ARCHIVES System Requirements: You must have a current version of Quicktime installed in order to view this video presentation. You can download the free player here. Click the play button on the bottom of each video screen to play the video. Note: Depending on the speed of your computer, you may encounter a "buffering" problem... where the video tries to stream to your computer faster than your computer can process it. As a result, you may see the beginning and then it will stop, until it "streams" more. We recommend that you let it go for a few minutes or so, and then click the play button again. That should help. Webcast #3 Envisioning the Future of Family Literacy A Learning Community Discussion Moderated by Dr. Delia Garcia Transcript for Hearing Impaired Transcript of telephone conference call     Please be patient as the video loads.   Webcast #2 (Part 1) Charles Drew Resource Center Transcript for Hearing Impaired Webcast #2 (Part 2) Alliance for Families with Deaf Children Transcript for Hearing Impaired Transcript from Live Telephone Conference with both Drew Resource Center and the Alliance with Families of Deaf Children   Please be patient as the video loads.   Please be patient as the video loads.     Webcast #1 Families Learning at School and Home Program (FLASH) Presenter: Dr. Delia Garcia, Florida International University Transcript for Hearing Impaired (coming) Additional Resources Open and Print the PPT Read the Background Information Family Literacy Resource Guide School & Community Article   Please be patient as the video loads.

Sustainable Family Literacy Programs
An Integration of Theory and Practice

The following summary is based on the work of Drs. Delia C. Garcia and Deborah J. Hasson in an article entitled "Implementing Family Literacy Programs for Linguistically and Culturally Diverse Populations: Key Elements to Consider," originally published in The School Community Journal, Vol. 14, No.1, Spring/Summer 2004, and a conversation with Dr. Garcia discussing the elements.

Research and longitudinal studies clearly show there are several key elements of family literacy program implementation that lead to and foster sustainability. The elements leading to family centered learning include:

1. A conceptual framework
   
2. Needs assessment
   
3. Curricular design
   
4. Recruitment and retention
   
5. Interagency collaboration
   
6. Recruitment and development of professional and volunteer personnel
7. Evaluation

These elements are interdependent and often happen simultaneously. They are not distinct with clear boundaries, but flow from one to the other and back.

Development of a conceptual framework for a program includes teaching and learning philosophies, integrating the needs of the population that will be served, as well as the goals and objectives of the curriculum. Without a basic philosophical framework, it is difficult to advocate for and empower students.

Needs assessments are an "ongoing process of gathering input from a community of learners … in order to assess their special needs, personal goals … and related variables which affect the implementation of the program." (Garcia & Hasson, 1996)

Many programs try to reinvent the wheel by writing their own curriculum or developing their own materials. There are a number of curricula models available and should be selected prior to implementation. So much research-based material is now available, the time spent "reinventing" should be spent on other elements, particularly staff development and collaboration building. Effective family centered curricular framework is thematically based.

Recruitment and retention strategies include media, word of mouth, and community liaisons. Retention is dependent on the relevance of the learning, addressing needs and barriers, intergenerational and motivational activities, as well as incentives.

Interagency collaboration can bring additional resources to family literacy programs and it provides links with the agencies for the population served. It is cost effective and funding collaborations may develop. Without commitment and collaboration, programs limp by from year to year without vision or purpose and are not sustainable.

Hiring and placement of personnel, including instructors, paraprofessionals, volunteers and, when funding permits, administrative staff is an important function of successful programs. In the real world of family literacy grants, the funds often come in during the second or third months of funding. Staff is then under pressure to get started and staff development and commitment may be overlooked. Building collaboration and commitment is important for staff, the target population, interagency cooperation, and development of volunteers.

Evaluation includes formative and summative instruments. The data should be used to inform and improve programs, not just collected and left unused. Other evaluations such as student portfolios are also of value.

In a series of three webinars, these key elements will be introduced. We will look at three successful, long standing programs and provide additional insight into how to include these elements in family literacy programs.

back to top