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The authors explore the intriguing transnational awareness demonstrated by young students from immigrant families. The authors argue that awareness is an important fund of knowledge and the foundation on which some students build an inclusive view of the world, a view that honors the humanity of people around the world. After exploring the transnational awareness of young students, the authors follow one student from first grade into high school. Adam is Muslim American, bilingual in Arabic and English, and learning French. He is an avid soccer player, but most of all, he has a perspective on the world that is expansive, inclusive, and curious. Adam has lessons to teach not only his peers but also his teachers.

This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.

Many students have experienced author visits, but one K–4 elementary school aimed to meet its school improvement goal to motivate writers through a yearlong collaboration with a published children's book author/illustrator, Ryan Hipp. This article details the positive components of the yearlong collaboration that included three in‐person sessions and blog posts. Transcribed observations of the assemblies, readings of the blog, and transcribed pre‐ and poststudy interviews of nine teachers, 36 students, and Hipp revealed that collaboration with him triggered and maintained situational interest. Students were interested in writing and motivated to write because of Hipp's influence, and the constant connection with the author/illustrator helped ensure the success of the collaboration. Teaching implications of author visits are detailed.

Literacy instruction does not just happen during the language arts block, as students can learn more about reading and writing during science, social studies, and mathematics. This department features examples of how teachers can teach literacy across various content areas.

s Literacy instruction does not just happen during the language arts block, as students can learn more about reading and writing during science, social studies, and mathematics. This department features examples of how teachers can teach literacy across various content areas.

The COVID-19 pandemic has dramatically affected U.S. schools since March 2020. K–12 schools have put in place various forms of remote learning to continue the education of students. In trying times like these, young students face unique unprecedented challenges. Often, they need parents’ and/or guardians’ supervision and guidance at home. How can teachers work with young students and their parents or guardians to ensure high-quality and equitable teaching and learning during the COVID-19 pandemic? More specifically, how can teachers support young students’ word study from home during trying times? An ABC scavenger hunt can be a great activity to support young students’ word study while bridging home and school and fostering a positive home learning environment. We share teaching tips developed by a first-grade teacher over the past several months.

Young people in literacy classes sometimes think their teachers are not listening to them. The practitioners featured in this column listen to questions posed by their students and respond to them, with the goal of enhancing English language arts instruction for a range of young people and educators.

Young people in literacy classes sometimes think their teachers are not listening to them. The practitioners featured in this column listen to questions posed by their students and respond to them, with the goal of enhancing English language arts instruction for a range of young people and educators.

Whole‐class discussions, in which students share and refine ideas with others, can now take place in online forums. In face‐to‐face classrooms, previous research has identified conversational techniques, such as open‐ended questions and uptake of what others have said, that can promote dialogic, whole‐class discussions. However, few studies have examined how students’ participation can be enabled and constrained by the visual design of online forums. This article evaluates three online conversations among students of different disciplines and geographic regions at secondary, postsecondary, and graduate levels, evaluating the success of each example based first on conversational techniques and then on the visual design of the online forum. Rhetorical principles such as contrast, repetition, alignment, and proximity may help teachers evaluate and redesign potential online forums for more effective online discussions, including how classroom setup, routines, and multimedia can shape students’ participation.

Digital literacy and learning among adults has been identified as an area requiring research. The purpose of the present study was to explore technology acceptance and digital collaborative learning experiences with blogs among adult learners. This analysis employed a quasi‐experimental mixed‐methods approach guided by a sociocultural theoretical framework. Participants were graduate students (n = 46), and data were collected through pre‐ and postsurvey instruments. Quantitative analyses were conducted using paired sample t‐tests, which revealed statistically significant findings regarding determinants of technology acceptance. Qualitative analyses were conducted using grounded theory analytic techniques, which revealed four core conceptual categories: cautionary aspects and constraints, personal and communal dimensions, learner dispositions, and affordances. A discussion of these categories and examples of supportive data was provided. Based on these findings, implications for adult educators are described regarding strategies to enhance technology acceptance and the design of digital collaborative learning experiences among adult learners.