We think you'll be delighted with the range of ideas and commitments represented in the list of readings that members of the CLNN have put together for one another. Following a series of pencil portraits, this Community Literacy Bibliography is organized around several topic headings (e.g., *Everyday Literacy: In School and Out,* *Language Diversity and Composition*). May these headings simply serve as touchstones for you as you chart your course through the rather long list of works. (If you'd like to amend this list with additional citations, please send them in for us to include in Volume 4.)
A hearty thanks to all who provided citations for the bibliography: Joyce Baskins, Beth Daniell, Linda Flower, Marjorie Ford, Eli Goldblatt, Anne Meis Knupfer, Susan Lawrence, Elenore Long, Peter McLaren, Michelle Parker, Wayne C. Peck, Elaine B. Richardson, and Scott Zaluda.
Several of you have asked about the format of the network newsletter. While on-line networks are often structured to be more interactive, we have organized this newsletter to be *more like writing than like speech* (as Francis Sullivan put it at the Community Literacy / Mentoring for Mutual Learning SIG at this year's 4Cs). We hope that the newsletter will encourage readers to get in touch with one another on an individual basis to pursue specific questions, concerns, areas of intrigue....
Any ideas for CLNN, Volume 4? Please send us your suggestions ASAP. One idea that might prove helpful would be to gather descriptions of how people have initiated and nurtured community-university partnerships. And we could include a smattering of abridged syllabi, demonstrating the range and variation of college-level courses that take literacy instruction outside the classroom and put it to work within the larger community. (Send us your suggestions today; we'll send out a call for contributions in the middle of August.)
Until next time, happy reading!
Linda Flower and Elenore Long, editors
I have been working for a couple of years now on studying how a group of women use literacy in their spiritual lives. They all are members of Al-Anon, an organization for people who have been affected by someone else's drinking. I've interviewed 6 women between the ages of 35 and 55. I knew when I began that they all knew each other; what I did not know until I began to analyze my transcripts was that their literate practices make them a community--they share their reading and writing, and in so doing extend the role of literacy. [See references to Beth's work in the bibliography below.]
My freshman writing students participate in the Community Service Writing Project, which is jointly administered by the Writing and Critical Thinking Program and the Haas Center for Public Service. The Haas Center helps instructors to identify service placements on campus and in the community. My students have the option of writing for an agency; for example, they have written newsletters for Outward Bound and for Bridge, a student counseling center. They have written fact sheets and brochures for food shelters and blood banks and environmental organizations. They have also helped to produce longer documents for service organizations in the form of reports and proposals. Some students select the second community service writing option which is to tutor or volunteer at a school, community organization, or hospital and to keep a journal or their service experience (about one or two hours per week). At the end of the quarter, they write a reflective essay about their experience and submit their journal. Some students apply their experiences volunteering in their research paper project. For example, this quarter a student helping Alzheimer's patients at the Veteran's hospital near campus is also writing a research paper on Alzheimer's Disease. Other instructors in our program have their students participate in CSW and each one does it a little differently. In my course, the CSW work is about 20 percent of their written work but it is also a part of the course's theme and the students' assigned reading.
Teenaged pregnancy has for years been a serious problem in Oklahoma. I am now beginning to investigate the links between teen pregnancy and literacy in my area of central Oklahoma. I am looking for any information on research and programs because I will be working with a program in Oklahoma City this summer. Can anyone help?
I'd be delighted to join the network. Below is a brief portrait.
My research and teaching interests include critical pedagogy, literacies of ethnic communities (historical and contemporary), Vygotskian analyses of literacy development, and connections between orality/literacy. In terms of historical research, I am completing a book on African American women's clubs in Chicago during the Progressive Era (NYU Press). In particular, I examine the ways in which women's clubs engaged in social uplift activities, as well as sustained community forms of learning. Several chapters include materials on literacy: one on the church lyceums, which reflects the enduring oral and literate traditions of the Black churches; and one on women's literacy and literary development through club activity.
In terms of contemporary research, I am particularly interested in notions of literacy as power and privilege (not empowerment); Eurocentric biases in the study of literacy of non-Western and nonmainstream children (see forthcoming article in QSE); scaffolding African American children's literacy development through oral traditions; and the problematics of using critical pedagogy in the schools (see forthcoming article in Urban Education). I also hope to rework my dissertation on Chinese children's literacy development in English, which tests how children from a logographic language use emergent literacy practices in learning an alphabetic language.
