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Abstract
Family literacy research documents rich descriptions of literate experiences between families (Compton-Lilly et al., 2020), with parent research providing an insider’s in-depth perspective which would not be available to other researchers (Kabuto & Martens, 2014). Family literacy is intersectional, encompassing the historical, cultural, and personal values of each family. Within family literacy research, first person, autoethnographic accounts of family literacy provided by Black woman single parent researchers with their four-year-old sons are nonexistent. Grounded in a blended model of womanism and Bronfenbrenner's ecological systems theory, this study gives a voice to one Black woman to speak about the literate experiences of her Black family, primarily those with her four-year-old son. Using autoethnographic research methodologies which allowed for a blend of autobiography and ethnography (Ellis et al., 2011), this study employed field notes, reflections, archival data, interview transcriptions, and informal conversation transcriptions which served as meaningful pieces of data to disclose the intricate day to day pieces of literate involvement. Implications include suggestions for family and school interconnectedness, as well as support for all Black scholars as we use our voices to tell Black stories in spaces where our stories are either untold or told for us.