QUALITY STORYTENTS
A resource for family, early childhood and community literacy workers
There has been resistance within families and among some professionals to the more blatantly invasive, sexist and classist of these interventions (Hutchison, 2000; Auerbach, 1995). There have also been objections raised to the use of deficit language and the perceptions on which it is based (Taylor, 1993).
A counter tendency has been to listen to learners, discover what they want for themselves, and then work to meet them where they are. Respect for the privacy of the family, and the authority and responsibility of parents, some people feel, requires us to create a menu of services from which families can draw as much or little support as they wish (Dunst, Trivette & Deal, 1988; Whitty, Nason and Hunt, nd).
As well, there is a growing awareness that family literacy initiatives need to recognize the holistic nature of literacy and family life. This does not mean that each literacy program or resource needs to aspire to be all things to all families. It does mean that any such program or resource needs to make reasonable allowance for the interrelated influences on families and their willingness or ability to access or employ this support (Louden, nd). To offer only one example, it is unprofitable to offer a literacy program or workshop to parents of young children without also offering childcare.