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The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights-themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features used. The results revealed that the reduction of the final g (e.g., "thinkin'") was the most prevalent phonological feature. Moreover, phonological features were used more often in slavery-themed texts than in Civil Rights texts. Additionally, the most frequently used AAL grammatical features were negation tense markers (e.g., "didn't" and "neither") and subject-verb agreement ("he listen"). Grammatical features of AAL appeared more often in slavery-themed texts than Civil Rights themed texts. Implications for practice include suggestions for selecting, evaluating, and reading the books from this study with students. Implications for research include investigating other AAL features in slavery- and Civil Rights-themed books, authenticating the storylines of slavery- and Civil Rights-themed books, and analyzing other books with AAL that do not use these themes.

Increasingly, national standards require K-12 students to develop digital literacy practices. In literacy, teachers' use of digital media platforms has unrecognized potential to impact students' literacy engagement. Moreover, students gain English Language Arts skills and knowledge of the writing process when completing digital literacy storytelling projects. This study records the preparedness and willingness of participants in a graduate-level teaching English Language Arts to implement digital literacy storytelling projects in K-12 settings. Results indicate that some participants unlocked the possibilities of using the Digital Literacy. Storytelling Project as a learning tool for English Language Arts, while others remained blocked to the potential for the Digital Literacy Storytelling Project due to their challenges with technology. The study highlights the implications of supporting the digital development of K-12 teachers.