This article explores the question of where literary study happens through reflection on two case studies. The article examines projects within two UK English departments, which were designed to allow students of literature to engage with local communities as part of their studies. The implications of this work are considered for curriculum design, for students and teachers in their interaction with the discipline, and for community participants. The article places this work in the context of broader questions about the "place" of higher education and in particular earlier efforts at university "extension" in England and Wales, out of which these projects developed. The authors consider the potential impact of this work not only on questions of where we study literature, but also on what is studied, how and why. (Contains 2 notes.)