Literacy Now

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.

As we enter the final few weeks of the submissions period for the International Literacy Association’s (ILA) awards and grants program, we’re taking a look back at some of our past recipients and their significant contributions to literacy teaching and research.

In part III of our series (you can read Part I and II here), we continue to delve into the experiences of some remarkable individuals. Each interview provides valuable insights into the impact of being recognized, how grant recipients used their funding, and why they believe initiatives like ILA’s awards program are vital for moving the field of literacy forward.

After reading, don’t forget to follow their advice: Submit a nomination for yourself or a colleague by March 15. There are awards for students, educators, and scholars, and funding opportunities for research that you won’t want to miss.

Chase Young

Professor, Sam Houston State University
Diane Lapp & James Flood Professional Collaborator Award, 2023 (along with Tim Rasinski)

How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

As many do, I suffer from a bit of imposter syndrome, but seeing our names announced as the winners of this prestigious award eased a bit of that feeling and comically made me think, “Well, I guess I do know what I’m doing.” It was a great shock to be selected and I am proud of the work we have done.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

We love what we do, and it is always great to know that others appreciate our work. It’s motivating to know that what we do makes a difference in classrooms and ultimately improves literacy outcomes.

Timothy Rasinski

Professor Emeritus, Kent State University
William S. Gray Citation of Merit, 2020
Diane Lapp & James Flood Professional Collaborator Award, 2023 (along with Chase Young)

 How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

Receiving the William S. Gray Citation of Merit affirmed the four decades of research, teaching, and service to the literacy community. It continues to be the highlight of my career.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

ILA is now and has been my professional home since entering the literacy education community in the early 1980s. ILA has supported me throughout my professional journey, and more importantly has been a source of support for teachers and students in the development of effective literacy instruction.

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

ILA’s award/grants program provides a vehicle for supporting ongoing and novel approaches and research to literacy education. The funding provided by ILA is often not available through other sources.

For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?

Don’t be shy about your work and your accomplishments. ILA’s awards and grants allow literacy educators to share their work and innovations with the larger professional community.

Kyley Pulphus

Founder, We Scribblin’ LLC and Doctoral Candidate, Louisiana State University
Helen M. Robinson Grant, 2023

How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

I was quite humbled to be granted the Helen M. Robinson award for my dissertation. I received many messages of congratulations from members of the ILA community. I felt so seen and affirmed. I was also thankful for the financial support. The costs of conducting research can accumulate quickly, and the stipend made my research more manageable.

Can you share a specific project or initiative that was made possible through the support of the award/grant, and how it has contributed to advancing literacy education?

As a part of my dissertation research, I published a book of youth writing. We celebrated the book release at the Louisiana Children’s Museum (LCM). It was a beautiful event attended by the young writers’ families and friends. The specialness of the moment was so touching to me and the Chief Learning Officer at LCM, Shannon Blady, that we have discussed a potential partnership. We want young people in New Orleans to have the writing skills they need to be successful in their personal and professional lives, and to be celebrated for their hard work. Stay tuned!

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

The ILA awards and grants program is so important to the literacy education community. It honors the contributions of outstanding educators who have worked in the field for years, while also recognizing innovative newcomers with great potential for impact. Both are needed to create educational spaces our young people deserve. It’s inspiring and motivating to learn about the people who are doing great things for literacy education

Lori Bruner

Assistant Professor of Early Literacy, University of Alabama
Timothy & Cynthia Shanahan Outstanding Dissertation Award, 2023
Jeanne S. Chall Research Fellowship, 2021

How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

I received both awards at the beginning of my academic career. In both cases, these awards encouraged me to stay focused on my line of research and keep working hard in that direction. In addition, both awards have opened doors for me professionally. For instance, the Jeanne S. Chall Research Fellowship was my first external grant, and it was so helpful to have this experience while on the job market during the COVID-19 pandemic.

If you were nominated by a mentor or colleague, do you know who nominated you? What impact has this person had on your career?

Neither of my awards required a nomination, but my graduate school advisor, Tanya Wright, introduced me to the ILA awards and grants program. She deserves all the credit for both awards and for encouraging me to pursue my current line of research. In the early stages of graduate school, she told me, “People love good ideas.” This advice helped me focus on my own research interests and passions instead of trying to assess what others might think is important—a distinction I still carry with me today.

Can you share a specific project or initiative that was made possible through the support of the award/grant, and how it has contributed to advancing literacy education?

