Community Literacy Journal



Call for Papers, Special Issue Fall 2018


Community Writing as Community Listening: A Special Issue to Celebrate the Second Biennial Conference on Community Writing

Community writing depends on community listening, which we define as deep, direct engagement with individuals and groups working to address urgent issues in everyday life: issues anchored by long histories and complicated by competing interpretations as well as clashing modes of expression. This position is informed by many perspectives, starting with feminist scholars of rhetoric and composition/writing studies who value listening prominently (Royster, Ratcliffe, Royster and Kirsch). Our understanding of community listening is equally informed by Linda Flower’s work on rhetorical agency and rivaling, acts of interaction and reflection between people who do not always listen easily to one another or themselves. The idea of community listening is capacious and nuanced. It involves what Paul Feigenbaum calls a “listening stance,” and it resonates with Eli Goldblatt and Steve Parks’s reminder that none of us inhabits only one identity. Instead, when we do community writing work, when we enact community listening, we may be academics and activists, students and organizers, community members and leaders, and more.

At the Conference on Community Writing in 2017, a primary example of community listening comes from the Highlander Research and Education Center. Throughout its 85-year history, Highlander has developed an educational model that is based on listening and the ways that listening can be turned toward change. Inspired by the pre-conference workshop with Highlander, we want to create an occasion for exploring their belief that “the problems facing society and the keys to grassroots power lie in the experiences of ordinary people” (Highlander). In that spirit, we invite proposals that reflect the listening engagements and challenges that arise in community-engaged work, from everyday exchanges between community partners (expressed through conversation, writing, and other formats) to long-standing projects and publications.

Echoing Jacqueline Jones Royster, we are interested in contributions that explore questions of listening in community contexts. Namely:                                                                          

  • When do we listen?
  • How do we listen?
  • How do we demonstrate that we honor and respect the person talking and what that person is saying, or what the person might say if we valued someone other than ourselves having a turn to speak?
  • How do we translate listening into language and action, into the creation of an appropriate response? (“When the First Voice You Hear Is Not Your Own” 38)

That is to say, this issue of CLJ will call for work from CCW that studies listening as a community writing practice. Contributors should show how community listening can help us (either briefly or over time) confront power relations, cross locations and situations, and attend to failures, successes, or ongoing conundrums. All conference participants are welcome to submit 500-word proposals for academic articles or alternative genres and formats (2500-8000 words or the equivalent). All conference participants are also welcome to submit one or more original, high quality images to be considered for cover art. Please contact us with ideas and questions. We look forward to receiving proposals via email between the close of the conference and November 6th.

--Jenn Fishman and Lauren Rosenberg, special issue editors.

Timeline for Submissions & Publication:

Proposals Due: November 15, 2017    

Invitation to authors: November 20, 2017

Article drafts due: February 9, 2018

Revision requests to authors: April 16, 2018

Article revisions due: June 15, 2018

Works Cited

Feigenbaum, Paul. “Cultivating the Flow of Community Literacy.” Community Literacy Journal, vol. 11, no. 1, 2016, pp. 33-40.                                              

Flower, Linda. Community Literacy and the Rhetoric of Public Engagement. Southern IL UP, 2008.         

Goldblatt, Eli and Steve Parks. “Writing beyond the Curriculum: Fostering New Collaborations in Literacy.” College English, vol. 62 no. 5, 2000, pp. 584-606.

Highlander Research and Education Center. Accessed 17 June, 2017.

Ratcliffe, Krista. Rhetorical Listening: Identification, Gender, Whiteness. Southern IL UP, 2005.

Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” College Composition and Communication, vol. 47, no. 1, 1996, pp. 29–40.

Royster, Jacqueline Jones and Gesa E. Kirsch. Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies. Southern IL UP, 2012.

Posted: 2017-11-01

Issue 12.1, a Special Issue on "The Past, Present, and Future of Self-Publishing"


We are currently in production with 12.1 and will ship copies mid-November!

Edited by Stephen Parks, Frank Farmer & Jason Luther 

"Editor's Introduction"
Jason Luther, Frank Farmer, and Stephen Parks

"As if I Fell Off the Face of the Earth': Sponsoring Writing in a County Jail”
Michelle Curry and Toby Jacobi

“Making Fanfic: The (Academic) Tensions of Fan Fiction as Self-Publication"
Chelsea Murdock

 “Ownership, Access, and Authority: The Role of Community Publishing in (Re)Membering Community”
 Terese Guinsatao Monberg

"Writing Boston: Graffiti Bombing  as Community Publishin"

"Graffiti Bombing  as Community Publishing"
Charlie Lesh

"Why Print Still Matters: A Manifesto”  
Paula Mathieu

Book & New Media Reviews 
Jessica Shumake & Saul Hernandez

Cover Art
Title: “Circulation”
Artist: Sadie Shorr-Parks

Artist's Statement

“Circulation” was created for this special issue of the Community Literacy Journal in an attempt to convey how ideas circulate within a community before radiating out. Collage seemed like the natural choice for a medium, since it calls forth zines, flyers, and other commonplace forms of community publishing. The final image is vaguely reminiscent of a rose, which seemed fitting, given the rose’s ubiquity in local art, ranging from the political to the poetic.

Sadie Shorr-Parks is a creative writer who teaches writing at Shepherd University.

Posted: 2017-10-27 More...

CLJ is Open for Submissions


As incoming editors of the Community Literacy Journal, we are ready and eager to begin reviewing submissions.  In taking over editorial duties, we look forward to carrying on the work of founding editors Michael Moore and John Warnock, to whom we are deeply indebted. As in the past, the CLJ will continue to publish “both scholarly work that contributes to the field’s emerging 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.”

Authors seeking to submit a manuscript to the CLJ can upload a manuscript on the website portal.  Alternatively, you can email us at To be considered for the Spring 2018 issue, please submit by December 1.

Paul Feigenbaum and Veronica House
Posted: 2017-08-02

Register now for the Conference on Community Writing

The University of Colorado Boulder is proud to host the second CCW in October 2017. Please register here. If you would like to join our community, you can register for our Community Writing listserv, a valuable resource and networking space for scholars, students, teachers, and community members. Members of the list are welcome to post questions, ideas, and announcements about pedagogy, research, publications, and events regarding community writing and related fields.  
Posted: 2017-08-01 More...

CLJ moving to a new home


We are happy to announce that in the fall, after our 12.1 issue, the Community Literacy Journal will be moving to a new home, a collaborative editorship between the Conference on Community Writing and the Department of English at Florida International University. The new Co-Editors will be Veronica House of the University of Colorado-Boulder and Paul Feigenbaum of the Florida International University.

The transition is now planned for October, after the second Conference on Community Writing.

We’d also like to take this opportunity to thank our generous editorial board, authors, peer reviewers, subscribers, and mentors far and wide, who helped us since 2006 to sustain this effort, including college and departmental administrators at Michigan Technological University, the University of Arizona, and DePaul University. Thank you!

You’ll be in very good hands with Veronica and Paul.


Posted: 2017-07-27 More...

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.?


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.


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

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:


“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...
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