Resources - Books
- Osako,
M. and Liu, W.
Intergenerational Relations and the Aged Among Japanese Americans
Research on Aging; Vol. 8 (1) 128-153, March 1986
Keywords: Intergenerational, Japanese-Americans
This article discusses the widening intergenerational gap among Japanese Americans and reviews the impact of social mobility of the younger generation on relations with their first generation parents, it also examines social isolation among Japanese American elderly and how tradition affects elder care. - A478D-11
Suitor, J. and Pillemer, K.
Explaining Intergenerational Conflict When Adult Children and Elderly Parents Live Together
Journal of Marriage and the Family; Vol. 50 (4) 1037-1047, November 1988
Keywords: Caregiver-children, Intergenerational abuse
In a random sample of 372 elderly parents sharing their home with adult children, low levels of intergenerational conflict were reported. Conflict was lower when the adult child was older and in a similar marital status as the parent. Conflict was not related to the parents' health or dependency upon the adult child. Thus, social characteristics were most important in predicting intergenerational conflict. - A560-5
Lund, D., Feinhauer, L. and Miller, J.
Living Together: Grandparents and Children Tell Their Problems
Journal of Gerontological Nursing; Vol. 11 (11) 29-33, 1985
Keywords: Intergenerational abuse, Caregiver-children, Caregiver-stress/burden
This paper discusses problems that arise when grandparents (elders) move in with the family. The role of the family as caregivers is discussed along with the burden and stress that many experience due to the presence of a chronically ill or demented elder in the home. Case studies show problems and feelings experienced by the elder and the family. Solutions are offered.- A688-6
Steinmetz, S.
Parent to Child - Child to Parent - Obligation and Abuse in America
Delaware Lawyer - 20-25, Summer 1985
Keywords: Intergenerational abuse, Caregiver-children, Caregiver-stress/burden
This article provides an overview of the history of intergenerational relational and current parent-child relations and the advent of elder abuse. Issues addressed include filial responsibility, child abuse, dependence and conflict, the economics of caregiving, caregiver burden, and legislative and service needs. - A769-13
Pillemer, K.
The Dangers of Dependency: New Findings on Domestic Violence Against the Elderly
Unpublished Paper - February 1985
Keywords: Dependence, Caregiver-stress/burden
This paper examines two conflicting hypothesis based on social exchange theory: 1) that the increased dependency of older people causes stress for relatives who then respond with physical violence, and 2) that the increased dependency of the abusive relative leads to maltreatment. The data consisted of 300 cases and results suggest that elderly victims are not likely to be more dependent, but are instead more likely to be supporting the dependent abuser. Implications for policy are discussed. - A785-8
Lee, G. and Ellithorpe, E.
Intergenerational Exchange and Subjective Well-Being Among the Elderly
Journal of Marriage and the Family; Vol. 44 (1) 217-224, February 1982
Keywords: Intergenerational abuse
This article examines possible relationships between the intergenerational exchange of aid and the morale of the elderly in a sample of parents 60 or over. Data indicate no relationship between morale and the exchange of aid, and they add to the growing body of literature suggesting that interaction with kin has no demonstrable consequences for the emotional well-being of the elderly. - C1719-1
Gunby, P.
The Abused Youngster in Twilight Years
Medical News; Vol. 241 (1) 18-19
Keywords: Intergenerational abuse
This news article discusses two studies presented at the Gerontological Society of America meeting that looks at the later life of those who had been abused as youngsters. Investigators felt there may be a link between abused children and the development of a solitary, non-family "hotel" lifestyle as an elderly adult. - C2112-30
Campbell, J. and Humphreys, J.
Nursing Care of Families Using Violence In: Nursing Care of Victims of Family Violence
Keywords: Intergenerational abuse, Health care
This article discusses how families that use violence tend to pass it on through the generations. Examples are given as well as a discussion on how raised voices and yelling can be a form of abuse in some families. - E2689-7
Gold, D. and Gwyther, L
The Prevention of Elder Abuse: An Educational Model
Family Relations; Vol. 38, 8-14, January 1989
Keywords: Intergenerational abuse, Education/training
This article reviews the literature on elder abuse and describes an educational curriculum designed to prevent elder abuse and neglect in families of the elderly. The curriculum addresses four reasons of potential conflict in older families: financial, functional, social and emotional. Suggestions for future evaluation are discussed. - E2717-5
Rempusheski, V. and Phillips, L.
Elders Versus Caregivers: Games They Play
Geriatric Nursing; Vol. 9 (1) 30-34, January/February 1988
Keywords: Dependence, Caregiver-children, Intergenerational abuse
The quality of caring for elders at home can vary widely with some families providing supportive services and others providing care that is abusive and neglectful. The purpose of this research is to explore the caregivers' perceptions about the quality and dynamics of their caregiving relationships with their elderly using the inductive, qualitative grounded theory methodology. The sample size is addressed from two perspectives: the data bits and the theoretical sample of subjects. - E2730-10
Godkin, M., Wolf, R. and Pillemer, K.
A Case Comparison Analysis of Elder Abuse and Neglect
International Journal of Aging and Human Development ; Vol. 28 (3) 207-225, 1989
Keywords: Theories
This study examines factors which contribute to elderly abuse and neglect by caregivers in a domestic situation. Fifty-nine abused elders from a model project site for the study of elderly abuse were compared with forty-nine non-abused clients from the same agency. The study indicates that members of abused families are more likely to have emotional problems which contribute to interpersonal difficulties. Other findings are discussed. - E2767-12
Hall, B.
