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...
 

Studies in Writing and Rhetoric: Special C’s Workshop:

 

Special C’s Workshop: Exploring New Potentials for Scholarly Production to Transform the Meaning of Scholarship  

On Wednesday at C’s, SWR will sponsor an all day workshop entitled, “Rhetorics and Realities: Exploring New Potentials for Scholarly Production to Transform the Meaning of Scholarship.” Among the participants are Jackie Rhodes and Jodie Shipka. There will also be a presentation by Tamera Marko, Ryan Catalini, and Mario Ernesto Osorio from MobilityMovilidad.org on their use of video documentation to support their work for immigrant rights. (See http://swreditors.org/rhetoric-and-reality-workshop/ for full details)

On Thursday at C's, SWR will sponsor “Cultivating Capacity for Authors, Creating Change in the Field,”  at 4:45pm, which will feature Rhea Lathan (SWR Author) and Jay Jordan (SWR Author/Board Member), who will speak about working with the series. Then, Jaquetta Shade (Native American Caucus Member, MSU Graduate Student), who will speak about the “Book That Needs Published." SWR Board members and authors will be there to talk about possible book projects with those in attendance at the end of the session. Session Number is E145..

Finally, if you are interested in listening to SWR authors speak about their work, you can find out who will be at C's by going to http://swreditors.org/swr-authors-at-cs-2017/ 

For more info, email Steve Parks: sjparks@syr.edu

 
Posted: 2017-02-20 More...
 

Issue 11.1 -- "Building Engaged Infrastructure" is in the mail

 

Readers should be receiving issue 11.1 in the mail this week -- a special issue dedicated to "Building Engaged Infrastructure," special guest edited by Veronica House, Shannon Carter, and Seth Myers.

 
Posted: 2017-01-31 More...
 

CFP for Edited Collection

 

Civic Engagement in Global Contexts: International Education, Community Partnerships, and Higher Education

Eds. Jim Bowman and Jennifer deWinter 

Project Overview

In recent decades, many US colleges and universities have embarked on ambitious projects abroad in an effort to enhance their work in an increasingly globalized world. These efforts are fueled by both idealist and pragmatic motives. Some institutions seek to develop a global brand that brings prestige and perhaps even a pipeline of international students to the U.S. (Toma, 2009; Pon and Ritchie, 2014). Others seek to immerse students in diverse cultural contexts and thus realize college-wide learning goals pertaining to global awareness (Hovland, 2005; Starr-Glass, 2010). Yet others develop initiatives that afford students and faculty opportunities to practice civic engagement on a global scale (Bringle, Hatcher, and Jones, 2011; McIlrath and MacLabhrainn, 2007). Examples of such efforts include the development of satellite campuses in foreign countries; collaborative projects between schools in the US and abroad to address local and global challenges; writing projects embedded within foreign study; and so forth.

In almost all of these efforts, writing and literacy practices remain crucial to the efficacy and ethics of the projects. Thus, writing programs and service learning programs are particularly well-positioned to contribute meaningfully to global civic engagement in higher education. A small body of emerging scholarship has begun to examine this work more closely (Thaiss, Bräuer, Carlino, Ganobcsik-Williams, and Sinha, 2012; Castelló and Donahue, 2012; Martins, 2015). However, the complexities of this work remain under-theorized in a number of important ways. For example, civic engagement is often tied with US neoliberal attitudes toward democratic ideologies: to engage in service learning, for example, is to become aware of ourselves as members of a democratic society that is often locally and globally defined. However, this looks and acts fundamentally different in countries and societies, especially those with fundamentally different socio-political systems.

This collection examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts. Writing programs and literacy programs have experience in civic engagement and service learning projects in their local communities and their work is central to developing students’ literacy practices. Further, these programs compel student writers to attend to audience needs and rhetorical exigencies as well as reflect on their own subject positions. Thus, they are particularly well-positioned to partner with other units on college campuses engaged in global partnerships. With this in mind, we invite scholars who work in international civic engagement and service learning to consider the following questions:

Socio-Political Differences and Concerns for Civic Engagement Pedagogy

  • What does service learning or community literacy look like in non-US situations and what are the reasons for this difference?
  • What do theories of rhetoric, literacy, and composition play as a tool for critiques, self-awareness, and social action or in responding to particular challenges?
  • What type of civic engagement is possible in different cultural and political contexts?   
  • Is service learning and civic engagement possible in non-US political systems (such as totalitarian regimes)? If so, what does this look like? What’s at stake? What are the specific considerations of this approach in a non-neoliberal political structure?

Partnerships

  • What are models of service learning and civic engagement partnerships in transnational contexts?
  • What does reciprocity look like in transnational higher education partnerships with very different political economies social and political systems?
  • What learning outcomes for students are realistic in light of asymmetrical relationships of power? What learning outcomes are realistic and work against tropes of the savior complex? How can instructors and/or programs work against this and still leave the students feeling like they can be meaningful actors?  

Administrative / Curricular

  • What might be the role of writing and writing programs in satellite campuses abroad?
  • What is the role of writing and writing programs in foreign study, as well as in faculty-driven research and curricular projects?
  • What are the affordances (both barriers and obstacles as well as opportunities) to creating and sustaining these types of programs?
  • What types of synergy can be created between writing programs and other campus programs--civic engagement and service learning programs, foreign study, WAC and WID, and so forth--to foster effective, sustainable global engagement?

The above is not an exhaustive list; however, the questions point to the power that politics, culture, partnerships, institutions, and individuals have in affecting civic engagement and service learning in international contexts.

If you are interested in contributing to this collection, please send queries or submit a 300-500 word abstract by January 15th, 2016 to either Jim Bowman at jbowman@sjfc.edu or Jennifer deWinter at jdewinter@wpi.edu. Final drafts are due August 30th, 2016.

 

 

 
Posted: 2015-11-17 More...
 

CALL FOR PROPOSALS FOR 2016 CCCC WRITING DEMOCRACY POSTER SESSION

 

Writing Democracy 2016 | Documenting Our Place in History: The Political Turn, Part II

We invite proposals for a poster session on “Documenting Our Place in History: The Political Turn, Part II,” at Writing Democracy workshop at CCCC 2016, April 6, 2016, in Houston, Texas (1:30-5:30). This poster session will showcase research, teaching, and community-based activities that addresses one or more of the following themes, especially as they might contribute to CCCC 2016 theme, “Writing Strategies for Action”:

  • Details of the most pressing issues that a “political term” might address, including a critical lens and vocabulary through which to understand these issues and the role of writing teachers within them.
  • Accounts of Composition/Rhetoric’s political commitment to underrepresented populations before, during, and after they reside in our classrooms.
  • Insights from recent political movements (local, national, and transnational) as models for the type of political literacy and writing practices which our classrooms might support.

