Literacies and learning: An exploration into women’s digital literacy practices and sustainable livelihoods in rural Zambia

Oct 15, 2026

Uploaded by Elsa

The research article examines how rural women engage in digital literacy practices beyond formal schooling and how these literacies shape sustainable livelihoods in Zambia. Drawing on an ethnographic study grounded in empirical evidence from a village community, it applies a New Literacy Studies (NLS) framework and treats literacy as a social practice. The study challenges deficit-oriented approaches found in prevailing literacy policy discourses and highlights digital literacies’ role in empowerment and well-being, supporting future policy implementation in the informal economy and individual livelihoods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction and background context

Adult literacy policy goals and human development indicators

Literacy statistics, functional literacy, and rural gender patterns

Global and local literacy constraints and technology-driven literacy change

Focus shift in literacy research toward non-school literacies

Australian Journal of Adult Learning Volume 64, Number 3, November 2024 Literacies and learning: An exploration into women’s digital literacy practices and sustainable livelihoods in rural Zambia John Zimba University of East Anglia, UK The research article explores rural women's literacy practices outside of the school system, with a specific focus on their digital literacies. It employs an ethnographic study approach to delve into how these literacies influence the broader capabilities of rural women. The study, involving women participants, is grounded in empirical evidence from a village in Zambia. The article challenges the deficit approach prevailing in literacy policy discourses and approaches that dominates wider policy and practice. Employing a New Literacy Studies (NLS) approach, the study examines digital literacy practices and their influence on women's livelihoods, drawing on Street's (1984) concept of literacy as a social practice. The findings underscore the significant contribution of digital literacies in shaping rural women's livelihoods, empowerment and well-being. Ultimately, the study advocates for future policy and implementation initiatives that appreciate the role of literacies in the informal economy and individual well-being. Keywords: digital literacies, informal learning, capabilities, and empowerment models Literacies and learning: 325 An exploration into women’s digital literacy practices and sustainable livelihoods in rural Zambia Introduction and background context The research findings presented in this article provide insights regarding the role of digital literacy in Zambia, in the context of adult literacy policies, highlighting the significance of informal learning in shaping rural people’s livelihoods for future policy consideration. The policies governing adult literacy in Zambia are strategically designed to promote broader participation and increased productivity in the labour market.This is evident in the Government’s recognition of adult literacy as a key human development indicator (see Ministry of Finance and National Planning, 2017, p. 99). Policy documents consistently highlight illiteracy as being pervasive among the adult population, constraining national development (Ministry of Education, 2008; Ministry of Finance and National Planning, 2022) . As a result, adult literacy is written into many policy documents as a tool for expanding and enhancing life skills (see Ministry of Commerce and Trade Industry, 2006; Ministry of Finance and National Planning, 2017, 2022). Recent statistics reveal that women’s literacy levels for the population aged between 15 and 49 is at 66.4 percent and is expected to rise to 85 percent by 2026 (Ministry of Finance and National Planning, 2022) . This figure is for those who have attained a certain level of education and can exhibit functional literacy skills, as depicted in the Universal Declaration of Human Rights of 1948 (Ministry of Education, 2008; UNESCO, 2007, 2015).Globally, 757 million adults are considered incapable of reading or writing a simple sentence, and most women are in this category (UNESCO, 2015).In Zambia, most people considered illiterate live in rural areas, mostly women. There is still a broad assumption that functionally illiterate people struggle to comprehend the textual information required to navigate everyday activities.A study on adult literacy in Canada, for example, revealed that 20 percent of adults required assistance with textual material while an additional 28 percent did not meet the necessary literacy skill levels to thrive in a fast-paced society.The authors called for enhancing the population's literacy skills for economic and social advancement (ABC CANADA Literacy Foundation, 2006).On the other hand, the rapid development of technologies has changed what it means to be literate (Gee, 2013; Lankshear & Knobel, 2006).According to 326 John Zimba a UNESCO report (UNESCO-UIL, 2019, p

FAQs

What does the article investigate about women’s digital literacy?

It explores rural women’s digital literacy practices outside the school system and how these practices affect their capabilities and wider livelihoods.

What research approach does the study use?

The article uses an ethnographic study approach and applies a New Literacy Studies (NLS) framework, treating literacy as a social practice.

How does the article relate digital literacies to livelihoods and empowerment?

The findings show that digital literacies significantly contribute to shaping rural women’s livelihoods, empowerment, and well-being.

Oct 15, 2026

Uploaded by Elsa