LITERACY:
A NEW DISCOURSE FOR EFFECTING CHANGE
by
Erin Grace Evans
BSW, University of Northern British Columbia, 2009

THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF SOCIAL WORK

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
October 2016
© Erin Evans 2016

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Abstract
The purpose of this research is to understand the link between the acquisition of
literacy skills and change in a Northern context. Furthermore, this research explores the
perceived role that improved literacy plays in helping individuals make change. A literature
review highlights the history of literacy in the community, First Nations and immigrant
literacy, social implications of low literacy and community indicators.
My research sample consisted of seven participants living in a northern community in
British Columbia. The approach was qualitative and utilized an adapted photovoice method.
The data was pre-coded, then analyzed using descriptive coding and finally pattern coding.
The research findings revealed four themes: (1) continuous learning; (2) enhanced
self-confidence; (3) increased opportunities; (4) connecting with self and others. The
findings also showed that with improved literacy the participants were able to make positive,
lasting changes in their personal and professional lives.

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Table of Contents
Abstract

ii

Table of Contents

iii

List of Tables

vi

List of Figures

vii

Acknowledgments

viii

Dedication

ix

Chapter One: Introduction

1

Purpose of the Research

1

Research Question

1

Definitions of Key Concepts

1

Significance of the Research

3

Theoretical Framework
Research paradigm

5
6

Researcher Position

6

Summary and Overview

8

Chapter Two: Literature Review

9

Social Change and the Theory of Literacy

9

History of Literacy Awareness in Fort St. John

12

Social Implications of Low Literacy

14

Importance of Local Answers

17

Summary

18

Chapter Three: Methodology

19

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Qualitative Methodology
Photovoice

19
20

Ethical Considerations
Confidentiality and anonymity
Consent

22
22
23

Research Procedures
Location of research
Participant recruitment
Participants

23
23
23
24

Data Collection.
Initial meeting
Camera instructions and photographs
Semi-structured interviews

25
25
25
26

Data Analysis
Pre-coding
Cycle 1
Cycle 2

27
28
28
28

Criteria to Evaluate the Research
Member checks
Thick description
Coding check
Reflexivity
Knowledge dissemination

31
31
31
31
32
33

Summary

33

Chapter Four: Findings

34

Participant Demographics

34

Themes

36

Analysis
Theme #1: Continuous learning
Theme #2: Enhanced Self-confidence
Theme #3: Increased Opportunities
Theme #4: Connecting with self and others

38
39
43
47
49

Summary

53

Chapter Five: Discussion and Conclusion

54

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Link to Literature Review

54

Limitations
Homogeneous sample
Location of research

57
57
58

Implications and Recommendations for Social Work Practice
Ethical considerations for practice
Social work education
Literature / handouts used in social work practice.

59
59
60
61

Future Research

61

Summary and Conclusion

62

References

64

Appendix A

71

Ethics Application Approval

71

Appendix B

72

Informed Consent

72

Appendix C

75

Participant Recruitment Poster

75

Appendix D

76

Demographic Questionnaire

76

Appendix E

77

Interview Protocol

77

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List of Tables

Table 1: Demographic Data

35

Table 2: Thematic Structure

38

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List of Figures

Figure 1: Data Analysis Process

30

Figure 2: Map of Thematic Content

37

Figure 3: Clare, Image 4

40

Figure 4: Stewie, Image 2

41

Figure 5: Dawn, Image 1

42

Figure 6: Dawn, Image 4

44

Figure 7: Bambi, Image 7

45

Figure 8: Molly, Image 1

46

Figure 9: Christine, Image 1

47

Figure 10: Christine, Image 2

47

Figure 11: Clare, Image 5

48

Figure 12: Molly, Image 2

50

Figure 13: Bambi, Image 8

51

Figure 14: Dawn, Image 2

52

Figure 15: Dawn, Image 3

52

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Acknowledgments
I would like to acknowledge the people close to me, who have inspired me
throughout my life. First my family: my parents who always told me that education was the
way out of poverty and strife; my grandmother who took me to her university when I was a
child and showed me how important continuous learning truly is; my many aunts, uncles and
cousins who supported me growing up and into adulthood, you are always there for me, even
if only in spirit. My sisters and brothers, those I grew up with (Nathan and Angelee) and
those I barely know (Jessica, Sandy, Christian, Samuel) – thank you for unknowingly
teaching me some valuable life lessons; my good friends who are my family Orlanda, Mike,
and Rachel, you are patient and uplifting; and most importantly my wonderful husband Dan
who completed his Master of Education degree during this time and my children Hana and
Noel who had to go without a mom while I was in the process - I love you guys and hope I
can be a role model for you to continue to push toward your goals and I hope to be a
reminder of the importance of education.
Secondly I would like to acknowledge my proof-readers and colleagues. My proofreaders Nathan and Roberta thank you for your critical eyes and comments. To my
colleagues - Theresa, we started together and we finish together; from diploma to masters in
one fell swoop. Connie you have been my mentor since the day I began my diploma and
continued to be throughout my bachelor and master degrees. Tanya, we have only just begun
conspiring together and so far it’s been fun. Thirdly my participants, without you this never
would have been completed. You were all very brave, forgiving and patient.
Last but not least I would like to acknowledge Dave Sangha who told me to do this
and my supervisor and committee members. My supervisor Nancy Jokinen, thank you for
your help. My committee members, Lela Zimmer and Indrani Margolin, and co-supervisor
Si Transken, thank you very much for taking the time to assist in this process and provide
your invaluable experience and feedback to my learning process.

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Dedication

To my grandmother Bernadette Marie Jean Leclair

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Chapter One: Introduction
This thesis outlines relevant information regarding the research process and findings
to explore the role of literacy in client change. The first chapter introduces the topic and
includes details regarding the purpose and significance of the research. The second chapter
highlights important information from current literature. The third chapter includes a
discussion of the methodology for this research. The fourth chapter presents the findings of
the research. The fifth chapter examines links between the findings and the literature as well
as implications of the findings for social work practice. The thesis concludes with
recommendations for future research, the appendices and a list of references.
Purpose of the Research
The purpose of this research was to understand the link between the acquisition of
literacy skills and change in a Northern context. Furthermore, this research explores the
perceived role that improved literacy plays in helping individuals make changes in their lives.
Research Question
The central research question was: “What is the perceived role of literacy in effecting
change for residents of a Northern community?”
Definitions of Key Concepts
The key concepts associated with this research are change, literacy, and North. The
British Columbia College of Social Workers Code of Ethics (2009) states that a social worker
“shall advocate for change in the best interest of the client and for the overall benefit of
society” (p. 1). The British Columbia Social Workers Act (2008) characterizes social

2
workers as change agents by defining social work as the “assessment, diagnosis, treatment
and evaluation of individual, interpersonal and societal issues through the use of social work
knowledge, skills, interventions and strategies to assist individuals, couples, families, groups,
organizations and communities to achieve optimum psychological and social functioning”
(n.p). Change means “to make different” or “to give a different position, course, or direction
to” and change is synonymous with making different, modifying, reworking, altering, or
transforming something (Change, 2013).
For the purpose of this research the following definition of literacy is employed. It is
the:
ability to identify, understand, interpret, create, communicate, compute,
using printed and written materials associated within varying contexts.
Literacy involves a continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential and to participate fully
in their community and wider society. (United Nations, 2009, p. 6)
The Canadian Council on Learning (n.d.) further enhances this definition and adds that
traditional literacy definitions are western based on the printed word. Literacy should be
culturally specific and include story-telling and ceremony as a means to transmit learning
from one generation to the next. It is important to note that there “is no ‘magic line’ between
literate and illiterate, but rather there are different levels of literacy competencies and skills”
(United Nations, 2009, p. 6).
The concept of “North” can be challenging to define as it encompasses geography of
place as well as the individual’s connection to the geography. Schmidt and Klein (2004)
concluded that an exact definition “remains elusive given the relative nature of the term” (p.

3
235). Further, Graham (1990) indicates that there has been no common ground in defining
the North and it may hinder a discipline more than it helps. In addition, Graham (1990) uses
an index-based definition, which takes into account population, level of service provided, and
geography by stating the “North is often associated with limitations and includes
characteristics like remoteness, isolation, lack of service and personal hardship as compared
to an urban environment” (p. 235). For the purpose of this research, the North is defined
geographically as the area served by the Northern Health Authority which stretches as far
south as Quesnel, as far east as Valemont, as far west as Haida Gwaii, and North to the
borders of the Yukon and Northwest Territories (Northern Health Quick Facts, 2012). This
research occurred in the northeast region of the Northern Health Authority.
Significance of the Research
Understanding how literacy can effect change in individuals, clients and communities
is significant for several reasons. Maxwell and Teplova (2007) stated, “a person with strong
literacy skills is therefore equipped for life, with all its ups and downs. He or she will have
the capacity to cope with setbacks as well as to seize opportunities. This is a person with the
resilience and self-reliance to handle the challenges of work, parenting and being a good
citizen” (p. 11). The United Nations Educational, Scientific and Cultural Organization
(UNESCO) (2011) also asserts that literacy is “essential to social and human development in
its ability to transform lives. For individuals, families, and societies alike, it is an instrument
of empowerment to improve one’s health, one’s income, and one’s relationship with the
world” (para. 1). Furthermore, from the perspective of UNESCO, literacy is a human right.
As such we need to ensure sustainable, accountable literacy policies and coordinated
strategies to include literacy discourse in social work education.

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The Organization for Economic Cooperation and Development (OECD) (2000)
determined that there are five levels of literacy. Level one is poor literacy skills or barely
functional; level two is the ability to deal with simple, clear material involving simple tasks;
level three is the internationally accepted standard of literacy providing the ability to cope
with the demands of everyday life in today’s knowledge-based society; and levels four and
five denote strong literacy skills with the ability to understand complex material and tasks.
The International Adult Literacy and Skills Survey (Brink, 2006) studied the literacy levels in
various countries around the world (i.e., Canada, Bermuda, Italy, Norway, Switzerland, USA
and Mexico) and found that 42% percent of Canadians and 35% percent of British
Columbians fell below level three literacy. In British Columbia’s North Peace Region,
14,000 adults were found to have levels one and two literacy within a total population of
approximately 35,000 (Olsen, 2007). For a community, low literacy has serious social
implications. The Canadian Council on Learning (2010) stated it is “universally
acknowledged that learning, as defined broadly to encompass much more than school-based
education, is a main driver of many attributes that societies value: individual opportunity and
development, productivity, innovation, prosperity, and social cohesion” (p. 3).
Critical literacy discourse in social worker education may better equip social workers
to empower their clients to make sustainable change as “literacy learning is often associated
with the improvement of other skills, such as oral communication, critical thinking, using
computers and working with others” (United Nations, 2009, p. 6). There is limited literature
on low literacy and oppression, literacy and economics, and literacy levels and university
students. There is an apparent lack of research on the connection between improved literacy
skills and sustained client change that is the focus of this current research.

