Family literacy regards to various programs designed to enhance the literacy skills in the families. The concept also includes a collection of interventions that relate to the development of literacy in young children (Britto & Brooks-Gunn, 2001). Family literacy captures various academic traditions like adult literacy, English as a second language education, child literacy, early childhood development, parent education among others. On the other hand, adult education refers to instructions and support services to persons who are of 16 years and above and are not enrolled or are supposed to be enrolled to a postsecondary school (Wasik et al., 2000).
Summary of the services provided by “Illinois Adult Education and Family Literacy Program”
According to ICCB AEFL Staff Directory (2013) manual, Illinois Adult Education and Family Literacy Program (IAEFLP) offer learners support and follow-up services incoherent with their needs. This is with the intention of improving their literacy levels. These services are usually provided either by the program or together with partnerships. Among these services are social work services. This deals with improving the attendance of students, identifying and noting non-attendance patterns among students. The program also spells interventions for curbing problems that regard school, community and family. Furthermore, the program provides assistance with regard to referral as well as strategies to retain them (ICCB AEFL Staff Directory, 2013).
Guidance services promoted by the program entails activities relating to counseling in reference to the student’s learning styles or problems and evaluation of students’ abilities (Handel, 1999). These services also help students make informed decisions on matters regarding education, career planning, and personal and social development. The program also empowers students with the essential knowledge for fostering their success in their education and careers. The staff members benefit in the area where they are assisted in planning and offering guidance programs.
The program provides supportive and adaptive equipments to assist students with special needs. These include printed materials specifically for this category of students. Assessment and testing services involve activities to determine the achievement and the outcomes of individual student. It also offers diagnostic testing that are used comprehend their instructional needs. Student transportation services ensure students and their children are conveyed to school and back. This includes trips to activities planned by the school and those between school and home (ICCB AEFL Staff Directory, 2013).
Literacy services are also provided alongside AEFL instructional programming. These services include volunteer literacy such as tutor scheduling, coordination, tutor training and other that promote learning among students. Another focus includes family literacy, which entails coordinating parenting education and parent-child activities. Lastly, the program focuses on workplace literacy, which involves coordinating projects related to workplace education. Interventions in this category are designed to attain defined needs of both workers and employers (ICCB AEFL Staff Directory, 2013).
Rationale for Choosing the Model
The rationale of selecting this model includes the fact that the program provides comprehensive services that address all various aspects of family literacy services. With its inclusive and clearly defined interventions for addressing diverse concerns, it is apparent that the model will be highly effective in enhancing family literacy. Furthermore, the high performance realized by the program since the adoption of its strategies in Illinois State asserts its effectiveness. This informed the selection of this model on grounds the practicability of its interventions.
The model chosen is “The Illinois Adult Education and Family Literacy”. The model offers unique services including provision of social work services, assistive and adaptive equipment and guidance services. The program also provides effective strategies for enhancing assessment and testing services, student transportation services, and literacy services. The model used here was appropriate as it comprehensively explores the services involved in family literacy.
Britto, P. R., & Brooks-Gunn, J. (2001).The role of family literacy environments in promoting young children's emerging literacy skills. Concluding comments. New Directions for Child and Adolescent Development, 92, 91–99
Handel, R. D. (1999). Building family literacy in an urban community. New York: Teachers College Press.
ICCB AEFL Staff Directory (2014). Illinois Community College Board Adult Education and Family Literacy. Adult Education and Family Literacy. Retrieved on 18th Feb. 2013 from http://www.iccb.state.il.us/pdf/adulted/publications_reports/ProviderManual2013.pdf
Wasik, B. H., Hermann, S., Berry, R. S., Dobbins, D. R., Schimizzi, A. M., Smith, T. K. et al. (2000). Family literacy: An annotated bibliography. Chapel Hill: University of North Carolina at Chapel Hill. Retrieved on 18th Feb. 2013 from www.ed.gov/PDFDocs/Family_Literacy.pdf