Invest In Youth as Readers 2025 Final Update – We Did It!

Over the summer, a group of young readers met in Worlds of Words for a focus group to better understand their needs as readers. They expressed a desire for more social connection. This connection certainly happens between peers in the program, and it also is a function of a wider community who connects in digital spaces like their Instagram or podcast feeds.

Middle schooler smiles next to an adult holding a clipboard

A Middle School Reading Ambassador shares her sketch with author and illustrator, Jose Pimienta, at a cartooning workshop run by the artist. Pimienta flew to Tucson for the workshop and provided special edition books to participants who bravely shared their work.

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Promoting Global Literacy with Manga Inside and Outside the Classroom

By Aika Adamson, Worlds of Words, Tucson, AZ

Manga, a popular form of graphic novels and comics from Japan, has seen a boom in popularity following the pandemic in 2020. In a time where literacy rates are falling slightly for students across the United States, as reported in the Nation’s Report Card for 2022, and fewer people in all age-ranges are reading for pleasure (Iyengar, 2024), encouraging literacy among children and teenagers is more important than ever. Recent publishing trends have shown that children of all ages are reading more comics, graphic novels and manga annually. Graphic novels have seen a 90% jump in popularity in school libraries, with manga comprising 43% of high school graphic novel purchases, according to the School Library Journal’s 2023 survey.

With such a rise in popularity for manga, more and more middle and high school-aged readers can engage in international stories that have been translated for U.S.-based audiences. Manga tend to be published in long series, with chapters coming out weekly or monthly in Japanese magazines such as Weekly Shounen Jump, Ultra Jump, Hana to Yume or Be Love. Once a series reaches a certain number of chapters, provided the manga is popular enough, those chapters can be collected into volumes that are translated and distributed overseas. Continue reading →

Invest In Youth as Readers 2025 Update

Contact Rebecca Ballenger, Worlds of Words Associate Director

It may seem sweet to have adorable kids engaging in the quaint act of reading, but we see ourselves on the cutting edge of children’s literature with plenty of opportunities for digital connection. The sustained focused reading we do with the hard copies of our books combined with the energy from so many bagels not only helps us gain new perspectives on the world, it helps us with the persistence to learn new technologies. This year, we will record the fourth season of our podcast, WOW Reads, while growing into additional digital spaces. This may include video, and it will most certainly include creating interactive graphics like the one below.

Click here to view the accessible version of this interactive content Continue reading →

Invest In Youth as Readers 2025

Contact Rebecca Ballenger, Worlds of Words Associate Director

Worlds of Words renews our commitment to make a meaningful impact on middle and high school readers through the Worlds of Words Center Reading Ambassador program. Since its inception in 2018, the Reading Ambassador program has been instrumental in creating a community for young people around reading, equipping them with real-world skills and experiences that extend beyond the pages of a book. We hope that you will contribute to the success of the Reading Ambassadors by participating in our crowdfund campaign at crowdfund.arizona.edu/wow.

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2025 Trends in K-12 Global Literature

By Kathy G. Short, University of Arizona, Tucson, AZ

Each year, we report the annual trends in global literature for young people after updating the annual global recommended reading lists. These lists consist of books published and/or distributed in the U.S. between July 2024 and July 2025. What is interesting this year is that the major trend is the lack of dominant trends in themes, topics, genres and countries.

The updated K-12 global recommended reading lists are published on the Worlds of Words website, organized by grade level bands, K-1, 2-3, 4-5, 6-8, 9-10 and 11-12, with separate fiction and nonfiction lists. The lists are organized around broad themes, including strength through relationships, forced journeys, taking action, locating self in the world, adventures and mysteries and mythological quests. Books that remain in print are kept on the lists each year, while new books from 2024 and 2025 are added. Continue reading →

Back to School: Essential Read Alouds for Human-to-Human Connection and Empathy

By Angelica Serrano, Tucson Unified School District, Tucson, AZ

The start of a new school year is a time of excitement, anticipation and a whirlwind of emotions—for both students and teachers. The classroom is organized, stocked with brand-new school supplies and decorated with care. A clean slate if you will.

