My co-authorship of a book review of Black Immigrant Literacies: Intersections of Race, Language, and Culture in the Classroom examines the Black Immigrant Literacies framework that Dr. Patriann Smith proposes to support Black immigrant students by redefining the standard of “acceptable literacy.” She proposes leveraging their unique literacies and lived experiences to establish relevance to teaching. My co-author and I compiled the book review by analyzing other works by Smith, connecting to relevant educational theory, and by sharing our lived experiences. Research will continue to be conducted by referencing scholarly articles and engaging in discussions with educators. Smith's framework consists of five key pillars: the claim to the struggle for justice, the myth of the model minority, a transraciolinguistic approach, a focus on local-global approaches, and the use of holistic literacies. Three elements of her framework—the claim to the struggle for justice, the myth of the model minority, and the repurposing of local-global approaches discuss the unique struggles that Black Americans and Black immigrants face within the United States, but they also recognize that both Black Americans and Black immigrants still possess literacy rates well below the standard, which creates a need for unification to bridge the literacy gap. The transraciolinguistic approach discusses how understanding the interplay between race, language, and culture, contribute to how we make meaning of the world by examining literacy through a metalinguistic, metaracial, and metacultural approach. This framework equips educators to explore how reshaping the standard of literacy to be more holistic will leverage student assets and funds of knowledge to inform pedagogy.