Abstract
- This article describes how homework was practiced in a school based family literacy project. The study reveals that in the homes, as in the Family Literacy Program classes, homework had a family focus as a collective rather than individual event with multiple goals and communicative benefits. The bi-directional benefits of the learning process between parents, children, siblings, and teachers were evident in the collective processes practiced in both the family literacy classroom and participant homes. Multiple needs were met by fostering families' sense of belonging to a school program and using homework as a mediator between school and home.