Hi, folks. I am a teacher and teacher educator at University of Illinois at Chicago. In my three years on faculty, I've been working with preservice elementary teachers who complete a year of fieldwork in Chicago Public Schools. I spend lots of time in the schools--as a former elementary teacher that is something dear to my heart. With a colleague, Erick Smith, I founded a fledgling network (beginnings are always tough) with educators from across about eight Chicago Public Schools called Teachers Mathematics Inquiry Network. Beginning our first full year, we have various projects around inquiry about ourselves in relation to the students we teach and often (though not exclusively) having to do with mathematics. Participating in learning about inquiry, about math, about this or that curriculum--that's what keeps us together (and some funds to do it!) My research agenda draws from this and an international study on mentoring practices (through the Nat'l Center for Research on Teacher Learning at Michigan State); I am interested in what university/school partnerships mean for learning (elementary students and educators across the career continuum). I'm working to complete some research reports about mentoring practices, teachers' knowledge and life experiences.
I am a graduate student at Michigan State University. I am interested in developing an Afrocentric Composition Curriculum for students of the African American Vernacular English Culture. I am collecting information concerning the history and teaching of Rhetoric and African American Vernacular English. My dissertation will be concerned with these areas.
You have all heard about some of what is going on at the U. of A. from Clyde Moneyhun [volume 1], a soon-to-be ass't prof, an excellent and committed teacher and researcher, and a helluva singer. Part of what Clyde is doing comes from his involvement in a class on community literacy by John Warnock here, wherein a large number of our grad. students are interning in various community settings -- teaching composition in prisons, running writing workshops for women in recovery, working with established community literacy venues and so on. [See the pencil portrait which John Warnock contributed below.]
My personal goal is to find ways to bring writing to people in recovery in a number of ways and for a number of reasons: Many, if not most, substance abusers start their careers in junior or senior high. Their substance abuse wreaks havoc with cognitive systems, creating problems with memory, attention, problem solving and concept attainment. As a consequence, school is not remembered as a happy experience. Once in recovery, however, the cognitive system generally returns to function properly. The recoverer rediscovers old dreams and goals, many of which involve going back to school, but this is a big hurdle for someone who believed that he or she just couldn't keep up with the others. What I'd like to do is some kind of outreach that would help people feel more confident in their intellectual abilities as evidenced in their reading and writing practices, create a bridge of sorts back to the classroom. I'd appreciate any suggestions....
The second thing is to look at writing as an adjunct to recovery, not only from substance abuse, but from all the other abuses too. Unlike drunks and junkies (I can call them that; I am one), survivors of abuse (sexual, physical, mental, emotional) find that the ways they developed to cope with the abuse are the source of cognitive difficulties. Furthermore, among survivors, there has been a bone-crushing rule of silence. I think writing can help. (Twelve step programs provide the opportunity for quite a bit of writing, but the structure of such writing is limited. There are other kinds of writing -- from therapeutic, creative, and other areas -- that may also be useful.) I have two goals here. One is to do some research to discover if writing is a valuable aid to recovery, and the other is to develop a workshop for teaching people to use writing in recovery. I'll be running a two-day workshop of the latter (a kind of trial run) in October through the Extended University Writing Program. If anybody has ideas about books to read, the form of the research, or ideas for the workshop, I'd love to hear them.
For two Springs now we have offered a Practicum in Community Literacy in which graduate students study some of the history and theory of literacy education, conduct research for or otherwise work in service to local community literacy agencies, write regularly about their experiences in this work, and produce at the end of the course an extended definition of literacy and a paper to be sent out for possible publication. Students may extend their research work beyond the semester if they wish. We in the graduate program in Rhetoric, Composition and the Teaching of English collaborate with the University Composition Board, which has been primarily responsible for outreach concerning writing. Only this year do we feel we have begun to break through a skepticism the agencies had, no doubt justifiably, about the university's purposes.
*General Anthologies on Literacy*
Kintgen, E. R., Kroll, B. M., & Rose, M. (Eds.). (1988). PERSPECTIVES ON LITERACY. Carbondale, IL: Southern Illinois University Press.
Lunsford, A. A., Moglen, H., & Slevin, J. (1990). THE RIGHT TO LITERACY. New York, NY: MLA.
*Community Literacy: Critical Programs & Pedagogies*
Freire, P. (1988). The adult literacy process as cultural action for freedom and education and conscientizacao. In E. R. Kintgen, B. M. Kroll and M. Rose (Eds.), PERSPECTIVES ON LITERACY (pp. 398-409). Carbondale, IL: Southern Illinois UP.
