This paper discusses the importance of writing, developing, and implementing a literacy strategy journal as a junior faculty teaching literacy courses in a University in the United States. The analysis of the content of the literacy strategy journal is carried out by applying a Bakhtinian dialogic framework to become aware and understand how dialogicality between the instructor and the content of the literacy strategy journal supported a systematic and in depth self-reflection aimed to improve teaching and pedagogy in the literacy courses taught. The author wants to demonstrate that the literacy strategy journal is not a static object, a legal pad notebook with words written down in a linear fashion but a dynamic site of self-reflection and growth for improving teaching and learning in literacy courses in higher education. The literacy strategy journal used by the author is a third space for self-reflection and pedagogical growth paramount to prepare literacy teachers for the 21st century in K-12 schools in the United States.