The Hospitalized Elderly and Intergenerational Conflict
Journal of Applied Gerontology; Vol. 8 (3) 294-305, September 1989
Keywords: Intergenerational abuse
This article describes the findings of a study investigating intergenerational conflict between adult children and their hospitalized, chronically ill elderly parents. Data on 12 different areas of conflict and presence of negative feelings were collected from both generations. The older generation cited much less conflict when 27 adult child and hospitalized parent pairs were studied and asked to assess the degree of conflict between the generations. The author concluded that the parents may have cited far less conflict because they are in the less powerful position and have more at stake in the relationship and don't wish to upset their children. - E2841-20
Korbin, J., Anetzberger, G. and Eckert, J.
Elder Abuse and Child Abuse: A Consideration of Similarities and Differences in Intergenerational Family Violence
In Press - Journal of Elder Abuse and Neglect - 1990
Keywords: Intergenerational abuse, Theory
Elder abuse has been compared with other forms of interfamilial violence. Despite obvious age and status differences, elder parents and young children exhibit similarities that make linking of elder and child abuse compelling. This paper suggests dimensions relevant to a comparison of intergenerational physical abuse of elder parents and young children. - E2886-7
Parsons, R., Cox, E. & Kimboko, P.
Satisfaction, Communication and Affection in Caregiving: A View from the Elder's Perspective
Journal of Gerontological Social Work; Vol. 13 (3/4) 9-20, 1989
Keywords: Caregiver-children, Caregiver-stress/burden
This study examines the components of multigenerational caregiving relationships and highlights caregiving as experienced by the elder receiving care. The sample consisted of 33 elders from three ethnic backgrounds (blacks, hispanics, white). Findings indicate that improved quality of the relationship between elder and caregiver is related to a high degree of elder's satisfaction with the arrangement, whereas levels of the elder's functioning is not related to a degree of satisfaction. Findings also suggest that elders fear being a burden, hide their troubles and feelings and generally feel no sense of contribution to the household. - E2888-8
Berman, H.
Adult Children and Their Parents: Irredeemable Obligation and Irreplaceable Loss
Gerontological Social Work With Families; 21-34, 1987
Keywords: Caregiver-children
Although the strong preference among older people is for independent living, a variety of problems can lead parents to move in with adult children. This living arrangement entails distinct social-psychological characteristics. This paper explores these characteristics in terms of feelings related to the loss of freedom, the children's sense of obligation and the parent's sense of loss. Recommendations are made regarding attitudinal changes which can increase both parents' and childrens' degree of satisfaction with this living arrangement. - E2893-7
Barusch, A.
Power Dynamics in the Aging Family: A Preliminary Statement
Journal of Gerontological Social Work; Vol. 11 (3/4) 43-55, 1987
Keywords: Dependence
Shifting patterns of power and dependence distinguish various periods in a family's life. This paper discusses the options available to dependent elders when faced with a loss of power within the family. Specifically, these options include coercion, bargains with caregivers, deference, and public interventions. Each alternative is defined and implications of each choice for the elder are identified. Strategies for empowerment are provided in order to strengthen professional understanding of intergenerational conflict. - F2981-8
Phillips, L.
The Fit of Elder Abuse with the Family Violence Paradigm, and the Implications of a Paradigm Shift for Clinical Practice
Public Health Nursing; Vol. 5 (4) 222-229, December 1989
Keywords: Intergenerational abuse
Elder abuse is one of the most complex, difficult, and frustrating problems that practicing public health nurses face. In part this frustration is related to the lack of fit between the family violence paradigm and the types of abuse most commonly encountered. Several issues are raised when this paradigm serves as the exclusive basis for concepts about elder abuse. A more comprehensive view is possible when this problem is placed in context of a family caregiving paradigm. - F3161-3
Hamon, R. and Blieszner, R.
Filial Responsibility Expectations Among Adult Child-Older Parent Pairs
Journal of Gerontology: Psychological Sciences; Vol. 45 (3) 110-112, 1990
Keywords: Intergenerational abuse, Caregiver-children
Most respondents interpreted the filial role as including a great deal of emotional support and discussion of important matters and available resources. Results show a moderate level of intergenerational agreement of filial responsibility expectations. - H3285-9
Litvin, S.
Status Transitions and Future Outlook as Determinants of Conflict: The Caregiver's Perspective
The Gerontologist; Vol. 32 (1) 68-76, 1992
Keywords: Caregiver-stress/burden, Intergenerational abuse
The data collected from 117 pairs of caregivers and care receivers confirmed the notion that future outlook is a prediction of conflict for the pair. The study found that care receivers have more negative future outlooks and that caregivers underestimate the needs of the elderly and disagree with the concerns of the elderly. Those who had negative outlooks were more likely to perceive greater conflicts in their relationships. - H3413-6
Donow, H.
The Two Faces of Age and the Resolution of Generational Conflict
The Gerontologist; Vol. 34 (1) 73-78, 1994
Keywords: Intergenerational abuse, Ageism, Media
The portrayal of old age in literature is reviewed in this article. Examples are given depicting elders as both exploiters and victims. - J4081-17
Harris, S.
For Better or Worse: Spouse Abuse Grown Old
Journal of Elder Abuse and Neglect; Vol. 8 (1) 1-32, 1996
Keywords: Caregiver-spouse/partner
Spouse abuse is one of the more common forms of elder abuse but little is known about its causes and consequences. This study focuses on older couples to determine the prevalence of risk factors previously identified for spouse abuse in studies of younger couples. Results from the study indicate that although the incidence of spouse abuse in older couples is significantly less than that of younger couples, many of the risk factors present in abusive couple relationships are the same. - K4187-8
Korbin, J., Anetzberger, G., and Austin, C.