Giroux, H. A., & McLaren, P. (Eds.). (1993). BETWEEN BORDERS: PEDAGOGY AND THE POLITICS OF CULTURAL STUDIES. Routledge, NY: Routledge.
Goldblatt, E. (1995). Van Rides in the Dark: Literacy as Involvement in a College Literacy Practicum. JOURNAL FOR PEACE & JUSTICE STUDIES, 6, 77-94
Herzberg. B. (1994). Community service and critical teaching. CCC, 45, 307-319.
Lankshear, C., & McLaren, P. L. (1993). CRITICAL LITERACY: POLITICS, PRAXIS, AND THE POSTMODERN. Ithaca, NY: SUNY Press.
Loeb, P. R. (1994). GENERATION AT THE CROSSROADS: APATHY AND ACTION ON THE AMERICAN CAMPUS. Rutgers University Press.
McLaren, P. (1989). LIFE IN SCHOOLS: AN INTRODUCTION TO CRITICAL PEDAGOGY IN THE FOUNDATIONS OF EDUCATION. Reading, MA: Addison-Wesley/Longman.
McLaren, P. (1995). CRITICAL PEDAGOGY AND PREDATORY CULTURE. New York, NY: Routledge.
Peck, W. C., Flower, L., & Higgins, L. (1995). Community literacy. CCC, 46, 199-222.
Radest, H. B. (1993). COMMUNITY SERVICE: ENCOUNTERS WITH STRANGERS. Westport, CN: Praeger.
Shor, I. (1987). FREIRE FOR THE CLASSROOM: A SOURCEBOOK FOR LIBERATORY TEACHING. Portsmouth, NH: Boynton/Cook Publishers.
Shor, I. (1992). EMPOWERING EDUCATION. Chicago, IL: University Chicago Press.
Watters, A., & Ford, M. (1995). WRITING FOR CHANGE: A COMMUNITY READER. New York, NY: McGraw Hill.
Watters, A., & Ford, M. (1995). A GUIDE FOR CHANGE: RESOURCES FOR
IMPLEMENTING COMMUNITY SERVICE WRITING PROJECTS. New York, NY: McGraw
Hill. [For a review of this and the above text written by a colleague
who has taught in Stanford's community service writing project, send a
request to Marjorie at
*Critical Theory*
Archambault, R. D. (Ed.) (1974). JOHN DEWEY ON EDUCATION: SELECTED WRITINGS. Chicago, IL: University of Chicago Press.
Baldwin, J. (1962). THE FIRE NEXT TIME. New York, NY: Dell.
Freire, P. (1989). PEDAGOGY OF THE OPPRESSED. (M. Bergman Ramos, Trans.). New York: Continuum. (Original work published in 1970)
hooks, b. (1994) TEACHING TO TRANSGRESS: EDUCATION AS THE PRACTICE OF FREEDOM. New York, NY: Routledge.
Taylor, C. (1985). HUMAN AGENCY AND LANGUAGE: PHILOSOPHICAL PAPERS 1. New York, NY: Cambridge University Press.
Wertsch, J. V. (1991). VOICES OF THE MIND: A SOCIOCULTURAL APPROACH TO MEDIATED ACTION. Cambridge, MA: Harvard University Press.
West, C. (1989). THE AMERICAN EVASION OF PHILOSOPHY: A GENEOLOGY OF PRAGMATISM. Madison, WI: University of Madison Press.
-----. C. (1993). KEEPING FAITH: PHILOSOPHY AND RACE IN AMERICA. New York, NY: Routledge.
-----. C. (1993). RACE MATTERS. Boston, MA: Beacon.
*Everyday Literacy: In School and Out*
Brandt, D. (1990). LITERACY AS INVOLVEMENT: THE ACTS OF WRITERS, READERS, AND TEXTS. Carbondale, IL: Southern Illinois University Press.
Daniell, B. (1994). Composing (as) Power. CCC, 45, 238-246.
-----. Response. (1995). CCC, 46, 284-288.
Erickson, F. (1988). School literacy, reasoning, and civility: An anthropologist's perspective. In E. R. Kintgen, B. M. Kroll and M. Rose (Eds.), PERSPECTIVES ON LITERACY (pp. 205-226). Carbondale, IL: Southern Illinois UP.
Flower, L. (1994). THE CONSTRUCTION OF NEGOTIATED MEANING: A SOCIAL COGNITIVE THEORY OF WRITING. Carbondale, IL: Southern Illinois University Press.