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There are also many reasons why attention to the North Peace region of British
Columbia is critical. The community and region is unique in that, while there is a large
population with low literacy skills, the economic indicators of low literacy are not present.
This discrepancy is further discussed in Chapter 2, Literature Review.
Theoretical Framework
My perspective is rooted in structural social work and anti-oppressive practice. Freire
(2007) reveals that the “interest of the oppressors lie in changing the consciousness of the
oppressed, not in the situation which oppresses them” (p. 74). Structural social work focuses
on problems that are an “inherent, built-in part of our present social order” and relies on how
our social institutions discriminate against individuals (Mullaly, 1997, p 104). As Carniol
(2000) states, we must consider the various oppressions “that are not only based on gender
and class but also on colonialism, racism, ableism, heterosexism, and ageism, it is the
experience of unequal social relations” (p. 11). The focus for change is not solely on the
individual but also on the structures within society (Mullaly, 1997). According to Mullaly
(1997), structural social work is a generalist model that embarks on describing a total system
of oppression. There is always a connection between the personal and political; our personal
struggles, no matter how small or large, cannot be explained separately from the political
environment.

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Research paradigm. This study employed a qualitative research approach, an
approach that can be used to inform policy or practice. To understand the perceived role of
literacy in effecting change for residents of a Northern community, the subjective experience
of the participants is critical to show a “reality based on people’s definitions of it” (Marlow,
2005, p. 10).
Research parameters. The research was conducted in the northern community of
Fort St. John, British Columbia with adult participants aged 24 and older who self-identified
that literacy played a role in effecting change in their lives.
Researcher Position
It is important to situate myself in relation to the research to further understand my
position and the assumptions and biases I bring (Absolon & Willett, 2005; Denzin & Lincoln,
2008). I was first hired as the Literacy Outreach Coordinator in 2009, left the position in
2011, and in October 2012 was hired to fulfill a short-term contract until June 2013. While I
was employed as the Literacy Outreach Coordinator in 2009, I realized that literacy was
much more than reading and writing. Rather, literacy includes a host of other skills such as
the ability to analyze information and the capacity to understand abstract ideas and complex
life skills (Canadian Council on Learning, n.d.). During that time, I started reflecting on my
social work education and the overarching critical discourse of client autonomy and client
change. With a deeper understanding of the impacts of literacy on individuals, community
and society, I questioned why literacy never entered the discourse in my social work
education as an agent for change. These realizations compelled me to explore the impact of
increased literacy on client change, to increase awareness of the social implications of low
literacy as my thesis topic.

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I am a well-educated, privileged, heterosexual Caucasian woman married to a welleducated, supportive husband, with upper middle class economic status. While growing up
my family was lower, middle class, and living on the brink of poverty. Both my parents had
high school diplomas, were precariously employed, and continuously espoused the virtue of
education. I am the youngest of three children and never completed high school. I have
since completed my high school diploma, received my Bachelor of Social Work, and am
currently working on my Masters of Social Work with plans to continue my education. My
husband came from an upper middle class family, where his mother never completed high
school and his father went into the oil and gas industry after graduating from high school.
My husband is the youngest of five and the only one to graduate high school and go further
to receive a Master of Education degree in Leadership and Administration.
My family has personal ties to this region. My husband was born and raised here and
the community of Fort St. John has a deep personal connection for him. I moved to the
region in 2003, and instantly fell in love with the community of Fort St. John. I live and
work in the community and will raise my family in the community.
I have worked in the literacy field in a community development capacity as the only
Literacy Outreach Coordinator in the region. In my professional capacity I have witnessed
first-hand the impact of increased literacy skills on everyday living such as the level of civic
participation, problem solving ability, financial literacy and the ability to use technology.
Currently I am an instructor at the local college, where there has been a large influx of
international students since 2013. From my teaching experience, I have seen the impact of
literacy skills on students’ critical thinking and problem solving abilities.

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Summary and Overview
Chapter One briefly provided information on the purpose and significance of this
study along with the research parameters and researcher position. The research question was
stated as were the theoretical framework, and the key definitions. The thesis contains four
additional chapters: Chapter Two provides a literature review, Chapter Three outlines the
methodology that is utilized to carry out the research, Chapter Four discusses the findings
and finally, Chapter 5 discusses the findings and conclusion to thesis.

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Chapter Two: Literature Review
The literature supports the notion that increased literacy leads to social change or
social action. However, there appears to be a gap in knowledge regarding the acquisition of
literacy skills and change at an individual level. This research helps to fill the gap of how
increased literacy affects change for individuals. The concepts of literacy and the change
process may be hard to connect, as literacy has traditionally been defined as the ability to
read and write, while the change process has many facets to it, and, traditionally literacy has
not been one of them. An overarching objective in social work is to facilitate change by
increasing empowerment, autonomy and social justice. As a social worker and researcher,
this is my goal as well; to facilitate change at all levels: individual, community, ideologically,
along with municipal and provincial government policy. This research and literature review
attempts to connect increased literacy with an individual’s ability to make change, either
personal or professional. This literature review presents an introduction to literacy and social
change, the history of literacy awareness in Fort St. John, social implications of low literacy,
and the importance of local answers to complex issues. It additionally furthers an
understanding of literacy and the importance of increasing literacy for individuals and
communities.
Social Change and the Theory of Literacy
UNESCO (2010) asserted that literacy is a human right; with greater literacy skill
comes greater personal empowerment and community social and human development. In
Chapter 1, I defined literacy as the ability to “identify, understand, interpret, create,
communicate, compute, using printed and written materials associated with varying contexts

10
(United Nations, 2009, p. 6). This definition is broad and includes cultural specific ways to
transmit learning (Canadian Council on Learning, n.d.). The Canadian Council on Learning
(2010) stated that literacy beyond school based learning is “the main driver of many
attributes that society values: individual opportunity and development, productivity,
innovation, prosperity, and social cohesion” (p. 3). Frank MacKenna (n.d.) with the Toronto
Dominion Bank Financial Group claimed that if a person increases literacy skills by only 1%
there would be a 2.5% increase in workplace productivity.
Basu, Maddox and Robinson-Pant (2008) stated that “there is no ‘theory of literacy’
that can adequately capture and predict its complex role in processes of social change,
account for the role of literate (and illiterate) identities and practices in shaping social
relations, capacities and aspirations” (p. 769). They further added that literacy research has
developed in isolation; without collaboration between disciplines. “The enumerative
categories of ‘literate’ and ‘illiterate’ prevent deeper analysis of literacy practices and
identities and their role in processes of development and change” (Basu et al, 2008, p. 770).
Freire (1970) suggested that contemporary illiteracy is a manifestation of the culture of
silence and relates to underdeveloped structures; illiterate people do not often challenge
social inequalities and remain silent observers, in effect reinforcing and perpetuating
oppressive structures, policies and practices. According to Corus and Ozanne (2011) literacy
is socially constructed and can either reinforce the status quo in the society or it can be used
to challenge social inequalities and inspire change.
Heaney (1996) aptly posited adult education aims “not only to inspire individual
learners who acquire the knowledge needed to navigate the tumultuous waters of day-to-day
life, but also to enable those learners to conspire – to unite, melding their individual agendas

11
in collaborative planning and collective action” (p. 12). Adult literacy education can often be
viewed as dichotomous; as a means to maintain social control or as enhancing freedom of
through to address social change issues. Heaney (1996) purported that education could be
used as a means of social control as there is “limited room at the top of the social and
economic ladder [with the] underlying assumption being terminal education – education that
results in a termination of education itself – and finally a dead-end job for some” (p. 15).
Some current education models teach students to become compliant workers, to maintain the
status quo and to keep up with the structural changes in the workplace, over which the
worker has no power or control (Heaney, 1996). Heaney (1996) further stated that adult
education practice reinforces dominant institutions and social practices. This thought is
similar to Friere’s (2007) previous discourse on the cycle of oppression; when freed from
oppression, one either sees a new way of being and continues the fight against oppression or
becomes an oppressor; there is either change or continuation of the status quo. Friere (2007)
believed that if people do not know they are being oppressed they accept exploitation by the
ruling class and the banking model of education perpetuates this. The banking model of
education is the standard education model we see around the world today, where the teacher
directs student learning and directs students to discussion in an attempt to control thinking
(Friere, 2007); students in a classroom sitting in desks, facing the teacher as the teacher
lectures. As Howard and Logan (2012) discussed, “crucial to Friere’s theory is the concept
of praxis in education, whereby he encourages the student to reflect on wider issues affecting
society and to act for social change” (p. 61). This is achieved by “recognizing and
addressing deep rooted inequalities” (Howard & Logan, 2012, p. 61). McDaniel (2004)
asserted that “critical literacy transcends conventional notions of reading and writing to

12
incorporate critical thinking, questioning, and transformation of self or one’s world” (p. 474).
Furthermore the ultimate goal of critical literacy “is not just comprehension, or even
interpretations and critical analysis of text, but social transformation” (Garcia, Mirra,
Morrell, Martinez & Scorza, 2015, p. 154). Critical literacy can develop a sense of social
agency and a sense of empowerment to create change, much of which is done through
dialogue on meaning and subjective reality (Garcia, Mirra, Morrell, Martinez & Scorza,
2015). When literacy is academic it “loses its power and its relationship to real-world
outcomes, such as civic engagement and self-actualization” (Garcia, Mirra, Morrell, Martinez
& Scorza, 2015, p. 153). Further, an element of critical literacy is the social action that stems
from the students “understanding that literacy and who gets to be literate are related to issues
of equity and power” (McDaniel, 2004, p. 475). Interestingly, Wickens and Sandlin (2007)
claimed that literacy education fosters deficit-based perspectives and the literacy myth. The
literacy myth states that increasing one’s literacy will lead to positive outcomes and
decreasing it will lead to negative outcomes. By increasing literacy potential, one will
further their own oppression by continuing to maintain the status quo because they are
educated under the same oppressive system (Wickens and Sandlin, 2007). This research
sought to explore how increased literacy connects with personal and professional liberation;
the expansion of choice in an individuals’ life.
History of Literacy Awareness in Fort St. John
The provincial government’s overarching literacy policy was an “ongoing
commitment to literacy and its long-term vision: making British Columbia the best-educated
and most literate jurisdiction in North America” (ReadNow BC, n.d, p. 7). British Columbia
became dedicated to strengthen the “arts, literacy, sport and recreation, physical activity,

