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This paper raises and discusses a series of key issues that arose during a 20-month evaluation project concerning the impact of family literacy programmes on the skills of parents and their children. Using a range of mixed methods, the research was based on 74 family literacy programmes in England and involved 583 parents and their children. The majority of previous evaluations of family learning have been quantitative and concentrated on children's literacy outcomes; they have tended to ignore issues from qualitative research (which can both enable and constrain effective provision), many of which are of great interest to policy-makers. The specific issues raised in this paper coalesce around themes of recruitment; accreditation; the educational profile of parents (including the scarcity of men); the physical teaching and learning environment; the competing agendas between local authorities and schools; and planning opportunities between adult family literacy tutors and early years teachers.

Illness, death, and bereavement are present in every family's story, yet not every undergraduate student has experienced them directly. Family Science instructors should seek creative ways to help students understand complex dynamics of families during these crises. That Dragon, Cancer is a narrative video game immerses users in the story of Joel Green and his family during their four-year battle with juvenile cancer. We present findings of a qualitative study of undergraduate students who played That Dragon, Cancer during a course module on death and bereavement. Participants reported that the game was a unique learning experience that illustrated course concepts effectively. We discuss possible barriers to the use of video games in the classroom and give recommendations for overcoming them.

The transmission model of religious socialization was tested using a sample of American Jewish parents and adolescents. The authors expected that measures of religiousness among parents would be associated with those among their children. Interaction effects of denominational membership were also tested. Data were collected from a sample of 233 parent–child pairs in 9 Jewish schools in the Midwestern United States. Findings revealed modest support for the transmission model among American Jewish youth and parents. Parents' religious practices were positively linked to the salience of religion among youth as well as with youth's religious practices. No other correlations emerged between parents' and youth's behaviors. No interactions with denominational membership were found; however, parents' membership in the Orthodox denomination was positively correlated with the salience of religion among youth. These findings suggest that context plays an important role in the religious socialization of Jewish youth. Broader implications for these findings are discussed.

The High Level Group of Experts on Literacy was established by the EU commission in order to give advice how to reduce the high number of children, adolescents and adults in the European countries who do not possess adequate reading competence. In this final report the group defined 3 key issues for European literacy policies that all Member States should focus on as they craft their own literacy solutions: Creating a more literate environment; improving the quality of teaching; increasing participation, inclusion and equity. Good practice examples from various countries are provided. (Authors) ; Die Gruppe hochrangiger Sachverständiger für Schriftsprachkompetenz wurde von der EU-Kommission einberufen, um Maßnahmen zu erarbeiten mit dem Ziel, die hohe Zahl der Kinder, Jugendlichen und Erwachsenen, die in den europäischen Ländern nicht über eine angemessene Lesekompetenz verfügen, zu verringern. In ihrem Abschlussbericht hat die Expertengruppe drei Schlüsselthemen für die europäische Bildungspolitik definiert, auf die sich alle Mitgliedstaaten konzentrieren sollten, wenn sie ihre eigenen Lösungen für die Förderung von Schriftsprachkompetenz erarbeiten: Schaffung einer schriftreichen Umgebung; Verbesserung der Qualität des Unterrichts; Erhöhung von Partizipation, Inklusion und Chancengerechtigkeit. Es werden Beispiele für bewährte Maßnahmen aus verschiedenen Ländern vorgestellt. (Autoren)

ELINET, the European Literacy Policy Network, sponsored by the EU Commission, has declared literacy as a basic right and identified eleven conditions which are required to put this right into practice. They relate to different age groups (children, young people and adults), different places of learning (family, pre-school, school, libraries), and different actors (parents, educators, policy makers). (Authors) ; ELINET, das von der EU-Kommission geförderte European Literacy Policy Network, hat die Schriftsprachkompetenz zu einem Grundrecht erklärt und elf Bedingungen genannt, die erforderlich sind, um dieses Recht in die Praxis umzusetzen. Sie beziehen sich auf verschiedene Altersgruppen (Kinder, Jugendliche und Erwachsene), verschiedene Lernorte (Familie, Vorschule, Schule, Bibliotheken) und verschiedene Akteure (Eltern, PädagogInnen, politische Entscheidungsträger). (Autoren)