AleFamilyLiteracyQuestions
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- Back to Family Literacy
What is family literacy and who decides?
- Are we really talking about intergenerational learning, community learning, parents and children, elders and infants?
- We need to talk about what literacy is/literacies are and who participates in literacy events and activites, and why this all matters.
- Mary Hamilton, Jane Mace and other researchers in the UK have explored uses of literacies through ethnographic lenses. Shirley Brice Heath, Denny Taylor, Suzanne Smythe and others have asked questions about literate behaviors in North America. Are any of these names familiar to you? Are there researchers that you've read, or is there research that you've undertaken that might inform this conversation?
How is family literacy defined in an international context?
How is family or intergenerational literacy defined -- is there any research on this -- in non-western countries. International_Family_Literacy
David J. Rosen
3/26/05
PBS looks at education through a global lens
An examination of multiple elements involved in schooling around the world, issues of equity, access, progress over time and ample opportunity to read, view, explore discuss: Back to School http://www.pbs.org/wnet/wideangle/shows/school2/
Building schools or building prisons: If we teach children to read now can we can build fewer prisons later?
A participant recently posed a question to http://www.nifl.gov/lincs/discussions/nifl-family/family_literacy.html the National Institute for Literacy's Family Literacy listserv, positing that communities base future prison construction plans on 3rd grade reading test scores. One participant cited a source [ http://www.cliontheweb.org/investing1.html ]which includes these statements:
- Effective teaching must begin at the earliest ages with effective literacy practices. First children must learn to read. By third grade, they should be reading to learn. (Investors, economists and educators may be interested to know that Indiana's former governor has stated that determining the number of new prisons to build is based, in part, on the number of second graders not reading at second-grade level.
Another participant adds this assertion found at [ http://www.edu-cyberpg.com/Literacy/stats.asp Reading Statistics in the United States ]
- "In California if the child isn't reading on 4th grade level when tested they will plan to budget building another jail cell. ISN'T IT CHEAPER JUST TO TEACH SOMEONE TO READ ????."
Interesting set of questions and assumptions buried within all this. Where / is there space for advocacy and education of policy makers and the general public around these assertions - true or not? Urban legend? Policy strategy? What do you think?
The full thread of these questions can be read at [ http://www.nifl.gov/nifl-family/2005/ the Family Literacy discussion archive ] beginning with the April 13, 2005 post, Prison rates and test scores.
Janet Isserlis
4/17/05
I have been an elementary school teacher for the last six years - grades three and four. I actually read the article and was very disturbed by it. Research does show that students need to be reading fluently by grade three or the likelihood that they will continue to have problems learning is high. However, as a teacher, I believe that there is always an opportunity for growth no matter the age. What message are we sending to children when we base the amount of prisons on whether or not they are reading fluently in third grade? I did not become a strong reader until I was in fifth grade, but I did not end up in prison. I would hope that this is more policy strategy than anything else.
Linda Henderson
What's love got to do with it? - parenting as determinant
What do you think? Is parenting a skill? An innate ability? Who decides what constitutes "good" parenting? What is the value of parenting as one of many factors influencing child development?
Tom Sticht argues that parenting is key in the transfer of intergenerational Literacy
from Pen Weekly Newsblast, January 27, 2006 WHAT DOES THE RESEARCH SAY ABOUT SCHOOL-BASED CHILD CARE?
Each year, half a million teenagers become mothers in the United States.
School-based child care programs are a positive way for educational
institutions to encourage young mothers to return to or stay in school,
prepare for employment, and acquire accurate information about child
development and appropriate parenting practices. Nationwide, school-based
child-care centers are increasing in number and are used to meet a variety
of needs: They give teenage mothers an incentive to stay in school, and
students interested in working with babies and young children get
practical experience by changing diapers, resolving disputes over toys,
and writing lesson plans. For some schools, career education is the main
objective for operating child-care facilities. And in some cases, the
centers provide on-site child care for teachers and other school
employees. Evidence suggests: (1) When there are child care centers in
public high schools, teen-age parents whose children attend the facility
are more likely to complete their education and less likely to become
dependent on welfare. (2) Schools benefit through lower dropout rates,
improved parent education programs, vocational training for students, and
increased performance from faculty who enroll their children in the
facility. (3) Communities profit from having a lower number of welfare
participants; more efficient use of public health, nutrition, and social
services; and more accessible high quality child care. (4) The child care
profession gains trained professionals, and all the children involved
benefit from a high-quality preschool education.
