"To Get Free": How a Black Girl's Ways of Being and Knowing Inform a Literacy Teacher's Multimodal Pedagogies in an Alternative Secondary Context

This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedba...

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Bibliographic Details
Published inLanguage and Literacy Spectrum Vol. 32; no. 1
Main Author Greene, Delicia Tiera
Format Journal Article
LanguageEnglish
Published New York State Reading Association 01.05.2022
Subjects
African American Culture
African American Students
Cognitive Style
Cultural Influences
Educational Technology
English Teachers
Females
Identification (Psychology)
Interpersonal Communication
Literacy
Nontraditional Education
Secondary Schools
Story Telling
Teacher Role
Teaching Methods
Technological Literacy
Technology Uses in Education
Urban Schools
White Teachers
Writing (Composition)
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Summary:This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedback. Multimodal Literacy Pedagogy and Black Girls' Digital Literacies drove this study. Critical Discourse Analysis was employed to interpret the data. This inquiry accounts for the factors that reposition the role of a literacy teacher while working with a Black girl's digital story development process. This inquiry found a literacy teacher's multimodal pedagogies were shaped by a Black girl's: (1) home, community, and school identities (2) organization of content and the communication of ideas (3) varied work styles. This inquiry also provides implications designed to support literacy teachers working with Black girls in the urban literacy context and guide researchers on future research needed in the area of Black girl digital literacies and multimodal pedagogies.