Literacy Basics - Community Literacy of Ontario

Learning Environment

The previous sections talked about the barriers learners face and the main reasons they drop out. To increase retention, literacy practitioners need to not only understand the barriers, they also need to understand the supports and resources that can help adults to continue in programs. Although literacy programs may not be able to address all of the barriers that learners face, there are a number of ways practitioners can support learners and encourage them to remain in programs. Firstly, they need to create a welcoming and supportive learning environment.

Creating a Welcoming Environment

Creating a welcoming learning environment in your literacy agency is critical for retaining adult students. In fact, in ABC CANADA's “Who Wants to Learn?” study, 25% of learners said that being “worried / nervous about school” was a factor in their decision to drop out.

For many learners, returning to school is a big step. They may have been out of school for many years, or they may have less-than-positive memories of their school years. Some might think they are too old to learn or that they don't know how to learn. Others might be afraid that family and friends will make fun of them. It is important to remember that not all learners will know what to expect when they return to school. That fear of the unknown might also make them hesitant to enroll.

Literacy agencies can help to create a welcoming environment by:

• Providing a welcoming atmosphere. For example, a greeting at the door, interesting posters on the wall, neat and clean facilities, a tour for new learners, a comfortable learning space (chair, desk, table, etc.), a variety of learning options (quiet space, group work, music/no music)
• Ensuring that all programs and services of the literacy agency are offered using a highly learner-centred model of delivery
• Ensuring that people are treated with warmth and respect at all times
• Ensuring that a non-judgmental environment is provided where the choices and backgrounds of learners are honoured
• Having coffee, tea and refreshments available
• Holding social events for students and practitioners
• Offering appropriate field trips and/or team building activities
• Encouraging learner involvement in all aspects of the literacy program including fundraising, or joining committees or the Board of Directors
• Providing training to staff and volunteers in the importance of having a friendly, nurturing environment
• Reviewing program rules and policies so there are no surprises later: program start time, finishing time, expectations, break times, smoking rules, absenteeism, etc.

Mutual respect is also an important part of creating a welcoming environment. To encourage mutual respect, the Literacy Council of South Temiskaming gets all learners to formally agree to the following statement:

• I agree to respect everyone I am working with (staff, volunteers, other learners), and I will behave in a mature and reasonable manner. I will also be treated with respect by staff, volunteers and other learners.
• I will not discuss other learners or school business outside of school. Staff, volunteers and other learners will not discuss my business outside of school.

The council finds that having such a policy in writing and agreed to by everyone involved with the agency creates awareness around mutual respect. Such a policy also makes the issue more tangible than if the council had just assumed that respect would automatically happen.

Orientation

Effective orientation can help establish a welcoming environment right from the very beginning. Orientation should be designed to help new learners understand the programs and supports offered by agencies, the commitments they will need to make in order to successfully achieve their goals, and the processes and timelines involved in joining a literacy program. Orientation should give new learners a clear understanding of the literacy program and the supports available to help them succeed. Effective orientation is critical to helping adults make an informed decision about enrollment in the literacy agency. Current learners should be actively involved in the orientation process.

As well, it is important to follow-up on a one-to-one basis after orientation to ensure learners have a clear understanding of the literacy program and the supports available to them. In fact, spending extra time with new students in the first few weeks is time well spent as practitioners will identify, and be able to better address, their needs, barriers and comfort level with the program.

Orientation programs usually have the following elements:

• Introduction to the agency learners, staff and volunteers
• Overview of programs and services
• Overview of the supports available for learners
• Overview of agency processes and resources
• Overview of the commitments and expectations of learners
• Share existing student experiences and successes
• Information on ways to get involved in the literacy agency
• Introduction to the learning process
• Share information on study skills

Community Literacy of Ontario's “Strategies of Our Own: Learner Recruitment and Retention Toolkit” by Judith Fowler has an excellent chapter on orientation starting on page 157.

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