach, Lindsey Braisted, & Cassie Brown
     | Oct 29, 2024
    KeepingStudentsEngaged_680

    This article is the third in a series that explores AI, particularly the topics of how it can foster student agency, cultivate a love of reading that celebrates cultural diversity, and support multilingual learners in literacy instruction.

    In 2018, the International Literacy Association (ILA) launched Children’s Rights to Read, an initiative founded on 10 fundamental rights that ensure every child, everywhere, has access to literacy-rich learning environments. We all recognize reading as a fundamental human right. ILA’s vision goes further, emphasizing the need for every child to have the opportunities, resources, and support needed to develop and engage with literacy in multiple ways. These rights are essential for shaping lifelong readers and fostering literacy identities, which supports children’s future success.

    With the recent publication of the 2024 edition of ILA’s Advocating for Children’s Rights to Read toolkit, we thought it would be especially timely to dive into how artificial intelligence (AI) can play a role in protecting these rights. AI can offer innovative solutions for educators seeking to integrate diverse, accessible texts into their classrooms. In fact, with AI, teachers can easily find multicultural literature, differentiate texts, and create more inclusive environments.

    In this post in our series, we explore how the AI tools Perplexity, Poe, and Diffit can help make ILA’s vision of Children’s Rights to Read a reality.

    Expanding access to diverse texts

    AI offers educators valuable resources to help build libraries that are both diverse and accessible. For instance, AI tools such as Perplexity can assist in curating a wide range of multicultural texts, making it easier to build both digital and physical classroom libraries.

    Perplexity can assist in curating a digital library by helping educators locate books that address timely themes or specific cultural events. For example, a teacher seeking books on civic participation could use the tool to find titles such as Grace for President by Kelly DiPucchio, which offers a multicultural perspective on leadership.

    For a full reading list, the prompt “Provide a list of multicultural books on civic participation geared toward student readers” resulted in the following:

    Primary books (Ages 4–8)

    • V Is for Voting by Kate Farrell, illustrated by Caitlin Kuwald
      This ABC book introduces young readers to concepts of democracy, social justice, and civic responsibility through diverse characters and scenarios.
    • We Are Water Protectors by Carole Lindstrom, illustrated by Michaela Goade
      Inspired by Indigenous-led movements, this book celebrates taking action to protect the environment and natural resources.
    • Kamala and Maya's Big Idea by Meena Harris, illustrated by Ana Ramírez González
      Based on a true story from Vice President Kamala Harris’s childhood, this book shows how two sisters worked with their community to create positive change.
    • Sofia Valdez, Future Prez by Andrea Beaty, illustrated by David Roberts
      Sofia takes on city hall to turn a local landfill into a park, demonstrating grassroots activism.

    Intermediate books (Ages 8–13)

    • Marley Dias Gets It Done: And So Can You! by Marley Dias
      Drawing from her experience leading the #1000blackgirlbooks campaign, Marley shows kids how to make positive changes in their communities.
    • The Epic Fail of Arturo Zamora by Pablo Cartaya
      This story follows a Cuban American boy working to save his family’s restaurant and neighborhood from gentrification.
    • You Are Mighty: A Guide to Changing the World by Caroline Paul, illustrated by Lauren Tamaki
      This guide provides practical advice and inspiring stories to empower kids to become changemakers.
    • Amina’s Voice by Hena Khan
      Amina, a Pakistani American girl, finds her voice and brings her community together after her mosque is vandalized.

    Young adult books (Ages 14–17

    • The Voting Booth by Brandy Colbert
      This novel follows two first-time voters, Marva and Duke, as they navigate election day challenges and discover the importance of making their voices heard.
    • Yes No Maybe So by Becky Albertalli and Aisha Saeed
      A story about two teens from different backgrounds who join forces to canvass for a local state senate candidate, exploring themes of political activism and cultural understanding.
    • Running by Natalia Sylvester
      Mari, the daughter of a presidential candidate, grapples with her own political views and the challenges of being in the public eye during a high-stakes campaign.
    • How I Resist: Activism and Hope for a New Generation edited by Maureen Johnson
      A collection of essays, songs, illustrations, and interviews from various contributors, designed to empower young readers to take action and create change.

    By expanding their classroom libraries with AI-curated resources, teachers can ensure students have access to the diverse texts that Children’s Rights to Read envisions.

