Creating a new model

The following model is an integration of the key factors that build self-awareness and self-direction in learning. I developed the model based on what I learned from interviews with people in the literacy field, and based on the essential ideas of a social view of literacy and learning. The model incorporates aspects of a variety of program approaches, acknowledging the range of issues that affect self-direction. It is intended to broaden the understanding of self-direction, from a set of individual skills to an on-going process affected by context, perceptions and experience.

The title of the model is Building Self-Awareness and Self-Direction. I chose this title to acknowledge the importance of self-awareness and to reflect the idea that self-direction is never something we can achieve completely. We are all in the process of learning how to become more self-directed. It is a process rather than a set of skills that we either have or lack.

I decided not to use the term ‘self-management’ for a number of reasons. Many learners and practitioners dislike this term. Also, it does not capture some of the fundamental issues that appear to be so important. Underlying the ability to manage the self is self-awareness, a sense of identity and a sense of possibilities. Part of this is seeing how the small things we do can make a difference — to how we learn, how we feel about ourselves and how we cope with challenges in our daily lives. Building self-awareness also relies on interactions with others, making connections and feeling part of a community. The term ‘self-management’ does not reflect these dimensions.