The Intergenerational Cycle of Violence in Child and Elder Abuse
Journal of Elder Abuse and Neglect; Vol. 7 (1), 1-15, 1995
Keywords: Intergenerational abuse, Caregiver-children
This article reviews existing research on the intergenerational transmission of both child and elder abuse in families. The authors' findings on intergenerational transmission of physical violence comparing child abusing parents and elder abusing children, using the Conflict Tactics Scale, are then reported. Findings suggest that child abusing parents were more likely than elder abusing children to have experienced severe domestic violence as children. - K4188-11
Kosberg, J.
The Abuse of Elderly Men
Journal of Elder Abuse and Neglect; Vol. 9 (3), 69-88, 1998
Keywords: Self-neglect, Intergenerational abuse, Lesbian/Gay, Institutional care-abuse/neglect, Gender, Victim profile
This article discusses the high rates of self-abuse by elderly men and their high risk of abuse by others when they are lonely, living in inner cities, incarcerated, or homosexual. Abuse of elderly men occurs in domestic settings by spouses, children, relatives, and friends, and in institutional settings by paid employees. The article discusses varying situations that precede occurrences of abuse of elderly men that affect the quality of their lives. - K4189-7
Soeda, A. and Araki, C.
Elder Abuse by Daughters-in-Law in Japan
Journal of Elder Abuse and Neglect; Vol. 11 (1), 47-58, 1999
Keywords: Japanese, Neglect, Caregiver-children, Intergenerational abuse
The purpose of this article was to review and discuss the findings of two studies conducted in - K4184-13
Schiamberg, L. and Gans, D.
An Ecological Framework for Contextual Risk Factors in Elder Abuse by Adult Children
Journal of Elder Abuse and Neglect; Vol. 11 (1), 79-103, 1999
Keywords: Intergenerational abuse, Community resources
This article examines contextual risk factors of elder abuse by adult children using an applied ecological model to better understand intergenerational aspects of elder abuse in families. Recommendations for research and the development of community prevention and intervention strategies are discussed. - K4263-11
Landau, R.
Ethical Dilemmas in Treating Cases of Abuse of Older People in the Family
International Journal of Law, Policy and the Family; Vol. 12(3), 345-355, 1998
Keywords: Intergenerational abuse, Ethics
This article discusses the ethical dilemmas that professionals face when dealing with cases of elder abuse, especially cases involving members of the elder's family. Also discussed are questions that professionals must answer on their own prior to intervening, as well as situations in which the victim of abuse is also an abuser. The article suggests that reallocating resources for the elderly could be an important means of diminishing elder abuse.
27.
Adult Literacy and Basic Skills Unit. (1993). Family literacy. Viewpoints:
A Series of Occasional Papers on Basic Education, 15. (ERIC Document
Reproduction Service No. ED 362 766).
This issue is dedicated to the topic of family literacy and draws on research
and practice from both the
28.
Auerbach, E. R. (1989). Toward a sociocontextual approach to family
literacy. Harvard Educational Review, 59, 165–181.
Based on her study of family literacy, which included the examination of current
models of family literacy programs, ethnographic literature, and interactions
with immigrant and refugee students, Auerbach proposes a broadening of the
definition for family literacy, and a reevaluation of the family literacy model.
Instead of a family literacy model that attempts to transmit school practices to
the home, Auerbach supports a sociocontextual approach that incorporates family,
culture, and community. The author discusses this new model of family literacy
and provides examples and suggestions for its implementation.
29.
Benjamin, L. A., & Lord, J. (Eds.). (1996). Family literacy:
Directions in research and implications for practice.
This document is a compilation of papers presented at a national symposium that
focused on family literacy. This compilation represents an important step in the
development of a family literacy research agenda. Papers include the following:
Integrated Services, Cross-Agency Collaboration, and Family Literacy (Alamprese);
English Immigrant Language Learners: Cultural Accommodation and Family
Literacy (Duran); Designing and Conducting Family Literacy
Programs That Account for Racial, Ethnic, Religious, and Other Cultural
Differences (Gadsden); Family Literacy Programs: Creating a Fit
with Families of Children with Disabilities (Harry); Longitudinal
Study of Family Literacy Program Outcomes (Hayes); Family
Literacy: Parent and Child Interactions (Mikulecky); Teaching
Parenting and Basic Skills to Parents: What We Know (Powell); Intergenerational
Transfer of Literacy (Snow and Tabors); Informing Approaches to
Serving Families in Family Literacy Programs: Lessons from Other Family
Intervention Programs (St. Pierre and Layzer); and Meeting the
Needs of Families in Family Literacy Programs (Strickland).
30.
Brizius, J. & Foster, S. (1993). Generation to generation:
Realizing the promise of family literacy.
This book provides a good overview of the family literacy movement. It explains
the need for family literacy programs, provides a comprehensive definition of
family literacy, and traces the history of such programs. Guidelines and
suggestions on how to anticipate and deal with the issues of family literacy are
offered to policymakers and practitioners. Finally, key issues about the future
of the family literacy movement are addressed. The book is divided into the
following eight chapters: (1) Family Literacy: The Need and the Promise;
(2) Defining Family Literacy; (3) The History of Family
Literacy; (4) The Research: How Do We Know If Family Literacy
Works?; (5) Building a Community Family Literacy Program;
(6) Developing a State Family Literacy Initiative; (7) Challenges
for the Family Literacy Movement; and (8) The Future of Family
Literacy.
31.
Brooks-Gunn, J.,
The authors note
that discussion pertaining to parent and family roles in early childhood
initiatives appear to be missing or distorted. To address this omission, the
authors depict ways in which families are critical to early childhood program
access and how the programs influence parents' well being. This chapter also
highlights how child outcomes are mediated through program effects on parents.
