In this article, Jorge Arredondo begins by describing an experience he had in his Houston, Texas high school where his teacher and a librarian via a collaborative unit made literature come alive for him. His experience later influenced his English language arts (ELA) career in public education and inspired him to do the same for his students. Now a superintendent, he shares how teachers and librarians can be supported to keep literacies alive in schools and communities through the diversity of students' backgrounds and knowledge. He emphasizes that a student tapestry of cultures, knowledge, literacies, and music comes together when a class studies inclusive literature that connects to students' lives and across their sense of belonging and identity. Here he presents various teaching approaches to make literacies relevant, responsive, and sustainable for students today.