I Introduction

This project explored what constitutes progress in community-based literacy programs from the perspective of learners. The research took place between December 2004 and January 2006. Project aims focused on both learners and practitioners:

Learner-focused Project Aime:

• Explore the current scope of knowledge regarding the progress of learners in community-based programs by means of a comprehensive international literature review
• Through our own original research, explore and document the perspectives of Literacy and Basic Skills (LBS) level 1 and 2 learners who have independence as a goal regarding their own progress: what evidence do they see of their own progress, and how that progress has affected their lives
• Communicate findings to the broader literacy community through a discussion paper. (This paper evolved into a magazine which we felt would be a more accessible format to disseminate our findings and recommendations, and could also be used as a resource by practitioners)
• Write a report with findings & recommendations

Practitioner-focused Project Aime:

• Develop research skills of practitioners such as facilitating a focus group, interviewing, analyzing data, and bridging theory and practice
• Refine current methods of capturing information about learning from learners

This report describes the findings, recommendations and process of a collaborative practitioner-research project by five community-based literacy organizations. The project involved three program partners (Action Read, Literacy for East Toronto (Toronto Catholic District School Board), and Parkdale Project Read) and two additional program organizations (Regent Park Learning Centre and Wellington County Learning Centre). Brief program descriptions are as follows:

Action Read (AR) located in downtown Guelph Ontario, provides adult literacy and family literacy services to the city.

Literacy for East Toronto (LET) located in a downtown east Toronto neighborhood, provides a variety of literacy activities to adults learners. LET is administered by the Toronto Catholic District School Board.