The Jeanne S. Chall Research Fellowship allowed me to expand the scope of my dissertation and recruit more participants for my study. As a result, I was able to record 156 read-aloud sessions with caregivers and their preschool children—a large dataset that has been invaluable at the start of my career. One of the most exciting projects to grow from this dataset has been a comprehensive look at the types of conversations caregivers have with their young children during read-alouds and how their conversational moves compare between printed books and digital stories. This work has contributed new information about how caregivers read digital stories and provided a more nuanced look at previous research findings.

Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?

One of the most rewarding benefits has been developing relationships with members of the ILA leadership team. I’ve had the chance to interact with people I might not have met otherwise! Through these conversations, I’ve been invited to be an Editorial Review Board member for Reading Research Quarterly, contribute two articles to Literacy Today magazine, and share information for an EdWeek report on digital reading.   

For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?

My biggest advice is to go for it! If you meet the eligibility for an award, there is nothing to lose by applying. It always seems risky to put yourself out there, but remember what brought you to your work in the first place and that these experiences are valuable—both to yourself and to others. Once you start the application, it’s helpful to clearly define the rationale for your work and to be specific about how you see yourself contributing to research and practice.

Karis Jones

Assistant Professor of ELA Education, Empire State University – SUNY
Helen M. Robinson Grant, 2020

How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

I was thrilled to receive the Helen M. Robinson grant. It was the first time my dissertation was recognized as having potential to impact the field. Now I have many pieces published from it in practitioner and research journals!

Can you share a specific project or initiative that was made possible through the support of the award/grant, and how it has contributed to advancing literacy education?

This award supported my dissertation process. Not only did it help me to transcribe my data quickly so I could move on to analysis but also it was great to be able to highlight the award on the job market!

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

I appreciated the committee’s commitment to equity and their willingness to recognize literacy projects that attend to cultural relevance and social justice.

As we enter the final few weeks of the submissions period for the International Literacy Association’s (ILA) awards and grants program, we’re taking a look back at some of our past recipients and their significant contributions to literacy teaching and research.

In part II of our series (you can read Part I here), we continue to delve into the experiences of some remarkable individuals. Each interview provides valuable insights into the impact of being recognized, how grant recipients used their funding, and why they believe initiatives like ILA’s awards program are vital for moving the field of literacy forward.

After reading, don’t forget to follow their advice: Submit a nomination for yourself or a colleague by March 15. There are awards for students, educators, and scholars, and funding opportunities for research that you won’t want to miss.

Timothy Shanahan

Distinguished Professor Emeritus, University of Illinois at Chicago
William S. Gray Citation of Merit, 2013
Albert J. Harris Award, 1997

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

Awards are not about individuals. They are an expression of the values of an organization (and in this case of a profession). The individual who receives the award is never worthy of it, but he/she gets the honor of being the one chosen to remind all of us of what we are striving for, what we value. Our awards tell everyone what we care about, and they encourage the members of our community to strive to meet our unreachable standards.

Mai Zaru

PhD Student and Research Assistant, Southern Methodist University
Jeanne S. Chall Research Fellowship, 2023

Can you share a specific project or initiative that was made possible through thesupport of the award/grant, and how it has contributed to advancing literacyeducation?

The Jeanne S. Chall Research Fellowship provided support in piloting a study aimed at advancing literacy education within immigrant communities. Through this grant, I was able to conduct research that not only builds upon an existing evidence-based reading intervention, Peer-Assisted Learning Strategies, but also piloted a new avenue for empowering immigrant families in the diaspora, specifically through the implementation of an adapted version of Peer-Assisted Learning Strategies (PALS) in Arabic. In utilizing a triangulation mixed-method design, this study delved into the dynamics of translanguaging and the strategies employed during caregiver–child implementation of Arabic PALS. The findings not only demonstrated the feasibility of implementing this intervention but also highlighted its profound positive effects on children’s Arabic letter sound fluency and accuracy.