Flower, L. (in press). Collaborative planning and community literacy: A window on the logic of learners. To appear in R. Glaser & L. Schauble (Eds.), THE CONTRIBUTIONS OF INSTRUCTIONAL INNOVATION TO UNDERSTANDING LEARNING. Hillsdale: Erlbaum.+ [+ indicates papers available through the CSW office at C.M.U.; address below.]
Flower, L., Long, E., & Fleming, D. (in prep.). HIDDEN NEGOTIATIONS: WHEN STUDENTS CONSTRUCT MEANINGFUL ARGUMENTS. (Tech. Report). Berkeley: National Center for the Study of Writing and Literacy at Berkeley and Carnegie Mellon.+
Flower, L., Long, E., Fleming., & Wojahn, P. (1993). LEARNING TO 'RIVAL' IN SCHOOL AND OUT: A WINDOW INTO THE LOGIC OF LEARNERS. (Tech. Report.). Pittsburgh, PA: Mellon Literacy in Science Center, Carnegie Mellon University.+
Heath, S. B. (1988). Protean shapes in literacy events: Ever-shifting oral and literate traditions. In E. R. Kintgen, B. M. Kroll and M. Rose (Eds.), PERSPECTIVES ON LITERACY (pp. 348-370). Carbondale, IL: Southern Illinois UP.
Heath, S. B. (1983). WAYS WITH WORDS: LANGUAGE, LIFE, AND WORK IN COMMUNITIES AND CLASSROOMS. Cambridge: Cambridge University Press.
Higgins, L., Mathison, M., & Flower, L. (1992). THE RIVAL HYPOTHESIS STANCE: THINKING AND WRITING ABOUT OPEN QUESTIONS. (Tech. Report). Pittsburgh, PA: Mellon Literacy in Science Center, Carnegie Mellon University.+
Hull, G. (1993). Hearing other voices: A critical assessment of popular views of literacy and work. HARVARD EDUCATIONAL REVIEW, 63, 20-49.
Hull, G., & Rose, M. (1989). Rethinking remediation: Toward a social-cognitive understanding of problematic reading and writing. WRITTEN COMMUNICATION, 6, 139-154.
Hull, G., Rose, M., Fraser, K.& Castellano, M. (1991). Remediation as social construct: Perspectives from an analysis of classroom discourse. CCC, 42 (3), 299-329.
Long, E., Flower, L., Fleming, D., & Wojahn, P. (in press). Negotiating competing voices to construct claims and evidence: Urban American teenagers rivaling anti-drug literature. To appear in S. Mitchell & P. Costello (Eds.), COMPETING AND CONSENSUAL VOICES. London: Multilingual Matters.+
Moss, B. J. (1994). LITERACY ACROSS COMMUNITIES. Marcia Farr (Ed.). Hampton, NH: Hampton Press.
Olson, D. R. From utterance to text: The bias of language in speech and writing. In E. R. Kintgen, B. M. Kroll and M. Rose (Eds.), PERSPECTIVES ON LITERACY (pp. 175-189). Carbondale, IL: Southern Illinois UP.
Rose, M. (1989). LIVES ON THE BOUNDARY: THE STRUGGLES AND ACHIEVEMENTS OF AMERICA'S UNDERPREPARED. New York, NY: The Free Press.
Scribner, S., & Cole M. (1981). THE PSYCHOLOGY OF LITERACY. Cambridge, MA: Harvard University Press.
Willinsky, J. (1990). THE NEW LITERACY: REDEFINING READING AND WRITING IN THE SCHOOLS. New York, NY: Routledge.
*Language Diversity and Composition*
Balester, V. M. (1993). CULTURAL DIVIDE: A STUDY OF AFRICAN-AMERICAN COLLEGE-LEVEL WRITERS. Portsmouth, NH: Boynton/Cook.
Ball, A. (1992). Cultural preference and the expository writing of African-American adolescents. WRITTEN COMMUNICATION, 9, 501-32.
Bartholomae, D. (1988). Inventing the university. In E. R. Kintgen, B. M. Kroll and M. Rose (Eds.), PERSPECTIVES ON LITERACY (pp. 273-285). Carbondale, IL: Southern Illinois UP.
Baugh, J. (1983). BLACK STREET SPEECH: ITS HISTORY, STRUCTURE AND SURVIVAL. Austin, TX: University of Texas Press.
