Building the Fire

Preface

The Aboriginal Family Literacy Project, a partnership between Lakeland College's LEARN (Literacy Education and Reading Network) program and the Lloydminster Native Friendship Centre, was initiated to develop a program that would meet the literacy needs of the Aboriginal community in Lloydminster.

Studies show that preschool children, who come from rich literacy environments, have already begun to develop the beliefs, attitudes, and behaviors that are conducive to success in reading (Homespun, 1991). With this theory in mind, a program to encourage parents to integrate literacy activities into their daily routines, while providing individual skill development to the participants, is seen as an effective way to address the high illiteracy rates of Aboriginal people in this community.

Records show few, if any, inquiries by Aboriginal people into the literacy program at the college. Transportation, child care, costly supplies, tuition fees, and course content are some of the concerns of potential participants. Therefore, a student-centered program that provides meaningful, relevant content, and is offered in the non-threatening, informal atmosphere of the Native Friendship Centre should encourage participation. A program should also acknowledge and affirm the language and experiences of the participants and it should eliminate costly barriers that prevent people from attending. Thus, the Aboriginal Family Literacy Program, Building the Fire, began.

The program was delivered by Katherine Gullion, Literacy Instructor, and managed by Tamara Topolnisky, Literacy Co-ordinator of LEARN. Gullion developed the program and course content, recruited participants, documented information, liaised between partners, provided child care and transportation, corresponded with community agencies, and wrote the interim and final reports. Topolnisky initiated the project and partnership, secured funds from the National Literacy Secretariat, oversaw the administration, monitored the development of the program, supplied resources and materials, and provided assistance and support on a regular basis. The Friendship Centre leased space for the project, provided clerical assistance and financial administration, accommodated the students' need for privacy, and provided support throughout the program.

The goals of the program were as follows:

• encourage parents to reed to their children everyday;
• improve the students' reading, writing, and/or math skills;
• build confidence in each student to continue his/her literacy and/or employment goals;
• increase cultural pride and self-esteem in each student;
• enable parents to be positive role models for their children and in their community;
• empower students to make positive choices that would affect the quality of their lives and their children's.

This final report presents all aspects of the program that made it successful in this community. Although it offers relevant information for anyone who wishes to provide an Aboriginal Family Literacy Program, it is not an account of all the resources, methods, and approaches that can be used. It is encouraged to continue to research, experiment, and discover materials and ideas that meet the specific needs of the community being served.

The first section of this report provides information on the structure of the program. The second section reports on and offers suggestions for preparation, instruction, and course content; and the final section discusses student assessment, documentation, and program evaluation.