The use of graphic design materials as a resource to address the issue of literacy acquisition in rural schools of the Eastern Cape

Abstract

Currently, literacy acquisition is one of the major problems facing South African education. Despite tremendous efforts made to deal with this problem over the past few years, literacy acquisition remains a major challenge in South African schools particularly for those schools in rural areas. These problems are caused predominantly by poor infrastructure, lack of good reading habits, inadequate support of literacy activities and illiteracy at home. It is the position of this study that literacy acquisition programmes should expand beyond traditional methodologies by making use of visual strategies such as this one, as in different cases, the use of visual images proved more effective; for example in health campaigns. This dissertation, then, sets out to investigate how graphic design materials could be used as a resource in an attempt to address the issue of literacy acquisition in rural schools of the Eastern Cape. This was achieved by studying how learners responded to the use of graphic design materials which were designed specifically for this investigation; it could then be seen how the learner’s responses to these materials might affect the acquisition of literacy. An in-depth investigation with the Grade Six learners from three rural schools (two from the Eastern Cape and one from KwaZulu Natal) was conducted as part of a phenomenological research process to provide variations and comparable research outcomes, and was carried out from within both the emic and etic viewpoints. This meant that the researcher was privy to both the participants’ world (from his own childhood background in the Eastern Cape) and his (more recently acquired) researcher’s point of view. Findings include a reflection on learner’s experiences as well as on the context or the conditions of the learners’ everyday lives. The goal was to focus on participant’s experiences as they experienced them in their lived world. The research outcomes are discussed in terms of how the current schooling conditions affect literacy acquisition in rural schools, and, to counter this, what effect learners’ responses to the visual images, in particular, might have on literacy acquisition. In all these three schools, the study suggested that the use of these graphic design materials has amongst other things, made reading fun and easy to understand. This study concludes by reflecting on the research outcomes and offering suggestions as to how graphic design materials could be used to address some of the problem identified by this investigation. It is thought that the originality of the research lies in the starting point and focus of literacy acquisition being the visual aspect of storytelling, rather than the verbal, and in moving from the visual to the verbal, using narrative as the bridge exploiting the connection between the two.