Through doing this research we learned that learners have a lot to say about their own progress, and what they said added significantly to our understanding of their progress. Almost all learners reported changes in their lives as a result of their involvement in a literacy program. In addition to noticing changes in the ability to read, write and do math with increased proficiency in different contexts, many talked about an increase in outcomes of a non-academic nature such as confidence, an ability to speak out more easily, about friendships and connections made at the literacy program, and a greater tolerance for differences. Learners recognized these changes as indicators of progress.
What learners described as non-academic progress gave us a more nuanced understanding of these outcomes. We learned that there is a large range of indicators of progress (specifically non-academic ones) and that self-confidence, a sense of agency and social relationships are significant factors in learning - both for learning to happen and as a consequence of learning.
Many of the non-academic indicators of progress our learners expressed are identified in Grieve's report, Supporting Learning, Supporting Change: A Research Project on Self- Management and Self-Direction. (2003) Grieve reports that these indicators have been linked to the concepts of self management and self-direction. In her report, Grieve's concludes that "self management and self-direction are both outcomes and necessary conditions for effective learning" (Ibid. p. 15), and furthermore notes that research in adult literacy programs shows that they impact learner progress, transition and retention.
What the learners said about progress was also consistent with what was reported in a recent study by the Trent Valley Literacy Association, What Goes on Here? Practitioners Study the Practitioner-Student Relationship. (2004)The research practitioners in that project also found evidence of non-academic progress. They noted that "students' vocabulary starts to change; students' body language changes; students begin to work independently; students are not embarrassed by their mistakes; students actively help others; students indicate they want to learn more; students apply things learned academically to real life; and, students know now they have the power to implement change in their lives." (qtd. in Westell 2005 p. 3) On reflection, what the learners told us about non-academic indicators of progress can help us think about what may be relevant to many literacy learners across the province.
Three indicators of progress stood out both in the significance learners ascribed to them and in the frequency with which they were mentioned. These indicators, self-confidence, finding voice and an openness to learning were principal in the minds of the learners.
Self-confidence
The learners' responses show that self confidence is clearly a primary indicator of progress. The majority of the learners interviewed spoke about coming to their literacy programs as having been the catalyst that allowed them to become more self-confident and more outgoing. The literature review conducted for this project supports the notion that self-confidence is a key element in learning.
The literature is clear that self-confidence
was crucial to learning and may contribute
to other positive changes in learners' lives. One study said it this way: "Learning
for Life [title of study] places self-esteem in its proper perspective. It is
not a mere
by-product of adult basic and literacy education; it is the sparkplug that ignites
self efficacy
and social action".
(qtd. in Westell, 2005, p.8)