    Empowering student choice with AI

    A critical aspect of ILA’s Children’s Rights to Read campaign is ensuring that students have the freedom to choose what they read, allowing them to connect more personally with the material. AI tools such as Poe make this possible by offering personalized reading recommendations that align with students’ interests, reading levels, and identities. Students can have agency in selecting their own text based on their personal reading preferences—genres, reading goals, or formats.

    Below is a sample prompt written by a high school student:
    I’m a 9th-grade student who reads at an advanced level, but I don’t like reading classic literature. Some of my favorite books I’ve read are Harry Potter, The Lord of the Rings, Percy Jackson, Ender’s Game, and The Maze Runner. I’m looking for new, challenging books with male lead characters that will not be boring. What do you recommend?

    In response, Poe generated a customized list of recommendations including The Alchemyst by Michael Scott and The Scorpion Rules by Erin Bow, providing the student with engaging options that matched his reading level and interests.

    What sets Poe apart is its ability to host multiple platforms (such as ChatGPT), allowing teachers and students to compare results from different sources within a single interface, saving time and enhancing the personalization process.

    AI-powered differentiation for all learners

    Once you find the right text, the next step is to ensure every student can access it in a meaningful way. This is where AI tools such as Diffit.me are beneficial, streamlining the process of adapting materials for diverse learners. Diffit allows educators to modify texts for different reading levels and even translate them into other languages, ensuring that multilingual and diverse learners can access and engage with the same content.

    For instance, a teacher could use Diffit to adapt a National Geographic article originally written for higher grade readers, simplifying it for younger or less advanced readers. Within seconds, the tool generates a version that includes a summary, key vocabulary highlights, and discussion questions, all tailored to the target grade and language. These adaptations empower educators to deliver culturally responsive instruction in ways that recognize and respect each student’s unique learning journey.

    Diffit’s practical applications include text analysis, vocabulary activities, and group discussions, and it can create high-interest articles that align with various reading skills. This quick adaptability empowers teachers to deliver culturally responsive instruction, ensuring that all students—regardless of their diverse learning styles and needs—can engage with literature that mirrors their lives and opens windows into the lives of others.

    Through AI, protecting the right to read and providing students with rich literacy environments is more achievable than ever. These tools bring the vision of inclusive, culturally responsive classrooms closer to reality. We encourage educators to explore these and other AI tools to experiment with how they can foster and celebrate diversity, support student choice, and provide all children with the right to read in ways that reflect and honor their unique literacy identities.

    Natalie Beach, lecturer of special education, Lindsey Braisted, instructor of ESL and literacy, Cassie Brown, PhD graduate assistant, and Amber Spears, associate professor of literacy methods, are all affiliated with Tennessee Tech University.


    Disclaimer: The viewpoints expressed in blog posts on this website are those of the individual writers and do not necessarily reflect the views of ILA. We have taken reasonable steps to ensure the accuracy of the information contained in blog posts but do no
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    Spotlight on Wisconsin State Reading Association

    BY ILA STAFF
     | Oct 22, 2024

    Wisconsin State Reading Association (WSRA)

    Established: 1956
    wsra.org

    What they do

    LT422_WSRA_680w

    WSRA’s mission is to provide leadership, advocacy, and professional learning for implementing effective literacy practices, understanding the complex nature of literacy, honoring the unique needs of our diverse students, and engaging them to apply their literacies in meaningful ways in a changing world.

    Why they do it

    WSRA recognizes the complex nature of literacy and supports teachers as professional decision makers who use their expertise to meet the unique needs of the diverse populations they serve. WSRA believes that research grounds us and that professional learning and advocacy are key. As leaders, we are proud to provide the state with research and literacy practices that will significantly impact Wisconsin students’ literacy lives.

    Who can join

    Educators who support our mission and beliefs are invited to join WSRA in building a literacy network that foregrounds productive practices and literacy learning for educators that enable Wisconsin students to reach their full potential.

    Ways to get involved

    Members can participate in our statewide local councils, leadership committees, and advocacy efforts, including building relationships with legislators.

    Highlights from recent events

    2024 WSRA Conference: Our most recent conference was held in downtown Milwaukee. Sessions focused on a wide variety of topics and issues, such as equity and diversity, literacy practices, and research, to enhance and deepen the understanding and practices of educators. A panel presentation, “Teaching: A Profession in Crisis,” included literacy experts Peter Afflerbach, Laura Handsfield, George Hruby, Patrick Harris, Tiera McMurtry, and Kathryn Champeau.

