Towards Worldwide Literacy: Technological Affordances, Economic Challenges, Affordable Technology

The ability to read is taken for granted by those of higher socioeconomic status in the developed world. However, many people from disadvantaged backgrounds in the developed world – and even more in the developing world – are unable to read or write well enough to thrive in today’s technologically advanced global society; many cannot read at all. The International Adult Literacy Survey reports that “... while countries differ in the literacy attainment of their adult populations, none does so well that it can be said that it has no literacy problem” (Human Resources Development Canada, 1994ff). In the United States alone, the United States Department of Education’s National Assessment of Educational Progress reported that 69% of American fourth graders read below desired proficiency; 38% were below even the basic level (Donahue et al., 1999). In this paper, we explore how computer technology can meet the economic and social challenges of literacy learning in the developed world – not only learning in widely spoken languages such as Arabic, (Mandarin) Chinese, English, and Swahili, but also in a child’s own native language – every language in the world. Technological affordances