The women’s talking group featured in this article theorizes the community literacy practice of thanduk—“setting something aside”—that members practice together. Sanduk—with an s and translated as Arabic for “box”— has a long, well documented history involving informal, rotary credit and savings associations practiced among people in Africa and of African descent. Rather than using the s, the group’s spelling is distinctively Nuer— thanduk—harkening back to indigenous versions of the practice documented throughout areas of East Africa and beyond. Thanduk invokes nommo, a distinctly African spiritual and philosophical value that strives for harmony and balance among interdependent members of a community. This article aims to make legible how the women in this study employ thanduk to thwart the transnational, intergenerational impacts of indirect colonial rule and neoliberal economics in pursuit of individual and collective thriving.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy refers not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

In this guest editors' introduction to Community Literacy Journal's special issue on access, the guest editors call for greater attention to access work as community literacy, pushing for the field to tend to issues of intersectionality, reciprocity,

This article is an ethnographic case study of the work of two activist groups in Kansas City, Missouri. It discusses how unhoused activists with the Kansas City Homeless Union, through their 13-month on-and-off occupation of city property, worked to reframe access in ways that moved toward what disability justice activists call collective access, prioritized marginalized lived experience, and asserted their right to control over the resources that impacted their lives. This article ties these interventions explicitly to community writing work through a discussion of how citizen journalists from Independent Media Association, with whom the author has collaborated, documented and crafted narratives around the union’s work in ways that demonstrate ways community literacy work can function as rhetorical solidarity practices.

Skills, knowledge, time, ability, access, and cultural and societal norms all sponsor and constrain food literacies. Measuring the effects of class, race, cultural identity, knowledge, and ability on food access requires an understanding of how communities and institutions sponsor food literacy. Nutritionists have developed a framework for researching and measuring food literacy; however, the focus falls on measuring individual food literacy, which I argue is a form of epistemic whiteness that refuses to acknowledge the outsized responsibility of institutions in creating systems of food access and flattens the role community plays in mitigating barriers to access. A critical understanding of disability and the reciprocity intrinsic to community literacy research are offered as a way to move from measurement to sponsorship of community food literacies.

This article rethinks digital access and community literacy by sharing aspects of intentional engagement informed by social justice frameworks to establish community partnerships that empower communities both local and global with digital literacy. The article explores access, privileges, and positionalities that the author strategically utilizes to support the communities within her current locality and in her hometown Nepal. By showcasing multiple intentional and equitable partnerships informed via social justice frameworks, the article argues that we require a transnational context to redefine digital literacy and our students need to understand these contexts better given the demands of the current workplace.

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.

Our world is no stranger to mobilities, ranging from molecular movement in ecological systems to quotidian economic transactions and social interactions to transnational voyages across continents.Thus, readers of the Community Literacy Journal (CLJ) are sure to be engaged by this eclectic addition to the current scholarship on mobilities work, with the construct of mobility emerging as a central theoretical idea that underpins the epistemological and methodological premises of many disciplines, including that of cultural geography, feminist studies, critical race theory, queer studies, and composition and rhetoric.With a universalizing and broad focus on composition-in-mobility, this edited collection-organized in two sections across which all the contributing authors unpack and articulate the mobile nature of mobility and composition-answers the central question of what constitutes and sustains mobility in our divergent, diverse, literate activities and practices.The volume editors-Horner, Hartline, Kumari, and Matravers-advance a mobilities paradigm to further unpack the dynamic constitution of mobility in composition and rhetoric and to cast a norm-based light on mobility-in-composition work (3).In particular, rather than treat mobility as a matter "requiring adjustment or accommodation", Horner et al. argue that the proposition of mobility as a commonplace or even as a fact is long overdue (4-6).One hallmark that characterizes this paradigm is that mobilities are poly-faceted forms, whose social value is mercurial, relational, and provisional (4-6).This critical premise holds the potential to shift our perspective of viewing language, composition, writing-curriculum administration, writing pedagogy, or writing research as impermeable to perceiving them as fruitfully unsteady and potentially subject to transformation.As the volume addresses the nature of mobility in composition, the organization of the twenty chapters-divided into Part I where case studies in mobility-in-composing-practices (e.g., community literacy, translingual composition, or digital and professional writing) are reported and Part II where critical responses to Part I are articulated-also attempts to reflect on the nature of mobility, with each chapter conversing

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy refers not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, disability studies, critical theory, linguistics, cultural studies, education, and more.