This poster session is organized by a team of faculty and graduate students involved with the Writing Democracy project (writingdemocracy.wordpress.com). This afternoon workshop extends a conversation about the 1930s Federal Writers’ Project begun informally at CCCC 2010, expanded in a conference on Writing Democracy held at Texas A&M University-Commerce in March 2011, and extended still further at three CCCC Workshops (2012, 2013, 2014, and 2015) to return in 2016 to the 2013 workshop’s focus on the “political turn,” specifically the issues around which rhetoric and composition might productively organize. Attendance at each of these annual events has been strong and grows stronger every year. This year, we invite new voices to join our conversation about the role writing can play in a participatory democracy. 

For additional information, please visit our blog at http://writingdemocracy.wordpress.com. There, you will find the proposal for this Writing Democracy workshop, including the workshop’s schedule.

After the CCCC review process concludes for the 2016 conference, we will circulate this “call for posters” inviting concrete examples of a “political turn,” expanding upon one or more of the themes listed above. The Poster Session resulting from this open call will include two parts:  presentations of posters by their authors (Part I) and a panel of respondents (Part II).  

To be considered for this poster session, please submit a 250-word proposal that:

  • Identifies your presentation title,
  • Explains your project,
  • Indicates the anticipated status of the project by April 6, 2016 (note that projects may just be beginning, or still in-progress, when you submit this proposal; we are happy to invite poste presentations in its early stages, but we need to know the status to plan), and
  • Discusses your interest in sharing your research with Writing Democracy workshop attendees.

Submit .doc or .pdf proposals to Shannon Carter via email (Shannon.carter@tamuc.edu or cartershannon@gmail.com) before midnight CST on January 30, 2016. Include contact information for all proposal authors in the body of the email. Proposals will be reviewed by the Writing Democracy Team identified below, and applicants will be notified by January 30th.

To help accepted presenters prepare for the poster session, the planning team will share strategies for designing posters. Accepted presenters also will be invited to participate in a peer review of poster drafts in late February.

We look forward to learning about your work!

 

 
Posted: 2015-11-11 More...
 

CLJ office closed until September 1st

 

Our office is closed for article submissions until Tuesday, September 1st.

For queries, email Amanda Gaddam: AGADDAM2@depaul.edu
For web site, email Daniel Carroll: DCARRO17@depaul.edu

 
Posted: 2015-06-22
 

CFP: Community Food Literacies

 
Call for Papers

Community Literacy Journal
Special Issue: Fall 2015 (10.1)
Community Food Literacies
Editor: Michael Pennell

What role does food literacy play in our communities? What role does community literacy play in local and global food movements? This special issue of the Community Literacy Journal will focus on the connections between food and community literacy. Alongside the rise in community supported agriculture, farmers markets, and craft/local foods, there is a growing concern with food justice, food security, and food deserts. The recent local food movements are tied to and reflective of local communities. In particular, these local communities represent the people, places, and literacies behind our food system. Moreover, they occupy a key context for investigating and exploring the intertwining of food and community literacy. Ideally, this special issue will contain work by academics, community members, literacy workers, and food workers, as they offer glimpses into community food issues, movements, and organizations.     

welcome electronic submissions no longer than 20 double-spaced pages that conform to current MLA guidelines for format and documentation (as well as the journal’s submission guidelines). Submissions may include scholarly manuscripts focusing on any social, cultural, rhetorical, or institutional aspects of community literacy and food. In particular, I look forward to manuscripts co-authored in collaboration with community partners. Your name or other identifying information should not appear in the submission itself. Please include your name(s) and contact information, title of the submission, and an abstract (about 100 words) in the body of your email message. The deadline for manuscript submissions is June 1, 2015. Please attach submissions as a Word or Word-compatible file and email to Michael Pennell (michaelpennell@uky.edu).

Feel free to contact me with queries, as well as questions, before submitting manuscript.
 
Posted: 2015-04-11 More...
 

CFP: Conference on Community Writing

 

Conference Theme: Building Engaged Infrastructure
Boulder, CO
October 16-17, 2015

The Program for Writing and Rhetoric at University of Colorado Boulder is proud to host the first Conference on Community Writing — a space for scholars, teachers, program administrators, and community leaders to share scholarship and examine the theories, technologies, and best practices shaping Rhetoric and Composition, related disciplines, and the communities that house our institutions.  We call together innovators who push a range of social boundaries in their uses of writing and rhetoric in community settings and who encourage students to approach the act of composing as participatory members of publics beyond the classroom.

The conference theme, Building Engaged Infrastructure, challenges attendees to build strong and durable community-university partnerships through teaching, research, and community writing, simultaneously challenging faculty who do community-engaged work to find support within university departments. The theme also explores how to build institutional support for departments themselves as they become more engaged and committed to community-engaged instruction and scholarship across the curriculum, an essential infrastructure if the work is to be sustainable.

For community members who work outside of the university, the conference is an invitation to share expertise and experiences with writing and discourse as a means toward social change. The Conference on Community Writing will bring together academics and community innovators to explore the relationships between communication, writing, and action as attendees work together to build engaged departments and sustainable communities.

In addition to traditional panel presentations, workshops, and keynote sessions, we will foster collaborative, action-oriented working sessions, DeepThink Tanks, facilitated by community and disciplinary leaders, which address critical questions about writing and rhetoric in relation to social, environmental, and economic movements.

 
Posted: 2014-09-15 More...
 

CFP: Engaging the Possibilities of Disability Studies

 
Call for Papers
 
Reflections: A Journal of Public Rhetoric, Civic Writing and Service-Learning
Special Issue – Fall 2014
Engaging the Possibilities of Disability Studies
Co-editors Bre Garrett and Allison Hitt
 
In the past decade, disability studies has increasingly informed the work of writing and rhetoric. Scholars in composition theory and pedagogy, rhetorical history, digital writing, civic and public writing, technical and professional communication, and writing center studies have turned to the lens of disability studies to question and challenge the field’s normative treatment of students and writing practices. This special issue will be devoted to the important intersections between disability studies and public rhetoric, civic writing, and service learning. In his rhetorical reading of disability studies and composition, Robert McRuer defines disability as an “open mesh of possibilities….” How might teachers, scholars, and activists work together to re-engage disability studies as a productive site of possibility?
 
Some questions that we encourage contributors to engage with include, but are in no way limited to, the following:
 
Posted: 2014-06-28 More...
 

