According to Caspe, programs need to try instead to allow parents to draw on their strengths and
encourage them to revisit the idea of the authority role, recognize the importance of personal experiences
as a source of knowledge and explore the perspectives of race, social classes and different cultures. This
involves building personal and critical literacies, which requires considerable tact on the part of the
practitioner as well as an open mind and mutual respect on the part of all of the participants in family
literacy programs that broach such sensitive subjects.

6.4.5 Partnerships

Some researchers are particularly interested in the importance of collaboration between practitioners,
directors of organizations that offer family literacy programs, and the resources of the local community, as
well as partnerships that must be established to support the programs and families (Alamprese, 1996;
DeBarysche, 1995; Kerka, 1991; Laberge, 1994,Padak and Sapin, 2001; Tice, 2000). They all agree that a
collaborative approach must include a shared vision, mutual trust and a commitment on the part of the
partners and that such an approach be centred on parents and their children.

The European projects PEFaL and QualiFLY are concrete demonstrations ofthe importance and benefits of
a collaborative approach to supporting families who are participating in family literacy programs. The New
Zealand Manukau Family Literacy Program is a particularly interesting example of a family literacy
program that derives its significance for the collaboration it creates between schools, preschool centres,
colleges and universities.

Laberge (1994)proposes that all family literacy interventions be established on solid partnerships with the
community: between parents and schools, between parents and community organizations, and between
the organizations and governments. For example, programs may be provided in elementary schools and
preschool facilities, in homes and in various institutions in the community, including local libraries,
children's services centres, resource centres and adult education facilities (Darling, 1993;Nickse, 1990).

According to Alamprese (1996),little research exists on inter-organizational collaboration (the process of
two or several entities working together toward a common goal). American programs founded on the
Kenan model (see chapter 5) consider it important to have collaboration between the practitioners and
program directors who work with the child and parent and between all the other community organizations
that can support families.

Alamprese notes that considerable difficulties surround the implementation, support and durability of collaboration in programs, especially in the case of

Four essential elements in a successful collaboration (Alamprese, 1996)

  1. The benefits of working together outweigh the effort required to offer,implement and maintain
    services (a win-win partnership).
  2. The boundaries of each partner are respected. The responsibilities of each partner must be clearly stated, and each partner must agree on these responsibilities.
  3. There are clear and established lines of communication within the organizations and between
    them.
  4. The personnel in the programs assume a certain leadership on the local level and with the
    government.