It also shows how parent involvement is contingent on the relationships among
parents, staff, and children. The authors review four types of programs:
parent-focused home-based programs, parent-focused combination center- and
home-based programs, intergenerational family literacy programs, and
parent-focused literacy programs. These programs are discussed in relation to
parent and family outcomes. The authors also examine the role of parents as
catalysts of change in early intervention programs. The final two sections focus
on policy, implications for practice, and recommendations for programs and their
evaluations.
32.
Gadsden, V. L. (1994). Understanding family literacy: Conceptual
issues. Teachers College Record, 96, 58–86.
This article
examines the current research in the field of family literacy. The first of the
articles's four sections identifies major sources of influence on current
literacy research, such as cross-cultural and social issues, intergenerational
literacy, and parent-child literacy, as well as the influence of practice. The
second section, about the nature of families and family support, describes five
assumptions as the foundation of a conceptual framework.
33.
This chapter
focuses on the conceptual and theoretical issues of intergenerational literacy
in families. The first section discusses the issues associated with a more
expansive and critical framework to study intergenerational literacy. For
example,
34.
Kerka, S. (1991). Family and intergenerational literacy (ERIC
Digest No. 111). Columbus, OH: ERIC Clearinghouse on Adult, Career, and
Vocational Education. (ERIC Document Reproduction Service No. 334 467).
This article provides a brief overview of family literacy through a discussion
of current program designs, definitions of literacy, the need for research on
program effectiveness, perspectives of and issues related to literacy, and
suggestions for program development. Kerka highlights and gives examples of four
types of family/intergenerational literacy programs. Drawing on research from
related fields, Kerka suggests that literacy should be taught comprehensively,
with the involvement of the whole family, and within a community context. The
author discusses issues in family literacy such as the "deficit"
perspective which emphasizes transmitting literacy skills from the school to the
family versus the perspective of building on the strength of parents' knowledge
and experience. Finally, Kerka makes five recommendations for program
development: these include using a broad definition of literacy and being
sensitive to cultural differences.
35.
Kerka, S. (1992). Family literacy programs and practices: Practice
application brief. Columbus, OH: ERIC Clearinghouse on Adult, Career and
Vocational Education. (ERIC Document Reproduction Service No. 347 328).
This Practice Application Brief serves as an overview of some of the basic
components of family literacy programs. The brief begins by discussing the
philosophy that underlies family and intergenerational literacy programs and
perspectives from which the programs are modeled. The author espouses programs
based on an empowerment model (drawing on family strength) rather than those
based on the "deficit" model. The author classifies effective
family/intergenerational literacy programs into four categories based upon
Nickse's model. The four models (adult direct-children direct, adult
indirect-children indirect, adult direct-children indirect, and adult
indirect-children direct) are discussed with a description and example provided
for each type. Also included in this brief are strategies for effective program
implementation. Topics discussed with regard to implementing and maintaining an
effective program are audience, recruitment and retention, subject matter, and
recognition.
36.
Morrow, L. M. (Ed.). (1995). Family literacy: Connections in schools
and communities. New Brunswick, NJ: Rutgers University.
This book presents
20 essays relevant to the field of family literacy. The first section is an
examination of the many definitions and perspectives of family literacy. The
second section describes family literacy programs run by schools and other
organizations. Several of the essays in this section provide ideas for schools,
community agencies, and families. In the final section, the reader is introduced
to several examples of family literacy research. Implications for practitioners
are provided. The authors include Lesley Mandel Morrow, Patricia Edwards, Elsa
Roberts Auerbach, Jeanne R. Paratore, and Vivian L. Gadsden.
37.
Morrow, L. M., & Paratore, J. (1993). Family literacy: Perspective
and practices. Reading Teacher, 47, 194–200.
In this article,
the authors discuss current views, practices, and applications in family
literacy. Because literacy activities at school and at home are sometimes seen
as incongruent with one another, the authors suggest that the term family
literacy be viewed in the broadest sense. The authors categorize family literacy
initiatives into three areas (home-school partnership programs,
intergenerational literacy programs, and research examining literacy use in
families) and provide a description of each. Community collaboration and
partnerships are noted as integral to the future of family literacy. Examples of
collaboration in federal and state level family literacy programs are described.
The need for evaluation of family literacy initiatives is stressed and methods
of disseminating information regarding family literacy are presented.
38.
Nickse, R. S. (1990). Family and intergenerational literacy
programs: An update of "the noises of literacy." Columbus, OH:
ERIC Clearinghouse on Adult, Career and Vocational Education, The Ohio State
University Center on Education and Training for Employment. (ERIC Document
Reproduction Services No. ED 327 736).
This report serves as a comprehensive overview of family and intergenerational
literacy programs for a wide audience, including policymakers, legislators,
program administrators and staff, and individuals interested in family literacy
education. The first section of this report provides background information such
as definitions, purposes, federal legislation, and sponsorships that have
produced literacy initiatives, program expectations, and reasons and motivations
for validating program development. The second section of the report discusses
research from related fields of study that justify family and intergenerational
literacy program growth. In the third section, the author describes family and
intergenerational literacy programs in the following five sectors: (1) adult
basic education; (2) libraries; (3) family English literacy; (4) preschool and
elementary education; and (5) corporations and businesses. A table is included
in the report that depicts strengths and challenges for each sector. A typology
for classifying family and intergenerational literacy programs based upon the
intervention type and target is presented. The result is four models of programs
(direct adults-direct children, indirect adults-indirect children, direct
adults-indirect children, and indirect adults-direct children) for which the
author provides examples and discusses advantages and disadvantages for each.
39.