CFP: Learning the Language of Global Citizenship

 

Call for Proposals
Learning the Language of Global Citizenship:
Strengthening Service-Learning in TESOL
 
The literature on service-learning in TESOL has developed over the last two decades to include over 50 publications in peer-reviewed journals and several edited collections (see the attached bibliography from the September 2013 special issue of the TESOL Journal). Collectively, the research to date indicates that service-learning gives English Language Learners (ELLs) insight on U.S. culture, provides authentic speaking and listening situations, enhances literacy skills, and has a positive effect on retention. When incorporated into TESOL teacher education programs, service-learning enhances pre-service teachers’ understanding of ELLs, language learning theories and practices, and the communities in which they serve. 
 
Service-learning scholarship in TESOL has not only increased our collective understanding of engaged teaching and learning in diverse settings, but also demonstrates increased theoretical maturity by systematically applying empirical methods to examine a range of assorted research phenomenon. Key articles in the existing research base tell us powerful stories about language, culture, race, nationality, and contribute to public discourse on immigration, globalization, education, and civic engagement, to name a few of the issues to which English Language Learners and their teachers can contribute.
Proposals for innovative applications of service-learning TESOL research and practice are encouraged. Topics may include, but are not limited to:

  • Best practices in TESOL service-learning research and praxis
  • Service-learning and TESOL teacher education
  • TESOL, service-learning, and Second Language Acquisition theory
  • Service-learning in Intensive English Programs
  • Service-learning in ELLs in PreK-12, higher education, adult education, and international settings.
  • Assessment of TESOL service-learning, with particular emphasis on language and cultural learning outcomes (e.g., reading, writing, listening, speaking, grammar, and culture)
  • Intercultural communication, multilingualism, and TESOL service-learning
  • Interdisciplinary service-learning projects with ELLs focusing on environmental and social issues such as immigration, global warming, poverty, animal welfare, and eldercare.

Prospective authors should email proposals up to 600 words in length (not including citations) in .doc, .PDF, or. RTF format to James M. Perren <jperren@emich.edu> and Adrian Wurr <adrian-wurr@utulsa.edu> by September 1, 2014. Selected authors will be invited to submit full-length manuscripts by Jan. 1, 2014. The collection will be published by Common Ground Publishers in fall, 2015.

 
Posted: 2014-06-23 More...
 

Reflections: Latin@s in Public Rhetoric, Civic Writing, and Service-learning

 
From our friends and colleagues at Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning: a special issue focusing on "Latin@s in Public Rhetoric, Civic Writing, and Service-learning." Click here for Table of Contents PDF.  
Posted: 2014-01-26 More...
 

Issue 8.1 is in the mail!

 
 
Posted: 2014-01-15 More...
 

“Best Public Intellectual Special Issue” Award

 
The Community Literacy Journal was given the “Best Public Intellectual Special Issue” Award from the Council for Editors of Learned Journals at the Modern Language Association (MLA) annual convention in Chicago, January 11th.

* Notes from the award ceremony and judge’s remarks:

According to the Council for Editors of Learned Journals, journal contestants in the “Best Public Intellectual Issue” Award category must reach out beyond academe, connect with a popular audience in terms of accessible language and attractive presentation, and seek to achieve the democratic mission of higher education.
 
Posted: 2014-01-15 More...
 

Slam performance of "Boom"

 

From the 8.1 (Fall 2013) Special Issue:

In “Boom,” slam poets Sammy Dominguez and Zack Taylor creatively and critically engage the realities of everyday bullying across contexts. Through their collaborative slam poem, we are reminded of the many ways in which young people experience ordinary spaces as threatening and how educational contexts can fail to be inclusive spaces of meaningful learning.  These poets use statistics about LGBTQ suicide together with the names of young people who have died by suicide – numbers and stories – to call attention to the mundane nature of everyday harassment and everyday violences. Sammy and Zack are illuminating the intolerance that prevails in a climate where normative expectations restrict sexual and cultural literacies.


The Tucson Youth Poetry Slam advocates literacy, critical thinking and youth voice through poetry competitions, workshops and community showcases. Founded in 2010, the program regularly collaborates with diverse organizations across Tucson.

The monthly poetry slam competition is open to all youth 19 & under and is held every 3rd Saturday at Bentley’s House of Coffee & Tea, 1730 E Speedway. Crowds at the TYPS regularly top 100 people.

The Tucson Youth Poetry Slam is a program of Spoken Futures, Inc.

Slam poet bios:

Sammy Dominguez is a second year student at Northern Arizona University majoring in Biomedical Sciences with a minor in Asian studies and Chemistry. Sammy started slamming in 2010 with the Tucson Youth Poetry Slam in Tucson, AZ and continues to slam in Flagstaff, AZ.  Sammy was part of Team TYPS who traveled to San Francisco in 2012 to compete at  Brave New Voices, an international slam poetry festival.  Poetry and community are part of Sammy's history, present drive, and future ambitions.  

Zack Taylor graduated from Sunnyside High School in Tucson, AZ in May 2013 where he co-ran the Poetry Club, helping Tucson Youth Poetry Slam facilitate discussion around social justice issues using spoken word poetry.  He has been competing and winning slams since 2011 and is a core member of the TYPS staff.  Zack represented Tucson with Team TYPS at the international slam poetry festival and slam, Brave New Voices in 2012. Zack plans on attending the University of Arizona in Fall 2013. 

 
Posted: 2013-07-18 More...
 

CFP: Special Issue of Feminist Teacher: Feminist Campus-Community Partnerships: Intersections and Interruptions

 

Special Issue of Feminist Teacher:  Spring 2014

Feminist Campus-Community Partnerships: Intersections and Interruptions

 Editors:  Kristine L. Blair, Bowling Green State University
Tobi Jacobi, Colorado State University
Lee Nickoson, Bowling Green State University
Liz Rohan, University of Michigan Dearborn
Mary P. Sheridan, University of Louisville

 Call for Manuscript Proposals:

“Feminist-infused participatory and action research clarifies the mediated nature of all knowledge construction and exemplifies ‘ways of knowing’ that are frequently absent from mainstream, top-down theory building.”  M.B. Lykes and R. Herschberg

"We have learned to say that the good must be extended to all of society before it can be held secure by any one person or class; but we have not yet learned to add to that statement, that unless all [people] and all classes contribute to a good, we cannot even be sure that it is worth having." -- Jane Addams

Participatory action research, social justice, community engagement, service learning – these are just a few of the pedagogical and scholarly traditions currently in vogue.  Within these community-based academic projects, feminist research and solidarity-building stances are foundational, yet often overlooked in programmatic and research design.  This special issue of Feminist Teacher wants to examine this tension the hope of sharing tactics and strategies that can open up new possibilities for students, faculty, administrators and community partners. To this end, we seek contributions that provide project-specific attempts to connect with—or interrupt—community engagement work as a way to generate meaning in the lives of students, faculty, administrators and community partners. In particular, this special issue seeks praxis-oriented, methodological, and/or theoretical explorations of community engagement that can contribute to intersections—and interruptions-- between academic communities and the communities in which they reside, as well as between students, teachers and administrators. 

