Literacy Now

The October/November/December issue of Literacy Today, ILA’s member magazine, is focused on artificial intelligence (AI) and literacy education.

This edition’s guest editor is Kip Glazer, principal of Mountain View High School in Mountain View, CA, who has worked for nearly a decade with learning science researchers in connecting research to practice in the K–16 education space. She is a 2023 Computer Science Teachers Association Equity Fellow and a member of the Engage AI Practitioner Advisory Board.

“As a school leader and educator, I am passionate about supporting fellow educators and school leaders in making safe and ethical choices when it comes to AI tools,” she wrote in her opening note to readers.

Read on to learn more about the issue, how Glazer 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?

I value learning about different perspectives immensely, so I posted a form on LinkedIn to ask if anyone was interested in submitting an article to the issue. I also reached out to a few colleagues, such as Bill Bass, Stacy Lovdahl, Vera Cubero, and Nneka McGee, who I have worked with in the past. I focused on representing different perspectives, and I believe I succeeded.

You’ve worked with learning science researchers and have a background in connecting research to practice. How does that experience inform your views on integrating AI into literacy education?

I believe in forming my opinions based on rigorous learning science research, and I have been fortunate to have access to the learning science research community since 2012. It is extremely important to me that my fellow educators and school leaders know what I share with them has solid research behind it, and I work hard to be a thoughtful participant in both research and practice fields.

Your opening letter mentions the importance of ethical AI use in education. What do you think are the most pressing ethical considerations for educators adopting AI tools?

Never forgetting that good pedagogy and caring teachers shaping the learning experiences of their students are so much more important than any shiny new tool that is being introduced. Fast and more aren’t always better. Students of today can acquire discrete pieces of knowledge from all sorts of sources with or without AI, and being deliberate to ensure that the students’ (and staff’s) data and privacy are protected is extremely important.

What are some of the biggest misconceptions educators have about AI, and how does this issue of Literacy Today aim to address them?

That AI is so new and so complex that a “typical” educator couldn’t possibly understand, or that it is capable of replacing educators. The fact is that AI has been around for several decades, and no AI will replace teachers. I believe that this issue of Literacy Today has shown the depth of strong pedagogy and collaboration among researchers and practitioners to emphasize that point.

Stacy Lovdahl’s article, “The Urgency of AI,” emphasizes the need for educators to “move fast and innovate responsibly” when it comes to incorporating generative AI into the classroom. Why was this angle important to highlight in this issue?

Stacy has done a lot of work in policy and educator AI literacy development, and she understands the importance of responsible iteration that is required in today’s educational environment. She has been a huge advocate of a balanced approach focused on student examples, and she has done a fantastic job of reminding us why a student-centered approach is important.

Jennifer Elemen’s piece on cultivating critical GenAI literacy explores how critical digital pedagogy can empower students to engage with GenAI in ways that promote social justice and counter harmful narratives. Why did you feel this was a crucial topic to include in the conversation?

Jennifer has been a huge advocate of social justice in ensuring that we don’t introduce or implement yet another tool that can augment previous harm, which is extremely important as we continue to bring in more AI-enabled tools. Just as a doctor takes the Hippocratic oath, I would love to see the tech companies focusing on the idea of “first do no harm” when it comes to developing any classroom-ready tool. I believe that Jennifer’s article highlights the importance of staying vigilant.

Carey Swanson’s article, “Whose Intelligence Is Needed in the Classroom?,” highlights the need for educators to be supported with proper training when incorporating AI into their classrooms. Why was it important to include a focus on professional development in this issue?

We all now live in an information-rich society, and educators and school leaders are bombarded with so much information. With generative AI (GenAI) rapidly advancing, educators and school leaders are asked to be the voice of reason in this new educational environment, and we must support them with time and resources to carry out that important task. I believe that Carey did a great job of highlighting that need.

Bonnie Nieves’s article, “AI and Experiential Learning: A Powerful Combination for Culturally Relevant Teaching,” explores how GenAI can help create personalized, culturally relevant learning experiences. How do you think this topic helps to broaden the discussion of AI in education?

