TARA Akshar⁺ programme is an interactive programme which uses ICT as a powerful and effective alternative to more traditional and time consuming literacy programmes being run in different parts of the country. Success of the programme relies heavily on the use of Advanced Cognitive Innovations supplemented by customised resource materials which makes the learning friendly and entertaining for the programme learners. The best part of the TARA Akshar⁺ programme is that it does not only concentrate on providing literacy skills but also promotes the habit of reading in the neo literates. This strengthens and sustains the literacy capability after the TARA Akshar⁺ programme is over. In order to promote continuing education among the neo-literates, TARA Akshar⁺ has introduced the concept of ‘Apni Pathshala’ (My Own School) in every village where the TARA Akshar⁺ programme is functional. This concept of ‘Apni Pathshala’ has evolved through research, survey and the demand of the programme learners. ‘Apni Pathshala’ is where the neo literates come to a specified location wherein they have access to relevant literature specially designed to communicate relevant issues to the adult women and their families as well.

In both, the TARA Akshar⁺ programme and ‘Apni Pathshala’, we design our resource materials which appreciate the special needs and interest areas of the neo literate adults. While designing the resource materials, attention is given to the fact that the content should be useful to the neo literates for their upliftment and empowerment. At the same time, the resource materials should be interesting enough to attract and motivate these neo literates to read the books in order to sustain their newly developed literacy skill.

The content is designed keeping in mind that usually the neo literates have delicate levels of literacy. If we fail to provide them the best suited books, we would lose the opportunity to enhance and sustain their newly acquired literacy skills.

In the current literacy scenario in India, most of the resource materials made for the neo literates is not demand driven. This material is usually uninteresting and monotonous. Although the subject matter is informative and relevant but the language and design of the material is not reader friendly and interesting enough to attract the neo literates to read the books. The material often seems to just talk of messages that the content creators think are necessary to improve the lives of the neo literates but this is done in a very boring, monotonous manner.

If I was given such books, I would not want to read them. The neo literates are no different. They also love to read books which are a mix of both – information and entertainment. Complete entertainment oriented resource materials would work but books only giving information without making it interesting will definitely not work in sustaining the interest of the neo literate readers. What they need is edutainment just like all of us. They need enjoyable, useful and informative resource materials.

While producing the reading materials, we came to know through our surveys and research that when it comes to entertainment; neo literates love to read books and magazines which tell stories or talk about things like ghosts, love, gossip, local history of the area, folk songs, folk lore, proverbs, personality details, jokes, festivals, food recipes, regional films and film stars etc. Through our experience, we have learnt that we need to give our new readers a rich range of books which meets both their expectations - ‘need’ (information) and ‘want’ (entertainment) to build and sustain the newly created literate environment.

While collecting information to create the content, it is important to authenticate the sources of information. Incorrect and unauthenticated information will lead to providing wrong information to the readers. Neo literates are particularly fragile in this case. They have just entered in this new world of literacy. They are mostly adults who come with their own set of experiences, beliefs and values. We need to give them correct and authenticated information. If the books they are referring and reading fail to provide them with correct information, we will lose them forever. They will not give literacy another chance.

Language used in the neo literates’ reading material is a very important factor in motivating them to read and in sustaining their reading habit. Mostly, the books use formal and sanskritised Hindi having complicated and incomprehensible words. We must avoid formal and difficult words which are not used in the daily lives of the neo literates. Using their own dictionary helps in getting them closer towards the ‘thinking procedure’. If they can’t understand the text and can’t connect themselves with the text, it is almost impossible for them to think or reflect about the subject matter being written about. Their life and experiences are best expressed in their own local language. Using their own language helps a lot in helping them to connect with the reading material resulting in sustaining and enhancing their literacy skills.

Same goes with the images used and the design of the books. The images should be imaginative, interesting, locally relevant and colourful. The language, tone, style, graphics, illustrations of the reading materials ought to be accepted by the community it is catering to.

Content also needs to be modified according to different regional areas and states to make it locally accepted. There is a saying - ‘In India, after each mile the language changes.’ An interesting example is how the word ‘rabbit’ is called by different names in three adjoining states of India which all fall in the Hindi belt. In Uttar Pradesh and Bihar, the rabbit is called Khargosh and Kharha respectively and in Rajasthan, the locals call it Haunha.

Keeping in mind the literacy and comprehension levels of neo literates, here are some basic points that we recommend should be taken into account while developing the kind of resource materials which Girija and her friends love to read: