EDITOR’S
NOTE
LETTER TO
THE EDITOR
n the January/February issue of Literacy
Today, we included coverage of our 2020
What’s Hot in Literacy Report, which—in
addition to determining the most critical
topics for shaping the future of literacy—
gave voice to more than 1,400 respondents
around the world regarding the greatest
challenges they face and what supports
they desire.
In this March/April issue, we focus on
one critical aspect of the report: ensuring
excellence in reading instruction.
Reading is what unites us, and so
this issue spotlights both the joys and the
mechanics involved in the act of reading.
In doing so, we focus on how reading
shapes us as well as the tools and building
blocks needed for that to happen.
Although reading unites us, in some
cases—and only because we’re rightfully
so passionate about the topic—it can
seemingly divide us. That’s why we can’t
put out a special issue on reading without
acknowledging the conversations taking
place in the literacy field about evidence-
based reading instruction. I encourage
you to read Amanda Goodwin’s article on
page 14 about how ILA and our Reading
Research Quarterly journal are responding
to help add clarity to these discussions.
Also be sure to keep an eye out for the
September/October issue of Literacy
Today, which will be an additional special
issue focusing on the role of research
in reading instruction. Do you have a
topic you want to see included, or are you
interested in contributing? Let us know by
emailing literacytoday@reading.org.
Warmly,
READING
UNITES US
Colleen Patrice Clark
Managing Editor
cclark@reading.org
Here’s to Teachers: A Reaction to ILA’s What’s Hot Report
The new What’s Hot [in Literacy] Report reads like a history of my work as a teacher,
instructional coach, staff developer, adjunct professor, literacy specialist, and now
literacy consultant. The common thread that unifies my work is a focus on the needs of
culturally and linguistically diverse students and, more recently, 21st-century literacy.
Like many of the respondents, I believe that all students have a right to literacy. I also
have been fortunate to participate in learning opportunities resulting in the building
of deep teacher knowledge and I know it is what teachers want for themselves and their
students. However, with knowledge comes agency and advocacy. And that is not welcome
in settings where a focus continues to rest on short-term strategies for improving
standardized tests scores. For this reason, I work to bring teachers the professional
learning they want and need outside of the large bureaucratic structures that make this
kind of learning difficult, if not impossible.
Yes to equity and early intervention! Yes to teachers empowered to identify their
own professional learning needs! Yes to an end to the endless debate over balanced
literacy vs. systematic phonics when we all know kids need both! Yes to culturally
relevant texts and teachers who know how to select and use them! Yes to research-based
culturally relevant teaching! And here’s to teachers bravely breaking away from the
status quo and finding their true colleagues and peers who will help them be successful
with all students!
—Mary Morgan, ESL Teacher and Literacy Specialist, Louisville, KY
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literacyworldwide.org | March/April 2020 | LITERACY TODAY