The second phase on the continuum is “partnership.” Although this type of partnership has probably occurred over the three periods of time, it may be more typical during the developmental and demonstration years. An example of such a partnership type is the one formed between Bow Valley College and Skillplan, the BC Construction Industry Skills Improvement Council, to develop and launch TOWES. In these types of partnerships, more attention and time were allocated to achieve mutually-valued objectives. In some instances, the early work in a pre-partnership or a pilot project allowed members to further access information about the national workplace literacy picture and to integrate new project objectives into changes occurring in each partner organization. Partners recognized that this was an opportunity to work together because it was convenient arrangement and the project goals aligned with the changes occurring in their own organizations. These projects were often more specified with longer term objectives. Each member of the partnership usually gave more resource time, and this increased capacity to meet the goals of the project.
Together the partner organizations were able to do more. Mutual trust and respect moved beyond the individual partners and spread to other staff in the business, labour, and education organizations. Sometimes, activities and tasks around the shared objectives provided opportunities to participate in each other’s organizational functions, such as seminars and symposiums. Information flow among members was more coordinated and strategies to accomplish the project work became blended. The exchange of information increased and added to building capacity to work at a problem. There was also a search for other people and organizations who could use the project information. Specific roles of each partner and respective organization tended to be more focused on the implementation of the project results. Occasionally, agreements or partner contracts were written.
“We have been guided in this work by many teachers, researchers and theorists around the world who have been talking for nearly two decades about a paradigm shift in thinking about the nature of literacy itself” (p. 4).
Belfiore, M.E., Defoe, T.A., Folinsbee, S., Hunter, J. and Jackson, N.S. (2004). Reading Work: Literacies in the Workplace. Mahwah, NJ: Lawrence Erlbaum Associates.