Adult Learning Matters: Examining Parents’ Learning in the Philadelphia Family Literacy Initiative

• In Event: Teaching and Learning With Marginalized Adult Learners

Abstract

Although parents’ learning is central to family literacy programming, research overwhelmingly focuses on children’s outcomes. Thus, we know little about how adults learn and benefit from family literacy programs. This paper reports findings from a multi-year, mixed-methods evaluation of five family literacy programs in Philadelphia. Qualitative data and statistically significant findings from a quantitative pre-post survey (n=127) demonstrate learning in four domains: educational, personal, social, and parenting. Parents developed literacy and language skills; enjoyed reading more and spent more time reading alone and with children; were more involved in everyday literacy practices; increased self-confidence and self-esteem; supported each other, developed friendships, and built a sense of community; and increased support for and involvement in children’s development, literacy, and education.

Authors

• Esther Prins, Pennsylvania State University

• Carol Clymer, Pennsylvania State University

• Jungeun Lee, Pennsylvania State University

• Elisabeth L. Grinder McLean, Pennsylvania State University