Project: Family Learning and Literacy
Prepared by Jane Larimer

Description
Many literacy and education providers see family literacy and learning as an "add on" rather than as a core program delivery method. In contrast, many students in family learning programs believe this is the best delivery method for them and consider it their best chance for learning. Providers and funders, therefore, need to recognize the value of this delivery method, ensure greater access to family learning programs, and fund accordingly.

There is a wide range of quality and quantity (hours of delivery in a program) in the "family literacy" field. Some programs provide an integrated learning environment for families; others provide a two-hour a week drop-in. The two-hour a week family learning programs do not provide much apparent benefit for their students, and so neither the program staff nor the students are encouraged to pursue things further. This may explain why many providers do not more actively adopt this delivery method. However, opportunity exists for a best practice model to be developed and promoted thus encouraging providers and funders to increase access to family learning opportunities.

The work is therefore twofold. First, the theory behind the practice needs to be substantiated. This will allow for family literacy practitioners and advocates to develop a broad base of support. Second, best practice models need to be articulated and promoted. This promotion may be done in conjunction with the development of a broad support base, or it may be done as a second stage of outreach.

Research and Promotion of Delivery Method
CCLOW's initial work in this area may be to network with provincial and local literacy providers (particularly those groups actively working in family literacy and learning) to determine their needs in advocating for this delivery method within their jurisdiction. This networking will also give CCLOW an understanding of the knowledge in the field of the theory behind the practice. With this information, CCLOW can undertake meaningful and focused research for use by delivery and advocacy agencies.

The development of the theory may include research into such topics as:

1. the impact of family learning for both children and adults
2. the value of the family learning model to educational development of children, and
3. the strengths of family learning compared to other literacy delivery methods for parents (mostly women) of young children.

As much of this research has already been done, a survey of findings may be more appropriate than beginning a new round of primary research. The survey findings could then be widely promoted within both the literacy and funding communities. This research can be expected to be less time consuming and less costly than primary research.

Research and Promotion of Best Practice
Based on research findings as outlined above and on original research with literacy deliverers, a best practice model could be developed and promoted. Once again, this should be undertaken in partnership with existing practitioners.

Policy Analysis
The provincial policies supporting this method of delivery vary widely in their approach and level of funding. For example, in Ontario this method is not supported within the funding framework while in British Columbia there is government funding available. An analysis of these policies and their impact on literacy delivery would be of value in showing the results of the family learning model.