Abstract

This paper explores the following questions related to family literacy programs: How is family literacy linked with family literacy programs? What are the theoretical frameworks supporting the various models educators and researchers are using in their pedagogical approaches to family literacy programs? As these questions are explored several tensions and directions in programming family literacy become apparent. By examining the various models in this way, family literacy providers and others interested in family and community literacy may be better equipped to evaluate the underlying principles of the programs they use and thereby make informed choices with regard to programming.