"The third piece of the research frame is found in beliefs about reading interventions. In this pilot project, the male reading mentors went into the same elementary school once a week for the winter term.  The conceptual framework here draws on hypotheses of modeling and self identification.  If the boys in our study were to see and hear and interact with university age men doing literacy activities, would this make any difference to the boys’ levels of literacy?  Or the girls’ levels?  The excellence in education scheme in the UK  sends learning mentors to
various schools to assist students who are struggling.  Many of these UK students are boys that have low literacy levels.  Other UK school and community groups have developed Dads and lads (2001), all of which are intended to bring boys back to reading."

-Richmond and Miles, Boys' and Girls' Literacy: The Male Mentors Pilot Project, 2002

    The Boys' and Girls' Literacy project aims to bring about a change, not just to the reading habits of boys in the classroom, but at home as well.  The project intends to encourage the desire to read, not just the ability to read.  This chart shows some of the methodology employed in trying to achieve that goal.
 
Summary of Three Approaches to Family Literacy 
(Based on Auerbach, 1995a)

Approach                                                  Theoretical Model                                     Educational Model
Intervention/ prevention approach 
  • purpose is to correct deficits
  • literacy said to be not valued in home, social practices (e.g., should read to your child)
  • help families to support school literacy 
  • change family’s behaviour & attitude
 Neodeficit ideology/ autonomous model
  • does not blame families for their marginalisation
  • does blame them for their inadequate literacy practices
  • sees them as victims who need help
  • each family viewed as autonomous unit which can change 
 Learning based on transmission model 
  • transfer of hegemonic knowledge
  • (text)book based learning (i.e., curriculum)
  • experts hand down knowledge
Multiple literacies approach 
  • purpose is to raise awareness of cultural identity in family or community leading (hopefully) to change 
  • each “literacy” interacts with other cultural literacies
 Ideologic/ecological model
  • recognizes that literacy is culture specific 
  • emphasizes cultural maintenance rather than assimilation into dominant culture
  • construct meaning through social practices
  • family viewed as unit interacting with and affected by the environment & culture
 Learning based on transaction model 
  • reciprocity between individual/family and social context
  • socially constructed curriculum
  • language experience, interests and prior knowledge of individual, family or community interact leading eventually to change 
Social change approach
 
  •  purpose is to institute change not simply increase awareness or correct deficits 
  • participants control process
  • dialogue is a key process
 Participatory model
 
  • action for change
  • political and group oriented process
  • creating own knowledge 
 Learning based on transformation model
  • interests lead to literacy
  • education not the lever for transformation 
  • may lead to emancipatory learning

©   Dr. H.J. Richmond