This column showcases winners of the 2023 Charlotte Huck Award for Outstanding Fiction for children.

This interview shares the groundbreaking and optimistic vision of Drs. Jill Hermann-Wilmarth and Caitlin L. Ryan for expanding literacies to include the lives and issues of LGBTQIA+ people in elementary school language arts classrooms.

Building relationships embracing the cultures of your students and providing mentor texts that reflect your students can lead to a beautiful writing classroom.

Seven teachers share the challenges and possibilities of developing culturally responsive approaches that highlight how Language Arts curriculum makes a diversity of impacts.

Sharing young emergent bilinguals’ artwork and voices this article highlights drawing and talking as valuable practices to recognize capacities and create belonging in literacy classrooms.

This article explores how to disrupt anti-Blackness in early childhood education by teaching from a pro-Black stance. The authors explain African Diaspora literacy and illuminate classroom practices in kindergarten first grade and third grade. Readers are guided to transform their spaces and ensure that Black children are well.

This Perspective on Practice discusses how teachers can use hip hop lyrics as a mentor text to engage students through literacy instruction.

This article examines three interrelated aspects concerning reader access development and engagement with Black children’s literature—educational policies and surveillance of Black children’s literature publishing trends and Black youths’ reader response—to consider what these elements tell us about where the field of Black children’s literature might go from here.

Using my personal narrative as a testimony this article will demonstrate how teachers can use their stories to reflect; strengthen their literacy instruction; and cultivate a space of bravery healing and love in their classrooms.