13
accessibility and volunteerism in communities across British Columbia” (2010 Legacies
Now, 1996, p. 1). The goal of the 2010 Legacies Now project was to build stronger
communities across British Columbia by fostering dreams and opportunities for individuals
and families (2010 Legacies Now, 1996, p. 1). To support the provincial literacy policy,
monies were provided to communities throughout British Columbia to begin collaborative,
community-based literacy projects.
In 2004, community partners in Fort St. John came together to seek funding for
literacy initiatives within the region. The partners drafted a vision and literacy goal and the
North Peace Literacy Alliance was born. In 2005 a task force was identified and the
Community Literacy Plan was written. Olsen Communication Group was hired as a
consulting agency to conduct community focus groups to outline community literacy needs
and develop an action plan. A few years later Myriad Consulting began implementing the
goals of the North Peace Literacy Alliance and started an awareness campaign. In 2009, the
North Peace Literacy Alliance hired me as the Literacy Outreach Coordinator to further the
mandate of improving literacy skills in Fort St. John and the surrounding areas. Shortly after
becoming the Literacy Outreach Coordinator, I was invited to a dinner party with the former
British Columbia Premier Gordon Campbell. During this dinner I asked Mr. Campbell about
sustainable literacy funding and he agreed stating that literacy skills are the foundations from
which knowledge and personal growth are constructed (personal communication, March 15,
2010). The Literacy Outreach Coordinator’s role has changed significantly since that time.
The position is now combined with the Executive Director for the Fort St. John Literacy
Society and continues to enhance community literacy objectives.
The provincial government continues to ensure there are lifelong learning

14
opportunities across all sectors and communities in British Columbia (ReadNow BC, n.d).
The Province promises to “focus on results” and that they are “committed to ensuring the
skills and training programs to prepare British Columbians for the jobs of tomorrow”
(ReadNow BC, n.d, p. 14). In Literacy for the 21st Century: Final Report on ReadNow BC
2007-2011, the provincial government imbedded literacy into all sectors “resulting in
improved community capacity and partnerships” (ReadNow BC, n.d., p. 3). The provincial
government also started the Strong Start BC Early Learning programs thought the province,
funded full-day kindergarten, expanded family literacy programs, identified literacy as the
building block for lifelong learning, focused on essential skills in the workplace, and
continued with community literacy planning (ReadNow BC, n.d., p.3).
Social Implications of Low Literacy
Within government, business, and non-government organizations (NGOs) literacy has
traditionally been discussed in conjunction with economics when more than economic factors
contribute to low literacy. As Murray and co-authors stated “I am convinced that literacy is
the key to unlocking Canadians’ vast economic and social potential” (Murray et al, 2009, p.
7). Tang and Peters (2006) reported that “economic issues have come to dominate social
policy debates [and] social policy’s traditional commitments to altruism, social care and
social rights have been relegated” onto non-profit groups, municipal governments,
individuals and families (p. 572).
Yet Craig Alexander (2012), an economist with the Toronto Dominion Bank,
emphasized that improving literacy rates extends well beyond economic benefits; it can
fulfill lives and strengthen communities. Not only are literacy skills the foundation for
wealth creation and competitiveness but they also “contribute to civic participation, lower

15
crime rates and a healthier population” (Maxwell and Teplova, 2007, p. 9). Murray et al,
(2009) list social indicators of low literacy, including differences in employability, wage
rates, income and reliance on social transfers wherein “adults with higher literacy skills work
more, experience less unemployment, earn more, spend less time unemployed and rely less
on government transfers” (p. 13). In everyday life, individuals with low literacy skills are
often ineffective communicators, are not as productive in the workplace and are nonproficient users of technology (Murray et al, 2009, p. 13). Literacy also affects the learning
process, “differences in literacy skills have also been shown to have a profound influence on
various aspects of educational success” (Murray et al, 2009, p. 13), such as high school
completion, engagement in post-secondary and participation in adult education and training.
Murray et al (2009) also stated that literacy is related to health outcomes including the
probability of experiencing illness, recovery time, cost of treatment and life expectancy.
Low literacy is also related to engagement in the broader society including participation in
community events, volunteerism, and civic participation (Murray et al, 2009).
The United Nations (2009) lists 12 benefits of literacy: fulfillment of human rights,
poverty reduction, sustainable development, participation and active citizenship, early
childhood development, lifelong learning, inclusion and empowerment, gender equality,
communication and information, information and communication technology, literacy and
labour market, and health. According to the United Nations (2009) “the international
community has linked literacy and development . . .” and states that “. . . the distribution of
illiteracy in the world corresponds closely with that of poverty” (p. 10). Furthermore literacy
is an indicator of “quality of schooling, access to information and, more generally, of the

16
capacity of individuals and communities for autonomous learning, for the initiation and
management of change and for active participation in society” (United Nations, 2009, p. 10).
Literacy is a powerful influence on people’s life chances and quality of life (Human
Resources and Skills Development Canada, 2005). The World Health Organization (2016)
asserted low education levels are intrinsically linked with poor health, more stress and lower
self-confidence. These statistics demonstrate the disparity between Aboriginal and nonaboriginal Canadians regarding the social implications of low literacy as discussed below.
Fort St. John indicators. Fort St. John is a particularly unique community. Wages
are above the provincial average and unemployment is well below the federal unemployment
rates (BC Stats, 2012). According to the 2012 Statistical Profile for Peace River North the
average household income is higher (over $91,000 compared to $80,000 provincial average)
and there are fewer than average people on income assistance. Employment in the region is
heavily reliant on the resource sector and is subject to market fluctuations as evidenced in the
past with the OPEC oil crisis of the later 1970’s and early 1980’s, and with the recent
economic downturn in oil prices. The high school graduation rates are much lower than the
provincial average. In the 2009/2010 school year and the 2011/2012 school year 41.7% of
eighteen year olds did not graduate. In 2006 50% of the population did not have any postsecondary credentials (BC Stats, 2012). In 2005, the Peace River North electoral region
recorded the lowest voter turnout in the General Provincial election (Elections BC, 2011).
Fort St. John was the 29th lowest in voter turnout out of one hundred eighty-seven
municipalities (CivicInfo BC, 2011).
In the region, the life expectancy is 80 years compared to the provincial average of 82
years; there are double the potential years of life lost due to accidents and suicides, 22.1 per

17
1000 compared to the provincial average of 11 per 1000; and higher than average
hospitalization rates for children, 17.3 per 1000 compared to the provincial average of 13.4
per 1000 (BC Stats, 2012). This region also experiences higher than average violent and
serious crimes for adults and juveniles. Except on the economic and wage indices, the
community of Fort St. John and surrounding areas display the other social indicators of low
literacy. This includes indices such as higher than average crime rates, hospitalization rates,
lower than average voter turnout, graduation rates, and life expectancy (Murray et al, 2009).
Importance of Local Answers
To solve local issues, it is important to find local solutions; each community has
unique challenges and thus requires a customized solution that can change with the
community. Halseth, Manson, Markey, Lax and Buttar (2006) claimed that the legacy of the
past has created “significant feelings that communities, and whole areas of northern BC, have
been ignored and left out” (p. 6). “Education, training, and capacity building are critical
parts of a northern vision and should be values in northern BC” (Halseth et al, 2006, p. 11).
As Markey, Halseth and Manson (2006) discussed, “much of northern BC’s landscape can be
described as a constellation of small resource-dependent towns, with few small regional
centres and little economic diversification” (p. 22). Further, policy and industrial interests
have developed infrastructure to extract resources and concentrate the benefits from the
resource extraction into the metropolitan areas (Halseth, Markey and Manson, 2006).
“Communities and regions have fostered bottom-up demand over the years in part due to
frustration with being the recipients of policy that has not necessarily served local interests”
(Halseth, Markey and Manson, 2006, p. 29). Markey, Halseth and Manson (2008) stated that
“renovating the industrial infrastructure approach of the Bennett era requires a more holistic

18
and updated understanding of infrastructure itself” (p. 418). Increasing human capacity is
one of the approaches mentioned by Markey et al (2008). This capacity building “will be a
crucial support to regional diversification in a new economy described as ‘flexible’ and
dynamic” (Markey et al, 2008, p. 418). The North is a hinterland region and local solutions
to issues and challenges are imperative. Determining the perceptions of local northerners in
how literacy has affected change is an important first step to finding local solutions to
address the social implications within the community.
Summary
This literature review presented research outlining the history of literacy awareness in
Fort St. John, the social implications of literacy and finally the importance of local answers.
There is a knowledge gap in the literature regarding the impact of increased literacy skills on
adult community members’ perceived change at the individual level.

