RESEARCH SUMMARY:
How the Existing Research Impacted this Project

Introduction:

The primary goal of the Resources for Youth Literacy project was the development of learning materials, based on youth and youth service provider feedback, for use in literacy and upgrading programs with a youth-at-risk population. This review of the existing research about youth literacy needs serves as the context for the process we followed when consulting Simcoe County youth and youth service providers, and developing the learning materials that are contained in this package.

Thirteen studies addressing youth literacy needs in Ontario were consulted. The majority were accessed through AlphaPlus and the Youth Literacy Resource Kit; Burt Perrin's Youth and Literacy Cluster Project (1998) was accessed through the NALD web site, and Toronto ALFA's Youth of the Diaspora (Black Youth Literacy Project) (1998 - in process) was consulted during a field visit to the ALF A centre. The focus of most studies was to assess youth literacy needs and access barriers; most conclude by suggesting that the next step is to develop learning materials that address these identified needs and barriers - hence the mandate for this project!

This summary will offer a brief discussion of the print research in terms of the five research objectives of the Simcoe County Youth Literacy Project:

1. Youth Learning Styles
2. Difficulties/Successes Encountered in Learning
3. Hobbies and Activities of the Target Group
4. Individual Goals and Objectives
5. Obstacles to Access and Possible Solutions.

But first, let's take a quick look at the general conclusions reached by the existing research:

• youth prefer to work one-on-one or in very small groups
• learning activities should be practical and relevant to youths' lives, ideally building on youth input
• curriculum materials need to be age and interest appropriate
• there are not enough youth-oriented literacy curriculum materials to meet assessed needs
• adult literacy programs do not have the facilities/curriculum to capture and hold interest of youth at risk
• particularly for the 16-19 year old subgroup, upgrading/ literacy work should be in a neutral (non-school) setting
• youth at risk are a difficult group to reach and make a sustainable connection with - programs need to recognize and work with trust issues and relationship building.
• a holistic approach recognizes the learner's entire set of needs,
• and can address those needs either directly, or by referral and communication with other youth service providers
• curriculum that involves a wide variety of learning styles/approaches is most successful.