Daniels, H. A. (1990). NOT ONLY ENGLISH: AFFIRMING AMERICA'S MULTILINGUAL HERITAGE. Urbana, IL: NCTE.
Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. HARVARD EDUCATIONAL REVIEW, 58 (3), 280-298.
Delpit, L. D. (1986). Skills and other dilemmas of a progressive Black educator. HARVARD EDUCATIONAL REVIEW, 56 (4), 379-385.
Dundes, A. (1991). (Ed.). (revised ed.). MOTHER WIT FROM THE LAUGHING BARREL: READINGS IN THE INTERPRETATION OF AFRICAN-AMERICAN FOLKLORE. University Press of Mississippi.
Farb, P. (1974). WORD PLAY: WHAT HAPPENS WHEN PEOPLE TALK. New York, NY: Alfred A. Knopf.
Farr, M. (1986). LANGUAGE DIVERSITY AND WRITING INSTRUCTION. New York, NY: ERIC.
Flower, L. (in press). The negotiated meaning of difference. WRITTEN COMMUNICATION.+
Fordham, S. (1988). Racelessness as a factor in Black students' school success: Pragmatic strategy or pyrrhic victory? HARVARD EDUCATIONAL REVIEW, 58, 54-84.
Fordham, S., & Obgu, J. U. (1986). Black students' school success: Coping with the "burden of 'acting white.'" THE URBAN REVIEW, 18, 176-206.
Fox, T. (1990). Basic writing as cultural conflict. JOURNAL OF EDUCATION, 172 (1).
Gee, J. P. (1989). Literacy, discourse, and linguistics: Introduction. JOURNAL OF EDUCATION, 171(1), 5-17.
Gilyard, K. (1991). VOICES OF THE SELF: A STUDY OF LANGUAGE COMPETENCE. Detroit, MI: Wayne State Press.
Gumperz, J. (1982). DISCOURSE STRATEGIES. Cambridge: Cambridge University Press.
Gumperz, J. J., & Tannen, D. (1979). Individual and social differences in language use. In C. F. Fillmore, D. Kempler, & W. S. Wang (Eds.), INDIVIDUAL DIFFERENCES IN LANGUAGE ABILITY AND LANGUAGE BEHAVIOR (pp. 305-325). New York, NY: Academic Press.
Holloway, K.F.C. (1993). Cultural politics in the academic community: Masking the color line. COLLEGE ENGLISH, 5, 610-617.
Jordan, J. (1988). Nobody means more to me than you and the future life of Willie Jordan. HARVARD EDUCATIONAL REVIEW, 58, 363-374.
Knupfer, A, M. (in press). [regarding the Eurocentric biases in the study of literacy of non-Western and nonmainstream children; forthcoming article in QSE].
Kochman, T. (1981). BLACK AND WHITE STYLES IN CONFLICT. Chicago, IL: University of Chicago Press.
Labov, W. (1972). LANGUAGE IN THE INNER CITY: STUDIES IN THE BLACK ENGLISH VERNACULAR. Philadelphia, PA: University of Pennsylvania Press.
Lee, C. D. (1993). SIGNIFYING AS A SCAFFOLD FOR LITERARY INTERPRETATION: THE PEDAGOGICAL IMPLICATIONS OF AN AFRICAN-AMERICAN DISCOURSE GENRE. (NCTE Research Rep. No. 26). Urbana, IL: NCTE.
Pratt, M. L. (1991). Arts of the contact zone. PROFESSION 91, 33-40.
Scollon, R., & Wong-Scollon, S. (1990). Athabaskan-English interethnic communication. In D. Carbaugh (Ed.), CULTURAL COMMUNICATION AND INTERCULTURAL CONTACT (pp. 259-286). Hillsdale, NJ: Erlbaum.
Smitherman, G. (1977). TALKIN' AND TESTIFYIN': THE LANGUAGE OF BLACK AMERICA. Boston, MA: Houghton Mifflin.
Smitherman, G. (1994). "The blacker the berry, the sweeter the juice" African American student writers. In A. H. Dyson & C. Genishi (Eds). THE NEED FOR STORY: CULTURAL DIVERSITY IN CLASSROOM AND COMMUNITY. Urbana, IL: NCTE.
Stoller, P. (Ed.). (1975). BLACK AMERICAN ENGLISH: ITS BACKGROUND AND ITS USAGE IN THE SCHOOLS AND IN LITERATURE. New York, NY: Dell.
Whitten, N. E., & Szwed, J. F. (1970). (Eds.) AFRO-AMERICAN ANTHROPOLOGY: CONTEMPORARY PERSPECTIVE. New York, NY: The Free Press.
