Call for Papers: Inaugural issue of the Community Literacy Journal (for Fall
2006)

The peer-reviewed Community Literacy Journal seeks contributions for our
inaugural, Fall 2006 issue. We welcome submissions that address any social,
cultural, rhetorical, or institutional aspects of community literacy; we
particularly welcome co-authored pieces in collaboration with community
partners. Case studies of projects are also welcome.

Possible articles and approaches include, but are not limited to:

What are the broad, disciplinary implications and possibilities for emerging
community literacy initiatives at the programmatic and institutional levels?

How are the rhetorical features of oral, written, and visual curricula
negotiated and transformed in academic-community collaborations?

To what extent will it become important--or not--to distinguish between
"community literacy" and "service learning"?

What roles will writing-program administrators play in supporting
community-literacy efforts?

What is the place of community literacy in "managed" and market-principle
driven
universities?

To what extent do competing definitions of literacy impact the relationship
between the university and the community in relation to community literacy
initiatives?

Deadline: For Fall 2006 edition -- March 15, 2006
Format: MLA citation and endnote style
Send Journal queries or materials (in e-mail or as an .rtf attachment) to:
Holly Mandes, University of Arizona: mandesh_at_email.arizona.edu
and/or to:
Michael Moore, Michigan Technological University: mmoore_at_mtu.edu

Call for Newsletter Items: Community Literacy Forum Newsletter

We take great pleasure to invite writing and publication contributions from
community-literacy practitioners, teachers, researchers, administrators, and
community members. We welcome any news, course descriptions, projects in
progress, conference materials, and other items you think might be of
interest
to people working in community literacy.

The Community Literacy Forum Newsletter solicits your conversations,
reflections, ideas, and experiences working with student writers who are
engaged in community-literacy contexts. As more writing and communication
instructors, programs, and institutional initiatives focus their curricula
outside of mainstream or traditional educational settings, we need to know
what
the real or potential effects are.

Possibilities include, but are not limited to:

How have you incorporated community literacy into your courses? What rewards
and
challenges have you encountered?

How do students react and/or interact with community literacy initiatives?

Do you have any first-person narratives or speculations on community
literacy
from a teacher?s, writing program administrators, or researcher's
perspective
to share?

Newsletter contributions should be 100-500 words in length

Send Newsletter queries or materials (in e-mail or as an .rtf attachment)
to:

Holly Mandes, University of Arizona: mandesh_at_email.arizona.edu
and/or to:
Michael Moore, Michigan Technological University: mmoore_at_mtu.edu

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              From the Literary Calls for Papers Mailing List
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Received on Wed Nov 16 2005 - 10:37:10 EST