What truly sets this study apart is the unexpected depth of impact observed during the intervention period (12 weeks). Caregivers not only facilitated language learning but also used the intervention space to transmit cultural assets, foster communal connections, and instill a deeper love for their homelands. This was evident across multiple data sources, including interviews, proximal measures, and observations of recorded lessons. Through this fellowship, I was provided funding for outreach, caregiver interviews, compensation for participating families and consultants, as well as purchasing multilingual and multicultural children’s books. Moving forward, this research opens up exciting avenues for future inquiry and collaboration, with implications for both theory and practice in the field of literacy education.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

The recognition and support from ILA have deeply motivated me to continue my efforts in advancing literacy, particularly from a social justice lens. Receiving this award is not just a personal achievement but also a recognition of the collective dedication of educators, colleagues, and fellow scholars who directly or indirectly supported my efforts in improving the literacy outcomes of our diaspora of Palestinians. As I look back over the past few months, I cannot help but recognize the hope that this study has instilled in me as I observed children access their full linguistic repertoires and preservation of their language of inheritance.

Moving forward, I am inspired to build upon the foundation laid by those who came before us and to collaborate with others to address the systemic barriers to literacy. Therefore, my future goals in advancing literacy are deeply rooted in equitably capturing home literacy practices, advocacy for translanguaging practices, and cultural responsiveness. I aspire to develop comprehensive strategies addressing the right to literacy for all students starting with our diaspora, to become critical and engaged readers and writers in both their inherited language (mother-tongue) and their language of association that children choose to practice (i.e., most commonly English in the U.S.).

Along with these goals comes my endeavor to dismantle existing barriers and biases while promoting inclusive pedagogies that honor and celebrate students’ cultural identities and experiences. Ultimately, my goal is to foster a future where literacy serves as a transformative tool for personal growth, social empowerment, and active participation in shaping a more just and inclusive society.

Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?

One of the most unexpected benefits has been the development of a strong sense of transnational community among immigrant families, particularly within the context of Palestinian immigrants. Despite the injustices in their homelands, the literacy intervention, Arabic PALS, emerged as a symbol of sumud (steadfastness) for these families, facilitating a connection to their cultural roots, particularly during these difficult times. What began as a simple educational initiative soon transformed into a catalyst for

collective action and advocacy for human rights. It is truly heartening to witness how children, once disconnected from their Arabic heritage, have embraced it wholeheartedly as a result of the program. Their newfound proficiency in Arabic, coupled with their enthusiasm for cultural expression through songs, conversation, and activism, is a testament to the transformative power of education in shaping identity and fostering a sense of belonging. In essence, the unexpected benefits of this award-funded study have transcended the boundaries of traditional educational outcomes, empowering immigrant families to reclaim their cultural identity, amplify their voices, and advocate for a more just and equitable society. This underscores the transformative potential of educational interventions that are rooted in cultural relevance and social justice principles.

Shea N. Kerkhoff

Associate Professor, University of Missouri – St. Louis
Elva Knight Research Grant, 2019

Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?

Yes. One of the teachers who completed the training [we conducted as part of the grant] was immediately promoted. Mr. Luke Khaoya attended the four-day training [in Kenya] in 2019 on Digital Literacy and Learner-Centered Teaching. He is now a deputy principal of a high school. After he completed the ILA-funded training, he presented the participation certificate to his school’s selection panel for promotion. The panel highly recommended the promotion, which came with an increase in salary. Mr. Khaoya shared that after the training and the promotion, he was very invigorated about teaching.

We were able to publish our research findings in Reading Research Quarterly to share with others what we learned.

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

Teachers walked for hours in their best dresses and outfits to attend the ILA grant–funded professional learning sessions. Teachers expressed their gratitude for the opportunity to read the latest research on literacy and discuss evidence-based instructional practices with other teachers. Several teachers told us that they left the professional learning feeling very encouraged because we were sharing some strategies that they were already using in their classroom. Other teachers were encouraged to try new strategies, especially when it came to using technology. For example, Mrs. Carol, an elementary school teacher, told us that during the training was her first time ever using a computer! With that practical experience, she now can borrow a laptop from a friend and search the internet for current events and information to share with her students.

For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?

I strongly encourage members to apply for awards and grants from ILA. The recognition provides a platform from which to share the great work of educators around the world. And the financial award allows us to compensate our participants for their contributions.

Jan Lacina

Bezos Family Foundation Endowed Chair for Early Childhood Education, Texas Christian University
Jerry Johns Outstanding Teacher Educator in Reading Award, 2023

How did receiving an award from the International Literacy Association (ILA) impact you both personally and professionally?