    WSRA Leadership Retreats: WSRA provides council leaders and committee members opportunities to learn from experts across the state and nation regarding topics and issues that are essential for literacy leaders. Recent speakers have included Christina Brey of the Wisconsin Education Association Council, researcher Elena Aydarova, Lori Menning of the Wisconsin Association for Bilingual Education, and researchers Andrew Johnson and Peter Johnston.

    Local Council Virtual Professional Development Series: During the 2023–2024 council year, WSRA local councils teamed up from across the state to host a virtual professional development series. Each month, council members had an opportunity to interact with literacy experts from across the country with topics including comprehension strategies, student engagement, literacy coaching, and reading research. The local councils are continuing the professional development series for the 2024–2025 year.

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    Three AI Tools That Can Foster Student Agency

    By Natalie Beach, Lindsey Braisted, Cassie Brown, and Amber Spears
     | Oct 15, 2024

    digital-divide-2This article is the second in a series that will explore AI, particularly the topics of how it can foster student agency, cultivate a love of reading that celebrates cultural diversity, and support multilingual learners in literacy instruction.

    One of the challenges faced in classrooms worldwide is the lack of student engagement and motivation—a disconnect that often stems from a sense of disempowerment and detachment. Many curricula depend on teacher-centered instruction, leaving students to feel stuck in the monotony without the agency to be meaningfully included.

    However, when the same students have a sense of agency, they can become active participants in the learning process. Fostering student agency leads to increased motivation, higher academic achievement, and enhanced critical thinking skills. It cultivates a positive classroom culture where students feel valued, respected, and empowered to voice their opinions and ideas.

    As we explore ways to empower students and foster engagement in literacy instruction, it is essential to consider how innovative tools, such as artificial intelligence (AI), can play a pivotal role. AI offers educators new opportunities to personalize learning experiences, promote student choice, and streamline the creation of a diverse range of activities.

    In part II of our series, we dive into how AI can enhance student agency, making the classroom a more dynamic and inclusive space for all learners.

    The empowerment path

    To empower students with agency in their literacy development, teachers can provide options for how they can demonstrate their understanding of a text through presentations, analytical essays, or creative projects such as storyboards or visual narratives. All of the choices assess the same skills while also allowing the students to make the choice of what to complete. We know that hands-on learning with authentic practice is important, but how can a teacher do this without spending hours and hours creating these learning experiences?

    Eduaide. One way AI can help a teacher create a range of activities in a short amount of time can be found at Eduaide, which offers a tool called Engagement Activities. When a teacher enters the grade level and subject area along with the prompt “enhance student choice and agency,” Eduaide will create a list of activities, “Would You Rather?” questions, applied scenario-based questions, thought experiments, and even riddles.  

     ThreeAiTools_1 ThreeAiTools_2 

     ThreeAiTools_3
         
    ThreeAiTools_4 

    MagicSchool AI. Offering choice boards or menus with a variety of learning tasks enables students to select activities that align with their learning goals and preferences, promoting intrinsic motivation and self-directed learning. Teachers can pick and choose to ensure that anything they add to a choice board is acceptable to them and fits their own classroom. You can use MagicSchool AI make a choice board in a few seconds. Just click on the Choice Board (UDL) option and type in your standard, objective, or content.  

    ChatGPT. For teachers ready to move to the next level, ChatGPT offers great opportunities for personalized learning paths based on student choice. Many schools offer opportunities for students to explore topics they are interested in, but it is difficult for a teacher to be an expert in all these subjects. AI can support teachers’ creation of paths for students to research and design projects based on their interests. Start by asking ChatGPT to “create a personalized learning path for students in [grade level] to explore [subject], including [key topics or skills].” For the following example about volcanoes, ChatGPT gave seven activities to work on. Two are shown here:

    ThreeAiTools_5 
     ThreeAiTools_6
    ThreeAiTools_7

    Sometimes, the bot doesn’t get it right from the start. You will still need to wear your teacher hat to decide if the resources given are right for your purposes. From your original prompt and response, you can have a conversation with ChatGPT to guide it to what you want. Maybe you need to specify that it is for the whole group or only two students. Maybe you want more ideas. When asked for specific links to the activities suggested, ChatGPT delivered.


