Abstract

There is no single entry point, body of knowledge, or certification that prepares or qualifies someone to work in the field of adult literacy in the non-formal setting. Practitioners enter the field with a rich variety of education and experience, and cultivate knowledge in their practice; however, this knowledge (and voice) is notably absent from the “official” knowledge. In order to address the identified gap, this exploratory qualitative research study aims to understand the experiences of literacy practitioners who work in the community-based sector in building knowledge for their practice. Further, it aims to explore how the collective knowledge and voice of literacy practitioners can be reflected in the “official” knowledge base, and in the policy-making process. This study is based on narratives from six practitioners who work in the non-formal adult literacy field in Quebec. The themes that emerged from the interviews speak to community, connection and creativity. These are key elements to bridging gaps between theory and practice. Emerging themes from the interviews are presented in detail, and used as the basis for recommendations and future directions.