This report is a follow up to the report which Education for Development
produced for ODA (now DFID) in 1994, a shortened version of which was
published under the title Using Literacy: a new approach to
post-literacy materials (ODA 1994).
The first report was aimed primarily at literacy practitioners in
developing societies, and was intended to be practical, suggesting some
of the ways in which post-literacy programmes (and initial literacy
teaching programmes) could become more effective. It drew upon the
insights into literacy as social practice which are being developed
under the title of the New Literacy Studies (Street 1993 pp. 4-12).
The aim of this second report is to conceptualise the field of
post-literacy. It provides an examination of the most common current
approaches in a number of developing countries, looking at the strengths
and weaknesses of these approaches. This is followed by an outline of
some of the emerging new approaches to literacy teaching and an analysis
of a number of problems which have arisen in the course of attempts to
implement them. The report ends with a discussion of some of the policy
implications of this analysis, an action plan, and suggestions for
Educational Paper No. 29, DFID, London, UK, ISBN 1 86192 069 5, 148 pp.
Re-defining Post-Literacy in a Changing World