Part Three-Research in Practice

Research in practice was inherent in the CLC project because it was experimental. We needed to learn about what kinds of changes were happening in the community because of the work we were doing. We needed to learn about what is important to be able to do the work of a literacy specialist.

Three investigations occurred during the project. In year one we researched what kind of changes occurred in ten organizations from participating in the project. Each organization did a literacy audit and implemented their action plan with the help of the literacy specialist.

In the second year we explored the role of the literacy specialist. Investigating the role of the literacy specialist involved two different inquiries. One identified skills and competencies for the role of the literacy specialist. The other investigation explored the prior knowledge and experience of the literacy specialists, plus the importance of learning while doing literacy specialist work.

Having structured research was extremely helpful as it acted as a benchmark for our work. It offered a way to measure change, and a way for sorting out the immense amount of information we were gathering. We collected information on the community as a whole, on individual agencies and groups, on networks and interagency groups, on individual learners, on literature, and on local media. Structured research helped us to organize this information to be able to best serve each of the unique communities.

In addition to the structured research we used a research in practice approach to plan our work. We did a lot of reflection and questioning about how we were:

• Offering literacy specialist services
• Assessing the community Deciding what information to gather
• Deciding how to use this information
• Understanding community development, capacity building, and literacy as social practice
• Planning to do the work
• Doing the work
• Evaluating the process and progress of the project

Our approach to doing research in practice was lead by the practical needs of the project. We engaged in critical reflection for both the structured research, as well as all the other responsibilities of our role as literacy specialists. At every team meeting there was planned time to discuss how our work was unfolding. True to research in practice we were learning the art of integrating information, knowledge and action to be able to best serve those we were working with.

Reports on the three research studies are available from Bow Valley College. Please see reference page for ordering information.