The Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, creative writers, and community literacy program staff. We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, students, and artists.
We understand “community literacy” as including multiple domains for literacy work extending beyond mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations, but it can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.
For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal, technological, and embodied representations, as well. Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, critical theory, linguistics, cultural studies, education, and more.
See the Aims and Scope for complete coverage of the journal.
Current Issue: Volume 14, Issue 2 (2020) Spring
Listening with šǝqačib: Writing Supportand Community Listening
Joe Concannon and Boo Balkan Foster
Issues in Community Literacy
Rewriting Partnerships: Community Perspectives onCommunity-Based Learning
Charisse S. Iglesias
Changing the Subject: A Theory of RhetoricalEmpathy
- Paul Feigenbaum, Florida International University
- Veronica House, University of Colorado Boulder