[ PDF full text http://www.principalspartnership.com/schoolbasedchildcare.pdf]
To view past issues of the PEN Weekly NewsBlast, [visit: http://www.publiceducation.org/newsblast_past.asp]
[continuation of the discussion of Dr. Sticht's letter, (above, and also cross posted to the [National Literacy Advocacy list http://lists.literacytent.org/pipermail/aaace-nla/2006/003788.html])
[further comment, posted to the National Literacy Advocacy/Family Literacy list [discussion http://lists.literacytent.org/pipermail/aaace-nla/2006/003789.html
I am from Oklahoma and we are "leading" in the public school pres]chool initiative for four year olds. It is proving to be quite successful. In today's culture, I feel preschool is needed. There are too many working parents to be able to provide quality day care for those who need it. Because the Public schools have to adhere to certain standards, parents at least know their children are being cared for adequately and hopefully more than adequately. However, I do agree with you, parenting is the most important, but how do you legislate good parenting skills? Early Head Start and Head Start are two examples of programs that are promoting parents involvement and education. One of the main components of these programs is Parent Involvement, but it is not mandatory for parents to participate, but they are encouraged to. Early Head Start serves the 0-3 population, which serves both parents and their children. Head Start serves ages 3-5.
The Even Start Progam is another program that attempts to reach parents and children and promote literacy. This program provides Adult Basic Education, GED, and ESL for parents and encourages them to get involved in their children's education. Regular parenting classes are available for the parents and several times throughout the year books are given to the children, so they can start their own libraries. However, this is one program that we are in jeopardy of losing. Most believe that this might be Even Start's last year.
Early Head Start, Head Start, and Even Start are programs for low income families and I feel they are important programs that we need badly. But, I would also like to see more programs that promote parent education and parent involvement in the public schools. It is my hope that somehow educational parenting programs will become mandatory. There are so many parents out there who love their children and want the best for them, but don't have the first clue about parenting skills. I sometimes wonder what we can do to save the programs we have now and convince the administration of the importance of keeping them alive and well. I also wonder what it would take to promote parent involvement and parent education in all schools. - Linda
[continuation of the National Literacy Advocacy/Family Literacy list [discussion http://lists.literacytent.org/pipermail/aaace-nla/2006/003793.html]
I am new to this list, but would like to expand on the topic of parenting education from Thursday's postings. Parenting education is often used as an umbrella term to talk about two very different things.
1. Preparing parents to be academic teachers. Ex, understanding the US school system and the expectations to do some academic teaching at home.
2. Everything else that goes along with parenting. Ex, meeting children's basic needs, setting limits, being open and responsive
I think its important to make a distinction about what we mean when we say parent education or parent classes. Not all of these topics are appropriate for all caregivers. For example, there are many new immigrant families participating in Even Start (or any other program) that are warm, responsive, fantastic parents that simply want to know how to support children's academic success within the US educational system. They therefore might be interested in item 1 above and not item 2.
I'm interested to hear about approaches to parenting education and about recommended resources for parenting curriculum that address these two areas separately. It seems unfair to lump these two very different "skill" areas into one program component.
Best, Alecia
What is the best way to encourage the parents of middle school children to engage in their child's education?
Parents’ High School Completion Critical Factor in Literacy Performance of Children?
[[1]] From David Rosen, NIFL Family Literacy list, January 22, 2007
More evidence.
Findings of a new experimental design study in Canada: "The children of parents who have not completed high school are more likely to struggle with reading and writing, says a landmark University of Alberta study that proves family literacy programs can make a difference not only on the child’s reading ability but the parents as well." http://www.newswise.com/articles/view/526727/
Can anyone direct me to teacher research that has been conducted in family literacy programs?
