ILA's 30 Under 30 program recognizes: ■ Rising innovators, disruptors, and visionaries in the literacy field ■ Emerging leaders affecting change in classrooms and communities ■ New voices in our extensive global network

The authors discuss the typical practices of “March is Reading Month” and suggest modifications to better support students’ reading motivation and engagement all year.

Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from tutoring to mentoring to also describe the affective and relational dimensions of peer literacy teaching. In our analysis, we explore how two 11th graders positioned themselves as readers and mentors in a cross-age literacy mentorship class in a public high school in the northeastern United States. Data sources include mentor interviews, field notes, and artifacts. Our multiphase coding process identified three main themes: the importance of (a) texts and (b) relationships and reciprocity to mentors’ positioning, and (c) complexities of the mentor position. Findings suggest that school-based opportunities for youth to work collaboratively to understand their own and others’ reading processes may contribute insights into both the affective and the cognitive aspects of peer literacy teaching.

The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels.

Educators can leverage case study to democratically investigate students' reading motivation and engagement and document innovative practices.