Learning about volunteering: an exploration of literacy volunteers' experiences
- Authors: Yendall, Kaitlin Amy
- Date: 2020
- Subjects: Literacy -- Study and teaching -- South Africa , Literacy programs -- South Africa , Voluntarism -- South Africa , Volunteer workers in community development -- Training of , Service learning , Language and education -- South Africa , Language arts (Primary) , English language -- Study and teaching (Elementary) , Volunteer workers in Education -- Training of
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/138336 , vital:37623
- Description: After almost 25 years of democracy in South Africa, not everyone has access to the same quality education. The responsibility of creating a literate society however cannot rely on the national government and schools alone, but instead needs to fall on the shoulders of various stakeholders. Volunteers in particular have an important role to play in remedying the current literacy crisis experienced in South Africa. This study takes the form of a case study approach and examines the experiences of Project Read literacy volunteers. A telephonic survey and two focus group discussions were conducted in order to determine who it is that volunteers for the programme; what prompts these particular individuals to volunteer; the perceived benefits of volunteering; and how volunteers report on their volunteering experiences. Although the Project Read programme is focused on the early literacy development of learners, volunteers seemed to undergo a developmental process themselves – something they had not anticipated at the start of their volunteering journey. This study illustrates the power of meaningful relationships in breaking down artificial categories and in bringing about important change with regards to the perceptions and attitudes of individuals towards community engagement. It is hoped that the data generated through this study will assist in recruiting and retaining more literacy volunteers through feedback to the NGO. In this way more children will be assisted to enhance their literacy competencies, from which they can build and achieve.
- Full Text:
- Date Issued: 2020
- Authors: Yendall, Kaitlin Amy
- Date: 2020
- Subjects: Literacy -- Study and teaching -- South Africa , Literacy programs -- South Africa , Voluntarism -- South Africa , Volunteer workers in community development -- Training of , Service learning , Language and education -- South Africa , Language arts (Primary) , English language -- Study and teaching (Elementary) , Volunteer workers in Education -- Training of
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/138336 , vital:37623
- Description: After almost 25 years of democracy in South Africa, not everyone has access to the same quality education. The responsibility of creating a literate society however cannot rely on the national government and schools alone, but instead needs to fall on the shoulders of various stakeholders. Volunteers in particular have an important role to play in remedying the current literacy crisis experienced in South Africa. This study takes the form of a case study approach and examines the experiences of Project Read literacy volunteers. A telephonic survey and two focus group discussions were conducted in order to determine who it is that volunteers for the programme; what prompts these particular individuals to volunteer; the perceived benefits of volunteering; and how volunteers report on their volunteering experiences. Although the Project Read programme is focused on the early literacy development of learners, volunteers seemed to undergo a developmental process themselves – something they had not anticipated at the start of their volunteering journey. This study illustrates the power of meaningful relationships in breaking down artificial categories and in bringing about important change with regards to the perceptions and attitudes of individuals towards community engagement. It is hoped that the data generated through this study will assist in recruiting and retaining more literacy volunteers through feedback to the NGO. In this way more children will be assisted to enhance their literacy competencies, from which they can build and achieve.
- Full Text:
- Date Issued: 2020
An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
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