Locating direct, applicable information on the number and location of functioning Aboriginal literacy programs in Canada was more challenging than first anticipated, most often because of the simple absence of such documented information.

At times the lack of familiarity among government education/training officials or mainstream literacy workers with the status of Aboriginal literacy in their region slowed our progress. In one instance, a para-government official with responsibility for the very modest resources provided to literacy initiatives in her province simply refused to divulge any information about Aboriginal literacy initiatives under her ‘care’! Fortunately, such misplaced colonialism was exceedingly rare, as almost all stakeholders welcomed our initiative and, if not knowledgeable in the area, referred us to those who could assist.

Establishing contact with ‘secondary stakeholders’, experts and professionals working in the field of Aboriginal literacy or those connected to Aboriginal organizations who shared a responsibility for Aboriginal education proved to be the most viable approach to identifying Aboriginal literacy programs across Canada. Generally, these stakeholders were found in "mainstream" literacy organizations, federal, provincial and territorial government departments, post-secondary educational institutions, national and regional-provincial Aboriginal representative organizations.

The development of these contacts was undertaken in parallel with the development of the research methodology. Over the initial period of this initiative contacts were made or identified in all federal, provincial and territorial jurisdictions in Canada. Also contacted were all of the Aboriginal representative organizations and numerous mainstream literacy organizations. The purpose in doing so was to cross-reference and isolate all Aboriginal literacy programs functioning at the community level. This growing bank of contacts contributed to a bank of primary stakeholders defined as those coordinators or practitioners, teachers or administrators that shared or occupied a primary responsibility for the delivery of these community-based programs.

Parallel to the development of a research base, the methods we would deploy to secure our information from coordinators and practitioners were further defined and refined. The methodology grew out of progressive clarifications of the objectives to be reached in data collection and the nature of the information that we wished to include in the national resource of Aboriginal literacy programs. Essentially, we want the resource directory to both inform and generate ideas based on the rich experience inherent in the movement.