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Amid the COVID‐19 pandemic, students, families, and educators have faced unprecedented challenges. These challenges have disproportionately impacted racially/ethnically diverse, low‐income communities because of long‐standing health system, socioeconomic, and educational inequities. With closures of schools, libraries, and childcare centers, many students were disconnected from their community and did not have access to books. Parents' and educators' concerns centered around students falling behind academically and socially. In this article, we explain the motivation and rationale for a social justice initiative to provide students of color from low‐poverty areas with access to high‐quality multicultural children's literature at home. We describe our literacy partnership with a local after‐school program serving participant students and families, research underpinning the initiative, and our process for selecting high‐quality multicultural literature book sets and offer suggestions about how to facilitate comprehension and motivational support for home‐based reading. We also offer a list of recommended literature and discuss outcomes and implications of this project. [ABSTRACT FROM AUTHOR]

This study introduces parents' roles in the community Korean–English bilingual family literacy program named Family Storytime. It was offered at the Korean church for 30 minutes during lunch time on Sundays over 3 months. The Korean parents played two major roles: facilitators and participants. As facilitators, the parents advertised the literacy program to other Korean families, set up the room, managed children's behaviors, and assisted bookplay activities. The Korean parents were active participants who responded to the book, interacted with children, and gave positive feedback to children. The parents' heritage–language skills and funds of knowledge were valuable resources at the Family Storytime sessions. This study offers an example for how bilingual parents can be involved in family literacy in schools and communities. [ABSTRACT FROM AUTHOR]

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. [ABSTRACT FROM AUTHOR]

Underresourced communities often have limited access to print and materials to promote children's early literacy development. Recognizing that the neighborhood is a unit of social change, organizations that engage families in early reading and learning with their children, therefore, have increasingly become part of the community landscape. Recently, efforts to promote early literacy have found families in a less conventional place: the local laundromat. The authors report on a study of six laundromats in low‐income communities, three of which were transformed to include literacy‐related play centers and three of which remained business as usual. Results indicated dramatic increases in literacy‐related activity among young children as compared with control sites, demonstrating the potential of these sites to enhance children's opportunity to learn. [ABSTRACT FROM AUTHOR]

The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy. [ABSTRACT FROM AUTHOR]

A university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands‐on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use literature that reflects their population to engage students in reading and can transform teacher candidates' understanding of students from diverse backgrounds. The authors describe how a university College of Education's literacy festival was implemented and explore how it provided an opportunity for children in low‐socioeconomic‐status communities to be exposed to books and authors of quality children's literature. [ABSTRACT FROM AUTHOR]

There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have-nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a 'brave new world,' some digital divide approaches and frameworks require debunking and are strongly associated with first-world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures. [ABSTRACT FROM AUTHOR]

Current standards and assessments emphasize the importance of a variety of genres in students' literacy diets, which has placed increased attention on informational texts. Unfortunately, young students' current exposure to and experiences with informational texts are often limited by the texts' availability, quality, and relevance to children's lives. One way to address these issues of access and relevance is to create and use informational texts in more authentic, culturally sustaining, and productive ways. This article draws on a research study to outline suggestions for making and using culturally sustaining informational texts with young students. In this research, culturally sustaining informational texts of two genres (procedural and informative/explanatory) were developed, read, and written with standard 2 (second year of formal schooling) students in Botswana. Students who used these texts in reading and writing lessons showed increases in abilities to read and write both genres. [ABSTRACT FROM AUTHOR]