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Literacies in Families and Communities

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International Handbook of Educational Policy

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 13))

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Abstract

Over the last three decades, research on family and community literacy practices has moved from the periphery to center stage in a quest to understand which policies best support the acquisition and development of literacy skills among diverse populations. Indeed, some of the most important theoretical insights concerning the nature and acquisition of literacy in the last twenty-five years have come from research focusing on contexts outside of traditional school domains, that is, in homes and communities (Hull & Schultz, 2002). Correspondingly, within policy circles, addressing family and community roles in literacy development is increasingly viewed as essential for “breaking the cycle of illiteracy” and for resolving many countries’ “literacy crises” (Auerbach, 1989).

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Authors and Affiliations

  1. Georgetown University, USA

    Kendall A. King

  2. University of Pennsylvania, USA

    Nancy H. Hornberger

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  1. Kendall A. King
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Editors and Affiliations

  1. Ontario Institute for Studies in Education of the University of Toronto, ON, Canada

    Nina Bascia , Alister Cumming , Kenneth Leithwood  & David Livingstone , ,  & 

  2. University of Southern California, Los Angeles, CA, USA

    Amanda Datnow

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King, K.A., Hornberger, N.H. (2005). Literacies in Families and Communities. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_37

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