...offering each learner a positive image of herself as valuable and of worth can make such an incalculable difference, then every respectful interaction in the educational setting is of crucial importance. (Horsman 1999)

The recommendation for literacy and adult basic programs is to foster and recognize non-academic outcomes of attending a program, outcomes that build self-esteem, encourage awareness of and reflection on life and learning experiences, and increase agency. Since people with higher agency develop more varied and more useful learning strategies, working with learners on increasing agency and self-worth is a useful strategy for improving learning strategies. (Niks, Allen, Davies, McRae and Nonesuch, 2003. p. 82)

Coordinators' and support staff's awareness of the barriers which learners face in their lives can benefit both the program and the learner. Experiences with violence, dysfunctional family or social connections, past and present failures, learning disabilities, state of mental health, and a distorted self-image can all contribute to a learner's poor self-concept. While coordinators can do little to change the way a person feels about himself or herself they can do plenty to encourage learners to develop positive self-concepts. Often opportunities exist for learners to move forward in their lives, although they may not recognize the opportunities for themselves. (Appendix A at the conclusion of this chapter includes some questions that coordinators and learners might use to explore self-concept.)

I would like to imagine that literacy programs are consistently examining the barriers to learning for those entering their programs. I would also like to believe that they are also considering the selfconcept of literacy learners as they tailor the type of programming made available to these individuals. Changes can come about in those who have a renewed sense of self-worth and coordinators can foster self-reflection about self-concept. The statement, "You can't learn if you're no good," made by a learner in the Hanna Literacy Program, needs to be addressed by literacy practitioners everywhere.

When light falls on the dark corner of our minds where we keep our oldest assumptions—the whole world looks different. Just understanding what troubles us, realizing that each of our difficulties has a name, a cause, a logic to it, is liberating. Nothing can make you feel as helpless as ignorance, and the truth can set you free. (Sher, B., 1994)