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Papers and Helps

Story primers for adults literacy learners
Story Primers were specifically designed for use in minority language communities where groups want to develop adult literacy materials to teach others in their community to read and write in their own language. The first collection was developed and trialed in the Solomon Islands in the Pijin language (2008-2014). People from different Solomon's language communities used the resource collection and adapted some of the primers into their own languages. People in other nations have indicated interest in developing similar primers.
 
The lesson framework in these primers is based on key convictions about literacy and learning and uses many of the strategies that vernacular literacy workers have developed in the past. It is based on the socio-cultural model of literacy acquisition and aims to develop the learner's competence in the four roles (or sets of literacy practices) of the reader-writer from day one. This paper explains the theories behind the primer design and the activities included in the primer.
 
The primers have become known as Story Primers because the sets of lessons in the primers are based on key texts developed for the community. Each text has 4-6 lessonsthat are drawn from the key text. These key texts are related to topics of interest or importance to the community. To read more about the theory behind the Story Primers click on the underlined title above.
 
TheStory primer design
This paper explains the elements of the Story Primer design and the icons used in it. It also gives some examples of activities that might be included in such primers. The Story Primer was created collaboratively for use in Solomon Island villages and towns to encourage the growth and development of literacy abilities and practices in local communities. These materials can adapted to many other cultural settings. To read this paper, click on the underlined title above.
 
Developing your primer
Story Primers were developed for use in the Solomon Islands. A consistent format was used throughout the early materials to ensure that attention is given to the all the roles of the reader-writer. These include learning the sounds of the language, learning to decode and encode texts, learning to think about texts and use texts in ways that are helpful for the learner. These different roles or practices are covered throughout the lessons in a balanced way. The lessons are also structured so that there is a good flow from one activity to another. 
 
We deliberately included a variety of relevant texts in the Story Primers so that people could chose topics to suit the interests of the different groups they were teaching, to meet the needs of different communities and to provide a range of materials for adults to interact with in order to build their fluency. We generally choose 4 topics for one primer, but you can build your primers to suit your situation, combining topics that are appropriate. This paper, Developing your primer, takes you through the preparatory work needed before you start building primers in your language. To read this paper, click on the underlined title above.
 
What to include in the literacy lesson
A two page explanation of the debate about what should be included in a literacy lesson and a proposed solution. To read this explanation, click on the underlined title.



page | by Dr. Radut