Although this woman's hesitation at this point may be viewed as a step backward, I feel that not all progression involves action. Periods of reflection can be a time of certain growth and often distance is needed to see what is most closely at hand. Another woman who took part in the project has relocated, and unfortunately due to her personal situation is no longer able to maintain contact with the Learning Centre, although she has passed word through public agencies that she is doing well. She misses her time with the project and hopes to one day connect with another writing group.

Two of the women involved in the project are excitedly making plans to attend a three-day provincial literacy conference with literacy tutors, learners, and volunteers in attendance. The opportunities for these women and the doors that will continue to open for them are promising.

Reflections on the Research Process

As the researcher I often found myself with more questions than answers, perhaps indicative of the growth one experiences in undertaking such a project. Questions such as: Where is my energy best spent? Will my work be meaningful? To whom? How will it help the women of my program?

Some of these questions were answered along the way and others may be answered as time passes and individuals begin to feel differently towards themselves as a result of the project. Fortunately I recognized the questions as part of a natural process of learning. I also had resources to turn to, as well as the guidance of the VALTA Project leaders for insight. The leaders assured me that reflection was in fact necessary as I would uncover perhaps new ideas for direction or contemplation that would ultimately benefit my research.

Applying What Was Learned

The research from my project suggests that coordinators of literacy programs can support and sustain the development of positive selfconcepts with literacy learners. The importance of encouraging a positive self-concept is advocated by others in the literacy field: