Taking stock of family literacy: Some contemporary perspectives

Abstract

The purpose of this article is to examine developments in the area of family literacy over the last decade. Acknowledging the bifurcation that has occurred in the field of family literacy, as well as changing conceptions of literacy and of families, we review naturalistic studies of literacy embedded and enacted in communities and families across different sociocultural context and also what we see as the evolving nature of family literacy programs. We conclude with an acknowledgement of some of the ongoing concerns, issues, and tensions in the field and a call for sensitivity on the part of all of us involved in family literacy research and programs.

Together in Song: Building Literacy Relationships with Song-based Picture Books

“…However, these kinds of home outreach initiatives often place the parent in the role of literacy helper rather than literacy partner and do little to tap into the intimate knowledge parents have about their child's literacy development (Crawford & Zygouris-Coe, 2006). Hosting family literacy workshops to empower families towards active literacy partnership with teachers is much less common in school settings even though these kinds of programmes in community-based projects have been found to be successful in supporting parents' growth in early literacy knowledge (Anderson, Anderson, Friedrich & Kim, 2010). A review of school-based programs in the U.S. and Canada determined there was evidence that teachers and families "can make meaningful connections to support early literacy development through school-based integrated services for culturally and linguistically diverse populations" (Pelletier, 2008, p. 43), especially when the programs were collaborative in nature (Powell, 2004).…”

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

“…Children bring with them their "socio-cultural identity, political status [and] linguistic heritage" (Heskial & Wamba, 2013, p. 55) to every writing task. The meanings attributed to literacy, the purpose and function that it serves, and the manner in which literacy is taught and learned is dependent upon the socio-cultural context (Anderson, Anderson, Friedrich & Kim, 2010). This was exemplified in the Canadian study by Taylor et al (2008) in the rich and varying Dual Language Identity Texts created by kindergarten students and their families.…”

Research Protocol: A cluster randomised controlled trial to evaluate the Family SKILLS programme for reception year students from families in which English is an additional language

“…The critical role parents can play in supporting their children's literacy and language development has been well documented over recent years (see Anderson, et al, 2010;Anderson & Morrison, 2007;Carpentieri, et al, 2011;Desforges & Abouchaar, 2003;Feinstein, Duckworth, & Sabates, 2004;Hodge, 2006;Swain et al, 2009;Swain, Brooks, & Bosley, 2013;Swain & Brooks, 2012;Wagner, Spiker, & Linn, 2002). Carpentieri, et al, (2011) examined six metaanalyses of evidence on family literacy interventions concluding that they have a stronger impact on children's literacy acquisition than many other educational interventions.…”