19

Chapter Three: Methodology
This chapter details the methodology that was chosen for the research. It includes a
discussion of the qualitative research method used, ethical considerations, research
procedures, data analysis and evaluation of research.
The purpose of the research was to understand the link between the acquisition of
literacy skills and individual change in a Northern context. The research delved into the
perceived role that improved literacy plays in helping individuals make sustainable changes
in their lives; change as defined in Chapter 1. The interconnectedness between literacy and
change was explored. Additionally, the participants’ perception of the role that increasing
their literacy plays in the change process was better understood.
Qualitative Methodology
The research was qualitative in nature. As my first research project, it was desirable
to choose a methodology that fits with my history in literacy and community development,
and my personality. Qualitative research is natural (Wolcott, 2009), fluid and flexible
(Richards, 2005); it is a way to engage with each participant and hear his or her perspective
on the chosen inquiry. As an anti-oppressive, structural social worker and researcher, it is
important for me to understand the world from the participant’s point of view and hear their
stories and interpretations. Richards (2005) stated that it is about the researcher trying to
learn something new and gain an understanding of the participant’s private thoughts and
behaviours. Qualitative methodology is a way to understand social phenomena (Richards,
2005). Further, qualitative inquiry is subjective and Guba (1981) posited that qualitative
inquirers “understand the multiple realities that one encounters (including multiple value

20
systems) and the role that their own predispositions can play when they use themselves as
instruments” (p. 81). Howard and Logan (2012) comment that qualitative research is a
means to give participants a voice with a wider audience, and enables “them to describe their
individual experiences” (p. 64). Howard and Logan (2012) further explain that using this
type of research along with Freirean beliefs “is emancipatory social change” (p. 64) achieved
through research.
Photovoice. Photovoice was chosen as the qualitative method, because it is an
empowering approach seeking to understand a social phenomenon. It acknowledges that the
participant is the expert in their life, and their understanding of the world is shared through
the use of photos.
A picture is worth a thousand words. If I ask a group of people: What is a cat? A
farmer might say a tractor, while a pet lover might talk about a house cat, a nature lover
might describe a cougar. Yet, if I show the same group a photograph of a house cat,
everyone in the group would agree it was a cat. A picture can encompass the thoughts and
feelings of the individual behind the camera. In addition, photovoice empowers participants
by “acknowledging their expertise in understanding their experiences” (Molloy, 2007, p. 41).
In using photovoice, the participants and researcher not only focus on the individual’s needs
but take into consideration “the context in which they live, the history which influences their
perceptions of the world, the meaning they give to social experiences, the power which
penetrates their existence, and the possibilities that can be envisioned” (Molloy, 2007, p. 39).
Photovoice is a technique that “entrusts cameras in the hands of community members, with
the acknowledgement that their perspectives are valuable and necessary to the understanding
of a particular problem or event” (Molloy, p. 41).

21
There are three main goals of photovoice: “(1) to enable people to record and reflect
their communities strengths, and concerns, (2) to promote critical dialogue and knowledge
about important community issues through large and small group discussions of photographs,
(3) to reach policy-makers” (Wang and Burris, 1997, p. 370). Typically photovoice utilizes
focus group discussions for participants to explore the meaning(s) of the photographs taken.
These discussions are then thematically analyzed and the findings reported.
This research used an adapted photovoice method. The participants took pictures to
record and reflect on their own lives in relation to the research questions versus focusing on
community strengths, concerns and issues. Individual semi-structured interviews rather than
group discussions where conducted to promote a critical dialogue about the research topic
and question. Individual interviews offered more flexibility for individuals to participate in
the project. Due to the nature of employment in the region, many people were engaged in
shift-work and camp work, and as such, not available at the same time for focus groups.
Wang and Burris (1997) note that photovoice can be used in various ways. Further,
the burden of neutrality shifts from the investigator to the data produced and reflects the lived
experiences of the participants through an adapted photovoice method (Wang and Burris,
1997). There are, however, some limitations to photovoice. These limitations included
personal judgment intervening in the picture taking process, what the participant had decided
to take pictures of, and what they chose not to photograph (Wang and Burris, 1997). In
addition, the photographs were easy to gather yet yielded an abundance of complex data that
was difficult to analyze and summerize (Wang and Burris, 1997). This was eased through
the interview process when the participants categorized and ordered the most important
photos they took. I felt with photovoice the participants were in control; they decided the

22
direction of the interviews through the use of their photos. The participants were able to
illustrate aspects of their world and then talk about it. this would not necessarily have been
possible if only interviews were used. Additionally, photovoice and the resulting photos
taken by participants offered a breadth and depth to the interview data that I did not think
would be possible with only interviews. The photos also allowed me to implicitly see how
participants thought literacy helped them make change in their lives.
Ethical Considerations
Ethical considerations are important and a UNBC Research Ethics Board application
was made for this project and approved (see Appendix A UNBC Research Ethics Board letter
of approval).
Confidentiality and anonymity. Confidentiality was ensured through all the stages
of the research process as required by the UNBC Research Ethics Board. The BC College of
Social Workers also maintains a practice standard of confidentiality as outlined in the Code
of Ethics and Standards of Practice (2009) article number 6 which states “a social worker
shall protect the confidentiality of all professionally acquired information by disclosing such
information only when required by law to do so or when clients have consented to
disclosure” (p. 1).
To ensure participant confidentiality, the research participants were assigned a
number and a pseudonym. The number corresponds with each of the participants’ cameras,
photos, and transcription. The pseudonym was then used when writing the thesis in
describing the participants’ perception of how improving literacy effected change. Each
participant was informed at first phone contact that if they chose to meet in a public space

23
their anonymity may be compromised. The participants’ demographic information and
assigned number remained in separate locations within the office of the researcher. The final
thesis and photographs did not contain any identifying information except in the cases where
the participants agreed to the photos showing pictures of themselves and/or family members.
All information was stored in a locked fireproof cabinet at the office of the researcher.
Consent. Participants were asked to sign a consent form (see Appendix B for a copy
of the Informed Consent form). This form also obtained consent for the use of participants’
photographs for community knowledge dissemination, publication of the photographs in the
final thesis and possible future articles. While there were no known risks for participating in
this study, the participants were informed about free counseling services if any negative or
uncomfortable feelings arose for them during the process.
Research Procedures
Location of research. The research was conducted in Fort St. John, British
Columbia. Fort St. John is a northern community and falls within the boundaries of the
Northern Health region. It is the largest community in the northeast sector of British
Columbia. Fort St. John has a census population of just over 17,000, with 2.3% considered
ethnic minorities and 9.5% considered Aboriginal (BC Stats, 2012). The main economic
driver of the community and region is the resource sector, such as oil and gas, forestry and
mining. Generally, there is a lack of services such as indoor play spaces, health care, and
educational opportunities.
Participant recruitment. Posters were emailed to various community organizations
(see Appendix C for a copy of the Recruitment Poster) and instructors at the local university

24
and college. Community members were also verbally informed about the research and asked
to participate. Nine participants were found for the study utilizing those methods but 2
participants became unavailable for personal reasons, as such only 7 completed the process.
The criteria for participation in the study included persons aged 24-64 years old who self
identified as having made a significant change within the last five years and had taken steps
to improve their literacy within the last 10 years including formal or informal learning.
Participants. When individuals expressed interest in participating in the project, I
met with them to review the research information and sign consent forms. Additionally,
instructions for the use of cameras and picture taking were discussed. Nine individuals
between the ages of 24 – 64 were invited to participate in the research. The age criterion was
set because it allowed for the possibility of participants who may not have completed high
school by age 18 and may have returned for skills upgrading. It also allowed for some life
experience to have been gained by the participants.
The participants self-identified as making a significant change within the last five
years. Examples of such a change would include going back to school, leaving a
relationship, quitting a job, getting a driver’s license, becoming more independent, applying
for a new job, etc. Additionally, the participants must have taken steps to improve their
literacy within the last 10 years, either formally through an educational institution or
informally through workshops, seminars, or similar learning environments.
There were no gender or cultural criteria set for participating in this study. The
participants could have been of Aboriginal descent, visible minorities, Euro-Canadian,
members of the LGBT community, males or females.

25
Data Collection.
Data was collected through a demographic questionnaire, photographs, and a
recorded semi-structured interview.
Initial meeting. The first meeting with a participant took place at a convenient
location of the participant’s choice. At this initial meeting the informed consent form was
signed, and a demographic survey was completed (see Appendix D, Demographic
Questionnaire). Basic demographic information was gathered for descriptive purposes and
included education level, age and occupation. This questionnaire took a maximum of 5
minutes to complete. Further, at the initial meeting, there was a discussion about the research
process. This included the interview protocols (see Appendix E, Interview Protocol), the
research question and appropriate use of the camera.
Camera instructions and photographs. In these discussions, the confidentiality of
the public was explained as well as impressing on the participant the preference for avoiding
pictures of people’s faces. Other means to visually represent people were discussed such as a
favourite item of the other person, shoes, or neck down photos. However, 5 of the
participants took pictures of themselves and/or their families where confidentiality and
anonymity was compromised. This was discussed during the interview and the participants
agreed to keep the pictures in the study knowing their confidentiality could be compromised.
It was also explained that the photos should be visual representations of how the
participant perceived the role that increasing their literacy played in making a change in their
lives. The content and meaning of the images could be either positive or negative for the
participants as both positive and negative images were accepted for the project. The

26
participants were each told that if the photographs raise discomfort or negative feelings, they
would be given phone numbers to free counseling services within the community. The
participants were given a disposable camera purchased by the researcher, as well as the
researcher’s contact information. The participants were asked to take as many photos as he
or she felt necessary with a minimum of one photo over a one-week period. Six of the
participants took 5 photos each and one participant took eight photos.
Five participants used their smartphones and forgot to use the disposable cameras,
and 2 participants used the cameras. There were issues with developing the film from the
disposable cameras, as no businesses in town developed them locally, they had to be sent
away. It took 3 weeks to get the images processed for the 2 participants that used the
cameras. When the photos came back they were of poor quality and one of the participants
retook their photographs using their smartphone.
Semi-structured interviews. After I developed a participant’s pictures or they were
emailed to me, the participant was contacted for an interview. Depending on the schedules
of the participant and researcher, interviews took place one to two weeks after the photos
were developed or emailed.
The interviews were held to discuss the importance and meanings of the photos. The
interviews took place at the researcher’s private office, the participant’s office, or the
participant’s home. The interviews varied in length from 15 minutes to over 2 hours in
length and all interviews were audio recorded. At the beginning of each interview, the
participants were asked to choose the photographs that they felt were the most important. All
of the participants chose to use every photo that was taken. The interviews were semistructured because the researcher began the interview with a general question (Given, 2008)

27
such as “can you describe photo ‘x’?” and “can you tell me how this picture represents how
improved literacy has impacted your ability to make change?” The participants were asked
the significance of each photo in relationship to the change they experienced in order to delve
into the subjective meaning of the pictures in relation to the research question. Subsequent
probes were asked during the interview, depending on the conversation with the participant.
During the interviews, the participants were reminded that if the pictures of themselves or
their family members were used then their confidentiality could not be protected. The
participants agreed to have those photos used in the project and presented as part of the thesis
and/or in used in publications; they understood the limits of confidentiality and anonymity.
At the beginning of the interview, the participants ordered their photos to determine
which one to discuss first. This process allowed for the researcher to understand the
participants’ perceptions on how their improved literacy helped them make change and what
that change was. The photovoice interviews were recorded and transcribed verbatim. The
researcher transcribed the interviews as soon as possible after the interview. Once a
transcription was completed, the participants were emailed the transcription for member
checking. All of the participants approved the transcriptions and there were no changes
required.

