AI, Literacy, and Leadership: World Literacy Summit 2025

Author(s): Scott Douglas Jacobsen

Publication (Outlet/Website): The Good Men Project

Publication Date (yyyy/mm/dd): 2025/06/05

Tanya Grambower is the founder and managing director of Literacy for Boys and Literacy for Kids, an innovative online program designed to improve literacy skills among children. With over 20 years of teaching experience in Australian and international schools, she holds a Bachelor of Education and previously ran a successful tutoring business, One Step Ahead Tutoring. Grambower presented at Oxford’s 2025 World Literacy Summit, discussing declining global literacy rates, AI in education, and prison literacy initiatives. Drawing from her 20+ years in education, she emphasized building reading confidence in boys, leveraging AI as a critical thinking tool, and encouraging adult literacy modelling. Her work highlights the urgent need for collaborative solutions to improve literacy across generations and socio-economic backgrounds.

Scott Douglas Jacobsen: Today, we’re going to be talking about the World Literacy Summit 2025, held at the University of Oxford. This biennial event, which brings together a wide range of stakeholders in global education and literacy, is one of the largest gatherings of international literacy specialists.

This year, over 800 delegates from 85 countries are attending, including education ministers, representatives from Penguin Books, policy advisors, and internationally recognized authors.

Some of the key focus areas of the summit include:

• The future of AI and EdTech in U.S. and global education
• New data on declining literacy rates, which is sparking important conversations
• Education policy in prison systems, including access to books and literacy programs for incarcerated individuals
• Innovative tools for learning disabilities, many of which integrate AI to support differentiated learning

So, let’s begin the discussion. First, how did you become involved with the World Literacy Summit?

Tanya Grambower: About 18 months ago, I was invited to join the World Literacy Task Force, which was an excellent opportunity to collaborate with experts worldwide. Later, I was asked to submit a research paper for the 2025 summit. After submitting it, my paper went through a review process, and I was fortunate to be selected as one of the presenters. Contributing to this important global dialogue on literacy has been an honour.

Jacobsen: Now, turning to AI and education, this is a hot topic. Many people talk about AI as if it is a single tool, but it is a broad set of technologies. At its core, it involves algorithms, data processing, and the computational power that drives them. When applied to education, what are the opportunities and risks?

Grambower: It is essential to engage with AI thoughtfully. There are exciting ways to use AI in the classroom, especially with secondary school students, who typically have more critical thinking experience.

An example is a student might input a short paragraph into an AI tool and ask it to suggest improvements. The student then reviews the AI’s output in a separate document, noting what was changed, what improved, and what may have been lost. This process helps them evaluate and edit the output, seeing that AI is not flawless.

For instance, a prompt like “add examples of personification to this passage” might yield a new version that unintentionally removes a meaningful metaphor. That creates a learning moment—the student must reflect on whether the AI’s suggestion improved the writing.

This type of active engagement works well when students record and annotate AI-generated output, which builds digital literacy and writing skills. They are learning to critique, not just consume.

At the same time, many schools are implementing AI-detection tools to help ensure academic integrity and guide the use of generative tools.

Jacobsen: Finally, are there ways AI could strengthen students’ attention to language precision and grammar, even if it does not encourage long-form reading?

Grambower: Yes. Even when students are not doing extended reading, AI can promote precision in language, grammar awareness, and word choice refinement, especially when students are encouraged to interrogate the AI’s suggestions rather than rely on them wholesale. The key is teaching students how to use AI as a collaborator, not a crutch.

It is a suitable method for students—it teaches them to be concise, which is an important skill. If you want AI to edit or create something for you, your language must be straightforward and economical. That’s a language skill in itself—knowing how to input something into an AI system in a way that gets meaningful results.

So, using AI for student writing can be valid, especially when you ask them to annotate, reflect on their requests, and think about the scope and clarity of their instructions. You can add learning objectives, refer to assessment criteria, oreven borrow phrasing from rubrics—there’s value in asking students to tighten their language and be more purposeful.

Jacobsen: Do U.S. education systems have unique features that lend them to greater AI adoption than other countries?

Grambower: I’m probably steering away from a full AI integration because our program covers primary and secondary students. So, the way we’re using or considering AI would be more of a teacher-led writing task. A teacher might use one of our topics as a springboard for a writing assignment where AI could be incorporated into the editing or brainstorming process.

Jacobsen: What was your biggest takeaway from this particular summit?

