A very important development of the early 1990s has been the extension of literacy work with particular groups of learners, in ways that also address important issues of gender, race, class, age and ability. Discussion has been ongoing in several areas, and some have borne fruit in programming efforts. There has been extensive study, both across the country and within particular provinces, of issues of francophone literacy, often considering the intertwined issues of literacy and refrancisation. There is now a national coalition — Federation francophone pour l'alphabétisation en français — and there is some literacy programming conducted in French and often controlled by francophone organizations in all provinces and the Northwest Territories.53 The movement for aboriginal control of education that has been under way for years is now being extended into adult literacy. There have been a number of important studies and reports of aboriginal literacy.54 Programs now offered in aboriginal languages in Manitoba, Ontario and the Northwest Territories, and aboriginal literacy may, if jurisdictional bottlenecks can be eliminated, be an area of significant expansion. The prevalence of limited literacy among older Canadians, and their needs for literacy for health and social services, and for continuing community and political participation, have been asserted; a pilot project is underway.55 Studies and proposals have been prepared regarding literacy for people with disabilities, and there are some special programming arrangements.56 Some literacy programs emphasize the development of literacy as an articulation of women's voice, a process in which women can explore common experience and action as well as gaining skill.57 The Canadian Congress on Learning Opportunities for Women has sponsored research into women's experiences in literacy programming, and has an ongoing action research project on woman-positive literacy work.58 A feminist literacy network has been formed. The most extensive development of workplace literacy programming in Ontario has been organized by trade-unions, and union involvement is growing in a number of provinces. All these developments point to the importance of multiple and flexible definitions of the "community" at the centre of literacy programming — including but not limited to the sense of community as neighbourhood.

53 See André Boucher, En toutes lettres et en français; Serge Wagner, "Literacy and the Assimilation of Minorities: The Case of Francophones in Canada," in Jean-Paul Hautecoeur (ed.), Alpha 90, Direction génerale de l’éducation des adultes, ministère de l’Éducation du Québec, Montréal, 1990, 53-80; Carmelle d’Entremont, The First Step: Adult Literacy, Basic Education and Academic Upgrading for Acadians in Nova Scotia, Halifax, Nova Scotia Department of Advanced Education and Job Training, 1990; Bruno Ouellette, L’analphabétisme chez les Franco-Albertains, Éducation Permanente, Faculté Saint-Jean, Université de l'Alberta, Edmonton, 1990. Also see Réseau national d'action femmes, L'alphabétisation des femmes francophones: Guide a l'intention des formatrices, Ottawa, 1990.
54 "You Took My Talk": Aboriginal Literacy and Empowerment (Fourth Report of the Standing Committee on Aboriginal Affairs), Ottawa, House of Commons, 1990; Aboriginal Literacy Action Plan, Saskatchewan Indian Institute of Technologies, Asimakaniseekan Askiy Reserve, Saskatoon, 1990; Carmen Rodriguez and Don Sawyer, Native Literacy Research Report, Salmon Arm, B.C., Native Adult Education Resource Centre, 1990.
55Andrew Aitkens, A National Literacy Strategy for Older Canadians, One Voice: The Canadian Seniors Network, Ottawa, 1991.
56TV Ontario, Lifeline to Literacy: People with Disabilities Speak Out, Toronto, 1989; G. Allan Roeher Institute, Literacy and Labels: A Look at Literacy Policy and People with a Mental Handicap, Downsview, Ont., 1990; Roger J. Carver, Deaf Illiteracy: A Genuine Educational Puzzle or an Instrument of Oppression? A Critical Review, Canadian Association of the Deaf, [n.p.], 1989; Canadian National Institute for the Blind, Literacy: an Issue for Blind and Visually Impaired Canadians, Ottawa, 1991.
57See "Women and Literacy," special issue of Canadian Woman Studies/les cahiers de la femme 9:3&4, 1988; Jennifer Horsman, Something in My Mind Besides the Everyday: Women and Literacy, Toronto, Women's Press, 1990.
58Betty-Ann Lloyd, Discovering the Strength of Our Voices: Women and Literacy Programs, Toronto, Canadian Congress on Learning Opportunities for Women, 1991; Betty-Ann Lloyd, "Women and Literacy Research: Contradictions and Context," Literacy/Alphabétisation 15:4, 1992, 4-7.