The involvement of parents in their children's learning is of increasing concern. In Scotland, there is widespread apprehension that legislation has done little to increase genuine parental involvement. Jeannie Mackenzie makes a case for schools to take a fresh approach. She contends that, in seeking to increase parental involvement in learning, schools tend to use means that are informed by the professional expertise of teachers. This, unintentionally, distances, disengages and disempowers the parents that schools most wish to reach. Present practice is contrasted with that of family learning, which uses an appreciative, affirming and accessible approach to better achieve the goal. The volume sketches the history of family learning in Scotland and its connections with international developments. It proposes a working definition of family learning and means to measure its effectiveness. Family learning is located within social and situational theories of learning and the reader is provided with practical examples from across Scotland.