This study investigated the multimodal literacy practices of African American adolescents as they navigated online social networks. Participants ranged from ages 13 to 17 and resided in an inner city East Coast neighborhood. Data collection tools included an online social network survey, online social networking activities log, audio recorded literacy interviews, and screenshots. Pieces of data were carefully analyzed and coded for potential literacy practices. The study revealed four distinct literacy practices of this particular group of African American adolescents: communication, entertainment, information gathering, and taking a stance. Participant data defined each multimodal literacy practice while explaining how and why skills and experiences combined to create the practice. Engagement in online social networks involved these multimodal literacy practices. Often they involved interactions with peers and family members. Participants did not readily compare their multimodal online social network literacy practices to traditional forms of literacy, however, they used traditional words such as reading, writing, and spelling to explain their skills and experiences.

Literacy was brought to life in a unique way through the words and multiple modes of communication, entertainment, information gathering, and stance taking of participants. This study questions ‘what’ and possibly ‘whose’ literacy counts. Technology and its affordances allowed participants to engage in practices through multiple modes. Additionally, this group of African American adolescents exposed an avenue through which race related injustices and tensions might be expressed through multimodal literacy practices in online social networks. The results of this study encourages future research to examine what literacy counts, whose literacy counts, and how or why adolescents engage through literacy practices. #BlackLiteracyLivesMatter