The term ‘family literacy’ was introduced as a concept in Taylor (1983) who studied the development of literacy and language at home in the USA. Since then the term family literacy has been used to describe literacy development work that focuses on how literacy is developed at home, and education courses that support and develop this dimension of literacy development. Research in Ireland and at international level reveals similar issues in relation to literacy, schools, children’s learning and the key role of parents and carers. In particular, the research highlights the vital role played by parents, grandparents and other care-givers in children’s education. According to the research parental involvement in a child’s learning has more of an impact on their educational outcomes than any other demographic measure including social class or level of parental income (Desforges, 2003; Feinstein et al, 2004; EFLN 2008: NESF, 2009).
Parents spoke of building individual and family bonds with children around learning, paying attention to their concerns and bolstering their learning identity. They talked about heaping praise on their children’s efforts and achievements and creating spaces when, as a family, they could talk and listen to each other.
The degree of home school collaboration impacts on the quality of family literacy and how best to support children.
Raised recognition among many school staff of the important role family literacy performs in enhancing home school relationships and improving the behavior and academic performance of the children involved.
The provision of a small allowance to cover additional costs, for example, childcare costs, has assisted low income families to continue in and progress in family learning programmes.
Literacy development remains a crucial and pressing issue in Ireland and investment in family literacy provides a win-win scenario to policy makers. In the context of the current climate, family literacy provides a policy option that can help deliver value on several socio-economic priorities such as raising adult literacy levels, enhancing child literacy development and improving children’s perfomance in schools.
Research has shown how family literacy work helps to overcome the barriers to learning felt by some adults and children. It is an important way of recognising and building the literacy strength of families who before have felt excluded or marginalised from the expectations of schools and society. Our research has highlighted how family literacy programmes can improve the literacy practices of family members. More importantly family literacy work offers potential opportunities to break inter-generational cycles of educational disadvantage that exist in Ireland.
National literacy policy should include an increased commitment to family literacy as a basis for improving chances of educational equality for children and adults.
HSCL personnel should have access to relevant adult literacy awareness training.
Family literacy also needs to be supported and enabled with quality childcare provision and peer support opportunities.
A NALA, DES, IVEA partnership should work with DEIS schools to make a systematic community development model of family literacy available to parents in their locality.
Parents with literacy needs should be offered access to an intensive family literacy programme as a first stepping stone back into learning. Where necessary advice, guidance and counseling should be made available.
When it comes to the design and delivery of family literacy programmes parents want to be consulted about the content of the programmes as their needs are complex and change according to the age and number of children.
A menu of accredited family literacy modules should be made available to parents.
Strategies for family literacy with children who have specific learning difficulties.