One of the ways that we can address problem is to develop a theory of which will clearly reflect the work we do. It will also help us to understand practice and articulate our goals. When our words embody our practice they will not easily be co-opted and rendered meaningless. If our practice is to be our political project for social change we will need to learn how to articulate the political perspective which guides work and generates its meaning.

A theory of literacy will assist those programs which have social change as their goal to identify the differences between the various literacy practice. This theory of literacy will articulate the range of perspectives: critical, liberal and conservative. It will enable us to identify a critical perspective from which we will develop a critical pedagogy. In the process of refining our understanding literacy practice we will be uncovering the differences between a critical pedagogy and a good pedagogy. Good pedagogy assists adults to learn to read and write, but a critical pedagogy also words towards social change based on an understanding that "society ; is both exploitative and oppressive" (Weiler, 1988).

One way of beginning this process of refinement is to learn more about the theoretical assumptions which underlie our work. Even though some practitioners argue that they have no need for academic theory because it is remote from their practice, theoretical contributions have already influenced literacy work. However, these contributions have not always been identified. Sometimes we assume that literacy practice comes from common wisdom. We have not yet rigorously scrutinized the theoretical assumptions which have shaped what we do. As a result we are unaware of the origins of the theories and the perspectives that they represent. In addition we do not keep up with the new contributions to these theories, and we are prevented from participating in developing them further.

For example, the language theories of Ken Goodman (1982) and Frank Smith (1978) have strongly influenced literacy practice. These theorists recommend using meaningful language when teaching reading and writing. This has meant that practitioners teach reading from units of meaning which are whole - that is to say, from sentences rather than from parts of words such as letters and syllables. Hence this theory is known as the whole language approach.

Whole language is the theoretical basis for using language experience stories. In this approach learners tell stories about experiences in their lives. The tutors act as scribes writing down the learners' words and use these stories as reading material in literacy lessons. Language experience is frequently used in a wide variety of programs. Regardless of the goal of the program, this method is touted as successful.

But whole language theory has never had to withstand criticism from a critical perspective. We have not yet asked whether the whole language approach is simply good pedagogy or whether it is also the basis for critical pedagogy. Because language experience stories are used by programs with different perspectives, we will want to know the difference between how this approach will be used by practitioner using good pedagogy and a practitioner using critical pedagogy.

John bull's Farm alphabet [c. 1879]. ‘J’s for John Bull, who this pretty farm owns; He's watching the women who pick up the stones;

Another theory which has guided literacy work is found in the writings of Paulo Freire. One of Freire's contributions to our work in Canada has been to pose a concept of empowerment for literacy learners. Freire suggests that learners are empowered by entering into dialogue with their peers. Through! this dialogue they learn to read and write as they name their experience and speak about their world.

Many Canadian practitioners state empowerment as a goal for their literacy work. Freire's work in critical pedagogy has led us to a community orientation for our literacy practice. The concept of empowerment provides the theoretical basis for creating learning environments which are friendly, accessible and comfortable. Literacy work often takes place in local centers in the community with practitioners, learners and volunteers working together as equals to build the community.