Community Literacy Journal

Announcements

 

Brief manuscript hiatus

 

ATTENTION, AUTHORS

We are not accepting new manuscripts at this time. Please check back in late July, 2017. Thank you so much!

 
Posted: 2017-04-15
 

University of Arizona Editorial Team

 
 
Left to right: John W., Co-Editor, Rachel G., Consulting Editor, Maria C., Consulting Editor, Jessica S., Book & New Media Review Editor, Janel G., Consulting Editor.
 
And now with Saul H. (on the laptop, via Skype), Georgia College & State University -- Assistant Book & New Media Review Editor:
 
 
Posted: 2017-04-15
 

CFP: 2017 Conference of the Association of Rhetoric & Writing Studies

 

Save the date--either October 19-21 or November 2-4; confirmed date will be posted by next week. 

At this point in the historical trajectory of undergraduate programs in rhetoric and writing, it seems a good time to ask ourselves some hard questions about what we as scholars and teachers in rhetoric and writing studies are doing, how we’re doing it, and how we might do it even better. Studies of undergraduate programs across other disciplines suggest an articulated program philosophy, strong program integrity, and thoughtful measurement of individual program indicators correlate to more effective achievement of program goals and objectives (Conrad and Miller; de Gaston, et al; Lowenkamp, et al; Saxon et al). Questions in each of these domains can serve us in rhetoric and writing as heuristics by which to not only examine the effectiveness of existing programs, but also to guide the planning and development of future programs. 

To this end, we invite proposals that address (but which are not limited to) the following:

Program philosophy
  • How are theories of knowledge work articulated? 
  • How are theories of practice conceived?
  • How is alignment with institutional mission and constituency factored?
  • How are different stakeholders accommodated?
  • What are the ramifications of a weak program philosophy?
  • What is the importance of a disciplinary axiological framework for an effective program philosophy?
  • What subjectivity(ies) for students are imagined?
  • How is program philosophy effectively translated for students and the public?
Program integrity
  • How is a program philosophy effectively operationalized?
  • What constitutes a core curriculum?
  • How do bridge courses work (inter-disciplinary, cross-listings)?
  • How do general studies courses work with curriculum?
  • How is the explicit teaching of rhetoric successfully integrated with traditional upper-division level classes, e.g., professional writing and tech writing?
  • How does a student “experience” the core curriculum and how does this then scaffold work done in other courses (electives and special topics)? 
  • How do programs get a high degree of buy-in from faculty teaching in the program?
  • How is program integrity influenced by faculty with varied degrees of disciplinary knowledge?
  • How is program integrity pressured by other departmental programs and/or institutional entities?

Measurement of program goals and objectives
  • How and to what degree do courses, mentoring models, etc. align with program philosophy?
  • What individual program indicators might be identified to measure degree of alignment?
  • What methods might be used to collect data for measurement?
  • What is the potential for correlation of successful program indicators to writing centers, etc.?

Proposals

The conference welcomes individual proposals as well as proposals for panels, roundtables, and posters. Conference sessions will be concurrent, lasting 60-90 minutes per session. Individual proposals will be grouped into conference sessions by topic. Presenters may also propose panels of 3 to 4 presenters, roundtables of 5 or more presenters, and poster presentations.

Faculty, graduate students, and undergraduate students may submit proposals.


Deadlines

Presenters should submit an abstract (~500 words/presenter) of the proposed presentation no later than May 15, 2017. 

Ideally, one person/panel or roundtable will submit the proposal and provide names and email addresses of all presenters. Also, please indicate whether you are full-time faculty, part-time faculty, graduate student, or undergraduate student.

Presenters will be notified of the status of their proposal by June 20, 2017.

To Submit a Proposal:

Proposals may be submitted by email to rhetwriting@gmail.com.

Bibliography
Conrad, Kendon J. and Todd Q. Miller. “Measuring and testing program philosophy.” New Directions for Evaluation, vol. 1987, no. 3, 1987, pp. 19-42.

de Gaston, Jacqueline F., et al., “Teacher philosophy and program implementation and the impact on sex education outcomes.” Journal of Research & 

Development in Education, vol 27, no. 4, 1994, pp. 265-270.

Lowenkamp, Christopher T., et al. “Intensive supervision programs: Does program philosophy and the principles of effective intervention matter?” 

Journal of Criminal Justice, vol. 38., no. 4, 2010, pp. 368-375. 

Saxon, Andrew J., et al. “Pre-treatment characteristics, program philosophy and level of ancillary services as predictors of methadone maintenance  treatment outcome.” Addiction, vol. 91, no. 8, 1996, pp. 1197-1210.

Contact for more information: Jennifer Clifton: jlclifton@UTEP.EDU.

 
Posted: 2017-03-14 More...
 

Stephanie Vie & the CLJ at the Research Network Forum next week

 

Community Literacy Journal Consulting Editor Stephanie Vie will represent us at next week's Research Network Forum/Editorial Roundtable, part of the CCCC's conference in Portland. 

March 15, 2017 from 8:30AM – 5:00PM. 

So please keep an eye out for Stephanie and say hello!

 
Posted: 2017-03-11 More...
 

