This research attempts to shed light on the persistence of the separate but equal ideology. An opinion that was ruled unconstitutional in 1954 by the US Supreme Court. Failure by the Holmes County School Board through intentional delays and legalities compelled Beatrice Alexander to file a civil court case with the District Court for the Southern District of Mississippi in 1968. Her case was rejected and ultimately heard before the United States Supreme Court, which ruled that the school districts involved in the case may no longer operate a dual school system based on race or color and directed that they begin immediately to operate as unitary school systems within which no person is to be effectively excluded from school because of their race. Although the Supreme Court ruled in her favor, education and explicit reading instruction in the Holmes County School District, now known as Holmes County Consolidated School District, remained racially biased and unequal. This reality is the focus of this research, as considered through the qualitative insights of elementary educators in Holmes County Consolidated School District. Additionally, the research aimed to acquire a deeper understanding of educators' perspectives and encounters through one-on-one interviews with all research participants. The themes that emerged from the primary research inquiry and the fourteen interview questions were identified in the study. The investigation unveiled three overarching themes, namely accessibility, administrative support, and professional development, along with a number of related subthemes. The study's findings will be connected to the existing literature review and conceptual framework of the current inquiry. The theoretical framework of this study is based on the principles of emancipatory pedagogy, which seeks to facilitate student empowerment and foster the development of critical thinking skills. This research aims to offer an understanding of the enduring impact of segregation in the context of Alexander v. Holmes County School Board and the ways in which this legacy of segregation is being mitigated. The points of consensus have a direct bearing on the integration of reading literacy tools into reading instruction. Participants shared a genuine desire to provide quality instruction through the integration of digital literacy tools. But these points of consensus are what the teachers expressed as their convictions about how it could be implemented effectively. If accessibility, administrative support, and professional development are not improved or addressed, the integration of digital literacy tools will not occur. The ongoing absence of these points of consensus will adversely affect the use of a digital literacy framework, the creation of lesson plans and supplementary resources, the implementation of effective strategies for integrating digital literacy into the curriculum, and the development of students' digital proficiency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]