"Once we were convinced there was a need, we approached the Mountain view Further Education Council to help secure the funding for the project. The project was then funded through the Department of Advanced Education to serve the Olds, Sundre, Didsbury, Cremona and Carstairs area."

Sharon was hired as the first literacy coordinator for Project Read Soon in late 1987. Unfortunately, the excitement and momentum of setting up the program diminished after the reality of the job set in. "I was paid for 15 hours a week but the job really required 20 to 30 hours a week. The work never got done in the time I had. There was always something gnawing at me, 24 hours a day, 7 days a week. I just felt it was beyond me. I couldn't make it work and if I couldn't make it work, I felt I had to leave. I felt I had to get away from it."

It was obviously a difficult time for Sharon. I asked her if she had found any comfort or support in sharing her frustrations with other people working in the field. "Meeting with other coordinators was always helpful and I really appreciated it but meeting with them also confirmed the fact that we still had a long way to go, that I still had so much to learn. I always felt that it was all up to me to fix everything and get it right - to make sure that the tutors were actually meeting with the students, to make sure that there were enough tutors to hold a tutor training session. When I organized a tutor training for 10 people and only five people showed up, I felt that was a reflection on me."

"I was trying and trying and it wasn't showing. The program wasn't growing or getting better. You want the program to look good because you have to sell it to your community. You want it to work; you don't want things to fall apart. I felt it was my responsibility to keep everything rolling but all the different parts of the job description were only possible if you had 10 arms with which to do them all!"

So Sharon took a break but after only 3 months, she came back to literacy work, this time as a Resource Person for the LCA Regional Resource People Project. She admitted that as much as she appreciated not being as stressed as she had been, she did miss the people and the focus of the work.

Six months after easing back into work with this flexible, part- time position, Sharon agreed to coordinate the Reading Pals Program, a program that trains adult volunteers to help marginal readers gain confidence reading at a primary school level (Grades 1 to 6). Funded by the Wild rose foundation, Reading Pals is being piloted in the Sundre Elementary School.

I asked Sharon if her approach to her literacy work is different now. "I've learned to relax a lot more," Sharon said gently, "and not be so worried about getting everything right. I don't feel such a burden of responsibility anymore. I don't feel that I have to make it work, that it's all up to me. Now I can say 'well, if the tutors aren't coming, they're just not coming!'"

The 3:15 school buzzer rang, signalling the end of the day. The halls were again full of children, even louder now that the day was over. Sharon and I went out to the parking lot where we met Ruth, Sharon's 7-year-old daughter. Sharon introduced me to Ruth, telling her that I also work in literacy. Ruth rolled her eyes (as only a 7-year- old can) and said, "I know that Mom." Sharon, looking surprised, asked how she knew that, and Ruth replied, "because Mom, all your friends are in literacy!"