Can ICTs help increase literacy?

There is growing awareness that it is not the learning of literacy skills that brings about social and economic benefits but the ability to use literacy in specific instances. Literacy learning must encourage the use of skills in real life situations and promote the transfer of literacy skills from the adult classroom into the external world. Can new technologies be used to develop learning materials to assist with this?

A report from the Commonwealth of Learning Literacy (COLLIT) presents findings from a project in India and Zambia to pilot test using various information and communication technologies (ICTs) in literacy programmes.

COLLIT aimed to set up self-sustaining literacy programmes based in community learning centres using ICTs such as computers and televisions. The target group was those with an immediate need for reading and writing skills: adults and youth who are not in school.

A central part of the COLLIT project was the concept of a community-based learning centre. This is where various types of ICTs can be used, managed and accessed by members of the community, where learning is assisted and where locally relevant learning materials can be developed.

The project in India began using a national curriculum model, scheduled classes and pre-existing materials. In Zambia, by contrast, the project was combined with ongoing social and economic development activities. Content was developed to include knowledge aimed at giving communities the ability to prevent or manage malaria, diarrhea and HIV/AIDS in addition to knowledge about growing crops, such as maize and groundnuts.

The goal of achieving internet and e-mail connectivity was not possible at most centres. Mains electricity was unreliable and ensuring power would require the installation of solar panels. The progress made in gaining literacy skills varied, partly because of seasonal labour requirements, illness and household obligations.

The report describes how:

• Learning to use ICTs was not difficult for staff, literacy learners or people from the communities once they overcame their initial fears.
• The impact of literacy was greater for learners who could link literacy with their livelihood activities.
• No matter how basic the literacy skills acquired, most learners reported that they were applying them in their daily lives.
• When learners and their tutors were provided with the tools and skills to produce their own learning materials, the focus of their learning shifted to the issues and outcomes that were priorities for them rather than those of the programme provider.

The project has demonstrated that:

• The novelty and entertainment value of technology, particularly multimedia technologies, can be a source of attraction to bring adults into educational programmes and to keep their interest in learning.
• Computer literacy can enhance self-esteem and personal confidence, encourage teamwork and lead to wider involvement in community development.
• Creating learning materials can be done at a more local level as participants become familiar with ICTs and no longer dependent on centrally-produced materials.
• Sharing the costs of providing ICTs appliances, electricity, connectivity and training can be an incentive for long-term collaboration between different agencies.
• Centres are more likely to be long-lasting when used by a wide variety of community stakeholders.

There are no pre-set procedures for incorporating ICTs applications into literacy programmes. It is vital to consider sustainability from the outset, define desirable literacy outcomes and specify technology. It is also important to encourage local communities to feel they own ICTs centres. Managers must be encouraged to engage in entrepreneurial activities that provide funding for centres.

Source(s):
‘ICT and literacy: who benefits? Experience from Zambia and India’, Commonwealth of Learning, by Glen M. Farrell, September 2004 Full document.

Funded by: The UK Department for International Development (DFID)

id21 Research Highlight: 27 September 2005

Further Information:
Glen M. Farrell
Commonwealth of Learning Literacy Project
Commonwealth of Learning
1055 West Hastings Street, Suite 1200
Vancouver, BC V6E 2E9
Canada

Tel: +1 604 775 8250
Fax: +1 604 775 8210
Contact the contributor: glenf@col.org

Commonwealth of Learning

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