DIMENSIONS OF LITERACY

COMMUNICATION FOR LITERACY


Literacy has often been defined as the ability to read and write, or the posession of a particular kind of competence, such as "computer literacy". Why might literacy be of interest to communication for development practitioners? The director of the first project, below, offers one reason: "The more literate a person is, the better able they are to form an opinion. And the more opinions you can bring to the discussion, the greater the collective knowledge."

This issue of the Drum Beat highlights communication's potential to empower people through literacy.

1. Rainforest Literacy Project - Papua New Guinea
"There's just no point addressing literacy without addressing issues of sustainable, economic development....you teach literacy by focusing on hot topics, topics that matter to the daily lives" of villagers. Using radio programmes and printed materials designed for semi-literate audiences, this initiative works within the existing system of community self-governance to empower land groups in the Managalas Plateau, Oro Province, Papua New Guinea to make informed decisions and take action for rainforest survival. Laying the groundwork for genuine informed participation is a literacy challenge addressed through "Multichannel Learning".
http://www.comminit.com/experiences/pdskdv122003/experiences-1139.html
Contact Micael Olsson molsson@edc.org OR Douglas Bell douglasbell99@aol.com


2. Backward & Forward Linkages That Strengthen Primary Education
by V. Ramachandran
Why do specific communities fall short when it comes to literacy? This paper highlights rural issues, exploring the intensity of social barriers (higher in areas distanced from the mainstream), and lack of proximity to centres of political power and visibility (can compound problems with infrastructure and personnel). The report finds that "literacy figures do not reveal the full picture. The 2001 headcount has generated a debate on the interlinkages between women's status, education, literacy and economic development. There are no easy answers..."
http://www.comminit.com/strategicthinking/st2003/thinking-107.html


3. Programme of Bi-literacy In Matters of Economic Development, The Environment, Gender & Community
This Chile-based programme teaches simultaneous bilingual literacy using themes chosen based on learners' specific sociocultural and age-specific characteristics, e.g., micro enterprises, environmental protection, gender equality, civil rights, community health. The hope is that, by learning to read and write in both English and Spanish, the indigenous population will assimilate symbols, words, phrases, and sentences into daily life. Community members are trained to facilitate classes using a playful teaching method.
http://www.comminit.com/experiences/pdsla2002/experiences-1729.html
Contact María José Hernández mhernandez@eclac.cl


4. View from Bangladesh: The New Literacy
by Mir Lutful Kabir Saadi
"The definition of literacy changed in the last decade of the 20th century. This new concept of "computer literacy" is 'the ability to achieve desired outcomes via a computer'....[C]omputer literacy can be said to have three components: understanding of basic computing principles, knowing how to use at least one computer operating system, and proficiency with specific software programs."
http://www.comminit.com/trends/ctrends2002/trends-172.html


5. Media Education: Literacy, Learning & Contemporary Culture
by David Buckingham
"How should education respond to the challenges of an increasingly mediated world? How can it enable young people to become active, critical participants in the media culture that surrounds them? And how can it keep pace with the complex technological, cultural and economic changes that are currently reshaping the contemporary media environment?" These are some of the questions that arise in the area of media literacy.
http://www.comminit.com/materials/ma2003/materials-300.html


TRADITIONAL APPROACHES TO LITERACY


6. Illustrated Manuals for Development Projects (IMDP) - Global
IMDP is a technique for producing simple, short training manuals for non-literate farmers worldwide. Using sequences of linked pictures on a particular topic, these manuals depict the task without the use of words. Developed by the Institute of Ecology and Resource Management at the University of Edinburgh in collaboration with West African farmers, IMDP aims to help development organisations produce cheap, effective training materials (which are then shared on the project website).
http://www.comminit.com/experiences/pds22004/experiences-496.html
Contact Rose Clarkson enquiries@imdp.org.uk


7. World Literacy of Canada
An international organisation whose literacy programmes focus on women's needs and teacher training.
http://www.comminit.com/links/linksngos/links-1128.html


8. Rural Literacy & Self Reliance Program (RLSRP) - Nepal
The Committee for the Promotion of Public Awareness and Development Studies is working to build self-reliance as well as leadership and literacy skills among extremely poor women in Lamjung District, Nepal. Activities include organisation building; awareness-building sessions on literacy, health, gender, environment, and rights; and savings and credit cooperatives.
http://www.comminit.com/experiences/pdskdv112003/experiences-1011.html
Contact coppades@ntc.net.np


9. Literacy Skills for the World of Tomorrow: Further Results from PISA 2000
The Programme for International Student Assessment (PISA) measures how well 15-year-olds "are prepared to meet the challenges of today's societies. PISA administers tests and background questionnaires to between 4,500 and 10,000 students in each participating country to assess three forms of literacy: reading, mathematical and scientific. The assessments focus on how well students apply knowledge and skills to tasks that are relevant to their future life, rather than on the memorisation of subject matter knowledge."
http://www.comminit.com/materials/ma2003/materials-287.html


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4th International Entertainment Education Conference (EE4) - September 26-30, 2004 - Cape Town, South Africa
http://www.comminit.com/africa/events_cal/2004/170-event.html

Discussions will focus on recent developments in entertainment-education programmes around the world, sharing experiences in EE, opportunities and challenges, and developing a consensus towards further enhancing the Entertainment-Education methodology and field practice.