The award impacted me both personally and professionally. Jerry Johns is known within the literacy field as an outstanding scholar as well as a remarkable teacher and leader. He devoted countless hours to serving not only his profession but also children within his university’s literacy clinic. Throughout my career, I have aspired to serve and lead like Jerry Johns. Receiving the Jerry Johns Outstanding Teacher Educator in Reading Award was humbling and such an honor as I was recognized by my professional organization.

If you were nominated by a mentor or colleague, do you know who nominated you? What impact has this person had on your career?

Cathy Collins Block nominated me for this award. Cathy was my colleague at TCU until she retired, but she has remained a mentor to me for almost 20 years. Cathy served on the Board of Directors of the International Reading Association, now ILA (2002–2005). She is a legend within the field of reading for her scholarship and leadership. Her continual mentorship and guidance encouraged me to strive for continuous growth and improvement as a scholar, teacher, and leader. I received additional letters from my TCU colleagues Robin Griffith and Molly Weinburgh. These individuals are teachers/scholars and value the work of serving students and the profession, and they also value scholarship.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

Receiving this award continues to motivate me to work with children, undergraduate/graduate students, and to write. I am currently doing work at our university laboratory school, Starpoint School, a school for children with special needs. I hold twice-weekly book club meetings with children, and I work with the graduate students to plan and lead these meetings. We are also collecting data and working on a research project. I seek to continue to guide children to discover the joy of reading and to mentor my undergraduate and graduate students to be the very best teachers for all children.

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

I feel the awards and grants program raises awareness about the importance of literacy by showcasing winners and their work in Literacy Today. Acknowledging leaders with these awards bring attention to the work of literacy within diverse communities, and such recognition shows the public that this work is important.

Stay tuned for Part III of our series next week!

The January/February/March issue of Literacy Today, ILA’s member magazine, is focused on early literacy.

Guest editor Adam Brieske-Ulenski, associate professor of reading education at Bridgewater State University in Massachusetts, opens the issue with his note to readers laying out his vision for the issue and his emphasis on there being no greater advantage in education than having a solid foundation from the start.

“I cannot think of a single more important concept that needs to be addressed and fully developed in children than literacy,” he wrote. “Literacy development is essential for being able to interact and function in our world, and this starts at birth.”

Read on to learn more about the issue and how Brieske-Ulenski approached its curation.

Tell us about how you developed your vision for this issue. What were your goals? How did you choose your authors and topics? Why do you consider early literacy a crucial concept to be addressed?

As I worked on putting together topics and authors, one thing always kept ringing in my ears: diversity. I wanted to make sure that we were able to discuss a variety of topics related to early literacy including those that have been “hot” over the past several years. Also, it was necessary to make sure that we had voices from across the field, experiences, and perspectives. This includes practitioners, researchers, professors, and many others who contributed to a larger view of early literacy and one that I am happy to say expanded my own thinking around teaching and learning in the earliest of stages.

I felt that early literacy was the issue that I wanted to tackle myself because of the increased attention and discussion around practices, pedagogies, and frameworks. I wanted to make sure we were able to put out an issue where any practitioner or family member could pick it up and find at least one article they thought was relevant to their lives and their children or students. Thus, the whole idea of early literacy to me meant making it meaningful and relevant to our audience.

As a former elementary school teacher, reading specialist, and literacy coach, how have your personal experiences shaped your perspective on the importance of early literacy teaching and learning?

I think, having served in a variety of specialist literacy professional roles, I was privileged to work with some amazing students who experienced difficulties with understanding how to read and write. Spending this quality time with my students allowed me to see first-hand how frustrating it can be to a child and recognize the privilege that I had to support them and, in many ways, support their academic identity. Also, having worked with students across multiple years, I was able to see how a lack of development in early literacy compounded over time and really affected who they were and how they went about viewing learning. This provided me an opportunity to place an emphasis on early literacy teaching and learning and how we have to rethink our approaches.

"Literacy and Disciplinary Learning" delves into creating young scientists and mathematicians. Why was it important to include this interdisciplinary perspective, and how can it impact a child's overall learning experience?

I think including this article helped round out the entire issue for a few reasons. First, it provides the perspective that literacy transcends academic disciplines and reflects ILA’s definition of being literate as being one who can read, write, and think critically. This article by Dr. Nicole J. Glen demonstrates how even our youngest readers and writers can engage in inquiry and apply critical thinking and critical literacy skills when provided with a rich learning environment and opportunity. It is exciting to see how our youngest learners are thinking about the world around them to engage in inquiry while at the same time using literacy skills to engage in that process. Honestly, I think this shows how literacy skills apply to real life.

