Digital Commons Network^™

Keyword Essay: "Critical Service Learning", William Carney

Community Literacy Journal

No abstract provided.

Community Engagement In A Graduate-Level Community Literacy Course, Betsy Bowen, Kirsti Arko, Joel Scott Beatty, Cindy Delaney, Isidore Kafui Dorpenyo, Laura Koeller, Elsa Roberts, John Velat

Community Literacy Journal

A case study of a graduate-level community literacy seminar that involved a tutoring project with adult digital literacy learners, this essay illustrates the value of community outreach and service-learning for graduate students in writing studies. Presenting multiple perspectives through critical reflection, student authors describe how their experiences contextualized, enhanced, and complicated their theoretical knowledge of public rhetoric and community literacy. Inspired by her students’ reflections, the faculty co-author issues a call to graduate programs in writing, rhetoric, literacy studies, and technical communication to develop a conscious commitment to graduate students’ civic engagement by supporting opportunities to learn, teach, and research …

Assembling For Agency: Prisoners And College Students In A Life Writing Workshop, David Coogan

Community Literacy Journal

Rhetorical theorists have argued that agency is a communal experience, but material conditions in jail and society often prevent prisoners and college students from experiencing it in meaningful ways that embrace difference. Challenging those conditions by bringing both groups together in a writing workshop enables everyone to resist discourses that would name them and to inquire, collaboratively, about pressing social problems like gun violence. This essay shows how a prisoner and a college student sustained that inquiry in writing, moving from metanoia or regret into kairos—the seizing of their day and the experience of agency. The ultimate value of that …

Reading Under Cover Of The Veil: Oral And Textual Literacies In Antebellum America, Sandra Elaine Jones

Community Literacy Journal

This article examines the relationship between oral- and textual-literacy systems that existed during the antebellum period of United States history. I argue that African-American intellectual processes are more accurately understood as existing on a literacy continuum that reflects equality between oral literacy and textual literacy. A literacy continuum deconstructs the notion of the textual supremacy and assumes a mutually dependent relationship between the oral and the textual. Ultimately, it enables a reevaluation of oral practices as intellectual processes and systems of knowledge production.

Leaving…the world of the white man, I have stepped within the Veil, raising it that you may …

To Learn About Science: Real Life Scientific Literacy Across Multicultural Communities, Adriana Briseño-Garzón, Kristen H. Perry, Victoria Purcell-Gates

Community Literacy Journal

Much of the current research on scientific literacy focuses on particular text genres read by students within the classroom context. We offer a cross-case analysis of literacy as social practice in multicultural communities around the world, through which we reveal that individuals with no formal education, as well as people with varied levels of schooling completed, customarily and actively engage in literacy events with the goal of learning about science as part of their everyday lives. We argue that these outcomes substantiate the notion that multiple ways of being scientifically literate actually exist and that scientific literacy in its most …

Keyword Essay: "Community Management", Jennifer Dewinter

Community Literacy Journal

No abstract provided.

Front Matter, Clj Editors

Community Literacy Journal

No abstract provided.

Re-Framing The Argument: Critical Service- Learning And Community-Centered Food Literacy, Veronica House

Community Literacy Journal

As a WPA and a service-learning director and practitioner, the author suggests connections between food studies, rhetoric and composition studies, and critical service-learning theory that involve mobilizing students to join in or help lead community efforts surrounding the local, organic food movement, food justice, and food literacy. The study is framed by questions of how composition instructors can create courses around issues related to the global food crisis to embed students in community-centered food literacy initiatives, and, more generally, how practitioners and WPAs can effectively promote and explain community-engaged pedagogies to higher-level administrators who question the value of the practice.