Journal articles: 'Family literacy programs Literacy'

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Nickse, Ruth S. "Family Literacy Programs: Ideas for Action." Adult Learning 1, no. 5 (February 1990): 9–28. http://dx.doi.org/10.1177/104515959000100506.

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van Steensel, Roel, Nele McElvany, Jeanne Kurvers, and Stephanie Herppich. "How Effective Are Family Literacy Programs?" Review of Educational Research 81, no. 1 (March 2011): 69–96. http://dx.doi.org/10.3102/0034654310388819.

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Timmons, Vianne. "Challenges in researching family literacy programs." Canadian Psychology/Psychologie canadienne 49, no. 2 (2008): 96–102. http://dx.doi.org/10.1037/0708-5591.49.2.96.

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Al-Maadadi, Fatima, Fathi Ihmeideh, Maryam Al-Falasi, Chris Coughlin, and Tamader Al-Thani. "Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices." Journal of Educational and Developmental Psychology 7, no. 1 (April 12, 2017): 283. http://dx.doi.org/10.5539/jedp.v7n1p283.

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The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.

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Furness, Jane. "Principles and Practices in Four New Zealand Family Focused Adult Literacy Programs: Towards wellbeing in diverse communities." Literacy and Numeracy Studies 21, no. 1 (June 24, 2013): 33–58. http://dx.doi.org/10.5130/lns.v21i1.3329.

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The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.

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Robinson, Petra Alaine, and Mary Alfred. "Family Literacy Programs: A Source of Transformative Learning." International Journal of Literacies 20, no. 2 (2014): 1–10. http://dx.doi.org/10.18848/2327-0136/cgp/v20i02/58976.

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Cuban, Sondra, and Elisabeth Hayes. "Women in family literacy programs: A gendered perspective." New Directions for Adult and Continuing Education 1996, no. 70 (1996): 5–16. http://dx.doi.org/10.1002/ace.36719967003.

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Wolter, Deborah L. "Becoming family literacy advocates in early childhood programs." Early Childhood Education Journal 23, no. 2 (December 1995): 89–91. http://dx.doi.org/10.1007/bf02353399.

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Auerbach, Elsa Roberts. "Toward a Social-Contextual Approach to Family Literacy." Harvard Educational Review 59, no. 2 (July 1, 1989): 165–82. http://dx.doi.org/10.17763/haer.59.2.h23731364l283156.

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The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.

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Purcell-Gates, Victoria, Jim Anderson, Monique Gagne, Kristy Jang, Kimberly A. Lenters, and Marianne McTavish. "Measuring Situated Literacy Activity." Journal of Literacy Research 44, no. 4 (August 16, 2012): 396–425. http://dx.doi.org/10.1177/1086296x12457167.

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This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs “work.” The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming.

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Musa, Safuri. "Family Literacy Development Strategy in Community Learning Center (CLC) Fatumation in The Liquica District of The Timor Leste Democratic Republic (RDTL)." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 8, no. 1 (April 30, 2020): 46–53. http://dx.doi.org/10.24036/kolokium-pls.v8i1.391.

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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)

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Barratt-Pugh, Caroline, and Mary Rohl. "Evaluation of Family Literacy Programs: A Case Study of Better Beginnings, a Library-Initiated Family Literacy Bookgifting Program in Western Australia." Library Trends 65, no. 1 (2016): 19–39. http://dx.doi.org/10.1353/lib.2016.0019.

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Fadhli, Rahmat. "Implementasi kompetensi pembelajaran sepanjang hayat melalui program literasi di perpustakaan sekolah." Jurnal Kajian Informasi & Perpustakaan 9, no. 1 (June 30, 2021): 19. http://dx.doi.org/10.24198/jkip.v9i1.27000.

