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Abstract
In this article, we argue that it has not been fashionable to value literacy stories from parents of young children as a source of knowledge and wisdom for describing and interpreting their own home literacy environment. We also argue that past researchers have tended to examine only one dimension of information about a child's literacy development (the artifacts and activities), but have failed to examine the physical environment, interpersonal interactions and emotional and motivational climates which are often just as critical in the development of a child's literacy. Unless all of these dimensions are fully uncloseted, a complete picture of the home literacy environment cannot be revealed. In this article, we highlight some of the “thorny” issues surrounding the collection of parent stories of literacy, but conclude that parent stories are still valuable and useful. We acknowledge that what teachers hear and see in the parent stories may have the potential to help them think critically about reformatting their instructional practices. We admit that this process takes a very long time, but that it has the potential for providing the researcher and practitioner community with a sensitive and highly personal lens for understanding home literacy environments and for understanding families and children labeled as at‐risk.
∗ Correspondence: Patricia A. Edwards, Tel: (517) 353‐0726 (Off), (517) 482‐4398 (Res); Fax: (517) 353‐6393; E‐Mail: [email protected]
Notes
∗ Correspondence: Patricia A. Edwards, Tel: (517) 353‐0726 (Off), (517) 482‐4398 (Res); Fax: (517) 353‐6393; E‐Mail: [email protected]
