Teaching digital literacy in sub-saharan Africa ICT as separate subject Siri Fyksen Primary School teacher in Oslo, Norway Student at Oslo and Akershus University College of Applied Sciences Master Programme in ICT Supported Learning siri.fyksen@linderud.gs.oslo.no Abstract This paper focuses on teaching in primary school in sub-saharan Africa where education in digital literacy seems to need focus. As a teacher in the Norwegian primary school, the author has experience from teaching digital literacy. The paper elaborates on these experiences when identifying and defining a digital literacy that can be applied to the school system in sub-saharan Africa evaluated to physical and economical frame factors. The author has gained knowledge of these frame factors through literature review on journal papers and Internet search performed during spring 2011. 1. Introduction Digital literacy should be part of the curriculum for children in all parts of the world, in order to bridge the digital divide both globally and between pupils within the same country and even between schools and classes. We know that several challenges are to be met when it comes to ICT integration in education, especially in sub-saharan Africa where emphasis to basic needs of humanity are critical, and linguistic- and local factors are significant. To cope with challenges regarded to the ICT integration in education, presupposing that technical infrastructure is available, a framework for ICT as a separate subject is proposed. The proposal is based on own experience from teaching digital literacy in a Norwegian primary school, where use of digital tools is integrated into subjects. As an answer to implementation of ICT as a separate subject it s likely that teacher s education will be forced into changes, in a way that digital literacy needs to be integrated into this curriculum as well. Actually the entire school system will have to adapt to the changes. 2. Teaching digital literacy The world is changing, and ICT plays an increasingly important role to people s lives and to socio-economic development. ICT is a technology that has emerged, and been adopted, quickly, and this provides a unique potential for teaching [1]. Already in 1986 it was recognized that media development in several ways would change teaching practice [2]. Through this context, new practices in teaching and learning have occurred, and the concept of digital literacy has appeared. The relatively new definition has several interpretations, and this blur leads to challenges in teaching. - What should training in digital skills consist of, when there is uncertainty about what it actually is? To achieve understanding of the phenomena, some different interpretations are presented: Literacy is a broad term that includes both reading and writing. Literacy is frequently used in combination with prefixes like media-, digital- or multi literacies. Buckingham defines media literacy as the ability to access, understand and create communications in a variety of contexts [3]. Stables means the concept of literacy in present time has a double meaning: - On the one hand, to be literate is the ability to read and write (or to decode and encode sign systems, for immediate, and often highly functional, purposes); on the other hand it is to be valued in a world that values literacy [4]. From this point of view the term of literacy is no longer all about the ability to read and write, introduction of ICT into society includes knowledge and abilities related to ICT. The transformation of interpreting literacy is not reserved rich parts of the world; in order to bridge the digital divide societies in developing countries need to be integrated into the new way to reflect. Both Paul Gilster and Kathleen R. Tyner have written books about digital literacy. Gilster claims that Digital Literacy is the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers [5]. Tyner points out that none of the existing definition of digital literacy neither are accurate nor comprehensive enough to convey a broad understanding for the needs of expertise in a digital world. She chooses to divide digital literacy into tool literacy and literacy of representation [6]. According to Øgrim and Beck there are three words that can be used to emphasize what students should have knowledge of when it comes
to ICT: Use, Understand and Change [7]. Digital literacy is all about the ability to use digital tools and to have a sufficient understanding of the technology s function in, and influence to, society, one could define it as the expertise with ICT and in ICT. Digital literacy refers to a field of complexity with need of skills and expertise on areas in which targeted and continuous education is demanded in order to gain knowledge, and my experiences from teaching ICT point out ICT as separate subject with specially trained teachers as most appropriate in order to achieve these goals. Even though there are several years since ICT was introduced into society and to the school system in Norway, naturally integration of ICT into teaching is far from fulfilled. One of the reasons, as I see it, is excluded investments on ICT as a separate area of focus. It might give developing