Jason Chin’s most recent book, Hurricane (2025), explores how hurricanes form and how communities prepare for and respond to them. Last May, we had the privilege of interviewing Jason, during which he shared insights into his research and creative process for Hurricane, as well as his illustration work for Life After Whale (2024). Our interview will be published in the Fall 2025 issue of the Journal of Children’s Literature. We are excited for you to hear Jason Chin’s story and learn from his experiences at the CLA Breakfast at this NCTE Annual Convention!

The teachers in this study had a higher average frequency of print references while reading books that contain salient print features (M = 5.79) than while reading books that did not have these features (M = 1.28). This finding supports prior research that suggests these print features prime teachers (and students) to notice and talk about the print, a necessary interaction for early print knowledge development. It is important to note that teachers made these references after I asked them to read the books provided “as they normally would”--I never once indicated my interest in print features or print referencing. Therefore, salient print features are a potentially underutilized resource that naturally increase the amount of discussion about print. Looking at the data for specific features, teachers most frequently referenced Visible Speech and Environmental Print, salient features that appear in a book’s illustrations. Practicing teachers interested in increasing their students’ exposure to discussion about print may therefore want to incorporate books with these two features into their classroom read alouds and lesson plans as a means of naturally increasing their print references. ​

Multiple teachers utilized this instance of Environmental Print as an opportunity to clarify or introduce the name of the story’s narrator and second most important character. While such references may seem basic in nature, they are indicative of complex attempts to support students’ recall of character names, a comprehension-related learning target often included in early childhood standards.    
​
Just like the teachers in my study, I encourage practicing educators to consider the ways in which their references about print features can embody a fascinating duality between print knowledge learning targets and complex connections to story comprehension related to events and characters. Due to this study’s findings that teachers naturally utilize such references, this recommendation is not burdensome or adding extra tasks to teachers’ already full plate. Rather, it is a call for teachers to reflect on the ways in which they are already referencing print and utilize their own professional experience and wisdom to make the most of their references by reaching two seemingly dichotomous but related instructional goals through purposeful text selection and targeted talk.

How to start? Utilizing Table 1, examine the books in your classroom library or favorite read aloud texts. Do they contain any of the nine print salient features listed in the table? Does your current read aloud text contain speech bubbles, Environmental Print, or other salient print features? How might you point these visually interesting features out to your students? If the salient print features relate to the story’s plot or characters, like the Environmental Print on the t-shirts in Snappsy, can you reference the print in a way that bridges an aspect of story comprehension for your young readers? See more practical ideas to increase complex print referencing in the CLA Take 5: Ponder and Plan text feature. ​

Conclusion
Due to their inclusion in recently published children’s books, salient print features are likely a pre-existing feature in early childhood and elementary read aloud texts that can easily be incorporated into existing book-related discussion. Adults' references to these interesting print features can simultaneously support children’s development of critical print-related early literacy skills and relate to aspects of story comprehension. By strategically and purposefully selecting print salient books like Snappsy for classroom reading activities, adults can embed a relatively easy yet proven way to heighten children’s attention to and interest in print into their daily classroom routines. ​

In the ever-evolving landscape of education, recognizing and supporting teachers who champion literacy is crucial. The Bonnie Campbell Hill National Literacy Leader Award does just that—empowering passionate educators dedicated to advancing literacy instruction and fostering lifelong readers and writers. This award honors the legacy of Dr. Bonnie Campbell Hill, a renowned literacy leader and advocate by providing funding of $2,500 (plus a $150 Heinneman grant) for teachers to pursue professional learning that enriches their classrooms and communities.

The BCH award is designed to support outstanding literacy educators who seek to grow professionally, collaborate with peers, and implement innovative literacy practices. It grants recipients funding to engage in professional development opportunities, such as attending conferences like NCTE, participating in literacy initiatives, or conducting research that directly impacts teaching and learning. The goal is to sustain a cycle of learning where educators refine their pedagogical approaches and bring evidence-based strategies back to their students.

The foundation of this award aligns with current pedagogical and research-driven approaches to literacy education. It supports teachers in exploring:

• Mentorship and Coaching: Recognizing the power of teacher mentorship, recipients often use their funding to engage in collaborative learning communities and professional networks.
  
• Culturally and Linguistically Responsive Literacy Instruction: Encouraging teachers to integrate diverse texts and responsive teaching strategies to reflect the lived experiences of all learners.
  
• Inquiry-Based Learning and Assessment: Providing teachers with resources to study and implement authentic, student-centered literacy practices that prioritize meaning-making and critical thinking.
  
• Classroom-Based Research: Many awardees conduct action research, testing innovative strategies to improve reading and writing instruction while contributing to the broader field of literacy education.
  

Our vision for the blog stems from the continued need to support educators in integrating children’s literature into their teaching contexts, whether that be K-12 or university levels. Beginning in August 2025, we will feature two types of posts on the CLA Blog: 

Read This/Teach This
Read This/Teach This posts center on a recently published work of children’s literature. The posts provide a comprehensive review of the book as well as some ideas for integrating the text in a classroom setting. We hope that these posts will highlight books and teaching ideas that can be easily implemented in the classroom. 

