4. Comparative analysis of results of the Coalition francophone's research with results of other research on family literacy

4.1 Recruitment problems identified in the research

• 4.1.1 Recruitment of families
• 4.1.2 Recruitment of fathers

4.2 Linguistic elements identified in the research

• 4.2.1 Languages in exogamous homes
• 4.2.2 Bilingualism
• 4.2.3 Language used in child care centres
• 4.2.4 Socialization in French

4.3 Impacts of programs on families

• 4.3.1 Overall impacts
• 4.3.2 Impacts on parenting skills
• 4.3.3 Evaluation of the impact of the Learning Together model

4.4 Training for practitioners

4.5 Conclusion

5. Family literacy in a minority setting

5.1 Family literacy models oriented toward minorities

• 5.1.1 The Kenan model - United States
• 5.1.2 Parent Empowerment for Family Literacy (PEFaL) - Europe
• 5.1.3 Manukau Family Literacy Program (MFLP) - New Zealand
• 5.1.4 Other American models

5.2 Concluslon

6. Best practices in family literacy: Research outcomes

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

7. Implementation of multiple literacies

7.1 Description of multiple literacies

7.2 Guidelines for the implementation of family literacy programs based on multiple literacies

7.3 Conclusion