Family Literacy: An Annotated
Bibliography
(August 2000)
Preface
Family literacy programs are rapidly growing in the United States.
Among the reasons for this growth are the expansion of knowledge
about how children learn. We know that extensive learning takes
place in the preschool years. Through social interactions in a literacy-rich
environment, children acquire knowledge about the conventions and
purposes of print and the uses of language in culturally organized
activities. Beliefs about the intergenerational transfer of literacy
as well as concerns about children's readiness have also contributed
to the development of family literacy programs. Other factors influencing
the development of family literacy programs include concerns about
children's difficulties and failure later in school; the need to
involve parents and families more directly in programs for young
children; concerns with the reading and literacy skills of many
parents with low education levels; and evidence supporting the relationship
between parental education levels and children's school success.
Intergenerational literacy programs are seen as addressing many
of these concerns.
As interest in promoting both emergent literacy and family literacy
have expanded over the past decade, a variety of definitions and
beliefs about the meaning of literacy, emergent literacy, and family
literacy have become evident. Traditionally, literacy has been defined
as one's ability to read and write. Emergent literacy is defined
as ways children learn about reading and writing before receiving
formal instruction. Definitions of family literacy include the multiple
ways families communicate and convey information as well as programs
to enhance the literacy knowledge and skills of family members.
Different interpretations of these three areas, literacy, emergent
literacy, and family literacy, have led to debates concerning the
role of literacy programs and the methods used to enhance the literacy
skills of families.
It is our purpose to advance the work of researchers, practitioners,
and policymakers by providing a document summarizing writings and
research on family literacy and on topics directly relevant to family
literacy programs. Our audience includes those who wish to learn
more about family literacy, including the theory, policy, and research
upon which it is based. Program staff, researchers, community leaders,
policymakers, and both private and public funding agencies should
find this resource helpful. Our goal has been to cover the family
literacy literature in-depth, while providing a selection of related
articles with implications for family literacy.
Procedures
This annotated bibliography has two main parts. Part A covers topics
directly related to family literacy programs in the areas of conceptual
issues (definitions, models, and overviews of family literacy),
studies related to family literacy programs and practices, program
descriptions, program development, assessment, evaluation procedures,
and curriculum and instruction.
Part B includes topics that have implications for family literacy,
drawing articles and reports from many disciplines. These related
topics included emergent literacy, parent-child interactions, adult
literacy, cultural and contextual issues, home and school issues,
literacy assessment, and intergenerational programs. In the appendix,
we also describe other annotated bibliographies and provide a list
of resources for individuals interested in learning more about family
literacy in particular and literacy in general.
All of the publications reviewed in this report are readily available
to the public. To identify the literature, we reviewed several social
science databases, including ERIC, Psychological Abstracts, Online
Computer Library Center (OCLC) FirstSearch, and other bibliographies.
In addition, we requested key references from leaders in the area
of family literacy. The bibliography sources range from published
studies to reports from the government, foundations, and research
organizations. This report was not restricted to published books
and journal articles because important writings on family literacy
appear in other types of publications.
|
