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Electronic Platform for Adult Learning in Europe



List of References

by Ann Hegarty
Language: EN

Thank you for taking the time to engage with this OER on FL. We hope you found it stimulating and useful. We wish you well in what we hope will be your pioneering policy work to support the development of a proliferation of FL across the EU and in so doing contribute to a more equitable, inclusive and literacy confident EU community.



Further relevant EPALE resources



Baker, J., Lynch, K., Cantillon, S., and Walsh, J. (Eds) (2004). Equality: From Theory to Action. Basingstoke: Palgrave Macmillan.

Barton, D. and Hamilton, M. (1998). Local Literacies: Reading and Writing in One Community. London: Routledge.

Bekman, S. (2003). From Research Project to Nationwide Programme: The Mother-Child Education Programme of Turkey in T.S. Saraswathi (Ed) Cross-cultural Perspectives in Human Development (pp 287-325). India: Sage Publications.

Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook and Theory of Research for the Sociology of Education (pp 241-260) New York: Greenwood.

Brooks, G., Pahl, K., Pollard, A., and Rees, F. (2008). Effective and inclusive practices in family literacy, language and numeracy: A review of programmes and practice in the UK and internationally. Reading: CfBT Education Trust.

Carpentieri, J., Fairfax-Cholmeley, K., Lister, J., Vorhaus, J. (2011). Family literacy in Europe: Using parental support initiatives to enhance early literacy development. London: NRDC.

Christoffels, Groot, Clement & Lam, (2017).  Preventie door interventie. Literatuurstudie naar lees- en schrijfachterstanden bij kinderen en jongeren [Prevention through intervention. Literature study on reading and writing deficits in children and young adults]. Den Haag: Stichting Lezen & Schrijven.

Clark, C.  (2009). Why  fathers  matter  to  their  children’s  literacy. London, England: National Literacy Trust.

Department of Education and Science (2005). Literacy and Numeracy in Disadvantaged Schools: Challenges for Teachers and Learners. Dublin: Government Publications.

Department of Education and Skills (2011). Literacy and Numeracy learning for Life, Retrieved from: <; accessed on 12 August 2019.

Department of Education and Skills (2017). National Strategy: Literacy and Numeracy for Learning and Life 2011-2020, Interim Review: 2011-2016, New Targets: 2017-2020. Dublin: Stationery Office, Ireland.

Department of Rural and Community Development (DRDC) (2018). National Public Library Strategy – Our Public Libraries 2022: Inspiring, Connecting and Empowering Communities. Dublin: DRDC.

Duckworth, V. and Tett, L.  (2019). Transformative and emancipatory literacy to empower. International Journal of Lifelong Education.

Elango, S., Garcia, J., Heckman, J., and Hojman, A. (2014). Early Childhood Education: accessed 16 July 2019.

Eldering, L., & Vedder, P. (1999). The Dutch experience with the home intervention programme for preschool youngsters (HIPPY). Effective early education: Cross-cultural perspectives, 235-258.

Elinet (2015) Good Practice in Literacy Policies for Adults. The Hilti Family Literacy Programme, Malta.

European Commission (2013). Strategic Framework – Education and Training, ET2020. Brussels: European Commission.

Family Strengthening Policy Center (2007). Family literacy. Policy Brief No. 19. Washington DC, National Human Services Assembly.

Feeley, M. (2014). Learning care lessons: Literacy, love, care and solidarity. London: Tufnell Press.

Flanagan, M. (2016). Literacy Begins At Home: A Review of My Baby and Me Pilot Project 2013-2015, in Haugh, K. (Ed) Limerick Education Centre and Clare Education Centre – 2016 Research Conference Journal. Vol IV 58-62.

Francis, B., and Skelton, C. (2001). Men, Teachers and the Construction of Heterosexual Masculinity in the Classroom. Sex Education: Sexuality, Society and Learning, 1(1), 9-21.

Freire, P. (1997). Pedagogy of Hope. New York: Continuum.

Freire, P. (1972). Pedagogy of the Oppressed. London: Penguin.

Goodall, J., and Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. UK: Department For Education.

Government of Ireland (2018). First 5: A Whole of Government Strategy for Babies, Young Children and their Families 2019-2028 Dublin: Stationery Office.

Hamilton, M. and Barton, D. (2000). The International Adult Literacy Survey: What does it really measure? International Journal of Education, 46 (5) 377–89.

Hanemann, U. (2010). Hilti Family Literacy Programme, Malta. UNESCO Institute for Lifelong Learning (UIL).

Hanemann, U. 2015. Learning families: Intergenerational approaches to literacy teaching and learning. Hamburg.

Hanemann, U. (Ed.).  Family Learning – Learning Together, Sweden. UNESCO Institute for Lifelong Learning. (Accessed on: 1 August 2019, 14:17 CEST)

Heckman, J. and Masterov, D. (2007). The Productivity Argument for Investing in Young Children. Applied Economic Perspectives and Policy, Volume 29 (3) 446–493.

Hegarty, A. (2016a). Photovoice: Facilitating fathers’ narratives of care. The Adult Learner. Dublin: AONTAS.

Hegarty, A. (2016b). Stars are yellow, Hearts would be Red and the Tree would be Green. The Journal of Men’s Studies, 24 (3) 294-311.

Hegarty, A. and Feeley, M.  (2010). Taking Care of Family Literacy Work. Dublin: NALA.

Kagıtcıbası, C., Sunar, D., Bekman, S., Cemalcılar, Z. (2005). Continuing effects of early intervention in adult life: Preliminary findings of Turkish early enrichment project second follow up study. Istanbul: Mother Child Education Foundation Publications.