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Lifelong learning can be developed through literacy programs in school libraries. This study aimed to determine the implementation of lifelong learning competence through literacy programs in school libraries. The research method used a qualitative approach through research methods a descriptive to a librarian, four teachers, and 22 students at Al Haraki Islamic Junior High School, Depok, West Java. Through observation, data collection techniques were carried out using a lifelong learning dimension checklist form, semi-structured and in-depth interviews, and literature studies. Data analysis techniques were data reduction utilizing open coding, data presentation, and concluding. Study results indicated that the librarian organized literacy programs supporting the School Literacy Movement. In practice, the librarian acted as the initiator; the teacher became the facilitator and the librarian's partner in developing literacy programs in school. The literacy program had a positive impact on students, including shaping character, increasing knowledge, developing special talents related to communication and writing, adding experience, building positive relationships between librarians and students, and intellectual recreation. Communication competence in foreign languages was one of the lifelong learning competencies that the school library program did not accommodate. The literacy program's obstacles were managing study time and the roles of parents and family at home. This study concludes that the school library literacy program has supported improving the implementation of lifelong learning competencies for students in several dimensions.

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Crooks, Stacey. "Robust Respect." Language and Literacy 21, no. 3 (August 27, 2019): 64–78. http://dx.doi.org/10.20360/langandlit29402.

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This paper is rooted in an assumption that the tenacity of deficit thinking in family literacy programs in Canada is partly a reflection of our colonial settler history. I explore how embracing an ethic of “robust respect” may offer a way of re-orienting family literacy programs away from deficit thinking and towards relationships. Drawing on observation of the Traditional Aboriginal Parenting Program, I describe how “robust respect” is characterized by building respectful relationships, valuing the other, and acknowledging the historical and political context in which family literacy work is located.

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Lynch, Jacqueline. "Print Literacy Engagement of Parents From Low-Income Backgrounds: Implications for Adult and Family Literacy Programs." Journal of Adolescent & Adult Literacy 52, no. 6 (March 2009): 509–21. http://dx.doi.org/10.1598/jaal.52.6.5.

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Ihmeideh, Fathi, and Fatima Al-Maadadi. "The effect of family literacy programs on the development of children’s early literacy in kindergarten settings." Children and Youth Services Review 118 (November 2020): 105462. http://dx.doi.org/10.1016/j.childyouth.2020.105462.

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Doyle, Antoinette, and Jing Zhang. "Participation Structure Impacts on Parent Engagement in Family Literacy Programs." Early Childhood Education Journal 39, no. 3 (May 14, 2011): 223–33. http://dx.doi.org/10.1007/s10643-011-0465-x.

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St.Pierre, Robert G., Anne E. Ricciuti, and Tracy A. Rimdzius. "Effects of a Family Literacy Program on Low-Literate Children and Their Parents: Findings From an Evaluation of the Even Start Family Literacy Program." Developmental Psychology 41, no. 6 (2005): 953–70. http://dx.doi.org/10.1037/0012-1649.41.6.953.

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Toomey, Derek M., and Brenda E. Grabsch. "Giving children an even break: Removing the barriers to literacy: Children and parents working together." Children Australia 21, no. 3 (1996): 4–10. http://dx.doi.org/10.1017/s103507720000715x.

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This paper is about intergenerational family literacy (IGFL) programs which are designed to benefit the children of parents in need of literacy education as well as the parents themselves. The paper reports results from a Department of Employment, Education and Training national study of these programs. Of particular importance is the issue of parents' self-esteem and the use of a student-centred approach in adult literacy classes. The issues of recruitment, control, networking and resources are also addressed. Studies are reported which indicate the considerable potential of these programs to benefit children and parents.

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Kim, YaeBin, and Teresa Byington. "Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics." Child Development Research 2016 (September 20, 2016): 1–10. http://dx.doi.org/10.1155/2016/4593167.

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The current study investigated the influence of the community-based family literacy program on parent’s and children’s engagement in family reading practices and language/literacy activities at home. Parent’s and children’s engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents’ and child’s engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.

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Parker Peters, Megan, Jeanne Gilliam Fain, and Sarah Duncan. "Explore for More: Enhancing Students’ Literacy through a School-Family-University Partnership." International Journal of Education and Literacy Studies 6, no. 3 (July 31, 2018): 9. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.9.

