We are now a decade into the call for comprehensive community college “redesign” known as Guided Pathways. This introduction provides an overview of the Guided Pathways model and its advocacy arm and reviews critiques of the model in education research and two-year college literacy studies. These reviews contextualize the contents of the special issue.

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This essay explores affordances and limitations of the disciplinary labels that two-year college teachers use to frame our work. Ultimately, it argues that the termliteracy studiesbest reflects the transdisciplinary work we do.

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This article describes a research assignment for first-year composition students that combines film and television motif analysis and role-playing, thus creating an opportunity for students to write critiques of contemporary institutions.

A course model featuring scaffolded information literacy instruction and connection with a librarian improves online students’ attitudes about library sources and the value of research in the writing process.

This article describes a statewide integrated developmental and first-year writing program that uses multiple measures placement data about college readiness to inform curriculum and faculty development.

In this article, I report on the experiences of one adult student making the transition from professional to academic literacy and trace implications for writing scholars and teachers.

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Interclass collaboration in the context of an in-depth interdisciplinary discussion and analysis of global problems yields significant benefits in the development of ESL students’ sense of efficacy, their literacy, and their critical thinking skills.

Considers how the introductory business writing course is appropriate for the development of critical literacy, especially for students at second-tier, working-class colleges. Notes that the opposition between labor and management offers rich opportunities for the critical examination of corporate rhetoric, opportunities that are as relevant in business writing class as they are in other courses.

Presents Part II of an interview with Ira Shor reflecting on the state of community colleges since the 1960s. Discusses how the most important thing to teach is critical inquiry and critical literacy, to study something in a methodical way and to communicate knowledge gained with articulate depth to a real audience. Outlines 13 goals for schooling and society.