11 Preparation of Books for Neo-literates

Ms. Nishat Farooq

Content Outline

Introduction
Objectives of module
Book and booklet
Neo-literate booklets
Content of neo-literate books
Approach to preparation of booklets
Initial planning for book development
Steps in preparation of neo-literate books/booklets
Content
Graded booklets

Introduction

Completion of basic literacy is an entry point to the world of communication and information. The ultimate goal of literacy programme is to create a learning society by providing for lifelong and life-wide learning opportunities which may result in the release of creative energies of the people. The aim is to be achieved by providing continuing education opportunities to the neo-literates. During continuing education learning material occupy very important place. Out of all the materials, most important are books and booklets (in this module word ‘book’ will refer to book as well as booklet). Books have certain distinctive qualities which give them a position of prominence among basic literacy and neo-literate materials. In the present module, we will learn about neo-literate books with special reference to process of preparation and content.

Objectives of module

After completing the module, the learners will be able to

State objectives and characteristics of neo-literate books
Describe content of books
Describe process of preparation of books
Explain need of graded material

Book and booklet

A printed and bound matter of 100 pages is referred as book and those of less than 100 pages as booklets. Certain distinctive qualities of Books/ booklets which give them a position of prominence among neo-literate materials are as follows:

Most of the adult education material require help of facilitator or educational aids. But books help in self-study and promote in a much positive way understanding and reasoning of the reader.
Books can be kept in libraries and can be easily carried to any place.
Books can be possessed by the individual and read at leisure whenever desired. They can read them repeatedly if necessary and desired.
Books cover much wider areas of knowledge in comparison to other printed material.
Reader may refer them as and when required.

Neo-literate booklets

Neo-literate booklet is a material designed to present concept or ideas through combination of text and illustrations. The illustrations serve as visual explanations of the text. A booklet provides lot of information in a logical sequence. Neo-literate booklet usually consists of 12-32 pages, depending primarily upon literacy level of target reader and content of booklet. The literacy level of the target reader is considered carefully while developing a booklet.

There are certain objectives of adult education for different target groups. These objectives are decided by planners and implementers of the programmes. While developing a booklet decision has to be made as to what will be the function of booklet in achieving those objectives. This will serve as a guide in the selection of content, format, pre-testing, etc. Usually objective of preparation of book may be as follows:

Re-enforcement of literacy skill

The booklet prevents re-lapse of neo-literate into illiteracy. It helps in stabilizing and re-enforcing their literacy (reading) skill.

Other primary objective of booklet is to ensure that literacy acquired by neo-literates is further improved and strengthened so that they can gradually become self-reliant in terms of literacy (self-learning level). Therefore, the book should be so designed and graded that the transition from the stage of neo-literacy to that of self-reliance is achieved with ease.

Improvement of economic skills

One of the main objectives of the adult education is to improve the livelihood of learners and neo-literates. they are usually poor, unemployed or underemployed working in unorganised sector. Improvement of their economic condition through literacy is very important function of booklets. This can be achieved by developing books through which they learn new vocational skills, upgrade their present skills. Books can also acquaint them with ways and means of utilizing welfare schemes, inform them of procedure for getting assistance from banks, provide them skill of filling out forms and writing applications, etc. for getting loan facilities from banks and development agencies.

Access to information

Books are good in communicating messages and information which may help the neo-literates to improve their quality of life through better health practices, better nutrition, improved family life, child care, environment, legal and financial aspects, etc. In short booklets may help in all round functional improvement of neo-literates’ lives. It can overcome the lack of knowledge and information which make people feel helpless in their own surroundings.

Development of critical thinking

Neo-literate books can help in developing critical thinking and reasoning power. It should aim to nurture them into being mature and rational individual. When adult neo-literates gain insight into their existential situation they become active agents of development and not passive recipients of information. This awareness helps them to understand problems in a better way and to examine different options before deciding on a course of action. Writers require special skill and acquaintance with the actual living condition of the neo-literates to weave this awareness into general fabric of books.

Formation of scientific attitude

In society there are certain convictions, traditions and beliefs which had significance ages ago, but are totally counter-productive and anti-development in present time. Some superstitious beliefs still exist, which are harmful, hindering progress and development. Such beliefs and traditions should be discarded. This is a very sensitive area and if the books are not prepared with insight and imagination they may increase the resistance and antagonise the attitude of the neo-literates. Usually writers make following mistakes while writing on the subject:

They look down on local beliefs and traditions. They consider these as old fashioned, unscientific and largely worthless.
Or they look up to, or romanticise local customs and tradition as completely admirable and beneficial.
Or they fail to look at all at local traditions, customs.

