Literacy for All: Leading the way to literacy excellence
THE 8TH PAN-AFRICAN READING FOR ALL CONFERENCE
University of Nairobi, Kenya
12th – 16th August 2013
CALL FOR PAPERS
Organised By
Association of Reading of Kenya (ARK)
International Development Committee - Africa (IDC-A)
International Reading Association (IRA)
Sponsored By
Canadian Organization for Development through Education (CODE)
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THE 8TH PAN-AFRICAN READING FOR ALL CONFERENCE
The purpose of Pan-African Reading for All Conference(s) is to develop ways of translating “Education for All”
into “Reading for All.” The 8th Pan-African Reading for All Conference will be co-hosted by the Association of
Reading of Kenya (ARK) and The School of Education of The University of Nairobi under the theme: Literacy
for All: Leading the way to literacy excellence. Specifically, the conference will provide a forum for teachers,
writers, librarians, educators, researchers, publishers and local and international development workers to
showcase innovative literacy strategies and techniques that have continually made a positive impact on literacy
development across Africa. More importantly, sharing and documenting research findings, lasting knowledge
solutions and best practices on literacy will not only be strengthened but also be critical in teasing out what is
working and what is not in order to have a more coordinated and streamlined approach to literacy in Africa. To
this end, the conference will highlight support structures needed, to be established and/or strengthened, for the
promotion of reading (and numeracy) as a cornerstone for the Education for All process, nationally and
internationally. The conference will, hopefully, stimulate a greater responsiveness among development partners
who are looking beyond Education for All by 2015.
The Pan-African Reading for All Conference has become an important literacy event on the African continent.
It provides a platform for policy makers in government and the donor community to interface with literacy
professionals, and researchers at all levels to share vital knowledge and information on appropriate ways and
strategies of delivering literacy and reading skills to all communities. In the seven countries (South Africa
(1999); Nigeria (2001); Uganda (2003); Swaziland (2005); Ghana (2007); Tanzania (2009) and Botswana
(2011)) where the conference has been held, positive developments have been registered. These include growth
and development of community libraries, adult literacy classes, children’s reading tents, emergence of reading
and writing clubs in schools and communities and positive policy pronouncements in favor of the book sector
and publishing industry.
The first conference (held in Pretoria in 1999) focused on reading among children. The second one (held in
Abuja in 2001) considered the role of communities in building a reading culture. The third one (held in Kampala
in 2003) was on analyzing and ultimately surmounting the factors that impede the transmission and use of
literacy skills. The fourth one (held in Ezulwini in 2005) was on exploring the connection between literacy and
sustainable development. The fifth conference (held in Accra in 2007) was on Literacy for human liberation.
The sixth one (held in Dar es Salaam in 2009) focused on Literacy for Community Based Socio-Economic
Transformation and Development. The seventh conference (held in Gaborone in 2011) was on a reader
becoming an empowered leader. The determination of the conference theme draws from the local scene of the
hosting country, extending to matters of regional and global interest.
Objectives of the 8th Pan-African Reading for All Conference
The objectives of the conference are to:

Strengthen capacity within Africa in collecting and analyzing data to support formulation of policy and
interventions that address the barriers that make it difficult to achieve the vision of literacy (and
numeracy) for all;

Generate and/or support frameworks for the development and implementation of new initiatives that
address specific literacy (and numeracy) problems;

Consider how reading, writing (and numeracy) can be harnessed effectively for opening up social
futures across Africa and the world at large.

Interrogate a range of approaches that promote literacy (and numeracy) in- and out-of-school and those
that facilitate the setting up of rural libraries and encourage the development of high quality, low-cost,
culturally relevant, multi-genre reading materials and resources.
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CONFERENCE THEME, SUB-THEMES AND TOPICS
A. Conference Theme: Literacy for All: Leading the way to literacy excellence.
B. Sub-themes
i) Literacy and early childhood education
ii) Literacy across the curriculum
iii) Literacy, information centres and technology
iv) Literacy and community participation
v) Literacy and language of education
vi) Literacy instruction and assessment
vii) Literacy, health and human rights
viii) Literacy, publishing and materials development
ix) Innovations in literacy instruction
x) Multicultural literacies
INSTRUCTIONS FOR SUBMITTING PROPOSALS
Presentations will be of the following types:
 Individual papers: These will be presented by one or two individuals and will be allotted 30 minutes each
(20 minutes for the presentation and 10 for discussion).
 Colloquia: These will be presented by four or five people working together and will be allotted two (2) hours.
The presenters may divide the time amongst themselves as they deem fit but should allow at least 40 minutes
(not necessarily all together) for audience reactions.
 Workshops: These will be interactive sessions, in which the presenter(s) is expected to act as a facilitator
rather than as a speaker. Each will be allotted one (1) hour. A workshop should have a practical purpose and
involve the participants in some activity.
 Poster sessions: These will be graphic displays of information, which will be posted on the walls of the
session rooms and/or in the corridors. Each display will stay up for several hours, and a period of 20-30
minutes will be allotted for conference participants to come and discuss it with its presenter.
 Films/Documentaries: These should be presented on video tape and will be allotted 30 minutes each. Tapes
should be no more than 20 minutes long to allow time for viewers’ questions and comments.
Presentations should fall under one of the major sub-themes listed.
To propose a presentation, please fill out the proposal form provided here.
CONFERENCE REGISTRATION FEES
All those who intend to take part in the conference, whether presenting papers or not, will be required to pay
conference registration fees (a different form will be provided for this purpose). The registration fee per person
for participants from Africa including Seychelles, Mauritius and Madagascar is US$150. The registration fee per
person for participants from other continents is US$250.
OTHER
Information on travel and accommodation will be provided in due course.
Visit the Kenya Tourism Board website for interesting tourist destinations in Kenya:
www.magicalkenya.com; www.ktb.go.ke
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PROPOSAL FORM
Please write in block letters
1) NAME: PROF/DR/MR/MRS/MS/MISS:…………………………………… ………………………………..
SURNAME
OTHER NAMES
2) ADDRESS:……………………………………………………………………………………………………..
3) E-MAIL ADDRESS:…………………………………………………………………………………………..
4) TELEPHONE (BEGIN WITH COUNTRY CODE)………….……………….. FAX:…….……..…………..
5) TITLE OF PAPER (PRESENTATION)………………………………………………………………………
………………………………………………………………………………………………………………….
6)
INDIVIDUAL {
}
GROUP {
} (If presenting as a group write the names and surnames of the
other presenter(s) below.)
a) ………………………………………………………………………………..
b) ………………………………………………………………………………..
c) ………………………………………………………………………………..
d) ………………………………………………………………………………..
7) CHOOSE (TICK √) SUB-THEME AND TOPIC YOUR PAPER (PRESENTATION) FALLS INTO:
i) Literacy and early childhood education
ii) Literacy across the curriculum

