ABSTRACT
The emergence of digital technologies has greatly impacted the literacy teaching and learning landscape. Despite the potential and possibilities digital literacies afford Black girls in the urban secondary literacy classroom, school spaces deem their literacy practices, historical traditions, and cultural nuances invisible. As double minorities, both Black and female, Black girls are confronted with various forms of oppression that work in conjunction with other forms of oppression to produce social injustice and marginalization. In a society designed to oppress them, Black girls often draw upon their out-of-school digital literacy practices, steeped in activism, to serve as tools of survival and resistance to disrupt and counter dominant narratives of who they are (Collins, 2000; Price-Dennis et al., 2017). There continues to be a tremendous gap between Black girls’ in-school and out-of-school digital literacies.
