Summary

In 1982, Denny Taylor coined the term “family literacy” to reference the ways young children and their parents interact around texts. Since then, the term family literacy has generally been applied to the practices that occur in homes to support young children as they become readers and writers. However, 30 years later, this definition negates the full scope of possibilities that might inform our understandings of the literacy practices that occur within home spaces and among family members. These possibilities reflect two important trends increasingly recognized within literacy research communities. First, technological advances have affected the ways people read and write and the multimodal literacy practices that have come to define literacy in families and homes. These developments are often the focus of New Literacy Studies as defined by the New London Group and others. Second, while generally not addressed in terms of family literacy, a substantial and growing body of research has documented the out-of-school literacy practices of adolescents and youth. Many of these literacy practices are enacted and displayed in home settings. While connections between out-of-school literacy practices and family literacy are generally not explicit, homes and families provide significant social contexts that are critical to engaging in technological, peer-informed, and popular culture practices. In short, family literacy does not end once children learn to read. In contrast, family literacy assumes new forms and involves new modalities that both echo and extend the literacy practices found within families. This is significant, as it challenges conceptions of adolescent and youth literacy as being separate from the literacy practices of families.

To extend what is meant by family literacy, it is redefined as more than traditional activities that involve young children with texts. Instead, researchers are challenged to consider the full range of literacy practices that occur among family members and within homes across time. In doing this, family literacy and new literacy studies are brought together. Thus, the term family/home literacy is used to recognize not only the literacy practices that are enacted between children and parents, but the full range of literacy practices that occur among all family members—including siblings, extended family members, and friends. In short, family/home literacy practices are intertwined with home literacy affordances, which include the texts, opportunities, and technological resources that are available and used in homes. In order to explore family/home literacies over time, children’s literacy practices, including traditional and technological family/home literacy practices, are explored. Issues raised include parental mentoring of school-age children as they encounter new technologies at home, the adaptation of available resources by children as they move into and through adolescence, and transactions involving texts (both traditional and digital) among adolescents, young adults, and their parents.