In a moment when almost everything seems to be labeled a “literacy” — AI literacy, media literacy, digital literacy, financial literacy — it can become easy to lose sight of the foundational act underneath all of them: reading.
That tension sat at the heart of a recent conversation on the ShiftED Podcast with Timothy Shanahan, one of the leading voices in literacy research and instruction. Across the discussion, Shanahan returned to a simple but increasingly important point: reading is not a natural process. It is learned, cognitively demanding, and deeply connected to background knowledge, vocabulary, and explicit instruction.
Throughout the episode, Shanahan unpacked some of the assumptions that have shaped literacy education over the past two decades. Referencing ideas explored in his book Leveled Reading, Leveled Lives, he reflected on how certain classroom practices became widespread despite limited long-term research support. His critique was not aimed at teachers themselves, but at systems that often promoted programs and approaches before the evidence had fully caught up.
The conversation arrives at an important moment for Québec educators.
Across the province, schools are navigating renewed discussions around structured literacy, multilingual classrooms, and the growing integration of AI and digital tools into learning environments. Québec’s Digital Competency Framework rightly encourages students to think critically, communicate ethically, and evaluate information online. But Shanahan’s perspective offers an important reminder: those competencies still depend on strong reading comprehension.
Students cannot critically analyze information, question AI-generated responses, or engage thoughtfully with media if reading itself remains fragile.
One of the strongest themes from the conversation was the importance of knowledge-building. Increasingly, literacy research shows that comprehension is not simply a generic “skill” students can apply equally to every text. Readers understand more when they already possess relevant background knowledge and vocabulary connected to the topic at hand.
That insight has powerful implications for Québec classrooms.
Literacy instruction becomes richer when connected to meaningful, content-filled learning: local histories, environmental issues, Indigenous perspectives, bilingual realities, and culturally responsive texts that reflect students’ experiences. Strong reading instruction is not about narrowing curriculum to isolated drills. Done well, it expands access to knowledge, participation, and critical thinking.
One of the most compelling moments in the episode came when Shanahan discussed multilingual classrooms and identity. He emphasized that language and identity are deeply connected, arguing that respect for a student’s home language is not optional — it is foundational. When schools treat a student’s language or culture as a problem to overcome, Shanahan suggested, learning becomes harder. When students feel seen and valued, literacy development strengthens.
Rather than framing multilingualism as a barrier, Shanahan described multilingual students as “border crossers” — individuals able to move between communities, cultures, and perspectives. In his view, students become stronger when they can maintain their home language while also learning the language of the broader community.
That idea feels especially relevant in Québec, where classrooms are shaped not only by French-English realities, but also by increasing linguistic and cultural diversity. Shanahan pointed to research showing that bilingual programs can support stronger academic outcomes when students are encouraged to develop both their home language and the language of schooling. Schools communicate that students belong as they are; families encourage students to succeed in the larger society. That mutual acceptance creates stronger conditions for literacy, belonging, and engagement.
The episode also acts as a useful counterbalance to the speed of educational trends. In an era shaped by constant new platforms, apps, and “next big thing” promises, Shanahan’s research-centered approach encourages educators to pause and ask an essential question: What does the evidence actually say helps students become stronger readers?
The tools may continue to evolve rapidly. The need for thoughtful, knowledgeable, engaged readers remains constant.
Tim’s website Shanahan on Literacy has many resources to support literacy.