 
Posted: 2012-10-22 More...
 

Issues 5.1 and 5.2 available online

 

Our late-to-press issues 5.1 and 5.2 are now available via PDF at no cost. Print copies will be in the mail to subscribers and authors within the next two weeks.

5.1 PDF (4.2MB)

5.2 PDF (3.6 MB)

 

 
Posted: 2012-02-12 More...
 

TESOL Journal Seeks Submissions for a Special Issue

 
Engaged Teaching and Learning: Service-Learning, Civic Literacy, and TESOL

[PDF version of the CFP]

Deadline for Proposals 1 July 2012 
Send abstracts to Guest Editor Adrian Wurr (ajwurr@uidaho.edu)
 
TESOL Journal seeks proposals for a special issue on Engaged Teaching and Learning: Service-Learning, Civic Literacy, and TESOL. Abstracts should be no more than 600 words and should describe previously unpublished work with implications for a variety of TESOL professionals. Possible topics may include, but are not limited to
 
What best practices exist for service-learning in TESOL? What evidence supports the use of these practices? 
  • Do English language learners evince any significant changes in identity or agency as they shift served vs. server roles in society? What impacts, if any, do these shifts have on others? 
  • What can we learn from the impact of international service-learning (ISL) on students’ personal and professional development? Given the intensity of some ISL experiences, what challenges do returning students face in reentry adjustment, reverse culture shock, and career choices?
  • What course and program models exist that promote understandings of diversity by, for example, exploring cultural contact zones and concepts of the “other,” challenging  common cultural stereotypes of linguistic and cultural minorities, and/or encouraging critical reflection on ethnolinguistic and/or political identities? 
 
Proposals that discuss the theoretical, practical, and ethical implications of service-learning with English language learners in domestic and international settings are welcome. Articles focusing on settings outside North America or highlighting student and community partner perspectives are especially encouraged. 
 
Proposals should be sent to Adrian Wurr at ajwurr@uidaho.edu with the subject line “TESOL Journal STI Proposal” and are due by 1 July 2012
 
Authors whose proposals are selected by the guest editor will be asked to send complete manuscripts by 15 October 2012. Selected abstracts are not a guarantee of publication in the special issue.
 
BACKGROUND
In 1967 Robert Sigmon and William Ramsey coined the term service learning to describe a project in East Tennessee with Oak Ridge Associated Universities that linked students and faculty with external organizations. As the term and practices associated with it spread over the next two decades, practitioners and scholars struggled to define it. Various terms used for service learning include civic engagement or learning, fieldworking, community literacy, public scholarship, global citizenship, and community-based research. Many of these terms are overlapping, but some have subtle or substantive differences. Nevertheless, consensus is emerging among scholars and practitioners on a recent definition of service-learning as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Equally important, in the past two decades, service-learning has gone international, leading to another recent definition as a pedagogy that links academic study with the practical experience of volunteer community service to make the study immediate, applicable, and relevant through knowledge, analysis, and reflection. International service-learning provides unique learning opportunities that are not afforded during domestic experiences, which includes use of a foreign language and cross-cultural experiences that transcend typical tourism.
 

 
Posted: 2012-02-03 More...
 

Writing Democracy 2012: Envisioning a Federal Writers’ Project for the 21st Century

 

CCCC 2012, St. Louis
From Deborah Mutnick and Shannon Carter, Co-Chairs:

We hope you can join us at CCCC 2012 for "Writing Democracy 2012: Envisioning a Federal Writers’ Project for the 21st Century," an afternoon workshop in conversation with Jeff Grabill, Kathi Yancey, Steve Parks, Catherine Hobbs, Laurie Grobman, Brian Hendricks, and others, with co-chairs Deborah Mutnick and Shannon Carter (see complete description at http://writingdemocracy.wordpress.com/cccc-2012/).


Whether or not you can attend the afternoon workshop, we'd love to get you involved in Writing Democracy. We are especially interested in hearing from those of you involved with locally-driven research, teaching, and outreach projects with national implications. 

We invite 25-100 word descriptions of these projects, accompanied a link to any relevant textual, video, and/or audio representations of your own local projects (examples and details at http://writingdemocracy.wordpress.com/2011/06/14/share-your-local-projects/). At least two weeks before the workshop, we'll bring these descriptions and links together at writingdemocracy.org. Through this portal, workshop leaders will facilitate an online discussion regarding a wide range of projects nationwide, analyzing commonalities and differences and drawing conclusions about how they might form the basis of FWP 2.0.

Happy New Year, everyone! See you in St. Louis!

Shannon Carter and Deborah Mutnick
 
Posted: 2011-12-31 More...
 

Best of the Independent Rhetoric and Composition Journals 2010

 

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Congratulations to Jill McCracken, whose article "Street Sex Work: Re/Constructing Discourse from Margin to Center" Vol 4, No 2 (2009), has been selected and reprinted in The Best of the Independent Rhetoric and Composition Journals 2010.

 
Posted: 2011-05-01 More...
 

Journal Editing & Production Opportunities If You Are At — Or Near — DePaul Univ.

 
The award-winning Community Literacy Journal, published here at DePaul University in the Department of Writing, Rhetoric, and Discourse, has several openings and ways to participate in editing and producing the journal, including short-term activities that we can adjust to fit your schedule, and longer (2012-13) commitments.

Previous editorial staff members have used this experience to build solid professional and academic CVs and to add to their professional portfolios for career applications and interviews. When you join the CLJ staff, you will have an immediate impact: we solicit and value collective ideas and decisions. Your voice, interests, and ideas are encouraged and incorporated in the journal operations.



 
Posted: 2011-04-17 More...
 

CFP: Re-Reading Appalachia: Literacies of Resistance

 
Re-Reading Appalachia: Literacies of Resistance

Editors: 
Sara Webb-Sunderhaus,
Indiana University-Purdue University Fort Wayne;

Kim Donehower, University of North Dakota

We invite previously unpublished essays that challenge earlier work and claim new paradigms for discussing the literacy beliefs and practices of Appalachians. We’re looking for qualitative pieces that add nuance and sophistication to our understanding of Appalachians and their relationships with print literacy (in both paper and digital forms). We actively seek pieces that represent Southern, Central, and Northern Appalachia, as well as diverse cultures within the region, including but not limited to Affrilachians, Latinos, Melungeons, and gays and lesbians.

