Mapping of Family and Cultural Literacy in Families
Abstract
This study aims to determine the levels of family literacy and cultural literacy in families. The study used a survey method for 100 mothers as respondents. The research took place in Segaran Village, Batujaya District, Karawang District, Indonesia. It was found that the family literacy was at a low level (score 2.50 on a 1–5 scale) and the cultural literacy was at a very low level (score 1.69 on a 1-5 scale). The level of family literacy found that 7% of respondents were in very low literacy levels, 51% in the low category, 41% in the medium category, and only 1% in the high category. Based on the level of cultural literacy in the family, it was found that 60% of respondents were in the very low category and 40% of respondents were in the low category. Family literacy is positively correlated with cultural literacy in families with a correlation coefficient of 0.395. Family literacy contributes to cultural literacy in the family of 0.156%. Based on the results of the research, it was concluded that family literacy was in the low category and cultural literacy was at a very low level. To improve cultural literacy, the intervention through family literacy can be used.
Keywords: family, family literacy, cultural literacy
References
[1] Program for International Student Assessment (PISA). (2012). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I, Revised edition. New York: OECD Publishing.
[2] Fidrayani, (2010). Involvement of Parents and Teacher Intervention in the Development of Literacy in Early Childhood: A Case Study in Bhayangkari Kindergarten in the Regency of West Papua Province. Bandung: Indonesia University of Education
[3] Rhode, Deborah L. (2016). In Pursuit of Knowledge: Scholars, Status, and Academic Culture. Stanford: Stanford Law and Politics.
[4] Laurent, Lise Saint, et al. (2005). Effect of Family Literacy Program Adapting Parental Intervention to First Grader’s Evolution of Reading and Writing Abilities. Jurnal of Early Childhood Literacy, 5 (3), 253 – 278.
[5] Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P.,... & Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
[6] National Center for Education Statistics, National Assessment of Adult Literacy: State and County Estimates of Low Literacy (2013) retrieved from: http://nces.ed.gov/naal.
[7] National Early Literacy Panel, Developing Early Literacy: Report of the National Earl Literacy Panel National Institute for Literacy, Washington, DC, USA (2013) retrieved from: http://lincs.ed.gov/publications/pdf/NELPReport09.pdf.
[8] Mui, S., & Anderson, J. (2008). At home with the Johars: Another look at family literacy. The Reading Teacher, 62(3), 234-243.
[9] Waldbart, A; Meyers, B & Meyers, J. (2006). Invitations to Families in an Early Literacy Support Program. Reading Teacher. v59 n8 p774-785 May 2006.
[10] Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235.
[11] Wilson, D. R. (2013). Family literacy packs: preservice teachers’ experiences with family-school connections. Reading Improvement, 50(1), 30-34.
[12] McCarthy, L. (2017). Family Literacy: Developing a framework for practice (Doctoral dissertation, Waterford Institute of Technology).
[13] McCarthy, L. (2017). Family Literacy: Developing a framework for practice (Doctoral dissertation, Waterford Institute of Technology).
[14] UNESCO (2008). Institute for Lifelong Learning. Family Literacy: A Global approach to lifelong learning. Available from:http://unesdoc.unesco.org/images/0017/001777/1777753e.pdf [Accessed on 7/9 /2014]
[15] Ontario Literacy Coalition (2010). Partnership Framework for Integrated Family Literacy Planning. Retrieved from http: //www.essentialskillsontario.ca/sites/www.essentialskillsontario.ca/ filles/PDF_%20Partnership_Framework_for_Integrated_Family% 20Literacy_Planning_Research_Findings.pdf [Accessed on 2016/2015].
[16] Waldbart, A., Meyers, B., & Meyers, J. (2006). Invitations to families in an early literacy support program. The Reading Teacher, 59(8), 774-785.
[17] Kim, Y., & Byington, T. (2016). Community-based family literacy program: Comparing different durations and family characteristics. Child Development Research, 2016.
[18] Kohen, D. E., Leventhal, T., Dahinten, V. S., & McIntosh, C. N. (2008). Neighborhood disadvantage: Pathways of effects for young children. Child development, 79(1), 156- 169.
[19] Nutbrown, C., Clough, P., Stammers, L., Emblin, N., & Alston-Smith, S. (2017). Family literacy in prisons: fathers’ engagement with their young children. Research Papers in Education, 1-23.
[20] Anderson, A., Anderson, J., & Gear, A. (2015). Family literacy programs as intersubjective spaces: Insights from three decades of working in culturally, linguistically and socially diverse communities. Language and Literacy, 17(2), 41-58.
[21] Harvey, A. (2016). Improving Family Literacy Practices. SAGE Open, 6(3), 2158244016669973.
[22] Jung, Y. (2018). Associations between in-the-moment behavior of children, family literacy program use, and Latina mother-child book reading. Early Child Development and Care, 1-14.
[23] Tatel-Suatengco, R., & Florida, J. S. (2018). Family literacy in a low-income urban community in the Philippines. Journal of Early Childhood Literacy, 1468798418766604.
[24] Terlitsky, A. B., & Wilkins, J. (2015). Characteristics of family literacy programmes that improve child literacy, behaviour and parenting skills. International journal of pedagogies and learning, 10(2), 121-138.
[25] Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47-60.
[26] Indonesia Ministry of Education and Culture. (2017). National Literacy Movement Guideline. Jakarta: Ministry of Education and Culture