Designing For Literacy
Architecture as a tool for literacy in Rotterdam-Zuid
S.L.M. Brandts (TU Delft - Architecture and the Built Environment)
W.C. Yung – Mentor (TU Delft - Architecture and the Built Environment)
A. Romein – Graduation committee member (TU Delft - Architecture and the Built Environment)
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Abstract
Low literacy remains a persistent societal challenge, particularly in disadvantaged urban areas like Feijenoord, Rotterdam, where 36% of adults struggle with basic reading and writing. This research explores the potential role of architecture and the built environment in enabling literacy development. Through a combination of literature review, demographic analysis, interviews, and observations, this research aims to investigate if built facilities in Rotterdam-Zuid can promote and enable the development of literacy among residents to contribute to a more inclusive and destigmatizing society.
The findings reveal that existing literacy-promoting amenities in Feijenoord, such as community centers and libraries, face challenges related to visibility, accessibility, and stigma. Insights from interviews with low-literate individuals highlight the importance of multifunctional, inviting, and destigmatizing environments. Transparent entrances, clear signage, and a welcoming atmosphere can significantly reduce psychological barriers and encourage participation. The study also emphasizes the potential of multifunctional accommodations (MFAs) and camouflage learning, where literacy development is seamlessly integrated into everyday activities such as sports, cooking, and social interactions.
This research concludes that architecture, when thoughtfully designed, can contribute to enabling literacy by creating engaging, accessible spaces that support informal and formal learning. By leveraging spatial design strategies that prioritize inclusion, cities can empower low-literate individuals and foster more just urban environments.