Data Analysis
After the transcriptions were approved by the participants and no changes
were requested, coding began. Even though I enjoyed the research, I initially found the
formality of the coding process arduous and illogical; it did not make sense to me. I felt a
deep, meaningful connection with the participants during their interviews and the coding

28
process felt sterile and disconnected. The more I coded, however, the more the themes and
subthemes emerged, and the more connections re-emerged and I felt the beauty of the
process and the learning. I also realized it was necessary to ensure academic integrity and to
mitigate bias. It was a large learning curve for me as I found the coding textbooks used in
my education difficult to understand. I purchased a different book (Saldana, 2013), which
laid out the coding process in a concrete, step-by-step way. As I worked through the coding
process, I was able to follow the data analysis process that was described by Saldana (2013).
The transcripts were coded using 3 cycles of coding as described by Saldana (2013): Precoding, Cycle 1, and Cycle 2 (see Figure 1).
Pre-coding. During pre-coding the transcripts were read and re-read. Passages of
interest were noted to gain familiarity with the data. I started with highlighting significant
passages and quotes from the transcribed interviews (Saldana, 2013). During the pre-coding
phase, I utilized the in-vivo technique, writing phrases that were taken directly from what the
participant said (Saldana, 2013).
Cycle 1. Cycle 1 coding began one transcript at a time utilizing a descriptive coding
method. Descriptive coding “provides an inventory of topics for indexing and categorizing
[that is] more appropriate for social environments” (Saldana, 2013, p. 262). Four descriptive
codes emerged from the data: learning, self-confidence, opportunities, and connecting. The
descriptive codes were highlighted within each transcript. The transcripts were then emailed
to the academic supervisor for a coding check.
Cycle 2. Cycle 2 began by working across transcripts. Pattern coding was used
during this cycle as pattern codes organize Cycle 1 codes, attribute meaning to the data, and
develop major themes from the data (Saldana, 2013). Moving from descriptive coding (cycle

29
1) to pattern coding (cycle 2), four themes emerged from the data (see Figure 2, Chapter 4).
As Saldana (2013) aptly states, “the preliminary goal during Second Cycle coding is to
develop a sense of categorical, thematic, conceptual, and/or theoretical organization from
your array of First Cycle codes” (p. 207). This process elucidated participant experiences
relevant to the research question regarding how improved literacy prompted personal and
professional change.

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Cycle 2: Pattern Coding

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31
Criteria to Evaluate the Research
The criteria to evaluate the research included ensuring the credibility and
trustworthiness of the study such as: Member Checks, Thick Description, Consistency, Audit
Trail, and Knowledge Dissemination (Lincoln & Guba, 1985; Guba, 1981; Richards, 2005;
Marlow, 2005).
Member checks. Member checks were used to confirm the interpretations and
findings of the data to ensure there was truth in the findings (Guba, 1981). The member
checks took place once the interviews were transcribed and with the interpretations of the
findings following analysis (Richards, 2005). Each participant was emailed a draft of the
analysis as well as a transcript of the interview. All of the participants agreed with the
findings and had nothing further to add to their transcript.
Thick description. The findings may be relevant to another community of similar
demographics and social indicators of low literacy. Thick description offers the context of the
study and permits others to judge the transferability of findings (Guba, 1981). The researcher
provided a detailed description of the research process, participants and community
demographics such as population, crime rates, health statistics, description of area, industry,
and economic factors.
Coding check. With one researcher, the issue of coding consistency arose (Richards,
2005). As Guba (1981) posited, when using humans as instruments, they are instruments
“that change not only because of ‘error’ (e.g., fatigue) but because of evolving insights and
sensitivities” (p 81). The research data was made available to the researcher’s thesis advisor

32
for coding checks. During the coding process weekly teleconference meetings were held to
discuss data analysis and the coding process.
Reflexivity. As Richards (2005) states reflexivity is about the researcher’s constant
reflection on the part they play in how the data is produced. Further that “qualitative data are
not collected, but made collaboratively by the researcher and researched” (Richards, 2005, p.
49). Throughout the research process, a journal was used to log ideas, thoughts, and
activities in relation to the research for two specific purposes: to provide an audit trail and for
reflexivity. The journal was unstructured for self-reflective purposes to identify barriers,
minimize bias and serve as an audit trail. The data produced was not completely neutral
from bias, as my love for literacy and my background in literacy drove the project and
influenced it from beginning to end. However, the data reflected the lived experiences of the
participant, not the investigator.
When I initially saw the photographs prior to the interviews, I had my own emotional
response to them; mostly confusion, as I could not make the connection between the photos
and the research questions. Sometimes I was in awe at the beauty of the picture. During the
interviews when I heard the participant’s stories, it became clear why the photos were
chosen. I became immersed in their stories. During the transcription I had to remind myself
that it was not my story but the participants, so I used one-word reminders or small phrases
such as “listen”, “not your experience”, “replay if needed”, and “close your eyes and listen”
that helped me to take a step back and remember what the participants were saying about
their photographs.
Furthermore, the journal was used to track the progress of the research and partially
as a guide for future projects (Marlow, 2005), which kept me grounded in the research

33
question. I tracked the themes from each transcript reminding myself to find themes and
colour code within the text and in journal, to use the same colour across transcripts and in
journal, so I would not get confused and lost in the themes. I also made notes to myself to
ensure that what I was writing would be clear to other people.
Knowledge dissemination. Upon completion of this research project and thesis
defense, plans will be made to disseminate the findings. These plans will include a
slideshow presentation of the findings at various locations throughout the community,
including local boards and municipal government. The participants will be notified and
invited to attend public community presentations. If the participants choose to attend they
will continue to remain anonymous. The public will be invited to offer comments or ask
questions regarding the findings.
Summary
This methodology section stated that a qualitative methodology, utilizing an adapted
photovoice approach as a means to collect the data was used. This section further detailed
how participants were recruited, the ethical considerations, data analysis method, and the
criteria used to evaluate the research. The following chapter reports the research findings.

34
Chapter Four: Findings
Participants of the research took pictures to illustrate their perceptions of the role
improved literacy played in effecting change in their lives. This chapter details the findings
of the research. First, this chapter identifies the participants’ demographic information along
with their participant number and pseudonym. Second, it reports the thematic findings of the
research along with participant photographic examples for each. Interpretation of the data
suggests increased literacy leads to both personal and professional change.
Participant Demographics
The participants were community members recruited through various methods,
as described in Chapter 3. The demographic data was collected at the initial meeting
with the participants after the informed consent was signed. See Table 1 for a summary
of the demographic information. Pseudonyms were used in place of real names. All of
the participants were between 30 and 50 years of age, and six out of seven participants
identified as female. Additionally, each of the participants had post-secondary
education ranging from a college diploma to a Master’s degree. Five of the participants
were married, one was divorced and one was single. None of the participants relied on
social transfers, or had criminal records. One of the participants had a chronic health
issue that they managed well.

Table 1: Demographic Data

Participant #

Age

Gender

Martial Status

Employment
Status

Education Level

2
Clare

35

Female

Single

Full-time

Bachelor of Fine Arts
Bachelor of Art

3
Stewie

33

Female

Married

Un-employed

College Diploma

4
Nahkib

43

Male

Married

Full-time,
temporary

Certified Personal
Accountant

6
Dawn

40

Female

Married

Full-time

Associate Arts Degree

7
Christine

47

Female

Married

Full-time

Master of Education

8
Bambi

43

Female

Married

Full-time

Bachelor of Education

9
Molly

50

Female

Divorced

Full-time

Master of Theology

Themes
After analyzing the data as recommended by Saldana (2013), four themes (see Figure
2) along with subthemes (see Table 2), emerged from the data:

Figure 2: Map of Thematic Development

Theme: Continuous learning

Theme: Increased
opportunities

Improved literacy prompted
personal and professional
change
Theme: Enhanced selfconfidence

Theme: Connecting with self
and others

Table 2: Thematic Structure

Themes
1. Continuous Learning

Subthemes
1.1 professional development at work
1.2 advancing formal education
1.3 learning for personal growth

2. Enhanced self-confidence

2.1 decreased fear
2.2 strengthening boundaries
2.3 trying something new

3. Increased Opportunities

3.1 personal and professional travel
3.2 major purchases
3.3 financial freedom

4. Connecting with self and others

4.1 connection with self and others
4.2 philosophy or spirituality of life
4.3 desire to experience similarity and
difference

Analysis
Using photovoice enhanced the experience of the participants and the photographs
elicited emotions that were not necessarily evident through interviews alone. Molloy (2007)
further states that using photos provides the participants the evidence of their motivations and
insights, and counters the “tendency to romanticize other’s perspectives and make choices for
others based on one’s own perception” (p. 45). The photos speak for themselves and there is
no misinterpretation of what is being presented.

39
The photos illustrated four themes (continuous learning, enhanced self-confidence,
increased opportunities, and connecting with self and others) and these themes suggest
improved literacy prompted both personal and professional change. The type of change the
participants experienced was not defined but rather left to the individual participant to decide.
Two types of change emerged simultaneously: personal and professional, and both were
intricately interwoven together and within each of the four themes. Personal change included
the participant’s increased ability to travel for enjoyment, make a major purchase such a car
or house, or achieving a personal goal such as learning to play the piano. Professional
change included the participant’s ability to apply for a new job, a promotion or raise at work,
or professional development opportunities to further enhance their skills. The following
discusses each theme and subtheme.
Theme #1: Continuous learning. All of the participants felt that after their initial
improvement in literacy, they wanted to continue their learning experiences through
professional development at work, advancing their formal education or learning for personal
growth.
1.1 Professional development at work. This subtheme emerged when the
participants spoke of participating in professional development through work. Molly works
at a drug education and treatment centre and has taken professional development through
work. Molly spoke about having taken suicide prevention training and an addictions course
“so that [she] can help with what we do here and talking to people and safety plans and all
those kinds of things”. For Clare the professional development she took through work
effected her both personally and professionally and the following image represents this:

40

Figure 3: Clare, Image 4

This photo (Figure 4) is an example of both formal and informal learning that Clare
engaged in through her employment. The mug on the left is a depiction of Clare’s informal
learning from 10 years of experience working at an antiques store. Clare describes this as
“the knowledge I had in my brain”. The mug on the right depicts professional development
Clare received in her new employment after moving to a new community. This professional
development included a cultural competencies workshop, and workplace learning on genderbased violence in resource communities. Clare describes the intersection of these two events
as having a “couple of arrows one from being labeled ‘move to Fort St. John’, this wouldn’t
be possible without that and the other more importantly would be ‘sociology degree’. Cause
I wouldn’t have moved from knowledge of retro and antiques to this without both of those
things”. Additionally, Clare realized she had become complacent in an abusive relationship
and left her partner. Clare was able to reflect on the wider social issues of domestic violence
and gender based violence and act for herself and help others in the community act as well.

