| This study examines the growth and evolution of the Libros y Familias Program, a family literacy program for the Latino community in Independence, Oregon. The program, an adaptation of Ada's Literatura Infantil y Familiar model, uses childrens' literature in Spanish as a springboard to family literacy. It brings in prominent Latino authors and artists to work with the community and publishes parent writing on a monthly basis. The purpose of this study was to determine how the program had contributed to the transformative process of the Latino community over a five year period from 1995 through 2000. Special attention was given to participants' "coming to voice" as authors.;Procedures and methods. The research design combined a descriptive, single case study approach with a participatory research model. A detailed history of the program is given based on existing program documentation which includes previously published parent writing, interviews with eleven visiting authors and artists, open-ended surveys, and participatory research with five parents. The theoretical framework for the study was based upon the tenets of critical pedagogy, which was the lens through which the data was examined.;Results. Analysis of the data collected revealed that the program had made significant contributions to the Latino community. Participants felt that the program had: (1) Strengthened their sense of community, (2) Increased their self-esteem and cultural pride, (3) Validated their cultural identity, (4) Increased their level of critical consciousness and desire for self-improvement, and (5) Improved family literacy practices and parenting skills.;The authors and artists interviewed drew upon their own life experiences to offer suggestions for creating a more equitable educational experience for all students. They stressed (1) the importance of maintaining the home language and culture, (2) the need for more culturally relevant reading material for children, (3) the need to include culturally diverse families in school curriculum, and (4) the importance of being a mentor.;Conclusion. Successful home-school-community partnerships with culturally and linguistically diverse families are possible if we recognize the enormous "funds of knowledge" these families bring with them and promote a meaningful dialogue between home and school based on mutual respect and trust. |
