A gap remains in the knowledge base on the impact of information technology on learning in low–income families who have no access to devices such as computers at home. None of the children from the low–income families in my study had personal computers at their home to help facilitate their learning. In contrast, many of the children from higher socioeconomic classes had access to personal computers and the Internet and often spoke at school about using their computer. Their skill in being able to readily use the classroom computer far exceeded the lower–class students because of their experiences with their system at home.

Conclusions

This study adds to the research base for family literacy. The family literacy practices that I have put forth adopt a broad definition of literacy as a vehicle for communication and learning and for people to gain greater control of their lives. Briefly, the research has added to the book of knowledge about literacy in low–income families in New Brunswick. The points will be summarized here. First, school literacy was limited to helping with homework and listening to oral reading. Incidental learning opportunities were typically not recognized by the families. The purchase of items to foster school literacy appeared to be limited, although the parents perceived by their standards that they were buying educational items for their children. While the schools attempted to extend home–school relations, many of the parents were uncomfortable participating in school activities. For those parents who took part, they often discontinued their involvement due to other commitments. Finally, changes to social policy and access to transportation would not automatically translate to more literacy activities and accumulation of cultural capital.

I pointed out the multifaceted aspect of family literacy and the danger in using a deficit model and generalizing about literacy needs of low–income families. Avoidance of a deficit framework will continue to be a challenge. However, a shift is clearly needed to move thinking away from looking at the learner as the problem with a deficit in skills, and to look at the socially framed nature of the problem. Although income still defines these families, new and different possibilities were shown for constructing their identity and may affect their attitudes, values and orientation to literacy. Critical theory helps to shift us from looking at economics as the primary cause of social development to institutions and culture itself.