This study examined participatory literacy practices in one urban and four rural literacy programs in Alberta. As a reference point, the growth and development of student groups within these adult literacy programs were followed. These groups were viewed as a venue for students to represent their interests and needs in relation to their literacy programs.

The study was conducted within the naturalistic research paradigm (Lincoln & Guba, 1985), and the data regarding the two research questions were collected through 28 individual and five group interviews, journals, fieldnotes, photostories, document analysis and a questionnaire. Photostories were used as a means of generating knowledge and recording information about participatory practices. Photostories were used because they involve a group experience that employs visual and verbal modes of communication which are appropriate for adults with low literacy skills. As well, photostories are a fluid process which created a safe place for students to express desire(s) for change.

The Programs

Five programs were involved in this study: (a) Adult Literacy for Action (ALFA), a rural southern Alberta literacy program whose primary mode of instruction was one-to-one tutoring; (b) Action Read, an urban Alberta literacy program which also followed the one-to-one tutoring model; and (c) The Literacy Network, an educational institution which sponsored three full-time literacy programs in the northern rural communities of Creston, Haines Junction, and Virden. Pseudonyms are used for these literacy programs and their geographical locations as well as for the students and literacy workers who participated in the study.

The ALFA program, which is staffed by one part-time literacy worker, serves approximately 50 students from five rural communities on an annual basis. At any one time, approximately 30 to 40 students are working with volunteer tutors. At the time of this study, 39% of the registered students were male, and 61% were female. English was the mother tongue for 67% of the students, while English was a second language for the remaining students. Action Read, with a staff of 3 full-time literacy workers serves approximately 170 to 200 students every year. At any one time, there are usually 90 to 100 students matched with volunteer tutors. During the time of this study, 47% of the registered students were male, and 53% were female. For 69% of the students, English was their mother tongue, while English was the second language for 31% of the students. Finally, the Literacy Network, which is coordinated by one full-time staff member, sponsors 3 literacy programs, each of which is staffed by one paid tutor for every 4 students. The 13 female and 6 male students enrolled in the Creston program were from the Mennonite culture, with English being their second language. Of the 6 female and 3 male students in the Haines Junction program, 7 spoke English as their second language. The 6 male and 5 female students registered with the Virden program were Native and spoke English as a second language.


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