Printed books and booklets have certain distinctive qualities which give them a position of pre-eminence among basic literacy and neo-literacy materials. They are as follows:

 

a) Books can actively help in self-education. Most other educational materials need help of other agents or educational aids. The learners use books and booklets at their own time, place and convenience, even repeatedly if necessary. They can become a part of the reader's life.

b) Books can be easily carried and produced.

c) Books can cover much wider areas of knowledge and keep pace with expanding knowledge.

d) Books promote understanding and reasoning, as the readers can reflect and review in a manner not possible with a time-bound, arranged programme. To enable effective usage of books, certain conditions should be fulfilled.

Booklet

Characteristics

A booklet designed for neo-literates is made of approx. 12-32 pages, depending primarily upon literacy level of target readers and contents of booklet. Booklets should feature:

 

(a) a well-ordered, easily understood series of explanations, or
(b) an easily understood, story-like progression.

Guidelines for Booklet Writing

Planning

Functions and Objectives

Make a decision as to what the functions of the booklet will be to achieve the set objectives. This will serve as a guide in the selection of content, learning activities, teaching strategies and evaluation techniques.

Content

 

(1) Select content that will achieve the objectives.

(2) Complexity of the content should be based on the stages of development of the learners.

(3) The content should be relevant to real-life situations.

(4) The content should consider the cultural background of the learners.

(5) Integrate content within literacy levels and across subject-areas and with curriculum imperative whenever feasible.

Writing

Writing

Presentation

(1) Address the booklet to the learner.

(2) Make use Of talented artists and writers (attractive illustrations, lead paragraph, etc.) to motivate the learner and provide an overview of what he will learn.

(3) Use different methods to make it interesting. A combination of discovery technique (including laboratory method, problem-solving) and expository method (including demonstration method) seems to provide better results than the utilization of one technique.

(4) Sequence the materials according to:

 

a) learner's literacy level and manner of learning
b) nature of discipline

(5) Provide for maximum transfer of learning

 

a) developing subordinate concepts/processes/skills before higher order concepts/processes/skills

b) including experiences in a wide variety of situations as close as possible to the kinds of problems the learner will meet in everyday life.

(6) Develop learning sequences. From the content on real life situations as basis, it should follow a sequence to more abstract concepts, etc.

(7) Provide reinforcement exercises leading to feelings of reward and satisfaction, mastery, retention and added insights in attacking a problem.

(8) Provide for the development of critical thinking through repeated exposures to problem-solving situations.

(9) Use visual materials as much as possible to reinforce concepts and/or processes.

(10) Provide activities and references for extended reading and wider research.

(11) Consider the readability level of the materials. The vocabulary and sentence length should be suited to the literacy level of the learners.

Physical Make-up

 

(1) Use illustrations and captions that appeal to the learners.
(2) Make layout attractive, neat and easy on the eyes of the learners.

Evaluation Tools

 

(1) Prepare instruments for evaluations of the materials based on the objectives of each unit/chapter.
(2) Provide instruments for evaluations to assess the totality of learning.

Evaluation Tools

Practical Process of Developing Booklets

1. Development of Theme/Content

The theme of the booklet requires skillful handling. After having identified the problem and the suggested solutions it has to be woven in such a way that the reader is not at the receiving end but can identify herself/himself with the characters of the booklets.

(a) Logically ordered explanation makes content easy to understand. (Even complex content can be made understandable through logical theme development.)

 

i) "How-to" booklets-handicrafts, live-stock raising, etc.
ii) Theory-based booklets-hygiene, scientific knowledge, etc.

(b) Presenting the information in an interest-generating story is effective. (Difficult information can be conveyed in a pleasant, captivating manner.)

(c) Based on contents' decide upon one of the following two types of booklets:

i) primarily illustrations, with text playing a complementary role (mainly for beginners)
ii) primarily text, with complementary illustrations (mainly for middle- and self-learning-level readers)

2. Content Arrangement

 

(1) List items comprising content of selected theme.
(2) Arrange items in proper order as an outline. Ensure clarity in development of theory or story.

3. Script Preparation

(1) Begin writing text (or have designated writer begin) from the outline.

 

a) Sentences should be as short as possible.
b) Use simple expressions and comprehensive ideas.
c) Choose words that are applicable to target reader's locale and lifestyle.

(2) At this stage, decide upon the length of the booklet.

(3) It is useful to prepare a "dummy" of the booklet in smaller size with actual number of pages.

(4) In script writing, try to get co-operations of able writers who can write imaginative and interesting stories. Too simple or too technical stories cannot attract the interests of the learners.

(5) Script preparation and illustration should proceed together.

Fig. Script Preparation

4. Illustration

(1 ) Choose type of illustrations to fit the topic of the booklet.

 

e.g. humourous illustrations
cartoons
technical illustrations
imaginative illustrations

(2) Illustration progression based on outline drawn up by script preparation staff.

(3) The effectiveness of literacy materials is said to be determined by the quality of their illustrations.

Characteristics of illustrations for use with literacy materials are as follows. (applicable to all formats)

High quality illustration should be used for best possible visual effect. Furthermore, full cooperation on subject matter and issue(s) addressed in the materials from illustrator(s) fully aware of subject matter and the issue(s) addressed is crucial.

