An Exploration of Black Literacies: Their Essence, Expression, and Influence (055)
This qualitative study explores how middle school teachers use literacy across content areas. A central focus of this study is Black literacies and how they are used in classrooms. Culturally responsive teaching theory and culturally and historically responsive literacy theory frame this study to understand the teaching of Black literacies.
Organizer
Ms. Alayna M. Odom Doctoral Student Department of Curriculum and Instruction at Georgia State University, where she focuses her research on professional learning communities and Black literacies. She earned her Bachelor’s degree in English Literature from Clayton State University and a Master’s degree in Literacy Education from Georgia State University.
With over 10 years of teaching experience in middle school, Ms. Odom has developed a deep passion for literacy. She currently serves as an Instructional Literacy Coach where she supports teachers in enhancing literacy instruction and fostering meaningful learning experiences.
Ms. Odom is enthusiastic about sharing her latest findings on Black literacies at the upcoming conference, where she aims to contribute to important discussions on Black literacies in school.