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In this article, the authors examine the concept of “reciprocity” in publicly engaged literacy scholarship. The idea of reciprocity suggests that projects using a publicly engaged research model should comprise two-way partnerships that strive to balance benefits to the researcher and to community partners. The authors (a researcher and a community partner) explore this dynamic by considering their own experiences working on projects with groups of youth in Honduras and in the United States. The groups shared their cultures and experiences through writing and technology, and challenged ideas about security and public space. Given the national, racial, cultural, economic, linguistic, and power dynamics inherent in these publicly engaged scholarship projects, reciprocity was a theme to which the authors paid close attention and about which they were in constant discussion.  The authors address a series of questions about reciprocity and scholarship, and find that through their experiences they have learned to define both concepts in ways that are not traditionally measurable and cannot be mapped out as directional.

Reciprocity in the Practice of Publicly Engaged Scholarship: Reflections from a Transnational Literacy Project