Family Literacy

Family literacy (FL) programming began in the United States in the 1980s, arising from increased concern about the educational achievement gap based on race and social class, coupled with low levels of parental education in lower-income families. This chapter begins by describing the theoretical perspectives that inform our analysis, followed by an overview of FL programming and a summary of recent trends in FL policy, research, and practice. It highlights recent developments regarding FL funding strategies, employment-focused programming, international FL, digital literacies, involvement of fathers and extended family, and family service-learning. As adult basic education and FL programs strive to comply with funders’ accountability measures, they increasingly emphasize employment outcomes. In many ways, recent FL scholarship and programming have expanded. Researchers and practitioners have a broader view of family that includes fathers, extended family, and differing family configurations. To help FL participants strengthen family and community ties, the National Center for Families Learning developed a family service-learning model.