Promising Practices in Family Literacy Programs

by Maureen Sanders and Janet Shively

An old school bus, painted like a Holstein cow, trundles into a city housing project in northeast Edmonton. Rose and her two preschoolers wave excitedly to the driver as she pulls into the parking lot. Janice, the Classroom on Wheels (C.O.W.) coordinator, jumps down the steps of the bus smiling warmly and says, “Well, it’s nice to see you all so bright and early again!” Four-year old Kayleigh clambers onto the bus and rushes to the carpeted area at the back shouting, “Let’s sing rhymes.” Joshua, aged two, heads straight for the basket of board books, quickly digs out Where’s Spot and chants, “Read, read, read.” As Janice welcomes two more families, Rose browses the shelves of books lining the bus and takes several to share with Joshua and another child who has joined him. The family stays for about an hour participating in a rhymes and songs session, listening to Owl Babies read with gusto by Janice, and chatting with other families about neighbourhood events and registration for kindergarten.

As Rose checks out six new books she quietly confides in Janice, “The C.O.W. bus has been the best thing ever for us. The regular library is two bus rides away but you come right to us. I never knew how much young kids could learn about books and reading.” She pauses for a moment and then adds, “I’m afraid they’ll soon be better readers than I am. How will I be able to help them then?”

Janice uses this as an opener to share information about the other literacy programs offered by the Centre for Family Literacy, and by the time Janice returns to the office the next day Rose has phoned and made an appointment to be matched with a tutor. Two weeks later she is meeting with her new tutor and already developing enough confidence to begin talking about entering a college upgrading program.

The Edmonton Literacy C.O.W. is a family literacy partnership program between the Centre for Family Literacy and Success by 6®. Running for the past seven years, it travels to ten communities weekly, bringing books, informal programs and literacy support to families who lack resources and services. It is one example of innovative family literacy programs across the country that focus their attention on the importance of family, home and community in supporting the development of literacy and positive attitudes towards learning.

Studies worldwide show that family influences on student achievement outweigh the effects of either school or community. Learning takes place in all families, among all generations, in all kinds of unique ways. It happens naturally in the daily process of “getting things done” and sharing experiences together. The intention of family literacy programs is to address the learning needs of all family members by building on home and community literacy practices, and to provide appropriate supports for parents in their powerful and challenging role as the first and most important teachers of the next generation.

In recent years, family literacy providers across Canada have developed guidelines and quality standards for family literacy programs to ensure they support the needs of a wide range of families in a wide range of communities. This article focuses on five central statements of principle that form the foundation of promising practice in family literacy. Each statement is followed by examples of its implementation in actual programs. This is in no way a comprehensive look at family literacy programs in Canada, but rather a glimpse into some of the excellent work that is being done in every province and territory – in community centres, libraries, health centres, youth centres, schools, literacy centres, church halls, and other community spaces.

Family literacy programs are participatory, intergenerational, support diversity, and build on the strengths and goals of families and their community.

Family literacy is an approach to literacy development that recognizes and supports the family as a “learning unit.” It builds on families’ strengths and connections in the context of the culture and community in which they live and learn.