Abstract
This paper presents and discusses empirical findings about new literacy practices in indigenous languages, observed and analyzed in Bolivia in the framework of the research project Literacy practices in a cross-cultural perspective: a comparison between Bolivia and Uganda, funded by the Deutsche Forschungsgemeinschaft at the Collaborative Research Center on Multilingualism at Hamburg University. Such knowledge and analysis of new situated community literacy practices using a systematic methodology (von Gleich et al. 2002) might help to design more user-adequate programs for schoolchildren and adults, especially in multilingual literacy planning.
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