Past Native literacy programs and practitioners have suggested in previous reports to Native literacy program funders what a workable Native literacy model might look like.

Recommendations From Previous Native Literacy Projects

1. The First Nations Adult Education Report, submitted in June 1994 by the First Nations Adult Education Project team, contains “A New Vision” of eight areas that could by pursued by future projects. Briefly, these include:
   • the establishment of a First Nations Literacy House in Toronto;
   • the development of Native-specific curriculum;
   • researching a model of Native education;
   • more involvement by elders;
   • the development of training models for instructors and tutors;
   • networking with other Native education agencies; and
   • follow-up and network- building of literacy “graduates” and students.
   
   
   
2. Robert Beaton and Nancy Cooper co-authored a document entitled A Culture-Based Approach to Learning: Addressing the Needs of First Nations Adult Learners in Toronto while working with the First Nations Adult Education Project in June 1997.
   
   They offer some “Principles to Consider” when undertaking a literacy initiative for Aboriginal peoples, including the following:
   • Spiritual concerns are an important part of education for First Nations peoples.
   • Distinct Aboriginal styles of thought and communication need to be considered.
   • Literacy has the dual purpose of promoting Aboriginal languages and cultures as well as providing skills and information relevant to the dominant society.
   • Literacy instruction for Aboriginal peoples must take place in an atmosphere that contains both strong group bonds and great individual freedom. The extended family and the community at large are important sources of support, care and assistance, and provides context in the lives of First Nations peoples.
   • The health of the community as a whole must be considered along with the health and instruction of the individual.
   • Literacy for First Nations people must be service-oriented; knowledge is viewed as a group resource.
     
     
3. The “Write On” Mobile Literacy Services Project submitted a report in October 1999 outlining three recommendations to other future/similar projects. These were:
   • that there be continuous delivery of literacy programs and services to Aboriginal adult learners in partnership with Aboriginal agencies that can provide ongoing support throughout the learning process;
   • that, prior to hosting literacy classes, partnership agencies receive orientation and training about the possible literacy needs of their clients and strategize with literacy staff and other community partners in how to effectively support learners’ progress; and
   • that curriculum development for Aboriginal literacy programs needs to be recognized as a priority that requires the allocation of adequate staff, time, and resource; not attached as possible by-products of a short-term part-time project.