The CREATE Method: Participatory Literacy for Adult Learners

 

Christina Lynn Chen

 

The CREATE method is a synthesis of many ideas and methods in community development, literacy, and adult education.  Building on the REFLECT approach as well as ideas from Freire, Mezirow, Vella, Knowles, Malone, and others, CREATE makes use of proven dialogue-starters, including Chambers’ Participatory Rural Appraisal, to present literacy as a desirable, useful, and attainable skill for the average adult in developing countries.  The CREATE method is specifically designed for adults who find traditional, school-like approaches to literacy to be irrelevant to their lives and for those who perceive no potential or compelling benefits to their lives from literacy. 

CREATE is an acronym describing the process facilitators and participants work through in each lesson and throughout the literacy program.  Through the CREATE process, facilitators and participants:

            Construct a graphic,

            Reflect on its implications,

            Examine their options,

            Articulate their discoveries,

            Take action, and

            Enhance their community.

CREATE units are centered around the felt needs of the community, resulting in strong interest in the program and continuing motivation throughout it.  Woven throughout this process are literacy activities, demonstrating and modeling relevant functions of literacy and ways that literacy can benefit the life of the individual as well as the community as a whole.  Basic skills are taught through these functions of literacy, rather than as separate activities that could be perceived by the learners as irrelevant or unimportant.

Included are instructions for developing a facilitator’s manual, descriptions of each of the nine steps involved in the method, sample lessons in English, and discussions of materials development and facilitator training.

 

 

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Chen,, C. L. (2005, September). The CREATE method: Participatory literacy for adult learners. Paper presented at 1st International Seminar on Literacy Education in Developing Countries, Semarang, Indonesia.

 

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