    Unleashed potential

    The results of fostering student agency in the classroom are profound. Students who are empowered with agency exhibit increased motivation, engagement, and academic achievement. They develop essential skills such as problem-solving, decision-making, and self-regulation, which are vital for success in both academic and real-world contexts.

    Fostering student agency through acceptable choices is essential for creating inclusive, engaging, and empowering learning environments. By embracing strategies that prioritize student voice, choice, and autonomy, teachers can foster a culture of agency that unleashes the full potential of every learner.  

    Natalie Beach, lecturer of special education, Lindsey Braisted, instructor of ESL and literacy, Cassie Brown, PhD graduate assistant, and Amber Spears, associate professor of literacy methods, are all affiliated with Tennessee Tech University. 

    Disclaimer: The viewpoints expressed in blog posts on this website are those of the individual writers and do not necessarily reflect the views of ILA. We have taken reasonable steps to ensure the accuracy of the information contained in blog posts but do not warrant the accuracy or completeness of such information.

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    ILA Member Spotlight: Cosmina Simona Lungoci

    By ILA Staff
     | Oct 13, 2024

    LT422_Cosmina_360wCosmina Simona Lungoci

    West University of Timisoara
    Timisoara, Romania


    How did you begin your career, and what led you to your current position?

    I have been teaching at the university since I graduated in 2003. I always wanted a teaching career.

    What is the biggest challenge in your current role?

    The biggest challenge in my current role is the large number of courses I teach and undergraduate theses I coordinate, which does not allow me to carry out as many research activities as I would like.

    What are you reading (personal or professional)?

    I mostly read books from the professional sphere, didactics of language teaching and literacy development. I am also interested in the field of sustainable development and the integration of this topic in the education of school and preschool children.

    What do you consider to be your proudest career moment?

    The professional activity of which I am proudest is the establishment, within the university where I work, of a postgraduate program entitled Literacy in Primary Education: Challenges and Solutions.

    What do you like to do when you’re not wearing your educator hat?

    I really like to travel, read, walk, and do sports. I also like to attend personal and professional development courses.

    What advice would you give a new teacher that either you received or wish you had?

    Don’t try to please everyone; you can’t. To do your job as well as possible so that you are satisfied with yourself at the end of the day.

    What is a little-known fact about yourself?

    I notice more things around me than I let others believe.

    What can literacy educators do to motivate kids to want to read?

    Read them something according to their age and interests so they learn that through reading they can discover other worlds.

    What do you believe is the biggest challenge in literacy education today?

    In the Romanian context, the biggest literacy challenge is orthographically incorrect writing.

    What is the most important lesson you learned from a student?

    That persistence leads to winning in the end.

    What has changed the most in education since you first started in the field?

    The relationship between the teacher and the students and the integration of technologies.

    What is your favorite book to give as a present/recommend to friends?

    The Picture of Dorian Gray by Oscar Wilde

    What book hooked you as a reader for life?

    Behind Closed Doors by B.A. Paris

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    AI as an Ally: Enhancing Education While Upholding Integrity

    By Amber Spears
     | Oct 01, 2024

    PathwaysAndOfficeHours_w680This article is the first in a series that will explore AI, particularly the topics of how it can foster student agency, cultivate a love of reading that celebrates cultural diversity, and support multilingual learners in literacy instruction.

    I vividly recall the first time I encountered artificial intelligence (AI). I was teaching a class called “The Literacy Professional” when one of my students, a high school English language arts teacher at the time, expressed deep concerns about the potential impact of AI on student integrity. There was widespread fear that AI would lead to rampant plagiarism and cheating, making it impossible to detect academic dishonesty. The stigma surrounding AI was intense, with many educators alarmed at the prospect of students no longer doing their own work.

    Intrigued, I decided to explore how AI could be used and quickly realized its potential to enhance my life by increasing work productivity. Despite some initial trepidation, I decided to test AI at home. I provided ChatGPT—a chatbot that users can interact with as if they’re communicating with a human—with a list of the main ingredients in my pantry and refrigerator, my dietary preferences, and my family size, and asked it to create a week’s worth of nutrient-dense meals for breakfast, lunch, and dinner that all take under 30 minutes to prepare. I was astonished at how quickly the tool generated meal plans that we enjoyed, catered to our preferences, and efficiently used up the groceries I had on hand. It saved both time and money, and from that moment, I was hooked.

