Research in Practice Project

“Walking Alongside” was designed to explore how youth and adults can work together to make change in community. It grew out of the author's work as an adult practitioner supporting youth engagement in Hazelton, BC and her questions of how best to fill this role.

In this research report, the author's argue that the use of students’ personal narratives in the classroom is a valuable teaching strategy because it facilitates the students’ understanding of specific course content, it enhances their engagement with classmates, class activities and course content and, as well, it creates a classroom community.

This document offers an approach to teaching adult literacy learners that is respectful of their current place in the world and also allows them to develop personal skills and capacities to allow them to further explore, expand and negotiate their world. The author will show the reader the ways this happened, and what she thinks caused this growth to occur in a project she facilitated "Hair Straight Back".

This document describes the Guided Reflective Writing Technique (GRWT), an intervention writing activity which the author designed, developed, and taught. She used this activity at the end of every class session with her students.

This research report talks about the changes that happen when literacy practitioners begin using collaborative reflection-on-action and take the time to see and act on these changes because of describing, processing and exploring various elements of their practice.