Nickse, R. S. (1990). Family literacy programs: Ideas for action. Adult
Learning, 1, 9–13, 28–29.
In this article, Nickse addresses factors that perpetuate illiteracy. She then
discusses benefits of family literacy programs, including improved attitudes,
behavior, and reading skills for parent and child. Although there has been some
empirical evidence supporting the effectiveness of programs, there needs to be
more research in the field. For example, she found no evidence of changes in
achievement for participants in family literacy programs. Nickse describes four
basic models for delivering family literacy services and provides examples of
each type of program. Suggestions for designing programs that address local
needs, as well as ways to secure funding for programs are discussed. Nickse also
addresses issues related to program design effectiveness (e.g., collaboration
and parent participation) and administration and management of programs (e.g.,
staff, funding, and sites). The author then covers some matters associated with
teaching (e.g., collaborative approaches and multiculturalism). The article
concludes with tips for program evaluation (e.g., techniques and information
dissemination).
40.
Padak, N. & Rasinski, T. (Eds.). (1995). Family Literacy. The
Reading Teacher, 48(7).
This issue is dedicated to the topic of family literacy. An introduction is
followed by seven articles regarding various aspects of family literacy. The
topics addressed in the articles include the importance of the family in
literacy development; the Parents as Partners Reading Program; school outreach
programs; the varying use of print in families; creating cultural connections
between parents and their children; project FLAME and family literacy programs
for Latino families; and the use of family portfolios to evaluate family
literacy programs.
41.
Paratore, J. & Harrison, C. (1995). A themed issue on family
literacy. Journal of Reading, 38, 516–517.
This themed issue is a collection of articles that present broad and diverse
views of family literacy. The authors challenge educators to reexamine the
deficit hypothesis, which they believe derives from a lack of congruence between
home and school literacy experiences and a lack of understanding about the
practice of literacy in linguistically and culturally diverse families. The
authors' goal is for readers to reformulate their ideas about family literacy
programs and practices in order to promote home/school partnerships.
42.
Ponzetti, J. J., & Bodine, W. J. (1993). Family literacy and parent
education. Adult Basic Education, 3(2), 106–114.
This article presents a conceptual model of family literacy programs with
descriptions of program components and discusses the importance of parent
education in family literacy programs. Ponzetti and Bodine define family
literacy programs as having two unique features that make them different from
other services provided for parents and children. First, family literacy
programs focus on the family as a unit, and second, these programs provide joint
literacy activities to families (adults and children together) that are
applicable to their daily lives. The component model presented proposes that
family literacy programs have three key ingredients: Adult Basic Education,
Early Childhood Education, and Parenting Education. The authors provide a
description of each component. Last, the authors elaborate on the importance of
parenting education in family literacy programs.
43.
Purcell-Gates, V. (1993). Issues for family literacy research: Voices
from the trenches. Language Arts, 70, 670–677.
This article explores issues researchers of family literacy must address to
achieve valid study results. These issues include better understanding the
relationship among poverty, families with low literacy levels, and emergent
literacy; finding effective methods for understanding the ways in which families
contribute to future school success; attempting to gain more congruence between
the results of studies and the perceptions and experiences of the families and
communities being studied; and refraining from inferring causal relationships
from correlations. Purcell-Gates illustrates these issues with an example of an
ongoing family literacy study.
44.
Purcell-Gates, V. (2000). Family literacy. In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research,
Volume III (pp. 853–870). Mahwah, NJ: Lawrence Erlbaum.
This chapter divides into three parts. The first part reviews the research that
provides the foundation on which family literacy is based. These areas include
the family as a foundation for learning, language and literacy development;
emergent literacy; written, vocabulary/language, print, phonological awareness
and letter-sound knowledge; as well as motivation. The second part discusses two
different approaches to family literacy. Descriptive approaches to family
literacy focus on how families use literacy. Pedagogical approaches focus on the
kinds of family literacy programs. Family literacy programs range from teaching
or training families specific literacy practices to beliefs that approaches need
to incorporate mutual respect and collaboration with families. The third part
reviews the effectiveness of family literacy programs on the impact of
children's skills, achievement, and attitudes; the impact on parents' academic
skills, literate behaviors, and confidence/self-esteem; and the impact on
parent/child literacy interactions. The chapter ends with conclusions based on
the family literacy research and with suggestions for future research in family
literacy.
45.
Richardson, M. V., Sacks, K., & Ayers, M. N. (1995).
Intergenerational literacy leads to empowerment of families and schools. Reading
Improvement, 32, 85–91.
In this article, the authors discuss the importance of families and schools
working together to improve the literacy skills of both children and adults.
Definitions of family literacy and intergenerational literacy are examined. The
authors propose broadening these definitions to include
shared experiences among family members in which something new is learned. The
importance of and suggestions for including the family in the planning and
implementation of literacy programs is noted. The authors describe strategies
for promoting literacy in the home and strengthening the family-school
connection. The authors view collaboration between families and schools as a
tool for empowering both and as a way to satisfy the National Goals 2000.
46.
Taylor, D. (Ed.). (1997). Many families, many literacies: An
international declaration of principles. Portsmouth, NH: Heinemann.
In an effort to counter what is described as the prevailing deficit-based view
of family literacy, a group of 50 participants from around the world gathered at
the International Forum on Family Literacy to set up principles for redefining
family literacy. The intent was to have a broad spectrum of professionals
address issues related to the family literacy movement, especially issues
related to ethical and human rights concerns. This book, a result of that
conference, identifies a set of principles for family literacy and presents a
compilation of articles on family literacy by researchers, teachers and parent
learners. Challenging the reader to question practices based on a deficit view
of family literacy, the articles cover the many different types of families
served in family literacy programs, the general principles of language and
literacy, ethics in research and program development, and principles for
assessment, funding agencies and policymakers.
