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Annotated Bibliography in Family Literacy - The Goodling Institute’s Annotated Bibliography in Family Literacy is intended for program staff, researchers, community leaders, private and public funding agencies, policymakers, and others who want to learn more about family literacy (including the theory, policy, and research upon which it is based), reviews over 170 publications exploring the areas highlighted and defined below.
A. Parent and Child Interactive Literacy Time – Explores the types of activities that programs are conducting and how much these activities are based on currently available research about the language and literacy development of children. The importance of Parent and Child Interactive Literacy Time and the need to understand what is involved within this component are extremely important to research and practice.
B. Parenting Education – Focuses on research that enables parents to support and foster their children’s literacy and language development needs. The literature reviewed includes strategies for helping parents achieve this goal.
C. Program Description and Models – Describes and reviews the different types of family literacy models being developed and implemented in the United States and abroad. The intent is to provide practitioners with program models and research about them so that more programs that match the beliefs and practices families have about literacy are created.
D. Curriculum and Instruction – Researches challenging and innovative curriculum and instruction. The goal is to provide knowledge about effective practices in the teaching of literacy to support high and long-term attendance in family literacy programs as well as substantial progress in children’s and adults’ reading and writing skills.
E. Collaboration Within Programs and Among Social Service Agencies – Explores the collaboration among many diverse agencies trying to meet the complex needs of parents and children in family literacy programs. The annotated publications provide knowledge about collaboration grounded in practice.
F. Assessment and Evaluation of Family Literacy Programs – Provides practitioners and government agencies with the answer to the following question: “Are family literacy programs effective?” Because programs are many and varied, there are no simple answers to this question.
G. Culture and Context – Focuses on providing knowledge about our culturally and linguistically diverse populations that goes beyond what formal questionnaires and surveys can provide as assessment tools. The goal is that the development of observational tools will be better indicators of the types of programs that need to be put into place and more useful in determining a family’s acquisition of “social capital.”
H. Government Policy – Explores the interaction between the government and family literacy programs. The goal is to provide policy makers with a rich description of program practice and implementation so that effective policies may be explored and instituted regarding family literacy programs.
I. Professional Development – Focuses on practices, methods, techniques, strategies, and interventions for professional development in family literacy programs. The goal is to support practitioners in their implementation and delivery of services to parents and children.
J. Parent Involvement – Focuses on the practices of parents and their involvement with
family literacy. Parent involvement also explores collaboration and interactions of
parents with educators, schools, and other educational programs and institutions.
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Copyright 2005 Goodling Institute
Web page last modified
November 7, 2007
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