“M-­‐Reading	
  to	
  Children”	
  
Leveraging	
  mobile	
  reading	
  to	
  
promote	
  and	
  advance	
  early	
  
child...
UNESCO’s guiding question: How can countries best
leverage mobile technologies to support the
Education for All goals and ...
Worldreader’s mission is to eradicate illiteracy.
Books for all.
Young children in the classroom using
E-readers

Everyone...
Worldreader Mobile : An existing solution already at scale.

Key Metrics
304,000

My	
  books	
  	
  	
  Search	
  	
  	
 ...
Reading is reading is reading.

This works.
(tons of research shows
more reading=better
reading, more books 
=more reading...
Project Mobiles for Reading Goal: To understand mobile
readers and determine key success factors for mobile reading
initia...
Multiple data inputs provided a portrait of mobile readers and
helped UNESCO articulate policy recommendations.

4330 surv...
Key Research Insight: Large opportunity to impact young
children with mobile reading.
Do	
  you	
  read	
  books	
  and	
 ...
Mobile readers want to use their phones to educate the young
people in their lives.

*from previous Worldreader
research o...
Early Childhood Development: early years are key to building
literacy skills
•  0-4 years critical for literacy skills
•  ...
Early educational interventions have the highest ROI when it
comes to improving long-term quality of life for disadvantage...
Introducing a next generation Worldreader Mobile: created for
parents, caregivers and teachers.
•  Create a new ‘build’ of...
Great content in English and Kiswahili
Utilizing our existing content library:
•  I Know: Days of the Week, Faith Mwisho
M...
M&E: measuring the real impact on children’s literacy. "

Research Questions: 
•  Are more adults reading to children? 
• ...
Large potential to scale with low cost per child.

End	
  Year	
  1	
  

End	
  year	
  2	
  

At	
  Scale	
  

Parents,	
...
High Level Project Timeline
	
  	
  
AcCvity	
  

2014	
  

	
  	
  

Q1	
  

	
  	
  
Q2	
  

	
  	
  
Q3	
  

2015	
  
Q...
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mReading to children: Leveraging mobile reading to promote and advance early childhood literacy

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Presented at the mEducation Alliance Symposium in Washington, D.C., 15-16 October 2013

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mReading to children: Leveraging mobile reading to promote and advance early childhood literacy

