Story-reading: a catalyst for enriching home and school literacy practices

Abstract

This document presents the findings of a case study experience that explored the home and school literacy practices of three third graders from Colegio Bosanova, a public institution of the seventh zone of Bogotá. The research study describes the impact of story reading implementation in home and school contexts once the following problematic situations were identified: the need of a collaborative work among parents and teachers in students literacy processes, the importance of incorporating aspects of the home environment into the school setting, parents difficulties in guiding their children s literacy processes and the need to obtain more information about how parents and children approach literacy processes at home. After going through the process of researching, Home literacy practices are considered as situated practices that have relevance to establish bridges among school and home contexts. Data were gathered mainly by video-recordings of home visits and school classes, home journals, field notes, and conferences during a period of six months. The results of the research study indicate that story reading in home and school contexts allowed that children could rescue abandoned literacy practices and at the same time they were involved in new literacy practices.