In reality, old traditions like new ways have strengths and weaknesses. Writer can help people look carefully and critically at both, in order to avoid what is harmful and preserve what is best in each. Greatest emphasis should be on what is best. Helping people rediscover the value of many of their traditional ways increase their confidence in their own knowledge, experience and ability to meet their needs themselves. The neo-literate books should therefore try to develop scientific concepts and inculcate the scientific temper among neo-literates so that they could analyse and understand that some changes are required and these are possible through their own efforts.

Orientation towards values, desirable attitude and action

The use of neo-literate books should result in development of desirable values among readers. It should help change the living style through stronger, newer values and attitude. One of the main issue about which attitude should change is gender issue and empowerment of women. Conscious and sincere effort in writing should be made to project women’s real strength so that they could take their rightful place in development of society and country.

Provision of entertainment

Although main aim is to inform and instruct, effort is made to make the books attractive and entertaining. The work of fiction, art, sports, culture, etc. should also be available to neo-literates to help them develop taste for art, music, culture, etc. Such books may enrich their personalities and bring about attitudinal changes.

Content of neo-literate books

Adult education is a programme of change, and the change can only be beneficial when the right kind of challenge can arouse the right kind of feelings to initiate the right kind of action. This can be achieved if contents of booklets incorporate the objective of the programme and cover the three domains of learning – cognitive (knowing), effective (feeling) and psychomotor (acting and doing). The three domains are distinct but should mutually support each other. Every booklet may not have equal treatment of ‘mix’ of these three domains. Booklets may have more of one domain than other, but attempt should be made to include all domains in the content.

Locally relevant contents are identified through need assessment. In addition to locally identified themes, topics of national concern may also be taken up e.g. in India some of the national concerns are national integration, secularism, women’s equality, small family norm, conservation of environment, etc. To inform neo-literates about their rights and duties books are also developed for legal literacy, financial literacy and electoral literacy and importance of literacy.

Some of the functional contents based on the most important areas of social concerns in countries in Asia and Pacific are given in the box below.

Family life
- Family members – their roles and responsibilities
- Extra money for the family
- The family as a social institution
- Family needs and budgeting
- Family customs and traditions
- Responsible parenthood
- Empowerment of women
Economics and income
- Work and income
- Daily savings
- Improved agriculture
- Home gardening
- Village co-operative
- Vocational skills
- Entrepreneurship
Health
- Food, water and nutrition
- Family health
- Common diseases
- Health problems
- Community health
- Health service
Civic consciousness
- Rights and duties
- People’s participation in development and cleanliness
- Our forests
- Our culture
- All people are equal
- My country

Approach to preparation of booklets

There are two main approaches to material preparation:

Unstructured and presumptive approach

Many a times books for neo-literates are prepared based on presumption that material producers and writers know what is good for the target readers. They don’t try to know the socio-economic and cultural background, etc. of neo-literates. In this approach, there seems to be sympathy and concern for the neo-literates, but what is lacking is empathy, the ability to look at the problems faced by neo-literates from their point of view by placing oneself in their position.

Structured and organized approach

This approach puts the target neo-literates into centre of this process. It proceeds from an abstract to a concrete level and requires some practical steps.

Selection of theme is the first step in preparation of booklet. Survey or study of the area and target neo-literates is conducted to identify their needs, problems and constrains and to examine the social, cultural and economic factors of the area. Without knowing the actual situation of the target group by field visit one cannot select theme or develop any suitable material for them. Common methods used for identification of need are observation, interview, focus group discussion and unconventional methods like New Participatory Method and Participatory Rural Appraisal.

Approach to preparation of booklets

There are two main approaches to material preparation:

Unstructured and presumptive approach

Structured and organized approach

This approach puts the target neo-literates into centre of this process. It proceeds from an abstract to a concrete level and requires some practical steps.