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Many educator preparation programs desire to partner with P-12 and community groups. The authors showcase the development of a P-12 School-University-Family partnership. Partnership goals included literacy growth and interest among linguistically and culturally diverse P-12 learners while also providing a sustainable training ground for current and future educators. Instead of decreasing students’ literacy skills over the summer months, elementary students (n=40) experienced growth in both reading skills and enjoyment (p < 0.05) after participating in the discussed summer literacy program. Beyond student benefits, it should be remembered that both educator preparation programs (EPPs) and P-12 schools have much to offer each other and benefit reciprocally when they work together; methods for forming and sustaining a productive partnership are discussed. Recommendations for sustainability and future plans are discussed.

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Di Santo, Aurelia. "Promoting Preschool Literacy: A Family Literacy Program for Homeless Mothers and Their Children." Childhood Education 88, no. 4 (June 21, 2012): 232–40. http://dx.doi.org/10.1080/00094056.2012.699855.

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Morrow †, Lesley Mandel, and John Young. "A Collaborative Family Literacy Program: The Effects on Children's Motivation and Literacy Achievement∗." Early Child Development and Care 127, no. 1 (January 1997): 13–25. http://dx.doi.org/10.1080/0300443971270103.

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Sink, David W., Molly A. Parkhill, Rick Marshall, and Steve Norwood. "Learning Together: A Family-Centered Literacy Program." Community College Journal of Research and Practice 29, no. 8 (September 2005): 583–90. http://dx.doi.org/10.1080/10668920591005350.

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Anderson, Jim, and Ann Anderson. "“No peeing on the sidewalk!”: Family literacy programs in culturally, linguistically, and socially diverse communities." Journal of Family Diversity in Education 3, no. 1 (May 24, 2018): 77–91. http://dx.doi.org/10.53956/jfde.2018.121.

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The purpose of this article is to reflect on three decades of working in family literacy initiatives in diverse communities. We review the literature on children’s emergent early literacy development and family literacy and describe the conceptual framework, including socio-cultural theory, cultural models of learning and ethnotheories, culturally responsive pedagogy, and bilingualism and first or home language maintenance. We also describe the development and evolution of the various projects and their contexts after which we share some of the key things we learned from working with families and communities, including challenges. In conclusion, we highlight key insights garnered from this body of work for various stakeholders including teachers.

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Baker, Claire E. "Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs." Applied Developmental Science 17, no. 4 (October 2013): 184–97. http://dx.doi.org/10.1080/10888691.2013.836034.

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Itafarida, Sudar, Eduardus Bimo Aksono Herupradoto, Usma Nur Dian Rosyidah, and Erlita Rusnaningtias. "Family-based collaborative eco-literacy model for sustainable city." Masyarakat, Kebudayaan dan Politik 32, no. 2 (July 2, 2019): 168. http://dx.doi.org/10.20473/mkp.v32i22019.168-178.

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The process of adaptation and adoption of modern values by multicultural urban communities raises various problems, especially those related to the environment. In Surabaya and Sidoarjo, even though the Surabaya City Government and the Regional Government of Sidoarjo have carried out various environmental programs, the demands of a fast and practical modern lifestyle create egocentric and anthropocentric attitudes. Urban communities must take on the continuous socialization of ecocentric behavior that adopts modern values but must also maintain the value of local wisdom to support the realization of sustainable city. The family-based collaborative eco-literacy model is needed as a strategy to develop green living cultural values that can be practiced by all levels of society in various regions with different characteristics in both cities. This model directly touches the family as the main place to cultivate ecocentric mindset and behavior. Another consideration is that there is few government policies related to environment that directly target the family. This study illustrates how the family-based collaborative ecoliteracy model was applied to families in Surabaya and Sidoarjo and explains how the model has moved the attitudes and behavior of these families to those in line with ecocentric principles. By using a qualitative-descriptive approach, this model was applied to 16 families selected according to participant criteria. The subsequent changes in behavior were observed over a period of six months. The results of the application of the model show that each individual in the family collaborates and strengthens due to collective competence, which is an ecocentric value. Based on the orientation of green living values in eleven sustainable urban components, it can be concluded that almost all green city programs carried out by the government are intended to realize Surabaya and Sidoarjo as sustainable cities.

