Strategic collaboration for technology-supported development and use of multilingual children’s storybooks in Kenya: The case of the African Storybook initiative
The case of the African Storybook initiative
Copyright and Licensing:
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Share:
How to Cite
Strategic collaboration for technology-supported development and use of multilingual children’s storybooks in Kenya: The case of the African Storybook initiative. (2022). Communicare: Journal for Communication Studies in Africa, 38(1), 117-135. https://doi.org/10.36615/jcsa.v38i1.1547
- Articles
- Submited: October 8, 2022
-
Published: October 11, 2022
Abstract
Literacy is critical to achieving the 17 United Nations Sustainable Development Goals but
many countries have not achieved globally desirable literacy levels. In this paper I describe a
collaborative strategy that the South African Institute for Distance Education (SAIDE) adopted
to implement the African Storybook (ASb) in sub-Saharan Africa in response to the shortage
of multilingual literacy resources. The paper focuses on Kenya, drawing on my experience as
the ASb Partner Development Coordinator and from ASb partner reports. One of the findings
is that nationwide literacy programmes may not meet specific literacy needs of children from
hard-to-reach communities. Other innovative and unique initiatives need to intervene through
a collaborative bottom-up approach. I conclude with some lessons learned, achievements and
challenges.
Article Metrics Graph
References
- ACDP Indonesia. (2014). Mother tongue based multilingual education. Available from: https://www.adb.org/sites/default/files/publication/176282/ino-mother-tongue-multilingualeducation.pdf
- Chebet, E. (2016). Role of mother tongue as a medium of instructio in rural ECDE centres in Nandi County, Kenya. Available from: http://theijhss.com/wp-content/uploads/2016/12/22.-HS1611-027.pdf
- Cummins et al. (2005). Educational leadership. Affirming identity in multilingual classrooms, 63(1): 38-43. Available from: https://www.researchgate.net/publication/283599395_Affirming_identity_in_multilingual_classrooms
- Global Book Fund feasibility study. (2016). Available from: http://www.adeanet.org/en/system/files/resources/r4d-iep_gbf_full_report_web.pdf
- Mbithi, E.K. (2014). Multilingualism, language policy and creative writing in Kenya. Available from: https://multilingual-education.springeropen.com/track/pdf/10.1186/s13616-014-0019-9
- https://doi.org/10.1186/s13616-014-0019-9
- Nyakwara, B. (2004). Use of mother tongue as a language of instruction in early years of school to preserve the Kenyan culture. Available from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1022.5751&rep=rep1&type=pdf
- Nyarigoti, N. & Ambiyo, S. (2013-2014). Mother tongue in instruction: The role of attitude in the implementation. Available from: http://www.ijsk.org/uploads/3/1/1/7/3117743/8_mother_tongue_and_education.pdf
- UNESCO (2006). EFA Monitoring Report. Literacy for Life. Available from: https://en.unesco.org/gem-report/sites/gem-report/files/149776E.pdf
- UNESCO (2010). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years. Available from: http://www.ecdip.org/docs/pdf/UNESCO%20Mother-tongue%20based%20EY%202010-1.pdf
- UNESCO (2014). Multilingual education. Why is it important? How to implement it? Available from: http://unesdoc.unesco.org/images/0022/002265/226554e.pdf
- UNESCO (2015). Transforming our world: literacy for sustainable development. Available from: http://unesdoc.unesco.org/images/0023/002342/234253e.pdf
- UNESCO (2017a). International Literacy Day 2017 Literacy in a digital world Concept note. Available from: https://en.unesco.org/sites/default/files/ild-2017-concept-note-en.pdf
- UNESCO (2017b). Literacy rates continue to rise from one generation to the next. Available from: http://uis.unesco.org/sites/default/files/documents/fs45-literacy-rates-continue-risegeneration-to-next-en-2017_0.pdf
- UNICEF (1999). The state of the world's children 1999. Available from: https://www.unicef.org/sowc99/sowc99e.pdf
- UNICEF (2012). School readiness and transitions. A companion to the Child Friendly Schools Manual. Available from: https://www.unicef.org/publications/files/CFS_School_Readiness_E_web.pdf
- Uwezo. (2012). Are our children learning? Literacy and numeracy across East Africa August 2012. Available from: http://www.uwezo.net/wp-content/uploads/2012/09/RO_2012_UwezoEastAfricaReport.pdf
- Uwezo. (2013). Are our children learning? Annual Learning Assessment Report 2012. UNICEF. Available from: http://www.uwezo.net/wp-content/uploads/2014/05/Kenya-Report-2012-WebFinalUpdate.pdf https://www.unicef.org/publications/files/CFS_School_Readiness_E_web.pdf
- Uwezo. (2015). Are our children learning? The state of education in Kenya in 2015 and beyond. Available from: http://www.uwezo.net/wp-content/uploads/2016/05/4-pages-uwezo-report2.pdf
- Uwezo. (2016). Are our children learning? Uwezo Kenya Sixth Learning Assessment Report December 2016. Available from: https://www.twaweza.org/uploads/files/UwezoKenya2015ALAReport-FINAL-EN-web.pdf
- Zuillkowski, S. S., Piper. B., Ong'ele, S. & Kiminza, O. (2018). Parents, quality, and school choice: Why parents in Nairobi choose low-cost private schools over public schools in Kenya's free primary education era. Oxford Review of Education, 258-274. Available from: https://www.tandfonline.com/doi/full/10.1080/03054985.2017.1391084
- https://doi.org/10.1080/03054985.2017.1391084
How to Cite
Strategic collaboration for technology-supported development and use of multilingual children’s storybooks in Kenya: The case of the African Storybook initiative. (2022). Communicare: Journal for Communication Studies in Africa, 38(1), 117-135. https://doi.org/10.36615/jcsa.v38i1.1547
