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Although incarcerated individuals have committed potentially ‘immoral’ crimes, many are also parents, and need to foster their children’s moral development. As such, incarcerated parents occupy a p...

More than one-half of incarcerated people in the USA are parents of minor children. Family literacy and read-aloud programs not only provide these parents with ways to connect and communicate with their children, but also encourage children’s learning and literacy development through creative means. Research on such programs, however, is scarce. This article presents an analysis of one such family literacy program operating in a rural Pennsylvania prison. Using qualitative data, the authors describe the Read to Your Child/Grandchild (RYCG) program and the experiences of the 11 fathers who participated in the program in fall 2018. The article examines how the program bridges gaps between fathers and children in communication, physical presence, and literacy development; the unique benefits the program’s components afford its participants; and the fathers’ acts of creativity and creation while in a restricted carceral setting.

The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or "on the fly") to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019-2020 who live in the State College area in central Pennsylvania, theÀ la volée : adaptation rapide à l’urgence du télé-enseignement dans le cadre d’un programme d’alphabétisation familiale – La pandémie de COVID 19 a entraîné des changements extraordinaires en matière d’alphabétisation familiale, contraignant les programmes en présentiel à passer rapidement (pour ainsi dire, à la volée) à un mode d’enseignement à distance en ligne. Cette étude est l’une des rares à aborder l’enseignement et l’apprentissage en ligne en matière d’alphabétisation et, à la connaissance des auteures, elle est la première qui porte sur l’enseignement à distance dans le cadre d’un programme d’alphabétisation familiale durant la pandémie de COVID-19. Le présent article se penche sur la réponse que l’Institut Goodling de recherche en alphabétisation familiale de la Pennsylvania State University (USA) a apporté à la pandémie en transformant, à chaud, ses cours d’alphabétisation familiale en présentiel en cours à distance par le biais de plateformes en ligne. Le programme