The current research attempted to identify the relationship between literacy in the workplace and family literacy by building on the IALSS data. Literacy levels at work and at home and family literacy experiences, achievement and expectations provided the data for this study. In-person interviews were conducted with employees in five occupation categories in October and November 2005. Interviews were between 20 and 45 minutes in length.
Interviewees represented a variety of industries including construction, education and business services. The criterion for participation was having a child under the age of 18 living at home.
An interview protocol was developed to measure literacy requirements on the job and at home. Interviewees were shown a table describing the levels of prose and document literacy, numeracy and problem solving and determined with the interviewer’s assistance the levels for required for each literacy domain at work and at home.
People were then asked about family literacy experiences when they were growing up. These experiences related to parents’ education level and academic achievement expectations for their children. Modeling behavior was also recorded. For example, these questions related to whether parents read to their children, helped with homework, engaged in reading, writing or rhyming, watched educational television programs and made social or cultural excursions such as visiting museums, art galleries or other educational exhibits.
Family literacy achievements were recorded next. This information included level of education achieved as well as personal and professional development. Modeling behavior included the amount of reading, writing and rhyming behaviors as well as amount and type of television viewing and computer use. Reading to children and helping with homework were recorded as was amount and type of social and cultural excursions.
Interviewees were asked about their expectations for their children’s academic achievement. The amount and type of television programs watched and computer activities and websites the parents and children visited were recorded. Children’s reading, writing and rhyming activities were determined next.
The interview protocol is included in Appendix B.