This article is an ethnographic case study of a community literacy project that teaches immigrants to the U.S. how to get their driver's licenses.The article shows how perceptions of literacy change when project participants encounter the "rules of the road"-unspoken rules that are highly social, deeply embodied, and usually pitched by the powerful as clear, neutral, and necessary for survival.Based on qualitative analysis of written materials and interviews gathered during the project, we demonstrate how the community project activated analogic thinking about literacy.That is, realizing that driving rules are negotiable leads learners to realize that literacy rules are negotiable, too.

hile "family literacy" has been a popular term and concept in para-educational settings since the 1980s, it has o en focused on using home life to meet educational aims, rather than studying the family as a site of literate experiences in its own right.In their book Family Literacies: Reading with Young Children, Rachael Levy and Mell Hall intentionally move away from school-based aims for pre-and primary-school children to instead ask what families get from creating, sustaining, and sharing literacy experiences.ey explore a widely acknowledged, but surprisingly under-researched, family literacy practice: reading with young children.Levy and Hall frame what they call "shared reading" as a familial act that shapes routines, reinforces emotional bonds, and displays familial "belonging" both to family members and outsiders.Focusing on children who have not yet started school allows them to explore "shared reading" as a separate activity from "learning to read, " though their ndings have major implications for both preschool community literacy programs and, potentially, primary classrooms.e book draws on ndings from the Shared Reading Project, which interviews families to understand how shared reading "is perceived in their homes and how it ts (or does not t) within everyday family life" (13).Levy and Hall's ndings stress the importance of understanding the habits and goals of individual families, in order to create programming that supports ongoing literacy practices rather than promoting school readiness.Demonstrating the di erence in ndings that a shi in focus can yield, the authors examine families and homes, rather than programs, until they discuss implications in the book's nal chapters.e authors use theory and methods from sociology to study shared reading as a feature of everyday life, asking what the activity achieves for families and making reading a means to an end, rather than a goal.e book is clearly laid out in ten chapters: an introduction to gaps in family reading research, two chapters reviewing relevant work on reading as a sociological

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program sta .We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, gra ti art, protest songwriting, and social media campaigns.For us, literacy is de ned as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.us, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

ust as musical codas persist beyond the end of musical work, Coda-a new sec- tion of the Community Literacy Journal devoted to creative writing-offers space for the representation of the lingering effects of community engagement, public engagement, and activism. Beginning with this, our inaugural effort, Coda will publish creative writing in a range of genres and voices in a move to expand conversations about writing studies, to document and preserve the work of community writing, and to encourage more creative writing. We invite readers and writers who are eager to create knowledge in new ways to join us in enacting writing as a form of communion.

In the era of a global pandemic, this article claims that community literacy scholars are well poised to support challenges currently facing healthcare providers. To demonstrate this, I offer one example drawing on my work with The ART of Infertility and explain how I repurposed patient art and stories to curate emotional literacy amongst healthcare professionals. I argue that "rhetorical curation" is an innovative method that can support public engagement around stigmatized or underrepresented health experiences. I end with an invitation for community literacy scholars to build upon their expertise and design innovative public projects that contribute to improvements in healthcare.

The author shares the challenges of facilitating a writing group in a temporary emergency shelter in the early months of the COVID-19 pandemic. She shows how within this constantly changing environment and its safety protocols, community literacy was as difficult to establish as it was vital to make available. Exploring some of the best practices in community literacy, including reciprocity (Miller et al.), fruitful forms of conflict (Westbrook), "meaningful acts of public rhetoric" (Mathieu and George), and flow (Feigenbaum), the author proposes that this challenging environment made possible new shapes for each of these concepts. This experience suggests that while best practices can guide creation of a writing group during an emergency, an emergency, in turn, can generate innovation with these best practices.

