scholarly journals The Family Literacy Initiative: Creating Outreach and Partnerships with Parents

2008 ◽  
Vol 23 (2) ◽  
Author(s):  
Kimberly Coupe Pavlock ◽  
Cathy Fleischer
Keyword(s):  
Family Literacy ◽  
The Family ◽  
Literacy Initiative

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

scholarly journals Family Literacy Development Strategy in Community Learning Center (CLC) Fatumation in The Liquica District of The Timor Leste Democratic Republic (RDTL)

2020 ◽  
Vol 8 (1) ◽  
pp. 46-53
Author(s):  
Safuri Musa
Keyword(s):  
Development Strategy ◽  
Literacy Development ◽  
Family Literacy ◽  
Democratic Republic ◽  
Literacy Learning ◽  
Learning Needs ◽  
Learning Center ◽  
Community Learning ◽  
Community Learning Center ◽  
The Family

The Democratic Republic of East Timor as a newly independent country is faced with various problems in the field of education, including the family literacy program. The family as the smallest unit in social life needs to get the main attention in an effort to increase their dignity and with various programs that are directly able to empower it. One of the institutions that carried out the process was that which was carried out by CLC. This study aims to analyze the family literacy development strategy implemented by CLC Fatumasi. The research method used is qualitative, with participatory, ethnographic and collaborative research approaches. Data collection is done through observation, interviews, and documentation studies. The strategy taken is to implement eight steps, namely: identification of family literacy learning needs, the survey of resource potentials, priority scale analysis of learning needs, preparation of family literacy program design, preparation of family literacy curriculum, developing family literacy learning materials, application of family literacy learning, and follow up on family literacy development.Keywords: Family Literacy, Community Learning Center (CLC)

Family literacy in a low-income urban community in the Philippines

2018 ◽  
Vol 20 (2) ◽  
pp. 327-355
Author(s):  
Rosarito Tatel-Suatengco ◽  
Jennifer S Florida
Keyword(s):  
Low Income ◽  
Family Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Environmental Influence ◽  
Family Values ◽  
The Philippines ◽  
The Family ◽  
Family Literacy Practices ◽  
At Home

The growth of literacy in the Philippines is attributed to the formalization of the education system. Learning experiences from formal schooling and the home environmental influence, complement and reinforce the role of the teacher and the parent in promoting literacy. Home literacy practices which are centred on parent-child interaction can promote literacy through the sharing of information. This study examines home practices that are directly or indirectly associated with or promote family literacy. Narratives and stories of participant families about their literacy practices were gathered through naturalistic life-story interviews, observation and participation in selected outside activities. Themes were drawn from the data collected, wherein interpretative phenomenological analysis was applied in the analysis. Four themes were identified which focus on language; home strength and activities; faith, values and aspirations; and home and school connection. Languages used at home by the family serve as a springboard for family literacy, which also supports classroom instructions. Household chores and other home activities are used as a support to learn literacy concepts taught in school, such as science concepts, survival skills, hygiene and childcare. Family literacy practices are anchored in family values and aspirations that enable each family to pursue and sustain their literacy practices. Storytelling and reading are practised at home, which provides opportunities for teaching and learning among family members. Each family in this study found ways to maximize their limited resources to support the literacy of their children for better education. The findings suggest that the economic condition of the family is not a deterrent to family literacy practices. Family literacy practices depend upon the unique dynamics of each family, which are influenced by the languages used at home, household activities, family values and aspirations. Literacy practices are also related to teaching and learning activities at school.

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their families of origin and in their present families. The parents were from India, Sri Lanka, Tonga, Britain and Aotearoa/New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Pakeha the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

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