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.

Tiffany Rousculp T omorrow morning, I'm planning to talk with an old friend I haven't seen for nearly two decades. It's become commonplace to reach out like this during the COVID-19 pandemic; perhaps it's a kind of inventorying of our lives while we move through the months of uncertainty, reckoning, fear, loss, and more uncertainty. Along with many others, I've been building digital connections with people I used to (and still) love.

This article introduces La Escuelita, an after-school health literacy program for youth and families that currently meets in a community center one mile from a port of entry into El Paso, Texas. Through weekly activities that include mediums like art, community-based mapping, and collaborative cooking, participants at La Escuelita interrogate notions of health, wellness, and nutrition and engage in discussions about food and environmental justice. Through their discussion of this community-based project, the authors argue that food and environmental justice efforts should center community- knowledge, asset-based frameworks, and reciprocal learning.

In this reflection, using the work of Ellen Cushman and Paula Mathieu as a framework from which to extend, I explore how my positionality as a grad- uate student affected my experience wading into community-engaged litera- cy work. Specifically, I reflect on my time with a nonprofit organization that provides no-cost legal support and safety planning for survivors of intimate partner violence, sexual assault, and harassment. Indeed, because of the ethi- cal imperatives that thoughtful community-engaged research requires—such as reciprocity and a tactical orientation—many graduate students find them- selves occupying a precarious position. I assert that, yes, we must realize the precarious nature of graduate students doing community-engaged literacy research. However, we can also turn to useful approaches, such as tactical re- sponsivity, to help us navigate these relationships with community partners.

Zines, or small, self-published magazines, have emerged from counterculture origins to gain popularity in recent years as a tool for democratizing writing in the classroom and community. This essay shares reflections on a campuscommunity zinemaking project at the University of Central Arkansas called the CitiZINE Project, which focused on creating opportunities for university students, faculty, and staff as well as local community members to engage in political zinemaking following the 2016 US presidential election and inauguration.

Entering jail is an assault on the senses. Thick recirculated air feels either drafty or stuffy, never comfortable. The walls protrude with a stark, dingy white, bare of character or care. The smell is sterile, some unidentifiable cleanser stinging the tongue and nostrils. Doors clang shut and open via invisible mechanics. The wall-mounted eye of the panopticon is omnipresent.

espite my best efforts, I frequently found myself in the position that I feared most: sitting and being present with the family . . . In my other volunteer experiences, that isn't usually a requirement . . . I think that "doing" makes my encounters with injustice bearable for me. "Being" is hard, but maybe the act of being present with this family and allowing myself to be seen by them was a gift. It was a gift for me and it is something that will be with me for the rest of my life. -Student participant in Grassi and Armon, Chapter 16.

This article examines the relationship between oral- and textual-literacy systems that existed during the antebellum period of United States history. I argue that African-American intellectual processes are more accurately understood as existing on a literacy continuum that reflects equality between oral literacy and textual literacy. A literacy continuum deconstructs the notion of the textual supremacy and assumes a mutually dependent relationship between the oral and the textual. Ultimately, it enables a reevaluation of oral practices as intellectual processes and systems of knowledge production. Leaving…the world of the white man, I have stepped within the Veil, raising it that you may view faintly its deeper recesses,—the meaning of its religion, the passion of its human sorrow, and the struggle of its greater souls. —W. E. B. Du Bois, Souls of Black Folk

At a time when accusations of American ignorance and anti-intellectualism are ubiquitous, this article challenges problematic assumptions about intellectualism and proposes an expanded view of intellectualism. It is important to recognize and to challenge narrow views of intellectualism because they not only influence public perceptions of and engagement with education and intellectualism, but they also affect what and how we teach in U.S. schools and aid in institutionalizing social hierarchies that privilege the knowledge, learning sites, and educational experiences of the cultural elite. To demonstrate the benefits of revising our views of intellectualism, I draw upon my observations of and interviews with adult learners participating in GED-preparation writing workshops.

In this interview piece, Victoria Purcell-Gates discusses her views on research methodology, her work creating a corpus of literacy practice data, her past work and current projects. In the afterword, the interviewer discusses the implications of Purcell-Gates approach for scholars in writing and literacy studies across the disciplines.