In light of the current assaults on Black girls and misaligned instructional practices in and outside of schools across the nation, English educators need to understand a more complete vision of the identities girls create for themselves, and the literacies and practices needed to best teach them. This article provides a review of literature of Black girl literacies by examining historical, theoretical, and empirical research conducted across the past several decades. These literatures are organized into themes and threads that help to illustrate the pedagogies for English educators of Black girls. The authors provide implications for literacy practice, policy, and research that center Black girls' ways of knowing and suggest a Black girls' literacies framework as an impetus for English teaching and teacher education.