Exploring literacy practices of home cooks, this article analyzes how cookbooks are remixed by users (with writings, clippings and other ephemera added to the text throughout its use).The practice of remixing the text with further editing by its user/audience illustrates the multilayered literacies at work in establishing authorship within the domestic space.The article builds its argument around one remixed cookbook as a case study, describing the remix-literate practices of the user, as the woman who used this cookbook remixed the text and genre to fit her needs and interests.This literacy practice is argued as a remix, which results in a transformation of the text itself and of the authority of the user.Both the original authorship (the act of compiling recipes from the church community) and the remixed authorship (the added ephemera and handwritten editing done by the user of this particular copy) are analyzed in tandem.

A Critical Field Scan of Theory and History, Practice and Place. " Our idea for this issue was a simple one. As the title suggests, we hoped to generate a "field scan, " illustrating the ways in which community literacy programs draw upon theory, along with their respective regional geographies, past practices, and collective histories, to create community-engaged writing and literacy centers.

This case study demonstrates how a community-based literacy program, HELP, took up Black literate traditions, endarkened transnational feminism, and anticolonial practices to construct emancipatory literacy experiences for Haitian and Haitian American middle schoolers in Miami, Florida. Overall, the institutional practices of HELP worked to destigmatize the discourses of Haiti, center Black Haitian women's stories, and develop spiritual consciousness. Furthermore, this article discusses the "COVID-19 scramble" and its ability to detract from building socially just futures for Black transnational students. Lastly, the article ends with questions for consideration when confronting the cyclical violence of white supremacy in literacy programs.

As a consortium of individuals, programs, and agencies that embrace the power of collaboration, the Washtenaw County Literacy Network works to shift conversations and practices surrounding literacy and literacy inequities. Using an emergent strategy lens, the authors describe the partnerships at the center of the network and the collaborative work that has emerged from these partnerships. The authors also analyze the adaptations recent events have generated in terms of the relationships and interactions that center the work, and they explore ways to rethink the idea of assessment for community literacy initiatives. Ultimately, the authors posit that emergent strategy helps networks like the WCLN navigate change in thoughtful and sustainable ways.

Events following a display of archival photographs depicting a Navajo Civil Rights march that was sponsored by One Book/One Community of San Juan College illuminated racial tensions and competing injustices in the community of Farmington, New Mexico.These events are analyzed through a paradigm, indigenous-sustaining literacy, which could benefit common reading programs that conduct literacy work in communities with populations of indigenous people or border Native American reservations and are seeking to decolonize community literacy practices O ne late November afternoon, five members of the One Book/One Community (OBOC) committee hung archival photos of the 1974 Civil Rights Protests in Farmington, New Mexico, in a gallery space on the campus of San Juan College, located in Farmington.Several students stopped to look the 26 poster-sized photos selected by the committee from the Bob Fitch Photography Archive Movements of Change.The display was part of the OBOC programming associated with the committee's selection of the graphic memoir March (Lewis et al.), a retelling of Congressman John Lewis's civil rights activism.The committee recognized that March could provide an interesting connection to the 1974 Civil Rights protests in Farmington that resulted from the minimal sentencing of three white teenagers who had murdered three Navajo men and provide an opportunity for students and community members to explore this legacy and their situatedness in the community.The photos were compelling.One photo showed protestors marching down Farmington's main street.Another depicted a Navajo man holding a cardboard sign that read "veteran WWII.Holder Purple Heart.My son was kill [sic] by a white boy on the reservation." Three of the photos depicted protestors holding upside down American flags.Other photos showed groups of Native Americans facing off with law enforcement.Onlookers identified relatives in the photos and expressed their gratitude for showcasing an important moment in local history.Others stated they had no idea that there had been civil rights protests in Farmington and were glad to learn about them through the display.One onlooker, though, was not supportive.He said that the committee should not hang any photos near the glass display located in the gallery that is dedicated to veterans.Committee members agreed with the man, citing the need to be respectful.Still, displeased, he asked why the committee was displaying the photos.(Danielle), the director of the OBOC committee, explained the historical nature of the photos and the connection to the OBOC selection.She also explained

he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

In this article, we share our experiences with the ongoing language and literacy practices and pedagogies of a bilingual, community-based writing center located in South Philadelphia's Italian Market. This writing center -one in a network of sites across Philadelphia and southern New Jersey -targeted bilingual, Latinx children from ages seven to eighteen. For the past four years, we have partnered with the center to create a translanguaging space. Here, we reflect on the experience of offering translanguaging writing workshops.

