Community Literacy Journal



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 (
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 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.
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

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 At least two weeks before the workshop, we'll bring these descriptions and links together at 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





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...
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ISSN: 1555-9734