The following guidelines were based on the final report of the 5th sub-regional workshop on the development of basic literacy learning materials for ‘un-reached’ population in South Asia (1998)
- Needs Assessment – Surveys and identifies the concerns of the target learners because the objectives of the materials should be carefully drafted based on the interests, problems, and need of the target learners
- Development of curriculum grid – Helps materials developers and teachers to know learners’ needs and to decide on the content and the level of materials to be produced.
- Goals of national literacy program
- Core content based on national concerns
- Locally relevant content based on the identified needs of the learners
- Prescribed levels in the three Rs
- Levels of literacy skills of learners
- Selection of themes
- Setting up objectives
- Deciding on the format
- Considerations
- Age group
- Location in which the IM is to be used
- Literacy level of target clientele
- Cost of development and use of the material
- Ability of the teachers to utilize the material
- Type of role that the material plays (i.e. motivational, instructional, awareness building, informative, etc.)
- Various formats
- Written (e.g. booklet, flashcards, flip chart, posters, comics, games, wall papers)
- Electronic media (e.g. audio tapes like songs, dramas, talks, speeches, announcements, broadcasts: video presentation: radio and television program, etc.)
- Interactive formats (e.g. CDcourseware, web-based courses, on-line hyperlinks
- Considerations
- Selection and arrangement of content
- Titles and caption
- Scriptwriting
- Script expressions, inclusive language
- Short sentences
- Illustration
- Local language flavor
- Reading flow
- Attractive layout
- Illustrations (balanced and inclusive)
- Editing