This article highlights how contemporary structural forces-the intertwined systems of racism, xenophobia, gentrification, and capitalism-have material consequences for the nature of community literacy education.As a case study, I interrogate the rhetoric and infrastructure of a San Francisco K-12 literacy nonprofit in the context of tech-boom gentrification, triggering the mass displacement of Latinx residents.I locate the nonprofit in longer histories of settler colonialism and migration in the Bay Area to analyze how the organization's rhetoric-the founder's TED talk, its website, the mural on the building's façade-are structured by racist logics that devalue and homogenize the literacy and agency of the local community, perpetuating white "possessive investments" (Lipsitz) in land, literacy, and education.Drawing on abolitionist and decolonial education theory, I prose a praxis encouraging literacy scholar-practitioners to question and ultimately divest from institutional rhetorics and funding sources that continue to forward racism, xenophobia, imperialism, and raciolinguistic supremacy built upon them.

Beyond growing and selling food, women farmers perform literacy work to establish and maintain legitimacy. As part of a larger interview-based dataset, this article analyzes the literacy practices that one woman farmer, Lauren, undertakes in relation to her legitimacy as a farmer. Informed by literacy studies research and feminist rhetoric scholarship, as well as interdisciplinary studies on women in agriculture, the analysis here illustrates how Lauren performs specific literacy practices. Audiences' gendered expectations necessitate such practices, which Lauren performs in order to be understood as a farmer in a masculine, patriarchal landscape shaped by her family, customers, and broader farming community. These literacy practices include crafting an image visually, interacting intentionally through verbal conversations, adapting to audience assumptions, and taking on community leadership roles.

We proudly present this special issue of Community Literacy Journal on "Building Engaged Infrastructure." Our vision for this collection begins with the inaugural Conference on Community Writing (CCW), which took place at the University of Colorado Boulder in October 2015 1 and attracted 350 scholars, students, activists, and community members representing forty-two states, three countries, 152 colleges and universities, and forty-eight community organizations.This large group was drawn to a vision of higher education that connects with local, national, and international communities by using writing for education, public dialogue, and social change.The overwhelming response to the conference underscored a desire by those working in community writing (a growing subfield within rhetoric and composition that includes genres such as service learning, community-based research, community literacy, community publishing, advocacy and activist writing, and more) to have opportunities to network, share best practices, and receive mentoring.This event brought together academics and community members to explore the relationships between communication, writing, and social action.According to CCW founding chair Veronica House, a conference goal was "to build a national network of people, ideas, resources, and support structures-an engaged infrastructure-to make the work we do in and about our communities more sustainable, impactful, rewarding, and rewarded." 2 In the pages that follow, we turn our attention to the scholarship and practice of community writing that emerged from, or was reflected in, presentations and conversations at CCW.We realize, and want to highlight in this special issue, the obstacles, challenges, and paradoxes of working in community writing.For one, as the astute reader will no doubt notice, definitions of community range widely.The same is true for what counts as writing.An exploration of engagement and infrastructure is no less complex.However, we believe that the inclusion of multiple viewpoints, and the deferral of a precise definition of terms, effectively identifies the fluid boundaries of this thing we call "community writing." Those who attended CCW, or previous events like the 2008 "Imagining Community Literacy" meeting in Philadelphia and the 2011 "Writing Democracy" conference in Commerce, Texas 3 , or who are energized by work that engages the ethics and populations outside of the traditionally defined borders of the university share enthusiasm for engaged work and an optimistic belief that the study and practice of writing can lead to a more just world.We also share concerns about the risks embedded in this work.In April 2016, the Conference on College Composition and Communication (CCCC) published an official "Position To this end, they hosted a conference of about 150 librarians, public historians, community leaders, and teachers and scholars from our field and beyond at Texas A&M-Commerce in March 2011 and have held pre-conference workshops at the CCCCs every year since.In July 2012, Michelle Hall Kells hosted about 25 leading scholars in community literacy in Santa Fe, New Mexico, for the Summit of the National Consortium of Writing Across Communities.Clearly, the desire to establish a collaborative unit of some kind is high.3.