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Warren, Amy, Trudi Marchant, Darcee Schulze, and Donna Chung. "From Economic Abuse to Economic Empowerment: Piloting a Financial Literacy Curriculum With Women Who Have Experienced Domestic and Family Violence." Affilia 34, no. 4 (August 11, 2019): 498–517. http://dx.doi.org/10.1177/0886109919868828.

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Economic abuse as a form of men’s violence against women has only been recently recognized as a form of violence in its own right. It is known to further exacerbate the detrimental long-term impacts of domestic and family violence on women and children. There is evidence to suggest the effectiveness of financial literacy programs in mitigating some of these impacts and improving women’s financial well-being in the longer term; however, there are very few domestic violence–informed, empirically evaluated programs internationally. This article reports the findings of a specialist domestic violence financial literacy curriculum, which was developed and piloted in Western Australia using pre–post measures and focus groups. These findings suggest that such financial literacy programs delivered in refuge settings have effective short-term outcomes among women. Lessons learned from the pilot and the implications for future implementation and scaling up of programs and research are also discussed.

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Conner, Marisa. "Every Child Ready to Read: Taking Early Literacy Messages to WIC Centers." Children and Libraries 16, no. 1 (March 15, 2018): 38. http://dx.doi.org/10.5860/cal.16.1.38.

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As part of a system-wide family engagement outreach effort to promote early literacy in low-income communities, Baltimore County (MD) Public Library staff visit all WIC (Women, Infants, and Children) centers in Baltimore County monthly. At these visits, librarians engage with families who are in the waiting areas before their WIC appointments. Each family is given a bag containing early literacy resources, including books, library card applications and fliers, information on early literacy programs and services, tip sheets for promoting the Every Child Ready to Read 2 practices, and Technology Tips for children ages birth to five.

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Wijayanti, Sri Hapsari. "Membangun siswa literat melalui edukasi dan proyek literasi." Riau Journal of Empowerment 3, no. 3 (December 1, 2020): 127–37. http://dx.doi.org/10.31258/raje.3.3.127-137.

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Reading literacy competence is an educational problem that requires special attention and needs continuously improved. Reading literacy should begin earliest in the family environment. After entering the school, teachers need to work together with parents to raise a reading culture. Public of Elementary School (SDN) Pulau Kelapa 01 Pagi has not involved parents yet before in encouraging students to read. Therefore, the purposes of this activity are to educate parents about the importance of reading literacy and evaluating the Literacy Project assigned to parents. This community service activity uses the method to educate parents with tutorials, discussion, and experience sharing techniques. After opening the mindset and giving the knowledge about literacy reading, participants, namely the parents of 29 fourth grade students, were given a Literacy Project assignment for a week. This activity has increased the attention of parents about the importance of reading and fostering reading through the family environment. However, in fact, in the implementation of the Literacy Project, parents have not yet fully carried out. Parents still need to implement reading habits at home. In this case, the school needs to collaborate with parents in creating a pleasant literacy atmosphere through various literacy activities in a sustainable manner. Universities can help realize these programs.

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de la Rie, Sanneke, Roel van Steensel, Amos van Gelderen, and Sabine Severiens. "Effects of a Dutch Family Literacy Program: The Role of Implementation." Education Sciences 11, no. 2 (January 30, 2021): 50. http://dx.doi.org/10.3390/educsci11020050.

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It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children’s development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.

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Dixon, L. Quentin, and Shuang Wu. "Home language and literacy practices among immigrant second-language learners." Language Teaching 47, no. 4 (September 9, 2014): 414–49. http://dx.doi.org/10.1017/s0261444814000160.

