Overview of Perspectives on Family Literacy:
Research and Practice
Adele Thomas and Sharon Skage


        
        
In the last decade of the twentieth century, while there is
          consensus that literacy is fundamental to a nation’s economic and
          social development, there are continuing challenges to society’s
          ability to support the literacy development of its citizens.
          Technological advances have led to increased work-related literacy
          demands and expectations for higher levels of literacy attainment. At
          the same time, concern over persistent difficulties in reducing
          poverty has implicated literacy, in considering both causal factors
          and attempts at solution. Appreciation of the importance of literacy
          has given rise to new approaches in literacy practice and research.

        
        
Family literacy unites research and practice from several fields of
          study and social service, including sociology, psychology, and
          education. Trying to represent the scope of family literacy is a
          daunting task. It may be compared to trying to capture a wide
          landscape with a single camera shot. As the lens focuses on one part
          of the scene, another part of the landscape disappears from view, and
          the integrity of the picture is lost. Aview of family literacy, from
          the perspective of adult literacy, often focuses on adult literacy
          learning in terms of adult literacy levels, career development and
          economic opportunities of the adult family members, and reforming
          adult education. When the family literacy perspective shifts to the
          child, the role of the family becomes central in questions related to
          early language and print experiences at home and the acquisition of
          literacy, parental support and school readiness, or later school
          achievement of children. Nevertheless, partial images of family
          literacy can distort our understanding of family literacy as a
          multi-faceted, interactive, social process which shapes ways of
          thinking for both adult and child. Such narrow views may also limit
          understanding of family literacy as a social movement based on social
          equity and empowerment of families.

        
        
Partial images of family literacy have appeared in public policy and
          literacy practice. Public awareness campaigns that focus on family
          literacy may find it difficult to project a vision of the potential
          for literacy development of both adult and child through family
          literacy activity, as they proclaim reading readiness or school
          achievement benefits for child. Adult educators may be convinced that
          they have family literacy programs, whenever they have added childcare
          to complement traditional adult basic education or upgrading programs.
          Such views do not take full advantage of the dynamic literacy
          interaction of the family as a unit, nor do they build on this
          interaction as the basis for adult and child literacy learning. Being
          forewarned about the difficulties inherent in conveying the complex
          dynamics of family literacy, we will attempt to review some pertinent
          literature on research and intervention and identify some current
          issues facing family literacy practitioners and policy makers. It is
          hoped that a critical review will contribute to clarifying some
          guiding questions and directions for future family literacy practice
          and policy.

      

    

    

    
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