Emerging from the keynote address at the inaugural Conference on Community Writing, this snapshot examines how an engaged infrastructure for community writing might operate as a flow-cultivation milieu. Such a milieu would facilitate self-determination, which suggests that people do their most compelling, rewarding, and innovative work when they exercise autonomy, pursue competence, and feel purpose; wise mentorship, in which mentors and mentees interrelate in an ongoing manner that supports mutually high expectations and achievements, and a listening stance that broadly distributes participation and shared learning. This snapshot also argues that, should an engaged infrastructure ever cease operating as a flow cultivation milieu, it should be dismantled.

This article discusses the successes and vulnerabilities associated with combining the pedagogical methods of Theater, Composition, and Community Literacy in the Composition classroom. It examines how the ideas of Augusto Boal’s Theatre of the Oppressed and Paulo Freire’s Pedagogy of the Oppressed can be combined to support an innovative approach to Composition teaching, one that additionally employs engaged scholarship and service learning. The essay describes how methods and cycles of story gathering, playwriting, and rhetorical analysis have been used with various community partners, including an adult day care for dementia patients, an HIV/AIDs clinic, and Public Health outreach programs that address Health Disparities. The article explains how the ready audience of community-written plays and the inherent characteristics of theatrical production enable finite and clearly definable communication moments and products—especially in the autobiography-fantasy fused genre I have termed magical memoir—while engaging and empowering the voices of students, teachers, community partners, and audience members alike. All human beings are actors (they act!) and spectators (they observe!) They are spect-actors. … Theatre is a form of knowledge; it should and can also be a means of transforming society. Theatre can help us build our future, instead of just waiting for it. –Augusto Boal, Games for Actors and Non-Actors

We understand "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well.We publish work that contributes to the field's emerging methodologies and research agendas.

This essay argues that while fostering individual and collaborative literacy can indeed promote self-awareness, confidence, and political awareness, the threat of emotional and material retribution is ever-present in jail, making the development of infrastructure challenging. Such reality compels engaged teacher-researchers to develop tactical methods for promoting literacy with limited social and material support from institutions that are primarily invested in compliant behavior. Rather than relying upon traditional models for building engaged university-community infrastructure in such contexts, I suggest a participatory curatorial model and explore the notion of curating a program within an ever-shifting set of artists, regulations, allegiances, and expectations.

This is a snapshot of a service learning course founded on narrative medicine, a clinical practice designed to replace impersonal care with empathic listening. By utilizing poetry therapy techniques among nursing home populations, a program called HPU LifeLines promotes a community literacy of illness and provides psychological and physical benefits to elders and students alike through intergenerational relationships sustained by a community writing infrastructure.

At our workshop at the inaugural Conference on Community Writing on the rhetoric of the corporate university, participants noted that the values espoused by community literacy “in the community” are being eroded at the university. Furthermore, they noted the underlying rhetorics of missionary zeal, whiteness, and privatization in community literacy and service learning work. The authors build on these critiques by examining two successive administrations at Syracuse University. The first presented a model of “engaged infrastructure” with progressive rhetoric but oppressive outcomes; the second shed the façade of community partnership for an explicitly corporate and militaristic vision of higher education. Through this comparison, the authors interrogate foundations that community literacy has been built on with the hope of opening new possibilities.

