THE ROLE OF LITERACY ACTIVISTS AS CHANGE AGENTS IN FACILITATING COMMUNITY LEARNING THROUGH COMMUNITY READING PARKS: A SYSTEMATIC REVIEW FOR LIFELONG LEARNING AND INCLUSIVE COMMUNITY EMPOWERMENT

Abstract

This study aims to systematically examine the role of individual literacy activists as change agents in facilitating learning processes within communities through Community Reading Parks (TBM). Employing a Systematic Literature Review (SLR) approach, eight relevant scholarly articles were analyzed based on specific inclusion and exclusion criteria. The findings indicate that literacy activists serve as facilitators of contextual learning, social connectors, creators of inclusive learning spaces, and managers of community-based educational innovations. The facilitated learning processes are participatory, reflective, and adaptive to local needs. These findings emphasize the importance of strengthening the capacities of literacy activists and policy support in building a sustainable community learning ecosystem.