We would like to include work from a variety of disciplinary perspectives, such as composition and rhetoric, literacy studies, education, sociology, anthropology, and linguistics. Possible approaches include, but are not limited to, the following:

  • Historical analyses of Appalachian literacies and/or programs designed to teach literacy in Appalachia;
  • Research that explores the realities of Appalachian literacies against pervasive stereotypes that overlook race, class, gender, sexual orientation, or religion;
  • Analyses of the ways technologies impact, and are impacted by, Appalachian literacies;
  • Rhetorical studies of representations of Appalachian literacies within academic scholarship, the media, or popular culture;
  • Critiques of earlier works on Appalachian literacies;
  • Classroom-based research involving Appalachian students;
  • Ethnographic and other qualitative research on Appalachian literacies;
  • Analyses of educational practices, policies, and pedagogies that affect Appalachian students;
  • Arguments for new methodologies for researching and interpreting Appalachian literacies.

Please submit a CV, an abstract of no more than 500 words, and complete contact information to Sara Webb-Sunderhaus by May 26, 2011, at webbsusa@gmail.com. Feel free to contact the editors with any questions you may have about the project.


Editors’ Contact Information
Dr. Sara Webb-Sunderhaus
Department of English/Linguistics, IPFW
2101 E. Coliseum Blvd.
Fort Wayne, IN 46805
260- 481-0153; webbsusa@gmail.com


Dr. Kim Donehower      
Department of English, UND
276 Centennial Drive, Stop 7209
Grand Forks ND 58202    
701-777-4162; kim.donehower@und.edu   
 
Posted: 2011-02-27 More...
 

Deadline Extended: Writing Democracy: A Rhetoric of (T)Here

 

NEW deadline for proposals: January 15, 2011, with notification soon after. For expedited review, submit by January 7. You'll receive notification before January 15!

Writing Democracy: A Rhetoric of (T)Here
For the 2011 Federation Rhetoric Symposium, we invite proposals for panels (3-5 presenters), individual papers, poster presentations, video presentations, or other formats that address any aspect of the conference theme, especially with respect to the shifting dimensions of the local rhetorical landscape in an increasingly global world.

Keynote Speakers include Nancy Welch, University of Vermont, David Gold, University of Tennessee-Knoxville, John Duffy, University of Notre Dame, David Jolliffe, University of Arkansas-Lafayette, and Michelle Hall Kells, University of New Mexico, Elenore Long, Arizona State University, and Jerrold Hirsch, Truman State University. Please note conference updates for details about confirmed speakers and other items of interest.

March 9-11, 2011
Commerce, Texas

Conference website: http://writingdemocracy.weebly.com/

CFP at http://writingdemocracy.weebly.com/cfp.html

 
Posted: 2010-12-23 More...
 

Editor Position: Reflections: A Journal of Writing, Service-Learning, and Community Literacy

 


Reflections: A Journal of Writing, Service-Learning, and Community Literacy is accepting applications for the Editor’s position. The term of appointment will be three years, beginning in March 2011.

Reflections, a peer reviewed journal, provides a forum for scholarship on writing, service-learning and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of essays, empirical studies, community writing, student work, interviews and reviews in a format that brings together emerging scholars and leaders in the fields of community-based writing and civic engagement.

Interested applicants should send a cover letter/vita outlining their goals for the journal a well as potential institutional support from their home institution.

All applications should be sent by December 1st, 2010 to:

Steve Parks
Writing Program, Syracuse University
235 HB Crouse
Syracuse, New York 13244
sjparks@syr.edu

Applications will be reviewed by Ellen Cushman, Michigan State University; Tom Deans, University of Connecticut; Barbara Roswell, Goucher College.

Interested candidates are encouraged to contact Steve Parks (sjparks@syr.edu) for additional information about the journal.

 
Posted: 2010-11-05 More...
 

Position: Assistant Professor of Writing and Rhetoric, Community-Based/Interdisciplinary Writing

 
Assistant Professor of Writing and Rhetoric, Community-Based/Interdisciplinary Writing

The University of Rhode Island has an opening for a tenure-track academic year appointment of an Assistant Professor for July 1, 2011.

Basic Function/Responsibilities: Teach 9 credit hours per semester in the Department of Writing & Rhetoric, engage in research leading to publication, and participate in service and outreach activities. Courses will include first-year writing and other general education offerings, upper-level courses in the Writing & Rhetoric major, and graduate courses for the specialization in Rhetoric & Composition.
 
Posted: 2010-09-12 More...
 

Position Available: Director, University of Michigan Dearborn Academic Service Learning Center

 

Working Title: Director, University of Michigan Dearborn Academic Service Learning Center
Job Classification Title:  Lecturer III – discipline open
Department: Academic Affairs
Salary Range: Competitive
Posting Dates: March 22, 2010 to May 1, 2010
Anticipated start date will be June/July 2010 or September 2010

The University of Michigan – Dearborn (UM-D) is one of the three campuses of the University of Michigan.  UM-D is a comprehensive university offering high quality undergraduate, graduate, professional, and continuing education to residents of southeastern Michigan and attracts more than 8,600 students.  The campus is strategically located on 200 suburban acres of the original Henry Ford Estate in the Greater Detroit Metropolitan region.

The director assumes leadership of the new UM-Dearborn Academic Service Learning Center (formerly the Civic Engagement Project) and reports directly to the provost.  In addition to teaching two courses per academic year in his/her discipline, this Lecturer III will serve as the primary resource for service learning across the campus and administer academic programming around community-based teaching/learning. 

While this is a new position, civic engagement/academic service learning has been a formal component of the undergraduate experience for five years. With the hiring of a director, the scope and depth of these efforts will be broadened.
 
To apply, please send a letter of interest and your curriculum vitae to William DeGenaro, Search Committee Chair, Department of Language, Culture, and Communication, CASL, 4901 Evergreen Rd, Dearborn, Michigan 48128. [Read full description]

 
Posted: 2010-03-22 More...
 

If You're in Chicago in October ...

 
 
Posted: 2009-10-01 More...
 

Call for Book Chapters: Circulating Communities: The Tactics and Strategies of Community Publishing

 
Eds: Paula Mathieu, Steve Parks, Tiffany Rousculp

As the field of Composition/Rhetoric continues to undertake its “public turn,”  “comp/rhet” faculty and writing programs have moved beyond the university curriculum and student paper as the singular focus of work. Individual writing faculty, select writing courses, and entire programs are being joined in partnership with the “community” in an effort to develop writing projects and publications that are intended to circulate not only within the university, but within local neighborhoods, identity-based communities, and national debates. These publications can vary in size and scope from a one-page flyer to a full-fledged book, the imagined “community” can vary in size from the intimate setting of a writing group to the entire cities, but almost universally, all these publications are imagined as making an “impact.”
 