47.
Tett, L., & St. Clair, R., (1997). Family literacy in the
educational marketplace: A cultural perspective. International Journal of
Lifelong Education, 16(2), 109–120.
The authors
discuss two recent developments, the spread of family-centered approaches to
literacy education and the view of the family as a consumer of education. They
argue that the view of families as consumers of education has lead to a
school-centered dominance of family literacy programs. They highlight a number
of problems they see as associated with the implementation of family literacy
programs that espouse school-centered approaches to literacy. By contrast, they
advocate programs that are responsive to the family's culture and that support
home-based literacy uses. They also argue against a deficit-based view thought
to be guiding current beliefs in the field of family literacy.
48.
Tracey, D. H. (1995). Family literacy: Overview and synthesis of an
ERIC search. In K. Hinchman, D.J. Leu, & C. Kinzer (Eds.), Perspectives
on literacy: Research and practice, forty-fourth yearbook of the National
Reading Conference (pp. 280–288). Chicago: National Reading Conference.
(ERIC Document Reproduction Service No. ED 379 611).
To pull together and facilitate further knowledge within the field of family
literacy, as well as to better define family literacy, Tracey conducted a
comprehensive review of the literature. Using the descriptor "family
literacy" on two indexes within the ERIC system (Resources in Education (RIE)
and Current Indexes to Journals in Education (CIJE)), 409 references and
abstracts were located and reviewed. For the final reporting of the literature,
135 documents were sorted into 3 main categories—research emphasis (19
percent), program descriptions (35 percent), and position papers (38
percent)—and then analyzed. Several strengths, weaknesses, and needs in the
literature emerged as a result of the review. The primary weaknesses noted were
a lack of clear and agreed-upon definitions in the field; a disproportionately
small percentage of documents created from a research perspective; a too narrow
focus on topics that would fit more appropriately into areas outside of family
literacy; and a lack of research on program efficacy. Primary strengths included
the fact that the attrition rate for participants in family literacy programs is
considerably smaller than in adult literacy programs, and that documented
research consistently supports the finding that participants of family literacy
programs are benefited by increased positive literacy interactions in the home
between parent and child as a correlate of participation.
49.
Weinstein-Shr, G. (1992). Family and intergenerational literacy in
multilingual families. ERIC Q & A. Washington, DC: Center for Applied
Linguistics, National Clearinghouse on Literacy Education. (ERIC Document
Reproduction Service No. ED 378 848).
In this document, the author addresses five questions related to family and
intergenerational literacy programs and the multilingual families enrolled in
these programs. Weinstein-Shr first addresses the subtle difference between
family and intergenerational literacy programs by explaining that the first term
focuses primarily on the parent and child while the second term more broadly
includes other adults. She identifies the goals of these programs to be
promoting parental involvement; improving of skills, attitudes, values, and
behaviors associated with reading; increasing the social significance of
literacy; and addressing the unique problems of relocated families. The author
suggests that programs build on family strengths, emphasize collaboration, and
acknowledge both the native culture of the participants as well as the new
culture. In addition, she suggests continuing ethnographic research because the
functions and uses of language and literacy in specific communities is becoming
increasingly important.
50.
Bosak, Susan V.
How to Build the Grandma Connection. The Communication Project, 2000
(visit www.grandmaconnection.com). From the author of Something to Remember
Me By, this book is based on her popular Grandma Connection Workshops. It
includes a discussion of the benefits of intergenerational relationships for
children, grandparents, and parents; a practical, five-step plan for building
intergenerational bonds; the Life Lessons of Grandparenthood; and ideas for
grandparents near and far to help "make the connection" with their
grandchildren. Also includes a complete list of the best storybooks to share
with grandchildren.
51.
Bosak, Susan V.
Science Is...: A Source Book of Fascinating Facts, Projects and Activities.
Scholastic, 1991, 2000. Science is an educational, fun adventure grandparents
and grandchildren can share. This classic has over 450 easy-to-do activities,
projects, games, puzzles, and stories.
52.
Carson,
Lillian. The Essential Grandparent: A Guide to Making a Difference.
Health Communications, 1996. A wonderfully practical, warm, and intelligent book
on modern grandparenting.
53.
Carson,
Lillian. The Essential Grandparent's Guide to Divorce: Making a Difference in
the Family. Health Communications, 1999. An excellent guide on how to remain
an effective parent and grandparent in the complicated and delicate situations
of divorce and blended families.
54.
Covey, Stephen.
The 7 Habits of Highly Effective Families. Golden Books, 1997. With
clarity and practical wisdom, Covey discusses principles for building a strong,
loving family that lasts for generations.
55.
Croom, Emily
Anne. Unpuzzling Your Past: A Basic Guide to Genealogy (3rd edition).
Betterway Publications, 1995. A popular guide that makes genealogical research
easy, from talking with people to making discoveries in public records.
56.
Davis, Donald. Telling
Your Own Stories. August House, 1993. Whether your goal is telling family
stories and sharing memories or writing your family history, this book guides
you through all the steps. It includes a series of memory prompts, a family
lifespan chart, and story-form format.
57.
Davis, Shari
and Benny Ferdman. Nourishing the Heart: A Guide to Intergenerational Arts
Projects in the Schools. 1993. City Lore, 72 East First St, New York, NY
10003, (212) 529-1955. Thoughtful, detailed projects to explore
intergenerational topics including traditions and legacies.
58.
Edelman, Hope. Mother
of My Mother: The Intricate Bond Between Generations. Dial, 1999. An
evocative look at the relationships between grandmothers, mothers, and
daughters.
