Hand in Hand

6. Best practices in family literacy: Research outcomes

SUMMARY

6.1 Definition of the concept of best practice

6.2 Best practices drawn from the Coalition francophone's research

6.3 Information sources

6.4 Factors to consider

6.4.1 Cultural differences
6.4.2 Differences in perceptions and beliefs
6.4.3 Gender-based differences
6.4.4 A participative and critical approach based on the participants' pre-existing literacies
6.4.5 Partnerships
- 6.4.5.1 The Epstein partnership model
- 6.4.5.2 Partnership between the home, school and community in francophone Canada

6.5 Conclusion

After having studied the family literacy models used in Canada and elsewhere in the world, we can turn
our attention to best practices. The goal of this chapter is to take stock of what the research suggests are
best practices in the area of family literacy. This will enable organizations working in the field to improve
their programs.

6.1 Definition of the concept of best practice

Since the earliest programs in family literacy, practitioners and managers have continually tried to improve
program quality by seeking out best practices. Best practices are conceived as "ideals" and play the role of
guidelines for program directors and practitioners (FCAF, 2007).

In the context of this report, best practices are defined as initiatives

that have a demonstrable (immediate) effect and a tangible impact (long-term) on the
improvement of the program, and
that are the result of effective and durable partnerships between the public and private sectors
on the social, cultural and community levels.