COMMUNITY LITERACY JOURNAL 13.1 (Fall 2018) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: Guest Editors' Introduction: Community Listening: A Community Writing Praxis by Jenn Fishman and Lauren Rosenberg | PROVOCATIONS: Creating Presence from Absence and Sound from Silence by Romeo García | The Story of Sound Off: A Community Writing/Community Listening Experiment by Erica M. Stone | ARTICLES: Toward a Model for Preparatory Community Listening by Karen Rowan and Alexandra J. Cavallaro | Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism by Rachel C. Jackson with Dorothy Whitehorse DeLaune | Writing to Listen: Why I Write Across Prison Walls by Wendy Wolters Hinshaw | Challenging Audiences to Listen: The Performance of Self-Disclosure in Community Writing Projects by Justin Lohr and Heather Lindenman | BOOK REVIEWS: Relocating Authority: Japanese Americans Writing to Redress Mass Incarceration by Mira Shimabukuro, Review by Elizabeth Miller | Teaching with Conscience in an Imperfect World: An Invitation by William Ayers, Review by Ildikó Melis | Out of the Ruins: The Emergence of Radical Informal Learning Spaces by Robert H. Haworth and John M. Elmore (Eds.), Review by Sarah Moon | Crossing Divides: Exploring Translingual Writing Pedagogies and Programs by Bruce Horner and Laura Tetreault (Eds.), Review by Gina Wrobel