ABSTRACT
This chapter explores ways to eff ectively and collaboratively engage American Indian and Alaska Native (AI/AN) parents, families, and communities in literacy development. Although Indigenous peoples have maintained multiple forms of literacy, including the oral tradition of storytelling, this population has historically experienced low levels of English language literacy (Kutner, Greenberg, Jin, & Paulsen, 2006; Brod & McQuiston, 1983), poor academic achievement (Grigg, Moran, & Kuang, 2010; Rampey, Lutkus, & Weiner, 2006), high rates of poverty and a host of other social and economic disparities (Ogunwole, 2006). Given the unique cultural and lingustic characteristics of this population, this chapter emphasizes the need to provide culturally congruent and appropriate literacy-focused services across the lifespan. Given the lack of published empirical research, we draw primarily from our own personal and professional experiences as American Indian educators and researchers, coupled with examples from programs and interventions specifi cally developed for Indigenous children, families and communities.
