Mapping the Landscape of Family Literacy Programs: A Hybrid Systematic Review and Bibliometric Analysis of Experiential and Community-Based Approaches Title of Paper

Abstract

This study maps the landscape of family literacy programs (FLPs) by integrating a systematic literature review and bibliometric analysis, focusing on experiential and community-based approaches. Guided by three research questions, the study examines publication evolution, research productivity and thematic structure, and implications for future research. From 3,814 initial Scopus records, the study retained 170 articles through PRISMA screening, covering approximately three decades of research. The authors used VOSviewer to analyse publication trends, university affiliation networks, and keyword co-occurrence. The findings show a marked increase in research output since the early 2000s, with publications concentrated in developed English-speaking countries, particularly the United States, United Kingdom, Australia, and Canada. Leading institutional contributors include Pennsylvania State University and Edith Cowan University. Prominent keywords include family literacy, literacy, education, parents, preschool children, program evaluation, and family literacy programs.  Thematic synthesis identifies four foundational dimensions of FLPs: culturally responsive, collaborative, socio-cultural, and cross-sector approaches, emphasising parental engagement, home literacy environments, cultural resources, and community partnerships. Overall, the findings demonstrate the growing relevance and multidimensional nature of FLPs while highlighting the need for greater geographical diversity and further research on culturally responsive, digital, experiential, and community-based practices.