The literate environment in Kenya: Re-conceptualizing the value of text

Abstract

Understanding how a society values reading beyond the educational setting is currently described in terms of a reading culture. Shifting the focus from a reading culture to a literate environment, which comprises all the ways people interact with text in their everyday lives, is an alternative way to capture the value of the written word. This study examines the extent to which a literate environment, to include a reading culture, exists in Kenya. The data was drawn from an exploratory study of the information practices of women attending university in Kenya. Findings show that a literate environment existed and extended beyond campus. Although not widely generalizable, evidence of a reading culture was also apparent. This case demonstrates how assessing the literate environment provides a broader understanding of how people engage with text that would otherwise be missed. A broader concept will lead to better strategies to enhance engagement with text.