267 Designing a Community Translanguaging Space Within a Family Literacy Project Sujin Kim, Kim H. Song A multilingual family storybook project serves as a community translanguaging space where family and community members collaboratively work to build a collective communicative repertoire of multiple languages and modes. I n this article, we explore how a multilingual family literacy project can enhance family engagement in children’s literacy development in an urban school context. Drawing on translanguaging, the emerg- ing framework of language learning and teaching, we introduce a multilingual family storybook proj- ect in which families from multiple backgrounds built on their existing family funds of knowledge. Participating families collaborated through what we call community translanguaging to create their unique family storybooks using varying languages and diverse modes. We provide a detailed descrip- tion of the project and make a step-by-step recom- mendation of how such family literacy projects can be designed and implemented in schools. Such a community-based family literacy program can not only reach families from diverse backgrounds but also activate and use family and community linguis- tic and cultural resources. The context of this family storybook project begins with our efforts to address the prevalent challenge across schools in connecting with fami- lies from diverse linguistic, racial, and cultural backgrounds. Despite the crucial role of families in children’s literacy development (Payne, Whitehurst, & Angell, 1994), schools find it difficult to design effective family literacy programs to engage and integrate family members (Clymer, Toso, Grinder, & Sauder, 2017). As Compton-Lilly (2009) once described how a closer look at the students’ and families’ literacy practices reframed her beliefs about and practices with her students and their families, community-based research on how fami- lies engage in literacy practices can facilitate new perspectives. So, we asked, What would happen if the school engages families in a literacy project in ways that validate and draw from the existing liter- acy practices of these families and their larger com- munities? How can such a family literacy project counter English-only literacy norms while develop- ing the students’ and families’ multilingual capacity and metalinguistic awareness? As part of a larger research project, the multilin- gual family storybook project aimed to address the lack of support for urban multiracial and multilin- gual families in a Spanish immersion elementary charter school (SIES, a pseudonym) in which K–5 students engage in the core curriculum in Spanish. A Midwestern university research team and SIES educators partnered to develop a Family Stories in Multi-Languages project. Thirteen families partici- pated in a schoolwide bilingual storytelling event and subsequent workshops. Then, five families and six students joined the multilingual family story- book project workshops over the next four months and published storybooks. Drawing from existing literature on how educa- tors can better access and activate diverse students’ and their families’ funds of knowledge (Dworin, 2006; Moll & Greenberg, 1990), we showcase how our FEATURE ARTICLE The Reading Teacher Vol. 73 No. 3 pp. 267–279 doi:10.1002/trtr.1820 © 2019 International Literacy Association Sujin Kim is an assistant professor in the College of Education and Human Development at George Mason University, Fairfax, VA, USA; email skim222@gmu.edu. Kim H. Song is a professor in the Department of Educator Preparation and Leadership at the University of Missouri, St. Louis, USA; email songk@msx.umsl.edu.