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Promoting Ongoing Partnerships in Family Literacy Through Yearlong Collaborations

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Abstract

The purpose of this article is to discuss family literacy practices that can support a collaboration between families and children as well as families and schools in ways that can strengthen this relationship and motivate early childhood learners to engage in literacy. First, family literacy programs, initiatives, and practices are discussed, Next, a framework of family literacy is proposed that gives book access to parents, offers models and guidelines about how to use pedagogies and approaches teachers use in class when reading with children, and invites parents to school settings as partners who can enjoy literacy experiences with their children and enhance their children’s literacy experiences in positive ways. Points to consider about this model along with some conclusions are presented. In addition, challenges with literacy-program implementation and its implications are discussed.

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  1. College of Education, University of Tennessee Knoxville, 1122 Volunteer Blvd, Knoxville, TN, 37996, USA

    Zoi A. Traga Philippakos & Jessica Summers

  2. Tennessee Department of Education, Nashville, USA

    Rachael Ross

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  1. Zoi A. Traga Philippakos
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Traga Philippakos, Z.A., Ross, R. & Summers, J. Promoting Ongoing Partnerships in Family Literacy Through Yearlong Collaborations. Early Childhood Educ J 51, 1499–1510 (2023). https://doi.org/10.1007/s10643-022-01404-4

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