B. Focus group approach

All learners who participated in this project were volunteers chosen from each of the five community-based organizations supporting the project. We used a semi-structured questioning approach. The questions and prompts were based on documents developed and piloted by LET and PPR staff three years ago. These documents were reviewed and modified by the group for use in this project. As stated early in this report, a number of the prompts were taken from the document "Naming the Magic". They were designed to guide learners towards thinking about and disclosing their perception of their progress as a result of participation in the literacy program. Learners often strayed from a topic or talked about interesting issues which we felt were significant, for example their reflections on the environment. Learners were given an opportunity to talk and think about their personal progress before the focus group session.

Two practitioner-researchers facilitated each focus group, one to ask questions, to listen carefully, to respond and offer prompts, while the other took detailed notes. The focus group sessions were limited to about two and a half hours, typically with three to four learners per focus group. Coffee and snacks were made available for the participants as well as a small honorarium for each learner who participated in a focus group. In some cases, where needed, transportation costs were covered. Most focus groups were conducted during programs hours except for the Literacy for East Toronto and the Regent Park Learning Centre focus groups.