A Convergence of Expectations: What Literacy Studies Might Offer Community Partnerships
Why, if service-learning has “come a long way,” has it not had the impact on the university or on the community that proponents expected? This article details interviews with eight teachers at Virginia Tech who use service-learning in their classrooms, with particular attention to the convergence of literacies that occurs when teachers, communities, and students all attempt to work together. As we continue to work toward sustainable, reflective community partnerships, literacy studies like Barton and Hamilton’s Local Literacies can help us examine the expectations these three parties bring to service-learning projects.
Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.