Bonnie highlights the importance and true potential of GenAI in being able to create personalized learning experiences. Her argument of making sure these experiences are culturally relevant is so important because, as we bring in more tools that are creating refinement based on big data and mass user groups, true personalization can be lost, and I believe educators need to guard against off-loading that critical perspective.

Vera Cubero’s article, “Navigating the Future: North Carolina’s AI Literacy Initiative,” emphasizes the importance of careful and purposeful integration of AI literacy into education. Why was it important to feature this initiative?

Vera has been a leading voice in the educational policy area, and I appreciate her wisdom and perspective in this space so very much. She brings a well-researched perspective of planning forward while keeping the past in sight. Her work of guiding North Carolina’s AI Initiative is a model to follow as other states continue to create and implement their AI policies and frameworks. It was my honor to have her add her thoughts to this edition. 

Khechara Bradford and Nneka McGee’s article, “AI on the Edge: Embracing Tech in Early Literacy Education,” discusses the potential of AI in supporting early literacy development. What made this angle significant in terms of shaping the future of AI in literacy instruction?

Although I don’t know Khechara very well, I have been on the same panel as Nneka multiple times. I really appreciate their perspective of beginning early with literacy development that is tool-agnostic. Nneka has always spoken about how to improve literacy with or without digital tools, and how important it is to develop fundamental skills. I think the article speaks to that well.

What do you hope readers will take away from this issue of Literacy Today, and how do you envision it sparking further conversations about AI in education?

I hope that the readers get a wise insight as to how the research and practice fields are grappling with AI literacy from varying perspectives that are both hopeful and cautionary. I also hope that they were introduced to many wise writers whose work has inspired me! I am proud to have been the guest editor of this issue, and I hope to come back after some time to see how we have changed.

Sometimes as educators, you need to look outside of the classroom and beyond the walls of the school to find people who can inspire students and yourselves as teachers in ways you could not have imagined. Our schools are in communities full of people with talents that can benefit teaching and learning. Educators can seek these resources within their community to enhance their pedagogy and their students’ experience with the curriculum. Additionally, teachers can learn from and connect with their surrounding community.

Imagine bringing a hip-hop artist into the classroom. How would students react? What if this artist grew up in the same city as your students and walked through similar hallways and neighborhood blocks?

Finding inspiration in unexpected places

This was the case for one middle school teacher, Idella, who created an after-school writing program that stemmed from a larger learning community of teachers who meet monthly with professors from a local university to discuss best practices in writing pedagogy. This learning community consists of K–9th grade teachers, school psychologists, creative writing specialists, current and former administrators, current and former professors, and a poet in residence. The poet in residence, local hip-hop artist Andre Saunders, was brought into the program through a connection with his former elementary school teachers who are members of the learning community. These teachers had maintained contact with Andre over the years and, after listening to what their students were interested in, were not afraid to reach out and engage with hip-hop and poetry in their classrooms even though this was something outside of their typical practices.

Andre Saunders is someone who cares deeply about giving back to his community. He shares his gifts and talents of writing and creating music across Philadelphia. He is a performer and community activist. As conceptualized by Rudine Sims Bishop in "Mirrors, Windows, and Sliding Glass Doors," students benefit from seeing themselves reflected in the curriculum and having the opportunity to learn about those who are different. If this is true for our libraries, the same should also ring true for the people who enter our classrooms and educational spaces. Andre’s familiarity with the city and similar background to the students he works with makes him an ideal role model.

Idella joined forces with Andre to create a voluntary after-school program with students interested in honing their craft of writing. To her surprise, 12 students turned in their permission form the next day. Idella attributes this motivation to engage to Andre’s presence in the program. The students were intrigued by the opportunity to work with Andre. This level of high interest showed the need for programs such as this with community members that can motivate and engage students and build their social network.

