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Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on‐ and off‐campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on‐ and off‐campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide numerous examples that highlight the ways that CTL can increase or complement their offerings and resources through the strategic leveraging of potential opportunities.

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Everyday Literacies is a research study describing the varied literacy practices of four adolescents in Brisbane, Australia during 1994, but it also outlines a theory of literacy and a research methodology that the author, Michèle Knobel, believes can help illuminate people's everyday literacy practices. Knobel's research for Everyday Literacies was historically situated alongside a movement to set national academic literacy standards in Australia. Standards setting, Knobel argues, generally involves discussion about what students should know, while ignoring or devaluing the knowledge and understanding they bring with them to the classroom. In an attempt to understand both the range of literacy practices in which young people engage in their everyday lives and how those practices intersect with the

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