    Addressing educator concerns

    Many teachers are reluctant to use AI as a generative tool for work, often due to ethical concerns. How much can you rely on AI and still consider the work your own? There's also the worry about unanticipated/unintended consequences, such as the potential for AI to undermine job security—all valid concerns indicative of the uncertainty many educators feel about the role AI will play in their profession.

    I want to share something my boss said during a recent faculty meeting that has really resonated with me: “You shouldn’t worry about AI taking your job, but you should worry about the person who is actively integrating and using AI. They are the ones that will take your job!”

    So, my argument becomes this: Let's learn to use AI in ways that support our personal and professional lives while maintaining ethical standards.

    Discovering AI’s potential

    Reflecting on my time as a master’s student, I remember conducting research by going to the library, handwriting lists of topics, using card catalogs to locate physical copies of papers, and spending hours reading to find the necessary literature. I’m grateful that those days are behind us, as computers can now perform those searches for us.

    Just as technology has transformed the way we conduct research, it has also opened new possibilities for enhancing our educational practices. Similarly, the rise of generative AI presents countless opportunities for innovation in education. To illustrate, I share a few practical applications of AI across different educational settings.

    Higher education:

    • Standard-aligned rubrics: Create rubrics tailored to specific learning objectives and standards.
    • Case study generation: Develop case studies to help preservice teachers learn to apply literacy topics in real-life scenarios.
    • Quiz/test question creation: Generate diverse and challenging questions for assessments.
    • Content summaries: Provide simplified explanations of complex topics.
      Example: “Explain the science of reading as if I’m a sixth grader, highlighting the most critical components and why they are important. Provide examples of what it is and isn’t, and how teachers can apply it in a second-grade classroom.”
    • Decodable text lists: Generate lists of decodable texts that support specific phonics skills.

    K–12 education:

    • Standard-aligned rubrics: Customize rubrics to meet the standards of your classroom.
    • Critical thinking questions: Develop higher-order thinking questions for advanced readers.
    • Scaffolds and supports: Create tailored supports for developing readers.
    • Family communication: Draft email responses and newsletters for families.

    These AI tools are designed to enhance the teaching process, saving valuable time while ensuring that tasks such as creating rubrics, developing questions, and communicating with families are handled efficiently. When used thoughtfully and ethically, they help educators streamline their work and maximize their impact in the classroom and allow teachers to focus more on what truly matters: engaging with students and fostering their growth.

    Final considerations

    As I have introduced, AI offers a range of tools that can greatly enhance teaching, from streamlining routine tasks to generating new instructional materials. However, as with any powerful tool, it's crucial to approach AI thoughtfully and ethically. The following are a few points of consideration: 

    • AI thrives in conversation: AI is most effective when used interactively, allowing for dynamic exchanges that can enrich our work.
    • AI isn’t perfect: Although AI can save time and enhance productivity, it’s not infallible. Users will need to cross-check AI-generated content with reliable sources to ensure accuracy and integrity.
    • Give credit where it’s due: Just as we teach our students the importance of academic honesty, we too must acknowledge the role AI plays in our work by citing it appropriately. To learn more about correct citations, visit resources such as the APA manual or Grammarly.
    • Explore tools that enhance your teaching: There are many tools out there, including Khanmigo, Quizlet, Canva, or MagicSchool AI, which can support various aspects of teaching while allowing educators to focus on the human elements that technology can’t replace.

    These considerations remind us that the ethical implications of AI use are just as significant as the practical benefits. Just as we've integrated spell checkers and search engines such as Google into our daily lives—both of which are forms of AI—the key lies in how we use these tools.

    Whether your goal is to communicate more effectively, create with greater efficiency, or save time, we must always ask ourselves: Are we taking rightful credit for what we produce, or are we acknowledging the tools that helped us get there?

    By keeping these questions in mind, and embracing AI as a supportive tool, we can optimize our efforts, save time and, ultimately, provide our students with the best possible learning experience.

    Amber Spears is an associate professor of literacy methods at Tennessee Tech University in Cookeville, TN. She is the executive director of the Elinor Ross CDF Freedom School and the immediate past chair of the Literacy Association of Tennessee. An ILA member since 2015, she has had a nearly two-decade career dedicated to advancing literacy education in her community.

    Disclaimer: The viewpoints expressed in blog posts on this website are those of the individual writers and do not necessarily reflect the views of ILA. We have taken reasonable steps to ensure the accuracy of the information contained in blog posts but do not warrant the accuracy or completeness of such information.

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