Initial planning for book development

Following decisions are taken before starting writing work:

Theme – top priority problems are identified from the result of need assessment and are selected as themes of the books.
Profile of target group – Social, cultural and economic status and other specific features of neo-literates like age, sex, literacy level, interest, etc. are also identified during need assessment.
Objective – objective is set as what neo-literates are expected to achieve after using the booklet. Expected learning outcomes, change and improvement in behaviour, attitude, knowledge, skills and literacy competence of the learners are mentioned as objectives.
Content – Such contents are selected which could achieve the set objectives.
Format (Style of writing) – format is selected according to complexity of content, reading and comprehension level of neo-literates and learning objective. Story, drama, poem, dialogue, picture book, cartoon forms, etc. are quite popular among readers. Whatever format is used, care must be taken that the reader must enjoy reading the book.
Teaching learning process – it is also decided how the booklet will be used. What will be the role of facilitator/librarian/peer group or others. For example, books for better life, new skills, etc. have to be largely cognitive, through conveyance of knowledge, but visual presentations, dialogue, etc. can help the learners gain a better understanding and quicker acceptance of the idea. To bring about attitudinal changes a direct approach of dos and don’ts may not yield the desirable result. Stories and dramas can make an emotional impact on the readers, particularly when followed by discussion.

Steps in preparation of neo-literate books/booklets

After initial planning and deciding the objectives and functions, theme and style of writing of the booklet to be prepared, actual writing work starts. The first step in preparation of booklet is to take decision about strategy for preparation of book. It will be developed in workshop or will be written by an individual. Whatever strategy is adopted all the practical steps of material production have to be followed in preparation of booklet also. The Steps in preparation of booklets are as follows:

Content

As has been mentioned content of the book is decided depending on the objective to be achieved. Complexity of the content is decided based on the stages of development of learners. It is also ensured that the content is relevant and useful for the learners. Following activities help in selection of appropriate content:

Result of need assessment are reviewed. The statements made by neo-literates and community leaders, etc. during field study could also be used as part of writing.
Reference material related to theme is collected and studied.
Subject experts are consulted.

For preparation of script, first of all items comprising contents of selected topic are listed. These items are arranged in a proper order as an outline of the booklet. Logically arranged explanations make contents easy to understand. Sequence of content is decided from simple to complex.

Writing (development of script)

Writing for neo-literates need special talent as neo-literates have vast experience of life and adult thinking power but have limited vocabulary and very low level of literacy. Within these limitations important themes have to be dealt with for them. Talented writers and illustrators must be involved in preparation of script.
The theme of booklet requires skilful handling. The identified problems and their solutions has to be woven in such a way that that the reader is not at the receiving end but should identify herself/himself with character of the booklet.
Based on the content, following two types of booklets may be developed:

a) Primarily illustrations are given with text playing a complimentary role (mainly for beginners).

b) Primarily text, with complimentary illustrations (mainly for middle and self-learning level neo-literates)

The booklet must address to the neo-literates. It should motivate the readers and provide an overview of what they will learn.
Different techniques could be used to make the neo-literate booklets interesting. For example, presenting the information and complex themes in an interest-generating story form may make it interesting and effective. The clarity should be ensured in development of theory or story. A combination of discovery technique (problem solving) and expository technique (including demonstration method) may provide better results than the utilization of one technique.
Sentences should be short as much as possible. Simple expressions and comprehensive ideas must be used.
Such vocabulary must be used that is applicable to the target readers’ locale and life style.
Cultural background of readers should be reflected in text as well as illustrations.
Provision for maximum transfer of learning should be made by developing sub-contents/processes/skills before higher order concepts/processes/skills. In addition, such experiences must be included in variety of situations, as close as possible to the problems the neo-literates encounter in daily life.
Learning sequence should be developed from the content on real life situation as basis to more abstract concepts.
Reinforcement exercises must be provided leading to feeling of reward and satisfaction, mastery, retention and added insight in attacking a problem.
Repeated exposure to problem solving situations is helpful in development of critical thinking.

Illustrations

Role of illustrations is very important in neo-literate booklets. The effectiveness of literacy material is said to be determined by the quality of their illustrations. Illustrations should be supportive to written material. For example, description of an animal is not complete until it is supported by a good illustration.
Illustrations by their mere presence make the booklet attractive and interesting.
There are many styles and techniques of drawings. Which one is best, is a difficult question. Choice of right type of illustrations enhance their effectiveness. It may be simple line drawing, technical illustration, humorous illustration, cartoon, imaginative illustration, etc. In addition to this choice of illustration also depends on readers and to some extent printing technology to be used.
Following points are kept in view while illustrating booklets:

a) Illustration should be attractive, interesting and enjoyable.

b) Illustrations should be simple and clear accurately representing content.

c) Cluttered background should be avoided.

d) Features and clothing of human figures, scenery, structure, houses, tools etc. should conform to those of target readers culture and surroundings.

While considering illustrations the question of use of colour cannot be ignored. Some educators feel that black and white illustrations may suffice and colour would only add to attractiveness of the booklet. Unless colour is significant as in case of our national flag, it would make no difference in comprehension. Therefore, use of colour has to be judicious.
Script writing and illustrations should proceed together. Author, material producer and illustrator should maintain close contact, consulting each other.
Photograph may also be used in booklets.

