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.

Simpson Muhwezi (2021)

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

Personally, the 30 Under 30 honor was so humbling. It validated my work and method of using stories to develop children’s creativity. It fueled my passion for literacy development and really opened my mind to new ideas. I learned much from my fellow honorees too; their impressive diversity and wealth of knowledge and experience helped me see different perspectives and it has greatly inspired me. Professionally, the honor amplified my voice as an educator and gave me an even bigger platform to share my knowledge and advocate for literacy.

Can you share some highlights of your professional journey since being recognized by ILA?

Not long after my ILA honor, I was named to The New Vision newspaper’s Top 40 Under 40 List, an initiative that recognizes outstanding Ugandan leaders under the age of 40 who are excelling in their careers and are impacting society positively. This was another vote of confidence in my work.

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

The honor came at the time when the world was experiencing extreme COVID levels. In Uganda, schools were closed for almost two years. This was a serious challenge to the story competition which originally received submissions physically. Unfortunately, we had to cancel the 2020 edition. Even when activities resumed in 2021, they dragged thanks to the continued emergence of COVID variants and persistent shutdowns. Faced with difficulty in meeting their target audience physically, we decided to use social media. Participants could submit their entries virtually. This turned out to be even more advantageous as it eliminated the distance barrier and saved us time and costs. We have been using this option since then.

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

First of all, I would like to commend them for their great service! What they are doing is vital for the next generation. Secondly, I encourage them to be as open-minded as possible. They should continuously improve their knowledge and skills because the learners’ needs keep changing. Putting their learners at the center of their work and involving them at all levels is a great way to develop the latter’s confidence and skills. Learning can be so much fun when the learners are not pressured and they feel their contribution to the process matters. Lastly, there is always room for some stories! Stories are not only enjoyable but also a great way to inspire creativity and a lifelong love for learning among learners.

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

Thanks to the work of incredible organizations like ILA, I see a bright future. I envision a future with more inclusivity and diversity in literacy education. A future where no learner is left behind. Where educators have the necessary technical tools and support to do their work excellently. A future where children, in Uganda and elsewhere, have improved access to learning, support, and culturally authentic reading materials. Where learners are active participants in the classroom as opposed to being spoon-fed by their teachers. As a storyteller and educator, I hope to continue creating captivating stories for young audiences and inspiring children to tell their own. I hope this will foster a love of reading and writing among them—skills that will transform their lives and communities.

Haleigh Klaus (2023)

Instructional Literacy Coach, Canadian Valley Technology Center
Oklahoma, U.S.

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

Personally, receiving the 30 Under 30 honor from ILA impacted me by helping me realize the difference I am making in my community. When I started in my position, I knew I wanted to do everything in my power to encourage a love for literacy in the communities I serve, but through self-reflection and the recognition from ILA, I realized I truly was making the difference I had aimed for. This leads into the professional impact receiving the 30 Under 30 honor had on me; realizing the difference I was making truly pushed me to keep going and be the best I can be—to keep shooting for making a difference in students’ lives!

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?

Since being honored, I have been moved to an all-district position and now work with students at all three campuses. I am enthusiastically expanding my efforts made at my home school to the entire district—little libraries, district book clubs, teaching about the literacy portion of the driver’s permit test, etc.

Can you share some highlights of your professional journey since being recognized by ILA?

My professional journey has changed drastically since being recognized by ILA. Where I once covered one campus, I am now covering three! I am getting to expand my efforts to students in two different counties here in Oklahoma. I am also an adjunct professor now at a local community college—Redlands Community College. My favorite class to teach, by far, is the College Reading and Writing course; this course is taught concurrently with Composition I and aims to ensure student success in Comp. Teaching College Reading and Writing is amazing because not only do I get to see students drastically improve their writing skills, but also I get to watch students nurture a love for reading and writing that they tell me was not fostered previously. Since being recognized by ILA, I’ve also become more involved with the Oklahoma Literacy Association and Education Services Special Populations (a division of Oklahoma Association of Career and Technology Education); I serve as a board member for both associations, and this year, I am being recognized as Education Services Special Populations’ New Teacher of the Year. To put it simply, I love what I do, and I will always be a voice for fostering a love for literacy!

