Mmino wa bana (Children’s Songs) as a Determinant of Reading Recorded Knowledge among Rural Teenagers in Ga Molepo, South Africa

<p>The National Library of South Africa (NLSA) in conjunction with the Department of Sport, Arts and Culture (DSAC) and UNISA’s Information Services Department hosted the National Reading Summit from 24 to 26 March 2021.</p><p>The National Reading Summit responded to national reading initiatives as well as the National Reading Survey that was commissioned by the Department of Sport, Arts and Culture through the South African Book Development Council (SABDC) published in 2017. The survey found that a lot more needs to be done if we are to achieve significant literacy levels.</p><p><br></p><p>This pre-recorded virtual presentation was featured on the last day of the National Reading Summit. More details on the research is available in a peer reviewed article that was published on 27 May 2021 in Vol. 38 No.1 of <i>Mousaion: </i>The South African Journal of Information Studies.</p>

Mmino wa bana (Children’s Songs) as a Determinant of Reading Recorded Knowledge among Rural Teenagers in Ga Molepo, South Africa

<p>The National Library of South Africa (NLSA) in conjunction with the Department of Sport, Arts and Culture (DSAC) and UNISA’s Information Services Department hosted the National Reading Summit from 24 to 26 March 2021.</p><p>The National Reading Summit responded to national reading initiatives as well as the National Reading Survey that was commissioned by the Department of Sport, Arts and Culture through the South African Book Development Council (SABDC) published in 2017. The survey found that a lot more needs to be done if we are to achieve significant literacy levels.</p><p><br></p><p>This pre-recorded virtual presentation was featured on the last day of the National Reading Summit. More details on the research is available in a peer reviewed article that was published on 27 May 2021 in Vol. 38 No.1 of <i>Mousaion: </i>The South African Journal of Information Studies.</p>

The Role of Mobile Learning in Promoting Literacy and Human Rights for Women and Girls

In this chapter the authors review the fairly recent advances in combating illiteracy around the globe through the use of e-readers and mobile phones most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone reading initiatives. Situated in human rights and utilizing the lens of transnational feminist discourse which addresses globalization and the hegemonic, monolithic portrayals of “third world” women as passive and in need of the global North's intervention, the authors explore the ways in which the use of digital media provides increased access to books, and other texts and applications in both English and native languages for people in developing countries. However, while advances in combating illiteracy through the use of e-readers, mobile phones and other mobile learning initiatives are promising, the tensions and power imbalances of digital literacies, which resources are available by whom, for whom and why, must also be examined.

The Role of Mobile Learning in Promoting Literacy and Human Rights for Women and Girls

In this chapter the authors review the fairly recent advances in combating illiteracy around the globe through the use of e-readers and mobile phones most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone reading initiatives. Situated in human rights and utilizing the lens of transnational feminist discourse which addresses globalization and the hegemonic, monolithic portrayals of “third world” women as passive and in need of the global North's intervention, the authors explore the ways in which the use of digital media provides increased access to books, and other texts and applications in both English and native languages for people in developing countries. However, while advances in combating illiteracy through the use of e-readers, mobile phones and other mobile learning initiatives are promising, the tensions and power imbalances of digital literacies, which resources are available by whom, for whom and why, must also be examined.

Books as Bombs: Incendiary Reading Practices in Women's Prisons

Reading receives considerable cultural and institutional support in the contemporary united states, from face-to-face, televised, and online book clubs to community-wide reading initiatives such as Michigan Reads!; One Book, One Philadelphia; and On the Same Page Cincinnati. In United States prisons, however, opportunities for reading and education have steadily declined since the prisoners' rights movement of the 1960s and 1970s gave way to the retributive-justice framework of the 1980s and beyond.

Globalisation, Nationalism and Post-Socialist Media Education

The article examines contemporary attempts in education to come to terms with the effects of globalised media and the waning authority of the nation-state. It compares current debates regarding the role of electronic media in US education with the state of media education in post-socialist Eastern Europe, where the desired accession to the European Union, accelerated technological changes and the entry into a globalised economy have induced thorough reforms in the structure and content of national education and set in motion intense negotiations about how electronic media are shaping the values and identities of the next generations. The essay focuses on the achievements and ambivalences of the newly introduced Hungarian national media education curriculum and parallel, state-supported print reading initiatives.