Kagıtcıbası, C., Sunar, D., Bekman, S., Baydar, N., Cemalcılar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30, 764–779.

Karther, D. (2002). Fathers with low literacy and their young children. Reading Teacher, 56(2), 184-193.

Kavanagh, L., and Weir, S. (2018). The evaluation of DEIS: the lives and learning of urban primary school pupils, 2007-2016. Dublin: Educational Research Centre.

Martino, W., & Berril, D. (2003). Boys, schooling and masculinities: Interrogating the “right” way to educate boys. Educational Review, 55, 99-119.

Manz, P.H., Hughes, C., Barnabas, E., Bracaliello, C. and Ginsburg-Block, M., (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly, 25, 409–431.

Martino, W., and Berrill, D. (2003). Boys, Schooling and Masculinity: Interrogating the 'Right' Way to Educate Boys. Educational Review, 55(2), 99-119.

Ministry for Education and Employment (MEE) (2014). A National Literacy Strategy for All in Malta and Gozo 2014-2019. Malta: Government Printing Press.

Morgan, A., Nutbrown, C., and Hannon, P. (2009). Fathers’ involvement in young children’s literacy development: implications for family literacy programmes. British Educational Research Journal, 35(2), 167-185.

National Adult Literacy Agency (2004). Working Together – Approaches to Family Literacy.  Dublin: NALA.

National Adult Literacy Agency (2011). A Literature Review of International Adult Literacy Policies. Dublin: NALA.

National Adult Literacy Agency (2011). Family literacy in Ireland, Research Briefing Paper. Dublin: NALA.

National Adult Literacy Agency (2016). Impact and Implementation of Family Literacy Programmes: Review and Recommendations. Dublin: NALA.

National Adult Literacy Agency (2019 Forhtcoming). Enabling intergenerational learning: Evidence from a study of family literacy practices in Irish Education and Training Boards (ETBs). Dublin: NALA. 

National Economic and Social Forum (NESF) (2009). Child Literacy and Social Inclusion: Implementation Issues. Ireland: NESDO.

NIACE (2009). Best practice guidelines. Adult learning and children’s centres: Making learning accessible for parents and families. Leicester, NIACE.

Nichols, S. (2002). Unsettling the bedtime story: Parents’ reports of home literacy practices. Contemporary Issues in Early Childhood.1, 315-328.

OECD (2012). Let's Read Them a Story! The Parent Factor in Education, PISA, OECD Publishing.

Ortiz, R. W. (2004). Hispanic/Latino fathers and children’s literacy development: Examining involvement practices from a sociocultural context. Journal of Latinos and Education, 3, 165-180.

Owens, T. (2000). Men on the Move: A study of Barriers to Male Participation in Education and Training Initiatives. Dublin: AONTAS.

Pahl, K. (2008). Values, history, definitions, typologies and rationales. In G. Brooks, K. Pahl, A. Pollard & F. Rees (Eds.), Effective and inclusive practices in family literacy, language and numeracy: A review of programmes and practice in the UK and internationally (pp. 12-19). London: National Literacy Trust.

Reay, D. (2010). Sociology, social class and education.  M. Apple, S. Ball and L. Armando Gandin (Eds) The Routledge International Handbook of the Sociology of Education (pp. 396-404). London and New York: Routledge.

Renold, E. (2001). Learning the 'Hard' Way: Boys, hegemonic masculinity and the negotiation of learner identities in the primary school. British Journal of Sociology and Education, 22(3), 369-385.

Rose, A. (2007). How can we characterise Family Literacy programmes in England, Malta and Ireland: Comparative Case Study. Unpublished Ph.D. Thesis, University of Nottingham.

Sénéchal, M., & Young, L. (2008). The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78, 880-907.

Smyth, E., McCoy, S., and Kingston, G. (2015). Learning from the Evaluation of DEIS. Dublin: ESRI.

SOLAS (2014). Further Education and Training (FET) strategy 2014-2019. Dublin: SOLAS.

Spiteri, S., and Camilleri, J. (2013). Family Literacy in Malta – An Effective Strategy for Enhanced Literacy, Parental Involvement and Lifelong Learning. Malta: FES.

Tett, L. (2001). Parents as problems or parents as people? Parental involvement programmes, schools and adult educators. International Journal of Lifelong Education,20,188-198.

Tett, L. (2018) Transforming learning identities in literacy programmes, Journal of Transformative Education. Pp. 1-9

UNESCO Institute for Lifelong Learning (UIL). European Commission. 2012. EU High Level Group of Experts on Literacy: Final Report. September 2012. Luxembourg: Publications Office of the European Union.

UNESCO Institute for Lifelong Learning (2017). Learning together across generations: guidelines for family literacy and learning programmes. (Eds) Hanemann, U., McCaffrey, J., Newell-Jones, K. and C. Scarpino, Hamburg, Germany: UNESCO Institute for Lifelong Learning (UIL).

Weir, S., Kavanagh, L., Moran, E., and A. Ryan (2018). Partnership in DEIS schools: a survey of home-school-community liaison coordinators in primary and post-primary schools in Ireland. Dublin: Educational Research Centre.




The Capacity Building Series of EBSN provides free open educational resources (OERs) and massive online courses (MOOCs) through EPALE, to help the implementation of the European Commission recommendations on Upskilling pathways in EU Member States. EPALE is funded by the Erasmus+ programme, as part the European Commission’s ongoing commitment to improving the quality of adult learning provision in Europe. The project is implemented with the support of the Education, Audiovisual and Culture Executive Agency (EACEA).



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