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The authors explore the possibility that school literacy practices sent home as homework are changing family reading interactions by adding to the tasks that teachers expect parents to undertake. The authors consider how reading, formerly an elective leisure practice between parents and their children, has been reorganized and how this positions parents differently. The authors also examine teachers' views on the importance of parents reading to their children and teachers' expectations of parents to support school literacy practices in the form of homework. Evidence that teachers now depend on parents to support school‐based literacy practices and how this serves to change the nature of literacy practices in the home is discussed. [ABSTRACT FROM AUTHOR]

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates. [ABSTRACT FROM AUTHOR]

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates. [ABSTRACT FROM AUTHOR]

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates. [ABSTRACT FROM AUTHOR]

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates. [ABSTRACT FROM AUTHOR]

This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates. [ABSTRACT FROM AUTHOR]

Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and learn literacy. In an effort to humanize digital literacies, this department column offers a vast array of topics, from participatory work that pushes educators and researchers to communicate in local and global spaces to ways of redefining core reading and literacy skills through a screen-based, multimodal logic. This column also provides a venue for research and practical applications that depict technology use as a part of the fabric of being human. The column helps educators reconceptualize the ways that children learn with technology, media, and new communication systems; honors educator success stories and burning questions and issues; and reimagines literacy futures. [ABSTRACT FROM AUTHOR]