Grambower: One major takeaway is the downward trend in global literacy rates, even in high-income countries and wealthy U.S. states. That was alarming. On a personal note, I was thrilled that my session was complete. That told me that boys’ literacy is not just a local issue; it’s a global concern. I didn’t even have time to answer everyone’s questions, which reaffirmed that this topic resonates deeply, even in countries under-resourced regarding books or technology. They’re still struggling to engage boys in literacy.

What stood out is that even countries like Canada, the U.S., and Australia—with relatively high levels of access—are still seeing boys lag behind girls in literacy outcomes. That was one strong takeaway for me.

Another highlight was one of the keynote speakers, Sheriff Chris Swanson, and the work he does in prisons. He emphasizes the value of education and literacy, particularly for young men. I found that connection incredibly compelling. I loved his graduation initiative—celebrating every inmate who completes a credential, whether it’s a chef’s certificate, a welding diploma, or a law degree. Everyone’s achievement is honoured.

That moved me because, as you mentioned, some of these young people come from literacy-poor homes, where even the parents may be functionally illiterate. They start at a disadvantage. To have someone finally recognize their achievement—it could be the first time anyone has acknowledged them for something they’ve accomplished—was incredibly heartwarming.

Jacobsen: What was the most striking example of how far behind boys can fall compared to girls at equivalent grade levels?

Grambower: There wasn’t a large dataset presented at the summit to show exact figures, but many attendees showcased practical examples—whether that was a literacy product, a reading program, a particular book, or a strategy they’ve used to improve boys’ outcomes.

One standout example was a program focused on vocabulary building, which showed promise in closing the gap. People are experimenting and seeing what works, and I think those examples are important because they bring the issue to life, even when the statistical data is limited.

You have tier one, tier two, and tier three vocabulary categories. Tier one consists of basic, everyday words. But if you can strengthen students’ tier two vocabulary, which includes more nuanced and academic words, by giving them lots of exposure and examples, that can significantly increase their reading age.

It was fascinating to see that something as seemingly simple as building a vocabulary network—focusing on those tier two words—is showing measurable success.

Jacobsen: Now, on the topic of prisons, not every prison has a decent library. But grassroots programs are being built. I’ve interviewed at least one or two organizers who ask incarcerated individuals directly: What books do you want?

Then, based on those requests, they source the books. That feedback loop—getting input directly from the prison population—means they’re invested in the genres and types of texts they receive. Since the majority of prisoners are men, and that group often enters the prison system with lower literacy levels compared to women, the impact can be significant.

So you’re talking about reaching a population that’s statistically more likely to have started at a lower literacy baseline, and giving them meaningful tools to improve. That is both critical and impressive. What are you noticing—or what has been reported—about prisons, literacy, and these types of initiatives?

Grambower: Scott, one of the most effective strategies is to leverage the leadership potential inside prisons. What I mean by that is that some inmates are natural leaders. Their influence among peers cannot be underestimated.

So, how do we channel those leaders into becoming literacy champions? How do we get them to see the value in education? That’s a key part of the puzzle. And I see this even in our boys’ literacy program. In any classroom—or even in sports—you’ll always see the natural leaders: captains and charismatic figures. The question is: how do you get them to value literacy?

If they do, they can create a strong ripple effect. That behaviour—reading and valuing education—can spread peer to peer, especially in structured settings like prison or school. I think it ties into reading behaviours in correctional settings. Teachers listening to this will know exactly what I mean—those classroom leaders who can influence the tone of the entire group. You want to equip them to lead their peers in the right direction, not the wrong one.

Jacobsen: What innovative tools or strategies have you seen proposed—or already working—for improving boys’ literacy?

Grambower: I’m focused on engagement and relevance. That’s where I believe we can make the most significant difference.

We’ve found success using well-written texts that align with boys’ interests. If a boy is disengaged with reading, it’s often linked to low confidence. He may approach a text with dread or apathy. But literacy is a life skill—whether they become a tradesperson, a contractor, or pursue further education, they must read and understand complex documents like contracts.

So, our strategy is to connect students with texts that matter to them and offer choice. That personal connection can change everything. Of course, none of this works without quality teaching—that goes without saying. However, matching content to interest is foundational in turning disengaged students into confident readers.

Jacobsen: What countries are doing well at achieving gender parity in reading and writing among youth?

Grambower: I couldn’t speak in depth about all countries, but Finland is often cited as a strong example. Their education system consistently performs well in PISA rankings, and they’ve done a lot to ensure literacy parity between boys and girls.

Finland seems to do well in many areas, and I would probably hold them up as an example. I think it ultimately comes down to passionate teachers and committed educators. Right now, we’re facing a global crisis of teacher burnout. Excellent, experienced teachers are leaving the profession, and that is a concern shared across many countries.

