“Can We Do This Every Day?” Why One School Has Joined the African American Read-In for Nearly Two Decades

By: Talika Mock-Green, NCTE member, child advocate, and former bookkeeper, parent facilitator, and event coordinator at Bells Elementary School in Ruffin, South Carolina

At Bells Elementary School in Ruffin, South Carolina, the National African American Read-In (AARI) is more than just an event — it’s a beloved tradition. Since we began participating in 2007, this annual celebration has brought together students, educators, and the community in a meaningful exploration of African American literature and culture.

One unforgettable piece of feedback came from a student who visited the office after an AARI event, asking, “Can we do this every day?” When asked why, the student replied, “I enjoy learning about African Americans, and we don’t get to learn about it every day.”

This simple yet profound statement captures the essence of why the AARI is so vital—it sparks curiosity and a desire to learn more about African American history and contributions. The student was encouraged to share his newfound knowledge with family and friends, fostering a broader ripple effect of learning.

About 300 pre-K through fifth-grade students attend Bells Elementary, a rural, close-knit public school in South Carolina’s Colleton County School District. We have a large Black student population, English and Spanish are the primary languages spoken, and we provide an interpreter for the Hispanic community.

As the school’s AARI coordinator for the last nine years, the most rewarding part for me is seeing the joy and enthusiasm it brings to students and volunteers. The excitement is palpable: Students sit straighter, engage more deeply, and actively participate in the stories being told.

That’s because they get to explore carefully curated African American books and authors that resonate deeply, offering a beautiful and authentic window into their history and a glimpse of future possibilities. For volunteers, it’s an opportunity to share unique and inspiring narratives that might otherwise go untold.

The Making of a Successful Read-In

Former Bells teacher Peggy O’Banner brought the AARI to our school with a simple yet lasting vision: Create a day dedicated to reading African American literature to students while celebrating the richness of African American culture. Volunteers were invited to read books throughout the school day and were thanked with a soul food luncheon—a heartfelt touch that continues to this day.

Now a principal in Hampton County School District, Peggy saw the event as a chance to make reading exciting and expose students to inspiring figures and stories they might not have encountered before. Our current principal, Angel Ferguson, continues to support this tradition, as did the former principal and now assistant superintendent, Dr. Cordelia Jenkins.

The success of our AARI lies in its meticulous planning and teamwork. Event coordination begins with developing a theme and assigning roles to a dedicated team of planners.

Volunteers are briefed, materials are carefully selected, and staff members from across the entire school work together to ensure that every aspect is seamless and memorable, from the classroom readings to the luncheon. Tasks include organizing literature with the school librarian, creating a schedule with the instructional facilitator, coordinating meal planning with the director of nutrition, and finalizing plans with the principal.

Strengthening the Community

The AARI has had a profound effect on the Bells Elementary community. It has strengthened relationships with local agencies, including the Department of Social Services, Department of Juvenile Justice, sororities, fraternities, churches, and government organizations.

These groups, inspired by their involvement in the event, now prioritize volunteering at Bells. Their support has evolved into long-term partnerships, donations, and sustained engagement. The school’s warm and inclusive environment is amplified during the AARI, leaving a lasting impression and driving visitors to return year after year. Approximately 50 volunteers contribute annually to the AARI; this number continues to grow.

The success of our AARI is rooted in collaboration. From librarians selecting books to custodians ensuring the school looks its best, everyone plays a role. Cafeteria staff plan meals that complement the event theme, a committee organizes the luncheon for guests, and parents help direct traffic. This all-hands-on-deck approach ensures that every detail is accounted for, while making the day special for everyone involved.

Continuing the Legacy

As Bells celebrates its eighteenth year hosting the AARI in 2025, the event continues to grow and evolve. Our theme for 2025, “A Grand Gullah Celebration,” will introduce some of our students to the rich Gullah culture, while building awareness in others. Gullah refers to both an African American ethnic group and an English-based Creole language.

Living in the coastal regions of the southeastern US, the Gullah people are descendants of enslaved West and Central Africans who worked on plantations in the lower Atlantic states. Some of our school’s faculty and staff are descendants of the Gullah people and live along the Gullah Geechee Cultural Heritage Corridor in South Carolina’s Lowcountry area. But Gullah culture is fragile and endangered because it is an oral society without a written language.

This is why it is especially important that the 2025 African American Read-In is a success—it serves as a means of education, preservation, and celebration of the Gullah people. As part of this year’s event, the luncheon served to our volunteers will offer popular Gullah dishes such as red rice, okra soup, fried fish, Hoppin’ John, and Charleston chewies.

The AARI has become a cornerstone of Bells Elementary’s identity, bridging cultures and generations while inspiring a love for reading and learning.

It is the policy of NCTE in all publications, including the Literacy & NCTE blog, to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, the staff, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.

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