Access to Local Books: The Effects of Read Malawi from a Children's Rights Perspective

Autor/inn/en	Shin, Jaran; Sailors, Misty; McClung, Nicola; Hoffman, James V.; Pearson, P. David; Kaambankadzanja, Davie; Mwale, Liveness
Titel	Access to Local Books: The Effects of Read Malawi from a Children's Rights Perspective
Quelle	In: Literacy, 54 (2020) 3, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Jaran) ORCID (Sailors, Misty) ORCID (McClung, Nicola) ORCID (Pearson, P. David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12198
Schlagwörter	Foreign Countries; Access to Information; Books; Childrens Rights; Reading Materials; Developing Nations; Literacy Education; Humanism; Reading Programs; African Languages; English (Second Language); Bilingualism; Malawi + Suchen Sie Ihr Suchwort? Ausland; Book; Buch; Monographie; Monografie; 'Children''s rights'; Kindesrecht; Developing country; Developing countries; Entwicklungsland; Humanismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus
Abstract	Children in low-income, postcolonial countries such as Malawi have few opportunities with quality reading materials that promote independence as readers. In this study, we argue that access to locally produced text relevant to linguistic and cultural contexts is a fundamental human right for children throughout the world. Situating this study within the intersection of research on children's rights and complementary reading materials, we analyse data from a project in Malawi. We consider the ways in which a respect for children's educational rights -- specifically, their rights to access information via children's books -- can help them develop their biliteracy. Additionally, we examine how the Read Malawi program contributes to Malawian children's literacy development in both national and official languages. Our findings suggest not only a humanistic need for quality complementary books, but also the empirical justification for books in the hands of children; in particular, an interconnected relationship between borrowing books from school and engagement with Read Malawi was found, especially when we explore children's English proficiency. Through Read Malawi, this study exemplifies what a quality literacy intervention can do in supporting children's Chichewa and English proficiency and improving their rights to quality education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01