One of the definitions for the word "commit" in the Dictionary of Canadian English, is "deliver". The word "deliver" has an impressive array of meanings: "carry and give out, distribute, hand over, set free, rescue, help give birth." Implied in these meanings is that there must be some satisfactory outcome.

How often do we hear of people making a commitment to literacy? We have international organizations, national organizations, local organizations, and individuals who pledge a commitment to improving literacy standards. Do they carry out there intents? Do they give out, distribute or hand over some support for literacy? Do they set free, or rescue individuals who are "at risk" in developing adequate reading and writing skills? Do they give birth to new beginnings for children and adults who are struggling in attaining a satisfactory standard of reading and writing skills? Are they doing these in the most efficient and effective way?

A commitment to literacy is best directed by a common good. A commitment to literacy must be directed by an understanding of significant literacy information, issues, programs, and organizations. When a commitment results in someone reinventing the wheel, then one must question whether the time and expenses are worth it. Commitment as delivery must be done strategically. That means, that any efforts, or resources, must be directed where they will have an impact. This does not mean that any one group should be selected or omitted. It means that resources directed at any one group must be done from a vantage point that will bring about change in that group that is reflected in improved reading and writing skills. There are many groups in society who can benefit from increased literacy resources. There are parents of pre-school children or very young people; there are parents of children of all school ages; there are primary, elementary, junior high, and high school students; there are students who need that little extra help and support; there are students with learning disabilities who need strategic teaching in reading and writing; there are adults who are at the lowest levels of literacy; there are adults who need to develop higher level critical reading and writing skills; there are adults in the workplace who can benefit from improved reading and writing strategies.

School principals, teachers, program directors, Department of Education personnel, educational representatives from Zone Boards, Faculty of Education at Memorial University, and the Literacy Development Council are groups which should make a commitment to literacy. A commitment that is shared and supported by all is more likely to have greater success. This means that there must be more coordination and cooperation in understanding literacy knowledge, issues, materials and programs.

In summary, a commitment to literacy involves:

• understanding the issue or situation
• understanding how literacy impacts on this issue or situation
• developing a plan for dealing with the situation
• making this plan practical, that is, it can be carried out
• providing or securing the resources (person, materials, financial, etc.) necessary to carry out the plan
• ensuring that you have the commitment of other key stakeholders in carrying out this plan
• developing and carrying out the plan in a reasonable time period
• having procedures in place for evaluating the success of the plan
• deciding on the next steps