"Inclusive Foundations" discusses anti-racist and anti-bias spaces in early childhood. Can you elaborate on the significance of addressing these themes in the context of early literacy?

I think creating a space for our colleagues to share the work they are doing to advance our society and the global community toward a more welcoming and inclusive world is necessary. All of us who have the opportunity to amplify these voices need to do so daily and in ways that bring new participants into the conversation. Politics and politicians have had a strong hold over the last few years in voicing their thoughts about what our children and students should learn, the types or topics of texts they should read, and how educators can or cannot discuss real-world topics that are relevant to our students and their learning. I believe our educators are the best ones to make those recommendations and decisions, which is why it is so necessary to continually discuss and include voices of our colleagues who advocate for a more just and worldly understanding of ourselves and one another.

"Academics, Belonging, and Criticality" explores the use of culturally relevant texts in early childhood classrooms, while "Family Diversity in Children’s Books" delves into the representation of diverse family structures. Why is it important for children to encounter these books in school? How does it contribute to belonging, academic engagement, and critical thinking?

Looking back on my own educational experiences, I wish I had educators and curriculum that connected with me and helped me understand others much better. We live in a very diverse and interconnected society that requires all of us to be aware of who we are interacting with, how we interact with them, and how we want others to interact with us. Immersing our children in text, cultures, and experiences that are different from them truly prepares them to be a better world citizen where we are all constantly competing in a global economy and society. Thus, by infusing text into our curriculum that represents a wide variety of families and cultures positions our children to be successful in the future because their understanding of themselves and the world in which they operate is expanded. That should be something we all celebrate and cherish. As they say…the more you know!

What overarching message or impact do you hope these diverse topics will have regarding the importance of early literacy in a child's overall development?

It is my hope that readers leave feeling like they can take on many of the challenges we are facing in society and in particular our school settings with resources and suggestions that were provided in our articles. Although the work is daunting, I am reminded that anything that you want to accomplish is worth working hard. I hope our readers leave the issue feeling a bit inspired with a sense of vigor in wanting to tackle some of these topics at their local level and with ILA at a larger level.

Learn more in the Early Literacy Issue of Literacy Today.

 As we enter the final few weeks of the submissions period for the International Literacy Association’s (ILA) awards and grants program, we’re taking a look back at some of our past recipients and their significant contributions to literacy teaching and research.

Below, in Part I of our series, we delve into the experiences of some remarkable individuals. Each interview provides valuable insights into the impact of being recognized, how grant recipients used their funding, and why they believe initiatives like ILA’s awards program are vital for moving the field of literacy forward.

After reading, don’t forget to follow their advice: Submit a nomination for yourself or a colleague by March 15. There are awards for students, educators, and scholars, and funding opportunities for research that you won’t want to miss.

Sarah Lupo

Associate Professor of Literacy Education, James Madison University
Timothy & Cynthia Shanahan Outstanding Dissertation Award, 2018 Finalist
Steven A. Stahl Research Grant, 2016

How did receiving an award from ILA impact you both personally and professionally?

For the grant, it gave me funds to do a much more rigorous dissertation than I would have been able to do without funding. For both awards, it confirmed that the work I was doing was relevant to the field of literacy and gave me motivation to keep on with my research. I also really enjoyed participating in the poster session for Outstanding Dissertation finalists at the ILA annual conference. I met some great people who were at a similar place in their careers to me and learned a lot.

Can you share a specific project or initiative that was made possible through the support of the award/grant, and how it has contributed to advancing literacy education?

For the grant I received, I was able to complete my dissertation, which explored whether matching ninth graders with texts at their level (using Newsela texts) helped their comprehension. It did not! Although null findings, this was an important finding for the field because many teachers are relying on text algorithm tools like Newsela to differentiate, rather than looking for ways to support readers in reading more difficult texts which, this study as well as others, has shown to be more effective in increasing literacy skills for adolescents. I was able to publish the findings eventually in Reading Research Quarterly five years ago and this piece has now been cited 53 times. A practitioner version of this (“Struggle is Not a Bad Word”) was published in the Journal of Adolescent & Adult Literacy and has been cited 29 times. This study was only possible because of the grant I received from ILA.

How do you believe ILA’s awards and grants program contributes to raising awareness about the importance of literacy and its impact on individuals and communities?

