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Family literacy as a third space between home and school: some case studies of practice
Author(s) -
Pahl Kate,
Kelly Sally
Publication year - 2005
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.1741-4350.2005.00406.x
Subject(s) - literacy , family literacy , storytelling , reading (process) , context (archaeology) , pedagogy , space (punctuation) , psychology , home school , emergent literacy , mathematics education , sociology , developmental psychology , linguistics , geography , narrative , philosophy , archaeology
In this article, the relationship between literacy practices and spatiality is explored in the context of family literacy. The article draws on fieldwork in family literacy classrooms as part of two evaluations in Croydon and Derbyshire of family learning provision. Methods of evaluation included classroom observations in rural and suburban locations. In addition, teachers and parents were interviewed. In this instance, family learning included literacy and language activities with parents and children in school and nursery settings. These were learning spaces where parents and children collaborated on joint projects including book making, storytelling, the making of visual artefacts and reading and writing activities. The research revealed how family literacy classrooms could be understood as ‘third spaces’, between home and school, offering parents and children discursive opportunities drawing on both domains.