This article rethinks digital access and community literacy by sharing aspects of intentional engagement informed by social justice frameworks to establish community partnerships that empower communities both local and global with digital literacy. The article explores access, privileges, and positionalities that the author strategically utilizes to support the communities within her current locality and in her hometown Nepal. By showcasing multiple intentional and equitable partnerships informed via social justice frameworks, the article argues that we require a transnational context to redefine digital literacy and our students need to understand these contexts better given the demands of the current workplace.
"Rethinking Access: Recognizing Privileges and Positionalities in Building Community Literacy,"
Community Literacy Journal: Vol. 17:
1, Article 6.
Available at: https://digitalcommons.fiu.edu/communityliteracy/vol17/iss1/6