  1. 1. “M-­‐Reading  to  Children”   Leveraging  mobile  reading  to   promote  and  advance  early   childhood  literacy  
  2. 2. UNESCO’s guiding question: How can countries best leverage mobile technologies to support the Education for All goals and enrich learning? Current focus areas include mobile learning policy, mobiles for teacher development, gender equality and literacy
  3. 3. Worldreader’s mission is to eradicate illiteracy. Books for all. Young children in the classroom using E-readers Everyone and everywhere using mobile phones.
  4. 4. Worldreader Mobile : An existing solution already at scale. Key Metrics 304,000 My  books      Search          Top  10   Total readers/month (June 2013) Children’s    EducaCon      Career   22 MILLION Romance        Health        Language   Pages read/month Cloud  based  library  of  over  2,000  free   books  
  5. 5. Reading is reading is reading. This works. (tons of research shows more reading=better reading, more books =more reading, ergo more books = better reading.) This works. This works. Worldreader M&E has demonstrated that e-readers in classrooms lead to reading more and reading better. UNESCO/Nokia/WR research shows mobile readers read more.
  6. 6. Project Mobiles for Reading Goal: To understand mobile readers and determine key success factors for mobile reading initiatives Research Questions Target Countries 1.  Who are mobile readers? a.  Gender b.  Age c.  Education 2.  Why are they reading on their mobile? 3.  What are their attitudes towards reading? 4.  What are their reading habits? a.  Do they read more on mobile? b.  Do they use mobile to read to children? 5.  What do they want to read on mobile? a.  Which genres? b.  Which languages? c.  Do they want local content? 6.  What are the barriers to mobile reading? 7.  What predicts intentions to read on mobiles?
  7. 7. Multiple data inputs provided a portrait of mobile readers and helped UNESCO articulate policy recommendations. 4330 surveys to mobile readers in targeted countries via biNu global research tools In depth telephone interviews with active users of Worldreader Mobile Mobile readers: •  Demographics •  Motivations/preferences •  Needs/desires Mobile reading initiatives: •  Key success factors 3 months of data from mobile readers -search -time reading -top books -pages read -menu clicks Full report to be published by UNESCO in February 2014.
  8. 8. Key Research Insight: Large opportunity to impact young children with mobile reading. Do  you  read  books  and  stories  aloud  to  young  children  from  your   mobile?   Are  you  a  parent  or  caregiver  of  children   under  the  age  of  13?   29%   Yes   71%   33%   34%   No   No,  but  I  would  if  I  had   more  books  and  stories  for   children  on  my  mobile   33%   Are  you  a  teacher?   Yes  -­‐  Primary     9%   80%   8%   3%   Yes  -­‐  Secondary   Yes  -­‐  University/ other  Cercieary   No   Yes  (3075)   No  (1255)  
  9. 9. Mobile readers want to use their phones to educate the young people in their lives. *from previous Worldreader research on m-reading
  10. 10. Early Childhood Development: early years are key to building literacy skills •  0-4 years critical for literacy skills •  Gap created rarely closes •  Reading aloud to children key for •  emergent literacy •  language development •  promoting a love for reading •  Lack of reading in early years creates word deficits that compound over time Yet many parents and caregivers in parts of the developing world lack access to the necessary tools : books.
  11. 11. Early educational interventions have the highest ROI when it comes to improving long-term quality of life for disadvantaged communities. •  Currently less than 17% of African children have access to Early Childhood Care and Education (ECCE) services*. This means that that majority of Africa’s children lack the educational foundation they need for later academic success and overall well-being. We want to change that. *from  UNESCO  Global  Monitoring  Report  2012   Figure: Returns to a Unit Dollar Invested (data from US)
  12. 12. Introducing a next generation Worldreader Mobile: created for parents, caregivers and teachers. •  Create a new ‘build’ of WRM o  Low cost, using existing back-end and architecture •  Fill it with best-in-class early childhood literacy materials in English and Kiswahili •  Share & promote it to parents, teachers caregivers in Kenya & Tanzania •  Measure the educational impact  
  13. 13. Great content in English and Kiswahili Utilizing our existing content library: •  I Know: Days of the Week, Faith Mwisho Mountaintop Publishers •  Tusome Tuimbe Tukariri, Angelina D. Mdari Kenya Literature Bureau Children Sourcing new culturally and linguistically appropriate materials: •  Picture books with a variety of illustrations (for learning to “read” •  Pictures •  Rhymes •  Colors, the alphabet, counting, animal sounds, shapes, etc. •  Simple, fun, interesting stories kids will ask to read again and again Guided questions for teachers, parents and caregivers to help engage children in materials.
  14. 14. M&E: measuring the real impact on children’s literacy. " Research Questions: •  Are more adults reading to children? •  What materials are most needed and used? •  Are children becoming better prepared to read and learn? Three Assessment Groups: •  Control Group •  Treatment 1: Training and Public Outreach on R2C App •  Treatment 2 (optional): Training, outreach, and the provision of mobile phones to target population School Readiness Assessment: Basic language and pre-reading skills 3 evaluation periods: Baseline, midpoint, final
  15. 15. Large potential to scale with low cost per child. End  Year  1   End  year  2   At  Scale   Parents,   teachers,   Caregivers   300  000   500  000   1  000  000   Children   impacted   600  000   1  000  000   2  000  000   Cost  per  child   Est.  $2.00   Est  1.20   $0.60  
  16. 16. High Level Project Timeline     AcCvity   2014       Q1       Q2       Q3   2015   Q4       Q1       Q2       Q3   Q4   App  design  &  development                                   DefiniCon  of  content  needed                                     M&E  design/  sample  selecCon                                   Content  AcquisiCon  &DigiCzaCon                                   Baseline  evaluaCons                                     – cohort  of  P1  students  in  control  and  treatment   villages                                   – group  of  K  children                                   – group  of  PK  children                                                                                                                                                                                                                                                                                                                                   Local  hire  &  training  of  project  manager  in  treatment  village   NaConal  launch  &  promoCon  of  app  to  target  audience   App  Store  PromoCon     Local  launch  –  teacher/parent  workshops,  local  PR   communicaCon  in  treatment  village   Focus  groups/interviews  on  ground  with  PTC  to  assess  use  and   what  materials  good/needed   Impact  tesCng  on  treatment  and  control  groups     Interim  report  with  results  data   Final  Impact  tesCng  on  treatment  and  control  groups       Final  report  with  results  data  

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