Posted: 2009-07-14 More...
 

Issue 3.2 (Spring 2009) is in the mail

 


Table of Contents
 
Posted: 2009-07-11 More...
 

New CLJ Book & New Media Review Editor

 

a Jennifer deWinter, Assistant Professor and Co-Director Professional Writing at Worcester Polytechnic Institute, joins us as Book & New Media Review Editor. Among Jennifer's goals for the Book & New Media Review section: " I will be instituting a "Keywords" essay in the book review section. Currently, there is more literature available than we are able to review in a semi-annual publication. As such, we at the journal have decided to include a thematic synthesis essay organized under key themes in the field of community literacy: community literacy (obviously), methodology, service learning, international service, youth programs, and so forth.

"These essays will serve the purpose of collecting the sources and putting them in conversation with one another in order to appreciate where we have been as a field of study and where we will go."

If you are interested in writing one of these essays -- or submitting book & media reviews -- please contact Jennifer at jdewinter@wpi.edu.

 
Posted: 2009-05-31 More...
 

National Faith, Justice, and Civic Learning Conference

 

"This conference advances the understanding that our teaching, learning, scholarship, and service are enriched when we integrate the often fragmented dimensions of our institutions and greater society."

Visit the conference site.

 
Posted: 2009-05-23 More...
 

The Digital Archives of Literacy Narratives

 


The Digital Archives of Literacy Narratives (DALN)
  encourages the use of the archives by community groups and programs. The DALN is a publicly available archive of literacy narratives in a variety of formats -- print, video, audio -- that together provide a historical record of the literacy practices and values of contributors, as those practices and values change.

The DALN invites people of all ages, races, communities, backgrounds, and interests to contribute stories about how they learned to read, write, and compose meaning and how they continue to do so. We welcome all kinds of texts, both formal and informal: diaries, blogs, poetry, music and musical lyrics, fan zines, school papers, videos, sermons, gaming profiles, speeches, chatroom exchanges, text messages, letters, stories, photographs, etc. We also invite contributors to provide samples of their own writing (papers, letters, zines, speeches, etc.) and compositions (music, photographs, videos, sound recordings, etc.).

Visit the (DALN) site to learn more about using this valuable resource.

 
Posted: 2009-04-29 More...
 

Issue 3.2 Published

 

Issue 3.2 has been published in our Online Journal System. Visitors can review the Table of Contents  and abstracts, and subscribers may download and read articles via PDF.

Subscription instructions.

 

 
Posted: 2009-04-29 More...
 

Visualizing 3.2

 
Wordle.net creates “word clouds” based on text that you enter. Here's the result of entering all of the text from all of the articles in the upcoming CLJ 3.2:

 
Posted: 2009-02-14 More...
 

Cover Us

 

The Community Literacy Journal invites your photo art for future covers. We especially would like to feature cover photos that evoke diverse communities, the complexities of communities, the visuals, text, and rhetoric of communities, and the importance of communities.

Submission requirements:

Prints should be no larger than 9.5" (tall) x 12.25" (wide) with a 1/4" bleed for printing.

Our printer, Parlor Press, suggests that, to allow for accurate spine size and placement, that you create and edit your art in Photoshop, but add and edit your text in InDesign, which will result in a vector image. That way, the printer can make adjustments as needed, protecting the integrity of your image, should the spine size change during pre-production and printing.

300 DPI or higher
Image files should be saved in TIF CMYK format (the higher the better). 

We offer three complimentary copies of the journal and publish your Artist's Statement; your copyright remains with you.

Recent covers.
 
Posted: 2009-02-11 More...
 

Webb-Sunderhaus's "A Family Affair" Anthologized

 

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Sara Webb-Sunderhaus's "A Family Affair: Competing Sponsors of Literacy in Appalachian Students' Lives"
(CLJ issue 2.1) is included in the upcoming Norton Book of Composition Studies.

Webb-Sunderhaus's article was part of a special issue on Appalachian Literacies, edited by Katherine Vande Brake and Kimberley Holloway. Congratulations, Sara!

 
Posted: 2009-02-01 More...
 

CLJ Awarded Best New Journal at MLA Conference

 

The Council of Editors of Learned Journals (CELJ) awarded the CLJ the Best New Journal Award at MLA Conference in December in San Francisco. The journal is published collaboratively between Michigan Technological University's Department of Humanities and the University of Arizona's Department of English.

In her remarks at the awards ceremony, Joycelyn Moody, Vice President, Council of Editors of Learned Journals and Editor of African American Review noted that judges "expressed admiration for the far reaching scope and visually pleasing design of Community Literacy Journal as well as its democratic approach to literacy studies. About its focus on the important but under-rated aspect of literacy studies, the judges found that Community Literacy Journal makes an original contribution using a compelling presentation."

Finally, the judges remarked CLJ’s fearless reach beyond “the usual boundaries of academia to topics of interest out in the wider world.”

 
Posted: 2009-01-30 More...
 

OJS: Online Submissions and Online Content

 
The Community Literacy Journal begins its integration to Open Journal Systems (OJS) this week. Authors wishing to submit articles or book reviews can begin that process by visiting the CLJ OJS. Register there and upload your work there. You'll receive confirmation, and we'll receive your manuscript. In the near future, paid subscribers will be able to access all journal content online as well.  
Posted: 2009-01-09 More...
 

Documentary: agua miel: secrets of the agave

 
agua miel: secrets of the agave documents women’s creative collaborations along the Mexico/U.S. border to resist globalization’s inequities and injustices – material, ecologic, and social. Rather than using stereotypes and deficit theories of Mexican and Mexican-origin households, this documentary film will demonstrate that these households are rich resources for learning. It’s a film about the space between two nations – a “third-space” that remains invisible to much of the world. It reclaims the funds of knowledge that inform this space, its peoples, and their practices of sustainability. Agave  
Posted: 2009-01-09 More...
 

New Community Literacy Title

 

Elenore Long's Community Literacy and the Rhetoric of Local Publics is available from from Parlor Press. From the description: the book "traces common values in diverse accounts of 'ordinary people going public.' Long offers a five-point theoretical framework used to review major community-literacy projects that have emerged in recent years:

1) the guiding metaphor behind such projects;
2) the context that defines a 'local' public, shaping what is an effective, even possible performance,
3) the tenor and affective register of the discourse;
4) the literate practices that shape the discourse; and, most signficantly,
5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference.

Community Literacy and the Rhetoric of Local Publics also examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college. the concluding chapter adapts local-public literacies to college curricula and examines how these literate moves elicit different kinds of engagement from students and require different kinds of scaffolding from teachers and community educators. A glossary and annotated bibliography provide the basis for further inquiry and research."

