| Abstract: | Family literacy is frequently taken to mean involving parents in helping to teach their children school‐type literacy tasks in the home (for example, ; ). This article presents the case for an alternative approach to family and community involvement in school‐based literacy tasks by drawing on the child’s agency. The argument is rooted in theoretical, conceptual and methodological advances to studying real‐world everyday literacy across the life span and is based on the principles for pedagogy that flow from that work. |
