Design of a Methodological Framework for Community Based Digital Literacy: A Kenyan Case Study

To participate effectively in today's society, it is becoming critical that everyone is digitally literate. This can be viewed as the fundamental level of computer science education. However, enabling this particularly in developing counties where a person's priority might be on ensuring they have enough food, water and or shelter for the night is a challenge. Several frameworks have been developed relating to digital literacy and what this comprises, but much less attention has been given to developing a framework on how to embed this within a community. Many governments in developing countries have digital technologies as a core part of their strategy, with an accompanying plan to upskill their citizens. But this usually means in practice that a centralized organisation is charged with delivering digital literacy to the community, with little involvement or understanding of that community in the design and roll out of this. This often results in low uptake/involvement by the community. The aim of this study is to explore how to change this approach by developing a methodological framework that puts the community at the centre of a digital literacy development programme. The researchers have designed this framework based on their experience of working with the N dhiwa rural community in Kenya. This paper outlines the issues with current practice, identifies the key evidence to inform the design and development of the framework and then presents the framework itself. This methodological approach enables those looking to develop digital literacy within different types of communities to consider the needs of each community and adapt the delivery accordingly.