Developing local orthographies

Reading to learn from information sources

Developing the early grade reading teacher

Financial and numerate literacy

Policy on literacy instruction in the early grades

Literacy strategies for teachers in upper the grades

Literacy strategies for the early grades

Sustaining life-long reading

Early literacy intervention and support

Scientific literacy
iii) Literacy, information centres and technology

Libraries and community learning resource centres

Social media, popular culture and literacy promotion
and development

Multimedia and multi-modal applications in literacy

Reading multiple texts/inter-textuality

Access to and maximized utilization of information and
communication technology (ICT) for literacy
development
v) Literacy and language of instruction
iv) Literacy and community participation


Literacy for good governance and democratic
leadership
Strengthening community-based approaches to the
provision of equal opportunities for literacy
development for a knowledge-based society
Out-of-school youth and adult literacy programs

Literacy for peace-building and conflict resolution

Role of civil societies and community-based
organizations on literacy development

vi) Literacy instruction and assessment

Mother tongue literacy and official languages

Literacy curriculum design, implementation and
evaluation

Capacity building, professional development and
standards for literacy instruction in mother tongue

Assessing reading and numeracy and using results to
inform instruction
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vii) Innovations in literacy instruction
viii) Literacy, health and human rights

Emerging literacies

Literacy for healthy living

Literacies in the workplace

Access to literacy for disadvantaged groups including
most vulnerable and at-risk populations


Information literacy and access to information sources

Literacy development in emergencies and conflict
situations
Agro-literacy


Visual and performance arts literacy

Literacy for inclusive national development policies
and strategies
Literacy for human rights promotion and support

Innovative reading instruction curricula

Literacy for gender equality
ix) Literacy, publishing and materials
development

8)
x) Multicultural literacies

Development of high quality, low-cost, culturally
relevant children’s literature
The role of publishers in literacy initiatives

Linking children’s literature to classroom instruction

E-publishing, e-readers and literacy promotion

Literacy and linguistic minorities

Literacies and indigenous cultural knowledge systems
and practices
Literacy, multi-lingualism and the practice of
translation
Enactment and/or enforcement of inclusion, nondiscriminatory literacy legislation and policies that
provide protection and equity for people with specials
needs


TYPE OF PRESENTATION TICK (√)
PAPER { } WORKSHOP { } FILM { } COLLOQUIUM { } POSTER SESSION { }
9)
TYPE OF PRESENTATION TICK (√)
PAPER { } WORKSHOP { } FILM { } COLLOQUIUM { } POSTER SESSION { }
10) ASPECT OF LITERACY TO BE COVERED
RESEARCH {
}
MATERIALS PRODUCTION {
POLICY {
}
}
TEACHING {
INFORMATION DISSEMINATION {
}
}
11) PLEASE WRITE BELOW OR ATTACH AN ABSTRACT OF BETWEEN 250-300 WORDS OF
YOUR PROPOSED PRESENTATION
……………………………………………………………………….......……………………………………
…………………………………………………………………………………………………………………
12) AUDIO-VISUAL EQUIPMENT NEEDED
FLIPCHART { }
OVERHEAD PROJECTOR { }
VIDEO PLAYER { }
POWER PONT { }
13) SPONSOR(S) TO THE CONFERENCE: …………………………………………………………………
………………………………………………………. ……………………………………………….
SIGNATURE
DATE
Mail completed proposals to: Association of Reading of Kenya, P. O. Box 24605-00100, Nairobi, Kenya.
Electronic submissions may be send to associationofreadingofkenya@gmail.com
For more information about submitting proposals, please contact Dr. Hellen
hellen.nasimiyuh@uonbi.ac.ke; hinyega@yahoo.com OR Evans Wafula emahaya@gmail.com
Inyega
PROPOSALS TO BE RECEIVED NO LATER THAN 31 DECEMBER 2012
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