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FAMILY LITERACY

FAMILY LITERACY. Hixwell Douglas Ph.D April 8, 2015 JTA Conference. Presentation Objectives. To deepen understanding of the role of Family Literacy in overall literacy development.

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FAMILY LITERACY

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  1. FAMILY LITERACY Hixwell Douglas Ph.D April 8, 2015 JTA Conference

  2. Presentation Objectives • To deepen understanding of the role of Family Literacy in overall literacy development. • To empower school administrators and teachers with the knowledge and skills to develop family literacy programs.

  3. Parents are a child's first and most important teachers. If literacy is to be valued in the home then it must be nurtured. (NCFL)

  4. Parents have become so convinced that educators know what is best for their children, that they forget that they themselves are really the experts. (Marrian Wright Edelman)

  5. FAMILY LITERACY • What is family literacy? • How is it different from any other kind of literacy? • What makes a family literacy programme unique? • How can the school support parents in the acquisition of literacy for family members?

  6. FAMILY LITERACY • The term, "family literacy," was coined by Denny Taylor to describe the meanings and uses of literacy in families. • The term now often describes programmes that promote literacy development in families.

  7. What is Family Literacy? The term family literacy is used in several ways: (1) to describe the study of literacy in the family (2) to describe a set of interventions related to literacy development of young children (3) to refer to a set of programmes designed to enhance the literacy skills of more than one family member (Britto & Brooks-Gunn, 2001; Wasik et al., 2000).

  8. What is Family Literacy? Family literacy can be thought of as: • the set of oral, graphic, and symbolic means by which family members exchange and retain information and meaning. • the general level at which family members use their writing, reading, computing, communication, and problem-solving skills to accomplish the various tasks of their daily lives. (Padak et al)

  9. What are Family Literacy Programmes? Family literacy programmes • are organized efforts to empower parents and children to improve literacy levels. • have different focuses and different methods and use different techniques. • share a philosophy that literacy improvement is best accomplished when it takes place within the social relationships of the family.

  10. PROGRAMME CATEGORIES Type 1: Direct adult, direct children Programme interventions focus on both adults and children. Adults and children participate in the programme together. The goal is to improve the literacy skills of both adults and children.

  11. PROGRAMME CATEGORIES Type 2: Indirect adult, indirect children No direct programme interventions for either adults or children. Families participate together in literacy activities such as read-aloud sessions at public libraries.

  12. PROGRAMME CATEGORIES Type 3: Direct adult, indirect children Direct programme interventions for adults. That is, the programme emphasizes the literacy skills of adults in the belief that the adults will, in turn, help improve the literacy skills of the children.

  13. PROGRAMME CATEGORIES Type 4: Indirect adult, direct children Direct programme interventions for children.  The programme emphasizes literacy skills for children and encourages, but does not require, literacy improvement for adults.

  14. Components of Family Literacy Programmes 1. Adult basic education: to improve the literacy of adult family members 2. Early childhood education: to improve the literacy of young children

  15. Components of Family Literacy Programmes 3. Parent education: to provide a place where adults can discuss and learn about such issues as family-management practices, nutrition, the importance of family literacy experiences, etc. 4. Parent and Child Together time (PACT): a time where adults and children engage in literacy activities together, either within the programme or at home

  16. What are Important Aspects of Family Literacy Programmes? Programmes should • offer literacy development for both parents and children. • integrate services at three levels: parents, children, and parents and children together. • include parent and child interaction.

  17. What are Important Aspects of Family Literacy Programmes? Programmesshould • define the notion of "family" as broadly as possible. • address the long-term goals of participants. • serve as an extension of the family; they should also recognize individual differences.

  18. What are Important Aspects of Family Literacy Programmes? Programmesshould • involve strong participation by families in all aspects of programme development. • integrate adult learning principles in programme development and implementation.

  19. What are Important Aspects of Family Literacy Programmes? Programmesshould • incorporate goals that take into account other agencies and support systems and provide links to these services. • provide ongoing monitoring of quality by all stakeholders.

  20. Critical Perspectives on Family Literacy Programmes 1. The deficit model 2. The research vacuum 3. The silent gendered discourse 4. The missing social-constructivist perspective

  21. Family Literacy Programmes Development/Implementation Principles • Strive to understand parents’ literacy strengths and reinforce their knowledge and skills. • Believe that literacy is acquired through shared dialogue where learners are actively contributing to their own learning.

  22. Family Literacy Programmes Development/Implementation Principles • Provide opportunities for adults and children to reflect on literacy practices in their daily lives. • Recognize the literacy history of parents and that all parents come with some memories of literacy. • Recognize that programmes grow out of needs of participants and their socio-cultural context.

  23. Family Literacy Programmes Development/Implementation Principles • Adopt an empowerment philosophy and take action to break down patterns of social isolation. • Respond to the interests of adults and children. • Document experiences gained from programmes and learn from them.

  24. Parents: Keys to Family Literacy Programmes Parents become keys when they: • engage in language-rich parent-child interactions • provide support for literacy in the family • hold appropriate expectations of their child's learning and development • actively embrace the parenting role • form and maintain connections with schools, communities and other resource persons

  25. Suggestions for Parent Involvement • Promote healthy family communication • Read to and with children • Set reasonable expectations for children • Use routine family and community activities as teaching points

  26. Suggestions for Parent Involvement • Provide age-appropriate reading materials • Choose educational toys and games • Supervise homework and T. V. watching • Demonstrate active listening skills • Use positive reinforcements regularly and celebrate success

  27. Suggestions for Parent Involvement • Promote functional writing • Make literacy fun • Never use reading and writing as punishment • Provide a comfortable environment for reading and writing • Demonstrate patience • Develop a strong home-school connection

  28. What are the Benefits of Family Literacy Programmes? Outcomes for Adults • Increased levels of literacy development and education • Increased levels of personal growth and self-esteem • Increased prospects for employment

  29. What are the Benefits of Family Literacy Programmes? Outcomes for Children • Expanded concepts of print and greater language development • Improved English proficiency skills • Better performance when entering school

  30. What are the Benefits of Family Literacy Programmes? Possible Outcomes for Schools & Communities • Less need for remedial programmes • Greater pool of qualified workers for community businesses • Stronger families to reduce crime and violence • Greater levels of community involvement (Padak et. al.)

  31. Not every teacher is a parent, but every parent is a teacher

  32. 1) The more we work together, together, together, The more we work together, the more success we’ll have. For your child is my child, and my child is your child, The more we work together, the more success we’ll have. 2) The more we share together, together, together The more we share together, The more informed we’ll be. For your goal is my goal, and my goal is your goal, The more we share together, our goal will be achieved. The More We Work Together

  33. 3) The more we trust each other, each other, each other, The more we trust each other, our children will improve, With your trust and my trust, and my trust and your trust, The more we trust each other, our children will improve. 4) With home and school together, together, together With home and school together, our children will achieve (Repeat) The More We Work Together

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