Today, September 8, PCG celebrates International Literacy Day, honoring the progress in literacy at global, national, and local levels—while recognizing the important work that still lies ahead.

Literacy is a cornerstone of educational success, enabling students to access, engage with, and achieve across the full breadth of the curriculum. But the impact of literacy reaches far beyond the classroom—it plays a vital role in shaping life outcomes, from higher income levels to improved health and overall well-being. Today, literacy efforts face new challenges: digital divides, unequal access to technology and the need to foster critical thinking in increasingly complex information environments. As digitalization transforms how we learn, work, and connect, literacy must also evolve—enabling individuals to safely and meaningfully engage with digital content and discern credible information.

In reflecting on this year’s theme, promoting literacy in the digital era, we sat down with Robert Frantum-Allen, Managing Education Advisor, to discuss how digitalization has impacted literacy instruction and development.

How has the shift toward digital tools reshaped literacy instruction, and what infrastructure and supports are most critical for educators to adapt?

The shift toward digital tools has fundamentally reshaped literacy instruction, with the COVID-19 Pandemic serving as a turning point. When schools were forced into remote learning, educators received a crash course in digital instruction, and districts rapidly moved toward a 1:1 device model. This accelerated adoption provided each student with access to affordable laptops or tablets and required significant investment in digital texts, learning platforms, and applications to support reading and writing.

One of the most positive outcomes has been increased access to assistive technologies such as text-to-speech, speech-to-text, and other accessibility features that support diverse learners, including students with dyslexia and other reading challenges. Importantly, when students returned to classrooms, districts largely maintained the 1:1 model and continued integrating the digital tools and resources acquired during the pandemic. This marked a shift from sporadic experimentation with digital resources to full-scale integration into everyday instruction.

To sustain this transformation, schools must ensure reliable internet connectivity and device maintenance, provide access to high-quality, evidence-based digital literacy tools, and invest in professional learning so that teachers can integrate these resources into instruction while maintaining research-based literacy practices. Ongoing support for leveraging assistive technologies is also essential for personalizing learning and increasing equity. In short, the pandemic propelled schools into a new digital era of literacy instruction, and continued investment in infrastructure and teacher support will determine how effectively these tools enhance student outcomes.

What approaches have you found effective in promoting strong literacy development while integrating digital resources?

Current research suggests that digital tools have both potential and limitations. Meta-analyses have shown that digital resources can enhance student engagement, increase access to diverse texts, and provide personalized practice opportunities, particularly when used to supplement—not replace—systematic, teacher-led instruction. For example, studies indicate that digital programs can be effective in building word recognition and fluency through adaptive practice, but evidence is more mixed when it comes to fostering higher-order comprehension skills. Scholars caution that while technology can be valuable, its effectiveness depends on thoughtful integration, alignment with evidence-based practices, and ongoing teacher guidance.

For this reason, I believe schools and educators must be critical consumers of digital tools, carefully evaluating whether a resource truly advances student learning rather than simply adding novelty. I have seen schools adopt evidence based digital instructional resources to only scrap them two years later and educators used them as ‘baby sitters’ and replaced it with solid direct instruction. It is also essential to recognize that students respond differently to digital text, particularly at younger ages, and assumptions cannot be made that digital formats will work equally well for all learners. I made that mistake as an educator, going all in with devices and application only to learn that some students still didn’t know how to manage the mouse. Ultimately, the most effective approach is one that leverages digital resources strategically while grounding instruction in proven, research-based practices that underline strong reading development.

In what ways are schools and districts creatively leveraging digital tools and resources to support literacy development, particularly for students in rural or under-sourced areas? 

While it might appear that digital literacy tools provide an easy solution, schools in rural or under-sourced areas often struggle with the financial resources needed to access and maintain them. Cost remains a significant barrier to implementing the same breadth of digital supports available in more affluent districts. However, when schools do have access, these resources can free educators to better customize instruction and meet individual learning needs. For example, while a teacher works with a small group on targeted skills, other students can remain actively engaged in meaningful digital tasks that reinforce reading and writing development.

The science of reading has shown that building strong literacy skills requires extensive, repeated practice to strengthen neural networks and create the automaticity needed for fluent reading and writing. Digital texts and programs can help provide this practice, offering students opportunities to apply their skills in structured and engaging ways. Moreover, access to a wide range of digital texts, spanning genres such as narrative, persuasive writing, science, social studies, and the humanities, broadens students’ exposure to language and ideas. This not only deepens content knowledge but also helps students see how thoughts and arguments are constructed in written form across disciplines.

Districts in rural and under-resourced areas are finding creative ways to overcome barriers. Many are taking advantage of state-funded digital libraries, such as North Carolina’s NC Digital Kids Library or Texas’ TexQuest program, which provide no-cost access to thousands of e-books and research databases. Others are relying on open educational resources (OERs), like those curated through OER Commons or state partnerships, to expand access to high-quality texts without additional cost. Some districts have used federal or philanthropic grants to fund 1:1 device initiatives, enabling students to access adaptive literacy programs that provide targeted practice in phonics, fluency, and comprehension. In especially remote areas, schools have leveraged offline-capable apps that allow students to download texts and practice materials when internet access is unreliable.

When thoughtfully integrated, these kinds of digital resources can help bridge gaps in access and opportunity, ensuring that all students—regardless of geography or funding—have pathways to strong literacy development.

What challenges have you seen or anticipate schools and educators will face in promoting literacy as digital tools and media continue to shape how students learn and interact with reading and writing?

One of the greatest challenges in promoting literacy in a digital era is equity of access. While many districts have moved to 1:1 devices, students in under-resourced communities still experience barriers such as unreliable internet connectivity, limited access to high-quality digital texts, or lack of technical support at home. These inequities risk widening the literacy gap between students who have consistent access and those who do not.

Another significant challenge is ensuring that digital tools are aligned with the science of reading and do not replace teacher-led, evidence-based instruction. The marketplace is saturated with literacy apps and platforms, but not all are research-based or effective. Educators often need training to critically evaluate digital resources and integrate them in ways that complement, rather than distract from, core instruction. Without this guidance, there is a risk that technology becomes more of a novelty than a tool that truly supports skill development.

Finally, digital media itself shapes how students engage with text. Research shows that students often skim more when reading digitally, which can reduce comprehension, critical thinking, and memory retention compared to print reading. Social media and other online platforms also compete for students’ attention, sometimes reinforcing habits of surface-level engagement rather than deep reading. For educators, the challenge will be to teach students how to navigate digital texts strategically developing both stamina for close reading and the discernment to engage with digital information responsibly.

In short, the key challenges ahead involve balancing access, quality, and pedagogy: ensuring that all students can benefit from digital tools, that those tools are grounded in evidence-based literacy practices, and that students are explicitly taught how to read, write, and think deeply in a digital age.