 
Posted: 2009-01-09 More...
 

The Conscious Classroom

 

From the February 25, 2008 issue of The Nation magazine: "Positioned among smoky factories and aging row houses on Chicago's West Side, the immaculate Little Village Lawndale High School (LVLHS) serves as a constant reminder to community residents of what collective action can produce. Concerned that 70 percent of neighborhood students traveled to different parts of the city for high school, parents organized vigorously for the construction of a new facility in their backyard.

After initially approving the plans, city officials stalled construction, claiming that funds had to be diverted to other projects. In response, the community redoubled its efforts, culminating in a nineteen-day hunger strike at the site of the proposed building, referred to by supporters as Camp Cesar Chavez."

 
Posted: 2009-01-09 More...
 

Literacies

 
Literacies The Canadian journal Literacies provides online articles, a blog, and resources for practitioners. Recent articles include work on literacy and the Canadian Labour Movement, Women in the Cuban Literacy Campaign, and research in the Adult Literacy Sector.  
Posted: 2009-01-09 More...
 

"Smithsonian in Your Classroom"

 
Rosie The Smithsonian Education site contains a new unit on civic responsibility: " In the issue’s lesson, students learn about life in a time of national emergency by examining five full-page reproductions of posters, each of which urges civilians to take some kind of voluntary action—to buy savings bonds, to plant vegetable gardens, to conserve materials, to give their all at the factory. The class considers the meaning of citizenship by focusing on an “essential question”: How does volunteering demonstrate civic responsibility? smithsonianeducation.org/educators/lesson_plans/civic_responsibility/  
Posted: 2009-01-09 More...
 

A Literacy Road Map: Columbia Basin

 
Literacy Road Map  
Posted: 2009-01-09 More...
 

New City Community Press: Community Voices

 
From the press's Mission Statement: "Our mission is to provide opportunities for local communities to represent themselves by telling their stories in their own words. We document stories of local communities because we believe their voices matter in addressing issues of national and global significance. We value these stories as a way for communities to reflect upon and analyze their own experience through literacy and oral performance. We are committed to working with communities, writers, editors and translators to develop strategies that assure these stories will be heard in the larger world." Visit newcitypress.org.  
Posted: 2009-01-09 More...
 

"Failure to thrive?: Additive Bilingual Project ..."

 
A new CL article, in the February 2007 issue of the Journal of Research in Reading: "Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape Community School, South Africa" by George Hunt, University of Edinburgh: Abstract: This paper discusses an attempt to establish community literacy procedures in an Eastern Cape community school. The school hosts the Additive Bilingual Education (ABLE) project, a cooperation between UK and South African universities and the school trust. The community literacy strand of the project encourages family members to contribute oral texts in Xhosa to the school (for example, ntsomi or traditional stories, biographies and procedural texts such as recipes). These are then turned into print and electronic text through shared writing, and act as reading resources through paired reading, a cross-age peer-tutoring procedure. This is an attempt to deal with the shortage of reading material in Xhosa, while at the same time enhancing community involvement in the school by producing 'culturally relevant' materials.  
Posted: 2009-01-09 More...
 

Highlander Center's 75th Anniversary

 
The Highlander Center's 75th Anniversary Celebration is August 31-September 2nd in New Market, TN. The CLJ will be represented with an information table at cultural events and during the weekend's Educational Institutes. From Highlander's About Us page:

The Highlander Center was founded in 1932 to serve as an adult education center for community workers involved in social and economic justice movements. The goal of Highlander was and is to provide education and support to poor and working people fighting economic injustice, poverty, prejudice, and environmental destruction. We help grassroots leaders create the tools necessary for building broad-based movements for change.

The founding principle and guiding philosophy of Highlander is that the answers to the problems facing society lie in the experiences of ordinary people. Those experiences, so often belittled and denigrated in our society, are the keys to grassroots power.

National Public Radio story. (September 2, 2007)

 
Posted: 2009-01-09 More...
 

CL Panel at Feminism/Rhetoric Conference

 

"Issues in Community Literacy" Panel at the 6th Biennial Feminism(s) and Rhetoric(s) Conference, Little Rock, October 4 - 6:

Laurie Gries "Representation Issues in Literacy Campaigns: Enacting Civic Discourse with a Transnational Gaze"

Kathryn Johnson " A Survivor Comes Forward: Arguing for Personal Stories of Gender and Power in the Headlines"

Michael Moore," What Would a Feminist Community Literacy Look Like?"

 
Posted: 2009-01-09 More...
 

Montreal: ALCC Digital Literacy Project

 
From the project site: the Atwater Digital Literacy Project, a project of the Atwater Library, gets kids and community groups using creative web technologies (blogging, audio, video, digital photos) to find new ways to talk about things important to them, and to help them build their communities.  
Posted: 2009-01-09 More...
 

New CL Dissertation: "Rewriting ideologies of literacy"

 
Lauren Rosenberg, University of Massachusetts, Amherst, 2006 Abstract: This dissertation is based on a qualitative case study of four adults who attend a literacy center where they are learning to read and write better. My primary goal was to investigate how newly literate adults use writing to articulate their relationships to dominant ideologies of literacy.   
Posted: 2009-01-09 More...
 

“The senior circuit” Writing group

 
a "Under the watchful eye of Ross Winterowd, a retired USC writing professor, the small group slowly opened up. A word became a sentence, which then blossomed into a paragraph. One day they just started telling each other stories that hadn't been told in a long, long time. "Anna Pinter wrote about the first house her father built on a 5-acre plot in rural Indiana, with fiberboard and cinder blocks. Art Weiland described the many hats his late wife wore – literally. Robert Barany decided to take a light-hearted look back at his boyhood years in a coal camp in West Virginia. If you're a storyteller, you're a storyteller." Read the rest of the OC Register article.  
Posted: 2009-01-09 More...
 

110 in Tucson

 

From the Arizona Daily Star: 110 Degrees: Tucson's Youth Tell Tucson's Stories is an annual magazine produced by youths between 14 and 21 years old. It uncovers untold stories of people of all ages, backgrounds, colors and experiences. To tell these stories, youth are mentored in research, interviewing, writing and photography by professional writers and photographers. 110 Degrees is a project of Voices: Community Stories Past and Present Inc., a Tucson-based nonprofit organization that works to document community stories and inspire individuals to explore their own stories and their connections to their communities.
 
Posted: 2009-01-09 More...
 

