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This study introduces parents' roles in the community Korean–English bilingual family literacy program named Family Storytime. It was offered at the Korean church for 30 minutes during lunch time on Sundays over 3 months. The Korean parents played two major roles: facilitators and participants. As facilitators, the parents advertised the literacy program to other Korean families, set up the room, managed children's behaviors, and assisted bookplay activities. The Korean parents were active participants who responded to the book, interacted with children, and gave positive feedback to children. The parents' heritage–language skills and funds of knowledge were valuable resources at the Family Storytime sessions. This study offers an example for how bilingual parents can be involved in family literacy in schools and communities. [ABSTRACT FROM AUTHOR]

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. [ABSTRACT FROM AUTHOR]

Underresourced communities often have limited access to print and materials to promote children's early literacy development. Recognizing that the neighborhood is a unit of social change, organizations that engage families in early reading and learning with their children, therefore, have increasingly become part of the community landscape. Recently, efforts to promote early literacy have found families in a less conventional place: the local laundromat. The authors report on a study of six laundromats in low‐income communities, three of which were transformed to include literacy‐related play centers and three of which remained business as usual. Results indicated dramatic increases in literacy‐related activity among young children as compared with control sites, demonstrating the potential of these sites to enhance children's opportunity to learn. [ABSTRACT FROM AUTHOR]

The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy. [ABSTRACT FROM AUTHOR]