The certificate in Family Literacy, based on a multidisciplinary approach to literacy instruction involving both adult educators and early childhood education and family literacy specialists, is intended for location-bound students who work in a variety of literacy-related settings, both formal and informal. These settings include public schools and preschools (teachers, teaching assistants, reading specialists), organizations such as Head Start and grant-funded family literacy programs. The goal of the certificate is to build the capacity of the field to provide high-quality, research-based instruction and program development in family literacy. The certificate consists of a 12-credit program delivered online through the World Campus. The program objectives include strengthening program effectiveness through developing an understanding of staff roles and responsibilities as part of a collaborative family literacy team and supporting a learner-centered approach to delivering program services.
Effective Semester: Spring 2020
Expiration Semester: Spring 2025
Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies. International applicants may be required to satisfy an English proficiency requirement; see GCAC-305 Admission Requirements for International Students for more information.
Requirements listed here are in addition to requirements listed in Graduate Council policy GCAC-212 Postbaccalaureate Credit Certificate Programs.
|ADTED 456||Introduction to Family Literacy||3|
|ADTED 457||Adult Literacy||3|
|ADTED 458||Early Literacy Development||3|
|ADTED 459||Interactive Literacy and Parental Involvement: Supporting Academic Success||3|
Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.
- families, such as strengths, goals, and needs, for whom family literacy services are designed. nderstand the qualifying and distinguishing characteristics of
- PROGRAM CHARAC: Students will be able to identify key characteristics and quality standards for the four components of family literacy programs: Adult Education (AE), Early Childhood Education (ECE), Parent Education (PE), and Interactive Literacy Activities (ILA).
- ROLE OF PROF DEV: Students will understand the role of professional development in family literacy.
- ROLE OF DIVERSITY: Students will understand how diversity impacts family needs and delivery of program services.
- ROLE OF AE: Students will understand the role of adult education and how it relates to adult learners’ needs and their roles as caregivers, workers, and community members.
- CHILDREN LANG & LIT: Students will identify key characteristics of children’s language and literacy development and how parents can support their children becoming successful readers and writers.
- PARENT ROLE: Students will learn how to strengthen and enhance parents’ knowledge of their roles and responsibilities as their children’s first teachers8.ENGAGE IN ILA: Students will learn how to engage in interactive literacy activities with children and how to engage with schools and teachers.