For Durban author Dr Keli Hariparsad, literacy is about far more than the ability to read and write. It is about access, imagination, representation and, ultimately, human dignity.
As South Africa observed International Literacy Day on Tuesday, 8 September, Hariparsad reflected on literacy as both an educational foundation and a social imperative.
“From a social standpoint, I believe literacy means ensuring adequate access to education on how to read and write, as well making reading and writing materials available to everyone. Literacy, to me, is a human right,” she said.
Her relationship with books began in childhood, nurtured by parents who recognised her imagination and encouraged it through library visits, creative writing classes and books.
“I believe in the famous saying, ‘Pay attention to the things that excited you as a child because they are connected to your life purpose.’ I’ve always enjoyed books and being imaginative. , from childhood. If I look back on my own childhood, it wasn’t a financial investment of continuously buying books that fostered my interest in reading. It was the fact that my parents always took the time to take me to the library, took time to transport me to creative writing classes, took time to support me at short story and poetry competitions. Time towards your child’s interest plays a huge role.”
That early fascination with the written word later developed into a life immersed in authorship and the literary world, including her work through Durban-based The KREST House.
At the centre of her advocacy is a belief in the transformative power of stories.
“Stories have the potential to change what we believe is possible in the world. Literacy is the foundation to making sure these inspiring stories are able to be shared, and also be received by others,” she said.
Yet Hariparsad believes a love of reading can be diminished when children encounter books chiefly through obligation.
“Children love to read for the magic, fun, and entertainment of stories. Children are being introduced to books by adults, in a way that doesn’t make reading seem like fun. It is very hard for children to come to love reading when adults make it synonymous with ‘work and chores’, ” she said.
While critical analysis and academic reading have their place, she believes the first relationship a child forms with literature should be one of curiosity and enjoyment. If she could introduce one literacy intervention into every South African school, it would be deceptively simple: dedicated time to read.
“I’d actually like to introduce more ‘time’ to read. Schools make reading a ‘do it by yourself in your time’ kind of activity, so between school hours, extracurriculars, homework, and studying, students never have time to properly explore reading unless it’s a set book,” she said.
She believes regular library or reading periods would give pupils room to discover literature independently of prescribed texts and assessment.
Hariparsad also places considerable value on libraries, particularly in communities where purchasing books regularly is beyond the means of many families.
“Even I, as an author and publisher, cannot realistically buy a new book every time I’m done with the last, because that’s not financially feasible. Libraries are a great way to ensure continuous access to literature,” she said.
She encouraged communities to make active use of these spaces and to support them through book donations where possible.
She said that representation in stories matters most.
“It becomes a lot easier to get inspired by stories when we know that the characters have come from the same places or circumstances that we have. This is why diversity matters in stories.”
Her view of contemporary reading culture is equally measured. While smartphones and social media are often blamed for drawing young people away from books, she believes technology has instead altered the way reading takes place.
“I have a contrarian opinion on this. I don’t believe phones and social media have necessarily detracted from reading culture. I believe it’s done exactly what you are asking — it’s made reading relevant and accessible again,” she said.
She pointed to BookTok, Bookstagram, BookTube, e-books and digital storytelling platforms as examples of how literary engagement has migrated into new spaces.
“I think the youth are just reading in a very different way to previous generations — and we should work together with technology to foster this love of reading, rather than discourage it or limit the definition of reading to only physical books,” she said.
For Hariparsad, encouraging literacy therefore requires neither prescription nor guilt, but an understanding that people approach stories in different ways. Her advice to reluctant readers is to begin not with what they feel they ought to read, but with what already compels their interest.
“You’ll be more likely to enjoy reading a book if the aim is to explore an interesting topic, rather than simply picking up a book for the sake of picking up a book.”
In Hariparsad’s view, literacy is ultimately not confined to the page. It is the means by which people encounter ideas, recognise themselves in stories and gain access to worlds beyond their own.
