Bridging the Literacy Gap: A Case Study of Home and School Literacy Practices in Urban Indonesia

Abstract

Background: Literacy is often narrowly conceptualised as a purely academic task rather than as a social and cultural process integrated into children's daily lives. A primary challenge in developing children's literacy is the lack of synchronisation between home and school environments, compounded by unequal access to resources.

Objective: This research explores literacy practices within home and school settings in Serang City and examines their subsequent impact on child development.

Methodology: Adopting a qualitative case study approach, data were gathered through in-depth interviews, participatory observation, and documentary analysis involving students, teachers, parents, and principals across three primary schools.

Results: The findings reveal that literacy is predominantly practised as an instructional requirement with limited opportunities for participatory or expressive engagement. Children from literacy-rich home environments exhibited higher levels of confidence and engagement. Conversely, those from literacy-poor backgrounds faced significant motivational and affective barriers. Furthermore, while children demonstrated creative adaptive efforts, these were not supported by systemic frameworks.

Conclusion: Fragmented literacy practices in urban environments undermine the development of a cohesive literacy identity in children.

Unique Contribution: This study provides a contextualised understanding of how fragmented literacy environments in urban Indonesia influence learning trajectories. It introduces the concept of an integrative home-school literacy model as a necessary, responsive intervention.

Key Recommendation: There is an urgent need for an integrative and culturally responsive approach that aligns school and home environments, ensuring literacy becomes a meaningful and holistic part of children’s lives.