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Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, and what factors seem to moderate or mediate the effects of home literacy activities on societal-language literacy. We found that immigrant families engage in a wide variety of oral language and literacy activities at home, but that most of these practices have not been investigated in relation to immigrant children's literacy development. Book reading, the most-studied practice, seems to promote such development. Additional research is needed into the many factors that influence children's literacy development, including government policies and community context. In addition, researchers need to build on existing descriptive and correlational studies to design and implement innovative school curricula and family literacy programs that connect home and school practices and encourage parental involvement in the school.

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Sanya, Brenda N., and Phantus W. Odero. "Feminist articulations, social literacies, and ubiquitous mobile technology use in Kenya." Policy Futures in Education 15, no. 3 (April 2017): 309–26. http://dx.doi.org/10.1177/1478210317713074.

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This article examines the changes occurring in learning and literacy in the age of ubiquitous mobile phone use. Focusing on rural Kenyan women’s use of mobile phone technologies in civic education programs, mobile banking, and to contact family members, the article explores how these women’s use of mobile phones, based on their everyday needs, has facilitated the development of a literacy. The women learned to read on their phones to receive money, civic education information, and to communicate with their family members. In this process, these women, who self-identified and are also nationally classified as illiterate, developed a relevant social literacy through active use of text-based mobile phone applications.

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Perin, Jodi. "Participatory Community Mapping in a Family Literacy Program." Practicing Anthropology 29, no. 4 (September 1, 2007): 19–23. http://dx.doi.org/10.17730/praa.29.4.u032u3p2p106033x.

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In this article, I describe and reflect on the lessons learned from developing and implementing an outreach project focusing on science education and participatory mapping with adult education students, primarily immigrants from northern Mexico. As a graduate student at the University of Arizona's Department of Anthropology, with support from a NASA Space Grant Fellowship, I developed and implemented this project between August 2004 and August 2006 in southern Arizona. Due to the demographics of this area, the majority of the students with whom I worked were immigrants from the Mexican state of Sonora, which borders Arizona (see Figure 1 below).

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Jay, Jenny, and Mary Rohl. "Constructing a family literacy program: Challenges and successes." International Journal of Early Childhood 37, no. 1 (June 2005): 57–78. http://dx.doi.org/10.1007/bf03165832.

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Seaman, Don F., and Choo Young Yoo. "The Potential for Even Start Family Literacy Programs to Reduce School Dropouts." Preventing School Failure: Alternative Education for Children and Youth 46, no. 1 (January 2001): 42–46. http://dx.doi.org/10.1080/10459880109603343.

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Coleman, Clifford A., Nancy T. Nguyen, Roger Garvin, Channbunmorl Sou, and Patricia A. Carney. "Health Literacy Teaching in U.S. Family Medicine Residency Programs: A National Survey." Journal of Health Communication 21, sup1 (March 28, 2016): 51–57. http://dx.doi.org/10.1080/10810730.2015.1131774.

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Neuman, Susan B. "Guiding Young Children's Participation in Early Literacy Development: A Family Literacy Program for Adolescent Mothers." Early Child Development and Care 127, no. 1 (January 1997): 119–29. http://dx.doi.org/10.1080/0300443971270110.

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Morrow, Lesley Mandel, and John Young. "A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement." Journal of Educational Psychology 89, no. 4 (1997): 736–42. http://dx.doi.org/10.1037/0022-0663.89.4.736.

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Neuman, Susan B., Donna Celano, and Robyn Fischer. "The Children's Literature Hour: A Social-Constructivist Approach to Family Literacy." Journal of Literacy Research 28, no. 4 (December 1996): 499–523. http://dx.doi.org/10.1080/10862969609547938.

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Pursued from a social-constructivist perspective, this study reports the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program. The purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children. We engaged a total of 18 adolescent mothers in 1-hour discussion sessions of multicultural children's literature books. Analysis of the conversations indicated that literacy was seen as important because it served as a tool to address economic and social concerns. Parents' goals for themselves focused on independence, being a role model to their children, and self-respect. For their children, they wished to convey a sense of cultural pride, independence from peer pressure, and a “gift of childhood.” The social aspects of the discussions seemed to strengthen and expand the possibilities for meaningful interaction between parents, creating a space for discourses which included their shared realities. It is suggested that family literacy programs should build on these issues and be context specific, working collaboratively with participants to create new visions that challenge the status quo.

