Too often, instruction designed to improve literacy achievement for black male readers and writers focuses on skill‐based learning, ignoring cultural, social, and personal development. This article calls for the use of critical literacy strategies with African American male students, which can raise expectations for academic achievement by challenging traditional notions of literacy instruction, encouraging cooperative learning, and allowing students to develop a sense of social justice. Three dimensions (the 3 Cs) of critical literacy for young black males are explored: culturally relevant texts, collaboration, and critical conversations. In addition, suggestions and examples are offered to help teachers create critical literacy experiences in which black male elementary students can have the opportunity to become socially conscious text users who see themselves and their cultural histories reflected in texts.

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It is no secret that technology is ever evolving and impacting the ways in which we engage in society. This reality is also true when considering how young children express knowledge. In this article we discuss the ways in which three iPad applications were used for critical responses to children's literature. We highlight the ways in which two elementary Black male students used these digital tools to respond critically to issues of power and equity presented in the children's literature used in the tutoring program in which they were taking part.

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