This question was posted to the NIFL-FAMILY electronic list on July 22, 2005 by:
Dianna Baycich
Ohio Literacy Resource Center
dbaycich@literacy.kent.edu
Family Literacy Teacher research (or Practitioner Research) Resources identified from NIFL LINCS and SABES Searches by David J. Rosen on 7/22/05
- When the "Multi" is Generational and Cultural, by Eileen Barry, Focus on Basics. September, 1997. Eileen Barry wrote about her bilingual family literacy class and the teacher research she was doing in the first issue of Focus on Basics. She grappled with two broad questions: "What happens in an intergenerational setting in which adults and children come together to learn from and with each other?" and "What are the roles of literacy in family education?" In this article, she shares with us some insights about what does happen in an intergenerational setting dedicated to mutual learning. An intergenerational class is, by design, multilevel. Like so many teachers, she found herself struggling with issues that arise because of the multilevel nature of her class.
- - Editor, Focus on Basics http://www.ncsall.net/?id=454
- Finding Out for Myself, by Eileen Barry. Focus on Basics, February 1997 Dissatisfied with what she found in the literature, Eileen Barry decided to do research within her own classroom. Antonio brought his daughter to class today. He said he wanted her to see what he did at school and thought it would be fun to learn together. We were reading newspaper articles about health care and I wondered what she got out of the discussions . . . Lucilia didn't have a babysitter tonight so she brought her two children. They sat at a separate table and drew pictures while the rest of the group worked. . . Connie's son came to class with her tonight. As we worked on revising some writing, he laughed and told her she spelled some words wrong. I could see that this bothered her but wasn't sure how to respond.
- -Excerpts from my teacher journal http://www.ncsall.net/?id=467
- From the Community to the Community: a Guidebook for Training Community Literacy Instructors: Final Report, Community Training for Adult and Family Literacy Project, Elsa Auerbach, Joanne Arnaud, and Boston Adult Literacy Fund. Boston, MA: The Boston Adult Literacy Fund, 1994. LC5225.T4 F76 1994 Adult Literacy Resource Institute/SABES Regional Support Center: Boston, MA
- English Family Literacy: an Annotated Bibliography, Andrea Nash, and University of Massachusetts. Boston, Mass: English Family Literacy Project, 1987. Z5814.I3 N17 1987 Adult Literacy Resource Institute/SABES Regional Support Center: Boston, MA
- Making Meaning, Making Change: a Guide to Participatory Curriculum Development for Adult ESL and Family Literacy, Elsa Auerbach, and University of Massachusetts at Boston. Boston, MA: University of Massachusetts, English Family Literacy Project, 1990. PE1128 A93 Adult Literacy Resource Institute/SABES Regional Support Center: Boston, MA
- Final Project Report: A Participatory Approach to Curriculum DevelopmentInquiry Project Proposal. Sherry Fiaux, Rhode Island Family Literacy Initiative, Providence Public Library http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/sherry02.html
- Family Literacy Inquiry Project Final Report, Part TwoSherry Fiaux, Rhode Island Family Literacy Initiative ...exploring the process, practice, and effects of team teaching in our Family Literacy Program (RIFLI) of the Providence Public Library. http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/fiaux2.03.html
There are several examples of teachers researching aspects of family literacy in the Adult Literacy Resource Institute/SABES File Cabinet Collection of unpublished reports at the SABES Greater Boston Resional Support Center. For a list of these, see http://www.sabes.org/resources/bibfam.htm
More Family Literacy Questions
Donna Moss prepared the following questions for a discussion session, Ideas for Effective Family English Programs], at the 39th annual TESOL conference in San Antonio, and has given permission for these questions to be posted here:
There are a variety of types of family and intergenerational program designs. What are some of the successes and challenges you have had in developing effective family literacy programs? Family_Literacy_Successes
Parent involvement in family literacy programs is challenging. What are successful ways to build and sustain parent involvement in FL programs?Parent_Involvement_in_Family_Literacy
What are the issues/topics that immigrant parents want to address in the FL classes? Immigrant_Parents'_Issues_in_Family_Literacy
What types of professional devleopment do you provide for your teachers? What topics do you cover? What topics are important for professional development? Family_Literacy_Professional_Development
[Janet again] What do you think? How would you answer these questions? What other questions do these raise for you?
Janet Isserlis
5/3/05