The Neighborhood Story Project: The Nine Times Social and Pleasure Club

 
The newest title from the Neighborhood Story Project is available from Soft Skull Press: The Nine Times Social and Pleasure Club. From the book's description: Beginning with their own childhoods in the Desire Housing Project, Nine Times take the reader on a journey through their world: Motown Sound at Carver games, DJ's in the courts, and sandlot football. It continues as the Housing Authority of New Orleans begins to demolish the Desire, and Nine Times begins to parade in the Ninth Ward. Written by the members duing the year after Katrina, Nine Times writes about their lives, their parades, the storm and the rebuilding process. Through interviews, photographs, and writing, Nine Times brings readers into their world of second lines, brass bands, Magee's Lounge, and the ties that bind.  
Posted: 2009-01-09 More...
 

National Community Literacy Summit

 
The The National Institute for Literacy (NIFL) held its first National Community Literacy Summit on March 19th in Washington, D.C., "bringing together more than 80 community leaders, scholars, and literacy experts to begin a national dialogue on improving and expanding literacy efforts at the community level." The Community Literacy Journal was represented by co-editor Michael Moore as an invited speaker, who also used the opportunity to meet and discuss possible projects and publications with a range of community literacy program administrators, providers, and researchers. According to Sandra Baxter, Director of the Institute, "The Summit, the Institute's first, will provide an opportunity for community leaders to learn more about improving instruction in community-wide initiatives and how to evaluate them to document and improve outcomes for learners. While the field of community literacy is emerging, practitioners and experts say that defining the work that they do outside of the mainstream school setting or workplace to promote lifelong learning, is not easily or universally defined."  
Posted: 2009-01-09 More...
 

Prisoners Literature Project

 
The Prisoners Literature Project is a grassroots organization that sends free books to prisoners in the United States: Most prisons do not allow prisoners to receive books directly from individuals. Instead, books must be sent through "pre-approved vendors" such as publishers or expensive bookstores like Barnes & Noble. In many cases, prisoners do not have anyone on the outside who is willing or able to send books via this route. This is where PLP steps in. We believe that everyone deserves access to literature and educational materials, including people trying to work towards social change, self-empowerment or rehabilitation within the incarceration system.  
Posted: 2009-01-09 More...
 

Community Literacy Sessions @ Chicago CCCC's, 3/22-25 2006

 
Literacy Activism in Public Spaces: Partnerships with Community Publishing and Arts

This roundtable will feature literacy project partnerships between academic  units and community-based organizations, exploring the politics of access, skill, diversity, and circulation. Panelists will represent cities ranging  from Philadelphia, Chicago, and Boston to Glasgow, Salt Lake City and Fort Collins, CO. They will share experiences and imagine a global coalition of local activists committed to challenging how and why some communities struggle
to gain public recognition for their literacies.

Participants: Diana George (Chair), Tiffany Rousculp (Speaker 1), Paula Mathieu (Speaker 2), Annie Knepler (Speaker 3), Tobi Jacobi (Speaker 4), Eli Goldblatt (Speaker 5)

Forging Alliances: Community Activism and Social Justice in First-Year Composition

This panel demonstrates an ongoing effort to change the social climate and demographics at the University of Arizona to better reflect the local community. These speakers have forged alliances between Composition and underserved minority/majority high schools, non-profit organizations, and local activist groups to situate writing in a local context.

Participants: Kelly Myers (Chair), Anne-Marie Hall (Chair), Anna Varley (Speaker 1), Kelly Myers (Speaker 2), Shelley Hawthorne (Speaker 3), Katie Johnson (Speaker Additional)

Everybody Sing Freedom: Invention, Intervention, and African-American Music

Everybody Sing Freedom: Invention, Intervention, and African-American Music This session explores the ways in which African American music operates not only as an aesthetic, but also as a rhetorical and pedagogical agency. Each presenter will explore the contribution that African American music during and after the Civil Rights movement ...

Participants: Keith Miller (Chair), Stephen Schneider (Session Contact Person), Keith Gilyard (Speaker 1), Stephen Schneider (Speaker 2), Adam Banks (Speaker 3)

Communities in Conversation: What Makes Community Writing?

The term “community writing” has been used to categorize writing groups that meet or writing projects that take place on a more localized level in less institutional settings. But as the term itself becomes more established, and as community literacy projects intersect with “mainstream” literary venues and organizations, how do [ More ]

Participants: Annie Knepler (Chair), Linda Shohet (Speaker 1), Evelyn Delgado (Speaker 2), Julie Parson-Nesbitt (Speaker 3)

Composing in the Center Spaces: Community Literacy in Freshman Composition Courses

Community literacy is an essential element in attempting to overcome the challenges which diversity in our communities can present. Specifically in the university community, students from different cultural, religious, and political backgrounds create a special kind of diversity that is not evident in all communities.

Participants: Gordon Thomas (Chair), Rhiannon Nance (Speaker 1), Shawna Andersen (Speaker 2), Melinda White (Speaker 3)

Developing Digital Literacies for Youth and Senior Citizens: University and Community Partnerships

As America becomes increasingly wired and digitized, the Digital Divide becomes even more significant, impacting those who because of class, age, race, or ability are denied access to the information and communication available on the Internet. Young people are impacted because of the need for digital literacy in schools and [ More ]

Participants: Kristine Blair (Chair), Kristine Blair (Session Contact Person), Heidi McKee (Speaker 1), Kristine Blair (Speaker 2), Michelle Comstock (Speaker 3)

Coalitions, Communities, and Spaces that Authorize Composition’s Work(ers)

Speaker #1 Retention, Segregation, and the Formation of an Embedded Two-Year College: Reclaiming Community and Authority This paper describes the efforts to bring meaningful pedagogy to provisional students. Administration at an urban campus improved its retention rates by establishing an unfunded, two-year college on the main campus, shuffling into it the open-access [ More ]

Participants: Mike Rose (Chair), William Thelin (Session Contact Person), William Thelin (Speaker 1), Jennifer Beech (Speaker 2), Kristy Starks-Winn (Speaker 2), William Macauley (Speaker 3)

Community Literacy and Service-Learning SIG
Session: TSIG.14 on Mar 23, 2006 from 6:30 PM to 7:30 PM
    

This is the yearly SIG for service-learning and community literacy. Members of all types of universities meet to discuss ongoing concerns, institutional movements, and classroom teaching methods related to community service and varying literacy studies.
 
Posted: 2009-01-09 More...
 

OSJ: Online Submissions and Online Content

 
The Community Literacy Journal begins its integration to Open Journal Systems (OJS) this week. Authors wishing to submit articles or book reviews can begin that process by visiting the CLJ OJS.  
Posted: 2008-12-28 More...
 

Texts of Consequence

 
Call for Proposals: Texts of Consequence: Composing Rhetorics of Social Activism for the Writing Classroom. Edited by Christopher Wilkey and Nicholas Mauriello.  
Posted: 2008-12-22 More...