What makes this partnership impactful? Andre earns a living as a writer. The students were excited to learn from Andre because he was a practitioner. He shares his work with them, which reflects his life experiences. This vulnerability and practical application help students see how the writing process is more than just a school assignment. It helps students see how writing connects to creating music, social activism, self-expression, and other true authentic purposes for writing. Andre shares his story, which invites the students to share their lives in creative and purposeful ways. He allows the students to choose their own methods of delivery and style when expressing their thoughts, be it through lyrics, poems, essays, spoken word, and even video and audio presentations. Andre never limits the students by providing them with prompts. Instead, he provides themes or concepts to help students find their voice. The students perceive Andre as a mentor who takes time to listen, critique, and provide feedback. He also inspires them, showing them what he has accomplished coming from a similar background to them. The students find his laid-back methods of communication and strategies for teaching effective. All students feel valued in his presence.

Benefits for both students and educators

Idella shared that Andre’s participation did more than just inspire the students to join but has also had a positive impact on their writing. When looking through the students' writing journals and presentations, one can see a dramatic improvement in the students' overall writing performance over time. The students have taken Andre’s challenge to stretch their vocabulary, to be succinct, and to vividly present images through words.

Not only did the students grow through this partnership, but so did Idella, a veteran teacher! She stated, “Teachers like me often like to control the narrative. We usually start with objective and outcome expectations. I have learned to trust Andre’s process. Thanks to Andre, I no longer feel the need to provide prompts for every writing assignment. I also learned that student choice is very important. Letting students choose often allows for better outcomes than when I teach writing with a perceived end in mind.”

We think of teachers as the drivers of instruction, but we often overlook people in our communities who have unique gifts and talents that could inspire both students and teachers. Andre's story highlights the potential for impactful partnerships within our communities. Who might you connect with in your own community to bring similar inspiration to your students?

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 comp

All teachers are language teachers. Regardless of your subject, grade, or school, language is the base of all instruction, and all teachers are responsible for developing language proficiency in their students. Maybe you have always known this to be true and can’t fathom a scenario where the seats in your classroom aren’t filled up by newcomers, native English speakers, and multilingual learners (MLs), or maybe you’re finding yourself as a language teacher for the first time ever. As the fastest growing student population in the nation, MLs are in classrooms across every state and many school districts. In some cases, MLs are one of a few in a classroom, grade level, or school.

This leaves teachers to grapple with questions like, "how can I support these students who don't even know what I'm saying?"  "what about the other twenty students in my classroom?" and "where do I even begin?" The scope of this responsibility can be broad and overwhelming, even for veteran teachers. This is where artificial intelligence (AI) can become an effective tool for educators. AI can empower educators to identify language objectives within lessons and tailor instruction for MLs, fostering growth in content knowledge and language proficiency.

Using AI to create effective language objectives

The anchor to effective instruction is found in the lesson objectives. Lesson objectives answer the question "what should my students be able to do by the end of this lesson?" When working with MLs we must remember that they’re not solely working towards a content objective, but that they’re also developing language proficiency. It’s for this reason that teachers must take time to define language objectives within the content objectives of their lessons. In doing so, teachers are answering the question of how their multilingual students will access content knowledge while also developing language proficiency.

Developing content objectives for a lesson is likely a familiar exercise for teachers—it might even be provided in curricula—but the process of integrating language objectives appropriate for the language proficiency levels of MLs in your classroom might be foreign. All of this extra and unsupported work can quickly multiply the tasks required of the teacher. Current generative AI chatbots like ChatGPT or Gemini can save time and frustration in this task. Simply provide the chatbot with your lesson objectives, and then ask the AI to create language objectives according to the language level and grade level of your student.

Now instead of “Explain that America fought Great Britain for Independence,” a teacher knows it’s more appropriate for an emerging language learner in a second grade ELA lesson to “Use simple sentences to explain that America fought Great Britain for independence with the help of sentence frames and visual aids.” With this objective, teachers can more effectively support language development (utilizing sentence frames and visual aids) and assess understanding of content knowledge (America fought Great Britain for Independence).

Customize learning with the power of AI

It’s not uncommon to have MLs in a classroom who have varying levels of language proficiency—even if the number of MLs is relatively low. In this scenario, teachers might find themselves with a handful of objectives all of which address similar content but provide different modes of access according to language proficiency levels. This can be a lot to juggle for one lesson. Let’s see how AI can be used to enhance instruction and save time!