Teachers of my generation, who have decades of expertise, could powerfully mentor newer teachers. I would love to see more structured mentoring programs. That kind of guidance could help with teacher retention and reinforce the value of professional experience in education. Of course, how that’s implemented will vary country by country, but I believe there are incredible teachers worldwide, many of whom are deeply passionate about literacy.

The summit truly showcased that. There was an energetic atmosphere—everyone was excited to connect, collaborate, and share ideas. After my presentation, it was lovely to receive applause and have people come up to speak with me, share their thoughts, and discuss their takeaways. There was much positivity and momentum around creating real change in global literacy. Even though literacy rates are declining in many regions, countless organizations and individuals are excited and committed to reversing that trend.

Jacobsen: What kinds of education policies work, not just in increasing literacy rates, but for the right reasons? Are youthinking more about targeted literacy programs or broader policy reforms?

Grambower: I think broad policies matter. Sometimes, reforms are introduced and don’t work or are only minimally effective. However, a new approach is occasionally phased in, and it genuinely improves educational outcomes in literacy, regardless of a student’s background or specific needs.

What works? What doesn’t? One major challenge is that educators are constantly under pressure to cover an expansive curriculum. Time is tight, and the demands of standardized assessment drain energy and creativity, which can wear teachers down.

I’d love to see reduced administrative burdens so teachers can focus on what matters—making math fun, literacy engaging, and history exciting. That takes energy and imagination, and right now, teachers are overextended. We also see increased social issues entering the classroom, further complicating things.

And I want to emphasize the role of parents. They need to step up more to support their children’s literacy development. We see a sharp drop-off in reading engagement as children grow older.

About 99% of kindergarten students enjoy reading—those are your little ones, aged four or five. But by fourth grade, around age eight or nine, that number drops to about 75%. Then, by eighth grade, which includes students around 12 or 13 years old, it plummets to roughly 25%.

That’s a staggering decline. It highlights the need for strong school-based programs and home—based reinforcement to maintain a culture of reading and curiosity as children grow up.

Jacobsen: After that point, interest in reading seems to drop off. How do we create an environment among parents, schools, and teachers that helps maintain or grow that interest? Why does it decline so sharply after Grade 4?

Grambower: Home reading support drops off dramatically around that stage. Parents often believe that by Grade 4—when a child is around nine or ten years old—they can read independently, so there’s no longer a need to check in on their reading habits.

That’s a critical misstep. Literacy development needs continued support and reinforcement at home; when that falls away, the child’s connection to reading weakens.

At the same time, in Grades 5 and 6, teachers face a greater content load. They’re required to cover more subjects and meet growing curriculum demands. As a result, there’s often less time for in-class reading, less focus on shared novels, and less use of classroom libraries.

We’re also seeing a significant decline in school librarian staffing, which is a huge loss. A qualified school librarian is one of the most powerful literacy resources a school can have, no matter the country.

Many schools began replacing their libraries or librarians with IT centers about ten or fifteen years ago. So instead of a student browsing shelves with a librarian, we shifted to computer labs. That change, while well-intended, often meant less browsing time, fewer conversations about books, and the loss of the librarian’s guidance, like, “I saw you borrowed this book last time, you might like this author next.”

The impact of a skilled, passionate librarian can be transformative in building a lifelong positive relationship with reading.

Jacobsen: What was a memorable moment for you at the summit—or several?

Grambower: One of the most memorable moments was introducing Jelly Roll to the stage. It’s a bit of a funny story—initially, I was asked to moderate a panel with students with learning obstacles. They wanted me to lead a discussion with them about their goals in entering education, and I was excited about it. It was something new, and the summit was trialling.

That panel didn’t end up happening, but instead, I was asked to introduce Sheriff Chris Swanson, who then interviewed Jelly Roll on stage. It was unexpected, and I was in the right place at the right time. Being able to introduce that key event was something I’ll never forget.

Another big highlight was the turnout for my session on boys’ literacy. The room was packed, and people were genuinely eager to learn. I was heartened by the earnestness of attendees who wanted practical solutions, ideas, and tips for engaging boys in literacy.

Those moments—personal and professional—were strong reminders that we’re on the right path. We need to get boys engaged with literacy early, and if we do, we can prevent some from taking the pathway that ends in prison. Low literacy is often one of the key barriers that lead young men into the justice system. Education can be a preventive tool.

Jacobsen: With all the tools available today to help children with learning disabilities, shouldn’t we be better positioned to help them help themselves?

