VOLUME 6, ISSUE 2

Introduction

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From the Editor: A Kudos Moment

By Andrew P. Lokie

The eJournal of Public Affairs is pleased to announce our new website that will house all previously published and upcoming content

Image of a money tree on the cover of the public engagement and literacy research issue

Taking up the Challenges and Opportunities of Public Scholarship: Literacy Scholars Engaging with Communities

By Carolyn Colvin

As guest editor, I welcome readers to this themed issue of the eJournal of Public Affairs focusing on publicly engaged scholarship and literacy research

Research

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The Stories They Tell: Giving, Receiving, and Engaged Scholarship with/in Urban Communities

By Ashley N. Patterson, Valerie Kinloch, Emily A. Nemeth

In her 1993 book, Wouldn’t Take Nothing for My Journey Now, Maya Angelou poignantly describes the importance of giving to others—giving that enriches life and symbolizes love, liberation, and humanity

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The Absent Dialogue: Challenges of Building Reciprocity through Community Engagement in Teacher Education

By Meghan E. Barnes

Current research and theory related to PSTs’ conceptions of the relationship between teaching English language arts and their knowledge of the community

Image of someone writing in a notebook for the public engagement and literacy research issue

“Now We Need to Write Something that People Will Read”: Examining Youth Choices as Perspectives of Literacy Research

By Joanne E. Marciano and Vaughn W. M. Watson

Opportunities and tensions that arose when youth co-researchers, collaborating in two in-depth, qualitative, participatory research studies, challenged modalities for sharing literacy research findings in academic forums such as peer-reviewed journals and at professional conferences

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Reciprocity in the Practice of Publicly Engaged Scholarship: Reflections from a Transnational Literacy Project

By Kate E. Kedley and Héctor Efrén Flores A.

“Reciprocity” in publicly engaged literacy scholarship

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Going Public: Teaching Undergraduates How to Write for Broad Audiences

By Amy Lannin and Nancy West

A common question that emerged within a large writing-across-the-curriculum program and throughout multi-disciplinary collaborations: How do faculty and students step into the roles of public scholars and public intellectuals