This profile features the authors' shared work to co-create both a community literacy project, Stories from the Flood, and the undergraduate community-based learning courses that supported the effort. Stories from the Flood works to assist community members in southwestern Wisconsin to share their flood experiences, aiming to support community healing and serve as a resource for future conversations about flood recovery and resilience. Our collaboration on Stories from the Flood demonstrates the importance of non-university expertise and aims to daylight and correct structural asymmetries that render these rural watersheds both particularly vulnerable to flooding and absent of government intervention.

This article examines archival research as a generative community literacy practice. Through the example of a community-based project centered on archival research, I examine the increased possibility the archives hold as a site for rhetorical invention based on collaboration that includes contemporary community members and the recovered rhetoric of historical figures. I argue that archival research as community literacy practice creates conditions for a communal form of literacy sponsorship and offer a framework for approaching the archives.

Traces of A Stream: Literacy And Social Change Among African American Women (2000), scholars interested in literacy, identity, and social change have continued to pursue ways to include the voices of women who have previously been underrepresented within scholarly work.Indeed, these recovery projects-often considered part of a revisionist enterprise-represent important examples for those interested in the literary and rhetorical practices of women who have been overlooked based on gendered, ethnic, and socioeconomic identities.Illustrating this, scholars have developed a range of archival, rhetorical, and interview projects that uncover women as historical subjects who represent the myriad ways women develop and use rhetorical skills and literacies.For instance, in Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911, Jessica Enoch describes female teachers who contested the normative educational structures that oppressed marginalized groups and, rather, developed pedagogical strategies that encouraged civic participation.In another recovery project, Beyond the Archives, Gesa Kirsch describes the role of women who participated in a male-dominated sphere as physicians and civic advocates in the 19th century.In the same book, Wendy Sharer illustrates a new understanding of uncovering voices when she finds scrapbook examples of even her own grandmother's engagement with political literacies.These examples represent just some of the important work that has emerged in order to uncover and reframe the literate and rhetorical legacies of women from multiple subject positions.Erica Abrams Locklear's book Negotiating a Perilous Empowerment: Appalachian Women's Literacies adds a unique contribution to these discussions by focusing on the literacies of women from Appalachia-a region, she argues, too-often characterized by a deficit framework.That is, Locklear challenges the gendered, regional, and classed stereotypes that represent women in Appalachia as "illiterate, " "hillbillies, " "Other, " or

Strong in theory, rich in history, and farreaching in its implications, Producing Good Citizens will soon become a staple for scholars, activists, and pedagogues alike who are interested in the complicated intersections of literacy and citizenship. In this historicized work, Amy Wan explores three main sites of citizenship training during the 1910s and 1920s-federally-sponsored immigrant Americanization programs, unionsupported worker education training, and college-mandated first-year writing courses. Wan's book starts with a brief introduction to citizenship theory, moves into archival research of each training site, and concludes with applications of her methodology to present anxieties over citizenship, particularly in relation to the Patriot and DREAM Acts. Through her book, Wan complicates citizenship as a discursive construct and demonstrates the limits of what literacy-and citizenship-can do for students as well as "the limitations put upon students by not only the idea of citizenship, but also its legal, political, and cultural boundaries" (178). Wan's powerful, timely argument and her final challenge to educators and scholars alike should not be ignored. Together, Wan invites us to consider what is meant by the invocation of citizenship in the classroom, to analyze the habits of citizenship that are encouraged by our practices, and to connect our citizen-making processes to other more politically and materially situated notions of citizenship.