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

Teach with grace! Whether it be grace for your students or grace for yourself, we all need a little grace from time to time. And lead with passion. I whole-heartedly believe that my passion for literacy education is what has led me to be as successful as I am in making a difference in others’ lives. Grace and passion allow me to connect with students on a more personal level and to fiercely advocate for literacy in my communities.

Matthew Panozzo (2019)

Assistant Professor of Literacy, University of Memphis
Tennessee, U.S.

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?

Receiving this recognition helped me see the larger team of literacy professionals promoting reading, writing, thinking, listening, and viewing in communities around the world. Connecting with that team, even in small ways, has helped me think differently about instruction, curriculum, and pedagogy. It’s also been a great opportunity to learn how literacy professionals of all ages have engaged in the work over their lifetimes. There are so many ways to be involved.

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

It truly is through the relationships I form with students, community members, professors, researchers, etc. Anytime I’m able to talk about the power of stories, I’m reminded of why I pursued getting involved in the state-affiliate of ILA, Texas Association for Literacy Education (TALE).

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

Fuel your passion and find your people.

Oluwaseun Ayobami Oti (2015)

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

Personally, the 30 Under 30 honor I received in 2015 as part of the inaugural class made me feel like my work in the field of literacy in the Nigerian space was worth it. This honor served as a seal of approval from an internationally recognized organization, which boosted my morale and inspired me to do more.

Professionally, I believe this recognition contributed to other opportunities for me. One was gaining admission into a PhD program in Literacy, Language, and Culture, despite having an academic background in communication.

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 have come a long way in my efforts to advance literacy since being recognized by ILA. I continue to innovate and organize literacy activities for children, including Literacy Clubs, Literacy Clinics, Readers’ Fun Club, Friends and Fun Club, Summer Reading Challenge, Summer Reading Clubs, and most recently, Yoruba Club. Some of these activities have been featured in ILA’s Literacy Now blog and Literacy Today magazine.

Beyond organizing literacy programs for children, I completed a PhD, served as the director of Clemson University’s America Reads (a literacy organization), written peer-reviewed papers, coauthored a book chapter titled “Bolstering Reflective Practice Through Digital Tools in an Online Practicum,” and copyrighted a book titled “Teacher-Child Parent (TCP) Writing Collaborative Notebook.” I am currently a Postdoctoral Fellow at Clemson University.

After completing my Postdoctoral Fellowship, I plan to work in a literacy research institute. Also, given my vast experience, expertise, and passion, I will set up an organization dedicated to providing consultancy services to parents, preschools, and elementary schools on best practices in reading and writing, leveraging my copyrighted book.

Can you share some highlights of your professional journey since being recognized by ILA?

In the same year I was recognized by ILA, I was awarded an Associate Fellowship by the Royal Commonwealth Society in the United Kingdom for my impressive work in literacy. Receiving both recognitions in the same year inspired me to continue to do more.

Other major highlights of my professional journey include the following:

A partnership with the award-winning author Kathy Brodsky, who I met at the ILA 2016 Conference. Our work together was featured in national and international media in 2017. In 2022, I invited Kathy as a guest speaker to Clemson University’s America Reads end-of-the-year celebration event. I also facilitated the donation of 90 copies of her book to each child in attendance. 

Served as the director of the America Reads Program at Clemson University from 2020–2023. I introduced new initiatives that allowed for a smooth and more effective running of the program. This includes the implementation of an individualized curriculum for students, library supervision, book check-out forms, a coordinator-in-training program, daily tutor reports, site supervision reports, and the e-newsletter series. This position allowed me to work with parents, teachers, tutors, and children in the United States, and contribute to the development of children's literacy skills. It was a rewarding experience.

Served as a judge for the Queen’s Commonwealth Essay Competition, the world’s oldest international school writing competition, in 2021 and 2023.

Completed my PhD in 2023. My PhD thesis was title “Supporting Preschoolers’ Early Writing Through Parent Teacher Collaboration: A Design-Based Study.” This study had and has continued to have a tremendous impact on both teachers and parents. For example, my dissertation has been read in 23 countries, and a resource I copyrighted from this dissertation is currently being used by parents and teachers.

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

Being a literacy advocate is a passion and life calling for me. I think about the lives of the children I can influence, and it always spurs me to action. Working with children is a matter of urgency; they need to be able to read and write at the right time so that they do not fall through the cracks amidst the rigor of learning in upper elementary grade levels. That's what keeps me inspired and motivated in my work in literacy.