story by David Hoffman
For curriculum and instruction doctoral student Alicia Darian, literacy has always been personal.
She still remembers the feeling of excitement when seeing herself in the stories she would read growing up. In her eyes, books were more than tools to make her a better reader. They were a means of affirming her identity, and showed her the power of representation in literacy.
Now, as a researcher and educator, she’s hoping to bring those experiences to others as part of her dissertation work.
Earlier this year, Darian received a $500 Georgia Association of Literacy Advocates Mini-Grant to support her dissertation work. With this funding, she is launching a literary society designed to help Black teen girls strengthen their literacy skills, build confidence and see themselves reflected in the stories they read and create.
The inspiration for this project came to Darian when she transitioned from elementary level classes to high school.
“I encountered students who were eager and capable learners, yet many struggled with reading comprehension and vocabulary essential for success in disciplinary literacy,” she said. “For Black teen girls in particular, these challenges were compounded by the need to navigate both academic demands and the complexities of identity in spaces where their voices were not always centered.”
After realizing these challenges, Darian began thinking about ways she could address students’ literacy needs while also centering on the voices of Black teen girls to empower them as learners. That thinking led her to the Black Girls’ Literacies Framework, which recognizes and celebrates the many ways Black girls use language, reading, writing and cultural knowledge to express themselves.
“This framework guides my project by ensuring that the literary society is not just about reading skills,” she said. “It’s about cultivating confidence, self-expression and connection through culturally relevant texts and activities.”
The literary society will meet weekly for 60-90 minutes, using both academic skill-building activities and identity-affirming practices. Each session will begin with community-building, then move into reading strategies, journaling and multimodal activities like digital storytelling.
“Unlike a traditional book club, the society goes further,” Darian explained. “It teaches strategies, fosters critical dialogue and creates spaces for personal expression and exploration of identity.”
The mini-grant makes these plans possible by providing books, journals, writing materials and even snacks to create a welcoming, community-centered environment. “Without this support, many of these essentials would have been costly to secure,” she said. “The grant allows me to turn research into practice and create a tangible impact on students’ lives.”
For Darian, the goals of this literary society are more than stronger reading and writing skills. She hopes students leave the program with greater confidence, the ability to advocate for themselves and leadership skills.
“I want them to see literacy not as a barrier but as a bridge to opportunities, self-expression and empowerment,” she said. “The literary society is a way to affirm students’ identities, honor their voices and equip them with tools to thrive in school and beyond.”