Research analysis on family literacy practices in Romania

2015

All of the literacy programmes featured in this publication share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills and foster a culture of learning than fragmented and isolated measures to address low levels of learning achievement and the lack of reading, writing and language skills (Elfert and Hanemann, 2014). However, to make such an approach successful, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustainable funding through longer-term policy support.

2017

This guide was prepared with the aim to collect and disseminate a selection of parenting approaches and resources relevant for the context of Republic of Serbia. The collection brings together a list of programs that have been implemented in Serbia and the region, other European countries and around the world. The selection of programs and modules strengthening parenting here is by no means exhaustive. The initiatives have been selected based on their relevance to the needs and challenges the main policies supporting early childhood development are facing in Serbia when reaching out vulnerable population, including examples for Early Childhood Education and Care (ECEC) initiatives from Serbia and region. The guidance note was produced by a core team led by Bojana Naceva (Task Team Leader) and Marijana Jasarevic (Task Team Leader) and Dessislava Kuznetsova (Education Specialist), Chiara Diana (Consultant) and Zdenka Milivojevic (consultant).

1995

As part of a larger Australian study on family literacy, this study obtained information about a wide range of family or community literacy initiatives currently in operation in Australia. The study was interested in how the language and literacy learning of students from a variety of schools and communities was influenced by the involvement of parents, caregivers or tut,..rs. Advertisements were placed in newspapers, press releases were sent to major newspapers and radio and television stations, and major organizations, government departments, and institutions were contacted directly for information about parent/community literacy programs or initiatives. Over 380 responses were received, and information from over 250 programs or initiatives were added to a database. Overall, six major issues emerged: (1) vost family and community literacy initiatives had not been evaluated beyond simple surveys of participants and the recording of anecdotal comments; (2) evidence concerning the im...

Education Sciences

Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly ...

2016

This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein. This document has been published by the European Literacy Policy Network (ELINET). The report was completed in 2016. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to "Elinet", followed by the date of publication of the document.