@inbook{MacLeod_G-2022_98449,
title = {Family literacy practices in Scotland and the impact of the COVID-19 pandemic},
author = {MacLeod, G. and Tett, L.},
month = {sep},
year = {2022},
abstract = {This chapter reports on two studies that explored the adaptations made by community learning and development workers supporting family learning and literacy projects during the COVID-19 pandemic in Scotland. Both studies were small-scale and largely qualitative, with data generated with parents (Study 1) and practitioners (Studies 1 and 2). Findings suggest that despite all the challenges, including dealing with digital inequality, there was a strong sense of continuation in terms of purpose, principles, and partnership. Both studies identified a desire for a blended approach to continue post pandemic, recognizing that while online made access easier for some groups, in-person provision allows for a sharing of experiences and learning together that can be a challenge to replicate online.},
pages = {82-100},
journal = {Handbook of Research on Family Literacy Practices and Home-School Connections},
publisher = {IGI Global},
url = {https://doi.org/10.4018/978-1-6684-4569-3.ch006},
}