41
In line with bell hooks (2003), Clare undermined the “socialization that [led her] to behave in
ways that perpetuate domination” (p. 36).
1.2 Advancing formal education. Participants spoke about how they continued to
learn by advancing formal education through school. For Nahkib he continued his
accounting studies to become a Chartered Professional Accountant and this allowed him to
gain national recognition, leading to “a more higher paying job, better or satisfying, more
satisfying job”. The professional change for Nahkib was a better job with better pay, but the
personal consequences for him was a satisfying job that he could do everyday and enjoy it
which reduced his need for material satisfaction and increased his need for personal
satisfaction. Unfortunately, Nahkib’s photo’s were of poor quality and could not be
included. Stewie received a job at the college after she completed a diploma there, as the
following picture represents:

Figure 4: Stewie, Image 2

Stewie stated that “this position that is in the social services area and its also one that
made me realize I wanted to further not just my experience but my education in First Nations
specialization” which was her area of concentration for a Bachelor of Social Work degree.
Stewie made the personal and professional change to quit her employment in order to

42
continue her formal education, which in the future will have professional implications as
well.
1.3 Learning for personal growth. This is informal learning for personal interest
such as learning to play a musical instrument. The following example from Dawn supports
this subtheme.

\

Figure 5: Dawn, Image 1

Dawn explained her continuous learning throughout her interview beginning with her
formal learning. She spoke of formal learning as “the education itself, the higher learning
and its just led me to be able to critically think and use the tools that I learned at school to
apply them to daily life”. However the piano symbolized learning for personal growth. This
was something she had wanted to do since she was a child and when she was presented with
an opportunity to have a piano, she took it and learned to play. As she stated, “I guess I don’t
know how to explain how it relates to literacy in my mind. Just the fact that you can always
keep learning”.

43
Theme #2: Enhanced Self-confidence. This theme emerged when the participants
discussed a time they had decreased fear as they transcended from the status quo, or when
they set new personal or professional boundaries or when they tried something new.
2.1 Decreased fear. There were no photos to highlight this subtheme, as it emerged
either at the end of the interviews or when talking about a photo related to another subtheme.
I thought it was important to include because it shows a kind of transcendence and courage to
step into the unknown, this created within the participants a broadened perspective and an
expanded sense of self. When Molly was asked what she thought of the research project, she
spoke about the basics of literacy and learning and also stated that without those skills “you
get stuck and [she sees] it all the time. It’s overwhelming and you don’t know how to take
the first steps, you don’t know how to provide for yourself in lots of ways, because you don’t
know”. Molly’s description is similar to what Friere (2007) described as what happens with
people who have low literacy, and we must “change the consciousness of the oppressed” (p.
74). Nahkib explained this absence of fear in the midst of describing another subtheme,
when he described his increased literacy as “the source of satisfaction is more being wise . . .
having wisdom to not be afraid”. Nahkib further describes knowledge as giving a “certain
amount of confidence and a certain amount of grounding. That can translate into being not
being too much afraid. I don’t need to worry too much, I don’t need to gather many things, I
don’t need to have a certain amount of that”.
2.2 Strengthening boundaries. This was an interesting subtheme that wasn’t
expected. Dawn explained this perfectly in describing the following picture.

44

Figure 6: Dawn, Image 4

Dawn took a professional development course through work. This course was
important to her, and she made changes both personally and professionally because of it.
This photo is added here to support this subtheme because the conversation went into great
depth about the reasons Dawn was not working effectively in her job, because she didn’t
have boundaries. Dawn changed the status quo at work and with her personal life; she
developed healthy boundaries between herself and others in her professional and personal
life. Dawn stated that she “was always running around trying to fit everything in and not
prioritizing the important things. [She] was always making the emergency things come
above the important things”. So she took this course through work and realized she needed
to make a change both personally and professionally and have some boundaries. After the
course she realized that work wasn’t her top priority. Her priorities became “taking time to
rest, taking time to exercise . . . family and friends”. Additionally, at work she no longer felt
overwhelmed. She is still busy at work but is able to “prioritize and not make someone else’s
emergency [her] problem just because they think it should be”.

45
2.3 Trying something new. This subtheme emerged when the participants discussed
a time they felt increased confidence because they tried something new. Success at the new
task was not necessarily a requirement for the participants; it was more about feeling they
had increased confidence to attempt the task. The following photos described how Bambi
tried something new and was excited that she was successful:

Figure 7: Bambi, Image 7

Bambi showed a crochet blanket she made, that she was very proud of. Bambi
explained, “[I was able to] figure it out on my own without having to be shown by
somebody. I think that’s why I’m maybe a little bit more proud of it because it was
something I tackled on my own”. Bambi described having the confidence to try something
new, such as crocheting a blanket, and this in turn provided her with “an outlet from the
regular stressful days of raising children and working full-time and of course teaching. I find
that it’s something that I can absolutely decompress with”.

46

Figure 8: Molly, Image 1

Molly discusses how she had enhanced self-confidence from increasing her literacy
and began doing home and office renovations, as shown in the Figure 6 photo above. This
increased confidence enabled Molly to transform her business from a “pepto-bismol pink . . .
to a beautiful earth tones and make it more comfortable, more enjoyable”. Molly states that
she knew she could see the renovations “through to completion,” and further, Molly “did
about 75% of the work [herself]”. Molly asserted: “Proud of it, I am. I’m proud of being
able to do it and to know how to do it and to see it through and now I can enjoy it”.

47
Theme #3: Increased Opportunities. This theme was evident when all of the
participants described a time when their increased literacy allowed them the opportunity to
travel for business or pleasure, make a major purchase, or find some financial security.
3.1 Personal and/or professional travel. Christine spoke about how increasing her
literacy enables her to travel both personally and professionally, as depicted in the following
photographs:

Figure 9: Christine, Image 1

Figure 10: Christine, Image 2

Christine’s increased literacy provided her with both an opportunity for a work
promotion and opportunities for personal and professional travel. Figure 9 represents the
opportunities for “travel and life experiences”, because her improved literacy led to a job
promotion. Figure 10, represents a travel opportunity Christine had through her work.
Christine loves indigenous artwork and felt the photo represented her increased work
experienced through travel. She stated, “[I was] flown down for a job to work for the
Ministry and if I didn’t have my job today, and the degrees I have to get me here, the
education I had to get me here, I wouldn’t have been chosen for that job to go down there”.
3.2 Major purchases. This emerged when participants spoke about the major
purchases they had never dreamed of making prior to improving their literacy. A couple of
the participants spoke about buying cars and houses.

48
Clare explained how after improving her literacy she had an opportunity to purchase a
new car, which she had never thought possible before (Figure 11, Image 5).

Figure 11: Clare, Image 5

Prior to moving into Northeast British Columbia, she had lived in a major urban
centre and she did not need to drive. She had her license but did not drive; partly because of
a car accident she had 10 years previous. Clare had thought she would never drive again and
now she describes owning her own vehicle that she drives everywhere in town. She was
delighted in describing the seven-hour drive back and forth to her home community,
something her friends have never done. Clare also spoke about owning a home. She had
always rented prior to moving into Northeast British Columbia, and again never thought
home ownership was possible. Clare credits her improved literacy skills for these
enhancements to her quality of life. With home ownership she is building equity, and with a
car she has freedom to travel and visit her family and friends.
3.3 Financial freedom. There are no photographs for this subtheme because it was
also interwoven into other discussions. For example, Molly had discussed a previous
personal change when she decided to leave her husband. Because of improving her literacy
skills, it provided her with financial freedom. She states that she “would be in deep trouble
[financially]…[She] would not be a business owner. [She] wouldn’t have the skills to do it”.

49
Christine said that this financial freedom provided her the ability to give her daughter
experiences she never had, such as dance, horse ownership, and living out of the city.
Further Christine said “it’s not all about the material things its just experiences, being able to
offer experiences. And because of all that, she is able to do what she loves to do, which is
dance”. In describing a photo for another subtheme, (Advancing Formal Education, 1.2),
Dawn stated that her increased literacy skills provided her the opportunity to gain “a better
job, [she] earned more money, which afforded [her] the opportunity to do other things”.
Theme #4: Connecting with self and others. This theme emerged when all of the
participants spoke of a time when their increased literacy helped them feel more connected to
themselves or others; for example, when this connection became a philosophy or spirituality
in their lives, or fulfilled their desire to experience similarity and differences between their
own and other cultures.
4.1 Connection with self, and others. Most of the participants describe their
increased literacy skills as helping them feel connected to self, other people or nature.
Nahkib’s photo quality was too poor to show the photos he took, but spoke of this connection
throughout his interview. He described the interconnectedness of life through enhancing his
literacy skills, as something that “has become beyond [him]. It is not just about [him] and
[his] personal advancement, it’s a societal advancement . . . and so now [he] sees more
connectedness”. Nahkib felt the satisfaction of being connected to a universal body of
knowledge that he didn’t have prior to improving his literacy skills. Nahkib speaks
throughout his interview of being connected to his kids, family, neighbours, community of
fighting for causes and fighting for community. He stated he “feels more connected to the

50
society”. Molly also spoke about this connection with herself and others as described in the
following photo:

Figure 12: Molly, Image 2

This is a picture of the front of Molly’s office building. This picture represents how
improved literacy helped her connect with herself and others. I met Molly about 3 years
prior to the research project but we had lost touch except through Facebook. When I knew
her, she spoke about her dream to help people and make the world a better place. Molly was
working in human resources when I knew her, and was continuing to build her literacy skills
through formal education. Molly was able to purchase half of a business that provides
addiction treatment and drug education. Her dream was to help people, but she didn’t fully
realize this until after a serious car accident that left her daughter massive physical injuries.
Molly quit her job and became the primary care giver for her daughter and grandson for over
a year. During this time she also got a divorce. Her literacy skills improved and she was

