Mobiles for literacy in developing countries: An effectiveness framework

Daniel A. Wagner, Nathan M. Castillo, Katie M. Murphy, Molly Crofton, Fatima Tuz Zahra

Research output: Contribution to journalArticlepeer-review


In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.

Original languageEnglish (US)
Pages (from-to)119-132
Number of pages14
Issue number1
StatePublished - Mar 2014
Externally publishedYes


  • Developing countries
  • Evidence
  • Literacy
  • Mobiles
  • Quality of education
  • Success
  • Teachers
  • Technology

ASJC Scopus subject areas

  • Education


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