The study reported here examined the nature of a community-based literacy program, the Community Academic Services Program in the province of New Brunswick (Richmond, 1999). This paper examines two of the study's objectives: to examine literacy practices of learners in the family, the community and the academic services program; and to examine outcomes of the CASP literacy experiences.

The study addresses an issue viewed as problematic in New Brunswick society, namely the literacy level of its adult populace, particularly its rural populace. The outcomes of the study should heighten our understanding of low level literacy skills and their connection to early schooling, family influences, and adult life experiences; and of literacy education programs for adults. The findings of this study will contribute to our understanding of the effectiveness of an existing model of literacy education.

New Brunswick can be understood as comprising three major geographic regions with CASPS located in all three. These three regions differ from each other. The central region includes the seat of provincial government; has a population mix of anglophones and francophones; and in general, has a higher average educational level because of the presence of government departments and two universities. The southern region has an industrial economic base; and is predominantly anglophone having been settled by United Empire Loyalists and immigrants from Ireland and Scotland in the 18th and 19th centuries. The northern region's economic base relies heavily on the primary sector (e.g., forestry, mining, fishing); and is predominantly francophone having been settled by Acadien settlers in the 17th and 18th centuries. The manner in which CASP-related partnerships operate varies from one region to another. Only the central region is represented in this study because of limitations in the time and resources necessary to travel to other regions.