Continuity of Operations planning information for the College of Education: Click here


New Practitioner's Guide on Parent Engagement and Leadership

Parent Engagement Leadership Family Literacy

Parent Engagement and Leadership Opportunities:  The benefits for parents, children, and educators
Toso & Grinder (2016)

This Guide discusses incorporating leadership training and opportunities into parent involvement and family literacy programs.  By doing this, parents can have a meaningful voice in social and educational issues, and educators can have a better understanding of the benefits of working with and supporting parent as equal partners in schools and communities.

New Policy Paper - Changing the Course of Family Literacy

family literacy policy Even Start Goodling Institute

Changing the Course of Family Literacy re-examines the importance and value of family literacy programming and offers several policy recommendations to focus attention on the four-component model used in Even Start.  This paper explores the current status of Family literacy and, after gathering information from 47 states, found that 11 states and the District of Columbia funded family literacy programs in 2015-16.  These states and local programs have fostered partnerships and braided funding to preserve and support family literacy programs and services.  This paper poses a rationale and recommendations to support family literacy programs as an essential strategy for assisting low-income families improve their education and employment prospects.

Family Literacy Certificate SCHOLARSHIPS Available!

Penn State Family Literacy Certificate


A limited number of scholarships are available each year for students enrolled in the Family Literacy Certificate. Scholarship recipients will receive a 25% off tuition for the first three courses and 50% off the fourth course, for a total scholarship package of approximately $3500. Scholarship recipients will gain a world-class education at a reduced cost. Applications will be accepted until all scholarships have been awarded.


Eligibility for Scholarship:

  • Must be accepted into the post-baccalaureate Family Literacy Certificate program.
  • Must complete the Certificate (4 courses) within 3 years.
  • Must maintain a B or higher to be eligible for a discount on the next course.

Key features of PSU’s 12-credit Post-Baccalaureate Certificate in Family Literacy:

  • Offered online through Penn State’s nationally recognized World Campus.
  • 3-credit postbaccalaureate courses.
  • Helps professionals gain high-quality, research-based knowledge about family literacy.
  • Act 48-approved provider for PA educators; may count toward professional development hours.
  • Use credits toward electives for other World Campus programs, including Master of Education degrees in Lifelong Learning and Adult Education and Curriculum and Instruction.

Family Literacy Certificate Courses:

---  Fall 2019

  • Introduction to Family Literacy (ADTED 456) explores the concept of family literacy and how it contributes to the literacy growth of the parent (caregiver), children, and other family members. The course addresses serving diverse and vulnerable families, models of family literacy, the key components of family literacy (adult, early childhood, and parent education; interactive literacy), the role of case management and family support, professional development and program improvement, and advocacy.
  • Early Literacy Development (ADTED 458) focuses on young children’s language and literacy development, including ways that parents and staff support this development using research related to children’s learning.

-- Spring 2020

--Summer 2019

  • Adult Literacy (ADTED 457) provides practitioners with an overview of adult literacy issues, research, theory, and instructional practices in the context of family literacy and how they pertain to the many roles of parents, workers, and community members.

For information about the Certificate and Scholarship, contact Dr. Beth Grinder McLean at or 717-432-3498 or link to

To learn more about applying for the Certificate, contact World Campus admissions at 800-252-3592.

Goodling Evaluates Smithsonian Learning Lab Print & Play Cards

REPORT:  Building Vocabulary in Young Children by Playing Card Games that Use Smithsonian Collections (August, 2018)

The Smithsonian partnered with the Goodling Institute for Research in Family Literacy to better understand how new audiences might use digital museum resources, as well as implement the Smithsonian Learning Lab collections in classrooms with young learners. The project’s goal was to “increase language development in young children, especially those living in under-served areas.” To explore this goal, the research focused on the use of downloadable print-and-play cards using the Smithsonian’s extensive digital collections, combined with questions adapted from Harvard’s Project Zero Visible Thinking routines.

New Research Brief!

Research Brief #10

Incarcerated fathers' experiences in the Read to Your Child/Grandchild
Program:  Supporting children's literacy, learning, and education

Esther Prins, Tabitha Stickel, and Anna Kaiper

October 2019

As stated in the Brief: 

This study used qualitative data to analyze how 11 fathers in a rural Pennsylvania prison were involved in their children's literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYGG) program. Before RYCG, most fathers took steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming—and then sought to continue supporting their children’s learning from within prison. Fathers used RYCG materials to emphasize the importance of education, literacies, and numeracies, while also creating personalized scrapbooks and letters that cultivated their children’s literacy abilities and cognitive, educational, and socio-emotional development.

Go to the Research & Publications Tab for more information.

U.S. Census Bureau recognizes Goodling Institute

The U.S. Census Bureau recently issued a 2020 Census National Partner Certificate officially thanking the work of the Goodling Institute for raising awareness of the 2020 Census and for encouraging responses.  The Goodling Institute was one of more than 1,000 dedicated national partners in the effort to collect census data.

The Goodling Institute would also like to recognize specific members of our team for their work:  Tabitha Stickel, Jungeun Lee, Mike Vail, and teachers in our programs that did lessons around census data collection.

New Article - On the Fly: Adapting quickly to emergency remote instruction in a family literacy program


On the Fly: Adapting quickly to emergency remote instruction in a family literacy programme

Kaiper-Marquez, A., Wolfe, E., Clymer, C., Lee, J., McLean, E., Prins, E. & Stickel, T. (2020). On the fly:  Adapting quickly to emergency remote instruction in a family literacy programme. International Review of Education,


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, the Family Pathways programme
includes adult education, parent education and interactive parent–child literacy
activities. The article discusses how teachers created online learning opportunities
for parents and children to learn together, the strategies and resources instructors
used to teach remotely, how challenges such as discomfort with technology were
addressed, and what has been learned from the experience. Although COVID-19
presents unprecedented challenges for educators and learners in family literacy
programmes more broadly, it has also compelled instructors in this particular programme
to use remote instruction creatively and has revealed the critical importance
of family literacy programmes as an educational support system for low-income and
immigrant families.