Postliteracy in the Digital Age: Implications for Literacy Education and Curriculum Development in Tanzania

• In Event: Adult Education Research Around the Globe

Abstract

This paper presents a study on postliteracy practices of individuals emerging from strictly traditional oral cultures with limited educational attainment and poor in economic resources and how they maintain their writing and communication skills in a mobile phone environment. The study reveals that for individuals with limited proficiency in literacy skills, cell phones and its mobile applications offer a vital resource for postliteracy practices over books and newspapers, and ensures that previously acquired skills in literacy education have a better chance of being enhanced and not become forgotten. We conclude this case study with a discussion of implications and future directions in literacy education and curriculum development.

Author

• Ladislaus M. Semali, The Pennsylvania State University