countries a competitive edge to take advantage of less fortunate strategies conducted in Norway, sub-saharan Africa could save time in the introductory phase by pointing out ICT as a separate subject and develop strategies reflecting this state. In order to take part in the information society it s urgent for people in the South to achieve digital skills. The proposed model will most likely contribute to bridge the divide in less time. 3. Digital literacy and curriculum in Norway In Norway s curriculum for primary school digital literacy is discussed as a basic skill together with ability to read, write, calculate and have orally skills. The basic skill is to be built through the use of digital tools in all subjects, in the same way that the other basic skills are to be integrated into all subjects. Although ICT isn t considered as a separate subject with centrally developed curriculum and goals, several schools choose to work out their own curriculum and goals for digital literacy. The centrally prepared curriculum leads it up to each school to interpret how to approach ICT within subjects, and the result is completely different approach to digital literacy likely followed by different knowledge among the pupils. This means that schools are oriented towards development projects on the ICT in very different ways [8]. As a consequence of this Øgrim and Beck have discovered a tendency towards less focus on ICT in teaching, and they fear fragmentation of responsibility and secondly lack of system, variation and progression in the educational programs [9]. Moreover schools often are insecure in their use of ICT, for instance questionings about how ICT can be integrated into learning activities [10]. From my own point of view something fundamental is omitted within the Norwegian curriculum for ICT in teaching. In order to safeguard graded basic skills in digital literacy, it must be guided by available time, space and expertise. These facts provide, as I consider it, a favorable starting point for education in digital literacy in sub-saharan Africa, in the sense that preparation of curriculum for teaching could be based on experiences from already implemented methods with questionable degrees of success. 4. Development of ICT in sub-saharan Africa As a developing part of the world sub-saharan Africa is characterized by socio-cultural diversity and complex linguistic factors. The level of poverty is high, as also for the prevalence of the HIV/AIDS epidemic. Gender discrimination, repressive regimes and civil wars are other descriptions. These conditions entail low level of economic development and ICT awareness and will of course affect negatively to integration of ICT in teaching and learning. Up till now large areas, particularly rural and remote societies, have had lack of access to the Internet due to limited bandwidth with bad quality. The needs in sub-saharan Africa are diverse and complex. A new model of addressing the digital divide is demanded, and the one proposed here can function as a guideline for changes. The model must be based on recognitions of the uniqueness of the subcontinent, with emphasize on linguistic challenges and varied cultural groups and values. Attitude change, awareness and skills development are indexes to ICT-acquirements. The reason for focusing on these areas is, as previously stated, the aim of bridging the digital divide. Camacho (2006) explains the digital divide like this: - In recent years, as information and communication technologies have become the backbone of the global information economy and given rise to the information society, more attention has been focused on the gap in access to ICT s between developed and developing countries. This gap has been known as the digital divide. [11]. 5. Digital literacy into curriculum in sub- Saharan Africa Sub-Saharan Africa has a long way until ICT is widely spread into society; the first step is to offer education to all children. The fundament of lifelong
learning will be set through primary school, when e.g. parents become familiar with the use- and understand the potential of ICT through their children s work. As an objective the Millennium development goal for education is to achieve universal primary education for children all over the world within 2015 [12]. As we understand it s impossible to reach this goal within the given time. Several initiatives and international- and national schemes have the latest years introduced ICT into teaching in sub-saharan Africa with variable success [13]. The reason that success is omitted is partly due to poverty in the regimes, and more emphasize to basic needs like clean water and medicine, in addition to underdeveloped technical infrastructure as natural consequences of poverty. But it s likely to believe that lack of ICT strategies, combined with insecurity along with the interpretation of the term digital literacy, partly cause the blur. As a response to this, it s advisable that the governments relate to the significance of interpretation of the terminology and include it into their overall strategies. In spite of the poverty and deprivation in sub- Saharan Africa, there are several advantages when it comes to ICT-integration