Access to this document was granted through an Emerald subscription provided by All users group For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach -Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children's literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings -Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated "ownership" of the co-produced knowledge after the end of the project. Research limitations/implications -Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners' knowledge and ownership of the process, sharing knowledge with parents and enhancing children's experiences. Practical implications -Practices that can enhance parental engagement in their children's early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community -(and family -) specific practices. Social implications -Where parents have more knowledge of children's early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value -This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

Working with parents as partners is critical for young children's development and learning, which is why highly effective settings and schools work hard to put partnership with parents into practice.

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JoRITISRN MIEDICAL JOURNAL tion is apparently due to the denseness of the tissues concerned, and tPie sensitiveness of the plantar surface of the sole and toes. The nitial injection may be made tolerable by tht use of a No. 16 needle with a short bevel, sterilized by boilillg in olive oil. The initial

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