These programs are designed to advance teaching, learning and assessment practices in K-12 classrooms and within teacher education literacy courses.

• Literacy courses throughout various programs in literacy education (visit: literacyclinic.education.gsu.edu/about-the-clinic/)

• Literacy webinars for teachers and students

Webinars are designed to help advance teachers’ practices in literacy instruction. Please check the website for updates.

 The ULCC houses a professional resource library for GSU students and teachers to advance knowledge of literacy development. Booklists are provided to help select books for youth.

Postmodern picture booklist

Social Justice and Activism booklist

Recommended Reading for African American Girls

Recommended book list for Black Boys

 Reading screenings (visit: http://literacyclinic.education.gsu.edu/resource/)

Literacy graduate students will provide individualized reading screenings to youth followed by an easy to read report and conference with parents/caregivers.

 These projects and studies are derived from the work conducted within the ULCC, which produces knowledge through publications, workshops and open forums.

 Black Girls’/Youth WRITE! (see past programs)

These are annual summer youth programs aimed at advancing intellect, identity development and literacy proficiency of youth while focusing on reading and writing about critical issues affecting humanity.

 A program for professors, literacy professionals, and students to come together and share current research in literacy. 

Sessions designed to support doctoral students who are seeking extended knowledge for understanding and traversing academia. Sessions will feature emerging and leading scholars on compelling topics to help students understand ways to create successful pathways for self-care, academic productivity, and community-engaged scholarship grounded in criticality. (see past programs- navigating-academia_oct-18-sesssion-002, navigating-academia_nov-2016-sesssion-002,navigating-academia_feb-2017_love, navigating-the-academy_april-sesssion_final ).

One-week intensive writing event for all doctoral students to help complete their dissertations. 

These programs are designed to understand, support and collaborate with the local and wider Atlanta community to advance literacy development in homes and community spaces.

• African American Read-In

An event celebrating African American heritage through readings, interactive games, spoken word performances, and other literacy-based activities

• Black Girls’/Youth WRITE!

These are annual summer youth programs aimed at advancing intellect, identity development and literacy proficiency of youth while focusing on reading and writing about critical issues affecting humanity 

• Children’s and Young Adult Literature Library

The ULCC houses a children’s and young adult library. GSU students can check out books.

The ULCC houses a professional resource library for parents and caregivers to advance knowledge of literacy development.  

• Multicultural Book Lists

Booklists are provided to help select books for youth 

• Reading screenings (see http://literacyclinic.education.gsu.edu/resource/)

Literacy graduate students will provide individualized reading screenings to youth followed by an easy to read report and conference with parents/caregivers. 

• Social Justice Book Clubs

Collaborative literacy groups to teach youth about social justice and social change through children’s and young adult literature 

• Youth Writing Workshops

Youth programs are designed for youth to experience various literary aspects through writing.

Publications of the ULCC:

• McArthur, S. M & Muhammad, G. E. (2017). Black Muslim girls navigating multiple

oppositional binaries through literacy and letter writing. Educational Studies, 52(6), 1-15.

• Muhammad, G. E. & Womack, E. (2016). From pen to pin: The multimodality of Black

girls (re)writing their lives. Ubiquity: The Journal of Literature, Literacy and the Arts. 2(2), 6-45.

• Muhammad, G. E. (2015). Iqra: African American Muslim girls reading and writing for social

change. Written Communication, 32(3), 1-31. (http://wcx.sagepub.com/content/32/3/286/suppl/DC1).