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TECHNOLOGICAL TOOLS FOR LITERACY


10. Interactive Radio Instruction for Somalis (IRIS) Project - Ethiopia
To overcome obstacles associated with educating Ethiopia's pastoralist children, the Education Development Center is building the capacity of Somali educators and technicians to produce and broadcast interactive radio instruction programmes that deliver official curriculum in reading, basic math, and life skills. Students participate through question-and-answer sessions, drama, and songs.
http://www.comminit.com/experiences/pds82004/experiences-2057.html
Contact Katharine Yasin kyasin@edc.org OR Abdoulkhader Houssein ahoussein@edc.org


11. Marginalised tribal groups get education by TV
In 2003, a government school featuring television-based teaching aids opened in the Mangyan community of Purnaga, the Philippines. Adults from indigenous groups are educated in nationalism, English, and other subjects. Lack of roads and the remoteness of their colonies had prevented teachers from reaching the area.
http://www.comminit.com/trends/ctrends2003/trends-101.html


12. OOPS iSee - India
Low-cost technology is being provided to rural Indians who might not otherwise have the opportunity to get educated, communicate with a physician and family members, or acquire agricultural information. Kiosks equipped with a personal computer, a web cam, and a dial-up connection enable villagers to speak to - and view - someone "on the other end", rather than being forced to type an email message (which might be impossible in communities with very low literacy rates).
http://www.comminit.com/experiences/pdskdv102003/experiences-895.html
Contact isee@oops-india.com


13. Look Again! A Teaching Guide to Using Film & Television with 3- to 11-year Olds
Offers 8 basic teaching techniques for the close study of TV, and advocates the educational value of such work. Outlines connections between teaching literacy and cineliteracy; details strategies for engaging children in discussion and analysis of moving image media; and suggests means of integrating these activities across the curriculum in primary schools.
http://www.comminit.com/materials/ma2004/materials-1413.html


14. St. Mary's Institute - Your Caribbean Literacy Portal
Focuses on raising literacy awareness in the English-speaking Caribbean, especially via the Internet.
http://www.comminit.com/links/linksacademic/links-63.html


15. Educational Video Center [EVC] - New York City, USA
EVC uses creative, community-based video and multi-media to develop the literacy, research, public speaking, and work preparation skills of at-risk youth. A documentary project researched, scripted, shot, and edited by students (in the city, a learning space) becomes a creative group learning experience - one that is perhaps different from any other they might have in-school and that can result in a concrete product to be shared with teachers, family, and fellow citizens.
http://www.comminit.com/experiences/pds22004/experiences-490.html
Contact Steven Goodman sgoodman@evc.org OR info@evc.org


MAKING LEARNING FUN


16. Pleasure Through Reading - Zambia
This project will use television to encourage a reading and research culture among Zambians. Window Images-Media in Development and its partners hope to motivate a broad cross-section of people to take up reading, making reading an interactive group process. At the end of each episode, a quiz will be conducted on the featured book. Bookstores and other community partners will be asked to donate books and cover postage.
http://www.comminit.com/africa/pds092003/sld-1330.html
Contact Annie Chimbuvu Chiluba windowimages@yahoo.com


17. Spinning Yarns Around the Digital Fire: Storytelling & Dialogue Among Youth on the Internet
by David Huffaker
"Storytelling introduces children to the initial stages of communication and literacy....[O]nline forums and virtual communities, including message boards, Weblogs and instant messaging software (IM), allow children important spaces to share ideas and feelings, discuss issues and projects, ask and answer each other's questions, and promote a prosocial spirit."
http://www.comminit.com/strategicthinking/st2004/thinking-73.html


18. Using Videos to Educate Marginally Literate Girls Along the Mekong River - Laos & Thailand
This project used low-cost, entertaining video compact disc (VCD) technology to meet literacy needs of young, at-risk girls who cross the Mekong in search of a more exciting, financially rewarding life. Music, dialogue, images, and subtitles - in multiple-language sound tracks - are designed to stimulate and reinforce learning among users and peer facilitators. Literacy is a means of reducing risk of sexual exploitation, exposure to HIV/AIDS and drug abuse, and forced labour.
http://www.comminit.com/experiences/pds82004/experiences-2056.html