Let’s return to our previous example of an emerging language learner in second grade. The objective is to use a simple sentence to explain that America fought Great Britain for independence with the help of sentence frames and visual aids. We can ask the AI to create a sentence frame related to why America fought Great Britain. The results to this question are as follows: “America fought Great Britain because____,” “America fought _____ for____,” “______ fought ______ for _____.” In contrast, it would be more appropriate for a developing ML to write detailed sentences or short paragraphs explaining that America fought Great Britain for independence, using word banks and graphic organizers. In less than 30 seconds, the AI was able to provide a list of 20+ relevant words a student might use in their paragraph.

A teacher could also copy and paste the curriculum text directly into the AI and ask for 5–10 words from the text that a developing ML can use in a short paragraph explaining that America fought Great Britain for independence. Each of these ideas can support language development while still providing access to rigorous content knowledge, and in 5 minutes or less!

Different lesson, same process, same magic

Regardless of the content in the lesson or the language proficiency levels in the classroom, the process is the same:

• Ask the AI tool for language objectives according to the content of your lesson and the grade level and language proficiency level of the student.
• Ask for specific examples of the supports listed in the language objective.

Through this process, teachers can more accurately define lesson objectives for language learners and more effectively provide access to challenging content knowledge while also developing language proficiency. Whether you have been balancing the work of a general education teacher and a language teacher for your entire career or for the first time ever, AI can serve as a powerful tool to make planning and instruction for multilingual learners more efficient and effective.


Lindsey Braisted, instructor of ESL and literacy, Natalie Beach, lecturer of special education, Amber Spears, associate professor of literacy methods, and Cassie Brown, PhD graduate assistant, 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.

Alpha Gamma Chapter of ILA’s Alpha Upsilon Alpha (AUA) Honor Society

Georgia State University
Established: 1985
Instagram: @aua.gsu

What they do

Georgia State University’s AUA chapter recognizes scholarship, promotes leadership, and encourages service in the field of literacy. This includes everything from providing support and encouragement for doctoral students via guest speakers to working together on presentations for conferences to hosting writing retreats during the semester to reading bilingual children’s books with young students. AUA also collaborates with Georgia State’s Middle and Secondary Education (MSE) Doctoral Council to establish forms of support for doctoral students, such as acquiring funding for travel, opening lines of communication with faculty, and providing culturally immersive field experiences.

Why they do it

Concerns surrounding literacy are not new talking points, but these conversations have become heightened following COVID-19. However, shifts and changes in defining literacy occurred prior to the pandemic, especially as the use of artificial intelligence, social media, streaming platforms, etc., shaped the landscape of literacy. Simultaneously, testing culture impacted what literacy looked like with its emphasis on reading excerpts rather than entire works. It is paramount to prepare the next generation of teachers and teacher educators to engage critically and creatively in conversations around literacy. It is also necessary to engage the community in these conversations. AUA helps to support such conversations and community connections.

Who can join

AUA is open to graduate (doctoral and master’s level) students, as well as undergraduate students. The requirements for membership are as follows:

• For graduates: Majoring in reading and/or language arts; nine semester hours completed in reading or related areas of study; 3.5 GPA average
• For undergraduates: At least one course in reading/language arts completed; five semesters of undergraduate studies completed; recommended by reading/language arts faculty

How to join

Visit our website or print this form and mail it in!

Highlights from a recent event

We recently hosted two decolonizing workshops with the Middle and Secondary Education Doctoral Council in preparation for our visit to the Ocmulgee Mounds, an Indigenous site located in Macon, GA. This collaborative and place-based experiential learning helps to highlight our interest in community literacies and critical literacies.

How is the AUA honor society motto (Lege sapere aude/Read, dare to be wise) embodied by your members?

In honor of our Latin motto, we must first pay tribute to Minerva, the Roman goddess of wisdom, the self-made goddess who emerged fully formed from her father’s head. Interestingly, her name is most likely derived from the Indigenous Etruscan goddess Menrva, whose name comes from meminisse, meaning “to remember.” Thus, wisdom, independence, and memory prove central to her character. Likewise, through our literacy pursuits, our members aspire toward the same as we remember and bear witness to the stories that shape us.

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.

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.

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.