Postliteracy in the Digital Age: The Use of Mobile Phones to Support Literacy Practices in Namibia and Tanzania

Autor/inn/en	Semali, Ladislaus M.; Asino, Tutaleni I.
Titel	Postliteracy in the Digital Age: The Use of Mobile Phones to Support Literacy Practices in Namibia and Tanzania
Quelle	In: Prospects: Quarterly Review of Comparative Education, 44 (2014) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-012-9254-6
Schlagwörter	Foreign Countries; Literacy; Handheld Devices; Educational Practices; Communication Skills; Writing Skills; Case Studies; Adult Learning; Adult Literacy; Entrepreneurship; Citizen Participation; Technology Uses in Education; Use Studies; Females; Discussion Groups; Skill Development; Electronic Learning; Namibia; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungspraxis; Kommunikationsstil; Writing skill; Schreibfertigkeit; Case study; Fallstudie; Case Study; Adulte education; Adult training; Erwachsenenbildung; Unternehmungsgeist; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Weibliches Geschlecht; Kompetenzentwicklung; Qualifikationsentwicklung; Tansania
Abstract	This article focuses on individuals emerging from traditional oral cultures with limited education and few economic resources who use mobile telephones to maintain their writing and communication skills, despite the scarcity of reading materials, or a lack of social, economic, political, and cultural incentives. Drawing on two case studies--one of previously disenfranchized citizens participating in a national dialogue in Namibia and one of entrepreneurial women in Tanzania--the authors examine postliteracy practices in adults' everyday lives, probe these innovative uses of mobile applications, and thus aim to understand the context of the mobile literacy environment. They find that for individuals with limited literacy skills, these phones and applications can offer a vital resource for postliteracy practices, one that gives them a better chance of maintaining and enhancing their previously acquired literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10