World Literacy Day is September 8, and we hope Kimm’s story inspires you to explore this topic in your classroom and community.

Guest post by Kimm Murfitt

I fell in love with books long before kindergarten. I remember the steady, soothing voice of my mom as she read to my sister and me from our many books. We spent countless afternoons reading from well-worn pages until we memorized our favorite parts. Then, school brought a whole new level to my love for reading. Sitting restlessly at the edge of my seat, I would groan when my teacher would end our reading right at the very best part. I couldn’t wait for our time in the library when our librarian read aloud tales of adventure or spooky mysteries. Like many students in the United States, my love for reading and respect for authors was cultivated by my home and my school. Sadly, this is not the case for every child in the United States or around the world.

Not every student grows up in a print-rich environment with a plethora of books to grow their skills for reading and writing. However, time and time again, I’ve seen communities and colleagues band together to give students the time, support, books, and materials necessary to build even stronger communities of readers and writers. After all, reading and writing is what makes all other options outside of the classroom achievable. We know this. Students know this. The world knows this. What happens when communities are denied this access completely?

Reading and writing is what makes all other options outside of the classroom achievable.

In my journey as a reader, writer, and teacher, I realize the even larger role I fill in education. To teach my students strong skills as readers and writers, to teach them how to appreciate and admire the skills of authors, to teach them how to develop their own writing… it’s not enough. Instead, it is my responsibility to teach them the strength of writing. This begins with an understanding of communities and children around our world. It requires a study of the causes and alarming effects of illiteracy. It demands attention to this issue—illiteracy impacts all of us, not just those denied literacy education.

To teach my students strong skills as readers and writers, to teach them how to appreciate and admire the skills of authors, to teach them how to develop their own writing… it’s not enough.

My students and I are beginning to scratch the surface for what is needed to draw more attention to the issues impacting quality and balanced literacy education for both our community and communities across the world. We strive for ways to create change. We once again celebrate World Literacy Day almost as a launching pad for the important weeks and months ahead. We shared the work of authors who’ve written stories and books that serve as strong examples of perseverance, hope, and breaking boundaries. As we reflect on our own reading backgrounds, we return to the study of illiteracy. I watch their faces as I listen to them discuss the stories of people, their communities, and the future. The numbers are not just numbers—they are people. We talk about being grateful for this opportunity to learn. We talk about understanding the power of education.

These students are mine for a short while, but their choices belong to the world long after our school year ends. I hope they will continue to search for ways to create change. I hope they remember the work they complete this year, because with the gift of reading and writing, the sky truly is the limit.

If you would like to observe World Literacy Day (September 8) with your students, explore these resources:

• K-1 literacy collection.
• Literacy middle grades unit.
• World literature collection.

Kimm Murfitt has been an educator for more than 19 years and is an IB coordinator, curriculum writer, and a TeachSDGs Ambassador. You can connect with her on Twitter @kmurfitt1.