Interdisciplinary Journal of Partnership Studies

Community-Driven Literacy: An Asset-Based Quality Improvement Approach to Educational Recovery

Erin West

Appalachian State University

DOI: https://doi.org/10.24926/ijps.v13i1.7170

Keywords: community literacy, asset-based pedagogy, educational equity, culturally sustaining pedagogy, COVID-19 recovery, partnerships, rural education

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Abstract

The COVID-19 pandemic intensified existing educational inequities, particularly in rural communities where access to instructional resources and out-of-school learning opportunities is often limited. In response, a rural faith community partnered with educators, university partners, an undergraduate-level teacher candidate, community volunteers, and families to design and implement a six-week summer literacy program grounded in asset-based community development and culturally sustaining practice. Using a mixed-methods quality improvement framework, this study examines the implementation and outcomes of the initiative, with particular attention to how partnership shaped literacy learning. The project aimed to increase reading engagement and confidence among participating students in rising kindergarten through sixth grade by 20% through meaningful, community-based literacy experiences. Data sources included attendance records, instructional observations, reading attitude measures, oral reading records, and parent feedback. Findings indicated increased participation, reading confidence, and engagement, along with observed improvements in oral reading fluency. The findings suggest that partnership-based approaches increased access within this rural community.