Instruction High-Level Description (100 words) This presentation reports on a multiorganizational, community-based collaboration providing over 100 undergraduate literacy tutors with professional development to implement 1-to-1 literacy instruction with youth in the community over the course of AY 2024-2025. In response to the question, “How can community impact networks (e.g., HWS Tutor Corps, Geneva 2030) support efforts toward systemic change in community-based literacy instruction?”, we will share findings from a community design-based research project (Bang et al., 2016) focused on tutor provision of robust and individualized literacy instruction. Expanded Description (250 words) This presentation reports on a multiorganizational, community-based collaboration providing over 100 undergraduate literacy tutors with professional development to implement 1-to-1 literacy instruction with youth in the community over the course of AY 2024-2025. In response to the question, “How can community impact networks (e.g., HWS Tutor Corps, Geneva 2030) support efforts toward systemic change in community-based literacy instruction?”, we will share findings from a community design-based research project (Bang et al., 2016) focused on tutor provision of robust, individualized, and socially just literacy instruction. Our analysis will explore the role of community impact networks in working toward systemic change. We take up the tool of equity trails (Gutiérrez & Vossoughi, 2010) to examine how social justice goals shape evolving instructional design, telling the research story of decision-making and how different stakeholders were impacted. Our presentation will share how the equity goals of various stakeholders in the project, including the HWS Tutor Corps, Geneva 2030, the Boys & Girls Club, the school district, the researchers, and youth, were negotiated across the course of the year as programming was developed. We will consider how this program’s design and implementation forward the community’s explicit goal of increasing literacy outcomes to elementary students in the Geneva City Schools.