Research Resource
Research Resource posts center on the practical applications of research in children’s literature. These posts will briefly present the findings of a research study and then present a specific teaching strategy or idea for implementing the research into practice. 

In upcoming weeks we will publish an example of each of these posts and invite you to consider submitting a post for publication during the 2025-2026 academic year. If you are interested in submitting one of these types of posts to the CLA blog, please contact us at: [email protected] ​

How does one take a collection of books ranging from nine hundred to one thousand submissions and narrow that number down to thirty titles? Let’s just say it’s no easy task, but one that seven educators took on during the publishing year of 2024.

For twenty-eight years, dedicated members of the Children’s Literature Assembly have served on the seven-member committee tasked with selecting thirty Notable Children’s Books in the Language Arts (NCBLA).

The list of books is highlighted for readers in the Journal of Children’s Literature and Language Arts. The committee also presents the annual list for session attendees at the National Council of Teachers of English (NCTE) conference and the Tucson Festival of Books.
All titles on the NCBLA list are works of fiction, nonfiction, and poetry penned for children in grades K-8 and published in the previous calendar year. These selected children’s books must meet additional criteria, such as:

• Have an appealing format
  
• Be of enduring quality
• Meet generally accepted standards of quality for the genre in which they are written
• Meet one or more of the following criteria:
  • Deal explicitly with language, such as plays on words, word origins, or the history of language
  • Demonstrate uniqueness in the use of language or style
  • Invite child response or participation

With these criteria in mind, NCBLA committee members first read and evaluate books individually, then collaborate to vet each prospective title. The committee meets monthly throughout the year, sharing notable titles, discussing ways the books can be used in classrooms, and curating a list of the best of the best. This process is not an easy one, but it is rewarding, engaging, and fascinating to see which titles ultimately make the final list.

These titles are high-quality texts that promote language arts and offer a range of literacy-related instructional possibilities. Committee members hope that teachers, librarians, and parents find the list a useful tool when locating and using fiction, nonfiction, and poetry to share with young readers.

The thirty books were broken down into five categories/themes. Although many of the books could fit into multiple categories, the themes are designed to help teachers organize the titles, plan ways to use them, and share with as many readers as possible.
Now, to the exciting part. After countless hours of reading, thinking, sharing, and conferring, here is the 2025 Notable Children’s Books in Language Arts list of notable titles:

This past year has been an absolute joy serving as chair. This work would not have been possible without the dedication, hard work, and countless hours of reading put in by our incredible committee members. It was an honor and privilege to lead them in the journey of discovering thirty titles we believe will enhance, enrich, and entertain many classrooms across the country.

Last week was the observation of Remembrance Day (February 19), a date that solemnly acknowledges the anniversary ofExecutive Order 9066, which authorized the unjust incarceration of Japanese Americans during WWII, it's particularly meaningful to examine how children's literature helps young readers understand this history. While these stories emerge from one of America's darkest chapters, they also illuminate extraordinary examples of resilience, resistance, and reconciliation that embody core American values. Two contemporary children's books offer powerful entry points for young readers to engage with this complex history while celebrating the strength of the Japanese American community.

Both books demonstrate how children's literature can serve as an effective medium for helping young readers engage with challenging historical topics. Through age-appropriate storytelling and compelling individual narratives, they make this complex history accessible while emphasizing themes of resilience and resistance rather than victimization. By sharing these narratives with young readers, we help ensure that future generations understand this history while drawing inspiration from those who exemplified core American values even in the darkest of times.
 
The stories found in Wat Kept Playing and Those Who Helped Us remind us that the Japanese American incarceration experience, while representing a grievous violation of American principles, also revealed extraordinary examples of the American spirit through acts of resistance, resilience, and reconciliation. These children's books help ensure that as we remember this history, we honor not just the injustice but also the indomitable spirit of those who endured it.
 
Both books can be purchased through the Japanese American National Museum and the Wing Luke Museum. For additional content to share with students, please visit Densho.org, a site dedicated to “preserving Japanese American stories of the past for the generations of tomorrow.”

As children’s literature professionals, educators, and enthusiasts, we know our field faces challenging times ahead. Widespread misinformation and misunderstanding about educational theories and practices, coupled with fiery partisan rhetoric, have resulted in a swelling of bans and crackdowns on stories that work to make sure all children can find their voices, languages, histories, and lived experiences in books.
 
As delineated in the CLA Bylaws, the DEI Committee encompasses a steadfast commitment to diversity, equity, and inclusivity within CLA:

 In these unsettling times, we reassert CLA’s pledge. This past year, led by stalwart past chairs Adam Crawley and Elizabeth Bemiss, the DEI Committee engaged in the following pursuits to support CLA’s commitment:

We look forward to buliding upon this important work and ensure that diversity, equity, and inclusion continue to drive our work with children and the books they read.

For more information about the DEI committee, please contact committee chair Grace Enriquez ([email protected]).