In phase two of the project, the instructors were guided through each step of the action research methodology. I acted as a coach for the eight instructors and provided the support and assistance required over a six-month period to complete an original piece of research. In the final phase, the actual write-up of the eight projects was completed, which resulted in a handbook.

This resource, entitled “Action Research in Workplace Education: A Handbook for Literacy Instructors,” is available on-line through the National Adult Literacy Data Base at http://www.nald.ca/CLR/action/cover.htm, as well as through the ERIC system identified at ED 462557.

Using the Resource Handbook

As a way of encouraging and inviting literacy educators into the everyday world of practice research, I want to say a few things about how a reader could use this resource handbook. The first part describes action research as a type of practice-based research. It outlines two models which can be used in conducting an action research project and then discusses, in some detail, the major steps of identifying a problem, collecting and analyzing data and implementing an action strategy. The information that is highlighted in this section of the resource is an abridged version of the workshop content that was presented to the eight instructors during the training session.

The second part of the resource describes eight action research projects written up as case studies. This section provides a wide range of interesting projects from various workplace practice settings. These projects were conducted by the practitioner researchers and included such topics as increasing learner motivation, adapting teaching styles, enhancing learning with the internet, assessment procedures, building teams and self-directed learning. The case study write-ups serve to illustrate the actual process in conducting action research and provide good examples of critical reflection on findings that were used to solve very common workplace program problems. In the third part of the handbook, readers find the support information needed to carry out their own individual action research project, such as practical exercises for each step in the process.

Important Learning

Thinking back to those clear messages voiced at the Adult Education conference along with my recent experience working with those outstanding literacy instructors in the research project, I have learned some important things. It seems to me that the construction of new knowledge needs to be done in concert with learners, literacy practitioners and academic researchers. Such socially constructed knowledge is more apt to be relative and fluid. If we hold so close to the current persuasion that traditional academic theory will guide practice in the field then we’ve lost an important direction for the future of literacy research. Because literacy practices and beliefs are continuously evolving, academic researchers are always one step behind, trying to ask the right questions. What needs to be done now is to integrate practitioner research into the development of the more formal adult learning theories and to encourage a new generation of researchers.

Maurice Taylor is a Professor in adult education at the University of Ottawa, Faculty of Education where he teaches and supervises graduate students.