O ne of the first things readers will notice when reading The Arkansas Delta Oral History Project: Culture, Place, and Authenticity is that most of it is written in the past tense. Launched in the spring of 2007, the five-year-long Arkansas Delta Oral History Project (ADOHP), a community literacy partnership between the University of Arkansas and rural community high schools in the Arkansas Delta, is now complete. Jolliffe et al. 's volume serves as both critical reflection of the ADOHP and jumping off point for a new community literacy project called the Students Involved in Sustaining Their Arkansas (SISTA), which began in fall 2015. Even though the ADOHP is now over, readers will be interested in the way this particular university-community partnership took shape, what flaws the authors see in the original iteration of the project, and what enduring legacy exists because of the ADOHP's strengths.

While place-based pedagogies and place-conscious education have received a great deal of attention in community literacy, these studies have often focused on classroom efforts at engaging students in their communities. This article articulates an extracurricular pedagogy of place through a historical study of a network of creative writing groups in mid-century rural Wisconsin. Rather than thinking of place-conscious education as something that emerges from the classroom, the work of these writers suggests that scholars and educators in community literacy look instead for place-based literacies already at work in our communities.

This article explores the methodological impact of building and curating a transnational archive of working-class literacy practices, spanning themes of vocation, immigration, gender, race, and disability, from the ground up alongside the Federation of Worker Writers and Community Publishers. The article focuses particularly on how our disciplinary methods might be (re) shaped within a context of precarity when working with/archiving the literacy practices of disenfranchised populations. I argue that such precarity shapes how our methods/methodologies account for material realities—the laboring of bodies, influx of finances, physical conditions of the community involved—and changing social conditions that affect not only archival creation but also sustainability. I illustrate how The FWWCP Archival Project responded through a kitchen-table ethos in order to design the archive with the community’s expertise at the forefront.

This article has been written about, and with, the Swintec 2410cc, the typewriter model approved for incarcerated writers in the State of Nebraska and many other prison systems across the United States. The co-authors, one of whom is currently serving a six year sentence, relate their personal experiences with typewriters and typists as well as connect functions described in the Swintec User Manual to issues in community literacy. The "Left/Right Margin" function reflects some of the institutional and material constraints prison typewriters face; "Impression Control" invites us to think about the forces and functions governing representations of prison and prison writing; this writing tool and the environment for which it was designed, demand one submit to the process of "Corrections". Finally, this typewritten performance models and attempts to enact critical literacy and social justice from within and beyond the typewriter's cage.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff. We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.

Veronica: I bet that a bunch of our readers either have community literacy projects that they're working on or are thinking of launching, and they're wondering, how do I fund the work I do, and how do I explain it in ways that make sense to people outside of writing and rhetoric studies?So to begin, could you tell us a bit about your

for a video conference to discuss the second edition of Illegal Alphabets. Below are excerpts from their exchange, edited for clarity and length. Their conversation focused on the book's origins and the context of the scholarly commentaries that appear in the second edition. Kalmar and Leonard also discuss the book's contributions to literacy studies, teaching the book, and its lasting relevance to notions of migration, borders, discrimination, identity, language, and legality. Leonard's review of the second edition of the book follows her interview with Kalmar and frames its relevance to community literacy researchers, practitioners

Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

ince the 2016 election, activism and protests have garnered increasing media attention. At the same time, the conduct of individuals involved in social movements is intensely scrutinized by politicians and the public at large who label these protests obscene, unruly, or even violent. The edited collection Unruly Rhetorics attempts to address the fraught implications of "civility" in an age characterized by political tension and the rise of neoliberalism. Community Literacy Journal readers will find this collection to be an important resource for community organizing and deliberative rhetoric as many chapters discuss the rhetorical power of dissent. Activists and community organizers will also find that Unruly Rhetorics gives credence to the struggles they face every day in the public eye as they fight for equality and justice.

This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in con- versation with disability justice through three themes—"Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.

This essay examines writing partnerships in 2016 and 2017 that invited com- munity nonprofit volunteers and employees into šǝqačib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of šǝqačib students who reflect on the collaboration. Drawing on Rachel Jackson’s work on community listening, I find that šǝqačib students demonstrate the importance of cultivating lis- tening practices when community literacy practitioners enter identity-safe scholarly communities such as šǝqačib. I urge academic and literacy sup- porters in similar contexts to center Native and Native youth voices in their own terms.

