Working together for a change: Local literacy councils build community from the community

Local and national debates are often characterized by inadequate understanding of literacy and literacy education. Ill-informed debates can lead to inadequate policy decisions on literacy, at both the local and national levels. Literacy is likewise often conceived and presented as a simple, monolithic skill, rather than as complex sets of shifting language events and social actions. Even the field of literacy education, composed of educators and administrators, occasionally falls to simplistic discussion of literacy, which leads to fragmentation and contradiction in literacy services. Moreover, everyday uses and values of multiple literacies are obscured, as are the economic, social, and moral complexities that surround, constitute, and complicate literacy.;To counter the lack of informed debate on literacy, this dissertation argues for more, and more inclusive, local literacy dialogues---conversations that include teachers and learners (early childhood to adolescent to adult), advocates for learners or literacy, and business, civic, and social service workers with ties to literacy and education. More specifically, the need for and viability of a community-wide forum, a literacy council, is investigated for one particular community: Lawrence, Kansas. Building from local research, surveys, and interviews with educators, literacy administrators, and community advocates, the dissertation concludes that the town's public library presents the most viable foundation for promoting local literacy dialogue. Informant responses concerning local literacy needs and goals, problems and possible solutions are presented as suggestions and guidelines for collaboration concerning literacy, literacy education, and problem-solving---to build community from the community.