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 17, Issue 1 (2022) Special Issue: Access as Community Literacy

Front Matter

Editor's Introduction


Guest Editors' Introduction
Ada Hubrig and Christina V. Cedillo




To Community with Care: Enacting Positive Barriers to Access as Good Relations
Cana Uluak Itchuaqiyaq, Caroline Gottschalk Druschke, Lauren Cagle, and Rachel Bloom-Pojar

Book Reviews


Women's Ways of Making
Kristen A. Ruccio