As a graduate student in the humanities, I am often fearful that my labor is performed for the sake of performing labor. Exacerbated by academia’s in- creasingly precarious landscape, this fear requires a hopeful antidote: a new pedagogy of and for the public. Constructed through empathic conversa- tions between universities and communities, this new approach to pub- lic scholarship and teaching relies on the aims and practices of community literacy (e.g. sustainable models of multimodal learning, social justice, and community listening) in order to refocus the humanist’s work – particularly the disjointed labors undertaken by graduate students – around the cultiva- tion of publics and counterpublics. In turn, a pedagogy of and for the public also implements the digital frameworks and organizational tools of public humanities projects to enliven community literacy praxis. Graduate student conferences are one site where we could enact this jointly constructed ap- proach. By rearticulating these conferences’ capacity for professionalization, by expanding their audience, and by reimagining their form beyond the uni- versity context, I argue that we can establish sustainable programs aimed at expanding community literacies.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff. We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.

While current community literacy scholarship foregrounds the importance of listening carefully to communities in the process of establishing, developing, and sustaining equitable and ethical community partnerships, the field does not yet offer explicit methods for practicing community listening, especially in the early, preparatory stages of the process. We address this gap by drawing on a case study of “preparatory community listening” in San Bernardino, California. In this project, we articulate an asset-based method for practicing community listening that emphasizes attention to discursive, material, political, and economic dynamics, particularly in communities shaped by deficit narratives.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

In this essay, I uncover the ways in which the non-binary gender community challenges what we know about privacy and reciprocity within community engaged work. Using my experience as a program coordinator for an LGBTQ youth center, I illustrate the myriad of privacy needs of non-binary gender teens and young adults who expect to be simultaneously both public and private in their online writing on Tumblr. I argue that for the nonbinary gender community on Tumblr, direct contact from the researcher not only may invade their intimate space but also cause physical or emotional harm as many non-binary Tumblr users are underage and participating on Tumblr in secret. Instead, I demonstrate how the study of non-binary gender literacy practices can be done without engaging with or quoting directly from publicly published content, instead favoring an emergent thematic methodology. Additionally, I make a case for a queer methodology which instead seeks to recruit participants in the real world and be invited into their digital community once trust and reciprocity is established should interviews be important for further study.

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.

When community literacy partners work to gether with academic organizers, both groups recognize the uncertainties of risk, the importance of trust, and the necessity of clear communication in accomplishing their goals.Likewise, professors who use service learning must help their students negotiate experiences that are often unpredictable or uncomfortable.In both scenarios, conversations that spark reflection, untangle problems, and guide action are vital.These objectives, and their reliance on open, guided conversation, are central to a new offering by mother-daughter team Nel Noddings and Laurie Brooks: Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom.In this book, Noddings, an emerita Professor of Education at Stanford and prominent contributor to feminist care theory, and Brooks, a member of the board of Provident Financial Services and advisory boards for North Carolina State and Rutgers universities, point out that teachers today must help students cultivate critical awareness while navigating a minefield of highly controversial issues such as authority and obedience, religion, race, gender, and socioeconomic class.While Noddings and Brooks intend to target K-12 teachers, administrators, and parents, many community literacy scholars and practitioners will appreciate the ideas the authors suggest that enable their readers to more thoughtfully create room for co-inquiry, conversation, and examining resources across different disciplines and perspectives.Noddings and Brooks' core purpose with this text lies in their dedication to helping students "prepare for active life in a participatory democracy" (2).To achieve this, they insist that adults not shy away from joining forces with students to examine complex and challenging questions.The authors advocate for critical thinking bolstered and emboldened by moral commitment, which, in their words, is "to bring people together-to help them understand each other in the fullness of their humanity" (159).Noddings and Brooks approach this task from an interdisciplinary lens, one that enables them to reach across and through traditional divisions among disciplines, genres, and media.This text provides specific suggestions for educators