Parkdale Project Read (PPR), in the Parkdale area of Toronto, is a community literacy organization. At PPR we have a commitment to justice and accessibility. Our organization began in 1980 as a program of the Parkdale Branch of the Toronto Public Library, with librarians as tutors.

By 1986, PPR was an independent program, involving tutoring by volunteers, drop-ins and some small group work. The program is run by a staff collective. Each staff member receives equal hourly pay, and is supported by a community board of directors. Our organizational structure defines and sustains Parkdale Project Read’s social justice approach to literacy work. Over the years, we have chosen not to create guidelines for intake and program participation. Instead, we make decisions specific to each learner through group discussion and agreement. Our program is guided by this same commitment. We ensure there is ongoing discussion about how to best reach the dream of social justice. Because of our non-formal, drop-in approach, we welcome and support students who have not been allowed in literacy or educational programs.

Discussion in the staff collective is supported by involvement in research-in-practice. Through research our program has been involved in creating a positive learning environment for people who have experienced violence. We also consider knowledge gained through life experience, understand learner views on progress in their learning, and create space for hearing stories across the social divides of class, race, ethnicity and gender.

Research done by Dr. Jenny Horsman had resulted in our program changing its daily practice and approach to literacy learning on all levels. We give learners a comfortable and accessible learning environment. Learners bring their whole selves--body, mind, emotions and spirit--to their learning. Our studies have shown that adults want to have more than academic outcomes. They want non academic learning as well. This input told us about non academic indicators of progress which led us to consider what may be truly relevant to the learner. This information is important for learners and for measurement of their progress. Our research also told us that practitioners may not always see the progress in everyday life learning that is seen by the learners. Our most recent partnership with the Ontario Institute for Studies in Education (OISE/UT) has given us better understanding of the impact of story sharing and diversity on our adult literacy practice. Research and best practices have fed back into discussion, analysis, programming and advocacy. They inform daily decision making by staff, as well as learning groups and the board of directors.

The organization stands out as a leader in the literacy field, offering a wide range of learning opportunities like the community garden, knitting circle, and creative writing groups. Our recent addition “Literacy through Hip Hop” is an innovative literacy program for children that uses hip hop as a way to get youth to use literacy skills. To be a leader requires us to work with others. We have partnerships with like-minded, social justice organizations like the Parkdale Activity - Recreation Centre that works with survivors of the mental health system, the Parkdale Community Health Centre, Parkdale Community Legal Services, the Daily Bread Food Bank, the Redwood Shelter and many more.