Grambower: Technically, yes. The tools are there. The evidence is there. But the challenge is implementation. It’s not just about having the right software or assistive technology—it’s about building a positive relationship between the child and the text.

For children with dyslexia, for example, text often feels like an obstacle, not an opportunity. If every experience they’vehad with a passage of text has been frustrating, they naturally develop negative associations with reading.

So yes, we have excellent tools. But what’s also required is confidence-building. We need someone in their corner—a teacher, tutor, or parent—who’s passionate, patient, and committed to helping them succeed. Someone who champions their effort, not just the outcome. That makes the real difference: effective tools and compassionate guidance. That kind of work—breaking down barriers to literacy—has far-reaching benefits. It can truly transform the lives of learners who have historically been underserved.

Jacobsen: Have you already started planning for next year?

Grambower: Yes, I’m hopeful they’ll have me back.

Jacobsen: How far in advance do they typically select keynote speakers and finalize topics?

Grambower: Well, I was a bit of a latecomer this time. When I expressed interest, the official submission period had already closed. But I think my passion for boys’ literacy came through, and because it’s a niche topic, they made space for it.

That said, the process is very structured. You have to submit your research and presentation proposal, and go through the review. It’s a lot of work, but it’s done well. I’d say it starts about six months in advance, maybe more.

It was an amazing opportunity because hundreds of submissions were received from people around the world hoping to participate. So, fingers crossed, I’m invited again!

Jacobsen: Who are the main funders and sponsors of the summit?

Grambower: There are a few. One that stands out is Sun Books, which works in low-resource communities to deliver digital reading materials. Various publishing houses are also involved—I don’t have all the names offhand, but they are generous sponsors. And, of course, there are likely private donors supporting the summit as well.

Jacobsen: Right. From what I’ve seen, Amira Learning, the World Literacy Council, and the World Literacy Foundation are among the organizing sponsors. There are also many exhibitors, most of whom are book-related organizations or educational technology companies.

Grambower: Yes, that’s correct. Many are involved in reading programs, publishing, or literacy tech.

Jacobsen: Is the event always based in London?

Grambower: It tends to alternate between London and New York. However, next year, I’ve heard they are keeping it in the UK rather than returning to New York. I would have loved to attend the New York one, but it sounds like they’re staying on the British side for now. I’m not sure if they’ll host it in Oxford again, but Oxford was incredible. Being immersed in that history was truly something special.

Jacobsen: Do you remember that episode during the Trump administration, when they heavily criticized Harvard? Someone from an agency—I forget who—sent a strongly worded letter attacking them for various reasons. It was a political move, but the writing was poor—rhetorically charged and polemical. 

What stood out was Harvard’s response: they red-marked the letter like a teacher correcting a student’s paper. It was brilliant—clear, rigorous, and educational. This was the whole point, and it was done perfectly. It was such a delicate yet obvious response. They could have raised many other issues, but this one struck right at the heart of the matter: You don’teven know how to write an introductory letter.

Grambower: Yes! That was precisely it. And this is where we need everyone to value literacy—not just for children, but across all levels of society. It is definitely what drives me. I saw this message echoed again at the World Literacy Summit.

We need to emphasize that adult literacy matters, too. We often forget about adults who cannot read, but this affects everything—medical care, finances, and communication.

Jacobsen: Think of someone who can’t read a medical report or even the instructions on a prescription bottle. The consequences are enormous.

Grambower: Yes. That’s where the concept of functional literacy comes in. It’s about reading and understanding information required for daily living.

Jacobsen: According to The Canadian Encyclopedia, one in six Canadians is functionally illiterate. That likely refers to someone who can’t fully comprehend a bill, a product label, or a government form—basic reading tasks.

Grambower: And then there’s another meaningful term: “aliterate.” It refers to someone who can read but chooses not to. That’s such a sad and increasingly common phenomenon.

We’re all reading off screens, but we’re not engaging deeply. One powerful way to shift that is by encouraging adults, especially fathers, to read visibly and intentionally. I always say, phones don’t count.

If a child sees you on your phone, you could be reading an article, a book, or a newspaper—but to them, it just looks like scrolling. It doesn’t register as reading.

Jacobsen: Right, it’s not the same modelling behaviour.

Grambower: Even if you’re reading a magazine, a paperback, or a newspaper, that has far more impact. It sends a clear message to your child: I value reading. That kind of modelling matters so much, especially from fathers, often underrepresented in literacy narratives.

Jacobsen: Tanya, thank you for the opportunity and your time.

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