Increased use of practitioner research in literacy education is opening new vistas for grassroots knowledge. Such research affords new possibilities for professional growth, an improved image of literacy, and the potential to reduce illiteracy to minimal levels. (JOW)

In the Alberta research in practice project, literacy educators initiated participatory approaches with groups of adult learners and conducted research about projects. In the process, they learned about participatory approaches, their practices, and themselves. (Author/JOW)

Suggests that action research provides ownership and often results in a sense of efficacy by engaging practitioners in the change process. Describes the practitioner-based movement in professional development and program improvement in Pennsylvania. (JOW)