Learning families: intergenerational approaches to literacy teaching and learning

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Permanent URL for this page: http://hdl.voced.edu.au/10707/384977.

Author: Hanemann, Ulrike

Abstract:

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,...  [+] Show more

Subjects: Literacy; Teaching and learning; Culture and society; Research; Lifelong learning; Disadvantaged

Keywords: Family; Case study; Educationally disadvantaged

Geographic subjects: Africa; Namibia; Nigeria; South Africa; Uganda; Arab countries; Middle East; Bahrain; Palestine; Asia; Nepal; Central America and the Caribbean; Guatemala; Europe; Germany; Great Britain; Ireland; Malta; Netherlands; Romania; Turkey; North America; Canada; Mexico; United States; Oceania; Australia; New Zealand; Vanuatu; South America; Colombia

Published: Hamburg, Germany: UNESCO Institute for Lifelong Learning, 2015

Physical description: 127 p.

Access item:

http://unesdoc.unesco.org/images/0023/002342/234252e.pdf

ISBN: 9789282011997

Statement of responsibility: Edited by Ulrike Hanemann

Notes:
Selected case studies available at: http://www.unesco.org/uil/litbase

Resource type: Report

Rights: This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence. To view a copy of the licence visit: http://creativecommons.org/licenses/by-sa/3.0/igo/

Call number: TD/TNC 122.696

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