Becoming Literacy Leaders: Teacher Candidates Initiate A Community-Based Literacy Program

This paper presents a case study of a community-based literacy program that was initiated by teacher candidates. Program goals, purposes and opportunities for ongoing learning beyond coursework and practicum are explored. Key themes for discussion include: literacy as social and life-long; moving beyond print literacy; capitalizing on strengths; freedom in planning and freedom from assessment; feedback from the community; and, the opportunity to become literacy leaders. Mentorship roles are explored, along with questions for ongoing reflection and conversation.