Editing and layout

The script should be edited for language as well as content. Editor must check overall logic and development of script. For technical subjects, it should be authenticated by subject experts, e.g. booklet on health issues should be checked by practicing doctor.
Each page should be checked for coordination between text and illustrations.
The labour of writer and artist is lost when the pages of the booklet look cluttered. Cluttering of pages discourage the readers. Therefore, cluttering should be avoided. Every page must have white space to give relief to the readers.
Title, subtitles and captions of all illustrations, etc. should be decided and added.
Cover and back cover should be prepared. The title and cover of booklet should be
catchy and attractive representing content of the booklet.
Print line should also be decided and added.

Preparation for field testing

Field testing of booklets are necessary to prepare effective, flawless and motivational booklets. Following preparations are made prior to actual pre-testing of material in the field:

Dummy of booklet is prepared using paper size and number of pages corresponding to the final product. This gives an idea of the image and effect of the complete booklet. As many copies of dummy booklets are made as there are learners.
Method of pre-testing is decided and preparations are made for the same. (For details of pre-testing methods and process please refer to Module 20, Field Testing of Material)
Pre-testers and facilitators are selected and trained to conduct pre-testing in the field. They practice presentation of material to neo-literates in advance till they are confident. They are also informed about the village data and details of participants in advance where pre-testing will be conducted.
Booklet is pre-tested for clarity, simplicity, comprehension, language, illustration, relevance and usefulness of content, format, etc. Questionnaire for pre-testing is developed based on these facts and pre-tested.
Appointment is made with field functionaries and date, time and place of pre-testing is fixed.

Pre-testing

During pre-testing of book main focus is on readability. Questionnaire for pre-testing of booklet is based on the objective of the booklet. Components of evaluation are attractiveness of title of booklet, relevance, usefulness and correctness of (authenticity from the point of view of learners and facilitators) content, use of local vocabulary, difficulty in reading and comprehension, attractive and correct use of illustration and size of book, etc. Following sample questionnaire could be used based on these components.

Fig 2. Questionnaire for pretesting

Various forms of evaluation techniques may be utilized for pre-testing e.g. questionnaire, observation, discussion, etc.

Usually two methods are adopted for pre-testing of booklets

All the learners assemble at one place and each person reads the booklet individually then and there. When they finish reading then pre-testers investigate whether they have actually read it.
Learners are allowed to take the booklets home, then next day the results are investigated.

In both the cases ample time is given to each reader to leisurely read the booklet and give their opinion individually as well as in group. After that the questionnaires are filled by the neo-literates. If they are not able to do it themselves pre-testers/facilitators may help them. Their reactions are also observed and noted.

After field work is over the evaluation results are compiled, analysed and scrutinized about advantages and disadvantages.

Revision and finalization of booklet

A meeting is organised by material producer, which is attended by editorial staff and production related personnel like writer, illustrator, instructors, few pre-testers, subject expert, etc. The result of pre-testing is discussed and decision is made about changes to be incorporated in the booklet. The writers, illustrators and concerned personnel carry out necessary revisions.

After revision of manuscript and illustration, copy editing and proof reading is done. Designing and layout of booklet is finalized with production experts and camera-ready copy is made for printing.

Graded booklets

Neo-literates do not form homogenous group in terms of experience, age and exposure to world. Literacy skill-wise they would be at different stages.

APPEAL Training Material for Literacy Personnel (ATLP), in view of most countries of Asia and Pacific, has identified following three levels of literacy skills:

Level I – Basic Literacy

Adults who have never been to school or who have dropped out of school before acquiring literacy skills.
Adults unable to read and write words, paragraph or any other type of written statement without help of teacher.

Level II – Middle level –Adults who have completed basic level and/or have acquired basic literacy skills.

Level III – Self Learning Level- Adults who have completed middle level or can read independently and who are willing to use books and other material in search of new knowledge.

In view of this it becomes necessary to prepare neo-literate booklets of different grades so that neo-literates of different reading ability could get booklets compatible to their reading ability. The books should be so graded that neo-literates could move from lower to upper level of information, knowledge, skills and 3 R’s smoothly and gradually without getting much help from others. Gradation should also include other aspects of book production like style of writing/format, presentation of theme, illustrations, layout, type size, etc. the basic principles of gradation would be from ‘known to unknown’, ‘simple to complex’ and ‘concrete to abstract’.

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