Watch Our Family Literacy Video

The Center for Critical Environmental and Global Literacy (CCEGL) has 15 years of experience working with an ongoing Family Literacy Program in San Francisco’s Mission District. The program was initially created to enable future teachers who were working in culturally and linguistically diverse school environments to develop a commitment to strong collaborative relationships with families while also gaining the skills to plan, implement & sustain the relationships through ongoing Family Literacy Programs.

The CCEGL team has demonstrated that a dynamic and highly interactive Family Literacy model has the potential to bring together diverse members of a school or community. An integrated Family Literacy program can dispel some of the negative stereotypes and fears that have historically structured relationships amongst   members of different groups living in the same community.

All parents hold in common for their children the goal of academic and social success. Through the family literacy experience, parents, while supporting their children, also become members of a learning community where they are intellectually and spiritually nourished.

The creation of a safe and welcoming environment for a family literacy program includes food, music, fresh flowers, important and relevant learning themes, validation of adult prior knowledge and cultural wisdom, creative hands-on activities, time for reflection, getting to know others and follow up take-home packets.

Family Literacy sessions provide an unparalleled opportunity for parental involvement in schooling and inspire an enthusiastic commitment to continued family learning and academic success. A culturally and linguistically integrated program can also begin to sow significant seeds for change.

CCEGL  Facilitated Family Literacy Sessions Include: 

1. Shared Meal 

The session begins with the serving of a buffet lunch or dinner where families can sit together as they arrive.  The sharing of food is a universal cultural ritual. Many parents from immigrant or low income communities have had experiences with schooling that have been negative and painful and their self-protective reaction may be to stay away. An invitation to share food initiates a relationship and demonstrates caring and generosity. Parents respond to these overtures. Serving a meal also lessons the burden of responsibility and allows families to turn their focus towards learning.

2. Group Singing 

 A community sing begins the session. Singing is led by a spirited guitarist and instrumentalists from the community. Participants are encouraged to use percussion instruments. The chosen songs express, hope, peace and caring for the environment and are sung in several languages. The words of the songs are projected with overhead projector on the wall. All participants can follow the texts and the children can read the words. Familiar songs are sung at each session and new songs are added by the school ocmmunity. 

3. Introduction of Theme 

The theme of the session is introduced through a brief interactive whole group activity. This may be a drama or puppet show or a series of call and response questions. All themes incorporate a reading, writing and critical thinking component. Themes often explore issues of environmental sustainability, consumer habits and caring for our Earth. (Examples: Our Cultures: Our Lives, Writng from Viuals, We are All Authors, Recycling, Math for All: How Numbers Change Our Lives, We Are What We Eat, Water Consciousness? I Am Energy, The Earth is a Mother, Where Do My Clothes Come From? Being a Conscious Consumer, Turn Off the TV Week etc.)

4. Small Group Activities 

An organized transition sends participants into age appropriate and adult activity groups in pre-designated rooms or spaces To build the theme of the day, small group activities always incorporate a reading, writing and critical thinking component. Parents are offered innovative educational ideas while at the same time encouraged to build on the existing resources and knowledge in their homes and communities. At the end of the activity, the group facilitator records participant reflections and evaluations on learning.  

5. Return to Whole Group 

As everyone returns to the large group they enjoy singing, sharing of projects and viewing a video projection of the session.  Through the video, children see their parents as learners and parents see their children engaged in learning. Groups have an opportunity to show what they have produced and learned and share reflections on the event. Announcements about themes for future sessions are made, including an invitation for volunteers to work on planning upcoming sessions. Closing songs are focused on Friendship and Peace. A hearty good bye, thank you and come again.  

6. Collective Clean Up 

Ask for help in moving chairs and furniture and recycling food and dinnerware. 

 Our Process:

Session 1. Facilitation Team Preparation      

The focus will be on a philosophical framework for family literacy and the goals and objectives of the work plus establishing an understanding of the principles for transformation in education through family literacy. The meeting will include a sharing of cultural artifacts, a deconstruction of common deficit assumptions regarding students and families from diverse cultural and linguistic groups, a look at parental roles, language use in the home and socio-cultural contexts   

Session 2. Facilitation Team Preparation      

The focus will be on planning for the first Family Literacy event

Session 3. Facilitation of First Family Literacy Event

Session 4. Follow Up Reflection on First Family Literacy Session / Planning for Next    

Session 5. Second Family Literacy Event

Session 6. Follow Up Reflection on Second Event-Planning for Continuation & Sustainability

We would be happy to meet with you to discuss your school or community needs and ideas to guide the development of a plan for a Family Literacy Program at your site.