This dissertation is a participatory action research (PAR) case study of one community writing course, "Voices of UMass: A Memoir Writing Course for Workers and Students," piloted on-campus in Spring 2022 and designed to create solidarity among workers and students through storytelling. Specifically, this study examines the writing practices and pursuits of eleven participants in the community writing course to expand a theory of "literacy infrastructure," which is used to describe the physical, material, and rhetorical structures that come to form the academic institution, including classroom space; literacy materials, practices, and activities; socio-cultural values, or norms; and "people themselves" (Grabill). Together, a theoretical framework composed of community literacy, critical race theory (CRT), and affect theory inform this study's analysis of participants' experiences, practices, and pursuits in the community writing course as they created memoir—within the literacy infrastructure. Crafted through participant observation methods; discourse-based interviews; and rhetorical analysis of participants' writing, the body chapters of this dissertation present three vital lenses into the literacy infrastructure at UMass. Ultimately, this study expands literacy infrastructure in two important ways: 1) It includes in the "campus community" not onlystudents, teachers, or the classroom but the great population of workers—and the Partnership for Worker Education (PWE)—who inhabit campus, daily; and 2) It demonstrates how the literacy infrastructure is a lived and felt (i.e. affective) experience; and a porous and makeshift entity, created and re-created by people.