ABSTRACT This Teaching and Learning in Practice article describes a six‐week “Wait‐and‐See Identity Project” conducted with multilingual learners ages 9–13. Integrating identity‐based journaling and arts‐based activities, this teacher‐developed, teacher‐led project invited students to explore and negotiate aspects of their identities while engaging in meaning‐making around a shared novel. The project weaves together multimodality, student voice, and authentic literacy engagement.

ABSTRACT This practitioner inquiry employs AsianCrit to inform both the design and analysis of two children's literature workshops, critically examining how Chinese American bi/multilingual children define and evaluate Chinese American picturebooks and envision more diverse representations. Drawing on classroom recordings, interviews, and rich artifacts, this study highlighted how Chinese American children can serve as co‐theorizers and critics of children's literature when given the opportunity to reflect on and discuss their racialized, linguistic, and transnational experiences. The study underscores the importance of actively incorporating children's perspectives into reimagining more diverse and authentic representations in children's literature. It also offers pedagogical implications for practitioners to engage in critical reflection on their own biases, employ intentional reading strategies and activities, and collaborate with local communities to shape students' experiences with literature.

ABSTRACT This study explored culturally relevant literacy instruction through bilingual book clubs with Latinx fourth and fifth graders at a dual‐language elementary school. Using the framework of culturally relevant pedagogy—academic success, cultural competence, and critical consciousness—we examined students' responses to Spanish‐English bilingual picturebooks by Latinx authors. Analysis of book discussions revealed how students connected with texts and how facilitators either supported or missed chances for deeper engagement. Cultural relevance goes beyond matching books to cultural labels and should instead reflect students' experiences. Some texts sparked personal and critical conversations on racism, immigration, and language, while others fell flat, highlighting the complexity of Latinidad. This study emphasizes the role of student voice in cultural relevance and calls for a more nuanced view of culture in literacy instruction.

ABSTRACT As digital media consumption becomes an integral part of children's lives, early literacy education must evolve to include foundational contemporary literacy skills. While traditional literacy instruction focuses on reading, writing, and comprehension, young learners also need conceptual knowledge about digital media and literacy before engaging with screens independently. This article examines how elementary educators can integrate age‐appropriate digital literacy concepts into instruction without increasing screen time. Drawing on frameworks for digital and social media literacy, we explore practical classroom strategies, including interactive read‐alouds, unplugged coding activities, and participatory discussions, to foster critical thinking and problem‐solving skills in the digital age. Through the case study of an elementary educator integrating these approaches in a library and makerspace setting, we demonstrate how early exposure to digital concepts can support students' future engagement with technology in a developmentally appropriate manner. By embedding these skills into foundational literacy instruction, educators can help young children navigate an increasingly digital world while maintaining a strong emphasis on traditional literacy development.

ABSTRACTWriting is an essential literacy skill which requires many opportunities for practice and improvement. In this article, it is described how a schoolwide post office offered students opportunities and increased motivation to write, while also allowing teachers autonomy in how they would use it to increase writing experiences among students. A post office was established and letters were delivered each day. The post office increased writing experiences within the school, servicing about 700 student letters each day.

ABSTRACTThis article examines findings from an umbrella review of 95 systematic reviews and meta‐analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early intervention, proactive strategies, and differentiated instruction to meet the diverse needs of learners, including those with reading difficulties or who are learning in a second language. It also identifies critical gaps in research, such as the limited focus on reading motivation and the influence of external factors like library access. Practical strategies for educators are presented, including shared reading, phonics instruction, and explicit teaching techniques. By applying evidence‐based practices and engaging in ongoing professional development, teachers can create supportive environments that foster both reading proficiency and a lifelong love of reading.

ABSTRACTThe Internet has transformed the way we read and the context in which we acquire knowledge. Online reading brings both unique opportunities and challenges. To utilize the full potential of this digital environment and to successfully participate in an online information society, digital reading skills are essential. But what makes online reading so unique, and how can education foster the development of online reading skills? This article will provide a literature review and discuss (a) how online reading differs from reading printed texts, (b) the core competencies involved in online reading and (c) the possibilities and challenges of online reading. Second, based on the knowledge discussed in this review, we provide recommendations for educational practice on how to support students in learning and developing the core competencies of digital reading: navigation, integration and evaluation.

ABSTRACTThis article explores learning through modes of signification in literacy activity books for early childhood learners in Kenya. These modes of signification are important for the cognitive and social development of children. Early childhood education in Kenya aims to prepare children for primary school by building foundational skills in a culturally responsive manner through a competency‐based curriculum. In the Kenyan competency‐based curriculum (CBC), various types of literacy books cater to different literacy development aspects. These literacy books include story books, phonemic awareness books, workbooks, vocabulary books, and writing practice books in English and Kiswahili. This article examines how child‐centered teaching methods using modes of signification in the competency‐based curriculum (CBC) can impact learning experiences and outcomes in literacy books. Dual‐coding theory is used to analyze the relationship between the modes of signification used by learners and teachers in a CBC literacy lesson in Grade 3. The findings reveal that teachers do not focus much on modes of signification, while learners do. The study concludes that incorporating multiple modes of signification into the education system can enhance literacy skills acquisition. Therefore, educators should embrace modes of signification in literacy curricula to improve learners' literacy skills.