The following points should be kept in mind when illustrating materials for neo-literates:

 

a) Illustrations should be attractive, interesting, enjoyable.

b) Use simple and clear illustrations accurately representing content.

c) Avoid cluttered backgrounds and inclusion of excess unrelated elements.

d) Features and clothing of human figures, scenery, structures, tools, etc. in illustration should conform to those of target reader's surroundings.

e) Culture, leisure, health, medicine, work skills, science-there are illustrations appropriate to each field.

Materials production staff(s), author of text, and illustrator(s) should maintain close contact, consulting each other as the job progresses. This allows the content of the booklet to be presented most effectively as a coordinated production of text and illustration.

Photographs can also be effectively used in literacy materials.

Different Styles of illustrations

5. Arrangement and Editing

 

(1) Make copies (photocopy, if possible) of illustrations and try writing the text on those pages.

(2) Ensure that text and illustrations match and amplify each other. Layout text and illustrations logically, with smooth reading in mind.

(3) Check overall logic and development.

 

- Are there no contradictions?
- Are development, progression, and conclusion clear?

 

(4) Check each page for coordination between text and illustrations.

 

Text

 

a) Ensure that not too many sentences are related to any single item.

b) Ensure that vocabulary, sentence length, comprehension level, etc. match literacy level of target readers.

 

Illustration

 

a) Revise or delete any incongruous or incomprehensible elements in illustrations.

 

(5) Prepare front and rear cover of booklet. The front cover should make one want to read the booklet at first glance, and accurately represent content of the booklet.

(6) Try to project a good impression through use of colour and design.

Make the cover attractive enough for the readers to make them open the pages.

6. Finalization of Title and Captions

Decide on booklet title, subtitle(s), and captions for all scenes. These should be attractive and relate subject matter to readers, and be as brief as possible in representing content.

7. Preparing for Field-testing

(1) Using paper size and number of pages corresponding to final product, prepare a model booklet in the same form.

 

a) This is to get an idea of the image and effect of the complete booklet.

b) Check that the product develops its content in a manner befitting a booklet.

c) Check the overall rhythm of the booklet to ensure that all pages and parts work towards the presentation of the content.

d) Leave space in this model booklet to add and change in accordance with suggestions of experts and field test results.

(2) Prepare an Instructor's Manual The following should be considered in an instructor's manual:

 

a) target group
b) objectives
c) method of application
d) anticipated effect
e) follow-up

(3) Make contact with prospective instructors for the field-test.

(4) Produce as many model booklets as there are target readers.

8. Field-Testing

In order to produce learning materials for target learners in the most effective manner, with the least number of drawbacks and being the most highly motivated materials, it is suggested that field testing be prepared beforehand in the following steps:

 

1) Study thoroughly about village data collected for field test as well as details of leaders and participants as samples and be sure to make appointments of time and places in advance.

2) Make a good preparation of facilitators dealing with materials presentation in such a way that they acknowledge about participants' descriptions including their specific dialects and traditional beliefs.

3) Let facilitators practice presenting materials in advance for many times until they feel that they can manipulate it skillfully and confidently.

4) Prepare evaluation sheets and try all of them in advance for their credibility, reliability and clear understanding.

5) Present learning materials to target groups in accordance with steps previously given.

6) Evaluate learning materials in terms of clarity, simplicity, language, illustration, relevance of theme and topics, communication of message, style and format, etc. to find out whether those materials interest, impress and attract target groups or not. Various forms of evaluation techniques may be utilized, e.g., questionnaires, observation, seminars, discussion, etc.

7) Analyze and discuss the evaluation results to scrutinize about advantages and disadvantages of learning materials.

8) Make a correction and adaptation of learning materials in the most effective way before publication.

Sample of Evaluation Form for Booklet

Two methods of field-testing of booklet are:

 

a) Assemble all readers in one place (e.g. village meeting place or elementary school) and have each person read there.

b) Have readers take booklets home, then some hours later or next day investigate results.

With booklets of the "How-to" type, try to investigate whether or not readers have actually learned "how to".

As sufficient time for each target reader to leisurely read the model booklet is necessary, allow ample time for field-test.

9. Revisions to Draft Materials

 

(1) Analyze and interpret survey results.

(2) Organize and hold an editorial staff meeting of production-related personnel (producer, writer, illustrator, instructors, etc.), and invite the attendance and opinions of individuals from other fields.

(3) Collate opinions bearing on improvements.

Sample of Collating Results of Survey

(4) Request writer and illustrator to carry out necessary revisions.

10. Completion (on to printing)

Photonovella

This effective format for neo-literate materials tells a story through a series of photographs arranged in sequence as a booklet. The photo novella is well-suited to visually and realistically convey the content in an impressive manner. It can be employed in presenting desired scenes in cases where an illustrator is not available.

The production process progresses, basically, as is outlined in "Steps in developing materials for neo-literates." Paying attention to the following points when producing photo novella, however, can result in increased effectiveness:

 

(1) Items (scenes, etc.) of importance in the development of the story should be clearly depicted in photographs. Too many objectives or overly complex situations should not be introduced in any one scene, and each scene should maintain clear continuity in the story.

(2) Distant shots and close-ups should be combined to avoid monotony in visual presentation.