Implementation of Family Literacy
As with any new enterprise, providing family literacy within an incarcerated setting can be challenging. Many times, incarcerated individuals have had few positive educational experiences. Providers of services can be overwhelmed and frustrated by inmate reluctance and system operations. And, the stress associated with the day-to-day administration and security of a correctional facility can obfuscate the fine line between reformation and punishment.

It is therefore heartening to remember that the nature of family literacy programs minimizes these potential obstacles. Family literacy is the integration and contextualization of existing services. It is not necessarily “added” as another program to an already full docket of programs and services. And, family literacy programs are tailored to meet the needs of each unique setting. Every facility has something upon which to build, whether it be church services, a GED program, or family visitation days.

Perhaps most importantly, inmate resistance to participating in education will likely be negated. The draw of spending quality, interactive time with their children overrides inmates’ fear or disregard of educational experiences. To the participants, family literacy is a nonthreatening opportunity for themselves and their families. And, this opportunity ideally leads to the inmate’s return to the community as a contributor. The potential impact of family literacy on learner, teacher, correctional officer, administrator, family and community is boundless.

The challenge of implementing family literacy programming is offset by its reliance on respect among the various “players.” Respect is important for the smooth operation of any setting, but particularly so for the highly stressful setting of a correctional facility. Respect — for the program, for the facility, for families, etc. — must be encouraged. Empowerment, or providing opportunities to make decisions, is one way in which to display respect for others. To the extent possible or practical, learners, teachers, correctional officers, administrators, and families should be allowed to voice their wishes and concerns.

“I was particularly struck by several incidents during the course of the three task force meetings that bespoke of young fathers’ valuing of reading. Whenever a children’s book was read aloud to the group of inmates, most listened with delight. One inmate reacted with pure delight when the librarian read a book that his sister had read to him as a child. It was quite clear that this book was a legacy, and one that he might well wish to pass on to his own children.”
Family literacy specialist