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Anderson, Ann, Jim Anderson, and Alison Gear. "Family Literacy Programs as Intersubjective Spaces: Insights from Three Decades of Working in Culturally, Linguistically and Socially Diverse Communities." Language and Literacy 17, no. 2 (June 9, 2015): 41. http://dx.doi.org/10.20360/g2n30d.

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In this article we draw on our three decades of work in culturally, linguistically, and socially diverse communities – an economically depressed, rural community in Eastern Canada, a culturally and linguistically diverse metropolitan area of western Canada and a First Nations community in north-western Canada – to document the development and evolution of a social-contextually responsive family literacy program. We propose that family literacy programs can build on the strengths that families bring and provide an intersubjective space where families and schools can share knowledge in a reciprocal, respectful manner.

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Wilson, Carolyn. "Media and Information Literacy: Pedagogy and Possibilities." Comunicar 20, no. 39 (October 1, 2012): 15–24. http://dx.doi.org/10.3916/c39-2012-02-01.

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This paper will present an overview of UNESCO’s Media and Information Literacy (MIL) Curriculum for Teachers. This overview includes an exploration of key program areas for trainers in order to teach key issues related to MIL and the competences needed for developing programs. These program areas include: a conceptual and organizational framework; production and use of information; media texts and information sources; evaluation and analysis; media audiences; democratic discourse and social participation; approaches for curriculum adaptation, and pedagogical approaches for the classroom (textual analysis, contextual analysis, case study, translation, simulation and production). After introducing these key areas of the program, the paper will conclude by offering recommendations for the successful development, adaptation and implementation of MIL Programs. Main recommendations are: curriculums leaders have to be available for training, support and consultation, promotion of teachers network who are implementing MIL initiatives, inclusion in official papers of educational curriculums, analyzing needs of the students before implementing modules of the curriculum, facilitating online resources for teachers, professionalizing MIL teachers, promoting collaboration between community members (family, teachers, students, other stakeholders), and finally research to identify best practices and new trends to be developed. Este artículo presenta una visión general del Currículum UNESCO de Alfabetización Mediática e Informacional (MIL) para profesores, mostrando las áreas clave y temas relevantes del programa, así como las competencias necesarias para desarrollar estrategias didácticas de alfabetización mediática. Las áreas incluyen: un marco conceptual y organizativo; producción y uso de la información; textos mediáticos y fuentes de información; su evaluación y análisis; audiencias mediáticas; debate y participación social; los modelos de adaptación del currículum, y los modelos pedagógicos a utilizar en el aula (análisis de texto, análisis del contexto, estudios de caso, traducción, simulación y producción). Una vez presentadas las áreas clave del programa, se presenta una serie de recomendaciones para el desarrollo, adaptación e implementación del Currículum UNESCO con éxito. Así se destaca que la importancia de la formación de los líderes; la importancia de los soportes y el asesoramiento; la promoción de redes de profesores implicados; inclusión de la alfabetización en los documentos oficiales educativos; el análisis de las necesidades de los estudiantes antes de la implementación de los módulos en el currículum; la urgencia de facilitar recursos on-line al profesorado; de profesionalizar el profesorado; de promover la colaboración entre los miembros de la comunidad (familias, profesorado, estudiantes, y otros agentes), y finalmente promover la investigación en alfabetización mediática para identificar las mejores prácticas y las nuevas tendencias en el campo de estudio.

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Gücük, Sebahat, Erdal Dilekçi, and Mehmet Kayhan. "Health Literacy and The Use of Primary Health Care Services of Inpatients with Musculoskeletal Complaints." Eurasian Journal of Family Medicine 9, no. 3 (September 30, 2020): 131–38. http://dx.doi.org/10.33880/ejfm.2020090303.

