This theme issue discusses family literacy in six articles, covering: (1) visions of family literacy from research and practice; (2) a family-to-family tutoring model (Susan Weinbeck); (3) a strengths learning model (Meta W. Potts); (4) the LVA/GTE (Literary Volunteers of America/General Telephone and Electronics Corporation) family literacy project (Michael Buchholz); (5) outreach to rural families (Susan E. Perkins); and (6) relevant policy papers on family literacy. The visions of family literacy found in research are often disparate from those found in practice. One of the benefits of family to family tutoring is that all adults involved can experience empowerment, both as teachers and as learners. A strengths learning model emphasizes that adults have skills on which literacy practitioners may build. The LVA/GTE family literacy project encourages parents to read to their children and children to read to their parents. Reaching rural families involves several strategies related to: identification and recruitment; screening and preparation; program design and support services; home-based programs; instructional programs; staff development; and collaborations with other community members. The National Center on Adult Literacy at the University of Pennsylvania publishes an array of policy briefs related to adult literacy. (JW)