A great deal of work has been done in developing literacy programming infrastructure — for example in training for practitioners. There has been funding for training events, resource centres, conferences, and the like.62 A variety of specialized resources have been developed for tutor training,63 and initial training programs designed that range in length from only a few hours up to 30 or 40. Training based on reflection on practice is sometimes done through practitioners' networks,64 and sometimes within programs as a part of their ongoing work. Efforts are under way to develop training programs tailored for adult literacy practitioners, separate from traditional teacher certification programs and their strong historical links to public schooling. Several universities have established courses addressing literacy, often involving practicum experience, reflection on practice, or practice-based research.65 Some institutions offer one or two courses, and others offer certificate programs or graduate programs in which students may concentrate on adult literacy.66

graphic - black bullet

The next section of this report examines government literacy policies and activities. It recapitulates in greater detail some of the historical processes described generally above, and shows something of the great variety of forms of literacy work across Canada. The second chapter then returns to some general processes, raising issues to be resolved in future development.

62 For example, the Ontario Literacy Branch funds Alpha Ontario, a literacy and language training resource centre, Centre FORA to develop and distribute French materials, computer networks, resources and training for practitioners, and practitioner special interest groups.
63 One noteworthy example is the video and print tutor training package, Journeyworkers, jointly produced by Alberta and Manitoba.
64 For example, through the Literacy Co-ordinators of Alberta and the Alberta Language and Literacy Resource Centre, practitioners' organizations have assumed responsibility for various practitioner training activities, and more experienced practitioners spend part of their time assisting less experienced.
65 For a discussion of issues in collaboration between academics and literacy practitioners and advocates, see Richard Darville, "Trends in North America," in Mary Louise Kearney and Leslie Limage (eds.), Literacy and the Role of the University, Unesco, Paris, 1991, 30-39.
66 The most focused university programs are at the University of Québec at Montréal, and at Carleton University.