An Interactive Model for Family Literacy

Figure 4, on the next page, offers a graphic representation of a revised organizing framework for family literacy that reflects the dynamic nature of learning and the complexity involved in this process. This interactive model emerged after completing the research illustrating the idea that family literacy is not simply an end product as it appeared in my oversimplified conceptualization in Figure 1. As the findings of this research reveal, family literacy may be understood best when approached from multiple perspectives in a collaborative, yet critical manner.

The surrounding outer circle in the model represents the individual's natural setting or sociocultural context. The social forms through which individuals live are included here; that is, the economic factors, social conditions, and the cultural contexts that are unique to each individual's social and cultural situation. It must be noted that these social forms interact with the attributes of the habitus to create situations and factors that are completely unique to each individual. Further, unequal divisions of resources and power influence how individuals are able to reproduce themselves in the inner circle of their habitus. Thus, while sociocultural factors clearly affect the habitus individuals may occupy, the individual may, in turn, be limited by factors in their habitus. For example, individuals with greater economic means may be able to purchase items or participate in cultural programs that provide opportunities which orientate their children to school ways. It has been shown that a child who has these experiences as a preschooler has an advantage over a lower–income student who may lack these opportunities since finances in that household may be fully consumed with day to day living expenses.