Abstract

A case study of a graduate-level community literacy seminar that involved a tutoring project with adult digital literacy learners, this essay illustrates the value of community outreach and service-learning for graduate students in writing studies. Presenting multiple perspectives through critical reflection, student authors describe how their experiences contextualized, enhanced, and complicated their theoretical knowledge of public rhetoric and community literacy. Inspired by her students’ reflections, the faculty co-author issues a call to graduate programs in writing, rhetoric, literacy studies, and technical communication to develop a conscious commitment to graduate students’ civic engagement by supporting opportunities to learn, teach, and research with community partners.

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Additional Information

ISSN
2162-6324
Print ISSN
1555-9734
Pages
pp. 18-38
Launched on MUSE
2015-03-18
Open Access
No
Archive Status
Archived
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