Appendix H: Final Analytic Review Template for the Integrative Critical Review (ART)
Family Literacy Integrative Critical Literature
Article number:_ Reviewer initials:_
Institutional affiliation(s)/location(s) of author(s):
Department(s)/division(s) and college(s) (if known) of author(s):
- 1. Summary of the chapter/article/book:
- 2. Term(s) used (circle one or more):
family literacy, literacy in families, home literacy, funds of knowledge Other:
- 3. Family literacy definition (please quote):
- 4. What type of paper/chapter/book is it? (circle one or more)
Review, Empirical study, Theoretical/position paper. Practitioner Other:
5. What methodologies are used? (circle one or more) Qualitative/quantitative, Case study, Ethnography, Discourse analysis, Not applicable
- 6. What theoretical frameworks are privileged in this review?
- 7. This article addresses... (circle one or more):
Race, Cultural diversity, Linguistic diversity, Gender differences,
Socioeconomic status differences
8. To what extent are these dimensions of difference addressed?
_ Racial, cultural, social class, and language differences are not
_Differences are alluded to but only in general terms.
_Differences are treated as methodological variables that correlate with
specific literacy practices and/or eventual school success.
_Race, social class, language, gender, or other differences are treated as
central to the analysis.
9. How, when, and to what extent are larger, macrocontextual issues/factors addressed? (circle one)
Not at all, In general terms, Discussed in depth Additional comments:
- 10. How does this review article relate to other review articles?
- 11. What is the role/position of the researcher(s)?
- 12. What does the author(s) cite as future directions?
- 13. Additional comments:
Appendix I: Inter-Rater Reliability Check
ART Inter-Rater Reliability Check
These are the questions that we will use to determine inter-rater reliability among the three of us. As I am sure you appreciate, it is critical that we give each of these questions careful consideration as poor cores related to reliability could complicate making a case for the validity of the ART analysis.
APA Bibliographic Data (copy from the list I sent):
1. Term(s) used (underline one or more):
Literacy in families Home literacy Funds of knowledge Other:_
2. What type of paper/chapter/handbook? (underline one or more)
Empirical study Theoretical paper Position paper Practitioner Information Other:_
3. What methodologies are used? (underline one or more)
Case study Ethnography Quantitative Discourse Analysis
- 4. What theoretical frameworks are privileged in this review?
- 5. This article addresses ... (underline one or more)
Cultural diversity Linguistic diversity Gender differences SES differences Other:_
- 6. To what extent are these dimensions of difference addressed? (CHOOSE ONLY ONE)
- 1. Racial, cultural, social class, and language differences were either not mentioned or not discussed as relevant to the research.
- 2. Differences were eluded to but only in general terms.These studies used terms such as “non-mainstream,” “multiple perspectives,” and “language differences” to reference diversity, but did not discuss specific literate practices in diverse communities nor did they examine what these practices meant in terms of schooling, access to resources, or school trajectories.
- 3. These quantitative studies treated difference as a methodological variable that correlated with specific literacy practices and eventual school success. These predictive and causal research studies focused on family literacy in diverse populations of students including children from low-income families or children from particular racial, ethnic, or linguistic groups.
- 4. These studies identified culture, social class, race, gender, ethnicity, and/ or language as central to their analyses. Many researchers noted the inextricable connections between various dimensions of diversity. For example, Wasik and Hendrickson (2004) noted “any serious study of literacy development must include an examination of family culture and beliefs” (p. 158). These studies discuss specific literate practices in diverse communities and/or they examine what these practices meant in terms of schooling, access to resources, and/or school trajectories.
7. To what extent are larger, macro contextual issues/factors addressed (i.e.,social histories, institutions, political pressures, and general economic conditions)?
- 1. Not at all
- 2. In general terms
- 3. Discussed in depth