The International Literacy Association supports literacy professionals in 128 countries as it strives to improve the connection of research and practice, broadening the reach of high-quality literacy instruction. This month, ILA launched a partnership with SmartBrief to provide its members with another resource to stay informed about the latest practices and research in literacy education: The ILA Literacy & Teaching SmartBrief. Executive Director Nicola Wedderburn talked with SmartBrief about some of the latest topics and trends affecting these professionals.
What topics do you expect to see making news in literacy education this year?
AI is a huge conversation right now — particularly generative AI and how it’s reshaping teaching, learning and assessment. Beyond that, there’s growing attention on the role of literacy and instructional coaches. We’re seeing more interest in how they support not just elementary-school teachers but also educators in content areas from grade six and beyond. And, of course, the buzz around the science of reading continues, especially with new legislation in the US shaping discussions around best practices.
One thing that makes the news in literacy education just about every year, unfortunately, is the issue of censorship. The American Library Association just released preliminary data for 2024, and between January and August of this year, they tracked challenges of nearly 1,200 unique titles. The good news is that those numbers are about 40% lower than last year’s, but ALA attributes that in part to frequently challenged books being placed in restricted sections or in some cases hidden so that they fly under the radar of would-be censors.
Six years ago, ILA first launched our Children’s Rights to Read initiative, not only to protect intellectual freedom but also to give educators, families and even politicians research on the importance of the rights and tools to help protect them on behalf of every child, everywhere. The rights are available in 16 languages on our website, literacyworldwide.org/
Letting kids choose their own books, offering them selections where they can see themselves on the page — these are critical components of fostering a lifelong love of reading. As educators, as parents and caregivers, as human beings, it is imperative that we advocate for these rights.
What do you see as the biggest challenges on the minds of literacy professionals?
There’s still a lot of debate and confusion about what constitutes evidence-based reading instruction, and misinformation is a big part of the problem. There’s a lot of conflicting information out there. This is a larger problem in the US, where actual laws are being passed mandating the Science of Reading. The problem with that is that SoR isn’t an approach to teaching so much as it is a label that means different things to different people in different contexts.
ILA, formerly the International Reading Association, was founded nearly 70 years ago. From the beginning, we have stood behind the importance of evidence-based instruction. We’ve supported and disseminated research on how kids learn to read and write and become critical thinkers. So, yes, we believe in reading science. The danger of SoR is that it implies that there’s a singular science of reading, when, in fact, the findings on reading processes and instruction are always evolving. Sometimes the research is inconclusive or even appears to contradict itself. There’s power in knowing what you don’t know.
There’s debate among researchers, among teacher educators, among policymakers. Classroom teachers are handed curriculum-stamped SoR, but sometimes what they’re asked to implement runs counter to what they learned in their preparation programs or what they’ve seen work in their own practice. This is one of the main reasons that ILA opts to focus on the research itself rather than the label. We’re developing resources to help make sense of the science. Hopefully, in the process, we’re giving teachers the tools they need to tackle those challenges.
What advice do you have for literacy educators?
“Literacy educators” covers such a broad range of roles, so it’s tough to offer advice that fits everyone! That said, one thing that applies across the board is the importance of prioritizing your own professional learning. We know teachers are stretched thin, often unable to take on one more thing, so it’s important to be realistic about time. Finding just five minutes to read an article or skim through a newsletter like SmartBrief can make a difference. These small moments of learning can really add up over time.
What do you hope readers will get out of the new ILA Literacy Teaching & Learning SmartBrief?
We view the SmartBrief format as a service — it’s a way to keep readers informed about what’s happening in the literacy field without them having to spend time searching for the news themselves. As an international organization, we’re making it a priority to include stories from around the world. We also want to spotlight news related to literacy leadership, advocacy and the research-to-practice connection. Our hope is that this weekly snapshot not only delivers valuable content but also engages readers in what’s going on globally.
Opinions expressed by SmartBrief contributors are their own.
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