Wolfram, W. (1994). Bidialectal literacy in the United States. In D. Spencer (Ed.), ADULT BILITERACY IN THE UNITED STATES (pp. 71-88). McHenry, IL: Center for Applied Linguistics/Delta Systems.
*Literacy and the Teacher Researcher*
Cochran-Smith, M., & Lytle, S. L. (Eds.). (1992). INSIDE-OUTSIDE: TEACHER RESEARCH AND KNOWLEDGE. (Language and literacy series.) Columbia, NY: Teachers College.
Flower, L., Wallace, D., Norris, L., & Burnett, R. E. (Eds.). (1994). MAKING THINKING VISIBLE: WRITING, COLLABORATIVE PLANNING, AND CLASSROOM INQUIRY. Urbana, IL: NCTE.
Tharp, R. G., & Gillmore, R. (1988). ROUSING MINDS TO LIFE: TEACHING, LEARNING, AND SCHOOLING IN SOCIAL CONTEXT. New York, NY: Cambridge University Press.
*Literacy, Youth Policy, and Organizational Partnerships*
Heath, S. B. & McLaughlin, M. W. (Eds.). (1993). IDENTITY AND INNER-CITY YOUTH: BEYOND ETHNICITY AND GENDER. Columbia, NY: Teachers College Press.
Higgins, L., & Peck, W. C., (in prep.). How decision about youth are made in Pittsburgh and Allegheny County.+
McLaughlin, M. W., Irby, M. A. & Langman, J. (1994). URBAN SANCTUARIES: NEIGHBORHOOD ORGANIZATIONS IN THE LIVES AND FUTURES OF INNER-CITY YOUTH. San Francisco, CA: Jossey-Bass.
*Mentoring for Mutual Learning*
Flower, L. (in press). Literate action. To appear in D. Daiker, E. White, & L.Z. Bloom (Eds.), COMPOSITION IN THE 21ST CENTURY: CRISIS AND CHANGE. Carbondale, IL: Southern Illinois University Press.+
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. REVIEW OF EDUCATIONAL RESEARCH, 61, 505-532.
Lave, J., & Wenger, E. (1991). SITUATED LEARNING: LEGITIMATE PERIPHERAL PARTICIPATION. Cambridge: Cambridge University Press.
Long, E. (in prep.) The problematic link between literacy and social action: College mentors situating arguments from the field of Rhetoric and Composition.+
Long, E. (in press.) A rhetorical approach for assessing mentors' literacy learning. To appear in J. W. Eby (Ed.) SERVICE LEARNING: THE LINK TO THE COMMUNITY. Published through the Corporation for National and Community Service. [For a copy, call Harriett Hameloth after September, 1995, at (717) 232-4446.]
Rogoff, B. (1990). APPRENTICESHIP IN THINKING: COGNITIVE DEVELOPMENT IN SOCIAL CONTEXT. New York, NY: Oxford University Press. (See also citations for hands-on literacy)
*Relevant Fiction*
Childress, A. (1973). A HERO AIN'T NOTHIN' BUT A SANDWICH. New York, NY: Avon.
-----. (1981). RAINBOW JORDON. New York, NY: Avon.
+For copies of CLC publications (those marked with a + symbol), send
your request to
Kathy Meinzer
* * * * *
ABOUT THE COMMUNITY LITERACY NETWORK NEWSLETTER: Across colleges and universities, many of us are developing university courses and lines of inquiry to address issues of community literacy. And it seems that we are asking many of the same question: how might literacy, social institutions, and education work together to define and support social action? Our university courses that address community literacy typically share a commitment to innovative, hands-on learning through socially relevant experiences. Yet each of us teaching such a course must shape these commitments according to specific constraints and opportunities. Because of this shared dynamic, we educators have much to learn from one another; conversely, we stand to lose if working in isolation. The aim of the Community Literacy Network Newsletter is to put educators interested in issues of community literacy in touch with one another. The network is sponsored by the Community Literacy Center, a collaborative between the Community House and Carnegie Mellon University, both in Pittsburgh, PA. Editors are Dr. Linda Flower and Dr. Elenore Long.
For information or to send us your contributions to the next volume, please contact Kathy Meinzer [km39+@andrew.cmu.edu]. Postal address: Carnegie Mellon / Center for the Study of Writing & Literacy / Dept. of English / 259 Baker Hall / Pittsburgh, PA 15213.