1st Edition

Literacy Across the Community Research, Praxis, and Trends

Edited By Laurie A Henry, Norman A Stahl Copyright 2021
    396 Pages 41 B/W Illustrations
    by Routledge

    396 Pages 41 B/W Illustrations
    by Routledge

    This volume explores and evaluates community-based literacy programs, examining how they bridge gaps in literacy development, promote dialogue, and connect families, communities, and schools. Highlighting the diversity of existing literary initiatives across populations, this book brings together innovative and emerging scholarship on the relationship between P20 schools and community-based literacy programming. This volume not only identifies trends in research and practice, but it also addresses the challenges affecting these community-based programs and presents the best practices that emerge from them.

    Collaborating with leading scholars to provide national and international perspectives, and offering a clear, birds-eye view of the state of community literacy praxis, chapters cover programming in a multitude of settings and for a wide range of learners, from early childhood to incarcerated youths and adults, and including immigrants, refugees, and indigenous communities. Topics include identity and empowerment, language and literacy development across the lifespan, rural and urban environments, and partnership programs. The breadth of community literacy programming gathered in a single volume represents a unique array of models and topics, and has relevance for researchers, scholars, graduate students, pre-service educators, and community educators in literacy.


    Professional Literacies and Helping in the Community: The Limits of Dash-Literacies 

    James R. King 


    Part One: Language and Literacy Development 

    Chapter 1 

    The Language and Literacy Practices of Emergent Bilinguals in a Community-based Writing Program  

    Stephanie Abraham, Kate E. Kedley, and Kate Seltzer 

    Chapter 2 

    Heritage Language and Literacy Education in East Asian Community-based Heritage Language Programs 

    Kwangok Song 

    Chapter 3 

    Bilingual Family Literacy Challenges 

    Matthew Knoester 

    Chapter 4 

    Nurturing Multiple Literacies: The Role of the Community and Creativity in an Intergenerational ESOL Class 

    Lily Applebaum, Mara Imms-Donnelly, and Emily Schwab 

    Chapter 5 

    A University/School Partnership Practicum with Culturally Diverse Students and Teachers  

    Joyce C. Fine 

    Part Two: Unique Populations 

    Chapter 6 

    Fostering Young Children’s Literacy in Home and Community Settings: A Dialogic Approach to Developing Culturally Relevant and Sustaining Practices 

    Pauline Harris, Alexandra Diamond, Bec Neill, Elspeth McInnes, Cynthia Brock, and Ufemia Camaitoga 

    Chapter 7 

    Literacy Learning in ‘Unofficial’ Spaces: Prospective Teachers’ Tutoring Initiative for Homeless Youth 

    Heidi L. Hallman 

    Chapter 8 

    Family Literacy through Separation and Trauma: Integrated Perspectives for Fathers 

    Angela M. Wiseman, Qiana R. Creyer-Coupet, Ashley A. Atkinson, and Stephen M. Gibson 

    Chapter 9 

    Incarcerated Languages and Literacies: Attempting Liberatory Language and Literacy Pedagogies in a Prison Setting 

    Jim Sosnowski and Luz Murillo 

    Chapter 10 

    Sponsoring Older Adults’ Improvement of Metaliteracy Using iPads 

    Julie A. Delello, Annamary L. Consalvo, Rochell R. McWhorter, and Gina Doepker 

    Part Three: Unique Settings and Contexts 

    Chapter 11 

    Community-based Programs in Rural Settings 

    Pamela J. Farris, Mary E. Gardner, and Teri Reed-Houck 

    Chapter 12 

    Literacy at the Public Library: An Intergenerational Book Club 

    Molly K. Ness 

    Chapter 13 

    Beyond Visual Literacy: Listening, Speaking, Reading, and Writing in the Art Museum 

    Meredith Lehman, Sabrina Mooroogen Phillips, and Ray Williams 

    Chapter 14 

    Doing Pedagogic Work to Illuminate the World: Participatory Literacy in a Community Museum  

    Suriati Abas 

    Chapter 15 

    Health Services in the Literacy Landscape 

    Sue Nichols 

    Part Four: Identity Development and Empowerment 

    Chapter 16 

    Identity Matters in Service-Learning Literacies: Becoming Authentic and Agentic within Role Affordance 

    James R. King, Steven Hart, and Deborah Kozdras 

    Chapter 17 

    Empowerment in Digital Literacy Acquisition Programs: Learners Who Become Tutors 

    Jill Castek and Gloria E. Jacobs 

    Chapter 18 

    Art Museums, Literacy, and Intrinsic Motivation 

    Mike Deetsch and Kate Blake 

    Chapter 19 

    PluggedInVA: Harnessing the Transformative Power of a Learner-centered Workforce Development Program 

    Kathleen Rolander and Susan L. Watson 

    Chapter 20 

    Women Tutoring Women: A Community of Learners 

    Heidi R. Bacon, Patricia, L. Anders, Nadia R. Granados, and Kelly Murphy 

    Part Five: Partnership Programs 

    Chapter 21 

    Literacy Demands of Handbooks of Three National Youth Organizations 

    Corrine M. Wickens, Donna E. Werderich, and Carol S. Walther 

    Chapter 22 

    Behind the Fence: A Reading Partnership with the Department of Juvenile Justice 

    Mary E. Styslinger 

    Chapter 23 

    The Evolution of the MILE Reading Mentoring Program: The Role of Collaboration in a Teacher Education-Juvenile Corrections Partnership 

    Joanna C. Weaver, Timothy J. Murnen, Meggan K. Hartzog, and Cynthia Bertelsen  

    Chapter 24 

    STEM Stories: Connecting STEM and Literacy in an Afterschool Program 

    Mary-Kate Sableski, Margaret Pinnell, Shannon Driskell, Todd Smith, and Suzanne Franco 

    Chapter 25 

    A Sustained Program of Community Engagement in After-School Literacy Activities 

    Kristen L. White and Judith Puncochar 

    Chapter 26 

    The Power of Literacy for Community Engagement: Partnering with Youth Community-based Organizations 

    Crystal Chen Lee, Jose Picart, Nina Schoonover, and Kelsey Virginia Dufrense 


    Laurie A. Henry is Professor of Literacy and Dean of the Seidel School of Education at Salisbury University in Maryland, USA.

    Norman A. Stahl is Professor Emeritus of Literacy Education at Northern Illinois University, USA, and a Council of Learning Assistance and Development of Education Associations (CLADEA) National Fellow.