Welcome to Literacy.org, your source for research and development on literacy in the U.S. and worldwide. Literacy.org at the University of Pennsylvania, Graduate School of Education, is comprised of NCAL and ILI. The National Center for Adult Literacy (NCAL) has been engaged for more than two decades in cutting edge and high-impact research, innovation, and training in adult education and technology, as well as in other areas of adult basic education and literacy. The International Literacy Institute (ILI), co-founded in 1994 by UNESCO and Penn, focuses on a broad range of literacy issues from early childhood through youth and adult education, particularly in developing countries.
Learning and Education in Developing Countries: Research and Policy for the Post-2015 UN Development Goals Learning and Education in Developing Countries provides comprehensive and up-to-date review of learning and educational quality in developing countries, written by highly knowledgeable specialists from around the world. The areas reviewed include early literacy, new technologies, conflict-affected contexts, non-formal education, and learning assessment, and are among the most crucial for policy makers—from ministers of education, development agencies to academic specialists and students in international educational development. Working with the UN Millennium Development Goals to improve educational quality, this cutting edge, research-based review helps to situate what is known and remains to be known to improve education globally. Read more about the book release here.
Mobiles for Reading: A Landscape Research Review (2014) This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The ‘mobiles’ in this review primarily refer to mobile technologies—ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term ‘reading’ refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society.
Mobiles for literacy in developing countries: An effectiveness framework (2014) In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low- income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.