in education within this area. Even though sub-saharan Africa faces more, and mostly different, challenges from developed countries, one is free to exploit the opportunity to learn from mistakes and successes made elsewhere and prepare a digital literacy based on best practices [14]. While awaiting the infrastructure to spread, work against financial constraints and encouragement to proactive policies in education can be conducted. Introduction to free primary education, emphasis to tertiary education and e- policies- and strategies costumed to each county are other measures. In addition the school system would get advantage of preparing for education in- and through ICT. In this article I as an author aim to encourage the readers with my own experiences from teaching ICT in Norwegian primary school. Regarded to preparation for ICT integration in sub-saharan Africa I recommend that an association for the welfare of the entire region develop a master plan for teaching digital literacy as a separate area of focus as a base for adaptation to local conditions. From my point of view this model will ensure the educational program both to pupils and teachers: Pupils at certain levels will have a guideline for what to learn, and lessons will be made available. Likewise teacher s education will have to adjust to the new practices, and the outcome can, amongst others, be establishment of a curriculum in digital literacy for teachers training. 6. Conclusion Introduction of ICT as separate subject, with specially trained teachers, might provide sub- Saharan Africa assistance in the process towards participating in the world wide society of information and economic development more effectively. Digital literacy that students obtain during primary education will form the basis for understanding of, and influence to, society. Øgrim and Beck claim that effective and safe use of the technology is juxtaposed with knowledge of ICT s position in society. People must achieve the necessary understanding of how ICT acts as part of society in order to participate in the world wide arena of debate in a safe and constructive way. They also express the challenges are to be found in the culture and among school leaders and teachers [15]. In this article I propose a model for teaching digital literacy in primary school in sub-saharan Africa, and the basic concept of this is consideration of ICT as a separate subject. Sub-Saharan Africa is the largest contiguous area of poverty in the world, and development of ICT in education must of course be customized to conditions in the South. It s critical to integrate the entire population, also women and people in the rural- and remote areas. Women s position in society needs to be strengthened, including giving them the opportunity to participate in education. This group plays a crucial role in keeping the family and local community going. Camacho (2006) expresses the concept of inclusion like this: - We renew our commitment to the principle of inclusion: everyone everywhere should be enabled to participate in and no one should be excluded from the benefits of the global information society [16]. The proposed model for teaching digital literacy is primary addressed to sub-saharan Africa. I believe, however, both developed- and other developing countries will benefit from the essence of this model. 7. References [1] T. Storsul, Nye Nettfenomener - staten og Delekulturen, http://www.itu.no/filestore/rapporter PDF/NyeNettfenomener.pdf, 2008, (Access date: 11 December 2010). [2] J. Fougner and F. Søbstad, Medielære, Engers Boktrykkeri A/S, Otta, 1986, p. 202. [3] D. Buckingham, Media education; literacy, learning and contemporary culture, Polity Press, Cambridge, 2003, p. 5.
[4] A. Stables, Education for Diversity, Ashgate, Alderhof, 2003, p 68. [5] P. Gilster, Digital literacy, John Wiley and Sons Ltd., New York, 1997, px. [6] K. Tyner, Literacy in a Digital World: Teaching and Learning in the Age of Information, Lawrence Erlbaum and Associates, New Jersy, 1998, pp. [7] L. Øgrim, E.E. Beck and S. Østerud, Enter - veien mot [8] O. Erstad, Den femte grunnleggende ferdighet - noen grunnlagsproblemer, Norsk pedagogisk tidsskrift, Vol. 91, Universitetsforlaget, Oslo, 2007, p. 43. [9] L. Øgrim, E.E. Beck and S. Østerud, Enter- veien mot [10] O. Erstad, Den femte grunnleggende ferdighet - noen grunnlagsproblemer, Norsk pedagogisk tidsskrift, Vol. 91, Universitetsforlaget, Oslo, 2007, p. 43. [11] K. Camacho, Digital divide, http://vecam.org/article549.html, 2006, (Access date: 29 May 2011). [12] UN, We can end powerty 2015, http://www.un.org/millenniumgoals/education.shtml, 2011, (Access date: 26 March 2011). [13] T. Unwin, Towards a framework for the use of ICT in Teacher Training in Africa, The Journal of Open and Distance Education on Open Learning in Less Developed Countries, University of London, 2004. [14] S.M. Mutula, Peculiarities of the digital divide in sub- Saharan Africa, Electronic library and information systems, Vol. 39 (2), Emerald Group, Gaborone, 2004, pp. 122-138. [15] L. Øgrim, E.E. Beck and S. Østerud, Enter - veien mot [16] K. Camacho, Digital divide, http://vecam.org/article549.html, 2006, (Access date: 29 May 2011).