Workforce - Workplace Literacy

Working Families Staying Connected

Literacy is a transforming experience. In the workforce, literacy can be as simple as the knowledge one has to do a job well. Outside of the workplace, literacy impacts the role of the community member. Within the family, literacy influences many actions, including the realization of how communication impacts young children. Family literacy is a strategy which develops, supports, and strengthens the literacy of multiple generations. Family is a “powerful indicator of success for future generations” according to the National Center for Family Literacy. A NCFL study has shown that adults have greater gains in literacy and children have a greater probability of school success when both are involved in family literacy programs, as opposed to separate adult and early childhood programs (NCFL, 2000, pp. 2-3).

For adult family members, literacy skills have been outlined by the Equipped for the Future Content Standards: What Adults Need to Know and Be Able to Do in the 21st Century (2000). The broad areas of skills needed by adults are communication skills, decision-making skills, interpersonal skills, and lifelong learning skills. Sixteen EFF standards are defined and examples are “listen actively” and “guide others.” EFF has a content framework for the standards and role maps to assist in teaching adult literacy. The parent and family role map describes responsibilities, activities, and indicators. EFF family member responsibilities are to promote growth and development, to meet needs and responsibilities, and to strengthen the family. Working parents have a special challenge in meeting these responsibilities while balancing work and home. Typical obstacles are lack of time, conflicting schedules, and less than adequate childcare. Part of this balancing act is how significant the parent is to their child’s developmental and literacy success. The parent is the child’s first teacher. Parent involvement is the most important predictor of a child’s success in school (Epstein, 1987). The parent is the key to the child’s sense of belonging and participation in learning activities. The literate parent profoundly influences the child whether working or staying-at-home.

Long before entering kindergarten and especially in the first three years of life, the child’s environment is impacting the child’s brain development (Shonkoff, 2000). Emergent literacy skills are being developed and strengthened through interactions with parents, siblings, grandparents, and other significant adults in the child’s life. Verbal interactions, comforting routines, learning play activities, a responsive environment, and parental attachment must be realized as significant and necessary for later school success and family effectiveness.

A theoretical model by Epstein for parent involvement indicates children learn in the context of schools, the community, and the home. The EFF model of the adult literacy roles in the workforce, community, and home reflects the same literacy life situations. Literacy does not develop in a vacuum. Interactions in real-life settings and real-life challenges are critical for both adult and early childhood learning. An effective parent needs to create a literate home environment which is caring and supportive, have realistic expectations for learning, and become involved in their child’s education. The parent involvement model has six levels: basic responsibilities of families, communication between home and school, volunteering, learning at home, decision making, and collaborating with the community (Epstein, 2001). Involvement can occur at the different levels and in many ways, not the least of which is the home learning environment and parental input. An involved parent may be at home or in the classroom. A working parent needs to know all ways they can support their child’s education.

Integrating the components of parenting and interactive literacy activities with adult and early childhood classes add to the strengths of a family literacy program. Issues that effect the establishment of a literate home may include multilingual families, parenting styles, and cultural background. English language learners need to continue the home language, as it supports a diversity of strategies (metacognition abilities) and creates a firm literacy foundation which benefits multiple languages and overall literacy (Tabors, 1997). Older generations are able to stay connected to the youngest family members when native language and cultural heritage are maintained (RISE/NAEYC, 1998). The working parent may need to reflect on parenting strategies and being a role model for literacy. When literacy is a positive experience within the family, it transcends generations.

The working family staying connected is a successful family. Juggling work, community, and home requires the knowledge of the best strategies to meet literacy situations. A literate home and family demonstrates appropriate language development and interactions; print, word, letter, phonological awareness; having literacy materials with cultural and linguistic diversity in the home; family members reading and writing in different life situations; and that literacy has both pleasure and power (NCFL, 2003, p. 93). Literacy transforms the family and strengthens all.

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Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO:Westview Press.

National Center for Family Literacy (2000). Connecting Families and Work: Family Literacy Bridges the Gap. Louisville, KY: NCFL.

National Center for Family Literacy (2003). Work-Focus Strategies for Family Literacy Programs. Louisville, KY: NCFL.

National Institute for Family Literacy (2000). Equipped for the Future Content Standards: What Adults Need to Know and Be Able To Do in the 21st Century. Washington, DC: NIFL.

Resource and Instruction in Staff Excellence (RISE) for National Association Education Young Children (1998). Developing the Young Bilingual Learner. Washington, DC: NAEYC.

Shonkoff, Jack P. and Phillips, Deborah A., Editors (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Research Council, Institute of Medicine, National Academy Press.

Tabors, Patton O. (1997). One Child, Two Languages: A Guide for
Preschool Educators of Children Learning English as a Second Language. Baltimore, MD: Brookes Publishing.

Goldberg, Sally (1997). Parent Involvement Begins at Birth: Collaboration between Parents and Teachers of children in the Early Years. Needham Heights, MA: Allyn and Bacon.

National Center for Family Literacy (1997). Family-to-Work Round Table: Proceedings. Louisville, KY: NCFL.

Paratore, Jeanne R., Melzi, Gigliana, Krol-Sinclair, Barbara (1999). What Should We Expect of Family Literacy? Experiences of Latino Children Whose Parents Participate in an Intergenerational Literacy Project. Newark, DE: IRA.

Shadoin, Linda M., Cook-Griffin, Peterson, Jane L. (1999). Skills for Families, Skills for Life: Helping Parents, Caregivers, and Teens Meet the Challenges of Everyday. Boys Town, NE: Boys Town Press.

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