The Latinx Family: Learning y La Literatura at the Library

Denise Dávila, Silvia Noguerón, Max Vasquez-Dominguez

Abstract


In this paper, three Latinx university faculty who facilitated Cuentos para la Familia, a bilingual family literacy program at a public library in the U.S. Southeast, discuss the significance of la literatura in Latinx communities. They contribute to the body of research about library-based programs for multilingual families by examining the ways that within a familial community context for learning, la literatura provides a catalyst for a heterogeneous group of immigrant Latinx families to (a) embrace and enact a sense of transnational identity and belonging within the public space of the library, and (b) mobilize their linguistic and sociocultural repertoires of practice. Data sources for the study include audio and video recordings of 25 family literacy sessions (approximately 90-minutes each) and artifacts created by children and parents, including oral and written responses to works of culturally relevant Latinx children’s literature and transcripts from focus group interviews with participating parents and caregivers.


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