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Aim: Our study aimed to determine the relationship between health literacy and the use of primary health care services in our patient group, where the demand for health services is quite frequent due to their complaints. Methods: This cross-sectional study was carried out with 725 patients with various diagnoses of musculoskeletal disorders hospitalizing to whom physical therapy and/or rehabilitation was applied. The volunteer participants filled out a sociodemographic questionnaire which consisted of 26 questions and Adult Health Literacy Scale using face-to-face interview method. Results: The mean total score of health literacy of the participants was identified as 12.02±3.77. In terms of those who previously took medical home service before for any reason, who received counseling by the midwife, and who have consulted their family physician about their current complaints, health literacy score was found to be significantly higher than the others. Conclusion: In order to increase the level of health literacy, which is an integral part of preventive health services especially in primary health care which is the first medical contact point, training programs should be planned according to the level of people’s need and understanding in every opportunity like seeing the patient in polyclinic or giving mobile care or during health screening programs. Keywords: health literacy, health education, national health policy

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Committee, Early and Family Literacy. "Early and Family Literacy Committee: Sharing the EFL’s Research and Links." Children and Libraries 18, no. 4 (January 12, 2021): 33. http://dx.doi.org/10.5860/cal.18.4.33.

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Serving on an ALSC committee is a great way to meet other children’s librarians and to work on issues that interest you. Committees create or sponsor programs for conferences, discuss current issues and trends, brainstorm new ideas, participate in national projects, work as a team to review all sorts of media and present national awards, promote intellectual freedom, and more. Committee work enables you to share ideas and help shape the world of children’s librarianship. In fact, this column was envisioned and created by Dr. Tess Prendergast, while she was serving on the Children and Libraries Editorial Advisory Committee.Earlier this year, co-chairs of the ALSC Early and Family Literacy (EFL) Committee expressed a desire to write about some current research resources.

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Shofa, Mila Faila, and M. Heri Yuli Setyawan. "Literacy Culture Strengthening Programs to Stimulate Reading Interest for Children at Early Age." Early Childhood Research Journal (ECRJ) 1, no. 1 (December 17, 2018): 8–20. http://dx.doi.org/10.23917/ecrj.v1i1.6575.

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This research aims are to describe the concept of literacy culture on children at early age and to describe the implementation of literacy culture strengthening program on children at early age enrolled at PAUD Inklusi Saymara. The research method used is descriptive qualitative, and the research is conducted at PAUD Inklusi Saymara Kartasura, Sukoharjo, Jawa Tengah.The research results find that the literacy culture program is important to be implemented from early childhood, starting in the family circle and continued to school age. School is an environment that has determining role in forming children’s reading interest. The programs implemented at PAUD Inklusi Saymara include “one day one story” program, in which the teacher will tell stories for the students via various media. The activity of book reading in compelling way will inspire children that reading is fun, and it will stimulate children’s reading interest. The second program is strengthening reading interest based on library. Library holds important role in fostering and developing awareness in reading. The third program is stimulating children’s skills in reading and writing through playful activities. The program to stimulate children’s reading and writing skills is according to the phases of reading and writing development on 4/6-year-old children. The last program is visiting bookstore to introduce and familiarize books for kids and build literacy culture from early childhood. Through the programs to strengthen literacy culture at PAUD Inklusi Saymara, it is proven that the children’s reading interest improves significantly.

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Novianti, Dewi, and Siti Fatonah. "Budaya Literasi Media Digital Pada Ibu-Ibu Rumah Tangga." Jurnal Antropologi: Isu-Isu Sosial Budaya 21, no. 2 (December 16, 2019): 218. http://dx.doi.org/10.25077/jantro.v21.n2.p218-226.2019.

