Intergenerational Learning and Family Literacy in Kaduna State Communities

This study examined intergenerational learning dynamics and family literacy outcomes in family literacy programme interventions in Kaduna State, North West Nigeria. Intergenerational learning, in which adults and children engage in shared literacy practices, represents an innovative approach to simultaneously improving parental and child literacy, yet family literacy programme research in the North West zone of Nigeria is virtually absent from the published literature. The study adopted a mixed methods convergent design involving 160 family literacy programme participants and 60 control family members from three communities across Kaduna's three senatorial zones. Family literacy practice observation tools, standardised adult and child literacy assessments, and in-depth family interviews formed the data collection framework. Quantitative findings demonstrated significantly higher adult literacy gains and child early literacy development scores among programme participants compared to controls. Qualitative data illuminated the mechanisms underlying gains, including the motivational effect of children's educational progress on adult learning persistence, the development of shared reading routines within participating households, and the acquisition by parents of specific techniques for supporting children's literacy at home. Intergenerational learning was strongest in households where both adult-directed and child-directed family literacy activities were implemented. Recommendations include developing a standardised family literacy programme model for Kaduna State incorporating both adult learning objectives and parent-child literacy activity guides, training facilitators in family literacy facilitation techniques, and establishing community family literacy resource centres. Keywords: intergenerational learning, family literacy, adult literacy, Kaduna State, parent-child learning.