8. Provide Traditional Education Institutions the Necessary Resources to Do their Job

Whatever the goals are for reform – be it smaller class size, more time for individualized instruction, more professional development and “in service” time for teachers, access to expertise around learning disabilities, and so on – the system is not adequately resourced to do all that is expected of it. We recommend that those in the literacy community ally with and support those within the traditional education system in their efforts to gain access to necessary resources.

9. Acknowledge the Contribution of Non-Traditional Learning Models

Given the consistency with which we heard that the traditional education system is not – for whatever reasons – meeting the needs of approximately a third of our children, teens, and adults, more attention and acceptance should be given to non-traditional learning models. We recommend that there be full support for any strategies which foster greater energy and garner greater resources for creative, inclusive, and holistic learning models – whether delivered as part of or alongside the traditional education system.

10. Acknowledge the Need for and Merit of Multiple Programming Strategies

Programming strategies do and should take a variety of forms. We recommend that all should be acknowledged and valued.

11. Create Stronger Linkages Between Different Providers and Strategies

While multiple programming strategies are essential, there is value in linking them under the notion of a “literacy field” that shares information, collaborates on strategy, and shares a common voice on issues of broader policy. To that end, we offer three recommendations:

Firstly, that stronger information networks and linkages be created among all providers.

Secondly, that bridges be built between such silos of “family literacy”, “adult literacy”, and “workforce literacy” so that all have a well-understood and seamless role in the overall pursuit of “literacy and lifelong learning”.

Thirdly, that the role of Regional Literacy Coordinators be expanded to serve as the glue between all of the multiple programming strategies being implemented in their Region – and that they be adequately resourced to do so.

12. Increase Activity in Literacy for First Nations, “At Risk” Teens, and Those in the Workforce

Based on the delivery gaps that became evident during this consultation, we recommend that three of the audiences for which educators and those in the literacy community have a particular opportunity to develop programming strategies are First Nations communities, “at risk” teens, and those in the workforce.