By using the metaphor of a kaleidoscope with its dynamic ever–changing patterns of colour and light, people may be seen from a variety of perspectives and their multiple worlds within which they engage become more evident. The key issue for better understanding of family literacy is to hold the kaleidoscope to the light to note the family strengths. Without sufficient light to illuminate and the help of the mirrors to reflect the beautiful patterns, a deficit view of family literacy may be taken. In contrast, with sufficient light and time to reflect, the view from the kaleidoscope offers a new dimension that acknowledges multiple literacies. While recognizing that family literacy deals with unique individuals that interact within families, and that all families form their own sense of symmetry and balance, it follows that the viewer gains a full appreciation of the broader definition of "literacy" and a host of literacies would be respected.

Implications for Practice

Findings from this thesis have implications for both literacy practice and reworking of public policy for people living in low–income circumstances. The findings, in addition to being useful to practitioners in the field of family literacy and various educators, will have direct implications for those creating teacher education programs and for others developing broad social policies.

Literacy Practitioners and Teachers

Teacher preparation is in fact a career-long continuum of development and literacy practitioners and teachers need ongoing professional development on the subject of literacy. The review of the related literature revealed a startling lack of agreement over the definition of literacy and the common use of definitions that were limited in scope. As a result, many literacy activities fall outside of the narrow definition of school literacy and may not be valued or interpreted as literacy events by educators.