59.
Edelman, Marian
Wright. The Measure of Our Success: A Letter to My Children and Yours.
HarperPerennial, 1992. An inspiring, wise book about the legacies parents should
pass down to future generations.
60.
Elgin, Suzette
Haden. The Grandmother Principles. Abbeville Press, 1998. Practical and
fun, this book suggests what not to do, and has ideas for building close bonds
with grandchildren.
61.
Floyd, Elaine. Creating
Family Newsletters. F&W Publications, 1998. 123 ideas for sharing
memorable moments with family.
62.
Ford, Judy. Wonderful
Ways to Love a Grandchild. Conari Press, 1997. Practical insights on being a
modern grandparent.
63.
Forest,
Heather. Wisdom Tales from Around the World. August House, 1996. From
simple truths to common sense to the wisdom that comes from past generations'
experience, this is a book for young and old to share.
64.
Freedman, Marc.
Prime Time: How Baby Boomers Will Revolutionize Retirement and Transform
America. Public Affairs, 1999. A look at the opportunities an aging
population brings, including intergenerational mentoring and community service.
Includes information on the Experience Corps.
65.
Friedman,
Barbara. Connecting Generations: Integrating Aging Education and
Intergenerational Programs with Elementary and Middle Grades Curricula.
Allyn and Bacon, 1999. A step-by-step guide on developing meaningful
intergenerational programs. Includes lesson plans.
66.
Gerbrandt,
Michele and Deborah Cannarella. Memory Makers' Family Scrapbooks: Yesterday,
Today and Tomorrow. Hugh Lauter Levin Associates, 2001. Scrapbooks record,
celebrate, and connect us to the cherished events, people, and traditions of our
past and present -- and help carry those memories into the future. Filled with
creative ideas, innovative techniques, and expertly crafted projects to help you
record your own family's story across generations.
67.
Greene, Bob and
D.G. Fulford. To Our Children's Children: Preserving Family Histories for
Generations to Come. Doubleday, 1993. An accessible guide for creating
written and oral histories.
68.
Greer, Colin
and Herbert Kohl (eds). A Call to Character: A Family Treasury.
HarperCollins, 1995. A wonderful reader for grandparents to share with
grandchildren. Includes stories, poems, plays, proverbs and fables which will
prompt discussion and help develop character and values.
69.
Kack-Brice,
Valerie (ed). For She is the Tree of Life: Grandmothers Through the Eyes of
Women Writers. Conari Press, 1995. A unique collection of heartwarming,
evocative stories and photographs from female writers such as Marge Piercy, Maya
Angelou, Margaret Atwood, and Leslie Marmon Silko.
70.
Kettmann,
Susan. The 12 Rules of Grandparenting: A New Look at Traditional Roles and
How to Break Them. Facts on File, 2000. A practical book that helps
grandparents create a role that works for them.
71.
Kitzinger,
Sheila. Becoming a Grandmother: A Life Transition. HarperCollins, 1996. A
look at the passage into grandmotherhood, and finding satisfaction and enjoyment
in relationships with adult children and grandchildren.
72.
Kornhaber,
Arthur. Grandparent Power!: How to Strengthen the Vital Connection Among
Grandparents, Parents, and Children. Crown Publishers, 1995. A classic book
by a grandparenting pioneer.
73.
Kotre, John. Make
It Count: How to Generate a Legacy that Gives Meaning to Your Life. The Free
Press, 1999. Have you ever asked yourself what the purpose of your life is? This
thoughtful book is an original, step-by-step guide for finding meaning and
purpose.
74.
Kramp, Erin
Tierney, Douglas H. Kramp with Emily P. McKhann. Living With the End in Mind:
A Practical Checklist for Living Life to the Fullest by Embracing Your Mortality.
Three Rivers Press, 1998. A life-affirming, inspiring look at preparing yourself
and your family for the eventuality of death, no matter what your present state
of health.
75.
Lanese, Janet. Grandmothers
Are Like Snowflakes... No Two Are Alike. Dell, 1996. A book of quotes,
anecdotes, and reflections about grandmothers and their relationships with
grandchildren.
76.
Linsley, Leslie
and Jon Aron illus. Totally Cool Grandparenting: A Practical Handbook of
Time-Tested Tips, Activities, and Memorable Moments to Share for the Modern
Grandparent. St. Martin's Press, 1997. The title of this book says it all!
77.
Lustbader,
Wendy. What's Worth Knowing. Jeremy P. Tarcher/Putnam, 2001. People in
their seventies, eighties, and nineties share the single most important piece of
knowledge each has gained through a lifetime of living.
78.
MacDonald,
Margaret Read. The Parent's Guide to Storytelling. August House, 2001. A
book full of helpful hints and techniques to help parents and grandparents
capture and keep children's attention. Chapters focus on storytelling for the
youngest listeners, bedtime stories and expandable tales, scary stories,
improvisational ideas, and family folklore.
79.
Marshall, Carl
with David Marshall. The Book of Myself: A Do-It-Yourself Autobiography in
201 Questions. Hyperion, 1997. This grandfather/grandson team have created a
keepsake "fill-in" book that's fun and has excellent memory prompts.
80.
Martz, Sandra
and Shirley Coe (eds). Generation to Generation: Reflections on Friendships
Between Young and Old. Papier-Mache, 1998. A wonderful, inspiring collection
of stories, poems, and photos.
81.
Massing,
Phyllis and E. Rhoda Lewis. From Generation... To Generation. 1995. LIFE
STORIES/A Video Legacy, PO Box 260436, Encino, CA 91426, (818) 995-3315. How to
record your family history on audiotape and videotape.
82.
