C. Confidential Dialogue Journal

The purpose of using confidential journals is to establish trust between the instructor and the learner and to establish non-threatening support for learners while they practise writing. You will need a quiet space to work individually with students, where no one can overhear you.

When you invite students to write in a confidential journal, you invite disclosures of all kinds. In addition to the usual supplies, you will need journal notebooks (about half the size of a normal notebook so pages are small), book cover paper (metallic, colored or patterned paper) and name stickers. You will also need copies of two or three word-search puzzles, or some other quiet activity that learners can do independently while they are waiting. I use a word-search puzzle as a fill-in activity because both literate learners and those newly acquainted with the alphabet are usually able to do them without help.

1. Guided discussion

* Discuss the meaning of the word "dialogue," the value of learners sharing their lives and the necessity of confidential personal supports for learning and in life. Discuss the safe-keeping of the journals. Perhaps you will keep them locked in a desk or file drawer.

2. Make a journal

* Distribute a blank journal notebook, name sticker, glue, scissors, pen or pencil to each learner. Ask them to choose a sheet of cover paper in the colour of their choice.

* Demonstrate how to make a cover by folding, cutting and pasting. Ask each of them to cover her journal, attach a name sticker and write her name on it.

3. Make the first journal entry

* Distribute word search paper puzzles to each learner. Ask those who are unable to write unaided to work quietly by themselves on the puzzles while they wait their turn for individual help. Ask those who are able to write to work on their puzzles after they have finished writing their journal entry.

* Ask writers to write only on the right-hand pages, putting the date at the top and leaving the left-hand pages for your responses. Ask them to write about yesterday, something that happened to them, how they felt and what they did. Say that one page only should be used for one entry, so they should choose carefully from the events of their day before.

* Go off to your private area with a beginning literacy learner with her journal. Ask the learner to dictate to you what she wants to write in her journal. Help her clarify her words in order to get the sense of what she says. Record her words, using printing rather than cursive writing until she has learned to write that way.

* Ask the learner to copy the entry onto the right page of her journal when she is back in class.

* Repeat the process until all the beginning literacy learners have dictated their journal entries.

* Allow enough time for the last beginning literacy learner to complete her task. Distribute another word-search paper puzzle, if necessary, to those who have finished their journal entries and puzzles.

4. Use the journals

* When all the learners have completed their entries, collect the journals.

* Respond in writing (printing where appropriate) on the left-hand pages of the journals in a supportive way as soon as possible, at least before the next learning session. Make sure that the journals are kept in the agreed-on safe place. Have them ready and on hand at the next learning session.

* Begin each learning session with this exercise. When a learner indicates in her journal that she wants counselling or other help, talk privately with her as soon as possible and make appropriate referrals.

* Periodically, perhaps during a private literacy learning progress check-up session, discuss the journal with the learner. Celebrate any improvements in her life during her participation by giving a symbol (a congratulatory card or other token) of her success. With permission of the learner, share and celebrate these occasions with the other women in the literacy learning group.