51
able to realize her dreams and aspirations and developed a connection within herself, and
others. She explained, “[improved literacy] helped me to understand a part of myself that
that’s something that I really want to do. I want to help people succeed . . . that’s a part of
who I am”. Further, Molly stated improved literacy has “allowed me to see those things in
myself that I may never have seen”. She was happy and fulfilled in her life, helping others
and realizing her potential.
4.2 Philosophy or spirituality of life. This subtheme was also woven throughout
each interview. All of the participants relay how having this increased knowledge, this
increased literacy, has become a new way to look at the world; a new philosophy or
spirituality of life. Nahkib plainly stated that increased literacy is “a kind of philosophy to
relate in life. Relate in personal life, relate in professional life and relate in all other spiritual
life”. In describing his continuous learning, Nahkib spoke about “digging deep” into
learning and understanding. This spiritual life Nahkib speaks about comes from “further
investigation, further learning”. That “learning is the beginning of wealth, learning is the
beginning of health, learning is the beginning of spirituality, searching and learning is where
the miracle process all begins”. Bambi described this philosophy of life in the photo below:

Figure 13: Bambi, Image 8

52
Here, Bambi is holding hands with her husband and their 3 children are running
towards them. This was a poignant picture describing learning as a philosophy of life.
Bambi plainly stated, “without literacy none of us would be who we are”. Her family is
deeply connected to each other and literacy has become a philosophy for their lives. Bambi
stated that the photo shows how they are “in love with each other and live a happy life. And
I think that literacy is a monstrous part of that.”
4.3 Desire to experience similarity and difference. Dawn illustrated this subtheme
twice in her photos. She values the ability to feel a connection with others through
understanding the similarities and differences between people, and that these similarities and
differences only make us stronger.

Figure 14: Dawn, Image 2

Figure 15: Dawn, Image 3

Figure 14 is a picture of an Education certificate and an Associate of Arts degree that
Dawn earned as an adult student, and figure 15 shows travel brochures and a textbook from
an Art History class she took as part of her degree. In her studies, Dawn “realized that we
are all the same, but we are all really different too”. The Art History class created “the desire
to see other places and learn about other people’s cultures and uhm how different people live
their lives and similarly, like how they are similar to us. Because there are a lot of things that
are fairly basic needs that we all need and fairly basic desires that we all have in common”.

53
It is her dream to travel around the world and experience some of the places she learned
about in her class, to really feel this connection and experience it firsthand.
Summary
This chapter detailed the findings of the research. It outlined the demographics of the
participants and through a discussion of the subthemes, highlighted the themes that emerged
from the data: (1) continuous learning, (2) enhanced self-confidence, (3) increased
opportunities, and (4) connecting with self and others. Participant photographs and interview
quotes were used to enhance the discussions of the themes.

54
Chapter Five: Discussion and Conclusion
The purpose of this research was to better understand the impact of the acquisition of
literacy skills and change. The main research question is: what is the perceived role of
literacy in effecting change for residents of a northern community? The term change was
broadly defined without parameters. This was done purposefully to allow participants the
freedom to define change themselves. It was surprising to see that all participants spoke of
both personal and professional change, sometimes simultaneously and other times how they
intertwined with each other.
This research utilized an adapted photovoice method, which enabled the participants
to personally illustrate the connection between improving their literacy and change. The
participants were highly motivated and expressed how the project helped them further
understand the connection between literacy and change in their own lives. They presented
beautiful photographs that were deeply personal. These photos show the participants’ lived
experiences with how improving their literacy has helped them live more fulfilling lives.
Four major themes emerged: (1) continuous learning, (2) enhanced self-confidence, (3)
increased opportunities, (4) connecting with self and others. These themes spoke to the
changes that occurred in the lives of the participants both personally and professionally. This
chapter discusses the findings linked to the literature review, the limitations of the research,
implications for social work practice, and future research recommendations.
Link to Literature Review
My personal experience as a social worker and having a past contract working in
community literacy was the impetus for this research. In trying to write the literature review,
it was evident that there was a knowledge gap in understanding the full connection between

55
literacy and change. Literature is currently emerging regarding the connection between
literacy and change, through critical literacy discourse. According to Corus and Ozanne
(2011) “literacy practices are socially constructed and can serve to reinforce the status quo
and existing interests or these practices can be used to challenge inequities and inspire social
change” (p 184). There are anecdotal stories on how increased literacy has improved
personal lives, along with research on the economics of increased literacy regarding health,
crime, gross domestic product, employment and civic engagement. This research begins to
fill this knowledge gap.
The Canadian Council on Learning (2010) stated that literacy drives opportunity and
development. Each participant in my research stated that because of their increased literacy
they had more opportunities afforded to them both personally and professionally. Increased
opportunities became one of the themes within the findings. The personal opportunities that
emerged ranged from travelling abroad to learning how to crochet. Professionally these
opportunities included increased wages and professional development opportunities.
Structural social work focuses on problems that are an “inherent, built-in part of our
present social order (Mulally, 2007, p. 104). Carniol (2000) further stated that we, as a
society, must consider the various oppressions “that are not only based in gender and class
but also on colonialism, racism, ableism, heterosexism, and ageism, it is the experience of
unequal social relations” (p. 11). All of the participants spoke about challenging the status
quo, due to their increased literacy skills that were the inspiration for the change. One of the
participants left a relationship after realizing that she had become complacent with an
abusive partner, another participant felt more spiritually connected with others which
changed how they interacted with the world around them. Some of the participants spoke

56
about using their increased literacy to work differently in their jobs; from changing how they
performed their work to changing how they felt about their work. Increased literacy
provided all participants with the confidence to make different choices.
Germain and Gitterman (1987) claimed “the particular culture and where one is
located in the social structure influences one’s freedom to make decisions and change
environments, as well as how one feels about oneself and one’s own life circumstance” (p.
553). Through increased literacy all of the participants described that change with increased
self-confidence and through a deeper connection within themselves and with others. As bell
hooks (2003) proclaimed “many individuals have experienced major transformations in
thought that have led to changing their lives” (p. xiii). hooks (2003) further asserted that this
is work we, as learners and teachers, must “continually do to undermine the socialization that
leads us to behave in ways that perpetuate domination” (p. 36). Each of the participants took
on this work through their continuation of learning. Friere (2007) insisted that injustice,
oppression and exploitation can be thwarted through literacy. As Howard and Logan (2012)
asserted “a critical way of thinking and being in the world is crucial to effect change and is of
more value to both the individuals and their communities, empowering learners themselves
to act for change” (p. 69).
Literacy is also a factor in crime rates, health outcomes, civic participation as well as
a better economy (Murray et al, 2009; Maxwell and Teplova, 2007). At the time of the
research, none of the participants relied on social transfers such as employment insurance or
income assistance, however prior to their improved literacy skills, all of the participants had
low wages and unstable employment from bank telling, to working in retail sales. At the
time of the research one of the participants was unemployed by choice to stay home and raise

57
children. Additionally, each of the participants spoke about wanting to engage in the
community through volunteering or participating in community events. One of the
participants has a chronic health condition, but due to their increased confidence this
condition was manageable and they were less reliant on the medical system. One of the
participants spoke about increased productivity at work after engaging in a professional
development course.
The social indicators of low literacy have not always been prevalent in the region
where the study occurred, with the higher than average wages due to the nature of a resource
economy. However, with the recent economic downturn and low oil prices, companies in the
region are laying off more employees. The other indicators of low literacy are present, such
as poorer health, crime, alcohol and drug dependency and low graduation rates. Improving
literacy helps the economy and can also lead to personal and social change. With increased
literacy skills there is an increased ability to problem solve and critically analyze a situation,
related to enabling sustainable change (UNESCO, 2010; Canadian Council on Learning,
2010). It is, however, important to find local answers to issues that communities face.
Again, “education, training, and capacity building are critical parts of a northern vision and
should be values in northern BC” (Halseth et al, 2006, p. 11).
Limitations
There are some limitations to the research process. These limitations include the
homogeneous sample and the location of the research.
Homogeneous sample. All of the participants in this study are Canadian born; one
of the participants is of South Asian decent, one is First Nations and the remaining five are
Euro-Canadian. The First Nations participant lived off reserve at the time of the research,

58
and it is not known if they were raised on reserve. Northern British Columbia has a higher
than average First Nations population and continues to have a lower than average immigrant
population (BC Stats, 2012). As Brink (2006) stated 95% of adults with low literacy in
British Columbia are immigrants. Additionally, well over half of the First Nations in Canada
scored at a level 1 or 2 on the IALSS (Human Resources and Skills Development Canada,
2005).
Further, all of the participants that completed the research project were well educated
with post secondary education. They were able to make the connection between informal or
formal learning and maintaining change; self-reflection, critical thinking, changing their
minds and thoughts.
I feel having participants with varied educational backgrounds would have increased
the breadth and depth of the study and findings. I think the themes would remain the same
yet maybe the experience would be more profound.
Location of research. The geographic location, community size, and population of
the research site may influence the transferability of research findings from one location to
another. This study was conducted in Fort St. John, a small community 1,200 km northeast
from Vancouver with a population of approximately 28,000. The community’s economy is
highly dependent on the resource sector (i.e., oil, gas, forestry, and mining) and, therefore,
subject to boom-bust economic cycles. The population of the community is also not as
diverse as larger urban communities in the province. The strength of conducting this
research in a rural northern community is that it brings research to a rural area and allows
communities members to fully participate in the process. The transferability of findings must

59
therefore be tempered. Future research may investigate whether similar or different findings
emerge from large urban settings in the lower mainland.
Implications and Recommendations for Social Work Practice
As a social worker I see several implications for social work practice from this
research and make the following recommendations accordingly. These include ethical
considerations, social work education, and the use of literature and handouts by social service
agencies.
Ethical considerations for practice. Recommendation – I would recommend to
include an understanding of the importance of literacy as a key component in the standards
of practice for social workers in British Columbia.
This recommendation is in line with the BC College of Social Workers (2016)
Standards Project, which is currently seeking input on changing the Standards of Practice for
registered Social Workers across areas of employment.
The Standards of Practice, Principle 1.1 states “goals for the relationships between
social workers and clients include the enhancement of clients’ functioning and the
strengthening of the capacity of clients to adapt and make changes” (BCCSW, 2009, p. 9).
Further, Principle 3.1 states that “social workers provide clients with accurate and complete
information regarding the extent, nature and limitations of any services available to them”
(BCCSW, 2009, p. 14).
I believe it is our duty, as social workers, to meet our clients where they are in terms
of their life situation and circumstance. This includes literacy skills. If a client has poor
comprehension and critical thinking skills, many of the concepts we are trying to instill may

