The underappreciation of the pivotal roles played by home, school, and community in shaping the literacy journey of individuals. While the mantra "Literacy begins at home" resonates, it often remains a mere platitude rather than a transformative force. The synergy between these three pillars is essential, yet gaps persist, hindering the development of a truly literate society. As children tread the academic path, the home lays the foundation, and schools amplify these efforts. However, the holistic nature of learning, encompassing life experiences, demands a collaborative approach from families, educators, and communities. This is the crux of the problem – a disjointed system that impedes the seamless development of literacy across diverse backgrounds.

Improving Literacy Through Home, School, and Community Partnerships is a groundbreaking book that unravels the complexities of this challenge and illuminates the transformative potential within collaborative efforts. By delving into the dynamic interplay between home, school, and community, the book offers a roadmap to bridge existing gaps and forge a path toward a more literate society. Early-career researchers will find this a valuable resource to identify and address these gaps, while families, educators, community leaders, and policymakers will gain invaluable perspectives to inform their practices, policies, and research initiatives.

The topics within the book serve as a toolkit, addressing specific facets of the problem, ranging from Literacy in Challenged Areas to Technology-Enhanced Learning. Each chapter contributes a piece to the puzzle, creating a comprehensive resource that transcends the conventional boundaries of literacy education. Join us on this transformative journey as we collectively pave the way for a society where the collaboration between home, school, and community becomes the catalyst for shaping empowered and literate citizens. This book is not just a solution; it is a call to action, an opportunity to redefine the future of literacy education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Civic Literacy
Community Libraries
Community-Based Family Literacy Program
Inclusive Literacy Pedagogies
Indigenous People
Literacy Initiatives
Localization of Learning Materials
Out-of-School Literacy
Parental Involvement
Professional Development
Recruitment
Senior Citizens
Special Target Groups
Technology-Enhanced Learning

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Editor/Author Biographies

Al Ryanne Gabonada Gatcho is an Associate Professor at the School of Foreign Languages and Literature at Hunan Institute of Science and Technology. He supervises PhD students and teaches English and Literacy Education at both undergraduate and graduate levels. A PhD graduate in Reading Education from Philippine Normal University and a research fellow at International Islamic University Malaysia. His research, which he has presented and published internationally, explores the nexus between technology and literacy education in ESL/EFL contexts, focusing on support for learning-disabled readers, the integration of technology in literacy education, and the future of literacy in digital societies. He contributes to the editorial boards of two international journals, is an active member of several professional organizations, and has been involved in significant research projects, including developing a national framework for literacy programs in the Philippines. Additionally, he consults on reading program development and module evaluation in the Philippines’ Department of Education and serves as a course evaluator for SEAMEO INNOTECH.

Cecille Marie Titar Improgo is a faculty of Bukidnon State University, Philippines. Her teaching career started with teaching English to adolescents. She later began teaching in the college department, mentoring English major students in the College of Education. She has been involved in extension services along her field of specialization - English language teaching - where she had the opportunity to work with teachers in the field and instructors/trainers in the military. Driven by her passion for reading, she later proceeded to this more specific field and pursued advance studies at PNU-Manila where she earned her PhD in Reading Education as a grantee of CHED Scholarship under the K to 12 Transition Program. With the challenges in delivering continued instruction during the pandemic, she served as the university coordinator of instructional design and development. This opened yet another opportunity for her to further practice her interest in instructional materials construction and explore instructional design. Currently, she is serving as the director of the university's Center for Innovative Teaching and Learning.

Merry Ruth Morauda Gutierrez is a full time faculty of CGSTER, PNU-Manila. She is the graduate college representative to the University Curriculum and Instructional Materials Management Office. She earned her PhD in Reading Education under the CHED Scholarship Grant for Dissertation Writing.

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