Special Issue Editors Amelia Hewitt and Kim Pinkerton introduce the special edition of Journal of Family Strengths, outlining key points of multidimensional literacy and the significance of literacy in our families and communities.

Author Biography

Amelia Hewitt holds an Ed.D. in early childhood education. She is currently an Associate Professor at University of Houston-Downtown. She has many years of experiences in the EC-4 classroom, in the ECE research field, and in the university level classroom as a professor. She has had experiences in designing and conducting professional development for leaders in the field and in applying current theories into practice. Amelia’s primary area of research interest is in addressing the needs of the whole child through developmentally appropriate teaching. Her current interests are in addressing early literacy skills in young children, particularly with phonological awareness skills. Amelia’s past research has been conducted at House of Tiny Treasures, a preschool for Houston’s homeless children. Those research projects include focusing on the effects of music and movement on socialization and process oriented art’s effects on storytelling. Her past research has also focused on the emotional and cognitive effects of collaborative partnerships between university faculty and university students, children, and teachers. Additionally, her past professional experiences have focused on teachers in the classroom and applying theories of teaching and learning into the real classroom setting. She can be reached at hewitta@uhd.edu.

Kim Pinkerton has served as an associate professor in the Department of Urban Education at the University of Houston-Downtown, a lecturer in the College of Education at the University of Houston, a Professor of Language Skills at San Jacinto College, and a third and fourth grade teacher for two school districts in Texas. She is the current President-elect of the Texas Council of Teachers of English Language Arts. Her primary teaching and research interests include reading comprehension processes and practices, individualized literacy instruction methods, best practices for early literacy skills, and past and present literacy histories of public school teachers.