Several Meaning the Term Family Literacy - Research Paper Example

Library program Family literacy The term family literacy has several meaning: it is used to refer to programs that are designed to enhance the literacy level of more than one family member, to describe the study of the level of literacy in a family, and to describe the interventions that are related to the development of literacy level in young children. Family literacy draws from multiple academic traditions among these are adult literacy, English as a language of education, child literacy education in the fields of special education and emergent literacy, cognitive psychology, early childhood development and parent education. In coming up with a good program on family literacy, one needs to understand the concepts literacy and emergent literacy (Kuhlthau, Caspari and Maniotes, 2007). Literacy Literacy in the past was defined as the ability to read and write. It was a set of objective and neutral skills independent of ideology and the social context. Ethnographic research has revealed a range of culturally practices among different communities. The research provides evidence that literacy extends beyond the capability to read and write, and it entails the capacity to use these skills in communally appropriate context. The notion is also evolving to include the skills that can be used in a technological society (Berns, 2007). Emergent literacy This term denotes a developmental process that children acquire literacy. Literacy does not start when children start to go to school, but it begins s early in the life of a child. Emergent literacy includes attitudes knowledge and skills that are precursors in the developmental process of literate behavior. It develops as a result of direct instructions and a product of stimulating and responsive environment. Components include concepts of the story and print, reading styles, phonemic awareness, and literacy as cultural or social practice. The following is the program for the San Macros community in Texas. The program involves family literacy nights and parent meeting. In the literacy nights, the main agenda is the early reading. The early reading is an initiative of the U.S department of education to create centers of excellence for young children to prepare them before joining nursery school. The children are prepared by being taught the necessary language, cognitive and early reading skills. This program enhances the language of young children and their cognitive development. Availing quality instructions and professional development based on scientific research makes this possible (Kuhlthau, Caspari and Maniotes, 2007). The purposes of this plan are to provide support to enhance the early literacy, language and reading skills of young children, through professional development and strategies are based on scientific research. The children are usually from low-income families. To demonstrate literacy and language activities that support age appropriate development. To use screening assessments in order to identify children who will at risk of suffering from reading failure. In order to achieve the goal of the program, the following three key elements are incorporation: teacher support, family support and staff or family resources. Teacher support encompasses classrooms that have enough literacy materials and books, literacy mentors and their assistants, professional conferences, development and on-going training, and a developmental learning curriculum. Family support is the backbone of this program as it includes monthly family literacy nights, parent workshops, mental health consultants, homes filled with literacy materials and books, and family literacy specialists and home based literacy activities. Planning a family literacy night When planning a family literacy night there are several thing that one puts in consideration. Some of these requirements include estimating the number of people attending the event by sending flyers and seeking responses from parents. This information is useful in gauging the number of attendees, and it helps in making necessary arrangements such how many snacks will be served, or the amount of food to be prepared. Keeping time and ensuring that the literacy night does not run for more than an hour. This is to thwart boredom. The selected activities should be simple and easy to finish within few minutes. The projects should be intriguing to keep the children occupied and the parents engaged (Berns, 2007). The best days to select are mid-weekdays as they offer enough time to send reminders to the parents. Mondays and Fridays are not good choices. Post the selected date on the school’s marquee and the notices boards. Availing childcare for a younger sibling helps parents to concentrate on the targeted child as it reduces distractions. Providing incentives such as light meals: sandwiches and carrots go a long way in encouraging families to attend. Selecting a location will depend on the size of the center or school. The following program will demonstrate collaboration of the family literacy night and the community. The family literacy night will include reading a book and doing an activity to go along with the book. Teachers select books and make posters to advertise their books. They are usually 8 to 10 teachers. There is a list showing the title of the book and the teacher reading it. The sheet also contains ten specs for parents to sign up their children. This is crucial because it helps the teachers to plan for the activity. Some teachers order craft items from oriental trade; some art projects and some do movement activities (Kuhlthau, Caspari and Maniotes, 2007). When students arrive at night accompanied by their parents and or guardians they meet at a central assembly point. To sign up for their book sessions. After this, they are dismissed to go to their respective first sessions. Then they will meet again at the central point for snacks. The break lasts for about twenty to thirty minutes, before proceeding to the second session. Program for literacy nights in San Marcos community, Texas Holding dear the philosophy that parents are the most crucial teachers in their children’s lives, the CAI and the early reading first program hosts a monthly family literacy night in the three selected sites. The two head start centers act as host for parent meeting and family literacy nights. Each site chooses a weekend each month to hold the event. The period which family literacy night lasts varies from one site to the other depending on the groups’ dynamics and needs, but normally they run for one hour. Hosting this event makes it possible for the program to foster a sense of community, support the entire family, and build a good relationship between families and schools (Berns, 2007). Family literacy nights begin with dinner in all the sites. Families are urged to take part and mingle with other families during to promote a sense of community. Following dinner, families are enlightened on the activity and on how it will assist in the growth of the selected skill. Families are also provided with a book that coordinates the activity, a bookmark and any necessary additional information. Families are then encouraged to read the book and complete the activity with their children. How to select activities and books The activities are usually based on age and the appropriate pre-literacy skills. They are not theme based. The early reading first program they target specific areas in order to prepare children with the essential language, cognitive, and early on reading skills essential for learning success. The activities are selected to reflect and enhance these skills. The books are chosen concur with the activities and are often pre-selected typical children’s books (Berns, 2007). In analyzing the program, it is evident that family literacy nights are key elements in the growth of young children. They help in the development of useful skills such as proper communications skills, reading skills and cogitative. These skills make the learning process easy, as children do not find it hard and cumbersome. Furthermore, they help in discovering those children that may have learning disabilities and thus prompting proper actions to help them (Kuhlthau, Caspari and Maniotes, 2007). The community plays a part and comes to live as different families meet and mingle freely. It was observed that this meeting creates good partnerships between the families and schools. In conclusion, family literacy nights should be encouraged as they keep alive some old traditions such as story telling which are fast fading away due to the new technology. References Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn: Libraries Unlimited. Berns, R. (2007) Child, family, school, community. New York: Thomas Learning, Inc. Read More