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Media literacy in the digital era has become important. Various layers of society need to understand the importance of digital media literacy. Research subjects were housewives in the Sleman area of Yogyakarta. Research subjects so far have not understood how to intelligently consume media. Media content worries that most of them are negative which can anesthetize the audience. The biggest content from media is entertainment. The media prioritizes entertainment programs that pay less attention to the ethics and norms of society. They don't care about the negative impact of the content displayed. Thus it is necessary to cultivate the media literacy movement for housewives. The method used is content analysis, literature study, in-depth interviews, observation, and FGD. The results of the study show that housewives after being given training, socialization, and FGD on digital media literacy became aware of the importance of digital media literacy. Then they continuously convey to the family and the environment where they are. On several occasions, PKK meetings, the Qur’an recitation group, socialized the importance of digital media literacy. Finally, this digital media literacy becomes a culture especially in Maguwoharjo Village, Sleman regency, Yogyakarta. This village is a pilot village of digital media literacy culture for the surrounding environment, especially the Sleman Regency Yogyakarta.

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Ismail, Fikri Sulaiman. "SOME NOTES ON LITERACY, WRITING AND HEGEMONIC POSITIONING." Ar-Raniry, International Journal of Islamic Studies 4, no. 1 (June 30, 2017): 1. http://dx.doi.org/10.20859/jar.v4i1.122.

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This article discusses the ideological meaning of literacy and how it should be considered before we attempt to develop various writing programs. Writing as one of main forms of human communication is prone to being ill-defined. This may lead to certain injustices in our education world, especially when literacy is not defined or seen as an ideological concept. The most familiar example of this in a learning context is that we tend to view literacy as reading and writing ignoring other values and potentials that a learner brings to a classroom such as her socio-cultural background. In the face of such challenges, this article therefore presents a conceptual framework which could serve as a reminder for educators before they attempt to develop their various education programs. The author hopes that the article would help educators determine where they should stand along this imaginary continuum of ideological literacy.This article discusses the ideological meaning of literacy and how it should be considered before we attempt to develop various writing programs. Writing as one of main forms of human communication is prone to being ill-defined. This may lead to certain injustices in our education world, especially when literacy is not defined or seen as an ideological concept. The most familiar example of this in a learning context is that we tend to view literacy as reading and writing ignoring other values and potentials that a learner brings to a classroom such as her socio-cultural background. In the face of such challenges, this article therefore presents a conceptual framework which could serve as a reminder for educators before they attempt to develop their various education programs. The author hopes that the article would help educators determine where they should stand along this imaginary continuum of ideological literacy.

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Doyle, Antoinette. "Family Literacy Programs: Where Have They Come from and Where Are They Going?" Frontiers of Education in China 7, no. 1 (March 2012): 85–102. http://dx.doi.org/10.1007/bf03396936.

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Barratt-Pugh, Caroline, and Mary Rohl. "Perspectives on a Family Literacy Program: Voices of Participants." International Journal of Interdisciplinary Social Sciences: Annual Review 3, no. 6 (2008): 177–84. http://dx.doi.org/10.18848/1833-1882/cgp/v03i06/52627.

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Rosenblum, L. Penny, and Tina S. Herzberg. "Perspectives on Literacy by Four Adolescents, Their Teachers, and Family Members." Journal of Visual Impairment & Blindness 114, no. 3 (May 2020): 185–97. http://dx.doi.org/10.1177/0145482x20923441.

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Introduction: To better understand the process students with visual impairments experience in learning and using braille as a literacy medium, the researchers conducted interviews. The role of technology in the literacy experiences of the students was also examined. Methods: Individual interviews were conducted with four triads (a student, a teacher, and a family member). Five themes were identified across the interviews. Results: There were similarities and differences in how braille was introduced and taught to each student. None of the four students had a braille reading speed of more than 30 words per minute, and each struggled to use braille and technology to keep up with academic classes. Students and family members reported an emotional effect in regard to the loss of vision and the need to transition from print to braille. Discussion: Although instructional approaches differed, the teachers used strategies and materials based on their students’ interests and abilities. Family members were supportive of their children learning braille and using technology. The students recognized that their braille reading was slow and that there was much to learn in order to succeed academically both now and in the future. Implications for practitioners: Today’s students with visual impairments need multiple methods to complete literacy tasks. Practitioners must design programs that allow students to gain necessary skills with braille and technology so that they can meaningfully integrate braille and technology as tools in their literacy toolbox.

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Journal articles on the topic 'Family literacy programs Literacy'

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