Multiple Cultures, Multiple Literacies, and Collective Agencies: Chinese and Pakistani Immigrants’ Perceptions of Family Literacy Support
Bibliographic record
Abstract
Challenging the deficit view of immigrant families’ roles in family literacy support, this study is situated in the multiliteracies theoretical framework, which celebrates marginalized, yet diverse, literacy practices in immigrant families. This study used semi-structured interviews and focus group discussions to map diverse family literacy practices in Chinese and Pakistani families. It explores whether and how available educational institutions have been inclusive of immigrant families’ multiple cultures and multiple literacies. Adopting a bottom-up advocacy approach, this study also invites Chinese and Pakistani families to envision family literacy programs by themselves. It brings to light immigrant families’ potential collective agencies in effecting changes to enable more inclusive family literacy programs in the culturally and linguistically diverse context of Canada. Cet article défit la vision négative du rôle des familles d’immigrés dans le support de la littératie familiale. L’étude se situe dans le cadre conceptuel des multi-littératies qui supportent des pratiques de littératie marginalisées mais néanmoins très diverses dans des familles d’immigrés. La méthodologie d’entrevues semi structurées et de groupes de discussions utilisée a permis de décrire les différentes pratiques de littératie adoptées dans des familles chinoises et pakistanaises. Cette étude cherche également à explorer si les institutions éducatives ont pris en compte les différentes cultures et littératies des familles, et dans le cas positif, comment cette prise en compte s’est effectuée. L’analyse vise aussi à inviter les familles chinoises et pakistanaises à créer leurs propres programmes de littératie en utilisant une approche de soutien ascendant. Les résultats montrent un potentiel collectif d’agentivité qui pourrait engendrer la création de plus de programmes de littératie familiaux dans le contexte multiculturel et multilinguistique du Canada.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".