I think it helps show people where the pulse is for literacy research in our field. I have served on one of the awards committees since then and I always love seeing what folks are working on.

For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?

I’d say go for it! I was pretty unsure I would receive either of these awards, but it worked out. Reach out to your mentors and ask them to review your work and talk to as many people as you can. It’s worth it!

Patricia A. Edwards

University Distinguished Professor, Michigan State University
Jerry Johns Outstanding Teacher Educator in Reading Award, 2014
Elva Knight Research Grant, 1995

How did receiving an award from the ILA impact you both personally and professionally?

Receiving the Elva Knight Research Grant for my project titled “Examining Dialogues Used in Facilitating Parental Understanding of First Graders’ Reading, Writing, and Development” has been an immensely rewarding experience both personally and professionally. First and foremost, the recognition of my project as promising research that addresses significant questions within the discipline of reading/literacy research and practice filled me with a sense of validation and accomplishment. It was truly an honor to have my work acknowledged in this way.

Professionally, receiving this award opened doors for me to make meaningful contributions to the field. Presenting my findings at the IRA annual meeting and the Michigan Reading Association not only allowed me to share my research with fellow educators and researchers but also provided a platform to engage in fruitful discussions and exchange ideas. Moreover, being recognized with the Elva Knight Research Grant has increased my visibility and credibility within the reading/literacy research community, affording me the opportunity to further contribute to the advancement of the field.

Can you share a specific project or initiative that was made possible through the support of the award/grant, and how it has contributed to advancing literacy education? 

The Elva Knight Research Grant proved to be a pivotal moment in my academic journey. This grant not only provided the necessary support to conduct my research but also opened doors to further opportunities in advancing literacy education. In particular, the insights gained from the Elva Knight Research Grant led to the receipt of a small Spencer Grant, which empowered me to author the 1999 Heinemann book titled A Path to Follow: Learning to Listen to Parents. Remarkably, this book has since reached a wide audience, with sales exceeding 50,000 copies. Reflecting on these achievements, it is evident that the Elva Research Grant has played a crucial role in my contributions to advancing literacy education, underscoring its significance in shaping my professional trajectory.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

The recognition and support from ILA served as a significant catalyst in my writing journey. Motivated by this encouragement, I have authored several books aimed at empowering educators and fostering family involvement in student achievement. Among these publications are Tapping the Potential of Parents: A Strategic Guide to Boosting Student Achievement Through Family Involvement (Scholastic), Children’s Literacy Development: Making It Happen Through School, Family, and Community Involvement (Pearson), and New Ways to Engage Parents: Strategies and Tools for Teachers and Leaders (Teachers College Press), the latter of which was honored with the 2017 Delta Kappa Gamma Educators Book Award.

In addition, my 2019 release from Teachers College Press, Partnering With Families for Student Success: 24 Scenarios for Problem Solving With Parents, was recommended for the 2021 AACTE Outstanding Book Award. This book aims to equip teachers with the skills to effectively collaborate with caregivers from diverse linguistic, cultural, racial, and social backgrounds. Furthermore, my latest work, Teaching With Literacy Programs: Equitable Instruction for All (Harvard Education Press), underscores the premise that while core literacy programs offer valuable starting points aligned with current research and standards, they are inherently limited. Through this book, I endeavor to empower educators with equitable instructional strategies to meet the diverse needs of all learners.

Have there been any unexpected benefits or outcomes as a result of receiving the award/grant that you didn’t anticipate?

Receiving the award/grant has led to several unexpected benefits and outcomes that I could not have foreseen. For instance, in 2006, I was honored to be named the first African American president of the National Reading Conference, later renamed the Literacy Research Association (LRA). This position not only provided me with a platform to advocate for literacy education but also paved the way for me to become president of the International Reading Association (now ILA) in 2010, further expanding my influence in the field.

Another unexpected outcome occurred in 2012 when I was inducted into the Reading Hall of Fame. This recognition was particularly meaningful as I became one of the few African American women to receive this esteemed accolade, highlighting the significance of diversity in literacy research and practice.

In 2019, I was humbled to receive the Scholars of Color Distinguished Career Contribution Award at the American Educational Research Association (AERA) conference. This honor underscored the impact of my work in education and reinforced my commitment to advancing equity and inclusion in academic spaces.