60
not be understood and the client may not succeed. I know this is not an easy answer with
financial and human cutbacks to service. Additionally, more and more services are shortterm solutions, such as 12 week group sessions, EAP services, short term programs for
families and youth funded by the Ministry of Children and Families and delivered through
non-profit or private for profit agencies. Client change is enhanced by improved literacy
skills, both personally and professionally. Literacy should be addressed as a part of the
Social Work planning process, for clients to improve their odds for sustainable change as
outlined in the research: enhanced literacy also enhances personal and professional change.
This research is a start to enable this change in the practice standards, but more needs
to be done. As a member of the BC Association of Social Workers, northern branch, I have a
starting point to discuss enhancing literacy as a tool for social workers to use with clients. I
can also submit a proposal to be put on the agenda for the BC Association of Social Workers
fall conference and write an article for the Perspectives magazine.
Social work education. Recommendation – investigate whether or not literacy is
included in undergraduate social work education, and how to imbed it in the curriculum, as
a method to increase personal empowerment for clients.
I am unsure as to whether or not literacy is currently included in undergraduate
education for social work students. Literacy was not included in my undergraduate or
graduate social work education. Heaney (1996) stated that adult educational institutions
reinforce the dominant social practices and that current education models teach to maintain
the status quo. It would be important for these institutions to work towards critical, selfreflective practice to challenge the status quo and this can be accomplished through
knowledge dissemination, in academia, about the effects of literacy. Social workers are

61
change agents, and as the research shows enhancing literacy can lead to personal and
professional change.
Literature / handouts used in social work practice. Recommendation – advocate
for social workers to perform a literacy audit on written materials provided for clients.
While working as the Literacy Outreach Coordinator, I was amazed at the amount of
paperwork given to clients to fill out or simply read and report back. Some workers read
these forms to every client and ensure an understanding, while others did not; and some
agencies have policies to ensure client understanding, such as a plain language policy, while
others did not.
This was intimidating for me as an individual who has good comprehension, critical
thinking and problem solving. I could only infer how someone with lower skill levels would
feel about the amount of paper to read and forms to complete; from the informed consent, to
the various assessments and intakes to brochures and liability waivers. The research shows
that by enhancing literacy skills, personal and professional change can occur, however if a
client is intimidated by the type and amount of paperwork they may not utilize the services to
their fullest potential.
Future Research
Literacy is a broad concept and encompasses a host of skills such as understanding,
interpreting, creating, computing, that help individuals develop their full potential (United
Nations, 2009). I have witnessed personally and professionally, as well as through this
research, how improved literacy influences change and I continue to be passionate about the
topic.

62
Additional research is needed to better understand the link between improved literacy
skills and personal change. A significant knowledge gap exists in this area and there are
numerous prospects for future research. In relation to the limitations of the study, I would
like to see similar research in the area of literacy effecting change in the immigrant and First
Nations populations and participants with more varied educational backgrounds. This could
be a longitudinal study with participants at the beginning of literacy improvement, such as
adult upgrading, over a span of 10 years, and would possibly discern more direct links
between literacy and sustained substantial change at personal and professional levels.
Additionally, a needs assessment on literacy should be included in social work education;
how and where it is embedded and possibly how to embed it. Future research could also
include the gathering, coding and reporting of the anecdotal stories, across sectors
(education, social work, health care) to show the link between literacy and change.
Summary and Conclusion
This chapter highlights the research findings in relation to the literature, the
limitations of the research, implications for social work practice, and future research
recommendations.
While studying and trying to determine what method to employ, I realized that
photovoice was the method of choice. The adage that “a picture is worth a thousand words”
speaks to me as a researcher. Photovoice was the perfect method as a starting point for the
conversation. The semi-structured interview was an organic experience; to begin with one
question and ask more questions as the participant revealed their world to me in pictures.
Each of the participants stated they had difficulty at first when deciding what pictures to take
in relation to the question, but after the first photo, they stated they felt enlightened and had

63
‘a-ha’ moments in their picture taking. Some of the participants described these moments as
realizing their ability to make choices in their lives; there was a sense of freedom, which is
hard to put into words.
It was an honour to be afforded the opportunity to look into the minds and souls of
the clients through their pictures and to interview them on their photos. It was a small
sample but the seven participants provided some rich information to add to the literacy
discourse.

64

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Appendix A
Ethics Application Approval

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Appendix B
Informed Consent
Participant # ________
Name: __________________

Insert UNBC letterhead

Phone: 250 - _____- ________

Informed Consent Form

Email: ___________________

I ______________________________ understand that Erin Evans is a graduate student at
the University of Northern British Columbia. She will be conducting a photovoice project as
partial fulfillment of her Master of Social Work degree.
Literacy: A New Discourse for Effecting Change
The purpose of this research is to understand the link between literacy and client change in a
northern context, in the community of Fort St. John British Columbia. Further the goal of this
research will delve into the perceived role that improved literacy plays in helping individuals
make change. I understand that I am 24 years or older, I have taken steps to improve my
literacy through formal or informal means within the last ten years and that I have made a
significant change within the last five years. This study will also help fill a knowledge gap in
understanding how literacy effects change on an individual level.
I understand that I will be given a camera and asked to take pictures of items and objects that
relate to the study. I also understand that in taking photographs confidentiality is important
and photos will not be taken where individuals will be recognized. I am not to take pictures
of peoples faces, instead I will take pictures of items representing people. A minimum of one
photo will be taken over a one-week period. I am to contact Erin Evans when I have taken,
as many photographs as I feel are necessary. Once the photographs are taken Erin Evans will
develop the photos and return these photos to me within a one week time period. I will have
one week to consider the photographs and the meaning attached to them. I will be available
for an interview within one week after consideration of the photographs. The interview will
take approximately one hour.
My consent is given on the understanding that:
1. I am volunteering to participate in the research
2. My identity is protected to the best of the researcher’s ability and my confidentiality
will be maintained, directly and indirectly. My name will not be used within the
research, instead I will be given a number and this number will be used on the
corresponding photographs and transcripts.
3. Participation in this research is completely voluntary. I may withdraw at any time
without explanations or consequences. If I choose to withdraw, I understand that all

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information provided thus far will be destroyed. All paper documents will be
shredded and electronic information will be deleted and not used as part of this
project or any future publications.
4. Apart from the commitment of time, there are no known inconveniences or risks
associated with participation in this research. The potential benefits of the study
include developing a better understanding of how improved literacy influences
personal change and having the opportunity to provide your thoughts about the the
role that literacy has had upon personal change. Access to any reports that are the
result of this research project will be made available to all participants who indicate
they wish to receive these.
5. Involvement with any research project presents the possibility of raising
uncomfortable and negative feelings. Erin Evans will be available to discuss these
feelings with participants if asked. Referrals to local counseling agencies will also be
provided for general mental health care. These services may include Employee
Assistance Programs through the participant’s employment or through North Peace
Community Resources or Adult Mental Health and Addictions; or any other free
service that I feel comfortable utilizing.
6. My photos may be used in the knowledge dissemination part of the research project,
in a possible gallery showcase and power point presentation of the findings.
7. My photos may be published in Erin Evan’s thesis as partial fulfillment of her Master
of Social Work.
8. The photos published in Erin Evan’s thesis may also be published in future articles
written by Erin Evan's regarding the topic of how literacy effects change.
9. The interview will be recorded using a tape recorder and a transcript of that recording
will be made available to me to edit within an agreed upon timeframe. See my
previous note
10. The photographs, recording and transcription will be kept in a locked cabinet in Erin
Evan’s home office. Electronic information will be kept on a USB drive and this
drive will be in the locked cabinet along with all photographs, recordings and
transcriptions. Only Erin Evan's and her supervisor Dr. Nancy Jokinen will have
access to the raw data, and the data will only be used for her thesis project and in
knowledge dissemination presentations related to the thesis.
11. Electronic and paper originals and all copies of the recorded interviews, transcriptions
and photos I provide will be kept for two years and then destroyed. The paper copies
will be destroyed through confidential paper shredding. Electronic copies will be
deleted off of the USB storage device and the USB storage device destroyed with a
hammer.
12. If I have any comments or concerns regarding the project they should be directed at
Erin Evans (eevans@unbc.ca or her cell 250-261-3718) or Dr. Nancy Jokinen
(jokinenn@unbc.ca or 250-960-5111)
13. I understand that if I have any complaints about the project I can contact the Office of
Research (reb@unbc.ca or 250-960-6735)

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I have also received a copy of this consent form for my records.
Participant:

Print Name

Signature

Date

Signature

Date

Researcher:

Print Name

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Appendix C
Participant Recruitment Poster

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Appendix D
Demographic Questionnaire

Project titled Literacy: A New Discourse for Affecting Change
Demographic Questionnaire

Age:
Gender:
Marital Status:
Employment Status:
Highest Education Level attained:

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Appendix E
Interview Protocol
Project titled Literacy: A New Discourse for Affecting Change
Interview Protocol
The researcher will contact interested participants and the first meeting with the
participants will take place at a location that is convenient for them. If the place determined
is a public location, such as a coffee shop, the researcher will inform them that this may
affect their anonymity.
At the initial meeting there will be a discussion about the research process, informed
consent, and a discussion about the research questions and appropriate use of the camera
(e.g., not taking pictures of peoples faces). The participant will then be given their camera
and the contact information of the researcher. They will be asked to contact the researcher
when they have a minimum of 5 photographs on the camera relating to the project.
When the researcher is contacted, a meeting place will be determined for camera pick
up and the researcher will take the camera and have the photos developed. After the pictures
are developed the researcher will contact the participant to give the photographs back to the
participant for them to look at and think about. Within 7 days of returning the photographs,
the researcher will contact the participant again and set up a time to meet for the interview.
The semi-structured interview will take place in a private office setting and tape
recorded within two weeks of the pictures being developed. The researcher will ask the
participant two open ended questions:



Can you describe this picture?
How does this picture represent the impact improved literacy has had on making a
change in your life