In this article, the author builds on McHenry and Heath’s study of the “literate” and the “literary” and McHenry’s research on “forgotten readers” by examining the often undocumented literacy traditions and practices of men and women of African descent. First, the author traces the legacy of blended traditions of both written and spoken words in African American writing and activism. Continuing with an examination of Black literary and social movements, the author asserts that the recent renaissance of activities around literacy, such as spoken word poetry events as well as writing collectives, contributes to a historical continuum. Ultimately, the author shows the importance of the inextricable link between history, literacy studies, and the teaching of language arts.
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