This report describes a collaborative research project entitled "The Uses of Narrative in Adult Literacy Teaching and Learning." A team of nine community-based practitioners/researchers based in Toronto met monthly, from September 2007 to July 2008, to reflect on their practice and on themselves as practitioners through the lens of story and diversity.
Research in practice promotes improvements in practice, informs policy, and contributes to learner success in the adult literacy field. Research in practice in adult literacy has been gaining strength and visibility; however, there is an unevenness of support and capacity across the country. There is a need for a strategic framework that will address this disparity and guide future practice and policy.
This article is about a visit in 1985 to Canada by Mike Browne, National coordinator of the St. Vincent Union of Teachers Adult Education Program. He visited Canada from St. Vincent, a tiny country in the West Indies, to gain support for the St. Vincent literacy project and to make links with literacy project and adult education projects in Canada.
An Institute on Research in Practice in Adult Literacy
The Institute was held in St. John's, Newfoundland in 2003. Organizers hoped that it would build and strengthen research capacity among literacy practitioners, and build connections among people involved in literacy research in practice across the country.
This report outlines the process of the Institute as a whole, and includes reports which document each of the courses, workshops and inquiry sessions.
This book is one part of the public record of an exciting research project involving women across Canada during 1991 and 1992. Two women from each of twelve adult literacy and basic education programs asked themselves, "What happens when some women in a literacy program decide to do something they consider woman-positive?"
This book provides a detailed account of a year-long research project undertaken by CCLOW and women (staff and volunteers) involved in adult education and adult literacy programs across Canada. During this project, researchers initiated, observed, and documented the impact of woman-positive activities chosen for their programs. They wanted to challenge the ways in which literacy programs ignored women's lives and needs.
This book explains research done by CCLOW to find out what happened when women in literacy programs decided to do something they thought would be positive for women.
The book can help people understand what the researchers learned about women and literacy. It is hoped it will help readers imagine how to make literacy programs more positive for women. Some programs may use it to start people talking about women in literacy programs.
This article discusses how conferences are traditionally structured, and provides examples of how participants can become disappointed based on the conference agenda. Finally, it proposes to reverse the traditional approach of using the conference to establish a network.