But beyond the bulletin boards and labeled bins is the heart of it all: a brand-new community of learners. Each student walks through the door carrying their own story—shaped by culture, family, experiences, dreams and so much more.

As educators, one of the most important things we can do in these early days is to begin building authentic, meaningful relationships with all students. We know that before diving into routines, or curriculum, we must first create a space for connection. After all, we are first and foremost engaging with human beings. It’s in these early interactions—learning how to pronounce each name correctly, noticing who hangs back, who’s eager, who’s unsure—that we begin laying the groundwork for a year of learning, growing and connecting with each other. Continue reading →

English to Korean, Korean to English: New Trends in Korean and English Children’s and YA Literature in the U.S.

By Yoo Kyung Sung, University of New Mexico, Albuquerque, NM

The U.S. children’s literature market remains one of the most conservative in embracing international titles, especially when compared to other countries. Many Asian nations publish significantly more translated books from Western countries than the U.S. does in reverse. Short (2018) highlights that while organizations such as the United States Board on Books for Young People (USBBY) promote global literature through initiatives like the annual Outstanding International Books (OIB) list, translated works still make up only 3 to 4 percent of U.S. children’s book publications. Although this marks an improvement from earlier estimates of 1 to 2 percent, it remains a stark contrast to the 30 to 40 percent typical in many European nations. Even among the international books available in the U.S., English-language titles from countries like the UK, Canada, and Australia continue to dominate (Short, 2018). Continue reading →

Introducing Intellectual Freedom to Elementary Library Patrons

By “Ms. Smith”, School Librarian, Southwestern U.S.

“Why do you love banned books?” – 3rd grade students

During library classes, the most common questions I receive at my circulation desk are in reference to my “I ♥ Banned Books” plaque. I always respond with some variation of “I believe everyone should be able to read whatever they want,” or “Banned books are great books!” This draws puzzled looks and sometimes the reply “But they are BANNED!” As a service provider for an elementary library, these questions were the impetus behind my passive library display for Banned Book Week (October 5-11th, 2024). The response the display garnered was both more basic and more in-depth than I had planned for and will guide my displays going forward in the coming years. Continue reading →

Holding Space for Story, Reflection and Voice

By Junko Sakoi, Tucson Unified School District, Multicultural Curriculum Integration Coordinator

Censorship remains a significant issue affecting schools across the United States, with ongoing debates over educational content, children’s rights and academic freedom. In 2024, the American Library Association (ALA) documented 821 attempts to censor library materials and services, involving 2,452 titles. While this represents a decrease from 2023’s record of 1,247 challenges and 4,240 titles, the numbers remain significantly elevated compared to pre-2020 levels, which averaged 270 titles challenged annually between 2001 and 2020.

The ALA attributes the 2024 decline to factors such as underreporting, often linked to concerns about retaliation and controversy. In addition, evolving state legislation has influenced the availability of books featuring LGBTQIA+ characters, characters of color and themes related to race and racism. Continue reading →

A Book for Pondering and Perspective-Taking: Border Patrol by Joseph Bruchac

By Holly Johnson, Emeritus Professor, University of Cincinnati, Cincinnati, OH

Almost every book allows for a perspective that may be different from the reader’s, and many books give readers something to ponder, but books that afford both pondering and perspective-taking are a bit more rare. Joseph Bruchac’s new book, Border Patrol (2025), is one such book. It brings to life both current issues and historical context, which had me contemplating just how much of U.S. history might need rethinking.

Lily, a middle grade Mohawk girl, has a lot to say in respect to border issues both current and historical. The book shares Lily’s thinking through a series of verses that can be read individually—with openings for much discussion—or in a series of verses that give readers numerous ways to contemplate another perspective while also pondering their own actions if they found themselves in similar situations or confronted with someone like Lily. Continue reading →

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