Journal Articles (Literacy.org)

Document Type

Journal Article

Date of this Version

3-2014

Publication Source

Prospects

Volume

44

Issue

1

Start Page

119

Last Page

132

DOI

10.1007/s11125-014-9298-x

Abstract

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.

Copyright/Permission Statement

This is a pre-publication version. The final publication is available at Springer via http://dx.doi.org/10.1007/s11125-014-9298-x

Keywords

literacy, mobiles, technology, developing countries, success, evidence, teachers, quality of education

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Date Posted:03 July 2018

This document has been peer reviewed.