The field research for this project found that self-direction is being addressed in Ontario literacy programs in a variety of ways. Some programs focus more on content, teaching ‘self-management and self-direction skills’, while others focus more on process, involving a cycle of activity and reflection. Many programs address self-direction informally, as issues arise.

This section describes some of the approaches that literacy programs are using. I am presenting them as background for the research and the model that will follow.

Orientation sessions at college LBS programs

These sessions prepare learners for the expectations of the program and provide them with learning strategies to help them succeed. The sessions range from two to ten weeks. Some focus on study skills, organization skills, and goal-setting. Others include identifying learning styles, interests, and personal needs.

Classes on topics related to ‘self-management and self-direction’

This type of class is offered at a small number of college, school board and community-based literacy programs. The topics vary depending on the type of program, and learners’ needs. Some are intended to support learning in the program, while others prepare learners for transition to employment or further education. The classes highlight the importance of self-direction.