What do we mean by 'illiterate'? Are we being misled by UNESCO rhetoric that literacy is the key to development? What happens when we herd into class individuals who may have nothing in common except for the fact they have been labelled 'illiterate'?

Recent research by the Education for Development programme at the University of Reading challenges current literacy campaigns and outlines a new approach to adult literacy: ‘real literacies’. This approach uses pre-existing social groups whose members have varying levels of literacy and in which the non-literate choose their own tasks, and apply their newly acquired skills in real life situations.

Few people acquire sustainable literacy skills if put into classes and forced to learn at the same pace from prescribed primers which use words or sentences out of context. Motivation tends to wane, and even if skills are learned, they are rarely transferable to real-life situations. Village libraries, built by post-literacy programmes, are often filled with worthy texts that remain unused.

Facilitators of real literacies initiatives work with people in pre-existing groups (perhaps vocational, social, neighbourhood or religious) who have different levels of literacy skills. Enhancing literacy skills is part of a package of developing the skills of all members, not simply the non-literate. The non-literate are encouraged to bring their own reading materials or writing tasks to class and to improve skills they have prioritised. The underlying theory is that adults should not be taught as if they were children on an inevitable sequential course to becoming independent readers. Adult learning is situated learning, purposefully working towards a target which once achieved may end the learning process.

Key features of real literacies include:

• Success is measured not by how many people pass a test showing they can read and write set texts but by how many apply newly acquired skills in real life activities.
• Planners analyse the variety of factors (including shame, opportunism and instrumental motivation) which lead adult learners to participate.
• As every community is different, local diversity in learning programmes must be encouraged.

Problems for policymakers working to integrate real literacies include:

• Finding a sufficient quantity of real literacies materials in isolated communities.
• Meeting the extensive support needs of real literacies facilitators.
• Finding common measures of achievement to satisfy authorities searching for statistics that they are getting on top of the 'illiteracy problem'.
• Managing a diverse programme with each group doing a different activity, as opposed to a uniform programme with set textbooks.

Source(s):
'Literacy comes second: working with groups in developing societies' by Alan Rogers, Development in Practice, vol. 10, no. 2, May 2000.
'Improving the quality of adult literacy programmes in developing countries: the real literacies approach', by Alan Rogers, International Journal of Educational Development 19, 1999.

Funded by: Not known

id21 Research Highlight: 15 March 2001

Further Information:
Alan Rogers
Noel Close
5 Adderley Street
Uppingham
Rutland LE15 9PP
UK

Tel: +44 (0) 1572 821282
Fax: +44 (0) 1572 823078
Contact the contributor: alan.rogers@nottingham.ac.uk

School of Continuing Education, Nottingham, UK

School of Education, Reading, UK

Other related links:
Literacy Online is a gateway to electronic resources on international adult literacy

Literacy Resources Centre Network promotes literacy in the Asia/Pacific area

CIDA works for basic education for all

The Centre for International Education is a research centre for the development of education

Learning Channel is dedicated to quality education for all

World Education aims to improve lives through nonformal education for adults and children