Community Literacy Journal

Announcements

 

CFP: Engaging the Possibilities of Disability Studies

 
Call for Papers
 
Reflections: A Journal of Public Rhetoric, Civic Writing and Service-Learning
Special Issue – Fall 2014
Engaging the Possibilities of Disability Studies
Co-editors Bre Garrett and Allison Hitt
 
In the past decade, disability studies has increasingly informed the work of writing and rhetoric. Scholars in composition theory and pedagogy, rhetorical history, digital writing, civic and public writing, technical and professional communication, and writing center studies have turned to the lens of disability studies to question and challenge the field’s normative treatment of students and writing practices. This special issue will be devoted to the important intersections between disability studies and public rhetoric, civic writing, and service learning. In his rhetorical reading of disability studies and composition, Robert McRuer defines disability as an “open mesh of possibilities….” How might teachers, scholars, and activists work together to re-engage disability studies as a productive site of possibility?
 
Some questions that we encourage contributors to engage with include, but are in no way limited to, the following:
 
Posted: 2014-06-28 More...
 

Summer Hours

 

The Community Literacy Journal offices are closed for the summer, and we'll begin accepting manuscript submissions for future issues September 15th, 2014.

In the meantime, feel free to send editorial queries to Michael Moore: mmoore46@depaul.edu -- web site and OJS queries to Daniel Carroll: dcarrO17@depaul.edu.

 
Posted: 2014-06-23 More...
 

CFP: Learning the Language of Global Citizenship

 

Call for Proposals
Learning the Language of Global Citizenship:
Strengthening Service-Learning in TESOL
 
The literature on service-learning in TESOL has developed over the last two decades to include over 50 publications in peer-reviewed journals and several edited collections (see the attached bibliography from the September 2013 special issue of the TESOL Journal). Collectively, the research to date indicates that service-learning gives English Language Learners (ELLs) insight on U.S. culture, provides authentic speaking and listening situations, enhances literacy skills, and has a positive effect on retention. When incorporated into TESOL teacher education programs, service-learning enhances pre-service teachers’ understanding of ELLs, language learning theories and practices, and the communities in which they serve. 
 
Service-learning scholarship in TESOL has not only increased our collective understanding of engaged teaching and learning in diverse settings, but also demonstrates increased theoretical maturity by systematically applying empirical methods to examine a range of assorted research phenomenon. Key articles in the existing research base tell us powerful stories about language, culture, race, nationality, and contribute to public discourse on immigration, globalization, education, and civic engagement, to name a few of the issues to which English Language Learners and their teachers can contribute.
Proposals for innovative applications of service-learning TESOL research and practice are encouraged. Topics may include, but are not limited to:

  • Best practices in TESOL service-learning research and praxis
  • Service-learning and TESOL teacher education
  • TESOL, service-learning, and Second Language Acquisition theory
  • Service-learning in Intensive English Programs
  • Service-learning in ELLs in PreK-12, higher education, adult education, and international settings.
  • Assessment of TESOL service-learning, with particular emphasis on language and cultural learning outcomes (e.g., reading, writing, listening, speaking, grammar, and culture)
  • Intercultural communication, multilingualism, and TESOL service-learning
  • Interdisciplinary service-learning projects with ELLs focusing on environmental and social issues such as immigration, global warming, poverty, animal welfare, and eldercare.

Prospective authors should email proposals up to 600 words in length (not including citations) in .doc, .PDF, or. RTF format to James M. Perren <jperren@emich.edu> and Adrian Wurr <adrian-wurr@utulsa.edu> by September 1, 2014. Selected authors will be invited to submit full-length manuscripts by Jan. 1, 2014. The collection will be published by Common Ground Publishers in fall, 2015.

 
Posted: 2014-06-23 More...
 

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 (ajwurr@uidaho.edu)
 
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 ajwurr@uidaho.edu 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.
 
BACKGROUND
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...
 
More Announcements...

Vol 8, No 1 (2013)


Cover Page