McDuffie,
Winifred G. and Judith R. Whiteman (eds). Intergenerational Activities
Program Handbook (3rd Edition). 1989. Broome County Child Development
Council, Inc., 29 Fayette St, Box 880, Binghamton, NY 13902-0880, (607)
723-8313. A practical resource for developing intergenerational programs;
includes activity suggestions.
83.
McPhelimy,
Lynn. In The Checklist of Life: A "Working Book" to Help You Live
and Leave This Life. AAIP Publishing, 1997. In addition to being a practical
book to help you get your affairs in order, no matter what your present state of
health, this book is also meant to be a keepsake, with space for writing down
memories and special thoughts.
84.
Moore, Robin. Creating
a Family Storytelling Tradition. August House, 1999. A great guide for
creating, telling, and listening to stories.
85.
Newman, Sally,
Christopher R. Ward, Thomas B. Smith, Janet O. Wilson, and James M. McCrea. Intergenerational
Programs: Past, Present, and Future. Taylor & Francis, 1997. An
excellent reference source that includes information on the history and
philosophy of intergenerational programs, and a comprehensive bibliography and
listing of programs/organizations.
86.
Newman, Susan. Little
Things Mean A Lot: Creating Happy Memories with Your Grandchildren. Crown,
1996. Hundreds of quick little ideas and inspirations to build close, meaningful
relationships with your grandchildren.
87.
Nicholaus, Bret
and Paul Lowrie. Who We Are: Questions to Celebrate the Family. New World
Library, 2000. From the bestselling "question guys" comes a fill-in
book with unusual, thought-provoking, and inspiring questions to ask each member
of your family.
88.
Orr, Clarice
Carlson. The Joy of Grandparenting. Dageforde Publishing, 1995. Ideas and
insights for building relationships with grandchildren.
89.
Pavuk, Stephen,
Pamela Pavuk and Diana Thurman illus. The Story of a Lifetime: A Keepsake of
Personal Memoirs. TriAngel, 2000. A "fill-in" book with many
thought-provoking questions to cover everything in your personal story from your
family background and childhood to your regrets, milestones, and advice for your
children and grandchildren.
90.
Pipher, Mary. The
Shelter of Each Other: Rebuilding Our Families. Ballantine, 1996. A
practical, hopeful book about nurturing families.
91.
Pipher, Mary. Another
Country: Navigating the Emotional Terrain of Our Elders. Riverhead Books,
1999. A sensitive, thought-provoking look at aging.
92.
Rose,
Christine. The Complete Idiot's Guide to Genealogy. MacMillan, 1997. An
easy-to-use guide that covers the basic techniques needed to conduct a search,
including how to gather names, dates, places, relationships, and family
documents.
93.
Rubin, Rhea
Joyce. Intergenerational Programming: A How-To-Do-It Manual for Librarians.
Neal-Schuman, 1993. A practical guide that details the "what and why"
of library-based intergenerational programs -- from one-time events to
story/reading projects to pen pal programs.
94.
Schachter-Shalomi,
Zalman and Ronald S. Miller. From Age-ing to Sage-ing: A Profound New Vision
of Growing Older. Warner, 1995. An inspiring book that encourages older
adults to use their life experiences to enrich their later years, repair
relationships, and develop a regenerative spirit that allows you to transmit
your wisdom to younger generations.
95.
Schaefer, Dan
and Christine Lyons. How Do We Tell the Children?: A Step-by-Step Guide for
Helping Children Cope When Someone Dies (3rd edition). Newmarket Press,
2001. An excellent book which discusses age-appropriate messages and includes a
quick-reference section.
96.
Smith, Elsdon
C. New Dictionary of American Family Names. Gramercy, 1988. A
comprehensive list of family names and their origins.
97.
Trelease, Jim. The
Read-Aloud Handbook (5th edition). Penguin, 2001. The classic book that
helps parents and grandparents read aloud to children and encourage them to
become avid readers themselves. Includes a treasury of read-aloud suggestions.
98.
Wassermann,
Selma. The Long Distance Grandmother (4th edition). Hartley & Marks,
2001. A great source of practical, creative ideas for nurturing relationships
with grandchildren that don't live nearby.
99.
Westheimer,
Ruth K. Grandparenthood. Routledge, 1998. Information and advice on
grandparenting in Dr. Ruth's own inimitable style.
100.
Wigglebits,
Wanda. Building a School Web Site: A Hands-on Project for Teachers and Kids.
Duomo Press, 2000. A straightforward and accessible guide to creating a school
website -- which is a great place to publicize and report on a Grandparents Day
event.
101.
Winston, Linda.
Keepsakes: Using Family Stories in Elementary Classrooms. Heinemann,
1997. Practical approaches to drawing on family stories to enliven and enrich
the curriculum.
102.
Wolfman, Ira. Do
People Grow on Family Trees? Genealogy for Kids & Other Beginners.
Workman, 1991. A book for adults and for sharing with children, it's a complete
introduction to genealogy -- from how to track down documents to creating an
oral history to compiling a family tree.
103.
Wyse, Lois. Funny,
You Don't Look Like a Grandmother. Crown, 1989. A lighthearted look at being
a modern grandmother.
104.
Yolen, Jane ed.
Gray Heroes: Elder Tales from Around the World. Penguin, 1999. A treasury
of tales that celebrate and explore the riches of age. Great for adults to read
on their own or share with children.
Zullo, Kathryn and Allan Zullo. The Nanas and the Papas: A Boomer's
Guide to Grandparenting. Andrews McMeel, 1998. This modern guide includes
defining your grandparenting role, dealing with adult children, and legal and
financial issues.
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Bayley, N. (1969). Bayley scales of infant development. New York: The
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