A linear framework for the research complemented the circular experiential learning framework. Outlined on the next page, it provided another way of understanding the research process. This framework was built around the three national workshops, two site visits, and primary activities during the periods of time between these events.

At the first national workshop, we needed to get to know each other, understand the research design, and learn about reflection as a research tool. Women could then go back to their programs to plan their woman-positive activities, set goals and objectives, and begin developing a description of their community, their program, and their activity. During this stage, they would clarify their particular focus within women and literacy.

During the first visit from a coordinating researcher, this focus was most often framed as a question to help women describe their woman-positive activity. Women could use the first interview to identify questions they might answer through their reflective writing and discussion with others.

At the second workshop, we needed to discuss issues arising from the different activities and to work out how we might document these issues. Women could then go back to their programs to collect information, reflect on their experience, and begin documenting it. During this stage, they would move to a more systematic interpretation of what was happening because of their woman-positive activity.

During the second visit from a coordinating researcher, this interpretation was used to decide on the formal documentation women would develop. They could use the second interview as an introduction to many of the questions that structured the collaborative analysis.

At the third workshop, we needed to work on a collaborative analysis and set of recommendations. Following that workshop, we would work through a six month process of developing final documentation. There would be time for women to begin thinking about what they might want to question next.

1-3 Validity practices and ethical considerations

Traditional, quantitative researchers most often employ statistical analysis to prove that their research is valid. Qualitative research has its own measures of validity. The research design includes specific practices - actual things the researcher must do - to ensure that researchers are not imposing their own interpretation of events on other research participants.