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 essay will focus on student campaigns to stop deportations at Krome Detention Center between 2013-2017 in Miami, Florida. This advocacy work shaped a letter writing project between my university writing center and a detention center. Writing in this context, then, is a collective act, challenging a prison industrial complex that impacts both the classroom and community. The work of student organizers can challenge

In 2013, Westminster College in Salt

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 presents findings from a case study of an adult literacy program. The author conducted this IRB-approved study as part of a three-year, research-based, community-engagement project that partnered the literacy program with a writing center at a large public research university. The author argues that the participatory methods afforded by community-engagement research can allow researchers to achieve insight into particular programs while contributing to local literacy. The author also argues that understanding the characteristics of particular programs can contribute to knowledge of the field of adult literacy education and help collaborators develop engagement projects that support adult literacy.

What does it mean for a community writing assistance program to bridge the gap between the university and the community? What makes for a successful alliance between these two worlds usually considered distinct? Our paper addresses these questions by reflecting on the factors that have contributed to the growing success of our CWA program at the University of Wisconsin-Madison. Taking into account the varied alliances forged through our work — between the funding organization, instructors, community leaders, and writers themselves — we hope to offer a multi-faceted picture of local literacy outreach and partnership.