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From: Eunice Askov <ena1@psu.edu>
To: Multiple recipients of list <nifl-family@literacy.nifl.gov>
Subject: [NIFL-FAMILY:1848] Re: Why family literacy?
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My apologies also at joining this discussion late. Since the
Goodling Institute for Research in Family Literacy was created in
July 2001 at Penn State, to honor the retirement of PA Congressman
Bill Goodling, we have been studying "family literacy" in its various
configurations. Please check the Goodling Institute web site
<www.ed.psu.edu/goodlinginstitute> for an annotated bibliography of
research and writings in family literacy (divided into 8 categories)
that was begun in the fall of 2001 and is ongoing. On the research
page (goal 1) we also list descriptions of the studies that we are
conducting in family literacy as well as developing links to others'
research. (Please feel free to contribute if you have conducted
research in family literacy!) For example, we share our research on
family literacy parental participation (for example, who is most
likely to drop out) and significant impacts on young children
associated with parental involvement in adult education. We also
share our study of the parent-child interactive literacy component as
well as a study of the essential structural elements of family
literacy programs derived from the effective FACE programs on
American Indian reservations.
As part of our professional development goal (#2), we are working
with the National Center on Family Literacy on online, research-based
professional development courses as part of the 15-credit Certificate
in Family Literacy
<http://www.worldcampus.psu.edu/pub/famlt/index.shtml>. The last
course under development (about the parent-child interactive literacy
component, also called PACT Time) is being offered for the first time
this summer taught by yours truly and a talented family literacy
doctoral student at Penn State with an extensive ECE background. The
Goodling Institute is also working collaboratively with the PA Center
for the Book on a web site of activities
<http://pabook.libraries.psu.edu/FamilyLit/default.html> for each
component of family literacy using various children's books--a great
way to integrate instruction across the four components of family
literacy (adult education, parenting education, parent-child
interactive literacy, and early childhood literacy education).
In addition, we have a policy goal (#3) that has resulted in two
forums for legislators and their staff in Washington, DC, the most
recent one being held jointly with NCFL, National Even Start
Association, and National Coalition for Literacy last March. We are
also planning a series of research policy briefs for legislators and
other policy makers for fall distribution. (These will also be
posted on the Goodling Institute web site.)
The comments made thus far on the list have attested to the power of
family literacy in its impact on the neediest of families. (We must
not lose sight of the fact that these families are the most difficult
to reach!) Although not negating the importance of adult education,
I want to stress that the bottom line of this holistic approach is to
enable children to succeed in school. In fact, the way to "break the
intergenerational cycle of low literacy" is to enable and empower
marginally literate parents so that they can foster literacy
abilities in their at-risk children, ages birth to 8 (as stipulated
in the Even Start legislation). As someone on the list pointed out,
however, the crucial time for parent support in school begins at
about grade 3 when children are beginning to use reading to learn
content ("reading to learn as opposed to learning to read").
Furthermore, research in early literacy development points to the
importance of early (preschool) language development, especially
using books as a vehicle for oral language development. Through
interacting with parents who are talking about the pictures, stories,
and even touch/feel of books, children are learning complex oral
language structures that prepare them to learn to read in school.
So, how do these marginally literate parents learn strategies for
oral language and literacy development? Through family literacy
programs! Hence, the "why" of family literacy! Eunice (Nickie)
Askov, Distinguished Professor of Education and Co-Director for
Research, Goodling Institute for Research in Family Literacy, Penn
State.
>Dear all,
>
>Apologies for joining into the conversation late (I was away last week).
>
>In addition to the information from Meta (below), I'd also suggest
>that family literacy is part of a very broad understanding of
>literacy itself and its functions. The EFF role maps touch on
>things that adults need to know in order to function in their
>multiple roles; as well, I think of family - or intergenerational
>or even community - literacy as a way of framing the ways in which
>younger and older people, in varying combinations, utilize
>literacies (in their broadest) sense. So an intergenerational
>literacy program could include elders telling stories to young
>people, people interviewing neighbors of all ages to develop oral
>histories of their neighborhoods/communities, parents, caretakers,
>other adults reading to and with children, literacy-infused work
>with small children (early childhood kinds of activities with an eye
>toward developing emerging literacy), etc. etc. There are many
>variations and permutations -- some "pure" family literacy programs
>with four components, as well as other ways in which people of
>different ages come together to work with language and print.
>
>In addition to NIFL's special collection of family literacy resources,
>http://literacy.kent.edu/Midwest/FamilyLit/index.html
>
>I'd also like to share some that I've gathered at
>http://www.brown.edu/lrri/intergen.html
>
>Janet Isserlis
>
>>There are many other kinds of family literacy programs, some funded by
>>private industry or corporations, some by local governments, etc.
>>Some are located
>>in CBOs, some in Centers, some in schools. Some of the most
>>effective are the
>>Family and Child Education Programs that are located on American Indian
>>Lands. Many sources of funding, but most programs follow the premise that a
>>comprehensive program consists of four components:
>> Adult Education
>> Early Childhood Education
>> Parent and Child Time Together, and
>> Parenting Education
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