This report is the outcome of a project designed to study the literacy demands of selected academic, vocational/technical, and developmental studies programs and courses and of administrative tasks in relation to the literacy skills of minority and other community college students. Chapter I discusses the nature and value of literacy in modern society, examines the community college's role in literacy education, outlines study purposes, and gives a transactional definition of literacy which provides the underlying structure of the report. Following a brief chapter on study design and methods, chapters III and IV describe the Richfield District and Oakwood College, which were the focus of the studies, and highlight the administrative priorities and motivations that appeared to have an impact on literacy. Chapter V considers literacy with respect to administrative tasks, such as registration, that require reading and writing skills, and with respect to student support services that promote literacy. Chapters VI through IX analyze literacy in the classroom, focusing on reading and writing operations, student motivation, instructor objectives, and the context for literacy provided by classroom events. The concluding chapter summarizes findings and discusses the study's implications for policy and research. Extensive appendices consider the background and details of study methodology and contain the survey instruments for faculty and student interviews. (Author/HB)