Handbook of Literacy in Families and Communities

Edited by Patricia A. Edwards, University Distinguished Professor, College of Education, Department of Teacher Education, Michigan State University, Catherine Compton-Lilly, John C. Hungerpiller Professor, Teacher Education Department, College of Education, University of South Carolina, USA and Guofang Li, Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education, Department of Language and Literacy Education, Faculty of Education, University of British Columbia, Canada

‘Edwards, Compton-Lilly, and Li curate a rich and wide array of studies featuring both national and transnational contexts. The research provides textured and insightful accounts of the literate lives and learning of families, ones which are too often invisible in formal schooling settings. The Handbook powerfully honors robust linguistic and cultural pluralism, challenging deficit ideologies of communities while charting a vision that can help us build mutual and just educational partnerships. The Handbook of Literacy in Families and Communities will be indispensable reading for years to come.'

• ContentsIntroduction to Handbook of Literacy in Families and Communities xiiPatricia A. Edwards, Catherine Compton-Lilly and Guofang Li1 Bedtime stories in the digital age: how interactive storybook appssupport caregivers’ vocabulary talk 1Lori Bruner2 Transmodal family literacies: familial cariño practices sustainingchildren’s bilingualism and biliteracy development 18Heather L. Reichmuth and Lucía Cárdenas Curiel3 Are they digital children? Identifying the home digital literacypractice of Chinese young children 35Jinjin Lu, Feifei Han and Yuxiu Xu4 “The Asian kids are quiet kids”: A longitudinal autoethnographicstudy of multilingual and biliteracy practices in the home context 53Ting Huang and Aijuan Cun5 Weaving transnational parent knowledge into family literacy:an autobiographical narrative inquiry of raising multilingualchildren 69Emma Chen6 Family literacy environment and family language policy andplanning in urban China: the role of habitus 85Danwei Gao7 “Glad that my digital skills are useful”: the use of apps in heritagelanguage literacy by biracial Chinese adolescents 104Jinyao Chang and Xiao Lan Curdt-Christiansen8 Multimodal literacies of emergent bilingual siblings: traversingthe Southeastern US and Honduras 120Sally Brown and Rong Zhang9 Children’s book provisions in a family literacy program: lowincome Latina mothers and their children 137Jacqueline Lynch and Jennifer Mirabal10 Multimodal meaning making practices in a community art center:children’s meaningful interaction and transformative designs 153Xiaoxiao Du11 “US and China can be friends for once”: Chinese Americanchildren engage in transnational literature in a community-basedbook club during the pandemic 171Wenyu Guo12 More than a free storybook: the international impact of DollyParton’s Imagination Library 191Chad H. Waldron and Caroline Zwierzchowska-Dod13 Views of community in a community-school partnership?: Ahistorical document analysis of the Boston University-ChelseaSchools Partnership 206Christina L. Dobbs, Christine Montecillo Leider, LoloSerrano and Erin Nerlino14 Exploring family literacy practices of Asian immigrant mothersraising Korean-American children in the United States 221Kyungjin Hwang15 “Now i’ve started to like reading [in English only]’: promises andpitfalls of a university–community–school partnership programfor superdiverse students’ literacy motivation and engagement 238Guofang Li, H. Henny Yeung, Jonathan Ferreira, Ziwen Mei,Sonoka Inomoto and Rachel Nelson16 Learning from Indigenous families and communities ininternational contexts: educational policies and possibilities 254Catherine Compton-Lilly, Ching-Ting Hsin, Anna Howardand Yixin Luu17 Funds of knowledge as a foundational principle in early childhoodteacher education: towards cultural and linguistic sustainabilityand educational equity 270Ana Christina da Silva Iddings, Macarena A. Lamas Aicón,Katherine Mahue Vasquez, Carola Aravena and Rojas18 Shifting towards socially just family engagement: in-serviceteachers’ reflections and recommendations about teacherpreparation experiences 287Patricia A. Edwards, Marliese R. Peltier, Jacquelyn Sweeney,Heather L. Reichmuth, Kristen L. White, Ann Castle andDarreth Rice19 Exploring emergent bilinguals’ home language and literacypractices: teacher candidates’ engagement in designing andconducting child-centered interview activities 303Jungmin Kwon and Chenlu Jin20 Accessing families’ literacies: a framework for equitable homevisits 321Judy Paulick21 Literacy histories, identities, and present day issues: learning froma caregiver-teacher book club 337Laura Szech22 Learning that matters through the bio-ecological systems model 347Laura Teichert and Elizabeth Isidro23 “I’ll play the role of you”: a case study of multimodal literacypractice with an international family 363Yang Wang and Ling Hao