Matthiesen's "Poetic Signs of Third Place" to be published in upcoming Best of the Independent Journals in Rhetoric and Composition

 

Christina Matthiesen's "Poetic Signs of Third Place: A Case Study of Student-driven Imitation in a Shelter for Young Homeless People in Copenhagen"  from CLJ 9.1, Fall issue 2014  will be included in the upcoming Best of the Independent Journals in Rhetoric and Composition (2017), published by Parlor Press.

If you plan to be at the CCCC's conference in Portland next week, you can get your copy at the Parlor Press booth in the Book Exhibit. 

Congratulations, Christina!

 
Posted: 2017-03-09 More...
 

Issue 11.2 (Spring 2017) in press

 

Our printer files are with the publisher Parlor Press and issue 11.2 will go out to subscribers right after the CCCC's conference in Portland:

Articles

“Brokering Literacies: Child Language Brokering in Mexican Immigrant Families”
Steven Alvarez

“‘My Little English’: A Case Study of Decolonial Perspectives on Discourse in an After-School Program for Refugee Youth”
Michael T MacDonald

“Looking Outward: Archival Research as Community Engagement”
Whitney Douglas

“Navigating Difficulty in Classroom-Community Outreach Projects”
Lauren Rosenberg

“Who Researches Functional Literacy?”
Donita Shaw, Kristen H. Perry, Lyudmyla Ivanyuk, Sarah Tham

Book & New Media Reviews

Jessica Shumake
Saul Hernandez

Subscribers can read the full issue online.

 
Posted: 2017-03-01 More...
 

Community Literacy and the Rhetoric of Local Publics, by Elenore Long

 

Made available online (PDF) from the publisher at no cost to readers:

Offering a comparative analysis of community-literacy studies, Community Literacy and the Rhetoric of Local Publics traces common values in diverse accounts of "ordinary people going public." Elenore Long offers a rich theoretical framework for reviewing emergent community-literacy projects, examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college, and adapts local-public literacies to college curricula. A glossary and annotated bibliography provide the basis for further inquiry and research.
Via The WAC Clearinghouse.
 
Posted: 2017-03-01 More...
 

Community Literacy Center: Colorado State University

 
 
Our Mission:

To create alternative literacy opportunities that work to educate and empower underserved populations. The Center supports university literacy research and outreach that promotes community action and social change.

For more information please visit our blog. HERE

 
Posted: 2017-03-01 More...
 

At the upcoming CCCC's Conference in Portland: Community Writing Mentoring Workshop

 

Session MW.03 Community Writing Mentoring Workshop

Sponsored by the Conference on Community Writing, this workshop responds to the desires expressed by the hundreds of attendees at the first Conference on Community Writing (CCW) in October of 2015 for a hands-on opportunity for teachers, scholars, and community organizers to dialogue with and receive mentorship and feedback from senior scholars in community-based writing, which includes genres such as service-learning, community-based research, community literacy, ethnography, community publishing, advocacy, and activist writing. It also provides an opportunity to circulate and apply the best practices outlined in the revised CCCC Statement on Community-Engaged Projects in Rhetoric and Composition. The CCW will launch a national mentoring network of teachers and scholars via this workshop.

Portland Ballroom 254

For info, email Veronica House: Veronica.House@colorado.edu

 

 
Posted: 2017-02-28 More...
 

Upcoming, Fall 2017: Issue 12.1

 

Special Issue: The Past, Present, and Future of Self-publishing

Editors: Jason Luther, Frank Farmer, Steve Parks

Whether they are abolitionist, suffragist, or underground presses; little magazines or chapbooks; countercultural posters or catalogues; zines or comix — the history of self-publishing has long been both a constitutive (counter)public activity and the primary means for documenting political struggle. Likewise, archives of self-published corpora are found in a variety of community spaces, from formal institutions (like our universities) to everyday garages and attics, providing researchers with the broader contexts that help us understand the aspirations and challenges facing public authors, as well as the tools they used to share them.

While the development of digitally-networked technology has emboldened efforts to preserve and spread these texts, they have also complicated the definition of publishing for contemporary authors who produce and circulate them in the 21st century. Moreover, do-it-yourself rhetoric has individualized politics in ways that can seem empowering, but often limit the ability for writers looking to build sustained movements.

This special issue of the Community Literacy Journal focuses on the ways self-publishing functions in the present as well as the past, especially how certain cases affect the future of community literacy. We are especially interested in how case studies or microhistories of self-publishing help us theorize the limits of the term, calling into question the role of the “self” in (counter) publics, as well as the characteristics of production, consumption, exchange, and distribution that make a text a “publication.” 

Invited articles will address

  • Considering the relationship between self-publishing and local publics and how that relationship is mediated by the materiality of print, digital, and multimodal forms, especially in terms of community literacy.
  • Reframing publishing as not so much as a distinction or privilege but as a right or responsibility of democratic citizenship. 
  • Reflecting on tensions between amateur and professional knowledge production. Is the production of self-published texts, for example, deemed not as legitimate as texts published by corporate publishers or even community presses? For whom do such questions matter and whose purposes count as legitimate or worthy of public consideration?
  • Using self-publishing as an occasion to develop emerging conversations in the field regarding publics, processes, and technologies that are both embodied and virtual. 
  • Discussing the role self-publishing plays in community literacy not only in terms of production or identity, but in terms of circulation.   
 
Posted: 2017-02-28 More...
 
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