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The Goodling Institute develops documents that help researchers and practitioners enhance the field and services of family literacy. The documents support the three goals of the Institute:

  • GOAL 1: Research
    To develop a sound conceptual, interdisciplinary research base for guiding practice and policy.

  • GOAL 2: Professional Development
    To build, in cooperation with the National Center for Family Literacy, the capacity of the field to provide high quality, research-based instruction and program development in family literacy.

  • GOAL 3: Policy
    To provide leadership in family literacy through communication and collaborative action with professional organizations, state departments of education, policy makers and the general public.

Goodling Publications

Research Brief #10

Research Brief #9

Collaborative Research Brief

  • Family Service Learning Brief 
    by Cramer & Toso (2015)
    This brief is collaborative effort between Goodling Institute and the National Center for Families Learning

Research Brief #8

Research Brief #7

Research Brief #6

Research Brief #5

Research Brief #4

Research Brief #3

Research Brief #2

Research Brief #1

 

Practitioner's Guide #7

Building Employability Skills in Family Literacy Programs: Lessons from the Toyota Family Learning Program 
Toso & Krupar (2016)
This guide, drawing on concrete examples, examines how service learning projects can help to develop employability skills among family literacy participants.

Practitioner's Guide #6

Parent Engagement and Leadership Opportunities: The benefits for parents, children, and educators 
Toso & Grinder (2016)
This guide discusses incorporating leadership training and opportunities into parent involvement and family literacy programs. By doing this, parents can have a meaningful voice in social and educational issues, and educators can have a better understanding of the benefits of working with and supporting parent as equal partners in schools and communities.

Practitioner's Guide #5

Digital Storytelling in Family Literacy Programs 
Mooney & Prins (2015)
This guide discusses what digital storytelling (DST) is and reasons for using it in family literacy programs. Examples of family literacy programs using DST effectively are provided, along with concrete steps for implementation. The guide concludes with important considerations for educators and a list of resources.

Practitioner's Guide #4

Addressing the Health Literacy Needs of Adult Education Students
Mooney & Prins (2013)
The purpose of this guide is to inform practitioners about the current descriptions of health literacy and the relevance of this topic to adult education and family literacy practices. The adult education and family literacy educators play a key role in teaching and enhancing health literacy in the classroom.

Practitioner's Guide #3

Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs 
Shaughnessy & Prins (2012)
This guide provides recommendations for educators working with preliterate and beginning literacy level parents. There is an increasing number of immigrant learners in programs and educators can better assist this population by tailoring instruction and programmatic offerings to these families.

Practitioner's Guide #2

Parent Interventions and Interactive Literacy Activities 
by Grinder & Toso (2012)
This guide informs family literacy practitioners and others who work with families the importance of providing targeted training to parents to help them learn how to work and interact with their children to achieve greater academic success.

Practitioner's Guide #1

Interactive Literacy Activities 
by Miller & Prins (2009)
This guide provides a broad overview of Interactive Literacy Activities (ILA) and suggests ways to implement ILA more effectively. Specifically, the guide summarizes the research basis for ILA, describes what ILA entails and the ways in which they are being used in family literacy, provides examples of ILA activities with a solid research base, and offers suggestions for designing culturally appropriate ILA.