We need to:

• create a framework for advocacy
• be inclusive
• work as a relay team

Together, we have a chance to be heard if we work like a relay team: start with learners – move to practitioners – to practitioner researchers – to policy. We also need to look at ways to do research so it gets heard. 

Making Connections
Rapporteur: Evelyn Battell

Our conversation went in two directions. One conversation had to do with interplay between universities and the field. 

• At Memorial, students do a 45-hour diversity practicum in a community agency.
• Graduate students at UPEI are connecting with communities and literacy work through their own research project.
• In some local level research, practitioners donate their time and work with a volunteer resource person from a university who guides the research.
• Some universities sponsor projects for literacy practitioners who get research assistance. This is not within a degree program. 
• Some academics evaluate projects so the community workers get free collaboration while the process is going on.
• The Metropolis project is a joint NLS-funded venture involving community groups and universities. This project is looking at immigration. It is not a literacy project as such.

We also we talked about current models of practitioner research: 

• In BC, Marina Niks has a new project wherein 8 research projects, generated by practitioners, will be supported by an honorarium of $1500/ year for two years. The practitioners will work with Marina and use her expertise to do their research. Researchers will connect online and meet with Marina. 
• In Alberta, a university offered an online course for practitioners who chose and carried out research in their own programs.
• Other models presently in use were not represented in our group.

Problems mentioned include

• The SSHRC Literacy stream does not pay salaries or release time for practitioners. So it is only available to those practitioners with university credentials or to academics who choose to work with practitioners.
• Major foundations that fund community work commonly do not fund pure research so the project has to include an action component that is at least equal to the research component. Also they are not used to being asked for professional instructor's salaries as part of the grant. They generally work heavily with workers who are paid less.

 Open questions

• If people at the universities are interested in knowing what practitioners know and practitioners are interested in mulling over their work and articulating some of their understandings, some methods might include
  • Online conversations
  • Online professional development events
  • Funding the elusive release time to allow practitioners to do research and/or take courses
•  Could Literacies be used to connect academics and practitioners either face-to-face or online?