Reflections from Newfoundland

Suzanne Smythe

The beautiful and historical setting, the friendly people, and the thoughtful organization of the Institute in St. John’s provided the backdrop for some compelling questions: What counts as research, and who decides? How is research conducted in the context of our everyday work as adult literacy educators different from academic research? How can we build support and credibility for research in practice? How does research in practice contribute to our understanding of literacy issues among adults and families in diverse settings across Canada?

We did not come up with definitive answers in St. John’s. But, four months later, as I revisit my diary and sort through my recollections of the many ways in which we grappled with these questions, I am struck by how my personal reflections and perspectives intersect with broader themes of adult and family literacy work. Indeed, for me, the power of recognizing and embracing the personal experiences of literacy educators and learners lies at the heart of research in practice in adult literacy.

In St. John’s we discussed the power of statistical research in shaping literacy policy and practice in Canada. But some participants pointed out that when ‘objective outsiders’ formulate questions and design research to do to learners and teachers, rather than with learners and teachers, the complex relationships between literacy and everyday life, particularly in family settings, can be misunderstood or misrepresented. Research in practice is driven by issues that practitioners or learners identify on the ground. It offers fresh ideas and perspectives on conventional beliefs about literacy in family settings.

Research in practice can provide insights into important issues in family literacy work and fill gaps in family literacy research. In my own work as a family literacy practitioner, I ask questions such as: How do parents, especially mothers, experience the expectation that they are their child’s first educator? What literacies are valued and practiced in home and community settings? How can schools be more open to this diversity? How are women who do not want to participate in family literacy programs limited in their choice of other educational opportunities?

My participation in the Institute led me to believe that practitioner researchers need to pay close attention to the similarities and differences between official discourses of literacy and what we experience in literacy settings. Research in practice can then contribute to deeper understandings of literacy issues, and open up opportunities for public discussion of the complexities and possibilities of literacy work.

Suzanne Smythe is a family literacy practitioner and a doctoral candidate at the University of British Columbia. Suzanne is an active participant in RiPAL-BC.