Additionally, in 2020, I had the honor of being named the first African American recipient of the Oscar S. Causey Award from LRA, recognized as the pinnacle of achievement in reading research. This unexpected distinction not only affirmed the significance of my contributions to the field but also underscored the vital role of representation and diversity in academia. Furthermore, in 2022, I was chosen to be featured in The HistoryMakers, a digital archive documenting the Black experience in the United States, further highlighting the importance of diverse voices in shaping our collective narrative.

Stephanie F. Reid

Assistant Professor of Literacy Education, University of Cincinnati
Helen M. Robinson Grant, 2019

How did receiving a grant from the ILA impact you both personally and professionally?

Receiving the Helen M. Robinson Grant in 2019 was an honor. I felt validated in my work with teachers and students in middle school contexts and was grateful for the funding support for my dissertation work. At that time, my identity as a scholar and researcher felt very new. I had taught middle schoolers language arts and reading for many years, so stepping into my doctoral program was a significant life change for me. Earning recognition through ILA’s Helen M. Robinson Grant helped affirm my decision to move in this new professional direction and offered me the opportunity to speak to the significance of my scholarship on multimodal approaches to literacy education.

Can you share a specific project or initiative that was made possible through the support of the grant, and how it has contributed to advancing literacy education?

The Helen M. Robinson Grant supported my research in a seventh-grade language arts classroom. With the classroom teacher, I codesigned an eight-week curriculum unit that invited students to read and compose multimodal texts. Findings from this study have been shared through numerous articles, book chapters, and presentations. When possible, I coauthored and copresented with Justin Scholes, the teacher who welcomed me into his classroom community. In this moment, when so much attention is focused on decoding written language, this study is a reminder that words are not the only ways people communicate and connect with each other. The ability to make meaning with images and other modes matters, too. The importance of making, comprehending, and critiquing the kinds of multimodal texts that saturate students’ social worlds must not be lost in current conversations about what counts as reading and writing in schools.

Looking back, how has the recognition and support from ILA motivated you to continue your efforts in advancing literacy, and what future goals do you have in this regard?

Today, I continue to build upon the research that the Helen M. Robinson Grant supported. I have continued to explore how multimodal literacy approaches might be enacted in classrooms where students have time and agency to read and compose multimodal texts. Most recently, I worked with an eighth-grade teacher, Rita Thorson, who made curricular space for students to compose accounts of their pandemic lives. I hope to continue to showcase students’ reading and writing, illuminating their brilliance and sharing their perspectives on school literacy practices. I also hope to continue exploring how multimodal literacies intersect with other disciplines—art education and special education, for example. I am constantly looking for ways to evolve and share my understanding of what it means to be a reader, writer, speaker, listener, viewer, and thinker in these current times.

For educators and researchers considering applying for the current awards and grants submissions period, what advice or insights would you offer based on your experience?

I felt that one of the most important outcomes of the grant writing process was the clarity I gained through writing the proposal. The proposal format encourages a succinct and streamlined account of the research questions, relevant literature, and study procedures. Most important for me, the application also invited me to think about the significance of my scholarship and state clearly the impact I hoped to make. I have been an educator for nearly 25 years. Keeping sight of my “why” continues to fuel my lifelong investment in literacy education.

Jungmin Kwon

Assistant Professor of Language and Literacy, Michigan State University
Helen M. Robinson Grant, 2018

Can you share a specific project or initiative that was made possible through the support of the grant, and how it has contributed to advancing literacy education?

I received the Helen M. Robinson Grant in 2018, which supports doctoral students in the early stages of their dissertations in the area of reading and literacy. My dissertation project focused on the language and literacy experiences of immigrant children and families in the context of transnational migration. Taking a multi-sited ethnographic approach, I documented immigrant children’s literacy experiences by observing their experiences in various settings, such as homes, schools, playgrounds, grocery stores, and museums across countries. I also employed what I call child-centered interview activities, during which I used mapping, drawing, and photo-elicitation interviews as a way to explore the children’s transnational and multilingual experiences and to center their voices through a multimodal approach. After finishing my dissertation, I turned this project into a book, which is entitled Understanding the Transnational Lives and Literacies of Immigrant Children (Teachers College Press).

Receiving the recognition and support from ILA for my work meant a lot to me as a doctoral student. This grant award reaffirmed my dedication to working with immigrant children and amplifying their voices, and it has motivated me to continue the work that can contribute to expanding the notion of literacy and understanding of immigrant children and families.

Stay tuned for Part II of our series next week!