Promoting Family Literacy Through the Five Pillars of Family and Community Engagement (FACE)

Family literacy involves factors beyond what is done at home between parents and children. To help preservice teachers develop their understanding of the multiple dimensions of family literacy, this study uses the five pillars of family and community engagement (FACE)-early literacy, family involvem...

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Bibliographic Details
Published in:The School community journal 2016-04, Vol.26 (1), p.199
Main Author: Kuo, Nai-Cheng
Format: Article
Language:English
Subjects:
Academic Achievement
Access to Information
Beginning teachers
Children & youth
Class Activities
Education
Educational Environment
Educational Opportunities
Educational Practices
Educational Principles
Educational Resources
Emergent Literacy
Families & family life
Family Involvement
Family Literacy
Family partnerships
Family School Relationship
Field Experience Programs
Field study
Grounded Theory
Home school relationship
Knowledge Base for Teaching
Learning
Literacy
Mentors
No Child Left Behind Act 2001-US
Parent Participation
Parent Teacher Cooperation
Parents & parenting
Partnerships in Education
Preservice Teachers
Qualitative Research
Quality
Questionnaires
Reading
School environment
Student Teacher Attitudes
Students
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Summary:Family literacy involves factors beyond what is done at home between parents and children. To help preservice teachers develop their understanding of the multiple dimensions of family literacy, this study uses the five pillars of family and community engagement (FACE)-early literacy, family involvement, access to books, expanded learning, and mentoring partnerships (Scholastic, 2013)-to examine how these five elements influence preservice teachers' knowledge of and practices in family literacy. While each of the five pillars of FACE is critical to the needs of family literacy development and is well described in the literature, there is limited research on the impact of the five pillars of FACE on preservice teachers' knowledge of and practices in family literacy. Thus, grounded theory methodology (Glaser & Strauss, 1967) was incorporated in the present study to investigate the actualities in the classroom. After completing 20 sessions of in-class activities and 30 hours of fieldwork, the results indicate that the use of the five pillars of FACE not only increased the participants' knowledge of the multiple dimensions of family literacy but also positively influenced their practices in fieldwork.
ISSN:1059-308X